JCPS Middle School Literacy

2014-2015

Kentucky Core Academic Standards

Jefferson County Public Schools English/Language Arts
Grade 8 Cycle 4
Big Idea How Will I Demonstrate What I Have Learned?
TEACHER OVERVIEW

Cycle 4 Students demonstrate understanding of standards as they revisit texts, citing textual evidence to support inferences and conclusions
drawn from close reading and responding to text-based questions. They analyze how authors use of intentional language impacts meaning and
tone through deep analysis of text. Students note how literary elements, points of view, and structures are used to convey key concepts and to
develop themes, central ideas, characters, and plot in literary texts and use close reading to make sense of key ideas and details presented in
informational readings. They explore the structure of texts, determine points of view, and examine how individuals, ideas, and events are connected
to and distinct from one another. Students continue to use the literacy notebooks to reflect on reading and to explore ideas for deeper exploration
through writing, and continue to use technology, including the internet, for research, and to plan, revise, and publish writing and communications
products. Students continue to revise and refine writing products and identify pieces required for promotion to showcase in the portfolio that reflects
their writing abilities, including sophistication in blending styles from the three modes of writing when appropriate (i.e., narrative within
informational/explanatory or argument). Students continue to write for different purposes and settings, including timed settings, and use both stand
alone and passage-based writing prompts and demonstrate reading proficiency at the high end of the grade 6-8 band to meet College and Career
Readiness Standards.
Danielson Framework for Teaching
The JCPS Curriculum Maps support teachers in planning and preparation for instruction. Therefore, these documents provide support for teachers
in the following areas of the Framework for Teaching:
Domain 1 - Planning and Preparation
Components A, C, D, E, F
Domain 3 - Instruction
Components Ai; Ci, iii, iv; and Di, ii

WRITING-FOCUS ON BLENDED MODES

Blended Modes Writing that contains elements of all three modes of writing (narrative, informational/explanatory, argumentation). A focus on
teaching students to write for a wide variety of audiences and purposes should be the heart of writing instruction. The Kentucky Core Academic
Standards focus on preparing students to write effective arguments, present information in a clear and coherent manner, and to use narrative
forms to relate experiences as well as impart important details of an event both real and imagined. Throughout the year, students learn how to
combine the elements of different kinds of writing to produce complex and nuanced writing.
Writing forms defined (Appendix A, p. 112)
Narrative, Informational, and Argument Writing Samples (KCAS Binder, Appendix C. Table of Contents, p. 172)
In Common Grade 8 Student Examples
JCPS Process Writing Criteria , JCPS Holistic Continuum for Writing

FORMATIVE ASSESSMENT
Sample Performance Tasks
Performance tasks further clarify the meaning of the Standards and illustrate specifically the application of the Standards to texts of
sufficient complexity, quality, and range. See additional examples of performance tasks in Kentucky Core Academic Standards Binder,
Appendix B. (Teachers are encouraged to develop other performance tasks using excerpts from the exemplar libraries.)
For Stories, Drama, and Poetry:

After reading the poem, Out, Out by Robert Frost and the short story, Ribbons by Laurence Yep and biographical information about
each author, write an essay that explains how the life experiences of each author is reflected in his work. Identify specific examples from
each text to support your ideas. Your essay should be written for an audience familiar with the poem and short story and should follow the
standard conventions of English. (RL.8.1, RL.8.6, W.8.4, L.8.1, L.8.2)
After reading the short story, The Dinner Party by Mona Gardner, write an essay that describes how the author creates suspense in the
story. Your essay should be written for an audience familiar with the story and should follow the standard conventions of English. (RL.8.6,
W.8.4, L.8.1, L.8.2)

Grade 8: Cycle 4
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June 1, 2015

Read the following texts from READ XL 8: Opening Act, (short story), Im Sensitive, (lyrics), and After the Divorce, (poem) write an
essay that discusses how the authors use different structures to address a similar theme. Essays should be written for an audience that is
familiar with the three texts and should follow the conventions of standard English. (RL.8.5, W.8.4, L.8.1)

For Informational Texts:

