May, 2015 M/J Language Arts 3 and M/J Language Arts 3, Advanced, Grade 8 Curriculum Map 1

The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed at www.cpalms.org. The main resource for the support of instruction is the Florida Collections textbook series and digital platform found at http://my.hrw.com. An overview of the four quarters of instruction is listed in the table below.

Grade Level Quarter 1 Quarter 2 Quarter 3 Quarter 4

8 Collection 1: Culture and Belonging

Collection 4: Approaching Adulthood

Collection 5: Anne Frank’s Legacy

Play: The Diary of Anne Frank

Collection 2: The Thrill of Horror

Required Summative

Assessments

VLT: Informative Essay PT: Video or Oral Presentation

VLT: Argumentative Essay PT: Multimedia Campaign

VLT: Literary Analysis PT: Literary Analysis

VLT: None PT: Narrative

Novel Study – Second semester: Dr. Jekyll & Mr. Hyde, The Fall of the House of Usher, The Giver, or an appropriate ELA Department/PLC/Grade Level -based selection which does not conflict with reading courses.

The curriculum map represents what is required in any given quarter of instruction to ensure that all of the standards are taught as a support for learning. Flexibility is given to the grade level PLC and teachers beyond the required texts and activities to add additional resources from Florida Collections or other outside sources to best support students’ learning needs. In the advanced course, teachers will provide students with additional rigorous reading and writing experiences beyond what is contained in the map. The VLT is the Volusia Literacy Test which will be given three times a year to assess student success with the LAFS. The PT is a Performance Task which will assess student success with specific LAFS linked to a particular unit of the Florida Collections textbook. During class discussion of what has been read, students should consistently be asked to find evidence from the text. This textual evidence should then be used in the students’ writing, research, discussions and presentations. The study and application of vocabulary and grammar should take place within the context of what students read and write.

M/J Language Arts 3 and M/J Language Arts 3, Advanced

Grade 8 Curriculum Map

May, 2015 M/J Language Arts 3 and M/J Language Arts 3, Advanced, Grade 8 Curriculum Map 2

Grade 8 Language Arts Florida Standards Yearlong Target Standards are bolded. These standards are highly assessed and represent major instructional shifts as required by the Language Arts Florida Standards. Italicized standards are those that require instructional awareness and are woven into the reading and writing process; however, they are not formally assessed.

Strand: READING STANDARDS FOR LITERATURE

LAFS.8.RL.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.8.RL.1.2 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.

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.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

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.RL.2.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

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.RL.4.10 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.

Strand: READING STANDARDS FOR INFORMATIONAL TEXT

LAFS.8.RI.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.8.RI.1.2 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.

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.RI.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.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.

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.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.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.

LAFS.8.RI.4.10 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.

May, 2015 M/J Language Arts 3 and M/J Language Arts 3, Advanced, Grade 8 Curriculum Map 3

Strand: WRITING STANDARDS

LAFS.8.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.

LAFS.8.W.1.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

LAFS.8.W.1.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

LAFS.8.W.1.1c Use words, phrases, and clauses to create cohesion clarify the relationships among claim(s), counterclaims, reasons, and evidence.

LAFS.8.W.1.1d Establish and maintain a formal style.

LAFS.8.W.1.1e Provide a concluding statement or section that follows from and supports the argument presented.

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.W.1.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

LAFS.8.W.1.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

LAFS.8.W.1.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

LAFS.8.W.1.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

LAFS.8.W.1.2e Establish and maintain a formal style.

LAFS.8.W.1.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

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.

LAFS.8.W.1.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

LAFS.8.W.1.3b Use narrative techniques, such as dialogue, pacing, description and reflection, to develop experiences, events, and/or characters.

LAFS.8.W.1.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

LAFS.8.W.1.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

LAFS.8.W.1.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.

LAFS.8.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

LAFS.8.W.2.5 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8)

LAFS.8.W.2.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

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.

