Key Ideas and Details: What does the text say? Craft and...

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Draft Putnam County School District Curriculum Guide (8th-Collections) 2017-2018

The following curriculum guide is based on the Florida LAFS, which are included in this guide, as well as, the LAFS Access points, which are also included for

two reasons: 1) Differentiated Instruction, and 2) the planning of Learning Progressions. Both documents can be accessed at www.cpalms.org. The main

resource for the support of instruction is HMH Journeys, which can be accessed digitally at

http://my.hrw.com. Other supplemental resources may be used that align with the LAFS standards. Instruction should begin with the standard, a scale of

learning progression should be developed, and assessment should be used to inform subsequent instruction and monitor progress. The LAFS include

comprehension standards for both informational and literary text. Text in the 21st Century includes traditional, digital, visual, auditory, and tactile text. To

better understand the flow of the standards, we have organized these standards into three groups:

Key Ideas and Details: What does the text say?

Craft and Structure: How does it say it? What decisions did the author make in creating the text?

Integration of Knowledge and Ideas: What does it mean or how does it connect? We have gathered access points for each standard to help the teacher understand how to break down the standard into a learning progression. We have

bolded and labeled the actual standard LEVEL 3, as this is the goal in the gradual release model of learning progressions. In addition to comprehension

standards, the LAFS include language, speaking and listening, and writing standards. These standards must be integrated throughout all content instruction.

Application should take place within the context of reading, writing, or discussing. Students should be asked to find evidence from the text continually. This

textual evidence should be evident in writing, research, discussion, and presentation. Oral language development should be addressed explicitly in every

lesson through speaking and listening standards.

Assessments are suggested in the pacing guide. Regular formative assessment is necessary to inform instruction and determine the progress of students.

Additional common formative assessment at the grade and school level is available through the curriculum and encouraged. School and district assessments

will be conducted periodically. Additional assessment may be added as necessary

Now that we have a course developed in Canvas, we have also included the Canvas pacing guide

Teachers may elect to use this guide instead of the traditional guide. This guide has all the standards continuously integrating through Reading Complex

Text, Responding to Complex Text, and Performance Tasks. Please go to putnam.instructure.com to find this course titled 8th Grade ELA

“I never teach my pupils, I only attempt to provide the conditions in which they can learn.” -Albert Einstein

about:blank

http://my.hrw.com/

putnam.instructure.com

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Unit Planning Due to the importance placed on integration of ideas across multiple texts in the LAFS standards, students should draw on multiple readings and multiple

texts to complete both the lesson based performance tasks and an end of the unit performance task. For that reason, before the first lesson is taught in a

unit it is important to begin with a opening unit lesson, take time for an interim unit lesson, and plan for a culminating unit lesson that prepares students for

the final performance task.

Before Reading:

1. Introduction of unit theme

2. Introduction of unit standards and vocabulary associated with standards

3. Preview of texts within the unit

4. Preview of Final Performance Task

5. Predictive Writing

During Reading:

During the reading of the all texts, text interaction activities such as text marking, note taking, question generating and answering, graphic organizing, etc.…

should occur. At some point, students should revise their predictive writing with new information they have learned from the readings. This is called the

interim writing task. The interim writing will reinforce the central idea of the unit, and should contain textual evidence from the newly read selections for

demonstrate comprehension, and to fortify the analysis of the central idea of theme. Incorporating interim writing after text selection will show how the

central idea of theme is connected across multiple texts and prepare students for the type of writing required on the FSA. This should occur before the

final discussion and could be considered a summative assessment or summarizing strategy for each of the lessons taught before the final performance task is

completed.

After Reading:

The texts selected should examine different aspects of a specific topic. Before the performance task, students may need additional opportunities for

discussion and question generation to cement connections before they begin their final writing task. Students should be encouraged to use all of their

previous notes and interim writings to complete the final performance task.

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A word about the Language Standards. . . the language standards (L.) consist of several benchmarks (skills). We have listed only the standard in integrated standards. However, it is important that teachers instruct on each individual benchmark that falls under each standard. We encourage teachers to use interactive notebooks with their students as a key component of explicit instruction and student practice. The individual benchmarks (skills) could be printed on labels so students could add them to the correct page in their interactive notebook as each skill is taught and practiced. The notebooks can then serve as a reference guide for writing. Please see your coach for more information on teaching language standards.

