Writing Process - Web viewPrewriting/Ideas/Focus. Grammar/Conventions in Context. Adverb...

Draft 2010-2011

Eighth Grade Language Arts - Instructional Focus Calendar – Week #1Core Text and Resources Benchmarks Strategies Assessments Essential Questions

Core Text“Raymond’s Run” p. 32

Literary AnalysisPlot, Rising Action, Conflict, Climax, Falling Action

Active ReadingCause & Effect

WritingDiagnostic Writing SampleStudent Writing Folders/ Portfolios

Six Traits –Ideas

Writing ProcessPrewriting/Ideas/Focus

Grammar/Conventions in ContextNouns and PronounsSubjects in Unusual OrderIncorporate grammar skills in writing

LA.8.1.6.1– LA.8.1.6.3Use new vocabulary that is introduced and taught directly and use context clues to determine meanings of unfamiliar wordsLA.8.1.6.8 The student will identify advanced word/phrase relationships and their meanings.LA.8.1.6.9 The student will determine the correct meaning of words with multiple meanings.LA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1- LA.8.3.1.2- LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2- LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1- LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience

Instructional Focus Activities for Reading

Pre-Reading:Vocabulary StrategiesBuild Background Predicting

During Reading:Teacher Read Aloud, Partner Reading, Independent Reading, Guided ReadingReciprocal TeachingRead and Say Something Marking the TextTwo-Column Notes

After Reading:SummarizeEvaluateCause & Effect chartPlot Diagram/Story MapQAR

Instructional Focus Activities for Writing Understand promptRead an analyze promptUnderstand writing is a processEffective Writing-Six traits Rubric

Vocabulary QuizFormal Assessment p.7-8Selected Reading Activities

Diagnostic Writing(Record data & store papers in portfolios)

*Diagnostic Writing Topic:

Everyone has responsibilities in life. Think about one of your responsibilities. Write to explain one of your responsibilities.

How does dealing with a disability of your own or another person make you a stronger individual?

What is effective Writing?

Reporting Category 1: Vocabulary Reporting Category 2: Reading Application Reporting Category 3: Literary Analysis Fiction/Nonfiction

Reporting Category: 4 Informational Text Supplemental Resources

LA. 8.1.6.3 Context CluesRead this sentence from the passage. “And she’ll clutch the lace on her blouse like it was a narrow escape.”What does the word clutch mean as used in the above sentence?

LA. 8.1.6.8 Word Relationships Which pair of words from the passage is most similar in meaning?

LA. 8.1.6.8 Analyze Words/Text Which is the best restatement of these lines?

LA 8.1.6.9 Multiple Meanings In which sentence does _____ have the same have the same meaning as used in the sentence above?

LA.8.1.7.2 Author’s Perspective With which statement would the author of this passage most likely agree with?

LA.8.1.7.2 Author’s Purpose Read this sentence from the passage.What is the most likely reason the author describes….this way?

LA.8.1.7.3 Main Idea If this story was published in a newspaper which heading best expresses the main idea?

LA.8.1.7.4 Cause & Effect Why did Squeaky make Raymond walk on the inside of the sidewalk?

LA.8.1.7.5 Text Features How does the author organize the events in this story?

LA.8.1.7.7 Comparisons Based on the sentence above, in what way are Squeaky and Cynthia similar?

LA.8.2.1.2 Character/Plot Development Which word/phrase best describes Squeaky’s personality?

LA.8.2.1.7 Figurative LanguageRead these sentences from the passage.“I am not a strawberry. I do not dance on my toes.”Which literary device is used in the sentence above?

LA.8.2.2.1 Text FeaturesBased on the map and the italicized introduction, what can the reader conclude about…?

LA.8.6.1.1 Text FeaturesThe purpose of the text’s bold print headings and subheadings is to inform readers about….

LA.8.6.2.2 Determine the Validity and Reliability Which statement from the text best supports the idea that (characters or something from the text) was something specific?

Unit One Resource book pp. 14-20. BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011

Eighth Grade Language Arts - Instructional Focus Calendar – Week # 2Core Text and Resources Benchmarks Strategies Assessments Essential Questions

Core Text“Raymond’s Run” Continued p. 32

Literary AnalysisPlot, Rising Action, Conflict, Climax, Falling Action

Active ReadingCause & Effect

Writing Connection:At the end of the story, Squeaky’s attitude changes about running.

Write to explain why her attitude changes.

Six Traits –Ideas


Grammar/Conventions in ContextNouns and PronounsSubjects in Unusual OrderIncorporate grammar skills in writing

LA.8.1.6.1 – LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar words

LA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1- LA.8.3.1.2- LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:Vocabulary StrategiesBuild Background Predicting

During Reading:Teacher Read Aloud, Partner Reading, Independent Reading, Guided ReadingReciprocal TeachingRead and Say Something Marking the TextTwo-Column Notes

After Reading:SummarizeEvaluateCause & Effect chartPlot Diagram/Story MapQAR

Instructional Focus Activities for Writing Understand promptRead an analyze promptUnderstand writing is a processEffective Writing-Six traits Rubric


Diagnostic Writing(Record data & store papers in portfolios)

How does dealing with a disability of your own or another person make you a stronger individual?

What is effective Writing?

Reporting Category 1: Vocabulary Reporting Category 2: Reading Application Reporting Category 3: Literary Analysis Fiction/Nonfiction Reporting Category: 4 Informational Text Supplemental ResourcesLA. 8.1.6.3 Context CluesRead this sentence from the passage. And she’ll clutch the lace on her blouse like it was a narrow escape.What does the word clutch mean as used in the above sentence?






LA.8.1.7.3 Main Idea If this story were published in a newspaper which heading best expresses the main idea? LA.8.1.7.4 Cause & Effect Why did Squeaky make Raymond walk on the inside of the sidewalk?LA.8.1.7.5 Text Features How does the author organize the events in this story?LA.8.1.7.7 Comparisons Based on the sentence above, in what way are Squeaky and Cynthia similar?

LA.8.2.1.2Character/Plot Development Which word/phrase best describes Squeaky’s personality?

LA.8.2.1.7 Figurative LanguageRead these sentences from the passage.“I am not a strawberry. I do not dance on my toes.”Which literary device is used in the sentence above?




Unit One Resource book pp. 14-20. BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011

Eighth Grade Language Arts - Instructional Focus Calendar – Week #3

Core Text and Resources Benchmarks Strategies Assessments Essential Questions

Core Text/Related Literature“The Great Rat Hunt” p. 107

Literary AnalysisMemoir; first person point of view

Active ReadingMain Idea

WritingPretend you are Laurence Yep’s father. Write a memoir of the great rat hunt from the father’s point of view. How is the father’s account similar to Laurence’s?

WritingDiagnostic Writing SampleAutobiography (Memoir) WritingStudent Writing Folders/ Portfolios

Six Traits –Ideas, Organization andConventions

Grammar/Conventions in ContextSubject and Predicate/Sentence FluencySubjects in Unusual Word Order

LA.8.1.6.1 – LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1 - LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Before ReadingVocabulary Improvement StrategyMaking ConnectionsPredicting

During ReadingReciprocal TeachingMarking text/note takingTwo column notesMain Idea/Details

After Reading RetellSummarizeEvaluateMain Idea/Details ChartQAR

Instructional Focus Activities for Writing Autobiographical WorkshopPrewriting, DraftingEffective Writing-Six traits Rubric


What childhood experiences do you remember most fondly?

Do you know of anyone who couldn’t play sports because of a childhood illness? How did that person feel?

What is a memoir or autobiography?

Reporting Category 1: Vocabulary Reporting Category 2: Reading Application Reporting Category 3: Literary Analysis Fiction/Nonfiction Reporting Category: 4 Informational Text Supplemental ResourcesLA. 8.1.6.3 Context CluesRead this sentence from the passage. I rationalized the hunt by telling myself I was not murdering rabbits or deer, just a mean old rat – like a furry kind of cockroach.What does the word rationalized mean as used in the above sentence?






LA.8.1.7.3 Main Idea If this story were published in a newspaper which heading best expresses the main idea? LA.8.1.7.4 Cause & Effect Why does Laurence feel like he is a disappointment to his father?LA.8.1.7.5 Text Features How does the author organize the events in this story?LA.8.1.7.7 Comparisons Based on the sentence above, in what way are Laurence and his father similar?

LA.8.2.1.2Character/Plot Development Which word/phrase best describes Laurence’s personality?

LA.8.2.1.7 Figurative LanguageRead these sentences from the passage.Which literary device is used in the sentence above?




