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8th GradeChallenge Communication Arts

Curriculum

Board Approved: Draft

FHSD Academics NMH 8th Grade Challenge/Pre AP Curriculum BOE Approved: Draft

Francis Howell School District

Mission Statement

Francis Howell School District is a learning community where all students reach their full potential.

Vision Statement

Francis Howell School District is an educational leader that builds excellence through a collaborative culture that values students, parents, employees, and the community as partners in learning.

ValuesFrancis Howell School District is committed to:

Providing a consistent and comprehensive education that fosters high levels of academic achievement for all Operating safe and well-maintained schools Promoting parent, community, student, and business involvement in support of the school district Ensuring fiscal responsibility Developing character and leadership

Francis Howell School District Graduate GoalsUpon completion of their academic study in the Francis Howell School District, students will be able to:1. Gather, analyze and apply information and ideas. 2. Communicate effectively within and beyond the classroom.3. Recognize and solve problems. 4. Make decisions and act as responsible members of society.


Communication Arts Graduate Goals

Upon completion of their Communication Arts study in the Francis Howell School District, students will be able to:

1. Speak and write standard English with fluency and facility using proper grammar usage, punctuation, spelling and capitalization.2. Read a variety of genre with facility, fluency and comprehension and be able to analyze and evaluate what they read.3. Develop a comprehensive research plan while evaluating resources for their reliability and validity. 4. Compose well-developed pieces of writing, both formally and informally, with clarity and awareness of audience and form.5. Orally make presentations on issues and ideas.6. Identify and evaluate relationships between language and cultures.

Course Description and RationaleSeventh Grade Challenge/Pre-AP Communication Arts is a course in which students will engage in studies that have a greater degree of differentiated instruction and self-direction than the regular communication arts course. It is intentionally vertically aligned with to the Pre-AP and AP courses taught at the high schoo level.

Students will explore – through specific genres of fiction, non-fiction, and media – enduring understandings that characterize the literature they read with increased focus on analysis and evaluation. Students will read deliberately and thoroughly, taking time to understand a work’s complexity and to absorb its richness of meaning . Careful attention to textual detail will provide a foundation for interpretation.

Students will demonstrate the ability to write formally and informally - including reflective/creative, argumentative, and analytical writing, with an emphasis on the development of various formats and the 6 + 1 Traits of Writing. Writing instruction will include attention to developing and organizing ideas in clear, coherent, and persuasive language; a study of the elements of style; and attention to precision and correctness.

Students will use and analyze media in oral and visual presentations. They will also continue to develop research skills and the citing of sources in MLA format.

Students must meet a select criteria to be placed in this course. This course is not a prerequisite for high school pre-AP or AP courses, nor does it automatically qualify a student for those courses.


Curriculum Team Christy Beeman Barnwell Middle School Alan Beeson Hollenbeck Middle School Cheryl Bratton Francis Howell Middle School

Judy Mikulus Saeger Middle School

Middle School Department Chairs

Raquel Babb ME Bryan Middle SchoolJessie Lashley Hollenbeck Middle SchoolPatrice Feldmann Francis Howell Middle SchoolSabrina Follett ME Bryan Middle SchoolJudy Mikulus Saeger Middle SchoolJulie Peters Barnwell Middle School

Secondary Communication Arts Content Leader Nicole HuffmanDirector of Student Learning Travis BrachtChief Academic Office Mary Hendricks-HarrisSuperintendent Dr. Pam Sloan


Content Area: Communication Arts Course: 8th Grade Challenge Com Arts Strand: Reading Process - A

Learner Objectives: Develop and apply strategies to the reading process.

Concepts: A: pre-reading B. during reading C. post-reading D. making connections E. fluency

Students Should Know Students Should Be Able to Reading is an active, meaning-making process.

Using pre-reading, during reading and post-reading strategies helps readers interpret, analyze and evaluate the text.

Making connections to the text helps readers interpret, analyze and evaluate the text.

Readers adjust their reading rate according to the difficulty of the text.

Readers use decoding strategies when they come to unknown words in the text.

Read grade-level instructional text with (a)fluency, accuracy, comprehension and appropriate expression (b) adjusting the reading rate to difficulty and type of text. (R1D8; DOK 1; 1.5)

Apply pre-reading strategies to aid in comprehension (R1F8; DOK 2; 1.5, 1.6)

a. access prior knowledge b. preview c. predict with evidence d. set a purpose for reading

Apply during reading, utilizing strategies to (R1G8; DOK 2; 1.5, 1.6) a. determine the meaning of unknown words

Use knowledge of Greek and Latin roots, prefixes, suffixes, and cognate words in different languages to determine the meaning of words. Recognizes that knowledge of the origins and history of word meanings enhances understanding of a word’s meaning. (AP R.1.1-1.4)

Use word knowledge, grammar (e.g. subject, verb, pronoun reference), sentence structure (e.g. clauses, phrases, compound and complex sentences), and surrounding sentences to determine the meaning of a sentence. (AP R.1-3.2)

b. monitor comprehension c. question the text d. infer e. visualize f. paraphrase g. summarize


Apply post-reading strategies to comprehend, interpret, analyze, and evaluate text (R1H8; DOK 3; 1.5, 1.6)

a. explain the relationship between main idea and supporting details b. question to clarify c. reflect d. draw conclusions e. paraphrase f. summarize --create a graphic organizer in response to specific information asked about the text Compare, contrast and analyze connections: (R1I8; DOK3; 1.5, 1.6,

1.9, 3.5) a. text to self (text ideas and own experiences)

Use prior knowledge and experiences to guide interpretation of events, ideas, and themes in texts. Evaluates the relevance and adequacy of prior knowledge and experiences to guide and revise ongoing interpretations of texts. (AP R 2.1-1.4)

Draw on relevant prior knowledge and experiences to extend and elaborate the meaning of events, key ideas, main ideas, supporting ideas, and themes in texts (e.g. draws conclusions, recognizes consequences and implications, explains personal significance (AP R 2.1-2.3)

b. text to text (information and relationships in various fiction and non-fiction works) c. text to world (text ideas and the world by identifying how literature reflects a culture and historic time frame).

Identify explicit references to elements of social, cultural, and historical context and uses them to guide interpretation of the texts. (AP R 2.2-1.2)

Understand that the English language evolves and uses that knowledge to note social, cultural, and historical differences in language across a variety of texts. (AP R 2.3-1.2)

Understand that language represents and


constructs how readers perceive events, people, groups, and ideas. Recognizes positive and negative implications of language and explains how it can affect readers in different ways. (AP R 2.3-2.3)

Describe what he or she likes or dislikes about a text and gives reasons. Understands that different readers respond differently to texts and that their personal attititudes and beliefs about events, ideas, and themes in texts shape their comprehension. (AP R 2.2-2.2)

Use word knowledge, grammar (e.g. subject, verb, pronoun reference), sentence structure (e.g. clauses, phrases, compound and complex sentences), and surrounding sentences to determine the meaning of a sentence. (AP R.1-3.2)

Mark and annotate texts and takes notes during or after reading to identify key concepts, issues, principles, and points to be re-read, elaborated, and retained, to make connections among ideas and to question the text. (AP R 4.2-2.4)

Identify and select appropriate primary and secondary sources (e.g. dictionaries, Internet sites, encyclopedias, almanacs, class notes, interviews, discussions), to expand and deepen the understanding of texts. (AP R 4.3-4.4)

Select graphic organizers (e.g. diagrams, flow charts, story maps, outlines, concept maps, tables) and reading guides to map relationships among more complex ideas generated while reading. Evaluates the utility of various graphic organizers and modifies them to meet personal goals. (AP R 4.4-1.4)

Instructional Support

Student Essential Vocabulary


ANALYZE—to examine by parsing or breaking down into smaller parts or elements DRAW CONCLUSIONS—use facts and inferences to make a judgment or decision GRAPHIC ORGANIZER--a visual device for organizing information around a conept, theme or topic; include, but not limited to the following:

o advance organizer: previews instruction and provides familiar concepts that connect and anchor the new learningo chart: gives information, shows processes, or makes comparisonso cluster, concept map, or web: presents written ideas around a theme, characteristic, category, or wordo diagram: shows how something works, how it is constructed, or how its parts relate to one anothero graph: presents information with lines, pictures, and symbols rather than wordso mind map: uses pictures and symbolic drawings rather than written words

INFER—to draw meaning from a combination of clues in the text without explicit reference to the text PARAPHRASE—using one’s own words to express the main ideas in what has been read, seen or heard REFLECT—to think about and write or speak one’s views in response to a text or presentation SUMMARIZE—to make a brief statement about the essential ideas in a text VISUALIZE—to picture the people, places, and/or actions that an author describes in text; a reading strategy to increase comprehension of text

Readiness & Equity SectionSLA = Sample Learning Activities & SA = Sample Assessments

21st Century Themes Non Fiction Reading & Writing SLALearning & Innovation Skills Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills SLA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments


Learning Activity #1 :Determining Sentences in Context

1. The teacher will introduce the process for determining the meaning of sentences in a complex text (see appendix document A1).

2. Using the short reading selection (see appendix document A2), the teacher will model the strategy for the students.

3. Next, students will be placed in small groups to practice the strategy again using an additional reading passage.

4. Each group will then report out to discuss problems and successes they had with using this process.

5. The teacher makes sure the students are practicing this skill on a regular basis.

Activity’s AlignmentGLE R1G8, R1I8CONTENT CA 2 reading fiction

CA 3 reading nonfictionCA 7 identifying and evaluating relationships

PROCESS 1.5 comprehend and evaluate written works1.6 discover and evaluate patterns and relationships

DOK 2INSTRUCTIONAL STRATEGIES

cooperative learning; cues, questions and advanced organizers

Assessment #1: Determining Sentences in Context

1. The teacher will give students a reading with a variety of new vocabulary. 2. Students will be given a “bookmark” that includes the process students

are to follow when they reach an unknown sentence (see appendix document A2).

3. Each time they reach a word they don’t know, they are to use the strategies and predict what the sentence might mean (see appendix document A3).

4. The teacher will assess each student’s progress offering feedback and assistance to those who are having difficulty with this strategy.

Assessment’s AlignmentGLE R1G8, R1I8CONTENT CA 2 reading fiction

CA 3 reading nonfictionCA 7 identifying and evaluating relationships

PROCESS 1.5 comprehend and evaluate written works1.6 discover and evaluate patterns and relationships

DOK 3LEVEL OF EXPECTATION

Mastery Level—90%


21st Century Themes Non Fiction Reading & Writing SLA, SALearning & Innovation Skills Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills Gender, Ethnic, & Disability Equity SLA, SA



Learning Activity #2 :Using Research to Build Background Knowledge and From Opinions

1. The teacher will explain to the students that because of different backgrounds, students, as well as people, respond differently to readings.

2. The teacher will hand out the Frame of Reference Chart (see Appendix A6.) The teacher will have students fill out the top circle: topic (Affirmative Action), and the next two boxes: what I know about the topic and how I know what I know.

3. Next, the teacher will hand out the reading called “Debating Affirmative Action” (see Appendix A4) and let the students decide which “team” they would like to argue for. The teams will be defending either the side for affirmative action or the side against affirmative action.

4. Each side will read their argument together and then have time to discuss their ideas and share their ideas from their chart. If they gain new knowledge, they should fill in the “what I learned” portion of the chart. The students will decide what kind of stance they want to take and what argument they would like to research.

5. Students will have time in the library to research their argument and add to their chart.

6. The “teams” will work together to finalize their arguments.7. The teacher will judge a debate between the two sides, deciding who

wins.8. In preparation, the teacher will show students a model of a strong debate

and a weak debate. When showing, the teacher will not tell students which debate was the stronger debate. In their teams the students will develop pros and cons for each video. The class will then discuss the strengths and weaknesses of both videos.

9. Together, the class will develop a list of “do’s” and “don’ts” for their debates.

Activity’s AlignmentGLE R1H8CONTENT CA 3 reading nonfiction

CA 7 identifying and evaluating relationshipsPROCESS 1.5 comprehend and evaluate written works

1.6 discover and evaluate patterns and relationshipsDOK 3

Assessment #2: Using Research to Build Background Knowledge and From Opinions1. The students will present their arguments to each other in debate form.2. The teacher will decide which “team” presented their argument the best according to their scoring guide.3. Students will turn in all of their research and notes and the teacher will grade them on their effort using the rubric (see Appendix A5). Additionally, the students will turn in their charts. 4. Students will individually answer the question:

How does background knowledge impact a reader’s view on a subject or idea?

How does research help a reader?This is an activity and assessment that should be done in the beginning of the year. This will build the understanding with students that it is ok to research something you are not that familiar with so that you can actually understand the idea or concept.

Assessment’s AlignmentGLE R1H8CONTENT CA 3 reading nonfiction

CA 7 identifying and evaluating relationshipsPROCESS 1.5 comprehend and evaluate written works

1.6 discover and evaluate patterns and relationshipsDOK 3LEVEL OF Mastery Level – 85%


INSTRUCTIONAL STRATEGIES

cooperative learning, identifying similarities and differences

EXPECTATION

NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.

Student Resources Teacher ResourcesGeneral:

Write Source by GreatSource Reader’s Handbook by GreatSource Prentice Hall Literature

Enrichment:

Intervention:

General: Prentice Hall Literature Book 6 Way Paragraphs by Walter Pauk (three different levels) Daybook of Critical Reading and Writing by Great Source Reader’s Handbook by GreatSource I Read it but I Don’t Get it by Cris Tovani and Ellin Oliver

KeeneWhen Kids Can’t Read, What Teachers Can Do by Kylene BeersReading Reminders by Jim BurkeThe English Teacher’s Companion by Jim BurkeDeeper Reading by Kelly Gallagher Classroom Instruction that Works: Research-Based Strategies

for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering and Jane E. Pollack

Strategies that Work: Teaching Comprehension for Understanding and Engagement by Stephanie Harvey and Anne Goudvis

Improving Comprehension with Think-Aloud Strategies: Modeling What Good Readers Do by Jeffrey Wilhelm

Enrichment:

Intervention:

Content Area: Communication Arts Course: 8th Grade Challenge Com Arts Strand: Reading Non-Fiction - B

Learner Objectives: The student will develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times.

Concepts: text features B: literary techniques C: text structures D: understanding directions


Students Should Know Students Should Be Able to Non-fiction has specific text features.

Readers develop understanding by analyzing and evaluating author’s literary techniques.

Readers must analyze and evaluate persuasive or informational text in order to draw conclusions and make meaning.

Readers must be able to read multi-step directions and perform complex procedures and tasks.

Explain, analyze and evaluate the author’s use of text features to clarify meaning. (R3A8; DOK 3, 1.5, 1.6, 2.4, 3.4)

--title --author --dedication --copyright --preface --introduction

Identify and explain literary techniques and figurative language in nonfiction text, emphasizing (R3B8; DOK 2, 1.5, 1.6)

o a. jargon b. dialecto c. slang

Identify and explain literary techniques and figurative language in nonfiction text previously introduced including (d) (R3B8; DOK 2, 1.5, 1.6)grade 5 grade 6 grade 7 --simile --onomatopoeia --hyperbole --metaphor --alliteration --imagery --personification --sound devices --propaganda

In reading (R3C8; DOK 3; 1.5, 1.6, 1.7, 2.4, 3.1, 3.4, 3.5, 3.6, 3.7, 3.8)

a. evaluate adequacy of evidence presented by the authorb. determine author’s purpose based on text analysisanalyze the text forc. word choice and connotationd. organizational effectivenesse. accuracy of informationf. comparison and contrastg. determining importance of informationanalyze the text to:h. compare and contrasti. determine importance of informationj. determine author's viewpointsk. identify problem solving processes and explain the effectiveness of solutionsl. analyze two or more texts

Read and follow multi-step directions to complete a complex task.


