Shrewsbury Borough School English Language Arts Curriculum ...

Shrewsbury Borough School English Language Arts Curriculum 2017 Grade 8

Marking Period 1

Unit 1: Fiction

and Nonfiction

Reading Objectives:

Determine theme or central idea of a text and analyze its

development through the text. This includes characterization,

setting, conflict, and plot.

Additionally provide an

objective summary of the text.

Analyze how lines of dialogue or incidents in a story propel

the action, view character traits or provoke a prediction.

Analyze whether a story or novel stays faithful or departs from the text or script.

Marking Period 2

Unit 2: Short Stories

Unit 3: Types of Nonfiction

Reading Objectives:

Make inferences, draw

conclusions, identify the

tone, recognize the main idea, characterization, conflict,

theme, and make predictions.

Analyze whether a story or

novel stays faithful or departs

from the text or script.

Informational

Text Objectives:

Analyze structural features of a

website and newspaper article,

make and support assertions,

evaluate author’s conclusion in

persuasive speech and

editorials, recognize persuasive

techniques in print and video

advertisements.

Marking Period 3

Unit 4: Poetry

Unit 5: Drama

Reading Objectives:

Determine the meaning of words through context clues.

Compare and contrast the structure of two or more texts.

Recognize rhyme scheme, literary terms, style and figurative meaning in poetry.

Analyze sound devices in poetry, dialogue in drama.

Make inferences, draw and stage directions.

Draw conclusions, identify the tone, recognize the main idea,

characterization, conflict, theme, and make predictions.

Marking Period 4

Unit 6: Themes in

American Stories

Reading Objectives:

Determine the meaning of words through context clues.

Compare and contrast the

structure of two or more texts.

Make inferences, draw and stage directions.

Draw conclusions, identify the

tone, recognize the main idea,

characterization, conflict,

theme, and make predictions.

Analyze how differences of

viewpoint in the characters or

audience create effects such as suspense or humor.

Analyze whether a story or novel stays faithful or departs

Informational

Text Objectives:



make and support assertions

through research using primary

and secondary sources, on-line

databases, create citations.

Writing Objectives:

Be able to master the writing process, persuasive text,

expository text, and compare/contrast.

Master organizational

framework, thesis, using

order of importance in

discussing supporting

evidence, restatement of

position, emotional and

logical appeals, transitions

and compositional risks.

Conduct research to formulate an opinion and answer a question.

Apply grammar rules, sentence structure, nouns, pronouns, predicates, and subjects.

Supplement vocabulary through reading selection

Writing Objectives:

Master the writing process, persuasive text, expository text, and compare/contrast.









Conduct research to

formulate an opinion and answer a question.

Utilize spatial, time (chronological), and climatic orders in expository writing.

Apply grammar rules, sentence

structure, subject-verb

agreement, subject

complements, verb

complements, prepositional

phrases, subordinate clauses,

and verbs in the active and

passive voice.

Supplement vocabulary

through reading selection

vocabulary, word of the day,

and vocabulary workbook.

Analyze whether a story or novel stays faithful or departs from the text or script.

Analyze how differences of

viewpoint in the characters or audience create effects such as

suspense or humor.

Informational Text

Objectives:








advertisements.

Follow dramatic stage directions.

Read and interpret menus and consumer documents.

Writing Objectives:

Be able to master the writing process, persuasive text,

expository text, and compare/contrast.

Master organizational framework, thesis, using order


Informational

Text Objectives:








advertisements.

Analyze and interpret book and theater reviews, as well as book features.

Writing Objectives:

Be able to master the writing

process, persuasive text, expository text, and

compare/contrast.









Utilize spatial, time (chronological), and climatic

vocabulary, word of the day, of importance in discussing

and vocabulary workbook. supporting evidence, restatement of position,

emotional and logical appeals,

transitions and compositional

risks.

Conduct research to formulate

an opinion and answer a

question.

Utilize spatial, time

(chronological), and climatic

orders in expository writing.

Apply grammar rules, sentence

structure, subject- verb

agreement, subject

complements, verb




passive voice.

Supplement vocabulary

through reading selection

vocabulary, word of the day,

and vocabulary workbook.

orders in expository writing.

Apply grammar rules, the

sentence structure, subject-verb

agreement, subject

complements, verb




passive voice.

Identify verbals such as

gerunds, participles and infinitives.

Supplement vocabulary through reading selection

vocabulary, word of the day, and vocabulary workbook.

