DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 2-5 UNIT INTRODUCTION SE pp 5-9 OVERVIEW Learning SE pp 10-11 SELECTION Anchor Text The Medicine Bag Virginia Driving Hawk SE p 12 SELECTION Anchor Text The Medicine Bag Virginia Driving Hawk Sneve SE pp 12-16 Unit Goals Students will deepen their perspective about rites of passages through reading, writing, speaking, listening, and presenting. Unit Goals Video Academic Vocabulary Attribute, gratifying, persistent, notable, inspire Home Connection Letter Spanish Home Connection Letter Unit 1 Answer Key STANDARDS L.8.6 Launch Text Students will read “Red Roses.” They will then be able to participate in discussions about rites of passages. Word Network Students add new words to their Word Network as they read texts in the unit. Word Network Summary Students write a summary of the Launch Text. Launch Activity Students participate in an activity related to the unit theme. QuickWrite Students write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom? Evidence Log Students add notes and evidence that will be used to inform the Assessment. Evidence Log Performance-Based Assessment: Refining Your Thinking Essential Question What are some milestones on the path to growing up? Whole-Class Learning Strategies Listen actively Clarify by asking questions Monitor understanding Interact and share ideas Whole-Class Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. MAKING MEANING Concept Vocabulary wearily; straggled; fatigue; frail; sheepishly First Read Students Notice, Annotate, Connect, Respond as they read the selection the time. First-Read Guide: Fiction Read the Selection Selection The Medicine Bag: Accessible Leveled Text STANDARDS RL.8.10 MAKING MEANING Read the Selection Selection Audio The Medicine Bag: Accessible Leveled Text STANDARDS RL.8.10
myPerspectives ELL Support Summary Personalize for Learning English Language Support: Cognates (TE p 5) Audio Summary The Medicine Bag: Accessible Leveled Text Personalize for Learning English Language Support: Understanding Connotations (TE p 14) ELD Companion Support Unit 1, Lesson 1 Time to Read Read Independently Vocabulary Oops: Nouns without Plurals Word Introduce Compound Words Unit 1, Lesson 1 Whole Group Plan a Narrative Essay Work Time Instruction Reteach: Compound Words Narrative Plan Work Time Assignments Word Study: Compound Words Interactive Reader Narrative Plan Unit 1, Lesson 2 Vocabulary Selection: captivity, grooming Academic: computer, technical Read Aloud, Think Aloud “Waikiki’s Story” Classroom Conversation Collaborative Conversation Unit 1, Lesson 3 Time to Read Read Independently Vocabulary Oops: Nouns without Plurals Word Introduce Connotations Unit 1, Lesson 3 Work Time Instruction Reteach: Connotations Narrative Essay: Plan the Setting Work Time Assignments Word Study: Connotations Narrative Plan DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 SELECTION Anchor Text The Medicine Bag Virginia Driving Hawk Sneve SE pp 17-20 SELECTION Anchor Text The Medicine Bag Virginia Driving Hawk SE p 21 SELECTION Anchor Text The Medicine Bag Virginia Driving Hawk Sneve SE pp 22-23 SELECTION Anchor Text The Medicine Bag Virginia Driving Hawk Sneve SE p 24 SELECTION Anchor Text The Medicine Bag Virginia Driving Hawk SE p 23 MAKING MEANING Read the Selection Selection Audio The Medicine Bag: Accessible Leveled Text MAKING MEANING Comprehension Check Students complete comprehension questions. The Medicine Bag: First Read Extension Questions MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: LANGUAGE DEVELOPMENT Conventions: Verbs in Active and Passive Voice Students identify active and passive voice verbs.