(R3D8; DOK 2; 1.5, 1.6)

Identify key words that signal a variety of organizational patterns (e.g. chronological, compare-contrast, problem-solution, cause-and-effect), explains how various organizational patters structure information differently; uses organizational patterns to guide interpretation of texts. (AP R 1.3-1.3)

Identify a variety of textual features (e.g. tables of contents, headings, sidebars, marginal notes, playwright’s notes, stages directions) and uses them to focus attention on important information, infer the organization of the text, and make connections among ideas in the text. (AP R 1.3-2.4)

Analyze a variety of graphical representations (e.g. photographs, captions, maps, tables, timelines) within the context of the text and integrates that information with information presented textually. (AP R 1.3-3.4)

Infers, summarizes, and compares themes, key ideas, main ideas, and supporting ideas within and across texts, moving toward complex texts. (AP R 1.3-4.3)

Infer specific characteristics of an author’s intended audience and purposes for writing to guide the interpretation of a text. (AP R 3.1-1.3)

Describe an author’s distinctive voice and how it may be appropriate to purpose and audience. Describes how an author appeals to audience emotions, interests, values, and beliefs.

Describes how an author uses reasoning and evidence to achieve specific purposes for an intended audience. (AP R 3.1-2.3)

Explain how an author uses specific genre elements to engage readers’ conventional expectations associated with a variety of genres (e.g. science fiction, myths, poetry, drama, essays, editorial). (AP R 3.1-3.3)


Analyze how an author’s specific word choices and sentence structures achieve specific effects and support author’s purpose. (AP R 3.2-1.4)

Explain the meaning and effects of literary devices and figurative language (e.g. sensory details, symbolism, foreshadowing, metaphor, hyperbole). (AP R 3.2-2.3)


Student Essential Vocabulary ALLITERATION—repetition of the initial consonant sounds in stressed syllables or words in a sequence; a “sound device” ANALYZE--to examine by parsing or breaking down into smaller parts or elements AUTHOR’S PURPOSE—the author’s intent or reason for writing: to explain or inform, to entertain, to persuade CONNOTATION—the attitude or emotional feelings associated with a word or idea (Denotation is a word’s literal meaning.) DIALECT—representation of the language spoken by the people of a particular place, time or social group


EVALUATE—to make a judgment of quality based on evidence HYPERBOLE—figurative language in which an exaggeration is used to convey meaning (Understatement is the opposite of hyperbole.) IMAGERY—figurative language that appeals to the five senses: touch, taste, smell, hearing, and sight; mental pictures evoked through use of simile

and metaphor; sensory language JARGON—technical terms, acronyms, and language used by people of the same profession or specialized interest group METAPHOR—figurative language that makes a direct comparison between two unlike things; a comparison that does not use the connective words

“like” or “as” ONOMATOPOEIA—a sound device in which the word echoes or suggests its meaning, so that sound and sense are reinforced PERSONIFICATION—figurative language in which a non-living or non-human thing (animal, plant, object, natural force, emotion, idea) is endowed

with human senses, characteristics and qualities POINT OF VIEW--the perspective from which a story is told

--first person point of view: the narrator participates in the action and refers to himself/herself as “I” --second person point of view: not frequently used; the “you” in directions, explanations or arguments

--third person point of view: the narrator is not a character in the story, and refers to the characters as “he” or “she” as the events are told --limited omniscient point of view: the narrator relates the inner thoughts and feelings of just one character --omniscient point of view: the narrator is all-knowing and can relate the inner thoughts and feelings of all the characters

PROPAGANDA—methods used to make arguments more persuasive appeal to ignorance: suggests that if a claim has not been proven false, then it must be true bandwagon: promotes the idea that if everyone does it or believes it, it must be right broad generalization: claims something to be true for all members of a group circular thinking: uses a claim as foundational proof either/or: assumes only two alternatives loaded words: uses emotionally charged words to produce strong positive or negative reactions oversimplification: makes complicated uses simple to solve red herring: changes the subject to distract from the real argument straw man: dismisses the other side of the argument as ridiculous

SLANG—informal words or phrases used in casual conversation SIMILE—figurative language in which two unlike things are compared, using the words “like” or “as” SOUND DEVICES—alliteration, assonance, onomatopoeia, rhyme, rhythm, rhythm found in text TEXT FEATURES--parts other than the body of the text, that designate special features (e.g.; title author, copyright, dedication); text organizers that

provide structure and help readers locate information (e.g., page numbers, tale of contents, captions, glossary, index, illustrations, graphs, charts, etc.) THEME—the underlying or implicit meaning, concept or message in a text



21st Century Themes Non Fiction Reading & Writing SLA, SALearning & Innovation Skills SLA Enrichment OpportunityInformation, Media, & Technology Skills Intervention Opportunity SLALife & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #1 : Infer specific characteristics of an author’s intended audience and purposes for writing to guide the interpretation of a text.

Assessment #1: Infer specific characteristics of an author’s intended audience and purposes for writing to guide the interpretation of a text.1. Students will complete a Constructed Response Quiz (see appendix


1. The teacher will explain that in order to prepare for writing, writers consider their audience. A good technique to use would be the R.A.F.T. model. (role, audience, format, topic).

2. The teacher will give students a short piece of nonfiction to read. The teacher will tell students that they are going to focus specifically on the A portion of R.A.F.T. (Audience).

3. They will read the piece together as a class and the teacher will model her thinking process to show students how/what she is thinking about the reading. She will model annotation skills for the students such as highlighting word choice, finding the main idea, summarizing ideas, etc.

4. Once complete, she will refer back to her notes and show students how to look back at the word choice and the topic to determine an author’s audience.

5. Then, the class will do one together. Students should be paired up for this process in order to “bounce ideas off of each other.”

6. Once complete, the teacher will post the piece of nonfiction on the Smartboard and ask volunteers to come up and show their annotations and their thought processes.

7. Then the teacher will ask students the following question: Based upon the author’s word choice and information provided, who do you think the author’s intended audience was? How do you know?

8. Next, the teacher will tell students , “We are going to take it to a different level”. She will give students the opposite audience than what they have discovered. She will then ask students to change the word choice and style of writing to fit the needs of that audience. She will model the first couple of sentences. Once the modeling is complete, she will have the students work on this with their partner.

9. The students will share out their ideas by sending one partner around the room to share what they have created and explain their answers.

Intervention: (How to pull it apart) See Appendix B1 for a process that will help students break apart the information so that they can analyze it better. (How to understand the relationship of words to a particular audience) The teacher can create a three column chart. One column

B1). 2. A scoring guide is attached as well.

Assessment’s AlignmentGLE R3Cg; AP 3-1CONTENT CA 1

CA 3PROCESS 1.6 discover/evaluate relationships

1.10 apply skills3.5 reason logically


80% - mastery


should be audience, one column should be audience, one column should be word choice/arguments. The teacher should then create slips of paper that contain these elements. There should be three that go together across the chart so that students can see the relationship. For example: Audience: High School Student, Word Choice/Arguments: Facebook should be allowed in school so that students have the ability to stay connected, allows for friendships to be established/maintained, doesn’t affect the school day, etc. Give the students these slips all mixed up and allow them to place them in the correct columns. Once complete, the students should then be given an article with the audience identified for them. They should then have to find the words/arguments specific to that specific audience. Once they find success with this, give the student the words/arguments highlighted. Then have them determine the audience based upon these factors. Once successful with that, give students an article to complete on their own.

Activity’s AlignmentGLE R3Cg, AP R3-1 2.3CONTENT CA 3 PROCESS 1.6 discover/evaluate patterns and relationships

3.5 reason logically1.10 apply skills


Cooperative learningCues, questions, advanced organizers



21st Century Themes Non Fiction Reading & Writing SLA; SALearning & Innovation Skills Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills Gender, Ethnic, & Disability Equity



Learning Activity #2: Analyze the Text to Determine Important Information, the Author’s

Viewpoints and Compare/Contrast1. The teacher will explain how to determine the importance of complex

information as students read and how to determine the author’s viewpoints.

2. The teacher will model these skills using a lengthy piece of non-fiction. 3. As the teacher models, the students will complete the activity sheet that

asks questions about determining the importance of information, determining authors’ viewpoints and comparing/contrasting (see appendix document B2).

4. When finished, students will discuss this process. 5. The teacher will then place students in small groups to complete the

same set of questions with a new piece of literature. 6. Finally, students will complete the assignment on their own so the

teacher can assess each student individually and provide feedback.

Assessment #2: Analyze the Text to Determine Important Information, the Author’s

Viewpoints and Compare/Contrast1. The teacher will provide students with a piece of literature they have

never seen so they can conduct a “cold reading.” 2. Students will complete questions about determining the importance of

information, determining authors’ viewpoints and comparing/contrasting (see appendix document B3).

3. The teacher will assess the activity using the attached scoring guide.

Student Resources Teacher ResourcesGeneral: Prentice Hall Literature Book

General: Prentice Hall Literature Book


Activity’s AlignmentGLE R3CdCONTENT CA 3PROCESS 1.6 discover/evaluate patterns and relationships

3.5 reason logicallyDOK 3INSTRUCTIONAL STRATEGIES

Cooperative learning

Assessment’s AlignmentGLE R3CdCONTENT CA 3PROCESS 1.6 discover/evaluate patterns and relationships

3.5 reason logicallyDOK 3LEVEL OF EXPECTATION

85%-mastery

6 Way Paragraphs by Walter Pauk (three different levels) Reader’s Handbook by GreatSource

Enrichment: Daybook of Critical Reading and Writing by Great Source

Intervention: 6 Way Paragraphs by Walter Pauk (three different levels)

6 Way Paragraphs by Walter Pauk (three different levels) Daybook of Critical Reading and Writing by Great Source Reader’s Handbook by GreatSource I Read it but I Don’t Get it by Cris Tovani and Ellin Oliver Keene When Kids Can’t Read, What Teachers Can Do by Kylene Beers Reading Reminders by Jim Burke The English Teacher’s Companion by Jim Burke Deeper Reading by Kelly Gallagher

Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering and Jane E. Pollack



Enrichment:

Intervention:

NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.Content Area: Communication Arts Course: 8th Grade Challenge Com Arts Strand: Reading Fiction- C

Learner Objectives: The student will develop and apply skills to comprehend, analyze and evaluate fiction from a variety of cultures and times.

Concepts: A: text features B: literary techniques C: literary elements

Students Should Know Students Should Be Able to Fiction pieces have specific text features including title, author,

preface, copyright, dedication and introduction

Readers develop understanding by analyzing and evaluating author’s literary techniques

Readers examine characters’ ability to solve problems. They evaluate whether or not the solutions they chose were effective.

Interpret and analyze information (a) in the title (R2A8; DOK 2; 1.5, 1.6, 3.5)

Recognize and interpret the (b) text features of fiction in grade-level text including: (R2A8; DOK 2; 1.5, 1.6, 3.5)

--title --author --preface

--copyright --dedication --introduction


Readers develop understanding by analyzing and evaluating author’s literary techniques. o Identify a variety of textual features (e.g. tables of contents,

headings, sidebars, marginal notes, playwright’s notes, stages directions) and uses them to focus attention on important information, infer the organization of the text, and make connections among ideas in the text. (AP R 1.3-2.4)

Identify and explain literary techniques emphasizing (R2B8; DOK 2; 1.5, 1.6, 3.5)

a. jargon b. dialect c. slang d. symbolism

Identify and explain literary techniques previously introduced including (R2B8; DOK 2; 1.5, 1.6, 3.5)grade 5 grade 6 grade 7 grade 8 --simile --onomatopoeia --hyperbole --jargon--metaphor --alliteration --imagery --dialect--personification --sound devices --propaganda --symbolism --slango Explain the meaning and effects of literary devices and

figurative language (e.g. sensory details, symbolism, foreshadowing, metaphor, hyperbole). (AP R 3.2-2.3)

Use details from the text to (R2C8; DOK 3; 1.5, 1.6, 2.4, 3.1, 3.4, 3.5, 3.6, 3.7, 3.8)

a. demonstrate comprehension skills previously introduced identify and explain flashback, mood and theme

o Explain how connections among setting, character traits, character development, and plot suggest story-level themes; develops abstract themes from story-level themes; explains the differences between concepts (e.g. truth, fairness, loyalty) and themes (e.g. good friends are loyal to each other. (AP R 1.2-3.3 )

b. analyze point of view

o Explain use of third-person-omniscient and third-person-limited narrative points of view. Understands that


multiple characters acting as narrators, each with a limited narrative perspective, influence the interpretation of events, characters, and themes. (AP R 1.2-5.4)

c. determine how an incident foreshadows a future event

d. interpret actions, behaviors, motives and consequences of characters’ actions

o Explain and compare the different roles and functions that characters play in a narrative (e.g. antagonist, protagonist, hero), interprets characters’ actions, dialogue, physical attributes, thoughts, feelings, and interactions with other characters to describe nuances of character and how characters change in response to events in the plot. (AP R 1.2-3.3)

e. evaluate problem-solving processes of characters

f. evaluate effectiveness of solutions

Analyze how changes in a setting (i.e. location and time) reinforce developments in characters, plot, and themes, moving toward how settings function as a metaphor to reinforce themes. (AP R 1.2-1.4)

Infer specific characteristics of an author’s intended audience and purposes for writing to guide the interpretation of a text. (AP R 3.1-1.3)

Describe an author’s distinctive voice and how it may be appropriate to purpose and audience. Describes how an author appeals to audience emotions, interests, values, and beliefs. Describes how an author uses reasoning and evidence to achieve specific purposes for an intended audience. (AP R 3.1-1.3)

Explain how an author uses specific genre elements to engage readers’ conventional expectations associated with a variety


of genres (e.g. science fiction, myths, poetry, drama, essays, editorial). (AP R 3.1-3.3)

Analyze how an author’s specific word choices and sentence structures achieve specific effects and support author’s purpose.(AP R 3.2-1.4)


Student Essential Vocabulary ALLITERATION—repetition of the initial consonant sounds in stressed syllables or words in a sequence; a “sound device” ANALYZE--to examine by parsing or breaking down into smaller parts or elements CHARACTERIZATION--authors develop characterization by describing various aspects of the character: physical appearance; personality; speech,

behavior/actions; thoughts and/or feelings; interactions with other characters DIALECT—representation of the language spoken by the people of a particular place, time or social group EVALUATE--to make a judgment of quality based on evidence FORESHADOWING—a literary device in which the author presents hints or clues about future events. (Flashback is the opposite literary device, in

which the author presents information that happened in an earlier time before the events currently taking place.) HYPERBOLE—figurative language in which an exaggeration is used to convey meaning (Understatement is the opposite of hyperbole.) IMAGERY—figurative language that appeals to the five senses: touch, taste, smell, hearing, and sight; mental pictures evoked through use of simile


