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Grade 8 Monthly Curriculum Map: Language Arts 2009-2010

September (Genre Focus: Personal Narrative Thematic Focus: Survival. Building a Reading/Writing Community, Monitoring)
Unit/Concept(s) Reading Concepts About Print Phonemic Awareness/Phonics High Frequency Words/ Fluency Vocabulary Reading Reflection/Behaviors (#14) Track reading progress through the use of such tools as portfolios, learning logs, self-scoring rubrics or strategy charts Reading Reflection (none listed) (#13) Set goals for reading and develop a reading improvement plan.. (#2) Use cueing system and context clues to determine meanings of words. Reading Comp/Before-During Reading A5 (#2) Use cueing system and context clues to determine meanings of words. Reading Comp/Before-During Reading A5 (#3) Use capitalization, punctuation, and usage rules from previous grades. Writing conventions * (#4) Capitalizes the title of a specific course, e.g., History 9a as opposed to history. Writing conventions * (#5) Use commas to enclose titles, e.g., Jennifer Longstreet, M.D., is a pediatrician. Writing conventions * (#8) Use apostrophes to form plurals of letters or numbers, e.g., know your ABCs. Writing conventions * (#9) Use apostrophes in possessive compound nouns, e.g., the mother-in-laws birthday. Writing conventions * (#10) Use a colon between title and subtitle, e.g., Write Source
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GLE(s)

CMT Strand

Marzano Vocabulary

CMT Vocabulary

Textbook Correlation/Materials

CFA(s)

Reading Comprehension

Before Reading:

Autobiography, biography, memoir, first person narrative

During Reading After Reading Listening Speaking Writing Conventions

Oral Reading Writing

Grade 8 Monthly Curriculum Map: Language Arts 2009-2010


2000: A Guide to Thinking, Writing and Learning. Writing conventions * (#11) Uses slash (/) correctly, e.g., in a fraction; to show choice. Writing conventions Writing Process *(#16) Plan: collect and explore ideas for later use as a basis for informational, persuasive or literary writing, e.g., maintain writers notebook Writing Process CMT Writing: Persuasive *(#17) Draft: decide if multiple drafts are necessary, and continue drafting/revising as appropriate. Writing Process CMT Writing: Persuasive *(#18) Revise: revise, checking for organization, clarity, fluency and elaboration. Writing Process CMT Writing: Persuasive *(#21) Reflect: critique work independently and in groups, and establish a focus collaboratively, e.g., authors craft, elaboration, fluency Writing Process CMT Writing: Persuasive (#23) Write a piece selecting literary devices to convey a specific meaning, e.g., symbols and analogies. Writing Grnres, Traits and Crafts/Descriptive CMT Writing: Persuasive Writers Workshop resources (Nancie Atwell, Lucy Calkins, etc.) * Teachers College resources * Empowering Writers: Expository, Persuasive * Student exemplars * graphic organizers *checklists *writers notebook Voice/tone, facts versus opinion, strong verbs, sensory de4tails * Writers Workshop resources (Nancie Atwell, Lucy Calkins, etc.) * Teachers College resources * Empowering Writers * Student exemplars

Writing Genres, Traits, and Crafts

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Grade 8 Monthly Curriculum Map: Language Arts 2009-2010


October (Personal Narrative, Survival, Persuasive, Text Structure)
Unit/Concept(s) Reading Concepts About Print Phonemic Awareness/Phonics High Frequency Words/ Fluency Vocabulary Reading Reflection/Behaviors Before Reading: During Reading After Reading (#3 Evaluate and justify an authors genre preference. (#3) Evaluate and justify an authors genre preference. (#7) Develop literal and inferential questions about texts using explicit and implicit evidence from the texts. Reading Comp/After Reading B1B2B3 GLE(s) CMT Strand Marzano Vocabulary CMT Vocabulary Textbook Correlation/Materials CFA(s)

Reading Comprehension

Comprehension ToolkitQuestioning Classroom library Nonfiction texts Comprehension Toolkit Marzano Graphic Organizers (ETS)