Lessons, Activities, & Student Lessons, Activities, & Student Lessons, Activities, & Student Lessons, Activities, & Student

Products: Products: Products: Products:

Tiered activities for Tiered activities for Tiered activities for Tiered activities for

homogeneous reading partners homogeneous reading partners homogeneous reading partners homogeneous reading partners

to comprehend and analyze a to comprehend and analyze a to comprehend and analyze a to comprehend and analyze a

text. text. text. text.

Develop written responses to Develop written responses to Develop written responses to Develop written responses to

literature. literature. literature. literature.

Develop homogeneous and Develop homogeneous and Develop homogeneous and Develop homogeneous and

heterogeneous reading and heterogeneous reading and heterogeneous reading and heterogeneous reading and

writing groups for literary writing groups for literary writing groups for literary writing groups for literary

discussion, brainstorming discussion, brainstorming discussion, brainstorming discussion, brainstorming

response, and whole group response, and whole group response, and whole group response, and whole group

activities. activities. activities. activities.

Develop research for an Develop research for an Commence creative Commence creative

opinion based research paper, opinion based research paper, preparation, interviewing, preparation, interviewing,

following MLA format and following MLA format and planning, and writing a six planning, and writing a six

process in completing the process in completing the chapter autobiography. chapter autobiography.

components for a formal components for a formal

research paper. research paper. Writing persuasive, speculative Writing persuasive, speculative

and expository essays based on and expository essays based on

Write persuasive essays based Write persuasive and Study Island prompts utilizing Study Island prompts utilizing

on Study Island prompts expository essays based on appropriate writing order. appropriate writing order.

utilizing appropriate writing Study Island prompts utilizing

order. appropriate writing order. Develop a compare and Develop a compare and

contrast essay analyzing the contrast essay analyzing the

Develop a compare and Develop a compare and faithfulness the movie has to faithfulness the movie has to

contrast essay analyzing the contrast essay analyzing the the text or script. the text or script.

faithfulness the movie has to faithfulness the movie has to

the text or script. the text or script. Group reading orally, silently, Group reading orally, silently,

and with audio book. and with audio book.

Group reading orally, silently, and with audio book.

Student Products:

Product: Development of

folders as graphic organizers

containing literary notes,

selection vocabulary,

questions for discussion and

comprehension.

Product: Persuasive Research

Paper

Product: Vocabulary word

wall.

Product: Students will write

persuasive essays using order of importance.

Group reading orally, silently, and with audio book.

Student Products:






comprehension.

Product: Complete a formal

opinion based research paper

based on MLA format.


wall.

Product: Persuasive Research Paper

Product: Students will conduct

a mock trial in relation to And

Then There Were None.


expository essays using time,

spatial, and climatic orders.

Student Products:




selection vocabulary, questions

for discussion and

comprehension.

Product: Complete an

autobiography utilizing time

and spatial writing orders,

showing graphic creativity with

use of social, verbal

interviewing skills.


expository and persuasive

essays using time, spatial, order of importance, and climatic

orders.


wall.

Product: Student

autobiography

Student Products:






comprehension.

Product: Complete an

autobiography utilizing time

and spatial writing orders,

showing graphic creativity

with use of social, verbal

interviewing skills.


expository and persuasive

essays using time, spatial, order of importance, and climatic

orders.


wall.

Product: Student

autobiography

Whole Group Selections:

The Adventures of Tom

Sawyer by Mark Twain

And Then There Were None by Agatha Christie.

Small Group/Tiered

Selections: Choose one pair from the

following tiered selections:

MA=More Accessible

MC=More Challenging

MA: “Baker Heater League” by Patricia

McKissack MC: “11:59” by Patricia McKissack

OR MA: “Raymond’s Run” by Toni Cade Bambara MC:

“A Retrieved Reformation” by O. Henry

Product: Students will write a persuasive essay discussing

whether we read more for information or for

entertainment.

Small Group/Tiered


following selections:

MA=More Accessible

MC=More Challenging

Whole Group Selections: Farewell to Manzanar by Jeanne and James Houston

HarrietTubman; Conductor on

the Underground RR by Ann

Petry

Small Group/Tiered



MA=More Accessible

MC=More Challenging

MA: ”Who Can Replace Man” by Brian Aldiss MC: “Tears of Autumn” by Yoshiko Ushida

OR MA: “Charles” by Shirley Jackson MC: “ The Telltale Heart” by Edgar Allan Poe

Product: Students will write an expository essay reflecting on their best day ever.

