SCCPSS First Semester 8th Grade ELA Unit Framework

COMMON ASSESSMENTS

A districtwide assessment will be administered at the end of the semester. This will be a timed test (90 min) that mimics a GMAS writing assessment, including paired passages, 3 selected response items, a short constructed response item, and an essay. See Resource Folder 2.

In addition, each Focus unit will have a common writing assignment to be delivered through classroom instruction and revision.

- Narrative Learning Focus: Analyzing Prompts: “Zoo” by Edward Hoch & “The Blind Men & the Elephant” by John Godfrey Saxe - Resource Folder M

- Informational Learning Focus: “Long Night of the Little Boats” - Resource Folder Q- Argumentative Learning Focus: DBQ – “Hammurabi’s Code: Was it Just?” - Resource Folder X

District Focus Teaching Strategies:

- Modeling: evidenced through the consistent use of anchor charts; observation; lesson plans; student discussion- Small group instruction including a variety of grouping methods: ability level based on data; collaborative; study partners, etc.- Grammar in context using mentor text – NO DOL, Razzle Dazzle, etc.- Routine use of Academic Language: evidenced by posting of current concepts; observation; student use of language

SCCPSS First Semester 8th Grade ELA Unit Framework

Unit Differentiation Focus: Teachers can use SLDS and SRI scores to obtain student Lexile scores. Using these scores, teachers should select articles/texts at different Lexile levels for use in selecting appropriate instructional level text to allow students practice opportunities. IMPORTANT: Instruction needs to occur using appropriate grade level text. Lexiled-level text should be used only for practice opportunities.

Learning Environment Focus: Anchor charts; seating conducive to collaborative activities; clear policies and procedures related to homework and expectations with assignments

ON-GOING STANDARDS

To be addressed throughout the unit

Speaking & Listening Standards: Comprehension & Collaboration/Presentation of Knowledge & Ideas (ELAGSE8SL1-6):

Small group activities; note taking and preparing for discussions; participating in discussion; state and support claims; formulate and respond to questions; routine use of academic language

Vocabulary Standards (ELAGSE8L4-6): Level 2 words in context from reading materials; Greek and Latin roots; use of reference materials; word webs; exploring relationships between words; connotation/denotation; Content specific academic language (Level 3) used consistently and routinely

Convention Standards (ELAGSE8L1-2): Routine and consistent practice in context through mentor text; Writer’s Workshop focus; mini lessons;

Grade level focus to be practiced throughout the year:

SCCPSS First Semester 8th Grade ELA Unit Framework

ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

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

c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

d. Recognize and correct inappropriate shifts in verb voice and mood

ELACC8L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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

b. Use an ellipsis to indicate an omission.

c. Spell correctly

PACING EXPECTATIONSThis semester long unit is divided into three 6 week segments – narrative, informational, and argumentative. Recommended lessons for each segment are supplied, but order and selection of tasks is the responsibility of the teacher. It is expected that if the teacher chooses to use lessons and materials not presented here, the tasks chosen will be similarly rigorous and provide instruction appropriate to the grade level. To assure that all lessons meet the expectations of the grade level standards, please contact your literacy coach to preview lessons and materials outside this framework.

When determining pacing, remember to leave time at the end of each semester for delivering lessons associated with the completion of the assessment as well as time for feedback and revision. These will take approximately 1 week to complete effectively.

SCCPSS First Semester 8th Grade ELA Unit Framework

Learning Focus 1 – NARRATIVE TEXT/NARRATIVE WRITING

6 weeks – Approximately 30 instructional days

Range of Writing Practice Using Text-Based Responses – Narrative (ELAGSE8W10):

Diary entries, group written responses, changing point of view/perspective, create new story conclusion, change setting, etc.

SCCPSS Narrative Writing Rubric - See Resource Folder 1

NARRATIVE STANDARDS

NARRATIVE LITERATURE

ELAGSE8RL1: Cite textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE8RL2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

ELAGSE8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

ELAGSE8RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

ELAGSE8RL5: Compare and contrast the structure of two or more texts and analyze how the differing structure or each text contributes to its meaning and style.