Students analyze in detail how the early years of Harriett Tubman (as related by the author Ann Petry) contributed to her later becoming a
conductor on the Underground Railroad, attending to how the author introduces, illustrates, and elaborates upon the events in Tubmans
life. Essays should be written for an audience that is familiar with the story and should follow the conventions of standard English,
including standard capitalization, comma usage, and spelling. (Holt and McDougal) (RI.8.5, W.8.2, L.8.2)
Students trace the line of argument in What to the Slave is the Fourth of July? evaluating the authors claims and reasoning, and
evidence. (RI.8.8, SL.8.3)
After reading A Running Brook of Horror by Daniel P. Mannix, write an essay that analyzes the authors choice in organizing the text.
What was the authors purpose in including information about Wileys life at the end? Use textual evidence to support your analysis.
(RI.8.1, RI.8.5, W.8.4, L.8.1, L.8.2)
After reading Viruses Recruited as Killers of Tumors (online article: New York Times), write an objective summary of the article. Your
essay should be written for an audience familiar with the passage and should follow the standard conventions of English. (R.I.8.2, W.8.4,
L.8.1, L.8.2)

Sample Activities

Have students read short passages or excerpts from complex texts to analyze word choice and structure. Have students discuss how
language, sentence structure and active and passive (link) voice is used to convey ideas. Have students identify topic sentences,
supporting sentences, and concluding sentences and analyze each sentences role in developing the key concept. (RI.8.5, L.8.1b, L.8.5)
Examine the structures and forms of various texts to analyze how the differing structure of each contributes to its meaning, the development
of concepts, and its style. Use Coding/Comprehension Monitoring strategy (p.30 in this link) to aid students in analyzing the structure of
the text, determining characters points of view and how the points of view are used to create humor or suspense, evaluating the
advantages and disadvantages of information presented in different media, and/or delineating and evaluating an argument. Students may
compare print and non-print versions of the same text. (RL& RI 8.5, 8.6, 8.7, 8.8)
Students will cite the textual evidence as well as draw inferences about Dahl and the Fullers in Roald Dahls true narrative, The Green
Mamba, that most strongly supports their analysis of the characters motivations for their actions during the episode with the snake. Essays
should be written for an audience that is familiar with the story and should follow the conventions of Standard English, including standard
capitalization, comma usage, and spelling. (RI 8.1, RL.8.3, W.8.1a-b, L.8.2) (Holt)
Read a variety of texts presenting opposing viewpoints. Identify each authors point of view shapes the argument presented. Use Toulmins
Model of Argument to analyze texts for elements of argument and organizational structure. (RI.8.5, RI.8.6, RI.8.8)
Use the Somebody Wanted, But So Strategy to assist students in writing objective summaries of the short story, The Lady or the Tiger
by Frank R. Stockton. (RL.8.2)

Possible LDC Template Tasks

How can one authors interpretation differ from that of another on the same topic? After reading, A Running Brook of Horror (nonfiction) by
Daniel P. Mannix, Grace Olive Wiley - the Snake Whisperer online article posted January 2014, and Female Entomologist: Grace Wiley
(1883-1948), an online article about the life of Grace Wiley, write an essay that compares and contrasts how the authors differ in their
interpretation of the events leading to Ms. Wileys death. In your discussion, address the credibility of the sources used to document the
event. (RI.8.1, 8.3, W.8.2, W.8.4, W.8.8-9) (Informational/Explanatory/Comparison)
After researching (insert informational texts) on (insert content), write (essay or substitute) that argues your position on (insert content).
Support your position with evidence from your research. Be sure to acknowledge competing views. Give examples from past or current
events or issues to illustrate and clarify your position. (Argumentation/Analysis)
[Insert question.] After reading (insert titles of literature or informational texts), write (essay or substitute) that compares (insert content) and
agues (insert content). Be sure to support your position with evidence from the text/s. (Argumentation/Comparison)
[Insert question.] After reading (insert titles of literature or informational texts) about (insert content or topic), write (narrative or substitute)
from the perspective of (content). (Narrative/Description)
[Insert question.] After reading (insert titles of literature or informational texts) about (insert content or topic), write (narrative or substitute)
that relates (insert content or topic). Use (insert specific stylistic devices) to develop your work. (Narrative/Sequential)