“like” or “as” MOOD—the feeling created in the reader, evoked through the language of the text


ONOMATOPOEIA—a sound device in which the word echoes or suggests its meaning, so that sound and sense are reinforced PERSONIFICATION—figurative language in which a non-living or non-human thing (animal, plant, object, natural force, emotion, idea) is endowed




SYMBOLISM—an object that holds a figurative meaning as well as its literal meaning; something that stands for something else; a representation of an abstract meaning





21st Century Themes Non Fiction Reading & WritingLearning & Innovation Skills Enrichment OpportunityInformation, Media, & Technology Skills Intervention Opportunity SLALife & Career Skills Gender, Ethnic, & Disability Equity SLA, SA

Sample Learning Activities Sample AssessmentsLearning Activity #1 : Explain how connections among setting, character traits, character development, and plot suggest story-level themes1. Pick a few short stories with strong themes to use in these activities.2. After students read the first short story, walk them through identifying theme using Determining Theme Worksheet (See appendix document C1).3. After the theme has been determined, lead students through writing a persuasive paragraph identifying the theme and supporting their choice of theme with details from the text using RAP method (See appendix document C2).4. Have students practice finding theme and defending their choice with two or three other short stories. Use RAP Constructed Response Rubric (See appendix document C3) to assess student progress and to give feedback.5. Show examples and non-examples of theme paragraphs and teach students how to use the rubric to evaluate and self-evaluate.6. Students will continue to practice this skill through out the year. As students progress, move them from writing a simple paragraph to a more mature essay that will be graded using AP Rubric (See appendix document C4).Intervention: Use shorter, simpler pieces with struggling students to help them develop the inductive skills needed to identify theme.ORUse the website wallwisher.com. Have stronger students post theme ideas. Have the struggling students comment on evidence from the text to support this idea. Then you can reverse the process, have the stronger students post quotes that show the emerging theme and have the struggling students identify the theme. Then move to a blog and post different short pieces that have been read for the year and have students work in pairs to develop themes for the readings. Enrichment: Have a list of common themes on the board. Have a list of stories that students have read this year or previously. Students should make

Assessment #1: Explain how connections among setting, character traits,character development, and plot suggest story-level themes 1. Use a short story with a strong theme as a cold read in class. 2. Have students write a timed writing essay identifying a major theme and defending their choice with details from the story. 3. Grade using AP Rubric (See appendix document C4).

Assessment’s Alignment

CLE R2C8, R 1.2-3.3CONTENT CA 2 reading fictionPROCESS 1.5 comprehend and evaluate written work

1.8 organize data and information into useful formsDOK 3LEVEL OF EXPECTATION

Mastery Level—80%


connections between at least three stories and one theme. They should write a response showing the connections and the theme and how it is connected.

Activity’s AlignmentCLE R2C8, R 1.2-3.3CONTENT CA 2 reading fictionPROCESS 1.5 comprehend and evaluate written work

1.8 organize data and information into useful formsDOK 3INSTRUCTIONAL STRATEGIES

Guided Practice, advanced organizers, homework, examples and non-examples



21st Century Themes Non Fiction Reading & WritingLearning & Innovation Skills Enrichment Opportunity SLAInformation, Media, & Technology Skills Intervention Opportunity SLALife & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #2 :Literary Analysis Practice1. Using a short fictional piece, the teacher will model the use of sticky notes

to identify --figurative language, --slang, jargon, dialect, --point of view, --foreshadowing --passages that indicate behaviors, motives and consequences of characters’ actions --passages that reveal problem-solving processes of characters,

--passages that indicate theme As the teacher models, students should place the sticky notes next to the

examples and write the term as well as an explanation and/or justification as to why it is being labeled/tagged as such. (NOTE: Depending on when in the year this is used, the list of what the students are asked to look for can be shortened to focus on something more specific. The entire list might be used towards the end of the year, but a more focused approach would be more appropriate when introducing these concepts.)

2. Teacher will model use of Text Element Organizer and Analysis Guide (see appendix document C5) to organize notes and thoughts and to explain, analyze, and/or evaluate the text elements as appropriate.

3. Using the Text Element Organizer and Analysis Guide(appendix C5), teacher will lead students through answering a constructed response question asking them to identify the author’s intended audience and to support their answer with an analysis of the identified text elements.

4. Teacher will show examples and non-examples of annotations and constructed response answers and use RAP Constructed Response Rubric. (See appendix document C3) to teach students how to self assess.5. Students will practice use of sticky notes for annotation and the Text

Element Organizer and Analysis Guide (appendix C5) to organize thoughts on subsequent pieces and answer a constructed response question asking them to identify the author’s intended audience and to support their answer with an analysis of the identified text elements.

Assessment #2: Literary Analysis Assessment1. Students will be given a cold reading and a constructed response question asking them to identify the author’s intended audience and to prove their answer.2. The answers will be graded using RAP Constructed Response Rubric (See appendix document C3).(Depending on the time of the year this activity is completed, students could/should expand their writing to a full multi-paragraph essay)

Assessment’s AlignmentCLE R2B; R2C; R3.1-1.3CONTENT CA 2 reading fictionPROCESS 1.5 comprehend and evaluate written work


Mastery Level—80%


6. As students progress, the scaffolding of the Text Element Organize and Analysis Guide will be removed and students will be self-directed as to what elements they focus on to determine author’s intended audience.

7. This same basic format could also be used for R3.1-3.3; R3.2-1.4; R1.2-3.3 and R3.1-3.3.

Enrichment/Intervention opportunities: This activity can be differentiated in three ways. -- (Enrichment and Intervention) The difficulty of the assignment can

be adjusted simply by selecting pieces with higher or lower reading levels. -- (Enrichment and Intervention) The number and type of text

elements identified and analyzed can be adjusted. -- (Intervention only) Scaffolding can be added to the Text Element

Organizer and Analysis Guide (see appendix document C1). ( The specific types of figurative or non-standard language that the student could expect to find of the piece being read, analyzed, and interpreted can be adjusted to either

Activity’s AlignmentCLE R2B; R2C; R3.1-1.3; R3.2-2.3CONTENT CA 2 reading fictionPROCESS 1.5 comprehend and evaluate written work

1.8 organize data and information into useful forms


cues, questions and advanced organizers; examples and non-examples.


Student Resources Teacher ResourcesGeneral: Write Source by GreatSource Reader’s Handbook by GreatSource Prentice Hall Literature

Enrichment:

Intervention:

General: Prentice Hall Literature Book 6 Way Paragraphs by Walter Pauk (three different levels) Daybook of Critical Reading and Writing by Great Source Reader’s Handbook by GreatSource I Read it but I Don’t Get it by Cris Tovani and Ellin Oliver Keene When Kids Can’t Read, What Teachers Can Do by Kylene Beers Reading Reminders by Jim Burke The English Teacher’s Companion by Jim Burke Deeper Reading by Kelly Gallagher

Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering and Jane E. Pollack



Enrichment:

Intervention:


Content Area: Communications Arts Course: 8th Grade Comm. Arts Strand: Reading Poetry - D


Learner Objectives: Develop and apply skills and strategies to comprehend, analyze and evaluate poetry from a variety of cultures and times.

Concepts: A. text features B. literary techniques C. literary elements

Students Should Know Students Should Be Able to Poets use literary techniques to convey meaning.

Readers use poetry to identify and explain characterization

Readers analyze how changes in setting changes characters, plot, and themes

Reader analyzes how changes in setting function as metaphor to reinforce themes

Reader analyzes how changes in parts of plot move story forward

Reader analyzes how changes in plot create internal conflict for characters

Reader understands that changes in plot reflect social, cultural and historical conflicts

Reader interprets how a character changes in response to events in plot

Readers develop understanding by analyzing and evaluating author’s literary techniques

Reader identifies difference between themes, concepts, and motifs

Reader explains how different points of view influence events, characters and themes

Reader interprets elements and sound devices to derive meaning

Poetry is organized by stanzas and lines.

Interpret and analyze information in (a) title (R2A8; DOK 2; 1.5, 1.6, 3.5) Recognize and interpret the (b) text features of poetry in grade- level text including (R2A8; DOK 2; 1.5, 1.6, 3.5)

--stanza --rhyme scheme --sound devices --form/structure (ballad, free verse, etc.) --lines Reader interprets elements (e.g. lines, stanzas, rhythm,

meter, rhyme, forms, (e.g. ballad, haiku, free verse), and sound to derive meaning from poetry, recognizes how figurative language and imagery influences meaning (R1.2-6.2).

Reader interprets elements (e.g. lines, stanzas, rhythm, meter, rhyme, forms, (e.g. ballad, haiku, free verse), an d sound to derive meaning from poetry, recognizes how figurative language and imagery to deepen comprehension (R1.2-6.3).

Identify and explain literary techniques emphasizing (R2B8; DOK 2;

1.5, 1.6, 3.5) a. jargon b. dialect c. slang d. symbolism e. analyze

Identify, explain, and analyze literary techniques previously taught including (R2B8; DOK 2: 1.5, 1.6, 3.5) grade 5 grade 6 grade 7 --simile --onomatopoeia --hyperbole --metaphor --alliteration --imagery


--personification --sound devices --propaganda

Use details from text to (R2C8; DOK 3; 1.5, 1.6, 2.4, 3.1, 3.4, 3.5, 3.6, 3.7, 3.8)

a. demonstrate comprehension skills previously introduced

o Reader analyzes how changes in setting (i.e. location and time) reinforce developments in characters, plot, and themes moving toward analyzing how settings function as metaphor to reinforce themes (R1.2-1.4 & 1.5).

b. identify and explain flashback, mood and themeo Readers analyzes how expositions, conflict, rising and

falling action, climax, resolution, flashbacks, foreshadowing, and sub plots function within and advance the plot; identifies use of plot developments to produce internal conflicts and psychological dilemmas for characters; understands that plot developments reflect social, cultural, and historical conflicts (R1.2-2.3).

o c. analyze point of viewReader explains use of third-person-omniscient and their-person-limited narrative points of view. Understands that multiple characters acting as narrators, each with limited narrative perspective, influence the interpretation of events, characters, and themes (R1.2-5.4).

d. determine how an incident foreshadows a future event e. interpret behaviors, motives and consequences of

characters’ actionso Reader will use poetry to identify and explain how

characterization (i.e. characters actions, dialogue, physical attributes, thoughts, feelings, and interactions with other characters) is used to portray round, flat, static, dynamic, primary, and secondary characters (R1.2-3.2).

f. evaluate problem-solving processes of characters

o Reader will use poetry to interpret characterization by being


able to describe nuances of character and how characters change in response to events in the plot (R1.2-3.2).

o Reader explains and compares the different roles and

functions that characters play in a narrative (e.g. antagonist, protagonist, hero), interpret characters' actions, dialogue, physical attributes, thoughts, feelings, and interactions, with other characters to describe nuances of character and how characters change in response to events in the plot (R2-3.3).

o Reader explains how connections among setting, characters traits, character development, and plot suggest story-level themes, develops abstract themes from story-level themes; explains differences between concepts (e.g., truth, fairness, loyalty) and themes (e.g., good friends are loyal to each other), and motifs are seen throughout the piece (R1.2-4.3).

g. evaluate effectiveness of solutions



Student Essential Vocabulary ANALYZE--to examine by parsing or breaking down into smaller parts or elements CHARACTERIZATION--authors develop characterization by describing various aspects of the character: physical appearance; personality; speech,

behavior/actions; thoughts and/or feelings; interactions with other characters DIALECT—representation of the language spoken by the people of a particular place, time or social group EVALUATE--to make a judgment of quality based on evidence FORESHADOW—a literary device in which the author presents hints or clues about future events. (Flashback is the opposite literary device, in



“like” or “as” MOOD—the feeling created in the reader, evoked through the language of the text PERSONIFICATION—figurative language in which a non-living or non-human thing (animal, plant, object, natural force, emotion, idea) is endowed




RHYME--sound device marked by the repetition of identical or similar stressed sounds perfect or exact rhyme: differing consonant sounds followed by identical vowel sounds, as in "bee" and "see" approximate rhyme: the final consonant sounds are identical, as in "trip" and "slap" end rhyme: the rhyming words occur at the end of the lines of poetry internal rhyme: rhyming words occur within the lines of poetry

RHYTHM--a sound device characterized by the musical quality created by a patter of stressed and unstressed syllables SOUND DEVICES--alliteration, assonance, onomatopoeia, rhyme, rhythm found in text SYMBOLISM—an object that holds a figurative meaning as well as its literal meaning; something that stands for something else; a representation of

an abstract meaning SLANG—informal words or phrases used in casual conversation SIMILE—figurative language in which two unlike things are compared, using the words “like” or “as” TEXT FEATURES--parts other than the body of the text, that designate special features (e.g.; title author, copyright, dedication); text organizers that




21st Century Themes SLA Non Fiction Reading & WritingLearning & Innovation Skills Enrichment Opportunity SLAInformation, Media, & Technology Skills Intervention Opportunity SLALife & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #1 :Identify and Explain Literary Techniques: focusing on slang, jargon, dialect. 1. The teacher will review the figurative language terms of metaphor, simile,

personification, hyperbole, and idiom. Discussion will also review the sound devices of alliteration, onomatopoeia, rhyme and rhythm. The teacher will also provide instruction in figurative language 8th grade focus of jargon, slang, dialect and symbolism.

2. Teacher will select samples of poetry for students to analyze by giving examples and explaining why authors use these different figurative language techniques. Students will get in small groups to create a S.I.F.T.T.S. chart with examples of slang, dialect, and jargon (see appendix document D8). Students will identify what particular cultural group would use these particular forms of dialect, slang and jargon.

3. The groups will share with the class why these forms of figurative language are particularly helpful in conveying meaning in poetry.

4. Students will be given several poems with examples of jargon, slang and dialect. Each student will identify the figurative language techniques and explain author’s purpose for the figurative language examples in the poetry. The students will complete a literary techniques chart as they read.

5. The students will “pair share” and share their chart with another student before sharing their information with the class to get feedback on their analysis. Student will share with the rest of class. Teacher will evaluate the student’s ability to use the chart for analysis jargon, slang, and/or jargon in poetry and offer feedback to students.

6. Students will continue to practice this skill with numerous poems until the teacher believes they are ready for assessment.

Enrichment: Students select a poem and research the time period of the particular jargon, slang, and/or dialect. Students will create a life style handbook with other literary works from this time period.

Assessment #1: Identify and Explain Literary Techniques :focusing on slang, jargon, dialect.1. The teacher will give students a piece of literature that they have not seen. Students will then create their own S.I.F.T.T.S. Chart to analyze the different literary techniques in their poem (see appendix document D8). 2. The teacher will assess the activity using the attached scoring guide. 3. Students will be evaluated by reading a cold read poem and identifying the slang, dialect and/or jargon found in the poem. Students will write a short constructed response explaining a question the teacher selects to evaluate a student’s ability to analyze for this type of figurative language. Questions could include How does the particular figurative language help to make the poem believable? or Why did the author include the particular figurative language in this poem. (see appendix document D11).

Assessment’s Alignment


Intervention: Students will create posters using examples of slang, jargon, and dialect to help them learn the differences and explain why their example represents that type of figurative language (see appendix document D1).