ELAGSE8RL6: Analyze how differences in the point of view of characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

ELAGSE8RL7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the

SCCPSS First Semester 8th Grade ELA Unit Framework

choices made by the director or actors.

ELAGSE8RL9: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including how that material is rendered new.

ELAGSE8RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

NARRATIVE WRITING

ELAGSE8W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another and show the relationships among experiences and events.

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

ELAGSE8W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

ELAGSE8W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Essential Questions LEARNING TARGETS

- How do authors use specific dialogue or events to propel a story, reveal a character or provoke a decision? - Write a concise objective summary

SCCPSS First Semester 8th Grade ELA Unit Framework

- How does the central idea or theme of a text change in relationship to story elements (character, setting, plot)?

- How are analogies and allusions to myths and traditional stories used in modern literature?

- How can I use genre to select my own independent reading material?

- How will citing textual evidence lend credibility to my analysis of inferences drawn from the text?- Why is accurate summary (distinct from personal opinion) important?- How do differences in text structure contribute to understanding meaning and style?- How do word choice and use of figurative language contribute to mood and tone?- How do authors create effects such as suspense or humor using differences in the point of view of

characters and the reader?- How do authors use traditional literature and modern stories to share life lessons?

- How does understanding the prompt help students identify the focus of their responses?

- How do authors use descriptive details and well-structured organization?

- How do authors engage their reader or introduce a narrator or characters in a story?

- How do I use dialogue, pacing, and description effectively?

- How do I learn to make transitions effectively?

- What are the most commonly used transitional words that will advance plot?

- How do I include details from the passage in my responses?

- Evaluate the contribution of story elements in the telling of a story

- Recognize allusions in modern fiction- Set personal reading goals (ongoing)- Infer and support ideas through use

thorough explanation of relevant evidence

- Compare text structure of two or more pieces and how structure contributes to meaning

- Analyze use of word choice and figurative language in creating mood and tone?

- Explain how an author creates a specific effect (i.e., humor, suspense)

- Create text-based responses using various narrative elements; i.e. examine a story from multiple points of view.

- Create and revise text-based narrative prose

RECOMMENDED STRATEGIES & LESSONS

You will not be able to incorporate all of these strategies, nor are they presented in any specific order. These strategies are provided for you to select from as you create your plans for your weekly instruction during this 6 week unit.

SCCPSS First Semester 8th Grade ELA Unit Framework

Right click opens links for lessons, plans and handouts

Specific Resource Folders on ACORN include plans and handouts

Dialogue and Events to propel story and reveal characterization (3 days)- Resource Folder A

● “After Twenty Years” by O. Henry

Story Elements; Theme; Central Idea; Irony (3 days)– Resource Folder B

● “The Ransom of the Red Chief” by O. Henry

Compare Literature to Live Production (2 days) – Resource Folder C

● Hallmark version of “The Ransom of Red Chief” https://www.youtube.com/watch?v=FOKRSiDVhDA● Note: This standard can be addressed with various text/film pairs. Comparison handouts included

Allusion and Theme(3 days) – Resource Folder D

● “We Are All One” by by Laurence Yep● “The Tale of Kiko-Wiko” clips

Inference and Evidence (5 days) – Resource Folder E

"A Retrieved Reformation" by O. Henry: analyze elements of the story, such as foreshadowing and inference, by identifying supporting details in a text; analyze the theme of the text and write an objective summary with textual evidence.

Creating Suspense and Humor through Point of View (3 days) - Resource Folder F

● “The Tell Tale Heart”

SCCPSS First Semester 8th Grade ELA Unit Framework

● “Lady or the Tiger”● “The Hitchhiker”

Text Structure (4 days) – contribution to meaning and style – Resource Folder G

● “Fish Cheeks’ Amy Tan● “Little Boy and The Old Man” Shel Silverstein

Inferences (3 days) - Resource Folder H

● “The Landlady”

Allegory (4 days)– Resource Folder I

“The Giving Tree” S. Silverstein – Lesson plans and links

From Texts and Lessons for Teaching Literature (purple book) - Resource Folder J – lessons and handouts

Citing evidence to support text analysis, summarizing mood, tone, and point of view (3days)

- Lesson 4.1 from Texts and Lessons for Teaching Literature Pg. 37-42- Teachers will need to have a copy of “Afterthoughts” to project to model annotations and make copies of “The Boy They Didn’t Take Pictures of” beforehand.