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A Word about integrating reading and writing standards. . . "In literacy, reading supports writing and writing supports reading. When reading and writing are planned separately, each without regard for the other, the

resulting instruction fails to weave clear connections between these closely related language processes."

(Writers are Readers, Laminack & Wadsworth, 2015)

Students should have multiple opportunities to work through the five basic text structures (description, sequence, problem and solution, compare and

contrast, and cause and effect), weave meaning through the six commonly taught comprehension strategies (inference, summarizing, synthesizing, visualizing,

determining importance, making connections), and focus on the common elements of story (character, setting, plot, and point of view) using reading, writing,

speaking and listening. Students should have multiple opportunities to read and write to narrative, expository, and opinion-based text. Students should

practice making claims, practice pulling valid and reliable evidence, and practice creating coherence and clarity. In the first two quarters, students should be

taught how to manipulate sentences and paragraphs, writing mechanics, structures, and forms. Additionally, students should learn how to recount events and

include details to describe their actions, thoughts, and feelings (or practice elaboration) in preparation for the FSA writing test. For this reason, W.1.3 is

included in the first two quarters of the curriculum map to ensure students have opportunities to learn techniques for elaboration.

In the third nine weeks the focus standards flip to the production of FSA type texts integrating reading standards to comprehend and synthesize multiple

texts. At this point students are now formalizing their thought process on making connections between texts, generating their own ideas, and producing

polished writing examples. The reading standards practiced in the first two quarters are the tools used to analyze the text in preparation for writing.

Because of the inseparable relationship between reading and writing, practice and remediation of reading standards should still continue.

Although the teacher is certainly welcome to introduce all new text in conjunction with the writing standards; it may be beneficial to pull in some of the text

previously read as mentor text at the beginning of the third term. Students should be familiar with the structure and content of this text. Returning to a

familiar text or topic will ensure adequate background knowledge, familiarity with vocabulary, and structure of the mentor text. This means more of the

cognitive load can be placed on developing as a writer. However, unfamiliar text should be introduced as well so students will have practice making connections

between unfamiliar material and themes before the writing test.

In the fourth nine weeks, the focus standards flip to research-based learning or project based learning. Students are encouraged to delve deeper into topics

of interest to them as they integrate knowledge and ideas and conduct short research projects; which often provide intrinsic motivation during a time of the

year when motivation and engagement typically decrease.

Finally, Laminack & Wadsworth (2015) explain, “. . .think of the student’s existing language and concepts, background knowledge, and schema as an investment

account. Deposits are continuously made into that account as a student engages in reading and conversation, participates in experiences, and listens to

music…stories…and texts read aloud. Those deposits increase the holdings. . .through connections and associations as they link ideas together with existing

concepts and language, creating more thoughts and new possibilities. Speaking and writing draw upon what is on deposit; our vocabulary and our understanding

of how to organize text or speech pull from that account. Unlike a bank account, it isn’t diminished by use; rather it is increased. . .so we read aloud and host

robust conversations about content and text structure and strategies and language. . .we lift and make visible the mutually supportive roles of reading and

writing. . .” (pps. IX-X) and we do this all year long with every text we teach.

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Yearly Outlook

1st Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks Key Ideas and Details

LAFS.8.RI/RL.1.1: Cite several

pieces of textual evidence to

support analysis of what the text

says explicitly as well as

inferences drawn from the text.

LAFS.8.RI/RL.1.2: Determine a

themes or central idea in a text

and analyze their development

over the course of the text,

including its relationship to

supporting ideas (character, plot);

provide an objective summary of

the text.

LAFS.8.RI.1.3: Analyze how a

text makes connections among and

distinctions between individuals,

ideas, or events (e.g., through

comparisons, analogies, or

categories).

LAFS.8.RL.1.3: 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.

LAFS.8.W.1.3: Write narratives

to develop real or imagined

experiences or events using

effective technique, relevant

descriptive details, and well-

structured event sequences.

Craft and Structure

LAFS.8.RI/RL.2.4: Determine the

meaning of words and phrases as

they are used in a text, including

figurative, connotative, and

technical meanings; analyze the

impact of specific word choices on

meaning and tone, including

analogies or allusions to other

texts.

LAFS.8.RI.2.5: Analyze in detail

the structure of a specific

paragraph in a text, including the

role of particular sentences in

developing and refining a key

concept.