STANDARDS RL.8.10 Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students choose something interesting from the text and formulate a research question. Close Read the Text Analyze the Text Students will respond to questions the text, citing textual evidence. Analyze Craft & Structure: Figurative Meaning: Symbolism Students will analyze symbols and their meanings and purpose in the story. Analyze Craft and Structure: Figurative Meaning: Symbolism Analyze Craft and Structure: Figurative Meaning: Symbolism (RP) STANDARDS RL.8.4 wearily; straggled; fatigue; sheepishly Word Study: Animal Words Students complete activities relating to animal words. Concept Vocabulary and Word Study Word Study: Animal Words (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS L.8.4.c; L.8.4.d Conventions: Verbs in Active and Passive Voice Conventions: Verbs in Active and Passive Voice (RP) STANDARDS L.8.1.a; L.8.3.a myPerspectives ELL Support Personalize for Learning English Language Support: Vocabulary (TE p 17) Analyze Craft and Structure: Figurative Meaning: Symbolism (RP) (TE p 23) Word Animal Words (RP) (TE p 24) Conventions: Verbs in Active and Passive Voice (RP) (TE p 25) ELD Companion Support Unit 1, Lesson 4 Vocabulary Selection: sizable, enthusiasm Academic: assume, transfer Read Aloud, Think Aloud “Gabriel Angelo: A and His Trumpet” Unit 1, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Compound Words Word Connotations Unit 1, Lesson 5 Whole Group Identify a Sequence of Events Work Time Instruction Word Study Reteach: Compound Words and Connotations Narrative Essay: Plan Unit 1, Lesson 6 Time to Read Read Independently Vocabulary Oops: Pronouns as Subjects and Objects Word Study: Introduce Silent Consonants in wr, kn, gn, st, mb Unit 1, Lesson 6 Whole Group Develop Believable Characters Work Time Instruction Reteach: Silent Consonants Narrative Essay: Use Connecting Words Old
Classroom Conversation Collaborative Conversation Work Time Assignments Word Study: Compound Words and Connotations Narrative Essay: Draft Work Time Assignments Word Study: Silent Consonants Interactive Reader Narrative Essay: Draft DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION Anchor Text The Medicine Bag Virginia Driving Hawk Sneve SE p 26 SELECTION Anchor Text The Medicine Bag Virginia Driving Hawk Sneve SE p 27 SELECTION Video Apache Girl’s Rite of Passage National Geographic SE p 28-30 SELECTION Media: Video Apache Girl’s Rite of Passage National Geographic SE p 31 SELECTION Media: Video Apache Girl’s Rite of Passage National Geographic SE pp 32-33 EFFECTIVE EXPRESSION Writing to Sources: Retelling a Students write a retelling of the story “The Medicine Bag” from Grandpa’s point of view. Writing to Sources: Retelling a Story Writing to Sources: Retelling a Story (RP) STANDARDS W.8.3.a; W.8.3.b; W.8.3.d; W.8.3.e EFFECTIVE EXPRESSION Speaking and Listening: Monologue Students and present a monologue in which you reflect on how you came to understand the importance of the Lakota medicine bag. Speaking and Listening: Monologue Speaking and Listening: Monologue (RP) Evidence Log Students add and evidence that will be used to inform the Assessment. Selection Test: The Medicine Bag MAKING MEANING Media Vocabulary narration; audio; close-up; contrast; pan; synchronization (sync) First Review Students Watch, Note, Connect, Respond as they watch the video the first time. First-Review Guide: Media: Video the Selection Selection Audio Comprehension Check Students complete comprehension questions. STANDARDS MAKING MEANING Close Review Students will watch the video and record any new observations. Analyze the Media Students will respond to questions the video. Media Vocabulary Students complete activities related to the Media Vocabulary words: narration; audio; close-up; contrast; pan; synchronization (sync) Media Vocabulary EFFECTIVE EXPRESSION Writing to Compare: Comparison-and-Contrast Essay Students compare the rites of passage in the two selections about young Native Americans. Writing to Compare: Comparison-and-Contrast Essay Evidence Log Students add notes and evidence that will be used to inform the Assessment. STANDARDS RI.8.7; W.8.2.a; SL.8.2