- “Afterthoughts”- “The Boy They Didn’t Take Picture of”- “The Jacket” by Gary Soto

Forming Inferences (1-2 days)

SCCPSS First Semester 8th Grade ELA Unit Framework

- “Inferring Meaning” from Text and Lessons

- Six Word Memoir samples – http://writing.upenn.edu/wh/archival/documents/sixwords/

- “Follow Up Questions” from Text and Lessons

Engaging readers (1-2 days)“Metaphorically Speaking”; Text and Lessons

Summarizing Strategies: Resource Folder K

SWBS – Somebody Wanted But So

Rhetorical Precis: Student handout – template and verbs; Student practice handout; Template Comprehensive list of summarizing strategies Classroom strategies booklet Narrative Summary Graphic Organizer

GIST - Lesson Plan for GIST: http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing-strategy-content-290.html RACE graphic organizer

Independent Reading

Classes create expectations and incentives for personal reading goals and accountability- Students should self-select for pleasure and know their Lexile score- Students should routinely share/discuss their reading

SCCPSS First Semester 8th Grade ELA Unit Framework

MANDATORY NARRATIVE STANDARDS-BASED COMMON ASSESSMENT (approximately 1 week) Complete the lesson for analyzing the writing prompt and reading the text with purpose (“Zoo” by Edward Hoch & “The Blind Men and the

Elephant” by John Godfrey Saxe). After applying the analysis of all the prompts to the passages, choose one to complete as your end of segment assessment.

Time should be allowed to provide feedback on student writing from teacher and peers based on the SCCPSS rubric (writer’s workshop/ conferencing).Students will be expected to revise their writing and resubmit. Final grade will be determined by averaging student scores form both versions

Student writing should be evaluated using the SCCPSS Narrative Writing Rubric only.

See Resource Folder M

SCCPSS First Semester 8th Grade ELA Unit Framework

Learning Focus 2 – INFORMATIONAL TEXT/INFORMATIONAL WRITING6 weeks – Approximately 30 instructional days

Range of Writing Practice Using Text-Based Responses – Informational (ELAGSE7W10):RACE (constructed response paragraphs), RAFT, letters, technical writing i.e. advertising, how-to, etc.; descriptive passages

SCCPSS Informational Writing Rubric – See Resource Folder 1

INFORMATIONAL STANDARDSINFORMATIONAL READINGELAGSE8RL1– Cite several pieces of textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text.ELAGSE8RI2 – Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.ELAGSE8RI3 – Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories)ELAGSE8RI4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other textsELAGSE8RI5 – Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key conceptELAGSE8RI6 – Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpointsELAGSE8RI7 – Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.ELAGSE8RI9 – Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

INFORMATIONAL WRITINGELAGSE8W2 – Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization and analysis of relevant content.a – Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g. headings), graphics (e.g. tables, charts), and multimedia when useful for comprehension.b – Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c – Use appropriate transitions to create cohesion and clarify the relationships among ideas and conceptsd – Use precise language and domain-specific vocabulary to inform about or explain the topice – Establish and maintain a formal stylef – Provide a concluding statement or section that follows from and supports the information or explanation presented.

SCCPSS First Semester 8th Grade ELA Unit Framework

ELAGSE8W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.ELAGSE8W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

ESSENTIAL QUESTIONS LEARNING TARGETS

- Using various types of text references, how can I determine a) the central idea of the text b) how the evidence supports the central idea?

- How do I write an objective summary?- How do I effectively select and summarize, paraphrase, or quote meaningful evidence?- How do I support my evidence through clear explanatory writing?- What are some effective note taking strategies and how do I use them?- How do I analyze how an author distinguishes his/her position from that of others?- How do I analyze the differences in how two authors approach the same topic?- How do I use context clues, word origins, and reference materials to determine meaning of new

vocabulary (ongoing)?- How does analyzing text structure affect student understanding of passages?- How does word choice and meaning contribute to effective communication of ideas and tone?- Using different types of non-fiction texts, how can I identify the author’s purpose through word choice

and structure?- How can I compare and contrast the delivery of a topic changes its meaning (reading a speech v.

listening to a speaker; lyrics v. listening to song)?- How does understanding the prompt help students identify the focus of their responses?- How does understanding my audience improve my writing?- Which text structure will best communicate my ideas?- What types of authors craft help make my writing easy for the reader to understand and remember?- How do students include details from the passage in their responses?