LAFS.8.RL.2.5: Compare and

contrast the structure of two or

more texts and analyze how the

differing structure of each text

contributes to its meaning and

style.

LAFS.8.RI.2.6: Determine an

author’s point of view or purpose in

a text and analyze how the author

acknowledges and responds to

conflicting evidence or viewpoints.


differences in the points of view of

the characters and the audience or

reader (e.g., created through the

use of dramatic irony) create such

Writing Key Ideas

LAFS.8.W.1.1: Write arguments to

support claims with clear reasons and

relevant evidence.

LAFS.8.W.1.2: Write

informative/explanatory texts to

examine a topic and convey ideas,

concepts, and information through the

selection, organization, and analysis of

relevant content.

LAFS.8.RI.3.8: 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.

LAFS.8.W.3.9- Draw evidence from

literary or informational texts to

support analysis, reflection, and

research.

Reading and Writing Integration

through project-based learning

LAFS.8.W.3.7- Conduct short

research projects to answer a question

(including a self-generated question),

drawing on several sources and

generating additional related, focused

questions that allow for multiple

avenues of exploration.

LAFS.8.W.3.8- Gather relevant

information from multiple print and

digital sources, using search terms

effectively; assess the credibility and

accuracy of each source; and quote or

paraphrase the data and conclusions of

others while avoiding plagiarism and

following a standard format for

citation.

LAFS.8.W.3.9- Draw evidence from

literary or informational texts to

support analysis, reflection, and

research.

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LAFS.8.RI.3.7: Evaluate the

advantages and disadvantages of

using different mediums (e.g.,

print or digital text, video,

multimedia) to present a particular

topic or idea.

LAFS.8.RL.3.7: 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

choices made by the director or

actors.

LAFS.8.RL.3.9: 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

describing how the material is

rendered new.

LAFS.8.RI.3.9: 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.

effects as suspense or humor.

LAFS.8.W.1.3- Write narratives








using different mediums (e.g., print

or digital text, video, multimedia) to

present a particular topic or idea.







actors.








rendered new.



conflicting information on the same

topic and identify where the texts

disagree on matters of fact or

interpretation.

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LAFS.8.W.1.2: Write



concepts, and information through

the selection, organization, and

analysis of relevant content.

Integrated Standards

LAFS.8.RI/RL2.4,

LAFS.8.RI/RL.2.5,

LAFS.8.RI/RL2.6,

LAFS.8. R. 4.10,

LAFS.8.W.1.1

LAFS.8. W.2.4,

LAFS.8. W.2.5

LAFS.8. W.2.6, LAFS.8. W.4.10

All Language/Speaking & Listening

standards


LAFS.8.RI/RL.1.1,

LAFS.8.RI/RL.1.2,

LAFS.8.RI/RL.1.3

LAFS.8. R. 4.10,

LAFS.8.W.1.2

LAFS.8. W.2.4,

LAFS.8. W.2.5

LAFS.8. W.2.6,

LAFS.8. W.4.10


standards


LAFS.8.RI/RL.1.1, LAFS.8.RI/RL.1.2,

LAFS.8.RI/RL.1.3, LAFS.8.RI/RL2.4,


LAFS.8.RI/RL.3.7, LAFS.8. RI/RL 3.8,

LAFS.8. RI/RL 3.9, LAFS.8. R. 4.10,

LAFS.8.W.2.4, LAFS.8.W.2.5,

LAFS.8.W.2.6, LAFS.8.W.4.10


standards





LAFS.8. R. 4.10, LAFS.8.W.2.4, LAFS.8.

W.2.5, LAFS.8. W.2.6, LAFS.8. W.4.

Language/Speaking & Listening

standards

Rationale Quarter 1- Collection 4 Rationale

The theme of Collection 4 is “Approaching Adulthood,” an appropriate topic for students that have entered their teen years, yet they are not in high school.

The opening text selection, “Marigolds” was chosen because of the focus on theme and making inferences about characters and because of the sympathy

students feel for the main character. The first marking period focuses on Characters, Themes, Inferences, Central Ideas, Details, Citing Evidence, Purpose,

Claims, and Arguments. Collection 4 has been selected to cover these skills because of student interest, to engage students in a topic pertinent to their

everyday lives, and to encourage collaboration and discussion. Related material has been selected from both Collection 4 and Collection 6 to ensure students

cover the concepts of Tone and Irony and for the use of the Collection 6 Performance Task. The final Performance Task for the marking period is an

argumentative essay taken from Collection 6 on students gaining work experience during their school years.