Small Group/Tiered



MA=More Accessible

MC=More Challenging

Whole Group Selections:

Heroes, Gods, and

Monsters of the Greek

Myths by Bernard Evslin

Small Group/Tiered



MA=More Accessible

MC=More Challenging

MA: Poetry Collection 1

MC: Poetry Collection 2

OR

MA: Poetry Collection 3

MC: Poetry Collection 4

Product: Students will write an

expository essay reflecting on

their favorite food to prepare and enjoy with family.

Small Group/Tiered



MA=More Accessible

MC=More Challenging

MA: “Snakes on the Etowah” by David Bottoms MC: “Vanishing Species” by Bailey White

Whole Group Selections: The Outsiders by S.E. Hinton

Small Group/Tiered



MA=More Accessible

MC=More Challenging

MA: “Coyote Steals the Sun & Moon” by Albert Ortiz MC: “Why the Waves have Whitecaps” by Zora Neale Hurston

OR MA: “Brer Possum’s

Dilemma” by John Henry

MC: “Chicoria” by Carl Sandberg

Product: Students will write an expository essay reflecting

on a difficult situation they have endured.

Small Group/Tiered



MA=More Accessible

MC=More Challenging

MA: “An American MA: “Thank You M’am” by OR

Childhood” by Annie Dillard Langston Hughes MA “The Governess” by Neil MC: “ The Adventures of the MC: “Flowers for Algernon” Simon

Speckled Band” by Sir Arthur by Daniel Keyes MC: “The Ninny” by Anton

Conan Doyle OR Chekov

OR MA: “Hamadi” by Naomi

MA: “Travels With Charley” Shihab Nye

by John Steinbeck MC: “The Story Teller” by

MC: ”The American Dream” Saki

By Martin Luther King Small Group/Tiered

Selections:

Choose one pair from the


MA=More Accessible

MC=More Challenging

MA: “Baseball” by Lionel G.

Garcia

MC: “Harriet Tubman:

Conductor on the Underground

R.R” by Ann Petry

OR

MA: “Always to Remember:

the Vision of Mayu Ying Lin”

by Brent Ashsbranner

MC: “I know Why the Caged

Bird Sings” by Maya Angelou

MA: “Out of the Dust” by Karen Haese MC: “Ellis Island” by Joseph Bruhac

OR MA: “Choice: A Tribute to Martin Luther King Jr.” by Alice Walker MC: “An Episode of War” by Stephen Crane

Informational Texts: Informational Texts: Informational Texts: Informational Texts:

The New York Times The New York Times The New York Times The New York Times

Editorials Print and Video Editorials Book Reviews

Print and Video Advertisements Recipe Book Features

Advertisements Public Document Menu Theater Reviews

Technical Directions Editorials

Product: Students will write a Product: Students will write a Consumer Document

bi-weekly blog as a response to bi-weekly blog as a response

literature, the essential to literature, the essential

question, and current events. question, and current events.

21st

Century Skills: 21st



Century Skills:

(Check all that apply) (Check all that apply)

(Check all that apply)

(Check all that apply)

Creativity &

Creativity &

Creativity &

Creativity &

Innovation Innovation Innovation Innovation

Critical Thinking &

Critical Thinking &

Critical Thinking &

Critical Thinking &

Problem Solving Problem Solving Problem Solving Problem Solving

Communication

Communication

Communication

Communication

Collaboration

Collaboration

Collaboration

Collaboration

Essential Questions: Essential Questions: Essential Questions: Essential Questions:

Is truth the same for everyone? Can all conflicts be resolved? What is the secret to reaching Are yesterday’s heroes

someone with words? important today?

How much information is too

much? Is it our differences or our

similarities that matter most?

Materials and Resources: Materials and Resources: Materials and Resources: Materials and Resources:

Basal Anthology: Prentice Hall Basal Anthology: Prentice Hall Basal Anthology: Prentice Hall Basal Anthology: Prentice Hall Literature- Literature- Literature- Literature-

Language & Literacy Grade 8 Language & Literacy Grade 8 Language & Literacy Grade 8 Language & Literacy Grade 8

The Adventures of Tom Farewell to Manzanar by

Heroes, Gods, and Monsters of

the Greek Myths The Outsiders by S.E. Hinton

Sawyer by Mark Twain

Jeanne and James Houston by Bernard Evslin

And Then There Were None by

Harriet Tubman; Conductor on

the Underground RR AnnPetry

Agatha Christie

Research Databases- see links Research Databases- see links Research Databases- see links Research Databases- see links

from SBS Media website from SBS Media website from SBS Media website from SBS Media website