Oral Reading Writing

Listening Speaking Writing Conventions

(#1) Use spelling rules and patterns from previous grades. Writing conventions * (#6) Use commas for emphasis or clarity, e.g., What the teacher does, does affect students learning. Writing conventions * (#7) Place commas and periods inside quotation marks. Writing conventions * (#12) Uses parallel construction when listing infinitive phrases, e.g., parallel: Bradley likes to run, dive, and ride horses; not parallel: Bradley likes to run, to dive, and ride a horse. Writing conventions * (#13) Use paragraph conventions, e.g., designated by indentation or block format, skipping lines between paragraphs. Writing conventions *
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Grade 8 Monthly Curriculum Map: Language Arts 2009-2010


Writing Process Writing Genres, Traits, and Crafts (#24) Write a piece selecting words for connotation and denotation, e.g., plump vs. fat, shack vs. house. Writing Genres, Traits and Crafts CMT Writing: Persuasive (#23) Write a piece selecting literary devices to convey a specific meaning, e.g., symbols and analogies Writing Genres, Traits and Crafts CMT Writing: Persuasive (#25) Write elaborate dialogue, e.g., script, commercial. Writing Genres, Traits and Crafts CMT Writing: Persuasive (#33) Write a review of a restaurant, movie, television show, concert, website. Writing Genres, Traits and Crafts CMT Writing: Persuasive

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Grade 8 Monthly Curriculum Map: Language Arts 2009-2010


November: (Persuasive, Choices, Determining Importance)
Unit/Concept(s) Reading Concepts About Print Phonemic Awareness/Phonics High Frequency Words/ Fluency Vocabulary (#1) Explain and evaluate the effectiveness of persuasive vocabulary authors across all content areas use to influence readers opinions or actions , e.g., loaded words, exaggeration, emotional words, euphemisms. Vocabulary * non fiction text (2 sides of an issue) * Marzano graphic organizers * Cornell notes * Post its * When Kids Cant Read (Kylene Beers) GLE(s) CMT Strand Marzano Vocabulary CMT Vocabulary Textbook Correlation/Materials CFA(s)

Reading Comprehension

Reading Reflection/Behaviors Before Reading: During Reading After Reading

(#11) Explain how certain actions cause certain effects, e.g., how the Holocaust changed international politics today or how the internment of Japanese Americans during World War II affected traditional Japanese family structure. Reading Comp/After Reading B1B2B3 (#14) Critique an authors reasoning and use of evidence in an argument or defense of a claim. Reading Comp/After Reading D1D2D3 (#10) Compare, contrast and critique two authors beliefs and assumptions about a single topic or issue and decide which author presents the stronger argument. Reading Comp/After Rdg B1B2B3 (#15) Analyze and critique the intended effects of propaganda techniques the author uses to influence readers perspectives. Reading Comp/After Rdg D1D2D3 * Classroom library * Non fiction texts * Marzano graphic organizers (Classroom Instruction that Works) * Guest speakers

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Grade 8 Monthly Curriculum Map: Language Arts 2009-2010


Oral Reading Listening Speaking (#3) Use audience feedback, e.g., verbal and nonverbal cues, to modify an oral presentation. Oral Language (#2) Deliver focused, coherent oral presentations, with and without notes, that clearly convey ideas and use appropriate intonation, enunciation, pace, word choice and grammar. Oral Language (#4) Provide helpful feedback to speakers based on agreed on criteria concerning the quality of a speech and the speakers delivery. Oral Language

Writing

Writing Conventions Writing Process Writing Genres, Traits, and Crafts

(#30) Analyze and synthesize information from multiple resources to establish and support a position, and to examine opposing perspectives. Writing Genres, Traits and Crafts/Persuasive CMT Writing: Persuasive

Non fiction texts * variety of research materials * graphic organziers

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Grade 8 Monthly Curriculum Map: Language Arts 2009-2010