JCPS COMMON ASSESSMENTS

Refer to the Middle School ELA Assessment Calendar for assessment timelines. Use common assessments to formatively
assess students understanding of content. Use the data from this analysis for instructional planning and to guide and involve student in
setting goals. Regroup students as needed for intervention to address gaps in learning.
Grade 8: Cycle 4
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June 1, 2015

ONGOING STANDARDS
Ongoing KCAS Standards are embedded in instruction delivered throughout the year.
Strand
Ongoing
KCAS
Standards

Reading
Literature and
Informational
1 cite textual
evidence/make inferences
2 -- determine theme/central
idea, objective summary
3 analyze how individuals,
events and/or ideas develop
and interact in text
4 determine meanings of
words and phrases
10 range of reading

Writing
4 clear, coherent
writing to task
5 writing process
9 draw evidence
to support
10 range of
writing

Language

Speaking and Listening

1, 2 conventions of 1 prepare and participate

standard English in
2 integrate and evaluate
writing and speaking information presented
*Refer to
progressions for
interventions
achieve mastery by
end of year.
4, 5, 6 vocabulary
acquisition and use.

Click on this link for a printout of grade level Ongoing Standards

GRADE 8 KCAS STANDARDS AND LEARNING TARGETS

READING
CRAFT AND STRUCTURE
LITERATURE
RL.8.4: Determine the meaning of words
and phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of specific
word choices on meaning and tone,
including analogies or allusions to other
texts.

I can
* define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification,
alliteration, assonance, onomatopoeia).
* distinguish between literal language (it means exactly what it says) and figurative language (sometimes what
you say is not exactly what you mean).
* recognize the difference between denotative meanings (all words have a dictionary definition) and connotative
meanings (some words carry feelings).
* analyze why authors choose specific words to evoke a particular meaning or tone.
* define and identify analogies (comparisons between two things that are similar) and allusions (indirect
references to other texts).
* analyze why authors choose to include particular analogies (e.g., In a speech by Martin Luther King Jr., he
compares coming to the capital to cashing a check.) and/or allusions (e.g., In a speech by Martin Luther King
Jr., he alludes to the Declaration of Independence, The Gettysburg Address, a spiritual song, etc.).

RL.8.6: Analyze how differences in the * recognize how an author develops the points of view of characters and narrators by revealing thoughts,
points of view of the characters and the
feelings, actions, and spoken words.
audience or reader (e.g., created through * recognize how the points of view of characters and audience or reader can be different.
the use of dramatic irony) creates such * analyze how differing points of view can create various effects,(e.g., dramatic irony When the audience
effects as suspense or humor.
or reader knows something that the characters do not, the text can be suspenseful or humorous.).

INFORMATIONAL
RI.8.4: Determine the meaning of words
and phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the impact of
specific word choices on meaning and
tone, including analogies or allusions to
other texts.

RI .8.6: Determine an authors point of

view or purpose in a text and analyze
how the author acknowledges and
responds to conflicting evidence or
viewpoints.
Grade 8: Cycle 4
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June 1, 2015

* define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification,
alliteration, onomatopoeia).
* distinguish between literal language (it means exactly what it says) and figurative language (sometimes what
you say is not exactly what you mean)..
* recognize the difference between denotative meanings (dictionary definitions) and connotative meanings
(words that evoke a feeling).
* recognize words that have technical meaning and understand their purpose in a specific text (e.g., stem in an
article about flowers versus stem in an article about cell research).
* analyze why authors choose words and phrases, including analogies (comparisons between two things that are
similar) and allusions (indirect references to other texts) to set the tone and create an overall meaning and mood
for the reader.

* define point of view as how the author feels about the situation or the topic.
* determine the authors point of view or purpose (e.g., What I know about the authors opinions, values,
and/or beliefs on this subject.) and his/her purpose for writing the text.
* analyze the techniques the author uses to respond to conflicting evidence (How does the author use
information, evidence, statistic, etc. to strengthen his/her own viewpoint?).