Quarter 2- Collection 5 Rationale

Collection 5 focused on Anne Frank’s Legacy. The second marking period shifts focus to the Interaction of Elements, Author’s Viewpoint, Tone, Word Choice,

Sound Devises, Rhythm, and Persuasive Techniques while still practicing RI/L 1.1-1.3. Collection 5 has been selected to cover these skills because of student

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interest, interact with a relevant historical topic, and access to film to introduce RI/L 3.7-9. The final Performance Task for Collection 5 is an expository

essay on the conditions in the annex where the Franks hid.


The third marking period will focus on writing standards including Narrative, Expository, and Argumentative. Collection 2, “The Thrill of Horror,” has been

selected not only for widespread student interest, but also for the final Performance Task assessments, which include both argumentative (Is 8th grade an

appropriate age group to read “The Tell-Tale Heart?) and expository writing (Explain how “The Monkey’s Paw” meets Sharon Russell’s criteria for the horror

genre). The opening text, “Scary Tales” will introduce the topic and prompt students to compose their own horror narrative. This unit continues the study of

RI.1.1-3.7 & RL.1.1- 3.7.


Focus in the last marking period will be on research, speaking, listening, and multimedia presentation using Collection 3, “The Move Toward Freedom.” The unit

reviews previous standards covered while asking student to research topics and present ideas in a variety of forms related to the American Civil War. This

unit also aligns with 8th Grade U.S. History coverage of the Civil War. A supplemental reading and activity has been added in the Resources below to include a

short film (The Twilight Zone) and short story (“An Occurrence at Owl Creek Bridge” by Ambrose Bierce) to cover Standards RI.3.7 & RL.3.7.

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Quarterly Outlook

1st Quarter (8/10-10/12) Suggested Materials Suggested Assessments Planning Tools/Rationale/Resources

Key Ideas and Details

LAFS.8.RI/RL.1.1: Cite several

pieces of textual evidence to

support analysis of what the text

says explicitly as well as

inferences drawn from the text.

LAFS.8.RI/RL.1.2: Determine a

themes or central idea in a text

and analyze their development

over the course of the text,

including its relationship to

supporting ideas (character, plot);

provide an objective summary of

the text.

LAFS.8.RI.1.3: Analyze how a

text makes connections among and

distinctions between individuals,

ideas, or events (e.g., through

comparisons, analogies, or

categories).


particular lines of dialogue or

incidents in a story or drama

propel the action, reveal aspects

of a character, or provoke a

decision

LAFS.8.W.1.3: Write narratives






Collection 4/6

Marigolds p. 213

The Whistle (Close Reader)

Hanging Fire & Teenagers p.

230

Tom Sawyer p. 395

Much Too Young to Work So

Hard (Close Reader)

When do Kids Become

Adults p. 235

Teens Need Jobs & Teens at

Work p. 419

Collections Performance Tasks

o Collection 4 Pretest

o Writing Activity: Essay p. 226

o Writing Activity: Comparison p.

233

o Writing Activity: Analysis p.

402

o Collection 6 Performance Task

B-Argument p. 441

o Collection 4 Post-Test

*Ongoing assessment with HMH

Reading Comprehension Tests

I-Ready Mastery Assessments:

1. LAFS.8.RI.1.1-Cite evidence to

support inferences

2. LAFS.8.RI.1.2-Central Ideas and

Summaries

3. LAFS.8.RI.1.3-Analyze Connections

4. LAFS.8.RL.1.1-Support inferences in

literary text

5. LAFS.8.RL.1.2-Themes and

Summaries

6. LAFS.8.RL.1.3-Analyze stories and

drama

Integrated Standards:

Cluster Placemat

Vertical Alignment

http://fsassessments.org//wp-

content/uploads/2015/03/Grade

-8-ELA-Test-Item-

Specifications.pdf

http://fsassessments.org/wp-

content/uploads/2015/11/FSA_8

R_Practice-Test_approved.pdf



R_Practice-Test_Answer-

Key_PBT_approved.pdf



W_Practice-

Test_Rubric_approved.pdf

http://fsassessments.org/

wp-

content/uploads/2015/11/

FSA_8W_Practice-

Test_approved_v2.pdf

Film- Marigolds

https://vimeo.com/102165695

A & E Biography Mark Twain

http://www.biography.com/people/mar

http://fsassessments.org/wp-content/uploads/2015/03/Grade-8-ELA-Test-Item-Specifications.pdf




http://fsassessments.org/wp-content/uploads/2015/11/FSA_8R_Practice-Test_approved.pdf



http://fsassessments.org/wp-content/uploads/2015/11/FSA_8R_Practice-Test_Answer-Key_PBT_approved.pdf




http://fsassessments.org/wp-content/uploads/2015/11/FSA_8W_Practice-Test_Rubric_approved.pdf




http://fsassessments.org/wp-content/uploads/2015/11/FSA_8W_Practice-Test_approved_v2.pdf





https://vimeo.com/102165695

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LAFS.8.RI/RL2.4,

LAFS.8.RI/RL.2.5,

LAFS.8.RI/RL2.6,

LAFS.8. RI/RL 3.8

LAFS.8. R. 4.10, LAFS.8.W.1.1-1.2

LAFS.8. W.2.4, LAFS.8. W.2.5

LAFS.8. W.2.6, LAFS.8. W.4.10

All language and speaking listening

standards

LAFS.8.L.1.1 Grammar and Usage

LAFS.8.L.1.2 Punctuation

LAFS.8.L.2.3 Use verbs for effect

LAFS.8.L.3.4 Context, roots, and

reference materials

LAFS.8.L.3.5 Word relationships

District:

I-Ready Diagnostic 1

August 14-September 8

I-Ready Progress Monitoring

October 2-27

k-twain-9512564/ videos/mark-

twain-full-episode-2074654020

11

2nd Quarter (10/13-12/21) Suggested Materials Suggested Assessments Planning Tools/Rationale/Resources

LAFS.8.RI/RL.2.4: Determine

the meaning of words and phrases

as they are used in a text,

including figurative, connotative,

and technical meanings; analyze

the impact of specific word

choices on meaning and tone,

including analogies or allusions to

other texts.

LAFS.8.RI.2.5: Analyze in detail

the structure of a specific

paragraph in a text, including the

role of particular sentences in

developing and refining a key

concept.

LAFS.8.RL.2.5: Compare and

contrast the structure of two or

more texts and analyze how the

differing structure of each text

contributes to its meaning and

style.

LAFS.8.RI.2.6: Determine an

author’s point of view or purpose in

a text and analyze how the author

acknowledges and responds to

conflicting evidence or viewpoints.


differences in the points of view

of the characters and the

audience or reader (e.g., created

through the use of dramatic irony)

create such effects as suspense or

humor.

Collection 5

Anne Frank p. 369

The Diary of a Young Girl p.

355

The Diary of Anne Frank*

(Close Reader)

The Diary of Anne Frank p.

279

There But for the Grace p.

386

After Auschwitz p.379

Collections Performance Tasks

Collection 5 Pretest

Writing Activity: Analysis p. 376

Writing Activity: Character Sketch p.

354

Writing Activity: Analysis p. 388

Performance Task- Expository Essay p.

389

Collection 5 Post-Test

*Ongoing assessment with HMH Reading Comprehension Tests I-Ready Mastery Assessments:

1. LAFS.8.RI.2.4-Word meaning and

word choice

2. LAFS.8.RI.2.5-Analyze paragraph

structures

3. LAFS.8.RI.2.6-Determine author’s

point of view

4. LAFS.8.RL.2.4-Word meanings and

word choices in literary text

5. LAFS.8.RL.2.5-Compare and

contrast text structure

6. LAFS.8.RL.2.6-Analyze Point of View






reference materials


Additional Resources


content/uploads/2015/03/Grade-8-

ELA-Test-Item-Specifications.pdf


content/uploads/2015/11/FSA_8R_Prac

tice-Test_approved.pdf


content/uploads/2015/11/FSA_8R_Prac

tice-Test_Answer-



content/uploads/2015/11/FSA_8W_Pra

ctice-Test_Rubric_approved.pdf


content/uploads/2015/11/FSA_8W_Pra

ctice-Test_approved_v2.pdf

Resources

Film- Anne Frank: The Whole

Story (2001)

http://www.imdb.com/title/

tt0246430/?ref_=fn_al_tt_1

















http://www.imdb.com/title/

12

LAFS.8.W.1.3- Write narratives








using different mediums (e.g.,

print or digital text, video,

multimedia) to present a particular

topic or idea.







actors.








rendered new.



conflicting information on the

same topic and identify where the

texts disagree on matters of fact

or interpretation.