STANDARDS SL.8.4 RI.6.10; L.8.6 myPerspectives ELL Support Writing to Sources: Retelling a Story (RP) (TE p 26) Personalize for Learning English Language Support: Considering Different Points of View (TE p 26) English Language Support Lesson: of View (On Realize) Speaking and Listening: Monologue (RP) (TE p 27) Audio Summary Personalize for Learning English Language Support: Media Vocabulary (TE p 28) Personalize for Learning English Language Support: Transitions (TE p 33) ELD Companion Support Unit 1, Lesson 7 Vocabulary Selection: founder, individual Academic: annual, convinced, theme Read Aloud, Think Aloud” “Skateboarders” and “Douglas’s Win Sends Message to Kids” Classroom Conversation Collaborative Conversation Unit 1, Lesson 8 Time to Read Read Independently Vocabulary Oops: Pronouns as Subjects and Objects Word Study: Introduce Multisyllabic words Unit 1, Lesson 8 Work Time Instruction Reteach: Multisyllabic Words Narrative Essay: Draft Work Time Assignments Word Study: Multisyllabic Words Narrative Write Unit 1, Lesson 9 Vocabulary Selection: exclamation, straddling Academic: match, predict Read Aloud, Think Aloud “The Ride” Classroom Conversation Collaborative Conversation Unit 1, Lesson 10 Time to Read Read Independently Vocabulary Word Study: Silent consonants wr, kn, st, mb Word Study: Multisyllabic Words
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20 PERFORMANCE TASK: WRITING Write a Nonfiction Narrative SE pp 34-36 PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative SE p 37 PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative SE pp 38-39 OVERVIEW Small-Group Learning SE pp 40-43 SELECTION You Are the Electric Boogaloo Geoff Herbach Just Be Yourself Stephanie Pellegrin SE pp 44-49 PERFORMANCE TASK Write a Nonfiction Narrative Students a narrative that answers this question: What event changed your understanding of yourself, or that of someone you know? PreWriting/Planning Students choose topic, gather evidence, and connect across texts. Drafting Students organize and write a first draft. STANDARDS W.8.3.a-e LANGUAGE DEVELOPMENT Create Cohesion: Transitions Students choose transitions to show specific connections ideas and events. STANDARDS W.8.3.c PERFORMANCE TASK Revising Students evaluate and revise utilizing peer reviews. Editing and Proofreading Students edit for conventions and proofread for accuracies. Publishing and Presenting Students create a final version of their narratives and share in small groups. Reflecting Students reflect on their narrative essays. STANDARDS W.8.3.d; W.8.3.e; W.8.4; W.8.5 Essential Question What are some milestones on the path to growing up? Small-Group Learning Strategies Prepare Participate Fully Support Others Clarify Small-Group Learning Strategies of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit Working as a Team Take a position List your rules Apply the rules Name your group Create a communication plan Making a Schedule Students make a schedule with group for completing tasks. Working on Group Projects Students choose specific roles for each member. MAKING MEANING Concept Vocabulary immense; majestic; numerous First Read Students Notice, Annotate, Connect, Respond as they read the selection the time. Guide: Nonfiction Read the Selection Selection You Are the Electric Boogaloo/Just Be Yourself!: Accessible Leveled Text Comprehension Check Students complete comprehension questions. You Are the Electric Boogaloo/Just Be Yourself!: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. STANDARDS RI.8.10; L.8.5
myPerspectives ELL Support Personalize for Learning English Language Support: Using Transitions (TE p 37) Audio Summary You Are the Electric Boogaloo/Just Be Yourself!: Accessible Leveled Text Personalize for Learning English Language Support: Idioms (TE p 48) ELD Companion Support Unit 1, Lesson 10 Work Time Instruction Word Study Reader: Mystery Writer Narrative Essay: Draft Work Time Assignments Word Study: Silent Consonants and Multisyllabic Words Narrative Essay: Draft Unit 1, Lesson 11 Time to Read Read Independently Vocabulary Oops: Noun-Pronoun Agreement Word Introduce Negative Prefixes Unit 1, Lesson 11 Whole Group Revise and Edit Writing Work Time Instruction Reteach: Negative Prefixes Small Group Reteach: Write a Narrative Essay Work Time Assignments Word Study: Negative Prefixes Interactive Reader Narrative Revise and Edit Unit 1, Lesson 12 Vocabulary Selection: musicians, brilliant Academic: interpret, mental Read Think Aloud” “The Chance” Classroom Conversation Collaborative Conversation Unit 1, Lesson 13 Time to Read Read Independently Vocabulary Oops: Noun-Pronoun Agreement Word Introduce Antonyms