Unit One Resource Book p.54-60Unit One Resource Book p. 42; Autobiographical Writing WorkshopBEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011

Eighth Grade Language Arts - Instructional Focus Calendar – Week # 4


Core Text“Mi Madre” p. 139“Fear” p. 367

Literary AnalysisSpeakerFigurative language: MetaphorRepetition, Symbols

Active ReadingVisualizing/Imagery

WritingFree Verse PoetryDiamante PoetryStudent Writing Folders/ Portfolios

Six Traits –Ideas, Organization, Sentence Fluency

Grammar/Conventions in ContextCompound subjects and PredicatesIncorporate grammar skills in writing

LA.8.1.6.1 – LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and Contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2- LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1-- LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:Vocabulary Strategies Build Background about Arizona and the dessert Predicting

During Reading: Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something Reciprocal Teaching: Predicting, questioning, connecting, visualizingMarking the text using sticky notes

After Reading:SummarizeEvaluateIdentify Metaphors and Symbols

Instructional Focus Activities for Writing Poetry WorkshopPrewriting, Drafting, Revising, Editing, PublishingEffective Writing-Six traits Rubric

Formal Assessment Reading Process selected activitiesPoetry Writing Use Six Traits Rubric to score for Ideas/Organization

*Writing AssessmentCommunity leaders are seeking ideas to improve the air and water quality. Think about the importance of clean air and water. Now write to convince the community leaders of one change that might improve your community.

How is nature like a mother?

What are the key elements of poetry?

Reporting Category 1: Vocabulary Reporting Category 2: Reading Application Reporting Category 3: Literary Analysis Fiction/Nonfiction Reporting Category: 4 Informational Text Supplemental Resources

LA. 8.1.6.3 Context CluesRead this sentence from the passage. I say heal me.She gives me manzanilla, orégano, and dormillón.What do the words manzanilla, orégano, and dormillón mean as used in the above sentence?



LA 8.1.6.9 Multiple MeaningsIn which sentence does _____ have the same have the same meaning as used in the sentence above?



LA.8.1.7.3 Main Idea If this poem was published in a newspaper, which heading best expresses the main idea?

LA.8.1.7.5 Text Features How does the author organize the events in this poem?

LA.8.2.1.2Character/Plot Development Which word/phrase best describes Mother Nature?

LA.8.2.1.7 Figurative LanguageRead these sentences from the passage.“She strokes my skin with her warm breath.”Which literary device is used in the sentence above? (personification)


LA.8.6.2.2 Determine the Validity and Reliability Which statement from the text best supports the idea that (characters or something from the text) was something specific

Unit Three Resource Book p. 20-21Unit Two Resource Book p. 27: Poetry WorkshopBEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text“The Tell-Tale Heart” p.624

Literary AnalysisMood-ToneSettingSymbolsSimile, Metaphor, Personification

Active ReadingVisualizing

Writing Connection:Write short story that is scary, humorous, or somber. Before you write. Think about the mood you want to create and describe a setting to place the mood. Place your writing in your portfolio.

WritingShort StoryStudent Writing Folders/ Portfolios

Six Traits –Word Choice


Grammar/Conventions in ContextParticipial PhrasesIncorporate grammar skills in writing

(LA.8.1.6.1) – (LA.8.1.6.3)Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar words(LA.8.1.6.10)- (LA.8.1.6.11)Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2- LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1 - LA.8.3.1.2 -- LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:Vocabulary – Teacher selected, direct instruction Build Background Predicting Vocabulary Strategies

During Reading:Teacher Read Aloud, partner reading, independent reading, guided reading Reciprocal Teaching- questioning, connecting, clarifying, summarizingMarking text using sticky notes

After Reading:Retell eventsTwo Column Chart for Samples of MoodEvaluate Author’s Purpose

Instructional Focus Activities for Writing Short Story Writing WorkshopGenerate Ideas for a short storyUse a story map as a prewriting activitySensory details (senses chart)Decide on organization of eventsPrewriting, Drafting, Revising, Peer Editing, PublishingEffective Writing-Six traits Rubric

Formal Assessment pp. 97-98Vocabulary QuizSelected Reading Activities

Revise writing from week four.

(Record data & store papers in portfolios)

How does the tone in The Tell-Tale Heart affect the short story?


LA. 8.1.6.3 Context CluesRead this sentence from the passage. Any thing was more tolerable than this derision.What does the word derision mean as used in the above sentence?






LA.8.1.7.3 Main Idea If this story were published in a newspaper which heading best expresses the main idea? LA.8.1.7.4 Cause & Effect Why did the narrator kill the old man?LA.8.1.7.5 Text Features How does the author organize the events in this story?

LA.8.2.1.2 Character/Plot Development Which word/phrase best describes the narrator’s personality?

LA.8.2.1.7 Figurative LanguageRead these sentences from the passage.“It increased my fury, as the beating of a drum stimulates he soldier into courage.”Which literary device is used in the sentence above? (simile)



Unit Four Resource Book pp. 46-52BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text“The Tell-Tale Heart” Continued p.624

Literary AnalysisMood-ToneSettingSymbolsSimile, Metaphors, Personification

Active ReadingVisualizing

WritingShort StoryStudent Writing Folders/ Portfolios

Six Traits –Word Choice


Grammar/Conventions in ContextParticipial PhrasesIncorporate grammar skills in writing

(LA.8.1.6.1) – (LA.8.1.6.3)Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar words(LA.8.1.6.10)- (LA.8.1.6.11)Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1 - LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1- LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience

Instructional Focus Activities for ReadingPre-Reading:Vocabulary – Teacher selected, direct instruction Build Background Predicting

During Reading:Teacher Read Aloud, partner reading, independent reading, guided reading Reciprocal Teaching- questioning, connecting, clarifying, summarizingMarking text using sticky notes

After Reading:Retell eventsTwo Column Chart for Samples of MoodEvaluate Author’s Purpose

Instructional Focus Activities for Writing Short Story Writing WorkshopGenerate Ideas for a short storyUse a story map as a prewriting activitySensory details (senses chart)Decide on organization of eventsPrewriting, Drafting, Revising, Peer Editing, PublishingEffective Writing-Six traits Rubric

Formal Assessment pp. 97-98Vocabulary QuizSelected Reading Activities

Short Story Final Draft(Record data & store papers in portfolios)

What are the elements of a short story?


LA. 8.1.6.3 Context CluesRead this sentence from the passage. Any thing was more tolerable than this derision.What does the word derision mean as used in the above sentence?






LA.8.1.7.3 Main Idea If this story were published in a newspaper which heading best expresses the main idea? LA.8.1.7.4 Cause & Effect Why did the narrator kill the old man?LA.8.1.7.5 Text Features How does the author organize the events in this story?

LA.8.2.1.2 Character/Plot Development Which word/phrase best describes the narrator’s personality?

LA.8.2.1.7 Figurative LanguageRead these sentences from the passage.“It increased my fury, as the beating of a drum stimulates the soldier into courage.”Which literary device is used in the sentence above? (simile)



Unit Four Resource Book pp. 46-52BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source Source

Draft 2010-2011


Core Text and Resources Benchmarks Strategies Assessments Essential QuestionsCore Text-Related Literature“Birthday Ritual: A Grace Tradition” p. 634

Literary AnalysisNewspaper text featuresPattern of Organization

Active ReadingMain Idea/Details5 W’s and How Questioning TechniquesLocating Information

Writing Connection:Write a newspaper article about the “Tell-Tale Heart.” Remember to include the 5 W’s and How.

WritingNewspaper articleStudent Writing Folders/ Portfolios

Six Traits –Ideas, Organization and Word Choice

Writing ProcessBrainstorm Idea for newspaper article

Grammar/Conventions in ContextParticiple PhrasesIncorporate grammar skills in writing

(LA.8.1.6.1) – (LA.8.1.6.3)Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar words(LA.8.1.6.10)- (LA.8.1.6.11)Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1 - LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:Vocabulary – Teacher selected, direct instruction Build Background knowledgeMake PredictionsSet a purpose for Reading-KWL

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingMarking Text using sticky notesRead and Say Something – Reciprocal Teaching-Predicting, questioning, connecting, clarifying

After Reading:One-sentence SummaryKWLTwo Column Chart for Samples of MoodVocabulary: antonyms

Instructional Focus Activities for Writing Newspaper Writing WorkshopPrewriting, Drafting, Revising, Peer Editing, PublishingEffective Writing-Six Traits rubric

Vocabulary QuizFormal Assessment p. 97-98Reading Selected Activities

Newspaper article(Record data & store papers in portfolios)

What are the elements of a detective story?