I-Ready Progress Monitoring

October 2-27


December 1-December 15

13

LAFS.8.W.1.2: Write







LAFS.8.RI/RL.1.1,

LAFS.8.RI/RL.1.2,

LAFS.8.RI/RL.1.3

LAFS.8. R. 4.10, LAFS.8. W.2.4,

LAFS.8. W.2.5,LAFS.8. W.2.6,

LAFS.8. W.4.10

All language and speaking and

listening standards

14

3rd Quarter (1/6-3/14) Suggested Materials Suggested Assessments Planning Tools/Rationale/Resources

Writing Key Ideas

LAFS.8.W.1.1: Write arguments

to support claims with clear

reasons and relevant evidence.

LAFS.8.W.1.2: Write






LAFS.8.RI.3.8: 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.

LAFS.8.W.3.9- Draw evidence

from literary or informational

texts to support analysis,

reflection, and research.



listening standards

*These should be assessed in

strand or cluster assessments.


LAFS.8.RI/RL.1.1,

LAFS.8.RI/RL.1.2,

LAFS.8.RI/RL.1.3,

LAFS.8.RI/RL2.4,

LAFS.8.RI/RL.2.5,

LAFS.8.RI/RL2.6,

Collection 2

Scary Tales p. 99

The Tell-Tale Heart p. 89

The Outsider* (Close

Reader)

The Monkey's Paw p. 105

What is the Horror Genre?

P. 125

Collection Performance Tasks

o Collection 2 Pre-test

o Student Scary Tale

o Writing Activity: Profile p. 96

o Performance Task A-

Persuasive Speech (written) p.

133

o Performance Task B- Literary

Analysis p. 137

o Media Activity: Storyboard p.

124

o Collection 2 Post-Test

*Ongoing assessment with HMH

Reading Comprehension Tests

*Timed Cold Write FSA Practice Test

to be completed before testing, dates

are flexible.






reference materials


State FSA Writing (120 minutes)

March 1-9

Computer-based test



content/uploads/2015/03/Grade

-8-ELA-Test-Item-

Specifications.pdf



R_Practice-Test_approved.pdf



R_Practice-Test_Answer-




W_Practice-




W_Practice-

Test_approved_v2.pdf “Annabel Lee” by Edgar. A. Poe

http://www.poetryfoundation.org/poe

ms-and-poets/poems/detail/44885

“The Raven” by Edgar. A. Poe

http://www.poetryfoundation.org/poe

ms-and-poets/poems/detail/48860

A&E Biography Edgar. A. Poe

http://www.biography.com/people/edg




















http://www.poetryfoundation.org/poems-and-poets/poems/detail/44885




15

LAFS.8.RI/RL.3.7, LAFS.8. RI/RL

3.8, LAFS.8. R. 4.10, LAFS.8.W.2.4,

LAFS.8.W.2.5,

LAFS.8.W.2.6, LAFS.8.W.4.10


listening standards

ar-allan-poe-9443160/videos/edgar-

allan-poe-full-episode-2104513528

16

4th Quarter (3/15-5/26) Suggested Materials Suggested Assessments Planning Tools/Rationale/Resources

Reading and Writing Integration

through project-based learning

LAFS.8.W.3.7- Conduct short

research projects to answer a

question (including a self-generated

question), drawing on several

sources and generating additional

related, focused questions that

allow for multiple avenues of

exploration.

LAFS.8.W.3.8- Gather relevant

information from multiple print and

digital sources, using search terms

effectively; assess the credibility

and accuracy of each source; and

quote or paraphrase the data and

conclusions of others while avoiding

plagiarism and following a standard

format for citation.

LAFS.8.W.3.9- Draw evidence

from literary or informational texts

to support analysis, reflection, and

research. Integrated Standards


LAFS.8.RI/RL.1.3,

LAFS.8.RI/RL2.4,

LAFS.8.RI/RL.2.5,

LAFS.8.RI/RL2.6,

LAFS.8.RI/RL 3.7, 3.9, LAFS.8. R.