December: (Persuasive Writing, Choices / Multicultural, Short Story)
Unit/Concept(s) Reading Concepts About Print Phonemic Awareness/Phonics High Frequency Words/ Fluency Vocabulary Reading Reflection/Behaviors Before Reading: During Reading After Reading (#17) Extend the meaning of a text by expressing an insight implied but not stated, e.g., authors perspective, the nature of conflict, or use text-based information to solve a problem not explicitly identified in the text, e.g., use information in an article about fitness to design an exercise routine. Reading Comp/After Reading D1D2D3 (#8) Compare and contrast literature written in a variety of genres and explain why certain genres are best suited to convey a specific message or invoke a particular response from the reader. Reading Comp/After Rdg B1B2B3 (#13)Critique the way in which an author uses a variety of language structures to create an intended effect, e.g., words or phrases from another language, dialect, simile and metaphor. Reading Comp/After Rdg D1D2D3 (#16) Evaluate recurring themes in literature that reflect worldwide social and/or economic change, e.g., social change, such as characters that change their attitudes after learning about different cultures. Reading Comp/After Rdg D1D2D3 (#1) Evaluate the credibility of a speaker, e.g., hidden agendas, slants or biases Oral language
Middletown Public Schools Page 7

GLE(s)

CMT Strand

Marzano Vocabulary

CMT Vocabulary

Textbook Correlation/Materials

CFA(s)

Reading Comprehension

Homeless Bird

Oral Reading

Listening

Speeches, advertisements

Grade 8 Monthly Curriculum Map: Language Arts 2009-2010


Speaking (#5) Engage in oral telling of stories from a variety of cultures an periods of history that use a range of strategies to make the story engaging to the audience, e.g., using dialogue and suspense; showing narrative action with movement, gestures and expressions. Oral Language (#2) Use multiple strategies to spell. Writing conventions (#29) Write a letter to the editor. Writing Genres, Traits and Crafts CMT Writing: Persuasive (#31) Prepare a position for and engage in a debate. Writing Genres, Traits and Crafts CMT Writing: Persuasive (#34) Write a newspaper editorial. Writing Genres, Traits and Crafts CMT Writing: Persuasive

Writing

Writing Conventions Writing Process Writing Genres, Traits, and Crafts

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Grade 8 Monthly Curriculum Map: Language Arts 2009-2010


January (Short Story, Multicultural, Summarizing)
Unit/Concept(s) Reading Concepts About Print Phonemic Awareness/Phonics High Frequency Words/ Fluency Vocabulary Reading Reflection/Behaviors Before Reading: During Reading After Reading (#4) Generalize about universal themes, human nature, cultural and historical perspectives from reading multiple texts. Reading Comp/After Rdg A1A2A3 (#6) Interpret how situations, actions and other characters influence a characters personality and development. Reading Comp/After Rdg A1A2A3 (#12) Identify motivations and reactions of literary characters from different cultures or historical periods when confronting similar personal conflicts, and hypothesize how those characters would handle a similar modern conflict. Reading Comp/After Reading C1C2 (#5) Explain how a storys plots and subplots do/do not contribute to the conflict and resolution. Reading Comp/After Rdg A1A2A3 * Emotional Literacy (get title) * Resources for active role play (get title) * Classroom Instruction the Works (Marzano) Include other resources for active role play * Freytags Pyramid * Reader response journals * Cornell notes * support argument in debate * evidence supports metaphor GLE(s) CMT Strand Marzano Vocabulary CMT Vocabulary Textbook Correlation/Materials CFA(s)

Reading Comprehension

Oral Reading Writing

Listening Speaking Writing Conventions Writing Process


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Grade 8 Monthly Curriculum Map: Language Arts 2009-2010


Writing Genres, Traits, and Crafts

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Grade 8 Monthly Curriculum Map: Language Arts 2009-2010


February Persuasive Writing, CMT Review
Unit/Concept(s) Reading Concepts About Print Phonemic Awareness/Phonics High Frequency Words/ Fluency Vocabulary Reading Reflection/Behaviors Before Reading: During Reading After Reading Listening Speaking Writing Conventions Writing Process Writing Genres, Traits, and Crafts GLE(s) CMT Strand Marzano Vocabulary CMT Vocabulary Textbook Correlation/Materials CFA(s)