LA. 8.1.6.3 Context CluesRead this sentence from the passage. The visitor believed to be the original carried on the tradition until 1993, when he left a cryptic note saying, “The torch will be passed.”What does the word cryptic mean as used in the above sentence?LA. 8.1.6.8 Word Relationships Which pair of words from the passage is most similar in meaning?LA. 8.1.6.8 Analyze Words/Text Which is the best restatement of these lines?LA 8.1.6.9 Multiple MeaningsIn which sentence does _____ have the same have the same meaning as used in the sentence above?



LA.8.1.7.3 Main Idea Which sentence best summarizes the news article?

LA.8.1.7.4 Cause & Effect Why does the stranger visit Edgar Allen Poe’s gravesite annually on Poe’s birthday?LA.8.1.7.5 Text Features How does the author organize the events in this news article?

LA.8.2.1.2 Character/Plot Development Which word/phrase best describes the stranger’s personality?




Unit Four Resource Book p. 53-54Unit Four Resource Book p. 37: Newspaper Writing WorkshopBEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011


Core Text and Resources

Benchmarks Strategies Assessments Essential Questions

Core Text-Related Literature“Third Wish” p. 672 “The Monkey’s Paw” p. 680

Literary AnalysisPlot DevelopmentCharacter DevelopmentSuspense

Active ReadingSetting a purpose Identifying Similarities/Differences

WritingExpository WritingStudent Writing Folders/ Portfolios


Grammar/Conventions in ContextAction vs. Passive VerbsIncorporate grammar skills in writing

LA.8.1.6.1 – LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1 - LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:Vocabulary instruction Context Clues/Make InferencesBuild Background knowledgePredicting

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingReciprocal TeachingRead and Say Something – Predicting, questioning, connectingTwo-Column Note-taking

After Reading:Comparing two storiesVenn Diagram Graphic OrganizerSummarizing notes

Instructional Focus Activities for Writing Comparisons Writing WorkshopPrewriting, Drafting, Revising, Peer Editing, PublishingEffective Writing-Six traits Rubric

Formal Assessment p. 105-106

Writing ConnectionWe have all wished for things in life.

Think about something you have wished for.

Write to explain one of your wishes.

Record data and place papers in writing folders.

Have you ever wished for something such as a gift or a vacation, only to find that getting your wish left you feeling unsatisfied?

Why are people so often disappointed when they get what they want?


LA. 8.1.6.3 Context CluesRead this sentence from the passage. “Well, Sir,” he said threateningly, “I see you are presumptuous enough to know some laws of magic.”What does the word presumptuous mean as used in the above sentence?

LA. 8.1.6.8 Word Relationships Which pair of words from the short story is most similar in meaning?





LA.8.1.7.3 Main Idea If this story were published in a newspaper which heading best expresses the main idea? LA.8.1.7.4 Cause & Effect Why did the knocking stop so suddenly at the end of “The Monkey’s Paw”?LA.8.1.7.5 Text Features How does the author organize the events in this story?LA.8.1.7.7 Contrast In what ways is the plot of “The Third Wish” different from the plot of “The Monkey’s Paw”?

LA.8.2.1.2 Character/Plot Development Which word/phrase best describes Mrs. White’s (“The Monkey’s Paw”)personality?




Unit Four Resource Book pp. 46-52BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text-Related Literature“The Monkey’s Paw” p. 680“Third Wish” p. 672Continued

Literary AnalysisPlot DevelopmentCharacter DevelopmentSuspense, Exposition

Active ReadingSetting a purpose Identifying Similarities

Comparisons WritingAfter reading the “Monkey’s Paw” and “The Third Wish,” write a comparison and contrast essay about the two selections. Record data & store papers in portfolios)

WritingComparison/Contrast EssayExpository WritingStudent Writing Folders/ Portfolios


Grammar/Conventions in ContextAction vs. Passive VerbsIncorporate grammar skills in writing

LA.8.1.6.1 – LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1 - LA.8.3.1.2- LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:Vocabulary – Teacher selected, direct instruction Context Clues/Make InferencesBuild Background KnowledgePredicting

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingReciprocal TeachingRead and Say Something – Predicting, questioning, connectingTwo-Column Notes Venn Diagram

After Reading:Comparing two storiesVenn Diagram Graphic OrganizerSummarizing notes

Instructional Focus Activities for Writing Comparisons Writing WorkshopPrewriting, Drafting, Revising, Peer Editing, PublishingEffective Writing-Six traits Rubric

Formal Assessment p. 105-106Selected Reading activities

Revise writing from week eight.

Have you ever wished for something such as a gift or a vacation, only to find that getting your wish left you feeling unsatisfied?

Why are people so often disappointed when they get what they want?


LA. 8.1.6.3 Context CluesRead this sentence from the passage. “Well, Sir,” he said threateningly, “I see you are presumptuous enough to know some laws of magic.”What does the word presumptuous mean as used in the above sentence?

LA. 8.1.6.8 Word Relationships Which pair of words from the short story is most similar in meaning?





LA.8.1.7.3 Main Idea If this story were published in a newspaper which heading best expresses the main idea? LA.8.1.7.4 Cause & Effect Why did the knocking stop so suddenly at the end of “The Monkey’s Paw”?LA.8.1.7.5 Text Features How does the author organize the events in this story?LA.8.1.7.7 Contrast In what ways is the plot of “The Third Wish” different from the plot of “The Monkey’s Paw”?

LA.8.2.1.2 Character/Plot Development Which word/phrase best describes Mrs. White’s (“The Monkey’s Paw”)personality?




Unit Four Resource Book p. 53-54Unit Four Resource Book p. 37: Newspaper Writing WorkshopBEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011


Core Tex and Resources Benchmarks Strategies Assessments Essential Questions

Core Text/Related Literature“Nikki Giovanni: Poetry Selection” p. 419-424“The Drum” p. 419“Choices” p. 420“A Journey” p. 423“Knoxville, Tennessee” p. 424

Literary AnalysisLyric Poetry, FormText Organization

Active ReadingAuthor’s PurposeMaking Inferences

WritingExpository WritingCreative Writing/PoetryStudent Writing Folders/ Portfolios



Grammar/Conventions in ContextIncorporate grammar skills in writing

LA.8.1.6.1 – LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:TP-CASTTTitleParaphraseConnotationAttitudeShiftsThemeTitle

Vocabulary – Teacher selected, direct instruction Build Background Knowledge-Nikki GiovanniSet a purpose for Reading each poem

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something Reciprocal Teaching– Predicting, questioning, connecting, visualizing, clarifyingTwo Column Notes on poems style, structure, word choice, etc.

After Reading:SummarizeEvaluate


What fond memories do you have from growing up in your country or neighborhood?

Do you have a special place you like to go? Perhaps the special place is in your mind-a place you dream about. Describe this place.


LA. 8.1.6.3 Context CluesRead this sentence from the poem, “A Journey”: “Though the rail has been ridden…winter clouds cover…autumn’s exuberant quilt…we must provide our own guideposts”What does the word exuberant mean as used in the above sentence?

LA. 8.1.6.8 Word Relationships Which pair of words from the poem is most similar in meaning?



LA.8.1.7.2 Author’s Perspective With which statement would the author of this poem most likely agree with?


LA.8.1.7.3 Main Idea If this story were published in a newspaper which heading best expresses the main idea? LA.8.1.7.4 Cause & Effect From “Legacies”: Why did the grandmother want her daughter to learn how to make rolls?LA.8.1.7.5 Text Features How does the author organize the events in this poem?LA.8.1.7.7 Contrast In what ways is Poem A different from Poem B?

LA.8.2.1.7 Figurative LanguageRead the poem “Knoxville, Tennessee”:Which literary device is used in the sentence above? (imagery)



Unit Three Resource Book p. 41-44 BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text/Related Literature“Nikki Giovanni: Poetry Selection” p. 419-424 Continued

“The Drum” p. 419“Choices” p. 420“A Journey” p. 423“Knoxville, Tennessee” p. 424

Literary AnalysisLyric Poetry, FormSpeakerText OrganizationLiterary devicesMetaphors

Active ReadingAuthor’s Purpose/StyleMaking Inferences

Writing ConnectionWrite a poem that reflects your view on an aspect of your life, your family, or your heritage.


Grammar/Conventions in ContextAppositivesIncorporate grammar skills in writing

LA.8.1.6.1 – LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1 - LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:TP-CASTTTitleParaphraseConnotationAttitudeShiftsThemeTitleVocabulary – Teacher selected, direct instruction Build Background Knowledge-Nikki GiovanniSet a purpose for Reading each poem

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something Reciprocal Teaching– Predicting, questioning, connecting, visualizing, clarifyingTwo Column Notes on poems style, structure, word choice, etc.


Instructional Focus Activities for Writing Prewriting, Drafting, Revising, Editing, Publishing, Conferencing: Writer’s Workshop Shared Writing


What fond memories do you have from growing up in your country or neighborhood?