INTEGRATION OF KNOWLEDGE AND IDEAS

LITERATURE
I can
RL.8.8: NA

Not applicable to literature

* identify themes, patterns of events, or character types from myths, traditional stories, or religious works that are
RL.8.9: Analyze how a modern
found in modern works of fiction (e.g., a traditional fairy tale that is re-created with modern problems, settings,
work of fiction draws upon themes,
and characters).
patterns of events, or character
* identify the similarities and differences between a modern work of fiction, and a myth, a traditional story, or a
types from myths, traditional
religious work.
stories, or religious works such as
* compare and contrast (analyze the similarities and differences) the themes, patterns of events, character types
the Bible, including describing how
of modern works fiction, with those of myth, traditional stories, or religious work and determine how they are
the material is rendered new.
rendered or interpreted in a new way.

INFORMATIONAL

I can

RI.8.8: Delineate and evaluate the

argument and specific claims in a text,
assessing whether the reasoning is
sound and the evidence is relevant
and sufficient; recognize when
irrelevant evidence is introduced.
RI.8.9: Analyze a case in which
two or more texts provide
conflicting information on the same
topic and identify where the texts
disagree on matters of fact or
interpretation.

*
*
*
*
*
*
*
*
*
*

identify the side of an argument an author presents in a text.

determine the credibility of the author and his/her purpose (who wrote it, when it was written, and why it was written).
identify claims that are supported by fact(s) and those that are based on opinion(s).
recognize when an author introduces irrelevant evidence (unrelated or unnecessary evidence) to his/her argument
delineate and evaluate an argument using the evidence an author provides and determine if the evidence
provided is relevant and sufficient enough to support the claim.
recognize how two or more texts can provide conflicting information on the same topic.
identify where two or more texts disagree on facts or interpretation of information on the same topic.
analyze how authors interpret and emphasize different evidence when writing about the same topic.
compare and contrast (analyze the similarities and differences) how two or more texts communicate the same topic.
describe how one authors interpretation of a topic can be different from anothers depending on how the facts
are interpreted.

WRITING
Text Types and Purposes
I can
W.8.1: Write arguments to support claims with clear reasons and relevant
evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence
logically.
b. Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the
topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and
supports the argument presented.
W.8.2: Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.

Grade 8: Cycle 4
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June 1, 2015

* choose a side of the argument and identify reasons that support my

choice (claim).
* determine the credibility of a source (who wrote it, when it was
written, and why it was written) and the accuracy of the information
presented.
* support my argument with textual evidence (word for word support)
found in credible (reliable) sources.
* acknowledge counterclaims (opposing claims) in my argument
* present my argument in a formal style that included an introduction,
supporting details with transitions, and a conclusion that supports my
argument.

* select a topic and identify and gather relevant information (e.g., wellchosen facts, definitions, details, quotations, examples) to share with my
audience.
* identify common organizational/formatting structures and determine a
structure(s) that will allow me to organize my information best.
* analyze the information, identify vocabulary specific to my topic, and
organize information into broader categories using my chosen structure(s).
* present my information in a formal style that includes an introduction that
previews what is to follow, supporting details, varied transitions, and a
conclusion that supports the information presented.

W.8.3: Write narratives to develop real or imagined experiences or events using

defective technique, relevant descriptive details, and well-structured event
sequences.
a. Engage and orient the reader by establishing a context and point of
view and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, description, and
reflection, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey
sequence, signal shifts from one time frame or setting to another,
and show the relationships among experiences and events.
d. Use precise words and phrases, relevant descriptive details, and
sensory language to capture the action and convey experiences and
events.
e. Provide a conclusion that follows from and reflects on the narrated
experiences or events.

* define narrative and describe the basic parts of plot (exposition, rising
action, climax, falling action, and resolution).
* engage the reader by introducing the narrator (using first, second, or third
person point of view), characters, setting, and the event that starts the story
in motion.
* use narrative techniques (dialogue, pacing, description, and reflection) to
develop a storyline where one event logically leads to another.
* use descriptive words and phrases that appeal to the senses, capture the
action, and create mind pictures to help the reader understand the
experiences and events.
* signal changes in time and place ay using transition words, phrases, and
clauses to show relationships among experiences and events.
* write a logical conclusion that reflects on the experiences/events and
provide a sense of closure that satisfies the reader.