Students will analyze the purpose of paragraphs in the reading. Analyze Craft and Structure: Tone Analyze Craft and Structure: Tone (RP) STANDARDS RI.8.4; L.8.4.b; L.8.4.c; L.8.5.c RI.8.10; L.8.4.a Analyze Craft and Structure: Forms of Poetry Analyze Craft and Structure: Forms of Poetry (RP) STANDARDS RL.8.2; RL.8.5; L.8.4.b myPerspectives ELL Support Word Latin Suffix: -ous (RP) (TE p 50) Analyze Craft and Structure: Tone (RP) (TE p 51) Personalize for Learning English Language Support: Connotative Language (TE p 51) English Language Support Lesson: Connotation (On Realize) Conventions: Verb Moods (RP) (TE p 52) Speaking and Listening: Visual Presentation (RP) (TE p 53) Audio Summary Hanging Fire/Translating Grandfather’s House: Accessible Leveled Text Personalize for Learning English Language Support: Idioms (TE p 56) Word Study: Etymology (RP) (TE p 62) Analyze Craft and Structure: Forms of Poetry (RP) (TE p 63) Personalize for Learning English Language Support: Musical Effects (TE p 63) Author’s Word Choice (RP) (TE p 64) English Language Support Lesson: Word Choice (On Realize) ELD Companion Support Unit 1, Lesson 13 Work Time Instruction Reteach: Antonyms Narrative Essay: Revise and Edit Work Time Assignments Word Study: Antonyms Narrative Essay: Revise and Edit Unit 1, Lesson 14 Vocabulary Selection: deliberate, means Academic: monitor, project, research, strategically Read Aloud, Think Aloud “Do You Think As an Economical Person?” Classroom Conversation Collaborative Conversation Unit 1, Lesson 15 Time to Read Read Independently Vocabulary Word Study: Negative Prefixes Word Study: Antonyms Unit 1, Lesson 15 Work Time Instruction Word Study Reader: Ancient Rome Narrative Essay: Present Work Time Assignments Word Negative Prefixes and Antonyms Narrative Essay: Present Time to Read Read Independently Book Club
view of Musoni and Nhamo. Analyze Craft and Structure: Point of View in Fiction Analyze Craft and Structure: Point of View in Fiction (RP) STANDARDS RI.8.6; L.8.4.b; L.8.4.c myPerspectives ELL Support Speaking and Listening: Discussion (RP) (TE p 65) Summary The Setting Sun and the Rolling World: Accessible Leveled Text Personalize for Learning English Language Support: Build Background Knowledge (TE p 67) Word Study: Greek Root: -psych- (RP) (TE p 72) Personalize for Learning English Language Support: Analyzing Point of View in Fiction (TE p 73) English Language Support Lesson: Point of View in Fiction (On Realize) Conventions: Verb Moods (RP) (TE p 74) Personalize for Learning English Language Support: Verb Moods (TE p 74) Research: Informational Report (RP) (TE p 75) ELD Companion Support Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 88-91 UNIT INTRODUCTION SE pp 92-95 OVERVIEW Whole-Class Learning SE pp 96-97 SELECTION Anchor Text The Diary of Anne Frank, Act I Frances Goodrich and Albert Hackett SE pp 100-125 SELECTION Anchor Text The Diary of Anne Frank, Act I Frances Goodrich and Albert Hackett SE pp 126-150 Unit Goals Students will deepen understanding of the holocaust by reading, writing, speaking, listening, and presenting. Unit Goals Video Academic Vocabulary theorize; sustain; declaration; pronounce; enumerate Home Connection Letter Spanish Home Connection Letter Unit 2 Answer Key STANDARDS L.8.6 Launch Text Students will read “The Grand Mosque of Paris.” Students then participate in discussions about the Holocaust. Word Network Students add new words to their Word Network as they read texts in the unit. Word Network Summary Students write a summary of the Launch Text. Launch Activity Students participate in an activity related to the unit theme. QuickWrite Students write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom? Evidence Log Students add notes and evidence that will be used to inform the Assessment. Evidence Log Assessment: Refining Your Thinking Essential Question How do remember the past? Whole-Class Learning Strategies Listen actively Clarify by asking questions Monitor understanding Interact and ideas Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. MAKING MEANING Concept Vocabulary anxiously; tension; restraining; quarrels; bickering; hysterically First Read Students Notice, Annotate, Connect, Respond as they read the selection the time. First-Read Guide: Fiction Read the Selection Selection Audio The Diary of Anne Frank, Act I: Accessible Leveled Text STANDARDS RL.8.10 MAKING MEANING Read the Selection Selection Audio The Diary of Anne Frank, Act I: Accessible Leveled Text STANDARDS RL.8.10