- Close read and annotate text- Identify central idea and supporting details of

multiple texts- Summarize, paraphrase, and/or quote text- Use RACE, with concentration on the citation

and explanation steps- Take notes &/or complete graphic organizers- Formulate analyses using multiple texts- Identify multiple points of view from various

texts Analyze text structure and word choice- Practice writing various text structures- Engage reader through work choice and use of

transitionsCreate and revise text-based informational essay

RECOMMENDED STRATEGIES & LESSONSYou will not be able to incorporate all of these strategies, nor are they presented in any specific order. These strategies are

provided for you to select from as you create your plans for your weekly instruction during this 6 week unit.Right click opens links for lessons, plans and handouts

Specific Resource Folders on ACORN include plans and handouts

Applying ALL GSE8RI Standards to Informational Texts - See Resource Folder N Specific directions for using the standards to examine text. Can be applied to any text. Addresses both Content Focus areas (all of the

GSE7RI standards) for the informational portion of the semester unit.

SCCPSS First Semester 8th Grade ELA Unit Framework

Additional resources for practice text:- https://newsela.com/ – Lexile leveled- http://www.dogonews.com/ - http://www.readworks.org/ - Lexile leveled and includes paired passages

Analysis of Prompt & Purposeful Reading (This lesson is also listed in Argumentative) – Resource Folder O ESSENTIAL LESSON including gradual release model; “200 Years of Progress in the Louisiana Sugar Industry: A Brief History” by Dr. Charley

Richard of the American Sugar Cane League and “State of Sugar”, video clip This Week in Louisiana Agriculture and constructed response prompts

From Texts and Lessons for Content Area (yellow) and Text and Lessons Teaching Literature (purple book) - Resource Folder P – lessons and handouts Central Idea

“Reading with Questions in Mind” Text and Lessons (contains informational & narrative text) Text Coding /Structure and Purpose

“Text Coding” Text and Lessons Annotating text

“Text Annotation” from Text and LessonsAdditional Practice article – may also use https://newsela.com/ for Lexile level text

Central Idea of multiple texts – Note taking (2-column notes)“Two Column Notes” Text and Lessons (contains informational text & poem)

Author’s Point of View“Sketching the Text”; Text and Lessons (contains informational text & poem)

Analysis and Literary Thesis“Stop, Think, React” Text and LessonsThesis templateCiting Evidence to support thesis

Analyzing the differences in how two authors approach the same topicWestward Expansion- From Text and Lessons pages 252-267Comparing Nixon’s Address and Statement of John Kerry

Summarizing Strategies: Resource Folder K SWBS – Somebody Wanted But So Rhetorical Precis: Student handout – template and verbs; Student practice handout; Template

SCCPSS First Semester 8th Grade ELA Unit Framework

Comprehensive list of summarizing strategies Classroom strategies booklet Narrative Summary Graphic Organizer GIST - Lesson Plan for GIST: http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing-strategy-content-290.html RACE graphic organizer

MANDATORY INFORMATIONAL STANDARDS-BASED COMMON ASSESSMENT Close read the article. Then answer all questions, including the writing assignment based on “The Long Night of the Little Boats”. Time should be allowed to provide feedback from teacher and peers based on the SCCPSS Informational rubric (writer’s workshop/

conferencing). Students will be expected to revise their writing and resubmit. Final grade will be determined by averaging student scores form both versions

Student writing should be evaluated using the SCCPSS Informational Writing Rubric only.