Activity’s AlignmentGLE R2ACONTENT CA 2 reading and evaluating fictionPROCESS 1.5 comprehend and evaluate written, visual and oral

presentations and works1.6 discover and evaluate patterns3.5 reason inductively and deductively


cooperative Learning, homework and Practice, and recognizing effort and providing feedback

GLE R2BCONTENT CA 2 reading and evaluating fiction-poetryPROCESS 1.5 comprehend and evaluate written work

1.6 discover and evaluate patterns and relationships3.5 reason inductively and deductively


Mastery Level—80%


21st Century Themes SLA Non Fiction Reading & Writing


Learning & Innovation Skills Enrichment Opportunity SLAInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills Gender, Ethnic, & Disability Equity

Learning Activity #2 :Identify and Explain Literary Techniques :All encompassing terms (previously introduced and new terms)1. Students will be given a S.I.F.T.T.S. Chart (see appendix document D8).

The teacher will explain the terms figurative language of metaphor, simile, personification, hyperbole, and idiom. Discussion will also include the sound devices of alliteration, onomatopoeia, rhyme and rhythm and explain why authors use it. Teacher will review the following terms: sound devices, imagery, figurative language, tone, theme and symbolism and explain why authors use it. Teacher will also introduce the 8th grade focus terms of jargon, dialect, slang, and symbolism.

2. The teacher will conduct a “think aloud” with a selected poem with students as they read a poem to teach how to evaluate a poem using the S.I.F.T.T.S. method. As teacher conducts discussion analyzing a poem a S.I.F.T.T.S .poster on the wall will be used (see appendix document D10).

3. Students will get in small groups to analyze selected poetry looking for sound devices, imagery, figurative language, tone, theme and symbolism. A sheet will be provided that is labeled with the S.I.F.T.T.S. method so the student can fill in the chart with the information as they analyze the poetry. Poems will be selected for this year with an additional focus on jargon, slang, analyzing dialect, and symbolism.

4. Students will be asked to analyze a variety of poems with the SIFTTS method at school.

5. The student groups will share out with the class the poetry elements they have identified in the poetry and why it was particularly helpful in understanding the word choices the author uses to convey meaning.

7. The teacher will provide a blank S.I.F.T.T.S. form to students. Students will select a poem and use the S.I.F.T.T.S. method to evaluate it. Students will share their poems with their group and ask for their group to share their S.I.F.T.T.S. responses. Selected students will share from their groups selected poems.

8. The teacher will evaluate the use of the chart and offer feedback to students.

9. Students will continue to practice this skill with numerous poems until the teacher believes they are ready for assessment.

Assessment #2: Identify and Explain Literary Techniques: All encompassing terms (previously introduced and new terms)1. Students will be given a piece of literature to read so they can conduct a

“cold reading.” 2. The student will create a S.I.F.T.T.S. graphic organizer to analyze a

selected poem. 3. Using the information from the S.I.F.T.T.S. graphic organizer, students

will write a poetry analysis of a poem using the poetry analysis scoring guide (see appendix document D11).


Enrichment: Students select a poem and write poetry analysis paper with by using a AP scoring guide without guiding questions (see appendix document D11).

Intervention: Teacher will provide students with selected poems that have a lower reading level. Teacher could also provide a poem without symbolism to aid students in analyzing few elements. Teacher could also provide the S.I.F.T.T.S chart with certain boxes already completed so students are evaluating poems for less figurative language.

Activity’s AlignmentGLE R2BCONTENT CA 2 reading and evaluating fiction

CA 6 participating in formal and informal presentation of ideas

PROCESS 1.5 comprehend and evaluate written work1.6 discover and evaluate patterns and relationships3.5 reason inductively and deductively


cooperative learning; cues, questions and advanced organizers

Assessment’s AlignmentGLE R2B; R2CCONTENT CA 2 reading fictionPROCESS 1.5 comprehend and evaluate written work


Mastery Level—80%

Student Resources Teacher ResourcesGeneral: Write Source by GreatSource Reader’s Handbook by GreatSource Prentice Hall Literature Reflections on a Gift of Watermelon Pickle by Scott Foresman 2nd ed.

Enrichment:

Intervention:

General: Opening a Door: Reading Poetry in the Middle School Classroom by Paul

B. JaneczkoPoems by Adolescents and Adults: A Thematic Collection for Middle School

and High School Ed. James Brewbaker, Dawnelle J. HylandStudying Poetry: Activities, Resources, and Texts by Brian MoonWordplaygrounds: Reading, Writing, and Performing Poetry in the English

Classroom by John S. O’ConnorTeaching Poetry: Yes You Can! (grades 4-8) by Jacqueline SweeneyPoetry Workshop for Middle School: Activities that Inspire Meaningful

Language Learning by Teresa M. MorrettaNCTE Poetry Kit: Professional Communities at Work—a kit designed to

explore the teaching of poetry as a PLC. This offers multiple journal articles, research and teaching strategies.

Living Voices: Multicultural Poetry in the Middle School Classroom by


Jaime R. WoodReflections on a Gift of Watermelon Pickle by Scott Foresman 2nd ed

Enrichment:

Intervention:


Content Area: Communication Arts Course: 8th Grade Challenge Comm. Arts Strand: Reading Drama - E

Learner Objectives: The student will develop and apply skills to comprehend, analyze, and evaluate drama from a variety of cultures and times.

Concepts: text features B: literary techniques C: text structures D: understanding directions

Students Should Know Students Should Be Able to Drama is meant to be performed.

Dramatic pieces have specific text features including stage directions, dialogue, roles, acts, scenes, and production notes.

Stage directions and production notes should be read, but not verbalized when reading a play.

Interpret and analyze information (a) in the title (R2A8, DOK 2; 1.5, 1.6, 3.5)

Recognize and interpret the (b) text features of drama including (R2A8; DOK 2, 1.5, 1.6, 3.5)

Infer specific characteristics of an author’s intended audience


Drama is organized by act and scene.

Readers examine characters’ ability to solve problems. They evaluate whether or not the solutions they chose were effective.

Readers develop understanding by analyzing and evaluating author’s literary techniques.

and purposes for writing to guide the interpretation of a text. (AP R 3.1-1.3)

Describe an author’s distinctive voice and how it may be appropriate to purpose and audience. Describes how an author appeals to audience emotions, interests, values, and beliefs. Describes how an author uses reasoning and evidence to achieve specific purposes for an intended audience. (AP R 3.1-2.3)

Explain how an author uses specific genre elements to engage readers’ conventional expectations associated with a variety of genres (e.g. science fiction, myths, poetry, drama, essays, editorial). (AP R 3.1-3.3)

Analyze how an author’s specific word choices and sentence structures achieve specific effects and support author’s purpose. (AP R 3.2-1.4)

Explain the meaning and effects of literary devices and figurative language (e.g. sensory details, symbolism, foreshadowing, metaphor, hyperbole). (AP R 3.2-2.3)


Student Essential Vocabulary ALLITERATION—repetition of the initial consonant sounds in stressed syllables or words in a sequence; a “sound device” ANALYZE--to examine by parsing or breaking down into smaller parts or elements CHARACTERIZATION--authors develop characterization by describing various aspects of the character: physical appearance; personality; speech,

behavior/actions; thoughts and/or feelings; interactions with other characters DIALECT—representation of the language spoken by the people of a particular place, time or social group EVALUATE--to make a judgment of quality based on evidence FORESHADOWING—a literary device in which the author presents hints or clues about future events. (Flashback is the opposite literary device, in



“like” or “as” MOOD—the feeling created in the reader, evoked through the language of the text


ONOMATOPOEIA—a sound device in which the word echoes or suggests its meaning, so that sound and sense are reinforced PERSONIFICATION—figurative language in which a non-living or non-human thing (animal, plant, object, natural force, emotion, idea) is endowed




SYMBOLISM—an object that holds a figurative meaning as well as its literal meaning; something that stands for something else; a representation of an abstract meaning




21st Century Themes Non Fiction Reading & WritingLearning & Innovation Skills Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #1 : Understanding how staging impacts the conflict and theme of the play. 1. The teacher will place students into groups. The teacher will select

one page out of a dramatic piece and pull all of the lines and simply leave the staging directions. The teacher will give each group a copy of this. Based upon the information given to them the teacher will ask students to use only what is in front of them and answer the following question and prompt: In front of you are the names of characters and staging directions. Based only upon what I have given you, determine what you think is the conflict of the excerpt.

Assessment #1: Understanding how staging impacts the conflict and theme of the play.

1. The teacher will give students a cold piece of drama and have students answer the following Constructed Response Questions:

o Conflict is both internal and external. Identify which stage directions are internal and which are external, and analyze how those stage directions give meaning to the piece of drama.

o How does understanding the staging help develop the theme


Be able to explain and reference the text to prove your point. 2. The teacher will then have one student from each group move

clockwise and circulate to the other groups. As they move, they are allowed to share only one thing with the other group and the group that the traveling student goes to does not share a thing or make a comment to the other student at all.

3. Once the traveling student makes it back to the original group, the student will share all information that he or she gained from the other groups. Therefore, it is important that the traveling student be one who can teach to the other students. This is like a modified version of a jigsaw.

4. Once this is complete, the groups will share their conclusions as well as any insights they gained from another group.

5. They should understand that staging directions provide insight into characters. Looking at what the students found, the teacher should then discuss with the students how each of these provides an insight into the conflict. The teacher should pull specific examples that the students found and ask students to determine whether that would be an internal conflict revealed or an external conflict revealed.

6. For practice, the teacher will give students a short play (see appendix E1) for some examples. The students will answer the following question: What information about conflict is revealed through the staging information given? Use details from the text to support your ideas.

7. The teacher will ask for volunteers to share what they have found. 8. Then, the teacher will give students the following CR and ask them

to answer it with a partner comparing their notes from the previous CR question.

Conflict is both internal and external. Identify which stage directions are internal and which are external, and analyze how those stage directions give meaning to the piece of drama.

How does understanding the staging help develop the theme of the piece? Use details from the text to support your ideas.

Activity’s Alignment

of the piece? Use details from the text to support your ideas.


1.6 discover/evaluate patterns and relationshipsDOK 3LEVEL OF EXPECTATION

Mastery Level—80%


GLE R2CfCONTENT CA 2 PROCESS 1.6 discover/evaluate patterns and relationships




21st Century Themes SLA Non Fiction Reading & WritingLearning & Innovation Skills SLA Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills SLA Gender, Ethnic, & Disability Equity



Learning Activity #2 : Interpreting a short work1. After reading/studying a short piece of drama, pre-select a lengthy short2. story and divide it into sections (which will represent scenes).3. Likewise, divide the class into groups so they can work collaboratively.

Each group must work together to re-write their short story section in the form of a play. The re-write must include stage directions, a narrator’s voice, and dramatic instructions for the characters.

4. Each scene is then merged into a typed version of the entire “play,” thereby creating a script.

5. Each student group will create a puppet show for each scene, performing the dramatic piece as one synthesized presentation.

6. Each group should be responsible for either one puppet for each character or the creation on the set design.

7. The teacher can choose to set student groups up on Google Docs so that they can all contribute at the same time to the script.

Activity’s AlignmentGLE R2CCONTENT CA 2 reading fictionPROCESS 1.5 comprehend and evaluate written work

1.6 discover and evaluate patterns and relationships1.10 apply skills3.5 reason logically



Assessment #2: Interpreting a short work1. Since drama is meant to be performed, students will be assessed on their

dramatic interpretation of the short story through script writing and the resulting puppet show.

2. To enhance the idea of the dramatic critic, the scoring guide should be created as a class, with the focus on how the author’s specific word choices, sentence structures, and stage directions achieve specific purposes effects and support the author’s purpose.



Mastery Level—80%


Enrichment:

Intervention:

General:

Enrichment:

Intervention:



Content Area: Communication Arts Course: 8th Grade Comm. Arts Strand: Writing Process - F

Learner Objectives: The student will use a writing process to compose well-developed text of various modes, forms, purposes and audiences.

Concepts: A. writing process B. audience and purpose C. modes and forms of writing

Students Should Know Students Should Be Able to


Writers follow a process when they write. The process should include prewriting, drafting, feedback, revision, editing and publishing.

Writers know and use specific traits because they contribute to clear, cohesive writing. These traits include audience and purpose, ideas and content, organization and sentence structure, word choice and conventions.

Writers practice their skill by creating a variety of texts centering around the four modes of writing: narrative, descriptive, expository and persuasive.

Writers write for a specific purpose with a specific reader or group of readers in mind.

Writers choose an appropriate point of view for their pieces based on the mode, form and audience—either first person, second person or third person.

Writers choose the mode of their writing based on their purpose for writing.

Writers choose a type of writing based on the purpose and audience.

Follow a writing process (W1A8; DOK 3; 1.8; 2.1; 2.2) a. use appropriate prewriting strategies as needed b. generate a draft

c. reread, revise for audience and purpose, ideas and content, organization and sentence structure, and word choice - Uses a variety of strategies (e.g. reading the draft aloud; asking a peer for feedback; using a provided rubric, an outline, or an organizational map) to evaluate whether the organization of the draft is effective and adequately developed, whether the thesis claim is clear and aligned with the purpose and goals; whether options are supported by reason, examples, and facts; whether possible counterarguments are considered; and whether the conclusion is appropriate, in order to guide ongoing drafting.

d. edit for conventions e. publish/share writing

Compose a variety of texts (W3A8; DOK 3; 1.8; 2.1; 2.6; 4.8) a. using narrative, descriptive, expository, and/or persuasive

features b. in various formats, including workplace communication (e.g., business letter with a correctly addressed envelope, email communications) c. including a summary (narrative or informational) d. including literary response

Choose and develop a form/mode of writing appropriate to a specific audience and topic. (cause/effect, chronological order, problem/solution, comparison/contrast,)

Choose and develop a graphic organizer of their choice that best suits the writing assignment.



Student Essential Vocabulary TYPES OF WRITING/WRITING MODES—description/descriptive writing; exposition/expository; narrative/narrative writing; persuasive

writing/argument DESCRIPTIVE WRITING—portrays a character, object or scene through sensory details/imagery (precise nouns, verbs, adverbs, and adjectives that

relate how things look, sound, feel, taste, smell) EXPOSITORY WRITING—presents facts, opinions, definitions of terms, and examples to inform the reader about a specific topic. GRAPHIC ORGANIZER--a visual device for organizing information around a conept, theme or topic; include, but not limited to the following:

o advance organizer: previews instruction and provides familiar concepts that connect and anchor the new learningo chart: gives information, shows processes, or makes comparisonso cluster, concept map, or web: presents written ideas around a theme, characteristic, category, or wordo diagram: shows how something works, how it is constructed, or how its parts relate to one anothero graph: presents information with lines, pictures, and symbols rather than wordso mind map: uses pictures and symbolic drawings rather than written words

NARRATIVE WRITING—relates a story or a personal essay (e.g., anecdote, autobiography, memoir) PERSUASIVE WRITING/ARGUMENTATIVE WRITING—seeks to influence reader or listeners to agree with a perspective or perform an action

(e.g., editorials, advertisements, persuasive essays, persuasive letters, public service announcements, position papers) WORKPLACE COMMUNICATION—writing in and for the workplace: letters, email, memos, reports, forms, pamphlets, brochures, proposals, newsletters, manuals, advertisements, etc.