May, 2015 M/J Language Arts 3 and M/J Language Arts 3, Advanced, Grade 8 Curriculum Map 4

LAFS.8.W.3.9a Apply grade 8 Reading standards to literature (e.g., “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.W.3.9b Apply grade 8 Reading standards to literary nonfiction (e.g., “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.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Strand: SPEAKING AND LISTENING STANDARDS

LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

LAFS.8.SL.1.1a Come to discussions prepared, having read or studied required material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

LAFS.8.SL.1.1b Follow rules for collegial discussions and decision making, track progress toward specific goals and deadlines, and define individual roles as needed.

LAFS.8.SL.1.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

LAFS.8.SL.1.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

LAFS.8.SL.1.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

LAFS.8.SL.1.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

LAFS.8.SL.2.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

LAFS.8.SL.2.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

LAFS.8.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3)

Strand: LANGUAGE STANDARDS

LAFS.8.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.8.L.1.1a Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

LAFS.8.L.1.1b Form and use verbs in the active and passive voice.

LAFS.8.L.1.1c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

LAFS.8.L.1.1d Recognize and correct inappropriate shifts in verb voice and mood.

LAFS.8.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

LAFS.8.L.1.2a Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

LAFS.8.L.1.2b Use an ellipsis to indicate an omission.

LAFS.8.L.1.2c Spell correctly.

LAFS.8.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

May, 2015 M/J Language Arts 3 and M/J Language Arts 3, Advanced, Grade 8 Curriculum Map 5

LAFS.8.L.2.3a Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

LAFS.8.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

LAFS.8.L.3.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

LAFS.8.L.3.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

LAFS.8.L.3.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

LAFS.8.L.3.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

LAFS.8.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

LAFS.8.L.3.5a Interpret figures of speech (e.g., verbal irony, puns) in context.

LAFS.8.L.3.5b Use the relationship between particular words to better understand each of the words.

LAFS.8.L.3.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

LAFS.8.L.3.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

May, 2015 M/J Language Arts 3 and M/J Language Arts 3, Advanced, Grade 8 Curriculum Map 6

M/J Language Arts 3, Regular and Advanced, Grade 8 Quarter 1 Florida Collections

Collection 1: Culture and Belonging, p. 1 Essential Questions: How do people explore and develop their own identity with a new culture? How do writers of informative and explanatory texts convey concepts, ideas, and information?

Required Summative Assessments Assessment Standards

VLT: Informative Essay, Performance Assessment booklet, p. 117

Performance Task: Media Activity: Video, p. 74 (Teacher Choice: video or oral presentation)

LAFS.8.RI.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RI.1.2: 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. LAFS.8.RI.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.W.1.2a-f: 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.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Required Texts and Activities Focus Standards

Performance Assessment booklet – Unit 2: Informative Essay, pp. 22-66 (Choose activities based on students’ needs.)

LAFS.8.RI.1.2: 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. LAFS.8.RI.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.W.1.2a-f: 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.W.2.5: 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. LAFS.8.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

May, 2015 M/J Language Arts 3 and M/J Language Arts 3, Advanced, Grade 8 Curriculum Map 7

“Bonne Annee,” p. 31

Determine Central Ideas and Details, p. 37

Analyze Text: Personal Essay, p. 37

LAFS.8.RI.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RI.1.2: 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. LAFS.8.RI.1.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events . LAFS.8.RI.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.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.

“A Place to Call Home,” p. 41

Analyze Nonfiction Elements, p. 50 Analyzing the Text, p. 51

LAFS.8.RI.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RI.1.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events. LAFS.8.RI.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.

“New Immigrants Share Their Stories,” p. 71

Analyzing Media, p. 73

LAFS.8.RI.3.7: Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea. LAFS.8.SL.1.2: Analyze the purpose of information presented in diverse media and formats and evaluate the motives behind its presentation.

Close Reader selections (teacher choice) Standards and activities will vary according to students’ needs.