Online textbook: Online textbook: Online textbook: Online textbook: www.pearsonsuccess.net www.pearsonsuccess.net www.pearsonsuccess.net www.pearsonsuccess.net

Vocabulary/Sadlier Level C Vocabulary/Sadlier Level C Vocabulary/Sadlier Level C Vocabulary/Sadlier Level C

IXL IXL IXL IXL

Learn 360 Learn 360 Learn 360 Learn 360

www.sbs.k12.nj.us- Grade 8 www.sbs.k12.nj.us- Grade 8 www.sbs.k12.nj.us- Grade 8 www.sbs.k12.nj.us- Grade 8

LAL class page LAL class page LAL class page LAL class participation

Assessment: Assessment: Assessment: Assessment:

Standards based formative Standards based formative Standards based formative Standards based formative

assessments assessments assessments assessments

diagnostic test diagnostic test diagnostic test diagnostic test

open notebook benchmark test, open notebook benchmark test, open notebook benchmark test, open notebook benchmark test,

performance-based test performance-based test performance-based test performance-based test

Student oral and written Student oral and written Student oral and written Student oral and written

http://www.pearsonsuccess.net/




responses responses responses responses

NJSLS:

Reading Standards- Key Ideas and Details RL8.1

Cite textual evidence and make

relevant connections that most

strongly supports an analysis of

what the text says explicitly as

well as inferences drawn from

the text.

RL8.2 Determine a theme or

central idea of a text and

analyze its development over

the course of a text, including

its relationship to the

characters, setting, and plot;

provide an objective summary

of the text.

RL8.3 Analyze how particular

lines of dialogue or incidents in

a story or drama propel the



action reveal aspects of

character, or provoke a

decision.

Reading Standards-

Craft and Structure RL8.4 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

NJSLS: Reading Standards- Key Ideas and Details RL8.1






the text.







provide an objective

summary of the text.


lines of dialogue or incidents

in a story or drama propel the

lines of dialogue or incidents

in a story or drama propel the



decision.

Reading Standards-














the text.








of the text.








decision.

Reading Standards-














the text.








of the text.








decision.

Reading Standards-








analogies or allusions to other texts.

RL8.5 Compare and contrast

the structure of two or more

texts and analyze how

different structure of each text

contributes to its meaning and

style.

RL8.6 Analyze how

differences in the points of

view of the characters and the

audience or reader create such

effects as suspense or humor.

Reading Standards-

Integration of Knowledge and

Ideas RL8.7 Evaluate the choices

made by the director or actors

by analyzing the extent to

which a filmed or live

production of a story or drama

stays faithful to or departs from

the text or script.

RL8.9 Analyze and reflect on

(e.g. practical knowledge, historical/cultural context and

background knowledge) how a modern work of fiction draws

on themes, patterns of events,

or character types from myths, traditional stories, or religious

works .




texts and analyze how

different structure of each text


style.

RL8.6 Analyze how





Reading Standards-

Integration of Knowledge

and Ideas RL8.7 Evaluate the choices





stays faithful to or departs


RL8.9 Analyze and reflect on (e.g. practical knowledge,

historical/cultural context and background knowledge) how a

modern work of fiction draws on themes, patterns of events,


works.




texts and analyze how different

structure of each text


style.

RL8.6 Analyze how


view of the characters and the audience or reader create such


Reading Standards-








the text or script.




or character types from myths,

traditional stories, or religious works.




texts and analyze how different

structure of each text


style.

RL8.6 Analyze how





Reading Standards-








the text or script.





works.

Range of Reading and Level

of Complexity RL8.10. By the end of the year, read and comprehend literature,

including stories, dramas, and poems, at the high end of grade

level 8 text complexity. ( see appendix A)

Reading Standards for

Informational Text-

Key Ideas and Details

RI8.1Cite the textual evidence and make relevant connections that most strongly supports

an analysis of what the text

says explicitly as well as

inferences drawn from the text.

RI8.2Determine 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


RI8.3 Analyze how a text

makes connections among and

distinctions between

individuals, ideas, or events

(e.g., through comparisons,

analogies, or categories.