See Resource Folder Q

SCCPSS First Semester 8th Grade ELA Unit Framework

Learning Focus 3 – AGRUMENTATIVE TEXT/ARGUMENTATIVE WRITING5.5 weeks – Approximately 27 instructional days

Range of Writing Practice Using Text-Based Responses – Argumentative (ELAGSE7W10):RACE (constructed response paragraphs), RAFT, letters, editorial; debate, journal

SCCPSS Argumentative Rubric – See Resource Folder 1

ARGUMENTATIVE STANDARDSARGUMENTATIVE READINGELAGSE8RL1– Cite several pieces of textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text.ELAGSE8RI2 – Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.ELAGSE8RI3 – Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories)

ELAGSE8RI4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other textsELAGSE8RI5 – Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key conceptELAGSE8RI6 – Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpointsELAGSE8RI7 – Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.ELAGSE8RI8 – Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.ELAGSE8RI9 – Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

ARGUMENTATIVE WRITINGELAGSE8W1: Write arguments to support claims with clear reasons and relevant evidence.ELAGSE8W1.a – Introduce claims, acknowledge alternate or opposing claims and organize the reasons and evidence logically. ELAGSE8W1.b – Support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.ELAGSE8W1.c – Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons, and evidenceELAGSE8W1.d– Establish and maintain a formal styleELAGSE8W1.e – Provide a concluding statement or section that follows from the argument presentedELAGSE8W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.ELAGSE8W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or

SCCPSS First Semester 8th Grade ELA Unit Framework

trying a new approach, focusing on how well purpose and audience have been addressed.

ESSENTIAL QUESTIONS LEARNING TARGETS- Using various types of text references, how can I determine a) the central idea of the text b)

how the evidence supports the central idea?- How do I use my understanding of the text to formulate a claim?- How do I support my claim using evidence from the text?- How do I effectively select and summarize, paraphrase, or quote meaningful evidence?- How do I support my thinking through clear explanation of evidence?- What are some effective note taking strategies and how do I use them?- How do I determine how an author distinguishes his/her position from that of others?- Evaluating an argument and specific claim, how do I assess whether reasoning is sound and

evidence relevant?- How can I analyze the different types of non-fiction to formulate a credible argument?- How do authors use rhetorical strategies (ethos, logos, and pathos) to present an effective

argument?- How can I distinguish between arguments supported by reasons from those that are not?- How does analyzing text structure affect my understanding of passages?- How does word choice and meaning contribute to effective communication of ideas?

Using different types of non-fiction texts, how can I identify the author’s argument through word choice and structure?

- How does understanding the prompt help students identify the focus of their responses?- How does understanding my audience improve my writing?- Which text structure will best communicate my ideas?- What types of authors craft help make my writing easy for the reader to understand and

remember?How do students include details from the passage in their responses?

- Close read and annotate text- Identify central claim/argument and

supporting details- Summarize, paraphrase, and/or quote text- Create a thesis statement- Evaluate and support relevance of

evidence- Use RACE, with concentration on the

citation and explanation steps- Take notes &/or complete graphic

organizers- Analyze argumentative text structure and

word choice- Analyze effective argument: distinguish

between arguments supported by reasons from those that are not

- Practice writing using various argumentative/rhetorical strategies

- Engage reader through word choice and use of transitions

- Create and revise text-based argumentative essay (DBQ)

RECOMMENDED STRATEGIES & LESSONSRight click opens links for plans and handouts

Specific Resource Folders include plans and handouts available on ACORNArgumentative Student Support Documents – Can be applied throughout the Argumentative Unit; graphic organizers and student notes: Resource Folder R

Understanding Argument – Resource Folder S

Citing Evidence to Build Argument – Resource Folder T

SCCPSS First Semester 8th Grade ELA Unit Framework

“Matter of Diamonds” – engaging activity using What/Why/How graphic organizer (Slip or Trip) & “This or That” They Say/I Say and transitions, etc.

Analysis of Prompt & applied reading (This lesson is also listed in Informational) – Resource Folder O Gradual release; article and video about sugar industry and 4 writing response questions Provides practice for ALL RI (Argumentative) standards; analyzing claims, comparing structures

From Texts and Lessons for Content Area (yellow) and Text and Lessons Teaching Literature (purple book) - Resource Folder U – lessons and handoutsThesis – Making a Claim

“Take a Position” Text and Lessons Model making a claim Thesis writing: Thesis Sentence vs. Topic Sentence by Shmoop - https://www.youtube.com/watch?v=Nx2-PcBzZjo

Supporting an Argument – Building an Argument “Support Your Position” Text and Lessons Creating Openers/Clinchers Using Transitions Model writing- collaborative writing