Please Note:

The study and application of vocabulary and grammar should take place within the context of what students read and write. Resources for instruction in these areas are available in each Collection of the HMH text.

Identified assessments, text selections, and instructional activities are required. In addition, supplemental texts, activities, and assessments (formative and summative) should be selected based on students’ needs.

English Language Arts Formative Assessment System (ELAFAS) resources to support reteaching and remediation https://portal.fldoesso.org/PORTAL/Sign-on/SSO-Home.aspx/

Standard(s) Lesson Title

LAFS.8.W.1.2 & LAFS.8.W.1.2c Show Me the Transition

LAFS.8.W.1.2 & LAFS.8.W.1.2b You Can Handle the Accuracy

Additional selections and resources can be found in the text and at http://my.hrw.com.

May, 2015 M/J Language Arts 3 and M/J Language Arts 3, Advanced, Grade 8 Curriculum Map 8

LAFS.8.SL.1.2 The Motives Behind Two Little Women

LAFS.8.SL.2.4 What Would Alex Say?

LAFS.8.L.1.2 & LAFS.8.L.1.2.b Protecting the Lion with Ellipsis Dots

May, 2015 M/J Language Arts 3 and M/J Language Arts 3, Advanced, Grade 8 Curriculum Map 9

M/J Language Arts 3, Regular and Advanced, Grade 8 Quarter 2

Florida Collections Collection 4: Approaching Adulthood,

p. 211 Essential Questions: When does an adolescent become an adult? How do writers use claims, reasons, and evidence to develop an argument?

Required Summative Assessments Assessment Standards

VLT: Argumentative Essay, Performance Assessment booklet, p. 101

Performance Task: Produce a

Multimedia Campaign, Florida Collections, p. 273

LAFS.8.RI.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RI.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.W.1.1a-e: Write arguments to support claims with clear reasons and relevant evidence. LAFS.8.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.8.W.2.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. 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. LAFS.8.SL.2.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. LAFS.8.SL.2.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Required Texts and Activities Focus Standards

Performance Assessment booklet-- Unit 1: Argumentative Essay, pp. 1-32 (Choose activities based on students’ needs.)

LAFS.8.RI.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RI.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.W.1.1a-e: Write arguments to support claims with clear reasons and relevant evidence. LAFS.8.W.2.5: 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. LAFS.8.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

May, 2015 M/J Language Arts 3 and M/J Language Arts 3, Advanced, Grade 8 Curriculum Map 10

“Hanging Fire,” p. 230 “Teenagers,” p. 231

Performance Task- Writing Activity: Comparison, p. 233

LAFS.8.RL.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RL.1.2: 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. 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.SL.1.1: Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

“When Do Kids Become Adults?” pp. 235-242 (Students will choose an article(s) based on the issue they identify in the Performance Task.)

Performance Task, p. 244

LAFS.8.SL.1.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. LAFS.8.SL.2.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. LAFS.8.SL.2.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. LAFS.8.RI.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 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.

“Is 16 Too Young to Drive a Car?” p. 247 “Fatal Car Crashes,” p. 256

Determine Central Idea and Details, p. 255 Analyzing the Text, p. 255 Analyzing the Text, p. 258 Analyze Information in Texts, p. 259

LAFS.8.RI.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RI.1.2: 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. LAFS.8.RI.1.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events. LAFS.8.RI.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.RI.3.7: Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea. 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.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.

May, 2015 M/J Language Arts 3 and M/J Language Arts 3, Advanced, Grade 8 Curriculum Map 11

“Media Analysis- Persuading Viewers through Ads,” p. 263

Analyze Diverse Media, p. 267 Evaluate Media, p. 268

LAFS.8.RI.3.7: Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea. LAFS.8.SL.1.2: Analyze the purpose of information presented in diverse media and formats and evaluate the motives behind its presentation.

Close Reader selections (teacher choice) Standards and activities will vary according to students’ needs.

Please Note:

The study and application of vocabulary and grammar should take place within the context of what students read and write. Resources for instruction in these areas are available in each Collection of the HMH text.