LA. 8.1.6.3 Context CluesRead this sentence from the poem, “A Journey”: “Though the rail has been ridden…winter clouds cover…autumn’s exuberant quilt…we must provide our own guideposts…”What does the word exuberant mean as used in the above sentence?






LA.8.1.7.3 Main Idea If this story were published in a newspaper which heading best expresses the main idea? LA.8.1.7.4 Cause & Effect From “Legacies”: Why did the grandmother want her daughter to learn how to make rolls?LA.8.1.7.5 Text Features How does the author organize the events in this poem?LA.8.1.7.7 Contrast In what ways is Poem A different from Poem B?

LA.8.2.1.7 Figurative LanguageRead the poem “Knoxville, Tennessee”:Which literary device is used in the sentence above? (imagery)



Unit Three Resource Book p. 41-44 BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Nothing But The Truth Novel Study: Chapters 1-6

Literary ElementsPoint of ViewComplex PlotCharacter Development

Active ReadingText Structure/Organization

Writing Connection Letter of RequestPersuasive WritingStudent Writing Folders/ Portfolios


Grammar/Conventions in ContextQuotation marks, punctuation marksIncorporate grammar skills in writing

LA.8.1.6.1 – LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar words(LA.8.1.6.10)- (LA.8.1.6.11)Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1- LA.8.3.1.2- LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:Vocabulary – Teacher selected, direct instruction Build Background Anticipation Guide: Chapters 1-6

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingReciprocal TeachingPredicting, questioning, connectingRead and Say Something Note-taking characters/conflict

After Reading:Anticipation Guide: Chapters 1-6SummarizingEvaluating

Instructional Focus Activities for Writing Persuasive Writing WorkshopPrewriting, Drafting, Revising, Peer Editing, PublishingEffective Writing-Six traits Rubric

Chapters 1-6 QuizSelected Reading ActivitiesVocabulary Quiz

What do you consider to be your most important responsibility?


LA. 8.1.6.3 Context CluesRead this sentence from the novel:“Young people come to literature reluctantly at best, fighting me every inch of the way.”What does the word reluctantly mean as used in the above sentence?




LA.8.1.7.2 Author’s Perspective With which statement would Avi most likely agree with?


LA.8.1.7.3 Main Idea If this novel were published in a newspaper which heading best expresses the main idea? LA.8.1.7.4 Cause & Effect What is the main reason that Philip did not want to do a book report?LA.8.1.7.5 Text Features How does the author organize the opening chapters of this novel?

LA.8.2.1.2 Plot DevelopmentWhat is the main conflict between Ms. Narwin and Philip?

LA.8.2.1.7 Figurative LanguageRead these sentences from the passage. Which literary device is used in the sentences above?



Unit Five Resource Book p. 95: Persuasive Writing WorkshopBEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core TextNothing But The Truth Novel Study: Chapters 7-12

Literary AnalysisIronyDialogueTheme

Active ReadingIdentifying Strong vs. Weak ArgumentsAnalyzing Fact vs. Opinion

WritingPersuasive WritingStudent Writing Folders/ Portfolios



Grammar/Conventions in ContextDialogue, Punctuation MarksIncorporate grammar skills in writing

LA.8.1.6.1 – LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1 - LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1- LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:Vocabulary – Teacher selected, direct instruction Context CluesActivate Background KnowledgeSetting a purpose for reading

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something Reciprocal Teaching– Predicting, questioning, connectingNote-taking/Sticky Notes

After Reading:Retell each chapterSummarizeEvaluate

Instructional Focus Activities for Writing Persuasive Writing WorkshopPrewriting, Drafting, Revising, Peer Editing, PublishingEffective Writing-Six traits Rubric

Chapters 7-12 QuizSelected Reading ActivitiesVocabulary Quiz

Mid Year Writing Assessment:Some parents say that homework is necessary to reinforce the skills learned in school. Think about how you feel about homework. Now write to convince parents your point of view of homework.

Persuasive Writing (Record data & store papers in portfolios)



LA. 8.1.6.3 Context CluesRead this sentence from the novel. “I was being patriotic. That’s all. It’s a free country. You have no right to stop me. I was just singing to myself.”What does the word patriotic mean as used in the above sentence?






LA.8.1.7.3 Main Idea If this novel was published in a newspaper, which heading best expresses the main idea? LA.8.1.7.4 Cause & Effect Which factor forces Mr. Malloy to seek help from Ted Griffen?LA.8.1.7.5 Text Features How does Avi organize the Chapters 7-12 of this novel?LA.8.1.7.7 ComparisonsIn what ways are humming and singing similar?

LA.8.2.1.2 Character/Plot Development Which word/phrase best describes Philip’s personality?




Unit Five Resource Book p. 95: Persuasive Writing WorkshopBEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Nothing But The Truth Novel Study: Chapters 12-19

Literary AnalysisCharacter/Plot Development

Active ReadingSummarizingEvaluating

Instructional Focus Writing Activity:Create an editorial cartoon which represents any one of the themes or problems in Nothing But the Truth.Write an editorial about the cartoon.

WritingEditorial Letter of RequestPersuasive WritingStudent Writing Folders/ Portfolios


Grammar/Conventions in ContextPunctuation, Dialogue, InterjectionsIncorporate grammar skills in writing

LA.8.1.6.1 – LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10- LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2- LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience

Instructional Focus Activities for ReadingPre-Reading:Vocabulary Instruction Context CluesActivate Background KnowledgePredicting ending of novel

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something Reciprocal Teaching– Predicting, questioning, connectingNote-Taking

After Reading:Confirm PredictionsSummarizingEvaluating

Instructional Focus Activities for Writing

Bring in editorial cartoons from a local newspaper or online. Have the students review the characteristics and elements of an editorial cartoons.

Chapter 12-19 QuizSelected Reading Activities



LA. 8.1.6.3 Context CluesRead this sentence from the novel. “Young people come to literature reluctantly at best, fighting me every inch of the way.”What does the word reluctantly mean as used in the above sentence?






LA.8.1.7.3 Main Idea If this novel was published in a newspaper, which heading best expresses the main idea? LA.8.1.7.4 Cause & Effect What is the main reason that Ms. Stewart wants to speak to Ms. Narwin?LA.8.1.7.5 Text Features How does Avi organize the Chapters 12-19 of this novel?LA.8.1.7.7 ComparisonsHow is Ken’s conversation about Philip’s incident with Dr. Doane similar or dissimilar to Cynthia Gambia’s?

LA.8.2.1.2 Character/Plot Development Which word/phrase best describes Mr. Malloy’s attitude towards the news article?




BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text“Stop The Sun” p. 48

Literary AnalysisThemeCharacter DevelopmentFlashback

Active ReadingConnections

Writing Connection/Letter Writing Write a letter from Terry to his father that reflects Terry’s new understanding. .



Grammar/Conventions in ContextPredicate Nouns and Predicate AdjectivesIncorporate grammar skills in writing

LA.8.1.6.1 – LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1- LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience

Instructional Focus Activities for ReadingPre-Reading:Vocabulary – Teacher selected, direct instruction Context CluesBuild Background knowledgeSet a purpose for ReadingMake Predictions

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingCharacter Map / Stick Man Graphic OrganizerRead and Say Something –Reciprocal Teaching- Predicting, questioning, connecting

After Reading:Identifying Theme ChartCharacter Sketch/Stickman FigureSummarizeEvaluateQAR

Instructional Focus Activities for Writing Research the format of a friendly letterPrewriting, Drafting, Revising, Editing, Publishing, Conferencing: Writer’s Workshop Shared WritingEffective Writing-Six traits Rubric

Vocabulary QuizFormal Assessment p. 9-10

Have the students research post-traumatic stress disorder and report on its symptoms.


What should a responsible citizen do to serve his country?


LA. 8.1.6.3 Context CluesRead this sentence from the passage. “His words ran until he foundered, until he could say no more.”What does the word foundered mean as used in the above sentence?






LA.8.1.7.3 Main Idea If this story was published in a newspaper which heading best expresses the main idea? LA.8.1.7.4 Cause & Effect What caused Terry’s father to get on the floor at the hardware store?


LA.8.1.7.7 Comparisons How is Terry’s father’s reaction to war similar to George’s based on his letter?

LA.8.2.1.2 Character/Plot Development Which word/phrase best describes Terry’s father?