Range of Reading and

Level of Complexity RL8.10. By the end of the year, read and comprehend

literature, including stories, dramas, and poems, at the high

end of grade 8 level text complexity. ( see appendix A)


Informational Text-Key

Ideas and Details RI8.1Cite the textual evidence

and make relevant connections that most strongly supports an

analysis of what the text says

explicitly as well as inferences drawn from the text.









makes connections among

and distinctions between



analogies, or categories.




level text complexity. (see appendix A)


Informational Text-Key Ideas

and Details RI8.1Cite the textual evidence

and make relevant connections

that most strongly supports an analysis of what the text says

explicitly as well as inferences

drawn from the text.



development over the course of

the text, including its









analogies, or categories).




level text complexity. (see appendix A)


Informational Text-Key

Ideas and Details RI8.1Cite the textual evidence

and make relevant connections

that most strongly supports an

analysis of what the text says

explicitly as well as inferences drawn from the text.













analogies, or categories).

Reading for Informational Text- Craft and Structure RI8.4Determine 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.

RI8.5 Analyze the structure an

author uses to organize a

specific paragraph in a text,

including the role of particular

sentences in developing and

refining a key concept.

RI8.6 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.

RI8.7 Evaluate the advantages

and disadvantages of using

different mediums (e.g., print

or digital text , video,

multimedia) to present a

particular topic or idea.

Reading for Informational Reading for Informational Reading for Informational

Text- Text- Text-

Craft and Structure Craft and Structure Craft and Structure

RI8.4Determine the meaning RI8.4Determine the meaning RI8.4Determine the meaning

of words and phrases as they of words and phrases as they of words and phrases as they

are used in a text, including are used in a text, including 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 an

idea.

figurative, connotative, and

technical meanings; analyze the

impact of specific word choices

on meaning and tone, including

analogies or allusions to an

idea. figurative, connotative,

and technical meanings;

analyze the impact of specific

word choices on meaning and

tone including analogies or

allusions to other texts.



specific paragraph in a text

including the role a particular

sentence in developing and

refining a key concept. RI8.6

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.












viewpoints.












viewpoints. RI8.7 Evaluate the

advantages and disadvantages of

using different mediums (e.g.,

print or digital text , video,


particular topic or idea



different mediums (e.g., print



different mediums (e.g., print or

or digital text , video,



digital text , video, multimedia)

to present a particular topic or

idea.

.

or digital text, video, or digital text, video,

multimedia) to present a multimedia) to present a

.

RI8.8 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.

RI8.9. Analyze and reflect on (e.g. practical knowledge,

historical/cultural context, and background knowledge) two or

more texts that provide

conflicting information on the same topic and identify where the texts

disagree on matters of fact or interpretation.

Reading for Informational

Text- Range of Reading and

Level of Text Complexity R8.10 By the end of the year,

read and comprehend literary

nonfiction at or above grade

level complexity with

scaffolding as needed. See

appendix A.

Writing Standards – Text

Types and Purposes W8.1

Write arguments to support claims with clear reasons and

relevant evidence. a.

Introduce claim(s),









RI8.9. Analyze and reflect on (e.g. practical knowledge,

historical/cultural context, and background knowledge) two or

more texts that provide conflicting information on the

same topic and identify where the texts disagree on matters of fact or interpretation.


Text- Range of Reading and Level

of Text Complexity R8.10 By the end of the year,


nonfiction at or above grade

level complexity with

scaffolding as needed. See

appendix A.



Write arguments to support claims with clear reasons and

relevant evidence. a. Introduce claim(s),










RI8.9. Analyze and reflect on

(e.g. practical knowledge,

historical/cultural knowledge context, and background

knowledge) two or more texts that provide conflicting

information on the same topic and identify where the texts disagree on matters of fact or interpretation.



of Text Complexity R8.10 By the end of the year, read and comprehend literary

non-fiction at or above grade

level text complexity with scaffolding as needed See

appendix A.


Types and Purposes W8.1 Write arguments to support

claims with clear reasons and

relevant evidence. a. Introduce claim(s),

multimedia) to present a particular topic or idea.









RI8.9. Analyze and reflect on(e.g. practical, knowledge,

historical/cultural, and background knowledge two or

more texts that provide

conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.



of Text Complexity

R8.10 By the end of the year,


non-fiction at or above grade

complexity with scaffolding as

needed. See appendix A

.Writing Standards – Text


Write arguments to support

claims with clear reasons and

relevant evidence.

acknowledge and distinguish the claim(s) from alternate or

opposing claims, and organize

the reasons and evidence logically. b. Support claim(s) with

logical reasoning and relevant

evidence, using accurate,

credible sources and

demonstrating an

understanding of the topic or

text. c. Use words, phrases, and the clauses to create cohesion and clarify the

relationships among claim(s), counterclaims,

reasons, and evidence. d. Establish and maintain a formal/academic style, approach, and form. e. Provide a concluding statement or section that

follows from and supports the argument presented.