Production and Distribution of Writing

I can

W.8.6: Use technology, including the Internet, to produce and publish and
present the relationship between information and ideas efficiently as well as to
interact and collaborate with others.

* identify technology (e.g., Word, Publisher, PowerPoint) that will help me

compose, edit and publish my writing.
* determine the most efficient technology medium for presenting the
relationship between information and ideas (e.g., connecting information I
have gathered and my own ideas).
* use technology, including the internet, to collaborate with peers, teachers,
and other experts to enhance my writing.
*.use technology to produce (draft and revise) and publish my writing.

Research to Build and Present Knowledge

I can

W.8.7: Conduct short research projects to answer a question (including a

self-generated question), drawing on several sources and generating
additional related focused questions that allow for multiple avenues of
exploration.

W.8.8: Gather relevant information from multiple print and digital sources,
using search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.

Grade 8: Cycle 4
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June 1, 2015

* define research and distinguish how research differs from other types
of writing.
* focus my research around a central question that is provided or
determine my own research worthy question (e.g., How did Edgar
Allan Poes life experiences influence his writing style?).
* chose several sources (e.g., biographies, non-fiction texts, online
encyclopedia) and gather information to answer my research
question.
* analyze the information found in my sources and determine if it
provides enough support to answer my question.
* create additional focused questions that relate to my original topic
and allow for further investigation.
* determine the credibility and accuracy of a source by reviewing who
wrote it, when it was written, and why it was written.
* use search terms effectively to gather information needed to support
my research.
* define plagiarism (using someone elses words/ideas as my own).
* determine when my research data or facts must be quoted (directly
stated word for word) in my writing.
* avoid plagiarism by paraphrasing (putting in my own words) and/or
summarizing my research findings.
* follow a standard format for citation to create a bibliography for
sources that I paraphrased or quoted in my writing.

LANGUAGE STANDARDS
Knowledge of Language

I can

L.8.1: Demonstrate command of the

conventions of standard English
grammar and usage when writing or
speaking.
a. Explain the function of verbals
(gerunds, participles, infinitives)
in general and their function in
particular sentences.
b. Form and use verbs in the
active and passive voice.
c. Form and use verbs in the
indicative, imperative,
interrogative, conditional, and
subjunctive mood.
d. Recognize and correct
inappropriate shifts in verb voice
and mood.
*See ELA CCSS Appendix A,
page 31 for Language
Progression of Skills.

L.8.3: Use verbs in the active and

passive voice and in the conditional
and subjunctive mood to achieve
particular effects (e.g., emphasizing
the actor or the actions; expressing
uncertainty or describing a state
contrary to facts).

* define and identify gerund (a verb form that ends in ing and is used as a noun), participle (a verb form that is
used as an adjective), and infinitive (forms from the words to together with the base form of a verb; often used as a
noun in a sentence).
* explain the function of gerunds (e.g., Gardening is my favorite hobby.), particles (e.g., The respected leader won
an award.), and infinitives (e.g., My swim team wants to win.).
* explain the difference between verbs in the active voice (the subject performs the action of the verb) and the
passive voice (the subject receives the action of the verb).
* create sentences with verbs in the active voice (e.g., The dog bit James.) and in the passive voice (e.g., James
was bitten by the dog.).
* explain the difference between the verbs in the indicative mood (verbs used to express facts or opinions),
imperative mood (verbs used to give orders or make requests), interrogative mood (verbs used to ask a question),
conditional mood (verbs used to express uncertainty), and subjunctive mood (verbs used to describe a state
contrary to fact).
* create sentences with verbs in the indicative mood, imperative mood, interrogative mood conditional mood, and
subjunctive mood.
* identify and correct inappropriate shifts in verb voice (e.g., Incorrect- Whenever Dad sang, our dog barks loudly.
Correct- Whenever Dad sings, our dog barks loudly.)
* identify and correct inappropriate shifts in verb mood (e.g., Incorrect- If Barbara was rich, she would buy a
mansion. Correct- If Barbara were rich, she would buy a mansion.)