21st Century Themes Non Fiction Reading & Writing SLALearning & Innovation Skills Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills Gender, Ethnic, & Disability Equity


Sample Learning Activities Sample AssessmentsLearning Activity #1 :

The Writing Process1. Use the NCTE website, (see teacher resources, below) and find “A

Metaphorical Approach to the Writing Process.” The script can be used as is, but some teachers prefer to write their own, and adapt it to their classroom.

2. Give each student a small can of Play-Doh, asking them to make a pencil holder. Most students attempt to do this numerous times in order to get the pencil holder to a certain point. After they destroy their sculpture several times, they should be able to start making the connection between writing, sculpting, and the overall creative process. The teacher will ask questions as they work.

3. Without discussing this “process,” the students will write about the experience they had making their pencil holder. There are several guided questions that can help them along the way (see appendix document F1).

4. Students will then complete a graphic organizer comparing and contrasting their experience with their writing process.

5. Students will share out what they learned. Activity’s Alignment

CLE W1ACONTENT CA 1 speaking and writing standard English

CA 4 writing formally and informallyPROCESS 1.8 organize data, information and ideas

2.1 plan and make written, oral and visual presentations2.2 review and revise communications


nonlinguistic representation, reinforcing effort and providing feedback

Assessment #1: The Writing Process

1. Each time a student begins a piece of writing, he/she will be expected to follow the writing process.

2. The teacher will assess the student’s use of the writing process by using the effort scoring guide that will accompany the 6 Trait Scoring guide for the final draft (see appendix document F2).

Assessment’s AlignmentCLE W1ACONTENT CA 1 speaking and writing standard English

CA 4 writing formally and informallyPROCESS 1.8 organize data, information and ideas

2.1 plan and make written, oral and visual presentations2.2 review and revise communications


Students will complete the effort scoring guide meeting at least 90% of the criteria each time they write a paper.


21st Century Themes Non Fiction Reading & WritingLearning & Innovation Skills SLA Enrichment Opportunity SLAInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills Gender, Ethnic, & Disability Equity


Sample Learning Activities Sample AssessmentsLearning Activity #2 :Writing With Sensory Details 1. While instructing the students not to touch the popcorn, the teacher will hand out one scoop to each student. 2. The teacher will instruct the student to make a graphic organizer with all five senses and room to describe each one, plus one section for new words. 3. Next, the teacher will give out “characters” to the students so that they are looking at the popcorn from the perspective of that “character” (examples: five-year-old boy, popcorn sales man, custodian, older adult, teenager with braces, someone with diabetes) 4. Then, the teacher will tell each student to write down how the popcorn looks. The students will not share their ideas with each other. 5. After that, the teacher will instruct the students to smell the popcorn and write down all descriptive words. This process will continue with the remaining senses. 6. When finished, the students will use a thesaurus to look up the words they chose. 7. Using the thesaurus, the students will pick better, more descriptive words to describe the popcorn. 8. The students will write a short story from their “character’s” point-of- view using the descriptive words and sensory details.

Activity’s AlignmentCLE W1A8CONTENT CA 4 – writing formally and informally

CA 5 – comprehending and evaluating the content and artistic aspects of oral and visual presentation

PROCESS 1.8 – organize data, information and ideas into useful forms for analysis and presentation2.1 – plan and make written, oral and visual presentations for a variety of purposes and audiences

DOK 3

Assessment #2: Writing With Sensory Details 1. The students will be instructed to do the same activity with chewing gum, switching “characters”. 2. Once the teacher has gone through all of the senses and the students have had enough time to look the words up, the teacher will review the “new” words the students have picked to replace their “ordinary” words. 3. The student will use the new words to write a short story with sensory details. 4. The students will switch papers and peer edit each other’s work, making any necessary changes. They are allowed to give feedback and suggestions to make the story better. 5. The student will turn in their graphic organizer for the activity on gum, the rough draft with comments from other students and their final draft. Grading will be based on a 4,3,2,1 basis.

Assessment’s AlignmentCLE W1A8CONTENT CA 4 – writing formally and informally

CA 5 – comprehending and evaluating the content and artistic aspects of oral and visual presentation

PROCESS 1.8 – organize data, information and ideas into useful forms for analysis and presentation2.1 – plan and make written, oral and visual presentations for a variety of purposes and audiences


INSTRUCTIONAL STRATEGIES

Homework and Practice DOK 3LEVEL OF EXPECTATION

90% of students will receive a 3 or higher on their final draft.


Enrichment:

Intervention:

General: Enrichment:

Intervention:


Content Area: Communication Arts Course: 8th Grade Comm. Arts Strand: Writing Argumentatively - G

Learner Objectives: The student will use a writing process to compose well-developed argumentative essays.

Concepts: A: ideas and content B: organization and sentence fluency C: voice and word choice D: conventions


Ideas and Content Ideas and Content


Writers brainstorm to develop ideas.

Writers generate ideas in many ways including brainstorming, idea mapping, free writing, journaling, and self-questioning.

Writers may need to narrow their initial ideas/topics to make them more manageable and give them focus.

Writers elaborate on their ideas in order to fully explain their points.

Writers use details and anecdotes to support the main idea.

Writers conduct research to determine details when necessary.

Writers give the reader important information that relates to their topic through the use of details.

Writers categorize and sort the details and support they have to determine which are most significant.

Writers use a variety of primary and secondary sources that present different perspectives when researching.

Writers use a system to track sources and to link each piece of information to the source it came from.

Writers use a variety of strategies when researching including gathering relevant reasons, examples and facts, defining key terms, setting up comparisons, identifying relationships, and summarizing different viewpoints.

Writers understand and use appropriate rhetorical appeals.

Organization and Sentence Fluency

Writers create text with a strong, controlling idea, specific details and complex ideas.

Writers create organized text. Organized text has an effective

Compose text with (W2B8, DOK 3, 2.1) a. strong controlling idea b. relevant, specific details c. complex ideas d. freshness of thought

Develop an appropriate research plan to guide investigation and research of focus questions. (IL1A8, 1.1; 1.4; 4.5)

Identifies and evaluates a variety of primary and secondary sources of information (e.g. student-generated data, such as interviews, observations, and surveys; appropriate Internet sources; books; magazines; newspapers) that present different perspectives on the issue and uses a system for tracking sources.

Uses a variety of strategies to generate notes and content through reading primary and secondary sources (e.g. gathering relevant reasons, examples, and facts; defining key terms; setting up comparisons; identifying relationships such as cause and effect; summarizing different point of view).

Narrow a general topic to one that is manageable for the given piece of writing.

Transforms a working issue into a working thesis claim; identifies, organizes, and considers the relevance of know information,; and determines the need for further research.

Uses a variety of strategies to guide the generation of content by activating prior knowledge (e.g. brainstorming, idea mapping, free writing, journaling, self-questioning—what is my opinion and why?); developing and selecting major ideas, relevant reasons, supporting examples, and details; considering different points of view.

Organization and sentence fluency

Compose text with (W2C8, DOK 3, 2.1) a. an effective beginning, middle and end


beginning, middle and end and follows a logical order.

Writers use effective paragraphing which allows them to organize numerous, related topics in an organized way.

Writers use paragraphs as organizational patterns to help describe, support or explain specific topics or ideas.

Writers create paragraphs that include sentences which follow the same topic.

Writers vary types and positions of topic sentences within paragraphs to establish the focus of each paragraph.

Writers create text that flows smoothly.

Writers use cohesive devices to smoothly transition from paragraph to paragraph and sentence to sentence when appropriate.

Writers use structures conventionally used with the chosen genre in order to meet reader expectations and aid comprehension.

Writers draft texts to present a clear thesis, support claims with evidence, incorporate source material to strengthen the argument, and draw an appropriate conclusion.

Voice and Word Choice

Writing in active voice adds more power to their writing.

Writers use precise, vivid language and writing techniques such as imagery, humor, voice and figurative language to create imagery for the reader.

Writers include voice, a distinctive tone or style, that shows through and reflects the writer’s personality.

Writers use language that speaks to the reader on an emotional level when it is appropriate.

b. a logical order c. effective paragraphing d. a variety of sentence lengths to create fluency

Drafts text to present a clear thesis claim, develops a coherent and smooth progression of ideas, supports claims and opinions with evidence (i.e. reasons, examples, and facts), incorporates the source materials to strengthen the argument, and draws an appropriate conclusion. (W3.1-1.5A)

Use cohesive devices effectively, including transitions, repetition, pronoun/antecedent and parallel structure.

Write paragraphs that describe, support or explain specific topics or ideas

Write cohesive paragraphs with clear topic sentences.

Uses a variety of types of topic sentences to establish focus on the paragraphs, varies the positions of topic sentences within paragraphs, uses transition words and phrases to signal the progression of ideas within and between paragraphs, and uses appropriate words and phrases to signal organizational patterns (e.g. description, question-answer, compare-contrast, problems-solution, cause-and-effect).

Use transitional elements where appropriate and/or necessary

Uses conventional structures and expectations of the chosen genre to select content, represent ideas, make connections, generate new insights, and develop an organizational structure for drafting.

Uses a variety of sentence structures (e.g. parallel structures; simple, coordinate, subordinate, compound, and complex constructions; questions as topic sentences; sentences of varying length and type—declarative and interrogative); clearly establishes actors, actions, objects, and indirect objects; clearly signals relations between pronouns and antecedents; and consistently uses active voice to create special effects. (W3.2-


Writers experiment with style in order to match it to the audience and purpose.

Writers attempt to reveal the person behind the words when it is appropriate.

Writers choose words to appeal to the audience.

Writers edit their work after revising to ensure that it is free of errors.

Writers edit their work for capitalization, commas, apostrophes, quotation marks, prepositional phrases, appositives and correct spelling.

Writers examine their sentence patterns to ensure variety and check punctuation.

Writers use standard formatting procedures when producing final drafts.

Writers understand the differences between paraphrasing and directly quoting and how each must be correctly documented.

Writers use a variety of sentence structures and types, clearly establish actors, actions, objects, and indirect objects, and clearly signal relations between pronouns and antecedents to create specific effects.

2.3A)

Voice and word choice

Compose text using (W2D8, DOK 3, 2.1) a. precise and vivid language

b. writing techniques such as figurative language, sensory detail and purposeful dialogue

Compose text using appropriate vocabulary and word choice

Selects vocabulary, strong verbs, rhetorical questions, and figurative language (e.g. metaphors, similes, personification) to achieve intended effects (e.g. formal or informal tone, credible voice) and to appeal to the audience.

Compose text that reflects a specific tone or style

Compose text using a style that suits the audience and purpose

Uses appropriate rhetorical appeals (e.g. considers audience knowledge of the text, establishes his or her understanding of the text, establishes the soundness of the interpretation) avoiding propaganda techniques such as and conventional organizational patterns to guide the intended audience through interpretation.

Compose text using style that reveals the personality of the writer when appropriate

Conventions

Edit/Revise their writing for punctuation and usage emphasizing (W2E8, DOK 1, 2.2)

--using conventions of capitalization --using a colon to introduce lists --using correct pronoun case --using dictionary, spell-check and other resources to edit and correct for spelling


Compose text with (W2C, DOK 3; CA 4; 2.1) d. a variety of sentence structures, including compound- complex

Compose text in the active voice

Use a teacher-created style guide (MLA, APA)

Understands the differences between paraphrasing and directly quoting source texts and uses both correctly and effectively in writing.


Student Essential Vocabulary COHESIVE DEVICES-- elements that bind writing together as a whole; cohesive devices include transitional words and phrases as well as

repetition of key words and the use of “reference words” that “point back” to ideas in the text. PERSUASIVE WRITING/ARGUMENTATIVE WRITING—seeks to influence reader or listeners to agree with a perspective or perform an action

(e.g., editorials, advertisements, persuasive essays, persuasive letters, public service announcements, position papers) PRIMARY SOURCE—a resource that is first hand such as eye witness accounts, interviews, diaries, journals, and news articles contemporaneous to

the subject being resourced PROPAGANDA—faulty methods used to make arguments more persuasive—avoid in your writing appeal to ignorance: suggests that if a claim has not been proven false, then it must be true bandwagon: promotes the idea that if everyone does it or believes it, it must be right broad generalization: claims something to be true for all members of a group circular thinking: uses a claim as foundational proof either/or: assumes only two alternatives


loaded words: uses emotionally charged words to produce strong positive or negative reactions oversimplification: makes complicated uses simple to solve red herring: changes the subject to distract from the real argument straw man: dismisses the other side of the argument as ridiculous RHETORICAL DEVICE—methods used in writing or speaking in which language is used to influence or persuade an audience. (Unlike propaganda,

these methods are not faulty and should be practiced in your writing)allusion: reference, within a literary work, to another literary work, film, piece of art, or real event; a kind of shorthand drawing meaning from what is referenced into the workanalogy: expression showing similarities between relationships (A is to B as C is to D)logos: an appeal to logicparallelism: deliberate repetition of similar or identical words and phrases in neighboring lines, sentences or paragraphspathos: an appeal to emotionrepetition: words or certain phrases repeated for a stronger emphasis by the authorrhetorical question: a question posed for its rhetorical effect without the expectation of a replyunderstatement: figure of speech where a lesser expression is used than what would be expected in order to give emphasis

SECONDARY SOURCE—any resource that is not first-hand or is not contemporaneous to the subject THESIS—the central idea of an essay; what the author is trying to prove in an argumentative essay VOICE—the distinctive tone or style of a particular writer; a reflection of the personality of the writer WORD CHOICE—using rich, colorful, precise language that serves a function, but also moves and enlightens the reader


21st Century Themes Non Fiction Reading & WritingLearning & Innovation Skills Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #1 :Compose text with a Strong Controlling Idea, Relevant Specific Details, Complex Ideas

1. The teacher will explain to the students that they will be asked to write a persuasive letter. The letter will be addressed to a company persuading them to improve one of their products.

2. The teacher will introduce the rhetorical appeals of logos and pathos and the idea of analogy as a rhetorical device.

3. In order for students to gain a better understanding of these rhetorical devices, the teacher will place students in small groups. Each group will

Assessment #1: Compose text with a Strong Controlling Idea, Relevant Specific Details, Complex Ideas1. The teacher will score the final draft of the persuasive letter (see activity to the left) using the AP-style 9 pt. Argumentative Holistic Scoring Guide (See appendix document G1). 2. Students will continue to revise the letter until they have scored at least a 6 on the Scoring Guide.3. Students may mail their letters to the companies they wrote to.


receive a card that has a controversial statement on it such as the driving age should be raised or lowered or all high school students should or shouldn’t be subjected to drug testing. Students will then develop a logos argument, a pathos argument and an argument based on analogy. Groups will share and critique each others arguments.

3. Once students have an idea of how to use these rhetorical devices, teacher will begin having them write their persuasive letters. Students will follow the writing process as they write the letter. The teacher will provide feedback as well as other students as they peer respond. All initial feedback will be based on the AP-style 9 pt. Argumentative Holistic Scoring Guide (See appendix document G1).