Unit One Resource Book p. 23-29BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text“Stop The Sun” Continued p. 48“Dear America” p. 55

Literary ElementsThemeCharacter Development

WritingFinish writing assignment from week sixteen. Expository WritingResearch Report WritingStudent Writing Folders/ Portfolios


Grammar/Conventions in ContextPredicate Nouns and Predicate AdjectivesIncorporate grammar skills in writing


Instructional Focus Activities for ReadingPre-Reading:Vocabulary – Teacher selected, direct instruction Build Background KnowledgeSet a purpose for ReadingPredicting

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingCharacter Map / Stick Man Read and Say Something – Predicting, questioning, connecting

After Reading:One-sentence SummaryIdentifying Theme ChartCharacter Sketch/Stickman FigureContext Clues: Synonyms/Antonyms

Instructional Focus Activities for Writing Research Report Writing WorkshopPrewriting, Drafting, Revising, Editing, Publishing, Conferencing: Writer’s Workshop Shared WritingEffective Writing-Six traits Rubric

Vocabulary QuizFormal Assessment p. 9-10

Does “Understanding other’s experiences help bring tolerance”?


LA. 8.1.6.3 Context CluesRead this sentence from the passage. “His words ran until he foundered, until he could say no more.”What does the word foundered mean as used in the above sentence?






LA.8.1.7.3 Main Idea If this story was published in a newspaper which heading best expresses the main idea? LA.8.1.7.4 Cause & Effect What caused Terry’s father to get on the floor at the hardware store?


LA.8.1.7.7 Comparisons How is Terry’s father’s reaction to war similar to George’s based on his letter?

LA.8.2.1.2 Character/Plot Development Which word/phrase best describes Terry’s father?




Unit Five Resource Book p. 53: Research Writing Workshop BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text“Paul Revere’s Ride” p. 716

Literary /Poetry ElementsNarrative PoetrySetting, Characters, Pot

Active ReadingSequence of eventsParaphrasing

WritingPersuasive WritingNarrative PoetryCinquain PoetryStudent Writing Folders/ Portfolios

Six Traits –Ideas, Organization, Word Choice, Voice, and Conventions

Grammar/Conventions in ContextPrepositionsIncorporate grammar skills in writing



Pre-Reading:Vocabulary InstructionBuild Background KnowledgeSet a Purpose for Reading

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something – Predicting, questioning, connecting

After Reading:Timeline/Sequence of EventsOne-sentence SummaryStory Map Graphic Organizer

Instructional Focus Activities for Writing Narrative PoetryPrewriting, Drafting, Revising, Editing, Publishing, Conferencing: Writer’s Workshop Shared WritingEffective Writing-Six traits Rubric

Formal Assessment pp.111 112Vocabulary QuizReading selected activitiesPersuasive Writing

*Writing AssessmentYour principal is seeking ideas to improve you r school.

Think about one change that might improve your school.

Now write to convince your school about the one change that will improve the school.

Poetry Selection Final Draft(Record data & store papers in portfolios)

Is patriotism an old-fashioned idea or a timeless concept?


LA. 8.1.6.3 Context CluesRead this line from the poem. “Hang a lantern aloft in the belfry arch.”What does the word foundered mean as used in the above sentence?







LA.8.1.7.4 Cause & Effect How did Paul Revere know which route the British troops were taking?


LA.8.1.7.7 Comparisons How are the events at night in the poem different from the events the next day?

LA.8.2.1.2 Character/Plot Development How does the setting of the poem add to the mood the night that Paul Revere rode through the town?




Unit Resource Book p. 4-5BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text“Paul Revere’s Ride” Continued p. 716

Literary /Poetry ElementsNarrative PoetrySetting, Characters, Plot

Active ReadingSequence of eventsParaphrasing

WritingPersuasive WritingNarrative PoetryCinquain PoetryStudent Writing Folders/ Portfolios

Six Traits –Ideas, Organization, Word Choice, Voice, and Conventions

Grammar/Conventions in ContextPrepositionsIncorporate grammar skills in writing

*(LA.8.1.6.1) – (LA.8.1.6.3)Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar words(LA.8.1.6.10)- (LA.8.1.6.11)Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)(LA.8.2.1.2)- (LA.8.2.1.3)Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)(LA.8.3.1.1)- (LA.8.3.1.2)- (LA.8.3.1.3)Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools (LA.8.3.2.2)- (LA.8.3.3.1)Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variations(LA.8.3.4.1.)- (LA.8.3.5.3)Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:Vocabulary – Teacher selected, direct instruction Build Background KnowledgeSet a purpose for Reading

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something –Reciprocal Teaching- Predicting, questioning, connectingMarking text using sticky notes

After Reading:Timeline/Sequence of EventsStory Map Graphic Organizer

Formal Assessment pp.111 112Vocabulary Quiz

Continue writing the narrative poem.

Revise writing assessment from week seventeen.

Is patriotism an old-fashioned idea or a timeless concept?


LA. 8.1.6.3 Context CluesRead this line from the poem. “Hang a lantern aloft in the belfry arch.”What does the word foundered mean as used in the above sentence?







LA.8.1.7.4 Cause & Effect How did Paul Revere know which route the British troops were taking?


LA.8.1.7.7 Comparisons How are the events at night in the poem different from the events the next day?

LA.8.2.1.2 Character/Plot Development How does the setting of the poem add to the mood the night that Paul Revere rode through the town?




Unit Five Resource Book p. 4-5BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text“The Treasure of Lemon Brown” p.334

Literary AnalysisCharacter DevelopmentDynamic and Static Characters

Active ReadingConnecting

Writing Connection:Think of someone you met briefly who had an impact on your life. In a short essay, write a character description of this person. Describe what the person looked like, how he or she talked, and the place where you met. Explain how this person affected you

Student Writing Folders/ Portfolios

Six Traits –Ideas, Organization, Word Choice, VoiceConventions

Grammar/Conventions in ContextAdjectivesDouble negativesIncorporate grammar skills in writing

LA.8.1.6.1 – LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2- LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1- LA.8.3.1.2- LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:Vocabulary – Teacher selected, direct instruction Build BackgroundMake Predictions

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something – Reciprocal TeachingPredicting, questioning, connectingCharacter Trait MapTwo Column Notes/Venn Diagram

After Reading:Comparison/ Contrast Graphic OrganizerCharacter Map ReviewSummarizeEvaluate

Instructional Focus Activities for Writing WorkshopPrewriting, Drafting, Revising, Editing, Publishing, Conferencing: Writer’s Workshop Shared WritingEffective Writing-Six traits Rubric

Formal Assessment p. 49-50Vocabulary Quiz

Revise writing assessment from week seventeen.

.

What would you sacrifice to give to someone less fortunate than yourself?


LA. 8.1.6.3 Context CluesRead this sentence from the passage. “Lemon Brown squeezed Greg’s hand in his own hard, gnarled fist.”What does the word gnarled mean as used in the above sentence?







LA.8.1.7.4 Cause & Effect How did Lemon Brown help Greg appreciate his family?


LA.8.1.7.7 Comparisons How are Lemon Brown’s son and Greg similar?

LA.8.2.1.2 Character/Plot Development Which word/phrase best describes Lemon Brown?




Unit Three Resource Book p. 4-10Unit Three Resource Book p. 65 Comparison-and Contrast Writing WorkshopBEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text“The Treasure of Lemon Brown” Continued p.334

Literary AnalysisCharacter DevelopmentDynamic and Static Characters

Active ReadingConnecting

Writing Connection Continue writing from week nineteen. Student Writing Folders/ Portfolios

Six Traits –Ideas, Organization, Word Choice, VoiceConventions

Grammar/Conventions in ContextAdjectivesIncorporate grammar skills in writing

LA.8.1.6.1 - LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)

Instructional Focus Activities for ReadingPre-Reading:Vocabulary – Teacher selected, direct instruction Build Background KnowledgeMake Connections/Set a Purpose for Reading

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something Reciprocal Teaching– Predicting, questioning, connectingVenn Diagram/Note-Taking

After Reading:Cause & Effect chartComparison/ Contrast Graphic OrganizerPlot Diagram/Story MapContext Clues

Instructional Focus Activities for Writing Writing WorkshopPrewriting, Drafting, Revising, Editing, Publishing, Conferencing: Writer’s Workshop Shared WritingEffective Writing-Six traits Rubric


What would you sacrifice to give to someone less fortunate than yourself?


LA. 8.1.6.3 Context CluesRead this sentence from the passage. “Lemon Brown squeezed Greg’s hand in his own hard, gnarled fist.”What does the word gnarled mean as used in the above sentence?







LA.8.1.7.4 Cause & Effect How did Lemon Brown help Greg appreciate his family?


LA.8.1.7.7 Comparisons How are Lemon Brown’s son and Greg similar?

LA.8.2.1.2 Character/Plot Development Which word/phrase best describes Lemon Brown?