* explain the difference between verbs in the active voice and the passive voice (the subject performs the
action of the verb).
* create sentences with verbs in the active voice (The dog bit Alan.) and in the passive voice (Alan was bitten
by the dog.) to achieve a particular effect.
* explain the difference between verbs in the conditional mood (verbs used to express uncertainty) and
subjunctive mood (verbs used to describe a state contrary to fact).
* create sentences with verbs in the conditional mood (e.g., Bill might close the door.) and subjunctive mood
(e.g., If Bill closes the door, the window may open) to create a particular effect.

SPEAKING AND LISTENING STANDARDS

Comprehension and Collaboration
I can
SL.8.3: Delineate a speakers argument and
specific claims, evaluating the soundness of
the reasoning and relevance and sufficiency of
the evidence and identifying when irrelevant
evidence is introduced.

* identify the side of an argument a speaker presents.

* determine the credibility of a speaker and his/her purpose.
* identify claims that are supported by fact(s) and those that are opinion(s).
* evaluate if a speakers argument is reasonable (sound) using evidence he/she provides to support
his/her claims.
* identify if a speaker has introduced irrelevant evidence when presenting his/her claim.
* determine if a speaker has provided enough relevant evidence to support his/her claim or argument.

Learning Targets adapted from The Common Core, Align, Assess, Achieve, LLC and Marayland Common Core State Curriculum Frameowork for ELA
Use the following hyperlink to access the state deconstructed standards in order to develop student-friendly learning targets:

KCAS BINDER AND KDE RESOURCES

Professional Resources
Kentucky Core Academic Standards for English Language Arts Binder
Glossary of Key Terms
Key Terms: Appendix A, p. 131
Informational/Explanatory, Argument: Appendix A, pp. 112-114
Writing:
Informative/Explanatory defined (Appendix A)
Student Sample: Grade 7, Argument Video Cameras in
Classrooms (Appendix C, p. 49)
Student Sample: Grade 8, Informative/Explanatory, Football and
The Old Man and the Sea (Appendix C, pp. 56 and 58)
Grade 8: Cycle 4
Page 6 of 10
June 1, 2015

Reading:
Range of Text Types for 6-12 (Standards for ELA 6-12, p.57 defines
Literature and Informational Text, including Literary nonfiction)
Text Examples (Appendix B)
Sample Performance Tasks for Stories, Drama, and Poetry (Appendix B)
Sample Performance Tasks for Informational Texts (Appendix B)

Kentucky Department of Education

KDE English Language Arts Instructional Resources
Kentucky Literacy Link: Link to current and archived newsletters.
Writing Resources Addressing the Three Modes of Writing: Kentucky Core Academic Standards in the 21 st Century (See Gheens Website)
KPREP On-Demand Writing Rubric
Released Items K-PREP released questions and On-Demand Prompts

SUGGESTED INSTRUCTIONAL TEXTS AND RESOURCES

Link to suggested units from HOLT
Link to suggested units from MCDOUGALL-LITTELL
Link to COLLECTIONS Crosswalk Document
Search texts and resources by TOPIC:
Gheens website ELA Middle Instructional Resources Texts and Resources by Topic

INTERDISCIPLINARY CONNECTIONS

Social Studies: Slavery debate, Civil War

Science: Human Impact of Earth Systems, Global Climate Change, Natural Hazards
Math: Geometry and Statistics

ENGLISH LANGUAGE LEARNERS

ESL INSIDE

ESL students will continue to use Inside (Levels B, C, and D)