Activity’s AlignmentGLE W28CONTENT CA 1 speaking and writing standard English

CA 4 writing formally and informallyCA 6 participating in formal and informal presentations

PROCESS 2.1 review and revise communications to improve clarity and accuracy


homework and practice; providing feedback, collaborative learning


Assessment’s AlignmentGLE W28CONTENT CA 1 speaking and writing standard English


Sample Learning Activities

Sample Assessments

Learning Activity #2 :School Technology Argumentative Essay

1. Hand out the School Technology Argumentative Essay assignment (see appendix G2).2. Have students read the documents and the assignment.3. Walk students through the prewriting process included in the assignment.4. After students have written rough drafts of their papers, have each student respond to two other students’ paper using Organization Peer Response Sheet (see appendix document G3) and then use the information gained from responses to his or her own paper to revise and write a second draft.5. Students should use the Sentence Self-Analysis Form (see appendix document G4 )to analyze their second drafts. 6. Next they should go through their paper and circle all of the “to be” verbs. Finally they should revise and write a third draft paying attention to sentence variety and removing as many to be verbs as possible. Removing the “to be” verbs should strengthen the vocabulary used and force them to remain in active voice. 7. Students will participate in a peer edit and use this information to create their final drafts

Activity’s AlignmentCLE

W2C8, W3.1-1.5A, W3.2-2.3ACONTENT CA 1 speaking and writing standard English

CA 4 writing formally and informallyPROCESS 2.1 review and revise communications to improve

clarity and accuracy2.4 present perceptions and ideas regarding works in the fine and practical sciences.


Collaborative learning, advanced organizers

Assessment #2: 1. Grade the School Technology Argumentative Essay using the AP-style 9 pt. Argumentative Holistic Scoring Guide (See appendix document G1).

Assessment’s AlignmentCLE W2C8, W3.1-1.5A, W3.2-2.3ACONTENT CA 1 speaking and writing standard English


clarity and accuracyDOK 4LEVEL OF EXPECTATION

Mastery Level- 80%



21st Century Themes Non Fiction Reading & Writing SLA, SALearning & Innovation Skills Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills Gender, Ethnic, & Disability Equity


Enrichment:

Intervention:

General:

Enrichment:

Intervention:



Content Area: Communication Arts Course: 8th Grade Communication Arts Strand: Writing - Literary Analysis - H

Learner Objectives: The student will use a writing process to compose well-developed literary analysis.


Students Should Know Students Should Be Able to Literary Analysis Writers write interpretations of literary texts.

Writers use a variety of sources to analyze literature for deeper meaning

Writers use a system for crediting sources used in literary analysis

Writers select appropriate graphic organizers to organize thoughts to support positions about text.

Writer will be able to analyze and explain historical, geographic and cultural context of a text.

Writers draft an organized, coherent literary analysis

Writers use appropriate rhetorical appeals to guide audience through interpretation

Ideas and Content Writers brainstorm to develop ideas.

Writers select idea(s) after brainstorming.

Writers may need to narrow their initial ideas/topics to make them more

Ideas and Contento Compose text with (W2B8, DOK 3, 2.1)

a. strong controlling idea-formulate a working interpretation of the literary text considering what he or she knows about the text, understanding that the interpretations may change during the process or re-reading or further research (AP W2.1.1).-Identify a variety of primary and secondary sources of information (e.g. re-reading parts of text, consulting with other readers, using a dictionary, encyclopedia, or Internet source; reading other books ) to deepen understanding of the literary text and use a system for tracking sources (AP W2.1.1).

-Use a variety of strategies to guide the generation of content by activating prior knowledge (e.g. idea mapping, outlining, and dialectic journaling) and developing and selecting major ideas, relevant reasons, supporting examples, and details(AP W2.1.2). -Uses a variety of strategies to generate content (e.g.

close reading of primary text, free writing, and journaling, talking with peers in reader-response group or group discussion, using dictionaries or other resources to defining unfamiliar vocabulary; situating the text in its historical, geographical, and cultural context (AP W2.2.1).


manageable and give them focus.






Organization and Sentence Fluency Writers create text with a strong, controlling idea, specific details and

complex ideas.

Writers create organized text. Organized text has an effective beginning, middle and end and follows a logical order.




Writers start their paragraphs with topic sentences to state the paragraph’s purpose to the reader.



-Compose text using a variety of strategies to generate content by a close reading of primary text, free writing, and journaling, talking with peers in reader-response group or group discussion, defining unknown word and using resources to help explain the historical, geographical, and cultural context of text (AP W2.2.2).

-Compose appropriate rhetorical appeals of text by considering audience's knowledge of text, establishing understanding of text, proving their interpretation and using organized patterns to aid audience with interpretations (AP W3.1.3).-Using appropriate rhetorical appeals (e.g. considers audience knowledge of the text, establishes his or her understanding of the text, establishes the soundness of the interpretation) and conventional organizational patterns to guide the intended audience through interpretation AP W 3.1.3).

b. relevant, specific details-compose literary analysis interpretation of literary pieces, organize their interpretations support their interpretations with details from text, evaluate their writing for correctness, re-reading or further research and edit and change text after re-reading text (AP W).-analyze content by developing and selecting major ideas from text, relevant reasons, supporting examples and details to explain (AP W)-compose literary analysis with a interpretive claim by relating supporting details from the text and outside sources by using direct quotations,

paraphrases and examples (AP W). -composes a well-organized and cohesive analysis using smooth progression of ideas, signals main ideas with supporting ideas and draws appropriate conclusions (AP W). c. complex ideas d. freshness of thought

Develop an appropriate research plan to guide investigation and research of focus questions. (IL1A8,



Voice and Word Choice Writers use precise, vivid language and writing techniques such as

imagery, humor, voice and figurative language to create imagery for the reader.

Writers include voice, a distinctive tone or style that shows through and reflects the writer’s personality.




Conventions Writers edit their work after revising to ensure that it is free of errors.

Writers edit their work for capitalization, commas, apostrophes, quotation

marks, prepositional phrases, appositives and correct spelling.



1.1; 1.4; 4.5) Narrow a general topic to one that is manageable for the

given piece of writing.-Write cohesive paragraphs with clear topic sentences. Uses a variety of types of topic sentences to establish the focus of paragraphs, varies the positions of topic sentences within paragraphs, uses transition words and phrases to signal progression of ideas within and between paragraphs, and uses appropriate words and phrases to signal organizational patterns (e.g. description, questions-answer, compare-contrast, problem-solution, cause and effect (AP W 3.2.3).

Organization and Sentence Fluency Compose text with (W2C8, DOK 3, 2.1) a. an effective beginning, middle and end b. a logical order c. effective paragraphing -drafts a thoughtful interpretive claim; connects effective supporting evidence from the text and outside sources (e.g. direct quotations, paraphrases, and examples); develops coherent and smooth progression of ideas, signaling main and supporting ideas; and draws an appropriate conclusion (AP W 3.1.1). --a variety of sentence lengths to create fluency




Voice and Word Choice Compose text using (W2D8, DOK 3, 2.1) a. precise and vivid language


Compose text using appropriate vocabulary and word choice -Selects vocabulary, strong verbs, rhetorical questions, and figurative language (e.g. metaphors, similes, personification)


to achieve intended effects (e.g. formal or informal tone, credible voice) and to appeal to the audience (AP W 3.2.1).

Compose text that reflects a specific tone or style Compose text using a style that suits the audience and purpose Compose text using style that reveals the personality of the writer

when appropriate

Conventions Edit/Revise their writing for punctuation and usage emphasizing

(W2E8, DOK 1, 2.2) --using conventions of capitalization --using a colon to introduce lists --using correct pronoun case --using dictionary, spell-check and other resources to edit and correct for spelling Compose text with (W2C, DOK 3; CA 4; 2.1) d. a variety of sentence structures, including compound- complex - Uses a variety of sentence structures (e.g. parallel structures; simple, coordinate, subordinate, compound and complex constructions; questions as topic sentences; sentences of varying length and type---declarative, and interrogative); clearly establishes actors, actions, objects, and indirect objects; clearly signals relations between pronouns and antecedents; and consistently uses active voice to create specific effects (AP W 3.2.2). Compose text in the active voice

-Understands the differences between paraphrasing and directly quoting source texts and uses both correctly and effectively in writing in order to avoid plagiarism (AP W 3.1.2)







the subject being resourced PROPAGANDA—faulty methods used to make arguments more persuasive—avoid in your writing appeal to ignorance: suggests that if a claim has not been proven false, then it must be true bandwagon: promotes the idea that if everyone does it or believes it, it must be right broad generalization: claims something to be true for all members of a group circular thinking: uses a claim as foundational proof either/or: assumes only two alternatives loaded words: uses emotionally charged words to produce strong positive or negative reactions oversimplification: makes complicated uses simple to solve red herring: changes the subject to distract from the real argument straw man: dismisses the other side of the argument as ridiculous RHETORICAL DEVICE—methods used in writing or speaking in which language is used to influence or persuade an audience. (Unlike propaganda,

these methods are not faulty and should be practiced in your writing)allusion: reference, within a literary work, to another literary work, film, piece of art, or real event; a kind of shorthand drawing meaning from what is referenced into the workanalogy: expression showing similarities between relationships (A is to B as C is to D)logos: an appeal to logicparallelism: deliberate repetition of similar or identical words and phrases in neighboring lines, sentences or paragraphspathos: an appeal to emotionrepetition: words or certain phrases repeated for a stronger emphasis by the authorrhetorical question: a question posed for its rhetorical effect without the expectation of a replyunderstatement: figure of speech where a lesser expression is used than what would be expected in order to give emphasis



Sample Learning Activities Sample AssessmentsLearning Activity #1 :Students create thinking notes by annotating texts to gain meaning to write a literary analysis1. As students read a piece of literature, either fiction or non-fiction, students will annotate text to gain meaning. Teacher will model with an example

prior to students working with their own text. Teacher will provide copies of a piece students will annotate.

2. Students will write yes next to statements with which they agree and no next to statements with which they disagree. They can use sticky notes for any comments or feelings they also wish to make during this first reading. At the same time, students will circle any words that they need defined and put a question mark next to anything they don't understand.

3. At the same time students will identify main ideas of the passage and bracket them. Students can connect related ideas with arrows and put asterisks by ideas they think are important to use in their literary analysis.

5. Finally prior to the last reading, students will decide what topic they would like to present in their literary analysis such as a discussion of theme or character development. As students reread, they will highlight key words, sentences, important events and supporting details needed to support their claim. Students may also create an outline in the margin.

6. Students will then write a literary analysis using the annotating they have created. Teacher will provide students with handout called AP Essay Visual Guide (see appendix document H1). Teacher will model how students turn their notes into a literary analysis paper. Students could use the main idea rubric for plot structure (see appendix document H4). Students could use the character development rubric when evaluating character development (see appendix document H5). Students are encouraged to reread a second time if more support is needed.

7. After students have completed this process, they will be asked to repeat it on various occasions until the teacher feels they are ready for an assessment.

Assessment #1: Students create thinking notes by annotating texts to gain meaning to write a literary analysis1. Students will read a piece of literature, either fiction or non-fiction, which

will be used to annotate text to gain meaning. Using their annotations, students will write a literary analysis.

2. Teacher will assess the literary analysis with the attached scoring guide. (see appendix document H3, H4 or H7).


SLA = Sample Learning Activities & SA = Sample Assessments21st Century Themes SLA Non Fiction Reading & WritingLearning & Innovation Skills Enrichment OpportunityInformation, Media, & Technology Skills Intervention Opportunity

Enrichment: If students are successful writing literary analysis with these documents, students could be introduced to differing methods of analyzing literary. Students could be assigned different analysis methods

Such as S.I.F.T.S., D.I.D.L.S. or S.O.A.P.S.Tone (see appendix document H6).

Intervention: For students who help analyzing literature, the teacher need provide a literary analysis help sheet (see appendix document H4 or after handing students visual essay guide (see appendix document H1) teacher will scaffold each paragraph providing a checklist for what is needed in each paragraph similar to literary analysis scoring guide (see appendix document H3).





homework and practice; providing feedback

Assessment’s AlignmentCLE W2CCONTENT CA 1 speaking and writing standard English

CA 4 writing formally and informally CA 6 participating in formal and informal presentations



Mastery Level- 80%


Sample Learning Activities Sample AssessmentsLearning Activity #2:Compose text with a Strong Controlling Idea, Relevant Specific Details, Complex Ideas1. After reading a piece of literature, either fiction or non-fiction, students will brainstorm as a class in order to analyze character traits of a

character. The teacher will guide them through this process so the students can create notes that can be used for this writing assignment.

2. Students will choose a character and identify three character traits. The teacher will provide examples for students of how to support a character trait with examples from the literature.

3. In the paragraphs students write they will be asked to find at least two specific details from the text that support the character traits. Student need to cite direct and indirect quotes from the passage to show examples that support their character traits they have chosen.

4. Once they are finished, the teacher will provide students with feedback. Students will edit each other’s work using the attached set of guidelines (see appendix document H5)). Students will make the needed revisions.

5. After students have completed this process, they will be asked to repeat it on various occasions until the teacher feels they are ready for an assessment.

Enrichment: Students could compare the character traits of two different characters in the piece for similarities and likeness. Another activity to challenge a student would be to discuss how the character made choices that affected the story because of the identified character traits.

Intervention: Students could be given a list of character traits and guiding questions to help them analyze character development.

Assessment #2: Compose text with a Strong Controlling Idea, Relevant Specific Details, Complex Ideas

1. Students will complete several literary analysis assignments, such as those listed in the activity, and place in their writing portfolios over a period of time.

2. The teacher will ask students to select one literary analysis that they would like to polish and turn in for their assessment. Students may pair with a partner to get feedback regarding their strongest work.

3. The teacher will assess the paragraph using the attached scoring guide (see appendix document H3, H4 or H7).

Assessment’s AlignmentCLE W2C8, W3.1-1.5A, W3.2-2.3ACONTENT CA 1 speaking and writing standard English


clarity and accuracyDOK 4LEVEL OF EXPECTATION

Mastery Level- 80%


SLA = Sample Learning Activities & SA = Sample Assessments21st Century Themes Non Fiction Reading & Writing SLA, SALearning & Innovation Skills Enrichment OpportunityInformation, Media, & Technology Skills Intervention Opportunity SLA





homework and practice; providing feedback

General: OWL Purdue Online Writing Lab http:// owl.english.purdue.edu Writer’s Inc. GreatSource Answer constructed response questions using the A-C-E method. A

is answer the question; C is cite an example from the text that led you to that answer; E is explain how that citation supports your answer. The “C” and “E” may need to be repeated depending on how many examples the question requires

Write Source Reader’s Handbook Prentice Hall Literature

Enrichment:

Intervention:

General: WriteTraits Classroom Kit by WriteSource http://www.greatsource.com/iwrite/educators.html --Web page that

offers prompts mini-lessons and scoring guides. Creating Writers by Vicki Spandel 6+1 Traits of Writing: The Complete Guide Grades 3 and Up by

Ruth Culham 40 Reproducible Forms for the Writing Traits Classroom by Ruth Culham and Amanda Wheeler Creating Writers by Vicki Spandel Books, Lessons, Ideas for Teaching the 6 Traits: Writing in the

Elementary and Middle Grades by Vicki Spandel Books, Lessons, Ideas for Teaching the 6 Traits: Writing at Middle

and High School Creating Writers: Linking Assessment and Instruction by Vicki

Spandel and Richard J. Stiggins Mechanically Inclined: Building Grammar, Usage and Style into

Writer’s Workshop by Jeff Anderson; foreward by Vicki Spandel Write prompts using the R-A-F-T method. R is role; A is audience,

F is format, T is topic. This gives students clear parameters for the writing assignment.


http://www.greatsource.com/iwrite/--Web

http://rubristar.4teachers.org Why We Must Run with Scissors: Lessons on Voice in Persuasive

Writing by Barry Lane and Gretchen Bernabei 6+1 Traits of Writing: The Complete Guide (grades 3-12) by Ruth Culham Write Source Mechanically Inclined: Building Grammar, Usage and Style into

Writer’s Workshop by Jeff Anderson; foreward by Vicki Spandel www.learningexpress.comEnrichment:

Intervention:


Content Area: Communication Arts Course: 8th Grade Communication Arts Strand: Writing: Creative and Reflective- I

Learner Objectives: The student will follow a writing process to compose well developed creative and reflective writing.