W8.2 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,

organize ideas, concepts, and

information using text

structure (e.g. definition,



the reasons and evidence logically. b. Support claim(s) with logical

reasoning and relevant



demonstrating an



relationships among claim(s), counterclaims, reasons, and

evidence. d. Establish and maintain a formal/academic style, approach, and form e. Provide a concluding statement or section that follows from and supports

the argument

presented


explanatory texts to examine a

topic and convey ideas,




relevant content. a. Introduce a topic clearly organize ideas, concepts, and using text structure



the reasons and evidence logically. b. Support claim(s) with




demonstrating an




reasons, and evidence. d. Establish and maintain a formal/academic style, approach, and form. e. Provide a concluding

statement or section

that follows from and supports

the argument

presented







relevant content. a. Introduce a topic clearly,

organize ideas, concepts, and

information using text

a. Introduce claim(s),

acknowledge and distinguish

the claim(s) from alternate or


the reasons and evidence

logically. b. Support claim(s) with




demonstrating an




reasons, and evidence. d. Establish and maintain a formal/academic style, approach, and form. e. Provide a concluding

statement or section that follows from and supports the

argument presented.







relevant content. a. Introduce a topic clearly; organize ideas, concepts

classification, comparison/contrast,

cause/effect) and text features

(e.g., headings, graphics, and multimedia). b. Develop the topic with

relevant, well-chosen facts, definitions, concrete details,

quotations, or other information and examples. c. Use appropriate and varied

transitions to create cohesion

and clarify the relationships

among ideas and concepts d.

Use precise language and

domain-specific vocabulary to

inform about or explain the

topic. e. Establish and maintain a formal/academic style, approach, and form. f. Provide a concluding statement or section that

follows from and supports the information or explanation

presented.

Writing Standards-

Production and

Distribution of Writing W8.4. Produce clear and

coherent writing in which the development, organization, voice and style are appropriate

to task, purpose, and audience.

(Grade-specific expectations for writing types are defined in

information (e.g. definition,

classification

comparison/contrast,


(e.g., headings, graphics, and

multimedia). b. Develop the topic with

relevant, well-chosen facts,

definitions, concrete details, quotations, or other information

and examples. c. Use appropriate and varied



among ideas and concepts. d.




topic. e. Establish and maintain a formal/academic style, approach, and form. f. Provide a concluding


information or explanation presented.

Writing Standards-

Production and Distribution

of Writing W8.4. Produce clear and

coherent writing in which the development, organization,

voice and style are appropriate

to task, purpose, and audience. (Grade-specific expectations

structure information(e.g.

definition, classification,

comparison/contrast,


(e.g., headings, graphics, and

multimedia. b. Develop the topic with

relevant, well-chosen facts,

definitions, concrete details, quotations, or other

information and examples. c. Use appropriate and varied



among ideas and concepts. d.




topic. e. Establish and maintain a formal/academic style, approach, and form. f. Provide a concluding


information or explanation presented.

Writing Standards-

Production and


coherent writing in which the development, organization,

voice and style are appropriate

to task, purpose, and audience. (Grade-specific expectation

and information using text

structures(e.g. definitions,

classification, compare,

contrast/cause/effect and text

features (e.g. headings,

graphics, and multimedia)

b. Develop the topic with relevant, well-chosen

facts, definitions, concrete details, quotations, or other information and examples c. Use appropriate and varied



among ideas and concepts

d. Use precise language and

domain-specific

vocabulary to inform about or

explain the topic. e. Establish and maintain a formal/academic style, approach, and form.. f. Provide a concluding statement or section that

follows from and supports the information or explanation

presented.

Writing Standards-

Production and


coherent writing in which

standards 1–3 above.)

W8.5 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 on page 52.)

W8.6Use 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 .

Writing Standards-Research

to Build Present Knowledge

W8.7 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.

for writing types are defined in standards 1–3 above.)


support from peers and adults, develop and strengthen writing

as needed by planning, revising, editing,

rewriting, or trying

accuracy of each source; a new approach, focusing on how well

purpose and audience have been


conventions should



and including grade 8 on

page 52.)


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.

Writing Standards-

Research to Build Present

Knowledge W8.7 Conduct short research

projects to answer a question (including a self-generated

question),

for writing types are defined in standards 1–3 above.)


support from peers and adults, develop and strengthen writing

as needed by planning, revising, editing,

rewriting, or trying

accuracy of each source; a new approach, focusing on how well

purpose and audience have been


conventions should



and including grade 8 on

page 52.)