INTERVENTION
Resources for Individual and Small-Group Instruction: In-Class RtI Intervention Resources
Interventioncentral.org:
o Advanced Story Map - Students are taught to use a basic 'Story Grammar' to map out, identify and analyze significant
components of narrative text (e.g., fiction, biographies, historical accounts).
o "Click or Clunk?": A Student Comprehension Self-Check-Students periodically check their understanding of sentences,
paragraphs, and pages of text as they read. When students encounter problems with vocabulary or comprehension, they use a
checklist to apply simple strategies to solve those reading difficulties.
o Main-Idea Maps-This simple strategy teaches students to generate a graphic organizer containing the main ideas of an
expository passage.
o Reading Comprehension Fix-up Skills: A Classroom Toolkit - Presented here are a series of fix-up skill strategies that can help
struggling students to better understand difficult reading assignments.
ReadWriteThink.org: Use a poem to help students better understand cause and effect: Write a Gem of a Poem - ReadWriteThink.
For support teaching expository text structure awareness: Comparing Electronic and Print Texts About the Civil War Soldier ReadWriteThink
Literacyleader.com: Text structure paragraphs that can be used as examples can be found at:
http://www.literacyleader.com/sites/litlead.essdack.org/files/text%20structure%20sort%20secondary_0.pdf

Grade 8: Cycle 4
Page 7 of 10
June 1, 2015

INDEPENDENT READING

During independent reading time, conduct one-on-one conferences with students to monitor and provide feedback on Student-Developed Reading
Plans. Allow students to revisit and revise plans to gradually increase the length and complexity of what they read, moving toward the level of text
complexity in the grade 6-8 text complexity band. Use information gleaned from conferences to identify students reading interests and guide
students in making book selections. (To view models of conferencing, go to: A best-practice tip about how to conference when teaching in
small groups - YouTube and Conferring with Student - YouTube.) NCTE/ILA position paper on independent/leisure reading
Suggested books with Lexiles from the Independent Reading classroom libraries that support the Big Idea of Point of View and Perspectives:

Mockingbird by Kathryn Erskine (630L)

Sacajawea by Joseph Bruchac (840L)
The Boy Who Dared by Susan Bartoletti
(760L)

The Adventures of Huckleberry Finn

(Lexile 990)

To Kill a Mockingbird by Harper Lee (870L)

Freedom Walkers, the Story of the Montgomery Bus Boycott by Russell Freedman
(1110)

An American Plague, The True and Terrifying Story of the Yellow Fever
Epidemic (Lexile 1130)
The Bar Code Tattoo (Lexile 720)
The Raven, and Other Poems

A Year Down Yonder by Richard Peck (610L)

The Adventures of Ulysses (Lexile 860)

KEY TERMINOLOGY

Argument
Authors point-of-view
Authors purpose
Claims/Counterclaims

Conflicting evidence and viewpoints

Delineate
Dramatic iron
Evaluate

Perspective
Point-of-view
Puns
Verbal irony

GROWTH MONITORING
Link to Progression of Standards for Content Gap Analysis
Teachers will

analyze and share with students results of formative and summative assessments to determine next steps in content instruction.
collaborate with teachers in all content areas to conduct regular Literacy Reviews of students reading and writing growth.
conduct reading and writing conferences to monitor student growth/accountability with the focus on self-selected independent reading and
progress toward writing goals.
provide feedback (written and oral) on strengths and areas of growth in reading, writing, language, and speaking and listening.

Students will
establish personal learning goals, monitor growth with self-assessments, and track their progress toward specific goals and deadlines.
analyze results of formative assessments and determine areas of strength and growth and use information to revise goals.

Grade 8: Cycle 4
Page 8 of 10
June 1, 2015

PLANNING SUGGESTIONS

Teacher Note: Link to Lesson Planning Template: Plan standards-based lessons using suggested texts, resources, and instructional strategies
provided on this map. Use classroom libraries to support independent reading.