Supporting an Argument “Where Do You Stand” Text and Lessons

Claim and Counterclaim “Arguing Both Sides” Text and Lessons

Constructing Arguments – Resource Folder V New York Times sponsored activity – directions and links to several topics – scroll down for ideas on how to include in your classroom:

http://learning.blogs.nytimes.com/2012/02/13/constructing-arguments-room-for-debate-and-the-common-core-standards/ Room for Debate link: access to variety of topics and written debates (Be careful! Some are not middle school appropriate.)

http://www.nytimes.com/roomfordebate Handout in resource folder could be applied to this debate “The Benefits and Pressure of Being a Child Genius” found here

http://www.nytimes.com/roomfordebate/2015/05/20/the-benefits-and-pressures-of-being-a-young-genius

Creating Counterclaims – Resource Folder W New York Times activity – directions and resources for evaluating and writing counterclaims

http://learning.blogs.nytimes.com/2015/02/12/i-dont-think-so-writing-effective-counterarguments/

SCCPSS First Semester 8th Grade ELA Unit Framework

Writing Editorials – Resource Folder X New York Times activity – directions and resources for editorial writing activity http://learning.blogs.nytimes.com/2014/02/07/for-the-

sake-of-argument-writing-persuasively-to-craft-short-evidence-based-editorials/

Analyzing Famous Speeches as Arguments – Link to excellent ReadWriteThink lesson plan

MANDATORY ARGUMENTATIVE STANDARDS-BASED COMMON ASSESSMENT Complete the lessons and writing assignment based on the DBQ “Hammurabi’s Code: Was it Just?”

Teach and model how to analyze the documents using the process of the DBQ format. This should be a collaborative effort – not an independent worksheet opportunity.

Time should be allowed to provide feedback from teacher and peers based on the SCCPSS Argumentative rubric (writer’s workshop/ conferencing).Students will be expected to revise their writing and resubmit. Final grade will be determined by averaging student scores form both versions

Student writing should be evaluated using the SCCPSS Argumentative Writing Rubric only.

See Resource Folder X

SCCPSS First Semester 8th Grade ELA Unit Framework

ADDITIONAL UNIT RESOURCESAdditional student text sources:

https://sites.google.com/site/mrslindseyslanguageartslounge/short-stories Lexile leveled short stories Public domain short stories:

- http://www.mrswatersenglish.com/2014/05/40-excellent-short-stories-for-middle-school/- http://www.world-english.org/stories.htm

www.readworks.org for additional leveled texts http://www.fortheteachers.org/reading_skills/ Reading skills practice with leveled text

Additional Lessons & Ideas: http://achievethecore.org/dashboard/300/search/1/1/6/7/8 - Achieve the Core: lessons, assessment practice, fluency support, planning

tools, etc. http://www.cpalms.org/Public/search/Search - Fantastic resource for rigorous and engaging lessons at grade level http://www.ereadingworksheets.com/ - PowerPoints and Worksheets using mentor text for reading and language skills; Good for quick

direct instruction lessons, whole group practice, quizzes, or homework Learnzillion -Fabulous rigorous but accessible lesson plans ,includes grade level text http://www.procon.org/ - Multiple text and video argumentative resources

Support Resources: http://ttms.org/ - Steve Peha’s writing and reading resources (the “What/Why/How” guy) Middle School Writer’s Style Book - http://www.hcpss.org/f/newlanguages/docs/stylebook_middleschool.pdf

GMAS Readiness Resources: Engage NY; practice tests with exemplar papers - https://www.engageny.org/resource/new-york-state-common-core-sample-questions PAARC Practice Tests - http://parcc.pearson.com/practice-tests/ - Smarter Balance; practice online test - https://login4.cloud1.tds.airast.org/student/V111/Pages/LoginShell.aspx?c=SBAC_PT Moby Max – online and worksheet practice - http://www.mobymax.com/

Publications Text and Lessons for Content-Area Reading, Harvey Daniels & Nancy Steineke; Heinemann Publishers Text and Lessons for Teaching Literature, Harvey Daniels & Nancy Steineke; Heinemann Publishers They Say/I Say, Gerald Graff & Kathy Birkenstein; W.W. Norton Mechanically Inclined, Jeff Anderson; Stenhouse Publishers Unlocking Complex Text, Laura Robb; Scholastic