4.10, LAFS.8.W.2.4, LAFS.8. W.2.5,

LAFS.8. W.2.6, LAFS.8. W.4.10


listening standards

Collection 3

The Mystery of

Heroism (Close

Reader)

Bloody Times p. 177

Captain, My Captain p.

199

Narrative of the Life

of Frederick Douglass

p. 143

My Friend Douglass

(Close Reader)

Collection Performance Tasks

o Collection 3 Pre-test

o Respond in Writing

(poster) p. 196

o Speaking Activity:

Choral Reading p. 202

o Writing Activity:

Literary Analysis p. 149

o Performance Task A-

Visual Presentation p.

203

o Project-based Learning

Research Paper for

Performance Task A

I-Ready Mastery Assessments

1. LAFS.8.RI.3.7-Evaluate media

2. LAFS.8.RI.3.8-Evaluate

arguments

3. LAFS.8.RI.3.9-Analyze

conflicting Information

4. LAFS.8.RL.3.7-Compare media

5. LAFS.8.RL.3.9-Analyze

elements of modern fiction


April 23-May 22

State FSA ELA (170 minutes)

April 16-May 11

Computer-based Reading



content/uploads/2015/03/Grade-8-ELA-

Test-Item-Specifications.pdf


content/uploads/2015/11/FSA_8R_Practice-

Test_approved.pdf


content/uploads/2015/11/FSA_8R_Practice-

Test_Answer-Key_PBT_approved.pdf


content/uploads/2015/11/FSA_8W_Practice-



content/uploads/2015/11/FSA_8W_Practice-

Test_approved_v2.pdf The Twilight Zone (1964)

https://www.youtube.com//watch?v=

EHqnSX4SJ_A

“An Occurrence at Owl Creek Bridge” by

Ambrose Bierce

http://fiction.eserver.org/short/

occurrence_at_owl_creek.html
















https://www.youtube.com/watch?v

http://fiction.eserver.org/short/

17

All About Using the Canvas Course Pacing Guide Canvas Pacing Guide-Please READ If you plan on using the 8th Grade Collections Canvas Course, this is the pacing guide you will follow. There are 5 units planned for the year. Unit I is the introductory unit. The other units can be followed in any order. The guide is organized into three domains-Reading Complex Text, Responding to Complex Text, and Performance Tasks. The standards are not singled out--they are all integrated into the Reading, Writing, and Assessment of this unit. The teacher is responsible for isolating the current focus standard and developing the scale (some canvas courses scales you can use). Some standards are foundational standards and they will be present in all lessons. They are in the gray box at the bottom of the table. These include citing evidence, analyzing content, studying and applying grammar, studying and applying vocabulary, conducting discussions, reading complex text and reporting findings. All the other standards would be posted as the focus standard as you teach them. This will include all standards in Key Ideas and Details (Cluster 1), Craft and Structure (Cluster 2), Integration of Ideas (Cluster 3), Presentation of Knowledge and Ideas (Speaking and Listening 7.2-7.6). The Essential questions are text-based EQs. It is important you begin with these and end with them. You will need to construct a standards-based EQ based on the focus standard for the current instruction for your common board configuration. Canvas courses are designed for borrowing. By all means look through this Canvas course and others in Commons and pull items you like to include in your own course. You can add to it all year. In fact, the designer of this course might continually add content and if you place her course on your dashboard you will get updates when that occurs. To download a full-page copy of the pacing guide, go to the Canvas course-8th grade by Lisa Massy.

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Standards and Access Points

8.RL.1.1 8.RL. 1.2

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

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.

Access Points LAFS.8.RL.1.AP.1a: Refer to details and examples in a text when explaining what the text says explicitly. LAFS.8.RL.1.AP.1b: Use two or more pieces of evidence to support inferences, conclusions or summaries of text. LAFS.8.RL.1.AP.1c: Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries of text.

Access Points LAFS.8.RL.1.AP.2a: Determine the theme or central idea of a text. LAFS.8.RL.1.AP.2b: Analyze the development of the theme or central idea over the course of the text, including its relationship to the characters, setting and plot. LAFS.8.RL.1.AP.2c: Provide/create an objective summary of a text.

8.RL.1.3 8.RL.2.4

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.

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.

Access Points LAFS.8.RL.1.AP.3a: 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. LAFS.8.RL.1.AP.3b: Identify the use of literary techniques within a text. LAFS.8.RL.1.AP.3c: Explain how the use of literary techniques within a text advances the plot or reveals aspects of a character.