Weeks 1 - 3

Weeks 4 - 6

Grade 8: Cycle 4
Page 9 of 10
June 1, 2015

Cycle 4 Introduce the Big IdeaUse data from formative assessments to determine students mastery of key standards.
Guide students in self-analysis and setting personal learning goals for this final cycle.
During this final instructional/assessment cycle, it is even more important that students have opportunities to demonstrate
their understanding of the standards. Use suggested texts and media resources to develop lessons focused on evidence
to support claims in arguments (i.e., answers to questions), how an authors point of view/perspective shapes interpretation
of information.
Revisit previous RDAs, RPAs, to review questions that were problematic for students. Students must understand the
importance of careful, close reading of questions as well as text. Use complex sentence structures to help students
breakdown passages to get to the deeper meaning of text.
Have students respond to question in writing and remind them that some questions will require more detailed responses
(extended response), while others may require a sentence or two to capture the answer (short answer).
Use password protected Guided Practice lessons available on the Gheens Website to review standards. To access
instructional these lessons, go to: Gheens website ELA Middle Instructional Resources Guided Practice
Lessons
After careful examination of literary and informational texts, students will develop writing to support analysis of their
reading. The literacy notebook will play in integral role in capturing students thinking and reflections throughout the
instruction.
Review the procedures for organization, revision, and editing of writing pieces.
Continue the year-long focus on students independently selecting texts with an emphasis on selecting from the high end of
the 6-8 text complexity band.
Students continue to use texts from reading to analyze writing modes and styles. Students should examine how writers
make intentional decisions in selecting the appropriate writing form, use of language, and sentence structure to address
the audience and to convey meaning.
Continue to build students academic vocabulary through examining vocabulary from informational and literary texts, when
appropriate and necessary, provide students with the meaning of key academic vocabulary they must understand to enter
text and make sense of reading.
Focus on building understanding of Tier Two vocabulary. Use the Close Reading Lessons on the maps or create your
own using the tools from AchievetheCore.org.
Continue focus on the modes of writing, noting that some forms, such as literary non-fiction, incorporate narrative
structures to tell the informational story (use suggested lesson - Seven Types of Paragraphs). Jeff Anderson discusses
the importance of exposing students to well-written mentor texts.
Continue use of embedded language instruction within the context of reading using strategies from Mechanically Inclined
and Everyday Editing.
Analyze texts on the same topic for differences in interpretation of facts based on the authors point of view.
Students write daily to reflect on learning, record research, and identify evidence from texts to support thinking.
Students blend writing forms within the modes of writing required in the standards and use criteria from the Process
Writing Criteria to analyze writing.
Use one of the sample performance tasks, or develop an original task, to engage students in close reading and writing in
response to text.
Use a rubric created by the class to engage students in analysis of performance task writing. Conference with students as
they select required pieces to showcase in the portfolio. Set a timeline to ensure that all students have a complete portfolio
before the end-of-year deadline. Continue instruction on academic vocabulary and language skills.
To be College and Career ready, students must engage in close analytical reading of complex texts. This is critical at this
juncture in the school year, as students are preparing for the transition to high school. To this end, students must develop
as readers of complex text and strengthen skills in encountering informational texts. The close reading lesson: Words We
Live By: Your Annotated Guide to the Constitution from AchievetheCore.org is an excellent resource for close reading of
complex texts, answering text-dependent questions, and experiencing academic vocabulary. Students will respond to text
dependent questions and learn academic vocabulary through contextual clues embedded in the text. A writing task is
included with a choice of 3 prompts for an explanatory writing response. This writing is NOT used as an assessment. It is
an essential part of the instructional plan to help students both to crystallize their understanding of the text and to write
clearly and coherently.
Lessons from Holt and McDougal addressing multiple choice strategies and questions are listed in the Instructional
Resources section of this curriculum map. Revisit the structure for short answer and extended response reminding
students that they must write within space provided.

Weeks 7 9

Grade 8: Cycle 4
Page 10 of 10
June 1, 2015

After conducting writing conferences (peer and teacher), students continue revising and editing writing that will be included
in the students portfolios.
Continue instruction on language standards and academic vocabulary. Point out examples of appropriate use of active and
passive voice to use as mentor sentences. Focus on academic vocabulary with focus on Tier 2 words from the list
provided on this curriculum map.
Students prepare short book talks from independent reading or other brief presentations to highlight experiences with texts
during the year. Review speaking and listening standards before students present.
Continue focus on text dependent questions during and after reading.
Provide opportunities for students to revisit and discuss entries made in the Literacy Notebook and to share portfolio
pieces. Guide conversations about themes presented in the texts read throughout the year.
Students should revisit their goals set at the beginning of the year to identify progress and areas of growth. Have students
use this self-analysis to reflect on growth this year and identify goals for next year. Encourage students to identify books
for summer reading to prepare for the transition to high school.