Unit Three Resource Book p. 4-10Unit Three Resource Book p. 65 Comparison-and Contrast Writing WorkshopBEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text-Related Literature“Stopping by Woods on a Snowy Evening” p. 391

Literary AnalysisPoetic FormTraditional form, regular patternRhyme

Active ReadingQuestioningMaking Inferences

WritingWriting Connection:Write a poem describing a natural setting that is typical of your region. The poem has a distinctive form and pattern of rhythm and rhyme..Student writing portfolios/foldersSix Traits –Ideas, Organization, Voice, Word Choice, andConventions

Grammar/Conventions in ContextAdjectivesIncorporate grammar skills in writing

LA.8.1.6.1 - LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar words(LA.8.1.6.10)- (LA.8.1.6.11)Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1 - LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1. - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience

Instructional Focus Activities for ReadingPre-Reading:TP-CASTTVocabulary Build Background – Predicting

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something – Reciprocal TeachingPredicting, questioning, connectingMarking the text using sticky notesTPCAST

After Reading:Sensory Details ChartSummarize Evaluate

Instructional Focus Activities for Writing Free Verse Poetry Writing WorkshopPrewriting, Drafting, Revising, Editing, Publishing, Conferencing: Writer’s Workshop Shared WritingEffective Writing-Six traits RubricElaboration Strategies


Which season is your favorite time of the year?


LA. 8.1.6.3 Context CluesRead this sentence from the passage. What does the word _____ mean as used in the above sentence?





LA.8.1.7.2 Author’s Purpose Read this sentence from the poem.What is the most likely reason the author describes….this way?

LA.8.1.7.3 Main Idea If this poem was published in a newspaper which heading best expresses the main idea?

LA.8.1.7.4 Cause & Effect Why did the horse shake its harness bell?


LA.8.1.7.7 Comparisons What do the sound of the harness bell and the sound of the wind have in common?

LA.8.2.1.2 Character/Plot Development How does the setting of the poem add to the mood?




Unit Three Resource Book p. 31-32BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text“Rules of Game” p.348

Literary AnalysisInternal vs. external conflict

Active ReadingDrawing ConclusionsMaking comparisons

Writing Connection:Write an essay in which you compare and contrast Waverly with her mother.

Six Traits –Review all traits:Ideas, Organization, Voice, Sentence Fluency, Word Choice, andConventions


Grammar/Conventions in ContextAdverb placementIncorporate grammar skills in writing

LA.8.1.6.1 – LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1 - LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools

Instructional Focus Activities for ReadingPre-Reading:Vocabulary – Teacher selected, direct instruction Build Background Probable Passage

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingCharacter Trait Map Venn-Diagram Read and Say Something – Predicting, questioning, connecting

After Reading:Probable Passage – correctionOne-sentence SummaryDrawing conclusionsCompare/Contrast characters internal/external conflicts chart

Instructional Focus Activities for Writing Comparison and contrast Prewriting, Drafting, Revising, Editing, Publishing, Conferencing: Writer’s Workshop Shared WritingEffective Writing-Six traits RubricElaboration Strategies

Vocabulary QuizFormal Assessment p. 51-52Reading Selected Activities

Does conflict make a person stronger?

What are the rules of the game of life?


LA. 8.1.6.3 Context CluesRead this sentence from the passage. “He wore a dark, malodorous suit.”What does the word malodorous mean as used in the above sentence?







LA.8.1.7.4 Cause & Effect What is the main reason that Waverly runs away from her mom at the marketplace?


LA.8.1.7.7 Comparisons How are Waverly’s mother’s eyes like “two dangerous slits”?

LA.8.2.1.2 Character/Plot Development Which word best describes Waverly Place Jong?





Unit Three Resource Book p. 11-17Unit Two Resource Book p. 55: Character Sketch Writing WorkshopBEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text“Rules of Game” continued p.348

Literary ElementsInternal vs. External Conflict

Active ReadingDrawing ConclusionsComparisons

Writing Connection:Continue the essay from week twenty-two.

Comparison and contrastStudent Writing Folders/ Portfolios

Six Traits –Review all traits:Ideas, Organization, Voice, Sentence Fluency, word choice, andConventions


Grammar/Conventions in ContextAdverb placementIncorporate grammar skills in writing

LA.8.1.6.1 – LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1 - LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4. - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience

Instructional Focus Activities for ReadingPre-Reading:Vocabulary instruction Build Background Predicting

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingCharacter Map Venn-DiagramRead and Say Something –Reciprocal Teaching- Predicting, questioning, connecting

After Reading:SummarizeDrawing conclusionsCompare/Contrast characters internal/external conflicts chart

Instructional Focus Activities for Writing Prewriting, Drafting, Revising, Editing, Publishing, Conferencing: Writer’s Workshop Shared WritingEffective Writing-Six traits RubricElaboration Strategies

Formal Assessment pp.51-52Vocabulary Quiz

Why is it important to learn the rules of the game of life?


LA. 8.1.6.3 Context CluesRead this sentence from the passage. “He wore a dark, malodorous suit.”What does the word malodorous mean as used in the above sentence?







LA.8.1.7.4 Cause & Effect What is the main reason that Waverly runs away from her mom at the marketplace?


LA.8.1.7.7 Comparisons How are Waverly’s mother’s eyes like “two dangerous slits”?

LA.8.2.1.2 Character/Plot Development Which word best describes Waverly Place Jong?





Which of the following statements best supports the idea that the mother was trying to teach her daughter the rules of life?Unit Resource Book pp. 11-17BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text“O’ Captain, My Captain” Poem p. 779

Literary Analysis Extended MetaphorFigurative Language

Active ReadingAuthor’s Purpose

WritingMid-Year Writing AssessmentStudent Writing Folders/ Portfolios


Writing ProcessPrewriting/Ideas/FocusSummarizing

Grammar/Conventions in ContextCombining Sentences/varying sentence fluencyIncorporate grammar skills in writing

LA.8.1.6.1 - LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1 - LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:TP-CASTTVocabulary InstructionBuild Background KnowledgePredictions

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something Reciprocal Teaching– Predicting, questioning, connectingIdentify similaritiesNote-taking on metaphor (Captain vs. President Lincoln)

After Reading:Confirm PredictionsRetell/SummarizeEvaluate

Instructional Focus Activities for WritingPrewriting, Drafting, Revising, Editing, Publishing, Conferencing: Writer’s Workshop Timed Writing Assessment

Formal Assessment pp. 121-122Vocabulary Quiz

Writing Connection:Write a summary in which you explain the author’s purpose and, in your own words, summarize the meaning of each stanza in the poem.


LA. 8.1.6.3 Context CluesRead this sentence from the passage. What does the word ______ mean as used in the above sentence?







LA.8.1.7.4 Cause & Effect Why did the Captain fall “cold and dead”?


LA.8.1.7.7 Comparisons How was President Lincoln like the captain of a ship?

LA.8.2.1.2 Character/Plot Development Which word/phrase best describes the captain??

LA.8.2.1.7 Figurative LanguageRead these sentences from the passage.Which literary device is used throughout the poem? (extended metaphor)




Unit Resource Book pp. 36-37BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text“O Captain, My Captain” continued p. 779

Literary ElementsExtended MetaphorFigurative Language


WritingStudent Writing Folders/ Portfolios



LA.8.1.6.1 – LA.8.1.6.3Use new vocabulary that is introduced and taught directly and use context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1 - LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:Vocabulary InstructionBuild Background KnowledgeMake Predictions

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something Reciprocal Teaching– Predicting, questioning, connectingIdentify similaritiesIdentify similarities

After Reading:Confirm PredictionsRetell/SummarizeEvaluate Metaphor

Instructional Focus Activities for WritingPrewriting, Drafting, Revising, Editing, Publishing, Conferencing: Writer’s Workshop Timed Writing Assessment

Formal Assessment pp. 121-122Vocabulary Quiz

Writing Connection:

Continue the poetry writing from week 24.

Why does it take for someone to be considered a hero?









LA.8.1.7.4 Cause & Effect Why did the Captain fall “cold and dead”?


LA.8.1.7.7 Comparisons How was President Lincoln like the captain of a ship?

LA.8.2.1.2 Character/Plot Development Which word/phrase best describes the captain??

LA.8.2.1.7 Figurative LanguageRead these sentences from the passage.Which literary device is used throughout the poem? (extended metaphor)




Unit Resource Book pp. 36-37BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text“Civil War Journal” p. 784-789

Literary AnalysisToneSequencing

Active ReadingPurpose for WritingQuestioning

Writing Connection:Think about Louisa May Alcott’s motive to volunteer as a nurse at the hospital.Write to explain what really influenced her.