myPerspectives ELL Support Audio Summary Personalize for Learning English Language Support: Cognates (TE p 91) Summary The of Anne Frank, Act I: Accessible Leveled Text Personalize for Learning English Language Support: Pacing (TE p 115) Personalize for Learning English Language Support: Plot (TE p 125) Personalize for Learning English Language Support: Translations (TE p 136) Personalize for Learning English Language Support: Archaic (TE p 139) ELD Companion Support Unit 2, Lesson 1 Time to Read Read Independently Vocabulary Oops: Possessive Pronouns Word Study: Introduce Consonant Spellings s, c, k, ck, ch Unit 2, Lesson 1 Whole Group Plan and Write an Explanatory Essay Work Time Instruction Reteach: Consonant /s/ and /k/ Explanatory Essay: Prewrite and Brainstorm Work Time Assignments Word Consonant /s/ and /k/ Interactive Reader Explanatory Essay: Prewrite and Brainstorm Unit 2, Lesson 2 Vocabulary Selection: prehistory, nomads Academic: concerned, preparedness, scheme Read Aloud, Think Aloud” “Discovering the Old Stone Age” Classroom Conversation Class Discussion Unit 2, Lesson 3 Time to Read Read Independently Vocabulary Oops: Possessive Pronouns Word Study: Introduce Inflected Endings –s, -ed, -ing Unit 2, Lesson 3 Whole Group Plan Writing Work Time Instruction Reteach: Inflected Endings Explanatory Essay: Plan Work Time Assignments Word Inflected Endings Explanatory Essay: Plan DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 SELECTION Anchor Text SELECTION Anchor Text SELECTION Anchor Text SELECTION Anchor Text SELECTION Anchor Text
The Diary of Anne Frank, Act I Frances Goodrich and Albert Hackett SE p 151 The Diary of Anne Frank, Act I Frances Goodrich and Albert Hackett SE pp 152-153 The Diary of Anne Frank, Act I Frances Goodrich and Albert Hackett SE pp 154-155 The of Anne Frank, Act II Frances Goodrich and Albert Hackett SE pp 156-172 The Diary of Anne Frank, Act II Frances Goodrich and Albert Hackett SE pp 173-187 MAKING MEANING Comprehension Check Students complete comprehension questions. The Diary of Anne Frank, Act I: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students choose something interesting from the text and formulate a research question. STANDARDS RL.8.1 MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze Craft and Structure: Text Structures in Drama Students will identify passages of dialogue that serve that purpose. Analyze and Structure: Analyze Text Structures in Drama Analyze Craft and Structure: Analyze Text Structures in Drama (RP) STANDARDS RL.8.3; RL.8.6 LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: anxiously; tension; restraining; quarrels; bickering; hysterically Word Study: Latin Suffix: -ion Students complete activities related to the Latin Suffix -ion Concept Vocabulary and Word Study: Latin Suffix: -ion Word Study: Latin Suffix: -ion- (RP) Word Network Students add new words to their Word Network as they read texts in the unit. Conventions: Principal of Verbs Students complete activities identifying principal of verbs. Conventions: Principal of Verbs Conventions: Principal of Verbs (RP) STANDARDS MAKING MEANING Concept Vocabulary foreboding; intuition; apprehension; mounting; insistent First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Fiction Read the Selection Selection The Diary of Anne Frank, Act II: Accessible Leveled Text STANDARDS RL.8.10 MAKING MEANING Read the Selection Selection Audio The Diary of Anne Frank, Act II: Accessible Leveled Text Comprehension Check Students complete comprehension questions. The of Anne Frank, Act II: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students choose something interesting from the text and formulate a research question. STANDARDS RL.8.10
STANDARDS L.8.1; L.8.4.b; L.8.4.c; L.8.4.d; L.8.3 inform the Assessment. STANDARDS RI.8.7; W.8.2.a; W.8.2.b myPerspectives ELL Support Analyze Craft and Structure: Character Motivation (RP) (TE p 189) Personalize for Learning English Language Support: Identifying Character Motivation (TE p 188) English Language Support Lesson: Character Motivation (On Realize) Word Study: Latin Suffix: -ent (RP) (TE p 190) Conventions: Simple Tenses of Verbs (TE p 191) English Language Support Lesson: Word Choices (On Realize) Speaking and Listening: Dramatic Reading (RP) (TE p 193) Personalize for Learning English Language Support: Providing Support (TE p 193) Audio Summary Family and World War II Timeline: Accessible Text Personalize for Learning English Language Support: Media Vocabulary (TE p 195) Personalize for Learning