Identified assessments, text selections, and instructional activities are required. In addition, supplemental texts, activities, and assessments (formative and summative) should be selected based on students’ needs.

English Language Arts Formative Assessment System (ELAFAS) resources to support reteaching and remediation https://portal.fldoesso.org/PORTAL/Sign-on/SSO-Home.aspx/

Standard(s) Lesson Title

LAFS.8.W.1.1 & LAFS.8.W.1.1a Making the Argument – The Introduction

LAFS.8.W.1.1 & LAFS.8.W.1.1c Making the Argument – Cohesion and Clarity

LAFS 8.SL.1.3 Evaluating Speeches on Daylight

LAFS 8.SL.1.3 Lead People to or from the Light

LAFS 8.SL.1.3 Seven Billion Socratic Seminars

LAFS.8.SL.2.5 Presenting Mummies

LAFS.8.L.3.5 & LAFS.8.L.3.5c Good Bad Nothing At All

Additional selections and resources can be found in the text and at http://my.hrw.com

May, 2015 M/J Language Arts 3 and M/J Language Arts 3, Advanced, Grade 8 Curriculum Map 12

M/J Language Arts 3, Regular and Advanced, Grade 8 Quarter 3

Florida Collections Collection 5: Anne Frank’s Legacy,

p. 277 Essential Questions: How can diaries and other personal writings impact the world around you? How do writers draw evidence from literary texts to support analysis?

Required Summative Assessments Assessment Standards

VLT: Literary Analysis, Performance Assessment booklet, p. 129

Performance Task: Writing Activity: Analysis, p. 388

LAFS.8.RL.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RL.1.2: 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. LAFS.8.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 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.RL.2.6: Analyze how differences in the points of view of the characters and the audience or reader create such effects as suspense or humor. 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.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.W.1.2a-f: 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.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.8.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Required Texts and Activities Focus Standards

Performance Assessment booklet – Unit 3: Literary Analysis, pp. 67-98 (Choose activities based on students’ needs.)

LAFS.8.RL.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RL.1.2: 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. LAFS.8.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. LAFS.8.RI.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly

May, 2015 M/J Language Arts 3 and M/J Language Arts 3, Advanced, Grade 8 Curriculum Map 13

as well as inferences drawn from the text. LAFS.8.W.1.2 a-f: 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.W.2.5: 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 well purpose and audience have been addressed. LAFS.8.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. LAFS.8.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

The Diary of Anne Frank, p. 279 (Use Act 1 from Close Reader and then continue with Act 2 on page 325 in Collections text. )

Analyze Drama, p. 324 Performance Task- Writing Activity: Character Sketch, p. 354

LAFS.8.RL.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 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.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. LAFS.8.RL.2.6: Analyze how differences in the points of view of the characters and the audience or reader create such effects as suspense or humor. LAFS.8.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

“After Auschwitz,” p. 379 History Channel video using hyperlink on p. 379 in Collections, eBook

Analyze Word Choices, p. 383

LAFS.8.RI.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.

“There But for the Grace,” p. 385

Analyze Sound Devices, p. 387 Analyzing the Text, p. 388 (Recommended as a class discussion.)

LAFS.8.RL.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RL.1.2: 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. LAFS.8.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

May, 2015 M/J Language Arts 3 and M/J Language Arts 3, Advanced, Grade 8 Curriculum Map 14

Novel Study: Dr. Jekyll & Mr. Hyde, The Fall of the House of Usher, The Giver , or an appropriate ELA Department/PLC/Grade Level -based selection. * The novel may be taught anytime during the second semester.

Standards and activities will vary according to students’ needs.

Close Reader selection Use Act 1 from Close Reader and then continue with Act 2 on page 325 in Collections text. Standards and activities will vary according to students’ needs.

Please Note:

The study and application of vocabulary and grammar should take place within the context of what students read and write. Resources for instruction in these areas are available in each Collection of the HMH text.