SCCPSS First Semester 8th Grade ELA Unit Framework

Nonfiction Craft Lessons: Teaching Information Writing K-8 (green), Joann Portalupi & Ralph Fletcher; Stenhouse Publishers Craft Lessons: Teaching Writing K-8 (blue), Joann Portalupi & Ralph Fletcher; Stenhouse Publishers Reading Poetry in the Middle Grades, Paul B. Janeczko, Heinemann This or That, Joan Axelrod-Contrada; Capstone Press 51 Wacky We-search Reports, Barry Lane, Discover Writing Press

SCCPSS First Semester 8th Grade ELA Unit Framework

Academic Vocabulary (ELAGSE8L6)Genre Literary Informational ExpositoryFiction Non-FictionLiterary Period EraPeriodical Memoir Historical fiction BiographyAutobiographyExplicit Inferred Objective Subjective Literal FigurativeConcreteBiased/Unbiased Quantitative QualitativeInferenceSummaryParaphraseQuoteCounter-claim ClaimContext Primary Source Secondary SourceSyntaxAnalysis Annotation Evidence Support

CitationOrganizational Structure Compare/Contrast Logical Order Chronological Order Compare/Contrast Cause/Effect Order of ImportanceUniversalAbridge Pace MultimediaAudio Video Aural Visual

Literary Text:

Figurative LanguageImagery MetaphorSimile Alliteration Personification Hyperbole Onomatopoeia Idiom SymbolismAllusionSuspense Comedy Irony Dramatic Irony Verbal Irony Situational IronyAnalogy Anecdote

Allegory Myth Traditional Classical Archetype Homer Ovid Shakespeare Pattern Sensory Detail Flashback ForeshadowingDiction Dialogue Theme Tone Mood Characterization Protagonist Antagonist Static CharacterDynamic Character Foil Flat Character Round CharacterSetting Plot Plot Structure Rising Action Climax Falling Action Resolution Crisis Conflict Exposition Episode

Author Narrator First Person Narrative Third Person Narrative Omniscient Perspective Point of ViewBias Spin AudiencePurpose Speaker Occasion Interpretation

Informational Text:

Strategy Rhetoric Journal JournalismEditorial Political Platform Party AffiliationThesisCentral idea TopicTopic Sentence Organizational Strategy Abstract Introduction Supporting Extraneous Fact OpinionAnecdote Attention Grabber Introduction Body

SCCPSS First Semester 8th Grade ELA Unit FrameworkBody ParagraphConclusion ArgumentClaim In-text citationCounterclaim RebuttalReasoning Evidence Support Logic Logical FallacyBandwagon Pathos Logos EthosSyllogism Testimonial Plain Folks Induction Deduction Hasty GeneralizationValidity/ValidCredibleFallacyDeduction Syllogism Debate Premise Redundancy Wordiness Concise Precise

Vocabulary:Definition Context

Thesaurus Dictionary Domain-Specific ConnotationDenotation Nuance Technical AcademicGreek/Latin Root Suffix Affix Word Pattern Pronunciation Etymology Homophone Synonym Antonym JuxtapositionMythological

Structural Terms:Grammar Conventions Standard English Mechanics Active Voice Passive Voice Conditional Mood Subjunctive MoodPhrase Clause Subordinate ClauseIndependent ClauseCompoundSimple Complex Compound-Complex

Transition Modifier Fluency VariationSyntaxCapitalization Legible Comma OmissionNoun VerbAdverb Adjective Interjection Conjunction Pronoun Article Writing Process Development BrainstormStrategy Organization Planning Drafting RevisingEditing Peer Collaborate Diverse Express Articulate Tolerance AlternativeColloquialGrammatical AdaptMeter Iamb Stressed Syllable

Unstressed Syllable Rhyme Scheme Internal Rhyme End RhymeRhythm Verse Stanza Rhythm Rhyme Lyric PoemNarrative PoemProsodyAct Scene Script Chapter Arc Abridge Visual RhetoricLiterary License

SCCPSS First Semester 8th Grade ELA Unit Framework