English Language Support: Timelines (TE p 199) ELD Companion Support Unit 2, Lesson 7 Vocabulary Selection: pharaoh, shrine Academic: argument, conversation Read Aloud, Think Aloud” that Shaped Egyptian Life” Classroom Conversation Collaborative Conversation Unit 2, Lesson 8 Time to Read Read Independently Vocabulary Oops: Articles With Singular Nouns Word Study: Introduce Meaning Relationships Unit 2, Lesson 8 Group Revise and Edit Writing Work Time Instruction Reteach: Meaning Relationships Explanatory Essay: Write a Conclusion Work Time Assignments Word Study: Meaning Relationships Between Words Explanatory Essay: Write a Conclusion Unit 2, Lesson 9 Vocabulary Selection: tomb, pyramids Academic: intentionally, mandatory Read Aloud, Think Aloud “Ideas that Shaped Egyptian Life” Classroom Conversation Collaborative Conversation Unit 2, Lesson 10 Time to Read Read Independently Vocabulary Word Closed Syllable Patterns: VC/V, VC/CV Word Meaning Relationships
RI.8.1; RI.8.4; RI.8.6; RI.8.10; L.8.4.b; L.8.4.c; L.8.4.d myPerspectives ELL Support Word Study: Latin Suffix: -strict- (RP) (TE p 218) Analyze Craft and Structure: Central Idea and Supporting Details (RP) (TE p 219) Author’s Style: Word Choice ( RP) (TE p 220) Personalize for Learning English Language Support: Recognizing Word Choice (TE p 220) Speaking and Listening: Group Discussion (RP) (TE p 221) Audio Summary Acceptance Speech for the Nobel Peace Prize: Accessible Leveled Text Word Word Families (RP) (TE p 226) Analyze Craft and Structure: Authors Purpose and Point of View (RP) (TE p 227) Personalize for Learning English Language Support: Domain-Specific Vocabulary (TE p 225) ELD Companion Support Unit 2, Lesson 13 Work Time Instruction Reteach: Multiple Meaning Words Explanatory Essay: Respond to Presentation Work Time Assignments Word Study: Multiple Meaning Words Explanatory Essay: Present Unit 2, Lesson 14 Vocabulary Selection: aqueducts, content Academic: avoid, code, subject, survey Read Aloud, Think Aloud “Greek Myths” Classroom Conversation Collaborative Conversation Unit 2, Lesson 15 Time to Read Read Independently Vocabulary Word Study: Words with Schwa Word Study: Words Unit 2, Lesson 15 Work Time Instruction Word Reader: Taking Care of the Human Body Work Time Assignments Word Study: Multiple Meaning Words and Words with Schwa Explanatory Essay: Present Time to Read Read Independently Book Club
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: Speaking and Listening Focus Deliver a Multimedia Presentation SE pp 242-243 PERFORMANCE TASK: Speaking and Listening Focus Deliver a Multimedia Presentation SE p 243 INTRODUCE INDEPENDENT LEARNING SE pp 244-245 INDEPENDENT LEARNING SE pp 246-248 PERFORMANCE-BASED ASSESSMENT SE pp 249-251 PERFORMANCE TASK Deliver a Multimedia Presentation Students give a presentation answering the following question: How do the selections contribute to your understanding of the Holocaust and the ways in which we remember the past? Plan with Your Group Students analyze the texts, gather evidence, and organize your ideas. Rehearse with Your Group Students practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques. STANDARDS SL.8.4; SL.8.5; SL.8.6 PERFORMANCE TASK Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS SL.8.4; SL.8.5; SL.8.6 Essential Question How do we remember the past? Independent Learning Strategies Create a Schedule Practice what you have learned Take Independent Learning Strategies of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Contents MAKING MEANING Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide Close-Read Guide Close-Read Guide Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Quick Write Students write about a paragraph that grabbed their interest. Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism. Evidence Log PERFORMANCE-BASED ASSESSMENT PREP Review Evidence for an Explanatory Essay Students evaluate the strength of their evidence Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Explanatory Text Students will write an essay to answer the following: How can literature help us remember and honor the victims of the Holocaust? Explanatory Essay Rubric Students use the rubric to their revisions. STANDARDS W.8.2; W.8.2.b; W.8.10