Students Should Know Students Should Be Able to Writing Creative and Reflectively

Writer writes a creative and reflective topic sentence.

Writer uses a variety of sources of information and ideas

Writer uses a system for recording ideas and tracking sources

Writer uses a variety of strategies to create content when interacting with others

Writer creates a focused topic after considering

Writing Creative and Reflectively

Ideas and Contento Compose text with (W2B8, DOK 3, 2.1)

a. strong controlling idea-composes a draft with a clear controlling idea or emerging thesis, coherent progression of ideas and illustrative details, and appropriate conclusion or satisfactory closing (2.1.1).

-compose a creative and reflective working topic (e.g. reflects on draws upon imagination, draws on experiences of other)l choose a genre (e.g. poem, short story, personal essay); inventories and organizes what he or she knows about the topic, ideas, examples, and genre; and identifies areas for further research (AP W 2.1.1.)


http://rubristar.4teachers.org/

multiple criteria

Writer creates a draft using appropriate organizational structures

Writer uses direct and indirect quotations correctly to add interest

Writer considers appropriate background knowledge of audience, genre, or mode to gain interest of audience

Ideas and Content Writers brainstorm to develop ideas.

Writers select idea(s) after brainstorming.

Writers may need to narrow their initial ideas/topics to make them more manageable and give them focus.






Organization and Sentence Fluency Writers create text with a strong, controlling idea, specific details and

complex ideas.

Writers create organized text. Organized text has an effective beginning,

- identifies a variety of sources of information and ideas (e.g. personal experiences, imagination, interviews, books, Web sites) and uses a system for further developing and recording ideas and sources (AP W 2.1.2).

-uses a variety of strategies to generate notes and content through interacting with others (e.g. interviewing friends and family members, community members, experts in a field) and through reading secondary sources (e.g. Web-based resources, fiction, histories, dramas, newspapers, and magazines) (AP W 2.2.2).

-focuses the topic by considering whether the content is personally relevant, interesting, meaningful, and relevant to possible audiences; is aligned with purposes and goals, and can be explored with the requirements of the writing task and available resources (AP W 2.2.3).

- Considers background knowledge and interests of the audience and uses an appropriate genre or mode (e.g. poem, short story, tall tale) to present the topic—WRITING PROCRSS (AP W 3.1.3).

b. relevant, specific details c. complex ideas d. freshness of thought

Develop an appropriate research plan to guide investigation and research of focus questions. (IL1A8, 1.1; 1.4; 4.5)

Narrow a general topic to one that is manageable for the given piece of writing.

Write cohesive paragraphs with clear topic sentences.

Organization and Sentence FluencyCompose text with (W2C8, DOK 3, 2.1)

a. an effective beginning, middle and end -uses conventional structures and expectations of the chosen


middle and end and follows a logical order.




Writers start their paragraphs with topic sentences to state the paragraph’s purpose to the reader.




Voice and Word Choice Writers use precise, vivid language and writing techniques such as

imagery, humor, voice and figurative language to create imagery for the reader.

Writers include voice, a distinctive tone or style that shows through and reflects the writer’s personality.




genre to select content, represent ideas, make connections generate new insights, and ideas, and develop an organizational structure for drafting (AP W 2.3.4).

- drafts a creative or reflective text with a clear controlling idea or emerging thesis, develops a coherent progression of ideas and illustrative details, and draws an appropriate conclusion or arrives at a satisfactory closing (AP W 2.3.4).

-Uses a variety of types of topic sentences to establish the focus of paragraphs, varies the positions of topic sentences within paragraphs, uses transitions words and phrases to signal progressions of ideas within and between paragraphs, and uses appropriate words and phrases to signal organizational patterns(e.g. description, question-answer, compare-contrast, problem-solution, cause-and-effect).

b. a logical order c. effective paragraphing

--a variety of sentence lengths to create fluency




Voice and Word Choice Compose text using (W2D8, DOK 3, 2.1) a. precise and vivid language


Compose text using appropriate vocabulary and word choice


Conventions Writers edit their work after revising to ensure that it is free of errors.

Writers edit their work for capitalization, commas, apostrophes, quotation marks, prepositional phrases, appositives and correct spelling.



Selects precise vocabulary (e.g. appropriate uses of standard or nonstandard words or phrases), compelling verbs, figurative language (e.g. metaphor, appropriate idiomatic expressions) to achieve intended effects (e.g. formal or informal tone, credible voice) and to communicate with and appeal to the intended audience (AP W 3.2.1). Compose text that reflects a specific tone or style

Compose text using a style that suits the audience and purpose

Compose text using style that reveals the personality of the writer when appropriate

Conventions Edit/Revise their writing for punctuation and usage emphasizing

(W2E8, DOK 1, 2.2) --using conventions of capitalization --using a colon to introduce lists --using correct pronoun case --using dictionary, spell-check and other resources to edit and correct for spelling-Uses direct and indirect quotations (e.g. words, phrases, and sentences) correctly, punctuates dialogue correctly, and uses dialogue and interior monologue effectively to add interest to and enliven the text (AP W 3.1.2). Compose text with (W2C, DOK 3; CA 4; 2.1) d. a variety of sentence structures, including compound- complex

Compose text in the active voice







the subject being resourced PROPAGANDA—faulty methods used to make arguments more persuasive—avoid in your writing appeal to ignorance: suggests that if a claim has not been proven false, then it must be true bandwagon: promotes the idea that if everyone does it or believes it, it must be right broad generalization: claims something to be true for all members of a group circular thinking: uses a claim as foundational proof either/or: assumes only two alternatives loaded words: uses emotionally charged words to produce strong positive or negative reactions oversimplification: makes complicated uses simple to solve red herring: changes the subject to distract from the real argument straw man: dismisses the other side of the argument as ridiculous RHETORICAL DEVICE—methods used in writing or speaking in which language is used to influence or persuade an audience. (Unlike propaganda,

these methods are not faulty and should be practiced in your writing)allusion: reference, within a literary work, to another literary work, film, piece of art, or real event; a kind of shorthand drawing meaning from what is referenced into the workanalogy: expression showing similarities between relationships (A is to B as C is to D)logos: an appeal to logicparallelism: deliberate repetition of similar or identical words and phrases in neighboring lines, sentences or paragraphspathos: an appeal to emotion


repetition: words or certain phrases repeated for a stronger emphasis by the authorrhetorical question: a question posed for its rhetorical effect without the expectation of a replyunderstatement: figure of speech where a lesser expression is used than what would be expected in order to give emphasis


Readiness and Equity SectionSLA = Sample Learning Activities & SA = Sample Assessments

21st Century Themes SLA Non Fiction Reading & Writing SLA; SALearning & Innovation Skills Enrichment OpportunityInformation, Media, & Technology Skills Intervention Opportunity

Sample Learning Activities Sample AssessmentsLearning Activity #2:

Compose text with a Strong Controlling Idea, Relevant Specific Details, Complex Ideas

1. The teacher will explain to the students that they will be asked to write a reflective narrative story with emphasis on family event and/or plot development about a ritual their family observes (see appendix document I3).

2. Students come to class with five ideas about family event or family tradition. Students will create a web that has sight, sounds and feelings/touch they want to include in their writing for their event or family tradition they are describing.

3. Once students have an idea of how to organize their thoughts, the teacher will begin having them write their creative piece. Students will follow the writing process as they write. The teacher will provide feedback as well as other students as they peer edit. All initial feedback will be based on the ideas and content Students will then take their descriptions and write their reflective paper. (see appendix document I4).

Enrichment: Students will pick 5 events from their story and find 5 songs that will become their sound track for their reflective story. Students will

Assessment #2: Compose text with a Strong Controlling Idea, Relevant Specific

Details, Complex Ideas1. The teacher will score the final draft of the creative writing. (see activity to the left) using the attached scoring guide (see appendix document H7, H8 or H9). 2. Students will continue to revise the writing until they have met at least 80% of the scoring guide criteria.


explain how each song represents their story in a letter to Dear Listener. Direction sheet for assignment (see appendix document I5).

Intervention: Students who are having difficulty with thesis statement could use the template thesis paragraph to help them get their three ideas into paragraph form (see appendix document I3a).





providing recognition and feedback; cooperative learning

Assessment’s AlignmentGLE W28CONTENT CA 1 speaking and writing standard English




Mastery Level—80%



21st Century Themes Non Fiction Reading & Writing SLA; SALearning & Innovation Skills Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #2: Compose Text Using Precise and Vivid Language to Create Voice1. The teacher will give students small excerpts from short stories,

poems, and nonfiction that have already been read this year and that contain a strong voice. (By giving all three genre’s the students should begin to notice the commonalities of creating voice)The teacher will place students in groups of 3 and have students underline, highlight, circle, etc the author’s technique used to create voice (this is the inductive learning process so students will not be given the definition).

2. The students will share out their examples of techniques used to create voice on wall wisher.com. This way it can be a more collaborative classroom process.

3. The teacher and students will review wallwisher.com on the SmartBoard together.

4. The class will then create a working definition of voice and discuss how it is communicated through writing. The teacher should note to pay close attention to the differences used to create voice in

Assessment #2: Compose Text Using Precise and Vivid Language to Create Voice1. The teacher will give students a prompt using the RAFT method (R=role;

A=audience; F=format; T=topic). As, (insert character name) from (Insert Title), write a diary journal of your experience (from, with, about,) (insert event from story). Teachers should provide prompt will be such that students will need to use precise and vivid language.

2. Students will compose a piece of writing following the prompt. The teacher will assess the writing using the attached scoring guide (see appendix document 7, 8, or 9).


different genres. 5. Once completed, the teacher will give students a cold reading.

Then, the student groups will need to pull quotes that demonstrate strong voice.

6. The class will discuss the quotations pulled and the techniques that the author used.

7. The teacher will then hand out What is Voice and How is it Created sheet. (see appendix I6).

8. Then teachers will give students a short piece of fiction or nonfiction (this can be based on student choice too). The students will rewrite the excerpt to contain voice. They will need to be sure to use the techniques discussed and highlight the changes that they made.

9. These will be posted on kidsblog.com for others to view and see good examples of.

Enrichment: Have students use a character, author, or subject and create a Facebook page as if they were that person or concept. They would need to make choices about who would comment on this person’s page, what would they say, how would my character respond, what would they like/dislike, what pages would be their favorites, etc.

Activity’s AlignmentGLE W2DCONTENT CA 4 writing formally and informallyPROCESS 1.5 comprehend and evaluate written works

2.2 review and revise communications to improve clarity


identifying similarities and differences, cooperative learning, reinforcing effort and providing feedback

Assessment’s AlignmentGLE W2DCONTENT CA 4 writing formally and informallyPROCESS 1.5 comprehend and evaluate written works

2.2 review and revise communications to improve clarity


Mastery Level—70%

Student Resources Teacher Resources General: OWL—Purdue Online Writing Lab http:// owl.english.purdue.edu Writer’s Inc. GreatSource Answer constructed response questions using the A-C-E method. A

General: WriteTraits Classroom Kit by WriteSource http://www.greatsource.com/iwrite/educators.html --Web page that

offers prompts, mini-lessons and scoring guides. Creating Writers by Vicki Spandel


http://www.greatsource.com/iwrite/--Web

is answer the question; C is cite an example from the text that led you to that answer; E is explain how that citation supports your answer. The “C” and “E” may need to be repeated depending on how many examples the question requires

Write Source Reader’s Handbook Prentice Hall Literature

Enrichment:

Intervention:

6+1 Traits of Writing: The Complete Guide Grades 3 and Up by Ruth Culham

40 Reproducible Forms for the Writing Traits Classroom by Ruth Culham and Amanda Wheeler Creating Writers by Vicki Spandel Books, Lessons, Ideas for Teaching the 6 Traits: Writing in the

Elementary and Middle Grades by Vicki Spandel Books, Lessons, Ideas for Teaching the 6 Traits: Writing at Middle

and High School Creating Writers: Linking Assessment and Instruction by Vicki

Spandel and Richard J. Stiggins Mechanically Inclined: Building Grammar, Usage and Style into

Writer’s Workshop by Jeff Anderson; foreward by Vicki Spandel Write prompts using the R-A-F-T method. R is role; A is audience,

F is format, T is topic. This gives students clear parameters for the writing assignment.

http://rubristar.4teachers.org Why We Must Run with Scissors: Lessons on Voice in Persuasive

Writing by Barry Lane and Gretchen Bernabei 6+1 Traits of Writing: The Complete Guide (grades 3-12) by Ruth Culham Write Source Mechanically Inclined: Building Grammar, Usage and Style into

Writer’s Workshop by Jeff Anderson; foreward by Vicki Spandel www.learningexpress.comEnrichment:

Intervention:



http://rubristar.4teachers.org/

Content Area: Communication Arts Course: 8th Grade Comm. Arts Strand: Vocabulary Development - J

Learner Objectives: The student will develop and apply the skills necessary to increase vocabulary, determine the meaning of unknown words in context and determine appropriate word choice when writing.

Concepts: A: context clues B: prefixes C: suffixes D: root words E. connotation F. denotation

Students Should Know Students Should Be Able to Clear, concise vocabulary aides in communicating effectively

Increasing vocabulary and learning how to use it appropriately aides in communicating effectively.

Using decoding strategies helps readers understand the meaning of unknown words.

Breaking apart a word and examining its prefixes, roots and suffixes can help the reader determine its meaning.

Apply decoding strategies to “problem-solve” unknown words when reading when needed. (R1C8; DOK 2, 1.6)

Develop vocabulary through text, using (R1E8; DOK 2; 1.5, 1.6) a. roots and affixes b. context clues c. glossary, dictionary and thesaurus

Determine word relationships: synonyms, antonyms, etc.

Identify and interpret the meaning of academic vocabulary in questions and directions including ***

--identify --contrast --infer --evaluate --explain --summarize --compare --cite --predict --describe --analyze

Follow written and oral directions that include academic vocabulary.