Access Points LAFS.8.RL.2.AP.4a: Identify and interpret an analogy within a text. LAFS.8.RL.2.AP.4b: Determine the meaning of words and phrases as they are used in a text, including figurative (i.e., metaphors, similes and idioms) and connotative meanings.

8.RL.2.5 8.RL.2.6

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

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

Access Points LAFS.8.RL.2.AP.5a: Compare and contrast the structure of two or more texts. LAFS.8.RL.2.AP.5b: Explain how language use contributes to the meaning of a poem or drama.

Access Points LAFS.8.RL.2.AP.6a: Analyze how differences in points of view create such effects as suspense or humor.

http://www.cpalms.org/Public/PreviewAccessPoint/Preview/17164












20

8.RL. 3.7 8.RL.3.9

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 choices made by the director or actors.

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 describing how the material is rendered new.

Access Points LAFS.8.RL.3.AP.7a: Compare and contrast content presented in text, media and live performance.

Access Points LAFS.8.RL.3.AP.9a: Compare modern works of literature to the texts from which they draw ideas.

8.RI.1.1 8.RI.1.2

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

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.

Access Points LAFS.8.RI.1.AP.1a: Use two or more pieces of evidence to support inferences, conclusions or summaries of text. LAFS.8.RI.1.AP.1b: Determine which piece(s) of evidence provide the strongest support for inferences, conclusions or summaries of text.

Access Points LAFS.8.RI.1.AP.2c: Provide/create an objective summary of a text. LAFS.8.RI.1.AP.2a: Determine two or more central ideas in a text. LAFS.8.RI.1.AP.2b: Analyze the development of the central ideas over the course of the text.

8.RI.1.3 8.RI.2.4

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

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 texts.

Access Points LAFS.8.RI.1.AP.3a: Use comparisons provided by the text to identify relationships between people or events. LAFS.8.RI.1.AP.3b: Determine how analogies in the text create relationships between people or events.

Access Points LAFS.8.RI.2.AP.4a: Identify and interpret an analogy within a text. LAFS.8.RI.2.AP.4b: Determine the meaning of words and phrases as they are used in a text, including figurative (i.e., metaphors, similes and idioms) and connotative meanings. LAFS.8.RI.2.AP.4c: Analyze how the use of figurative, connotative or technical terms affects the meaning or tone of text.

8.RI.2.5 8.RI.2.6

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.













21

Access Points LAFS.8.RI.2.AP.5a: Use signal words as a means of locating information. LAFS.8.RI.2.AP.5b: Outline the structure (i.e., sentence that identifies key concept(s), supporting details) within a paragraph. LAFS.8.RI.2.AP.5c: Determine the structure of a text (e.g., chronological order, compare/contrast, cause/effect, problem/solution). LAFS.8.RI.2.AP.5d: Determine how the information in each section contributes to the whole or to the development of ideas.

Access Points LAFS.8.RI.2.AP.6a: Determine an author’s purpose for writing the text.

8.RI.3.7 8.RI.3.8

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

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.

Access Points LAFS.8.RI.3.AP.7a: Identify and evaluate advantages of different mediums. LAFS.8.RI.3.AP.7b: List and evaluate the disadvantages of different mediums. LAFS.8.RI.3.AP.7c: Evaluate the advantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Access Points LAFS.8.RI.3.AP.8a: Identify an argument or claim that the author makes. LAFS.8.RI.3.AP.8b: Evaluate the claim or argument to determine if it is supported by evidence. LAFS.8.RI.3.AP.8c: Identify irrelevant evidence and claims.

8.RI.3.9 8.RI.4.10

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.

By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

Access Points LAFS.8.RI.3.AP.9a: Analyze a case in which two or more texts provide conflicting information on the same topic. LAFS.8.RI.3.AP.9b: Identify where the texts disagree on matters of fact or interpretation.

Access Points LAFS.8.RI.4.AP.10a: Read or listen to a variety of texts, including historical novels, periodicals, biographies, essays, speeches, journals, news articles and nonfiction novels. LAFS.8.RI.4.AP.10b: Use a variety of strategies (e.g., use context, affixes and roots, use reference materials to derive meaning from a variety of print/non-print texts).
















Key Ideas and Details: What does the text say? Craft and...

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