Identified assessments, text selections, and instructional activities are required. In addition, supplemental texts, activities, and assessments (formative and summative) should be selected based on students’ needs.

English Language Arts Formative Assessment System (ELAFAS) resources to support reteaching and remediation https://portal.fldoesso.org/PORTAL/Sign-on/SSO-Home.aspx/

Standard Lesson Title

LAFS.8.RL.1.1 John Heisman Still Encourages Success

LAFS.8.RL.1.2 Theme of the Egg

LAFS.8.RL.2.4 I Speak for the Trees

LAFS.8.RL.3.9 The Heroes for the Trees and Community

LAFS.8.RI.3.9 Analyzing Two Sides

LAFS.8.L.3.6 Understanding Literary Terms

Additional selections and resources can be found in the text and at http://my.hrw.com

May, 2015 M/J Language Arts 3 and M/J Language Arts 3, Advanced, Grade 8 Curriculum Map 15

M/J Language Arts 3, Regular and Advanced, Grade 8 Quarter 4 Florida Collections

Collection 2: The Thrill of Horror, p. 87 Essential Questions: Why does the horror genre both terrify and fascinate? How do writers develop real and imagined experiences when writing narratives?

Required Summative Assessments Assessment Standards

No VLT in Quarter 4

Performance Task: Write a narrative including characteristics of the horror genre. Refer back to “What is the Horror Genre” text, p. 125.

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. LAFS.8.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Required Texts and Activities Focus Standards

“The Tell-Tale Heart,” p. 89

Analyze Suspense, p. 95 Performance Task- Writing Activity: Profile, p. 96

LAFS.8.RL.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 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.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. LAFS.8.RL.2.6: Analyze how differences in the points of view of the characters and the audience or reader create such effects as suspense or humor. 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.W.1.2b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. LAFS.8.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

“The Monkey’s Paw,” p. 105 “from The Monkey’s Paw,” p. 121

Analyzing the Text, p. 118 Performance Task- Writing Activity: Report, p. 118 Evaluate Media, p. 123

LAFS.8.RL.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RL.1.2: 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. 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.RL.2.6: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. 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.

May, 2015 M/J Language Arts 3 and M/J Language Arts 3, Advanced, Grade 8 Curriculum Map 16

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.RL.1.2: 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. 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.W.1.2b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. LAFS.8.W.3.7: Conduct short research projects to answer a 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.

“What Is the Horror Genre?” p. 125, (Recommendation: Start with this text.)

Analyze Text: Literary Criticism, p. 129 Summarize Text, p. 129

LAFS.8.RI.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RI.1.2: 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. LAFS.8.RI.1.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events. LAFS.8.RI.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.2.6: 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.

Close Reader selections (teacher choice)

Standards and activities will vary according to students’ needs.

Please Note:

The study and application of vocabulary and grammar should take place within the context of what students read and write. Resources for instruction in these areas are available in each Collection of the HMH text.

Identified assessments, text selections, and instructional activities are required. In addition, supplemental texts, activities, and assessments (formative and summative) should be selected based on students’ needs

English Language Arts Formative Assessment System (ELAFAS) resources to support reteaching and remediation https://portal.fldoesso.org/PORTAL/Sign-on/SSO-Home.aspx/

Standard(s) Lesson Title

LAFS.8.RL.1.3 Analysis of the Night of Orion

Additional selections and resources can be found in the text and at http://my.hrw.com

May, 2015 M/J Language Arts 3 and M/J Language Arts 3, Advanced, Grade 8 Curriculum Map 17

LAFS.8.RL.1.3 Walking on Mars

LAFS.8.RL.2.5 Comparing the Trees & the Woods

LAFS.8.RI.2.6 Author’s Purpose –American Gothic

LAFS.8.W.1.3 & LAFS.8.W.1.3a A Story Worth Telling

LAFS.8.W.1.3 & LAFS.8.W.1.3c Never Assume