WritingJournal WritingCreative WritingStudent Writing Folders/ Portfolios



Grammar/Conventions in ContextTeacher selectedIncorporate grammar skills in writing

LA.8.1.6.1 - LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, LA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1. - LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1) - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:Vocabulary – Teacher selected, direct instruction Build BackgroundSet a purpose for reading/text organization

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something Reciprocal Teaching– Predicting, questioning, connectingNote-takingMarking text

After Reading:Summarize each journal entryTimeline of Events


Reading Selected ActivitiesVocabulary Quiz

How can people help others, especially soldiers during a War?









LA.8.1.7.4 Cause & Effect What is the main reason that Louisa May Alcott writes this Civil War journal?


LA.8.1.7.7 Comparisons What advantage did Louisa May Alcott have over the men during the Civil War?

LA.8.2.1.2 Character/Plot Development Which word/phrase best describes Louisa May Alcott’s role as a nurse?

LA.8.2.1.7 Figurative LanguageRead these sentences from the passage.Which literary device is used throughout the journal?





Draft 2010-2011



Core Text“Mother To Son” Poem p. 192

Literary AnalysisSpeakerMetaphor

Active ReadingMaking Inferences

Writing Connection:Write a poem titled “Father to Daughter: or one about some other relationship you would like to write about. In the poem one of the two people should share his or her thoughts and feelings about life. Be sure to include well-chosen details that reveal the speaker’s attitude about the subject. Place the poem in your working portfolio.



Grammar/Conventions in ContextInterjectionsIncorporate grammar skills in writing

LA.8.1.6.1 - LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.3.1.1 - LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:Vocabulary Instruction Build Background KnowledgeSet a purpose for ReadingMake connections

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something Reciprocal Teaching– Predicting, questioning, connectingMarking text using sticky notes

After Reading:RetellEvaluate

Instructional Focus Activities for Writing Poetry Creative Writing WorkshopPrewriting, Drafting, Revising, Editing, Publishing, Conferencing: Writer’s Workshop Shared Writing

Formal Assessment pp.29-30 What kinds of problems do people experience?

What kinds of barrier are difficult for them to overcome?


LA. 8.1.6.3 Context CluesRead this sentence from the poem. What does the word ______ mean as used in the above sentence?







LA.8.1.7.4 Cause & Effect Why does the mother tell her son not to give up on life?


LA.8.2.1.2 Character/Plot Development Which word/phrase best describes the Mother’s attitude towards life in this poem?





Unit Two Resource Book p. 4-5BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text“Legacies” Poem p. 418

Literary AnalysisLyric Poem


Writing Connection: Think about something a parent, a guardian, or an adult taught you.In the format of a poem, write to explain what you learned from the adult.

Poetry WritingStudent Writing Folders/ Portfolios




LA.8.1.6.1 - LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.1 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words,LA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1- LA.8.3.1.2- LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern LA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:Vocabulary – Teacher selected, direct instruction Build Background KnowledgeSet a purpose for readingMake connections


After Reading:SummarizingEvaluating


Formal Assessment pp. 61-62 Reading Selected

Have you ever felt torn between what you wanted to do and what others wanted you to do?


LA. 8.1.6.3 Context CluesRead this sentence from the poem. What does the word ______ mean as used in the above sentence?





LA.8.1.7.2 Author’s Purpose Read this sentence from the poem.What is the most likely reason the author describes….this way?LA.8.1.7.3 Main Idea If this poem was published in a newspaper which heading best expresses the main idea?

LA.8.1.7.4 Cause & Effect Why does the granddaughter refuse to learn to make rolls?


LA.8.1.7.7 Comparisons How is the grandmother’s attitude about making rolls different than her granddaughter’s?

LA.8.2.1.2 Character/Plot Development Which word/phrase best describes the grandmother in this poem?





Unit Three Resource Book pp. 41-42BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text“Pecos Bill” p. 959

Literary AnalysisLegendSimile, Hyperbole, Characterization, Tall Tale, Personification

Active ReadingMonitor comprehensionAsk questionsVisualizeCause and effect

WritingContinue the writing assignment from week 28.Expository WritingStudent Writing Folders/ Portfolios




LA.8.1.6.1 - LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1 - LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:Vocabulary – Teacher selected, direct instruction Build Background Set a purpose for Reading

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something –Reciprocal Teaching- Predicting, questioning, connectingTwo Column Notes

After Reading:SummarizeTheme

Instructional Focus Activities for Writing Effective Writing-Six traits RubricPrewriting, Drafting, Revising, Editing, Publishing, Conferencing: Writer’s Workshop Shared Writing

Story Selection QuizVocabulary Quiz

What oral traditions have been passed from generation to generation in your family?


LA. 8.1.6.3 Context CluesRead this sentence from the passage. “The parched grass was catching fire everywhere.”What does the word parched mean as used in the above sentence?






LA.8.1.7.3 Main Idea If this folk tale was published in a newspaper which heading best expresses the main idea?

LA.8.1.7.4 Cause & Effect How does Pecos Bill solve the drought problem?


LA.8.1.7.7 Comparisons How are the cowboys’ faces like “bleached desert bones”?

LA.8.2.1.2 Character/Plot Development Which word/phrase best describes Pecos Bill’s personality?






Draft 2010-2011



Core Text“Pecos Bill” Continued p. 959

Literary AnalysisLegendSimile, Hyperbole, Characterization, Tall Tale, Personification

Active ReadingMonitor comprehensionAsk questionsVisualizeCause and effect

Writing connection:Summarize the story and clearly explain the cause-and-effect relationships between events.





LA.8.1.6.1 - LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1- LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:Vocabulary – Teacher selected, direct instruction Build Background

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something –Reciprocal Teaching- Predicting, questioning, connectingNote-taking

After Reading:One-sentence SummarySummary/Theme

Instructional Focus Activities for Writing Effective Writing-Six traits RubricPrewriting, Drafting, Revising, Editing, Publishing, Conferencing: Writer’s Workshop Shared Writing

Story Selection QuizVocabulary Quiz

What oral traditions have been passed from generation to generation in your family?


LA. 8.1.6.3 Context CluesRead this sentence from the passage. “The parched grass was catching fire everywhere.”What does the word parched mean as used in the above sentence?






LA.8.1.7.3 Main Idea If this folk tale was published in a newspaper which heading best expresses the main idea?

LA.8.1.7.4 Cause & Effect How does Pecos Bill solve the drought problem?


LA.8.1.7.7 Comparisons How are the cowboys’ faces like “bleached desert bones”?

LA.8.2.1.2 Character/Plot Development Which word/phrase best describes Pecos Bill’s personality?






Draft 2010-2011



Core Text“Diary of Anne Frank” Act I p. 447Scene 1 to Scene 3 pp. 447-476

Literary AnalysisPlot-Flashback, character, conflict,

Active ReadingConnectionStory Mapping

Writing Connection:Before reading the selection, have students respond to the quote on page 450.Have a few students share their responses and ask what it reveals about Anne.

Expository WritingWriting Sample



Grammar/Conventions in ContextTeacher SelectedIncorporate grammar skills in writing

LA.8.1.6.1 – LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1 - LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience

Instructional Focus Activities for ReadingPre-Reading:VocabularyBuild Background Predictions


After Reading:ClarifyingEvaluationSummarizingQAR


Formal Assessment pp. 67-68 Vocabulary QuizReading Selected Activities

Why is it important to be tolerant of other people?

What are the elements of an effective one-act play?


LA. 8.1.6.3 Context CluesRead this sentence from the passage. “The yellow Star of David is conspicuous on all of their clothes.”What does the word conspicuous mean as used in the above sentence?






LA.8.1.7.3 Main Idea If this drama was published in a newspaper which heading best expresses the main idea?

LA.8.1.7.4 Cause & Effect Why did Frank Otto return to the Secret Annex?

LA.8.1.7.5 Text Features How does the author organize the events in this drama?

LA.8.1.7.7 Comparisons How are Mrs. Frank’s and Mrs. Van Daan’s personalities dissimilar?

LA.8.2.1.2 Character/Plot Development What is the main conflict in the drama?





Unit Three Resource Book pp. 54063BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text“Diary of Anne Frank” Act I p.476Scene 4 to Scene 5 p. 476-488

Literary AnalysisCause & EffectConflict, Plot, Motivation, Exposition, PredictingFlashback

Active ReadingMain Idea/Summarizing

Writing Connection:Teenagers and parents may have different opinions, which may cause conflicts. .

Think about some of the sources of conflict between Anne and her parents?

Explain how you would react if you were in the same situation. Writing

Teacher Selected Writing SampleStudent Writing Folders/ Portfolios


Writing ProcessRevising/Editing


LA.8.1.6.1 - LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsmeaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:Vocabulary Build Background – vulnerability of homelessPredicting – Probable Passage


After Reading:Probable Passage – correctionSummarizeEvaluateQAR

Instructional Focus Activities for Writing Prewriting, Drafting, Revising, Editing, Publishing, Conferencing: Writer’s Workshop Shared Writing Effective Writing-Six traits Rubric

Formal Assessment pp. 67-68 Vocabulary QuizReading Selected ActivitiesWriting Assessments





LA. 8.1.6.3 Context CluesRead this sentence from the passage. “It’s a song of jubilation, of rejoicing.”What does the word jubilation mean as used in the above sentence?