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.

Writing Standards-

Research to Build Present

Knowledge W8.7 Conduct short research



question),

the development, organization, voice, and style are appropriate to task, purpose, and audience. (Grade-specific

expectations for writing types are defined in standards 1–3

above.)


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 on

page 52.)

W8.6 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.

Writing Standards-

Research to Build and

Present Knowledge W8.7 Conduct short research


W8.8 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.

W8.9 Draw evidence from

literary or informational texts to support analysis, reflection,

and research. a. 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”). b. 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

drawing on several sources and generating additional related, focused

questions that allow for multiple avenues of

exploration.


information from multiple print

and digital sources, using


the credibility and and quote or





citation.



and research. a. 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



standards to literary

drawing on several sources and generating additional related, focused


multiple avenues of exploration.





the credibility and and quote or





citation.


literary or informational texts

to support analysis, reflection, and research. a. Apply grade 8 Reading


Bible, including



standards to literary


question), drawing on several

sources and generating

additional related, focused


multiple avenues of

exploration.





the credibility and accuracy of

each source; and quote or





citation.



and research. a. Apply grade 8 Reading


Bible, including


rendered new”).

and the evidence is relevant and sufficient; recognize when irrelevant

evidence is

introduced”).

Writing Standards-

Range of Writing W8.10. Write routinely over extended time frames (time

for research, reflection, metacognition and revision)

and shorter time frames(a single sitting or a day or

two) for a range of

discipline-specific tasks, purposes, and audiences.

Speaking and Listening-

Comprehension and

Collaboration

SL8.1 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. a. Come to discussions

prepared, having read or researched material under

study; explicitly draw on that

preparation by referring to

evidence on the topic, text, or

issue to probe and reflect on

nonfiction (e.g., “Delineate and

evaluate the argument and

specific claims in a text,

assessing whether the reasoning

is sound and the evidence is



evidence is introduced”).

Writing Standards-

Range of Writing W8.10. Write routinely over

extended time frames (time for

research, reflection,

metacognition and revision)

and shorter time frames (a

single sitting or a day or two)

for a range of discipline-

specific tasks, purposes, and

audiences.


Comprehension and

Collaboration





with diverse partners on grade 8 topics,

texts, and issues, building on

others’ ideas and

expressing their own clearly.

nonfiction (e.g., “Delineate and

evaluate the argument and

specific claims in a text,

assessing whether the reasoning

is sound and the evidence is



evidence is introduced”).

Writing Standards-

Range of Writing W8.10. Write routinely over

extended time frames (time for

research, reflection,

metacognition and revision)

and shorter time frames (a

single sitting or a day or two)

for a range of discipline-

specific tasks, purposes, and

audiences.


Comprehension and

Collaboration





with diverse partners on grade 8 topics,


others’ ideas and


b. Apply grade 8 Reading

standards to literary nonfiction

(e.g., “Delineate and evaluate



whether the reasoning is sound

and the evidence is relevant and

sufficient; recognize when

irrelevant evidence is

introduced”).


Comprehension and

Collaboration





with diverse partners on grade

8 topics,


others’ ideas and


a. Come to discussions

prepared, having read or researched 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. b. Follow rules for collegial discussions and decision-making, track progress toward

ideas under discussion. b. Follow rules for collegial

discussions and decision-

making, track progress toward

specific goals and deadlines,

and define individual roles as

needed. c. Pose questions that connect

the ideas of several speakers

and respond to others’

questions and comments with

relevant evidence,

observations, and ideas. d. Acknowledge new

information expressed by

others, and, when warranted,

qualify or justify their own

views in light of the

evidence presented.

SL8.2 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.

SL8.3 Delineate a speaker’s

argument and specific

claims, evaluating the

soundness of the reasoning

and relevance and sufficiency

of the evidence and


prepared, having read or researched 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. b. Follow rules for collegial

discussions and

decision-making, track progress

toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light

of the evidence

presented.


prepared, having read or researched 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. b. Follow rules for collegial

discussions and

decision-making, track progress

toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light

of the evidence

presented.

specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect

the ideas of several speakers

and respond to others’

questions and comments with

relevant evidence,

observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify opinions.

Speaking & Listening:

Presentation of Knowledge

and Ideas

SL8.4. 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.