Reading Comprehension

Oral Reading Writing

Middletown Public Schools Page 11

Grade 8 Monthly Curriculum Map: Language Arts 2009-2010


March: What makes us exceptional?
Unit/Concept(s) Reading Concepts About Print Phonemic Awareness/Phonics High Frequency Words/ Fluency Vocabulary Reading Reflection/Behaviors Before Reading: During Reading After Reading Listening Speaking Writing Conventions Writing Process Writing Genres, Traits, and Crafts (#35) Write a public service announcement. Writing Genres, Traits and Crafts CMT Writing: Persuasive GLE(s) CMT Strand Marzano Vocabulary CMT Vocabulary Textbook Correlation/Materials CFA(s)

Reading Comprehension

Oral Reading Writing

Middletown Public Schools Page 12

Grade 8 Monthly Curriculum Map: Language Arts 2009-2010


April: What makes us exceptional?
Unit/Concept(s) Reading Concepts About Print Phonemic Awareness/Phonics High Frequency Words/ Fluency Vocabulary Reading Reflection/Behaviors Before Reading: During Reading After Reading Listening Speaking Writing Conventions Writing Process Writing Genres, Traits, and Crafts (#22) Write a script for a play or television episode, fully developing setting and characters so actors can take on role. Writing Genres, Traits and Crafts CMT Writing: Persuasive (#37 Write poetry in style of choice. Writing Genres, Traits and Crafts CMT Writing: Persuasive GLE(s) CMT Strand Marzano Vocabulary CMT Vocabulary Textbook Correlation/Materials CFA(s)

Reading Comprehension

Oral Reading Writing

Middletown Public Schools Page 13

Grade 8 Monthly Curriculum Map: Language Arts 2009-2010


May: Coming of Age, Poetry
Unit/Concept(s) Reading Concepts About Print Phonemic Awareness/Phonics High Frequency Words/ Fluency Vocabulary Reading Reflection/Behaviors Before Reading: During Reading After Reading (#9) Analyze the characteristics and structural elements/essential attributes in a variety of poetic forms, e.g., epic, sonnet, ballad, haiku, free verse. Reading Comp/After Rdg B1B2B3 GLE(s) CMT Strand Marzano Vocabulary CMT Vocabulary Textbook Correlation/Materials CFA(s)

Reading Comprehension

Oral Reading Writing

Listening Speaking Writing Conventions Writing Process Writing Genres, Traits, and Crafts

Middletown Public Schools Page 14

Grade 8 Monthly Curriculum Map: Language Arts 2009-2010


June: Coming of Age, Poetry
Unit/Concept(s) Reading Concepts About Print Phonemic Awareness/Phonics High Frequency Words/ Fluency Vocabulary Reading Reflection/Behaviors Before Reading: During Reading After Reading Listening Speaking Writing Conventions (#36) Write a cover letter to a business expressing interest in volunteering, employment. Writing Genres, Traits and Crafts CMT Writing: Persuasive GLE(s) CMT Strand Marzano Vocabulary CMT Vocabulary Textbook Correlation/Materials CFA(s)

Reading Comprehension

Oral Reading Writing

Writing Process Writing Genres, Traits, and Crafts

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Grade 8 Monthly Curriculum Map: Language Arts 2009-2010

GLEs not included


(#14) Use textual markers, e.g., rows, columns, tables. Writing conventions (#15) Cite sources according to prescribed format, e.g., MLA, APA. Writing conventions (#26) Write a speech about a mathematical or scientific concept. Writing Genres, Traits and Crafts CMT Writing: Persuasive (#27) Write an informational report, e.g., science, social studies, art history, music. Writing Genres, Traits and Crafts CMT Writing: Persuasive (#28) Write minutes to a group meeting. Writing Genres, Traits and Crafts CMT Writing: Persuasive (#32) Develop a business portfolio to sell a product Writing Genres, Traits and Crafts CMT Writing: Persuasive (#38) Research and present types of poetry not yet learned. Writing Genres, Traits and Crafts CMT Writing: Persuasive

Middletown Public Schools Page 16