LA.8.1.7.3 Main Idea If this drama was published in a newspaper which heading best expresses the main idea?

LA.8.1.7.4 Cause & Effect Why did the Frank family move into the Secret Annex?


LA.8.1.7.7 Comparisons How are Anne and Margot similar?

LA.8.2.1.2 Character/Plot Development What is the main conflict in the drama?





Unit Three Resource Book p. 54-63BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text“Diary of Anne Frank” Act II p.489Scene 1 to Scene 3 pp. 489-507

Literary AnalysisCause & EffectConflict, Plot, Motivation, Exposition, Predicting

Active ReadingMain Idea/DetailsSequence of Events

Writing Connection: Friendly LetterDo a mini lesson on writing a friendly letter. Pretend that you are either Anne or Peter (or any of the characters from the play or diary). Write a letter to Jopie, Anne’s friend in the play, or to anyone that Anne mentions in her diary or any of the characters in the play. In the letter, tell your friend about what life is like. Before you start writing, list several topics you would like to include. The topics might be how you spend your day, how your relationships with people have changed, and so forth. Remember you are writing a friendly letter not a business letter.





LA.8.1.6.1 - LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1 - LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience

Instructional Focus Activities for ReadingPre-Reading:Vocabulary Activate Prior KnowledgeSet a purpose for Reading

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something – Reciprocal Teaching-Predicting, questioning, connecting

After Reading:SummarizeTimeline-Sequence of EventsEvaluateQARRAFT

Instructional Focus Activities for Writing Prewriting, Drafting, Revising, Editing, Publishing, Conferencing: Writer’s Workshop Shared Writing Effective Writing-Six traits RubricRAFT

Formal Assessment pp. 67-68 Vocabulary Quiz




LA. 8.1.6.3 Context CluesRead this sentence from the passage. “While this pandemonium is going or Mrs. Frank tries to make herself heard above the excitement.”What does the word pandemonium mean as used in the above sentence?







LA.8.1.7.4 Cause & Effect Why does Mr. Frank suggest offering the man in the storeroom a raise in salary?


LA.8.1.7.7 Comparisons How are Peter’s feelings about religion different than Anne’s towards the end of the play?

LA.8.2.1.2 Character/Plot Development Which phrase best describes Anne at the end of the drama?





Unit Three Resource Book pp.54-63 BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

Draft 2010-2011



Core Text“Diary of Anne Frank” Act II p. 507Scene 4 to Scene 5 pp. 507-512

Literary AnalysisCause & EffectConflict, Plot, Motivation, Exposition, Predicting

Active ReadingMain Idea/DetailsSequence of Events

WritingEnd of Year Writing SampleStudent Writing Folders/ Portfolios




LA.8.1.6.1 – LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1 - LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience


Pre-Reading:Vocabulary – Teacher selected, direct instruction Activate Background KnowledgeMake PredictionsSet a Purpose for Reading

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something –Reciprocal Teaching- Predicting, questioning, connectingTwo Column Notes-Note-Taking




End of the Year Writing AssessmentCreate a time line of events from Anne's birth to the publication of her diary. Include events she speaks of and war events. Continue the timeline. Write an essay incorporating the details of the years on the timeline. Remind students to used specific information.




LA. 8.1.6.3 Context CluesRead this sentence from the passage. “While this pandemonium is going or Mrs. Frank tries to make herself heard above the excitement.”What does the word pandemonium mean as used in the above sentence?







LA.8.1.7.4 Cause & Effect Why does Mr. Frank suggest offering the man in the storeroom a raise in salary?


LA.8.1.7.7 Comparisons How are Peter’s feelings about religion different than Anne’s towards the end of the play?

LA.8.2.1.2 Character/Plot Development Which phrase best describes Anne at the end of the drama?






Draft 2010-2011



Core Text/Related LiteratureFrom The Last Seven Months of Anne Frank p. 515

Literary AnalysisInterviewAuthor’s PurposeMain Idea

Active ReadingClarifyingEvaluating

WritingTeacher Selected Writing SamplesStudent Writing Folders/ Portfolios




LA.8.1.6.1 - LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1- LA.8.3.1.2 - LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.2.2 - LA.8.3.3.1Establishes a logical organizational pattern with supporting details and evaluates the draft for development of ideas for organization, voice, point of view, word choice, and sentence variationsLA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience

Instructional Focus Activities for ReadingPre-Reading:Vocabulary – Teacher selected, direct instruction Build Background KnowledgeMake Connections

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something – Reciprocal Teaching-Predicting, questioning, connectingAuthor’s Purpose Main Idea




Writing AssessmentsRecord data in writing portfolios




LA. 8.1.6.3 Context CluesRead this sentence from the passage. What does the word __________ mean as used in the above sentence?






LA.8.1.7.3 Main Idea If this interview was published in a newspaper which heading best expresses the main idea?

LA.8.1.7.4 Cause & Effect Why did (an action take place in the story that impacted something else)?

LA.8.1.7.5 Text Features How does the author organize the events in this interview?

LA.8.1.7.7 Comparisons How does Anne’s character in the play differ from Anne’s character in the concentration camp?

LA.8.2.1.2 Character/Plot Development Which word best describes Hannah’s experience in camp?






Draft 2010-2011



Core Text/Related Literature“The Lady or the Tiger” p. 592

Literary AnalysisSurprise Endings; unexpected plot twistIronyCharacter Motivation

Active ReadingDrawing Conclusions

WritingWriting Connection:Write an ending to the story in which you reveal what lies behind the door on the right—the lady or the tiger—and the reaction of the princess to her beloved’s fate. Use vivid details, appropriate word choice, and a logical organization


Six Traits –All Traits


LA.8.1.6.1 - LA.8.1.6.3Use new vocabulary that is introduced and taught directlyUse context clues to determine meanings of unfamiliar wordsLA.8.1.6.10 - LA.8.1.6.11Determine the correct meaning of words with multiple meanings in context and meaning of words, pronunciation, parts of speech, etymologies, and alternative word choices by using a dictionary, thesaurus, and digital toolsLA.8.1.7.1Uses background knowledge of subject, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm predictionsLA.8.1.7.2Analyze the author’s purpose in a variety of texts and understand how they affect meaningsLA.8.1.7.3Determine the main idea including inferring, paraphrasing, summarizing, and identifying relevant detailsLA.8.1.7.5Analyze a variety of text structures and text featuresLA.8.1.7.6Compare and contrast elements in multiple textsLA.8.1.7.8Use strategies to repair comprehension (note-making, questioning, clarifying, predicting)LA.8.2.1.2 - LA.8.2.1.3Locate and analyze elements of characterization, plot, setting, theme, and other literary elements and analyze various literary devices (figurative meaning, mood, sound, etc.)LA.8.3.1.1- LA.8.3.1.2- LA.8.3.1.3Generates ideas from multiple sources, making a plan for writing, and uses organizational strategies and tools LA.8.3.4.1 - LA.8.3.5.3Edits writing for grammar and language conventions and writes a final product for intended audience

Instructional Focus Activities for ReadingPre-Reading:Vocabulary – Teacher selected, direct instruction Build Background KnowledgeSet a purpose for ReadingMake predictions

During Reading:Teacher Read Aloud, partner reading, independent reading, guided readingRead and Say Something – Reciprocal Reading-Predicting, questioning, connecting

After Reading:SummarizeEvaluateDraw Conclusions

Instructional Focus Activities for Writing Prewriting, Drafting, Revising, Editing, Publishing, Conferencing: Writer’s Workshop Timed Writing

Formal Assessment p. 93-94Vocabulary QuizSelected Reading Activities

.

Why is it important to think about the end result before making an important decision?


LA. 8.1.6.3 Context CluesRead this sentence from the passage. “He was a man of exuberant fancy, and, withal, of an authority so irresistible that, at his will, he turned his varied fancies into facts.”What does the word exuberant mean as used in the above sentence?







LA.8.1.7.4 Cause & Effect Why was the man sent to prison?


LA.8.1.7.7 Comparisons How is choosing the lady’s door dissimilar to the tiger’s door?

LA.8.2.1.2 Character/Plot Development What is the main conflict in the short story?





Unit Four Resource Book p. 29-35BEEP LessonsGrammar TextsWriting and Grammar: Communication in Action, Prentice HallWriter’s Choice, GlencoeWrite Source, Great Source

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