Student Essential Vocabulary CITE—to support an answer with information directly found in the text COMPARE—to tell how things are alike; to examine both points of similarity and difference, but generally with the greater emphasis on similarities CONTEXT CLUES—information from the surrounding words, illustrations, or sentences that helps give meaning to a specific word or phrase EVALUATE—to make a judgment of quality based on evidence



21st Century Themes SA Non Fiction Reading & WritingLearning & Innovation Skills Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #1 : Multiple Definitions Exercise1. Discuss with students how many words have multiple meanings and only context will determine which definition an author intends.2. Have students complete Multiple Definition Practice (See appendix document J1) using their context clue skills as well as dictionaries.3. Discuss the worksheet as a class.

Activity’s AlignmentCLE R1CCONTENT CA 2 reading and evaluating fiction OR

CA 3 reading and evaluating non-fictionCA 7 identifying and evaluating relationships

PROCESS 1.6 discover and evaluate patterns and relationshipsDOK 2INSTRUCTIONAL STRATEGIES

cooperative learning, independent practice

Assessment #1: Reflection1. Have students write a short reflection on what they learned from the exercise. Have them think about how multiple meanings should affect them as a reader and as a writer.2. After students have written their reflections, have them discuss their ruminations with their classmates either as a whole class or in small groups depending on class size and time allotted.3. Using their initial reflection as well as the discussion with their peers, students will write a more formal reflection to be turned in.2. Grade reflection using Multiple Definition Practice Reflection Rubric (See appendix document J2)

Assessment’s AlignmentCLE R1CCONTENT CA 2 reading and evaluating fiction OR


PROCESS 1.6 discover and evaluate patterns and relationshipsDOK 3LEVEL OF EXPECTATION

Students will be expected to answer the SR questions with 80% accuracy.

Readiness & Equity Section


SLA = Sample Learning Activities & SA = Sample Assessments21st Century Themes SLA Non Fiction Reading & WritingLearning & Innovation Skills Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #2 :Student Created Vocabulary List

1. When reading a novel, assign a part of the book to each student. 2. For his or her part, each student will find a word he or she was

previously unfamiliar with. The student will record the word’s sentence from the novel, look up a definition that fits its usage, and write an original example sentence. (See appendix document J3)

3. On the day their portions of the novel are due, students will share their words, definitions, and example sentences with the rest of the class, who will record them. (Note: the teacher should adjust definitions as necessary to make sure they are understandable and match the book’s usage of the word.)

4. Once the novel is complete, students will write an example sentence for each of the words. The example sentences should use the word in context to demonstrate understanding of its meaning.

5. Students will get in groups to share their example sentences and to check each others usage.

6. This assignment can be adjusted to focus on a certain type of word such as verbs (See appendix document J4) or to reinforce roots and affixes (See appendix document J5.)

Assessment #2: Assessment of Student Created Vocabulary List

Option AHave students write a short story using each of the words in context. Limit the number of sentences to one less than the number of words.

Option BWrite a vocabulary test over the student created vocabulary list. Test could include a section requiring writing the definitions of words and a section requiring using the words in sentences in context. A certain topic could be assigned for the sentences to ensure students are able to use the words on the spot and aren’t simply memorizing previous example sentences (See appendix document J6).

Assessment’s AlignmentCLE R1E8CONTENT CA 2 reading and evaluating fiction OR


PROCESS 1.6 discover and evaluate patterns and relationships


Students will be expected to answer the CR questions with 80% accuracy.


Activity’s AlignmentCLE R1E8CONTENT CA 2 reading and evaluating fiction OR


PROCESS 1.6 discover and evaluate patterns and relationshipsDOK 2INSTRUCTIONAL. STRATEGIES

Cooperative Learning, homework and practice


Enrichment:

Intervention:

General:

Enrichment:

Intervention:



Content Area: Communication Arts Course: Challenge 8th Grade Strand: Media Literacy - K

Learner Objectives: The student will develop and apply effective research process skills to gather, analyze and evaluate information.

Concepts: A: research plan B: acquire information C: record information D: sources consulted E. media messages


Researchers follow a multi-step sequential plan which includes developing questions that need to be answered, surveying the available source material, recording bibliographic information, taking notes, and synthesizing the research material into an end product.

Researchers choose a subject is interesting and specific.

Researchers analyze and evaluate primary and secondary sources to validate their credibility.

Researchers use a reading process to read the information they find and record relevant details using a specific notetaking and/or summarizing strategy, making sure to include a standard citation.

Researchers determine the relevant information they find and record it making sure to include a standard citation.

Researchers have a clear understanding of what constitutes plagiarism, so they document research sources appropriately.

Researchers use a standard format (MLA, APA, etc.) when presenting their findings in writing. Such formats are adopted by most post-secondary institutions and the business world for consistency.

Develop an appropriate research plan to guide investigation and research of focus questions. (IL1A8; DOK 3, 1.1, 1.4, 1.5)

Locate and use primary and secondary sources to (IL1B8; DOK 1, 1.2, 1.4, 1.7)

--investigate research topics --acquire relevant information --evaluate reliability of information

Record relevant information using a self-selected note-taking or organizational strategy including graphic organizers. (IL1C8; DOK 2; 1.2, 1.8)

Document research sources using a given citation format.

Analyze and synthesize two or more messages conveyed in various media (e.g., videos, pictures, websites, artwork, plays and/or news programs). (IL2A8; DOK 4; 1.5, 1.7, 2.7)

Develop and organize independent thoughts and support with research.

Describes how his or her familiarity with the content and interest in the media producer’s purposes affect the interpretation of a


Bias is present in most media; therefore, the messages they project should be analyzed and evaluated.

media message. ( AP M2.1-4.2)

Explains and illustrates how media producers use conventional production elements (e.g., layout, pictures, and typefaces in newspapers, magazines, and print advertisements; camera shots, lighting, editing, dialogue, setting, and sound in television; sound, dialogue, and programming format in radio; layout, navigation, and dynamic and interactive elements on the Web) to achieve specific effects. ( AP M2.1-1.3)

Explains how media producers use production elements and techniques (e.g. camera shots, sound, lighting) to establish narrative elements (e.g. setting, mood, character, plot) and create specific effects. (AP M2.1-2.3)

Describes the media producer’s targeted audience, purpose, and point of view for a media communication. Explains how the selected media channel reaches the targeted audience and how the production elements and their composition appeal to that audience, achieve the purpose, and convey the media producer’s message and point of view. (AP M2.1-3.3)

Explains why the media producer may or may not be a credible source for the media communication. Analyzes the relevance, accuracy, timeliness, fairness, and balance of the media communication. (AP M2.1-5.3)


Instructional SupportStudent Essential Vocabulary

ANALYZE—to examine by parsing or breaking down into smaller BIAS—a mental leaning, inclination, or prejudice CITATION—attribution, or method of acknowledgment of source material used by an author; common citation styles include MLA, APA, and

Chicago. EVALUATE—to make a judgment of quality based on evidence.

parts or elements. PLAGIARISM—use of another author’s words or ideas as if they are one’s own, without citing or giving credit SYNTHESIZE—deductive reasoning which considers diverse concepts or elements and combines them into a coherent whole



21st Century Themes Non Fiction Reading & WritingLearning & Innovation Skills Enrichment OpportunityInformation, Media, & Technology Skills SLA, SA Intervention OpportunityLife & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample AssessmentsLearning Activity #1:1. As a suggested reading, Amy Tan’s short essay Persona

Errata which underscores the famous author’s issues with Internet information which has been published about her.

2. Students will be given the Website Evaluation chart toas a reference. (Appendix K1)

3. Using the SmartBoard, the instructor will show two or three different websites of varying degrees of reliability and validity, pointing out the strengths and weaknesses of the websites.

Activity’s AlignmentGLE IL1BCONTENT CA 3reading nonfictionPROCESS 1.7 evaluate sources of information


Similarities and differences

Assessment #11. Students will be given a list of ten different websites with

varying degrees of reliability, validity, and readability. 2. Using the Website Evaluation chart, (Appendix K1) the students will

individually rank the websites in order from 1-10, with ten as the highest score.

Assessment’s AlignmentGLE IL1BCONTENT CA 3 reading nonfictionPROCESS 1.7 evaluate sources of information

3.5 reason logicallyDOK 2LEVEL OF EXPECTATION

90% - mastery



21st Century Themes Non Fiction Reading & WritingLearning & Innovation Skills Enrichment OpportunityInformation, Media, & Technology Skills SLA, SA Intervention OpportunityLife & Career Skills Gender, Ethnic, & Disability Equity



Learning Activity #2 :1. Use the Information Literacy Pre-Test (Appendix K2) as the

jumping-off point for the lesson. Give the students time to answer all of the questions to the best of their abilities.

2. Use the SmartBoard and a variety of websites listed in the answer key (Appendix K3) to show the students examples of the websites and various answers, showing them how to navigate the sites to find the answers.

Activity’s AlignmentGLE IL1ACONTENT CA 3PROCESS 1.5 comprehend and evaluate sources

1.7 evaluate reliability of sourcesDOK 2INSTRUCTIONAL STRATEGIES

practice

Assessment #2: 1. This assessment will be individual for each student. Write down

each of fourteen questions found on the pre-test. Depending upon the size of the class, some questions will be used twice. Have the students draw questions and SHOW the instructor how to find the answer.

Assessment’s AlignmentGLE IL1ACONTENT CA 3PROCESS 1.5 comprehend and evaluate sources

3.5 reason logically


85% - mastery


Enrichment:

Intervention:

General:

Enrichment:

Intervention:



Content Area: Communication Arts Course: 8th Grade Comm. Arts Strand: Listening and Speaking

Learner Objectives: The student will develop and apply effective listening skills and strategies.

Concepts: A. purpose for listening B. listening behavior C. discussion and presentation D. giving directions



Effective communicators listen for enjoyment, information and directions.

Effective communicators are able to summarize and evaluate forms of communication that persuade and entertain.

Effective communicators use active listening behaviors to better understand the world around them.

Effective communicators demonstrate poise and self-control in their presentations.

Effective communicators can create concise presentations using technology.

Effective communicators can respond to feedback and defend their ideas in a presentation.

Effective communicators can give clear, concise directions to perform complex procedures or tasks.

Listen (LS1A8; DOK 3; 1.1; 1.4; 1.5)--for enjoyment--for information--for directions

--and use clarifying strategies for understanding (e.g. questioning, summarizing and paraphrasing)

Recognize how colloquialisms and jargon reflect context, regions and cultures (LS1A8;DOK 2; 1.5; 1.6; 1.10)

Use active listening behaviors (e.g. asks questions of the speaker and uses body language and facial expressions to indicate agreement, disagreement or confusion, summarizing main points) (LS1B8; DOK 2; 1.5)

Participate in discussions and presentations (LS2A8; DOK 2; 2.1; 2.3; 4.6)--using appropriate body language--incorporate media or technology--respond to questions

Give clear and concise multi-step oral directions to complete a complex task. (LS2B8; DOK 2; 2.1, 2.3)


Student Essential Vocabulary ACTIVE LISTENING BEHAVIORS—actions that let the speaker know the audience is listening (Examples: non-verbal body language cues such as

making eye contact and nodding in agreement, verbal cues such as questioning and summarizing main points, etc.) COLLOQUIALISM—a common word or phrase that is used in everyday speech; colloquialisms may be specific to a geographic region; authors use

colloquialisms to develop characterization. (Examples: “W’a’s up?” or “What’s happenin’?” are colloquialisms for “How are you?”) JARGON—technical terms, acronyms, and language used by people of the same profession or specialized interest group



21st Century Themes Non Fiction Reading & WritingLearning & Innovation Skills Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills Gender, Ethnic, & Disability Equity SLA, SA



Learning Activity #1 :Recognize how Colloquialisms and Jargon Reflect Context, Regions and Cultures 1. The teacher will explain the terms colloquialism and jargon using

examples to illustrate these concepts. 2. The teacher will have students read a short story that contain both

colloquialisms and jargon. They will discuss how the language reflects the region and/or culture in the story.

3. Students will then read an additional story. When they are finished, they will complete a constructed response question explaining how the jargon and colloquialisms reflect the region and/or culture involved in the story.

Activity’s AlignmentCLE LS1ACONTENT CA 2 reading and evaluating fiction

CA 7 identifying and evaluating relationships between language and culture

PROCESS 1.5 comprehend and evaluate written and oral works1.6 discover and evaluate patterns and relationships1.10 apply acquired information, ideas and skills


homework and practice

Assessment #1: Recognize how Colloquialisms and Jargon Reflect Context, Regions and Cultures

1. The teacher will score the constructed response using the attached scoring guide (see appendix document M2).

Assessment’s AlignmentCLE LS1ACONTENT CA 2 reading and evaluating fiction

CA 7 identifying and evaluating relationships between language and culture

PROCESS 1.5 comprehend and evaluate written and oral works1.6 discover and evaluate patterns and relationships1.10 apply acquired information, ideas and skills


Mastery Level—90%


21st Century Themes Non Fiction Reading & WritingLearning & Innovation Skills Enrichment OpportunityInformation, Media, & Technology Skills Intervention OpportunityLife & Career Skills SLA, SA Gender, Ethnic, & Disability Equity


Sample Learning Activities Sample AssessmentsLearning Activity #2 :Listening for Directions 1. The students will move into a circle in the classroom. 2. The teacher will instruct the students to play the game of Telephone. 3. The students are allowed to say the sentence once to the person next to them. The student who is listening is not allowed to ask any questions or have the sentence repeated. 4. After the sentence goes all of the way around, the students will discuss how and why the sentence changed from the beginning and the end. 5. The process will then be repeated, allowing the students to ask questions and have the sentence repeated as many times as needed. 6. When the sentence gets to the end, the students will discuss the difference between being allowed to ask questions and have the sentence repeated and not being allowed to do these things. 7. The teacher will explain to the students how listening carefully, asking questions and clarifying sentences is important and imperative.

Activity’s AlignmentCLE LS1A8CONTENT CA 5 comprehend the content of oral presentationsPROCESS 1.5 – comprehend and evaluate written, visual and

oral presentations and works2.2 – review and revise communications to improve accuracy and clarity3.1 – identify problems and define their scope and elements


Practice

Assessment #2: Listening for Directions 1. As the students exit the class, have them fill out an index card stating how they can be a better listener. 2. The student will get this card back at the end of the quarter and reflect on his/her progress on listening. 3. The student will give himself/herself a grade, giving reasons to why they gave himself/herself this grade. Let the students know this grade is not a grade that goes into the grade book. 4. The student will set new listening goals for himself/herself to achieve during the next quarter.

Assessment’s AlignmentCLE LS1A8CONTENT CA 5 comprehend the content of oral presentationsPROCESS 1.5 – comprehend and evaluate written, visual and oral

presentations and works2.2 – review and revise communications to improve accuracy and clarity3.1 – identify problems and define their scope and elements


95% - mastery

Student Resources Teacher ResourcesGeneral: Activity #1:

Active listening guidelines http://websrv.ewu.edu/groups/studentlife/Active_Listeners%20.pdf

Enrichment:

Intervention:

General: Activity #1:

Active listening guidelines http://websrv.ewu.edu/groups/studentlife/Active_Listeners%20.pdf Ideas for teaching speech/speaking http://www.webenglishteacher.com/speech.html

Enrichment:


http://www.webenglishteacher.com/speech.html

http://websrv.ewu.edu/groups/studentlife/Active_Listeners%20.pdf

http://websrv.ewu.edu/groups/studentlife/Active_Listeners%20.pdf

Intervention:



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