SL8.5. Integrate multimedia

and visual displays into

presentations to clarify

information, strengthen

claims and evidence, and add

interest.

identifying when irrelevant


Speaking & Listening-


and Ideas




manner with relevant

evidence, sound valid

reasoning, and well-chosen

details; use appropriate eye

contact, adequate volume, and

clear pronunciation.


and visual displays into

presentations to clarify


claims and evidence, and add

interest.

SL8.6 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 on

page 52 for specific

expectations.)


(e.g., visually, quantitatively,

orally) and evaluate the

motives (e.g., social,

commercial, political) behind

its presentation.






of the evidence and





and Ideas




manner with relevant evidence,

sound valid reasoning, and

well-chosen details; use

appropriate eye contact,

adequate volume, and clear

pronunciation.


and visual displays into presentations to clarify



(e.g., visually, quantitatively,

orally) and evaluate the

motives (e.g., social,

commercial, political) behind

its presentation.






of the evidence and





and Ideas




manner with relevant evidence,

sound valid reasoning, and

well-chosen details; use

appropriate eye contact,

adequate volume, and clear

pronunciation.


and visual displays into presentations to clarify





formal English when

indicated or appropriate. (See

grade 8 Language

standards 1 and 3 on page 52

for specific

expectations.)

Language Standards

Conventions of

Standard English

L8.2 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.

L8.3 Use knowledge of

language and its conventions when writing, speaking,

reading, or listening. a. Use verbs in the active and passive voice and in the conditional and

subjunctive mood to

achieve particular effects (e.g.,

emphasizing the

Language Standards -

Conventions of

Standard English

L8.2 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.

L8.3 Use knowledge of language and its conventions

when writing, speaking,

reading, or listening. a. 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).

Language Standards-

Vocabulary Acquisition

and use

L8.4. Determine or clarify the meaning of unknown and multiple-meaning words or

claims and evidence, and add interest.








expectations.)

Language Standards

Conventions of

Standard English



language and its conventions

when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to

claims and evidence, and add interest.








expectations.)

Language Standards

Conventions of

Standard English



language and its conventions

when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice and in the conditional and

subjunctive mood to

actor or the action; expressing uncertainty or describing a state contrary to fact).

Language Standards:


and use L8.4. Determine or clarify the

meaning of unknown and

multiple-meaning words or

phrases based on grade 8

reading and content, choosing

flexibly from a range of

strategies. a. 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. b. Use common, grade-

appropriate Greek or Latin affixes and roots as clues to the

meaning of a word (e.g., precede, recede, secede). c. 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. d. Verify the preliminary determination of the meaning

phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. 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. b. Use common, grade-

appropriate Greek or Latin affixes and roots as clues to

the meaning of a word (e.g., precede, recede, secede). c. Consult general and

specialized reference

materials (e.g.,

dictionaries, glossaries,

thesauruses), both print and

digital, to find the


determine or clarify its precise meaning or its part of speech. d. 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.

L8.5. Demonstrate

understanding of figurative

language, word relationships,

achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). Language Standards-











function in a sentence) as a clue

to the meaning of a word or

phrase. b. Use common, grade-



specialized reference materials

(e.g., dictionaries, glossaries,





meaning or its part of speech.

d. Verify the preliminary

achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). Language Standards-











function in a sentence) as a

clue to the meaning of a word

or phrase. b. Use common, grade-



specialized reference materials

(e.g., dictionaries, glossaries,





meaning or its part of speech. d. Verify the preliminary




L8.5. Demonstrate



and nuances in word meanings.

a. Interpret figures of speech

(e.g. verbal irony, puns) in

context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the

connotations (associations) of

words with similar

denotations (definitions) (e.g.,

bullheaded, willful, firm,

persistent, resolute).

L8.6. 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.

and nuances in word meanings. a. Interpret figures of speech


context. b. Use the relationship between

particular words to better

understand each of the words.

c. Distinguish among the


words with similar denotations (definitions) (e.g., bullheaded,

willful, firm,

persistent, resolute).







phrase important to


determination of the meaning of a word or phrase (e.g., by



L8.5. Demonstrate











words with similar denotations

(definitions) (e.g., bullheaded,

willful, firm, persistent,

resolute).







phrase important to


determination of the meaning




L8.5. Demonstrate











words with similar denotations

(definitions) (e.g., bullheaded,

willful, firm, persistent,

resolute).







phrase important to


Shrewsbury Borough School English Language Arts Curriculum ...

Documents

Transcript of Shrewsbury Borough School English Language Arts Curriculum ...