RI.8.10 myPerspectives ELL Support Summary Personalize for Learning English Language Support: Cognates (TE p 257) Audio Summary Barrington Irving, Piot and Educator: Accessible Leveled Text Personalize for Learning English Language Support: Structure (TE p 266) Analyze Craft and Structure: Characterization in Nonfiction (RP) (TE p 271) Personalize for Learning English Language Support: Interpret (TE p 270) ELD Companion Support Unit 3, Lesson 1 Time to Read Read Independently Vocabulary Oops: Articles with Proper Nouns Word Study: Introduce Latin Root –rupt- Unit 3, Lesson 1 Whole Group Plan an Argumentative Essay Work Time Instruction Reteach: Root –rupt- Argumentative Plan Work Time Assignments Word Study: Latin Root Interactive Reader Argumentative Essay: Plan Unit 3, Lesson 2 Vocabulary Selection: opposed, racism Academic: calculate, directions Read Think Aloud” “The King of the United States” and “Eleanor Roosevelt a Stand” Classroom Conversation Collaborative Conversation Unit 3, Lesson 3 Time to Read Read Independently Vocabulary Oops: Articles with Proper Nouns Word Study: Introduce Synonyms Unit 3, Lesson 3 Work Time Instruction Reteach: Synonyms Work Time Assignments Word Study: Synonyms Argumentative Essay: Plan DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 SELECTION Anchor Text Barrington Irving, Piot and Educator National Geographic SELECTION Anchor Text Barrington Irving, Piot and Educator National Geographic SELECTION Anchor Text Barrington Irving, Piot and Educator National Geographic SELECTION Anchor Text Three Cheers for the Nanny State Sarah Conly SELECTION Anchor Text Cheers for the Nanny State Sarah Conly
SE pp 272-273 SE p 274 SE p 275 SE pp 276-281 SE p 282 LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: determination; pursue; accomplish; achieve; tackling; purposeful Word Old English Suffix: -ful Concept Vocabulary and Word Study Word Study: Old English Suffix: -ful (RP) Word Network Students add new words to their Word Network as they read texts in the unit. Conventions: Nouns and Pronouns Students identify examples of proper nouns, personal pronouns, possessive nouns, and possessive pronouns. Conventions: Nouns and Pronouns Conventions: Nouns and Pronouns (RP) STANDARDS L.8.1; L.8.2.b; L.8.4; L.8.5.b EFFECTIVE EXPRESSION Writing to Sources: Argumentative Essay Students write an argument stating a claim in response to this statement: Having passion for a subject is more important than having knowledge it. Writing to Sources: Argumentative Essay Writing to Sources: Argumentative Essay (RP) STANDARDS W.8.1.a; W.8.1.b; W.8.1.e; W.8.7 EFFECTIVE EXPRESSION Speaking and Listening: Persuasive Presentation Students create a presentation on one of the educational nonprofit organizations or programs mentioned in the article. Speaking and Listening: Persuasive Presentation Speaking and Listening: Persuasive Presentation (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. SELECTION TEST Selection Test: Barrington Irving, Piot and Educator STANDARDS SL.8.3; SL.8.4 MAKING MEANING Concept Vocabulary impose; justifiable; status quo; rational; principle First Review Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Nonfiction Read the Selection Selection Audio Three Cheers for the Nanny State: Accessible Leveled Text Comprehension Check Students complete comprehension questions. Cheers for the Nanny State: First Read Extension Questions Research to Clarify Students choose one unfamiliar detail from the text to research. Research to Explore Students write a research question to find out more about the concept of the “nanny state.” STANDARDS Rl.8.10 MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions the text, citing textual evidence. STANDARDS RI.8.10 myPerspectives ELL Support
SE p 283 SE p 284 SE p 285 SE pp 286-292 SE pp 293-295 MAKING MEANING Analyze & Structure: Author’s Argument Students will identify facts the author uses to support her argument. Analyze Craft and Structure: Author’s Argument Analyze and Structure: Author’s Argument (RP) STANDARDS RI.8.6; RI.8.8 LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: impose; justifiable; status quo; rational; principle Word Study: Latin Root: -just- Concept Vocabulary and Word Study Word Study: Latin Root: -just- (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS L.8.1; L.8.2; L.8.4.b; L.8.4.d LANGUAGE DEVELOPMENT Conventions: Clauses Students identify subordinate and relative clauses. Conventions: Clauses Conventions: Clauses (RP) STANDARDS L.8.5.b MAKING MEANING Concept Vocabulary implemented; mandates; intervene; intentions; dictate; exemption First Review Students Notice, Annotate, Connect, and Respond as they read the selection the first time. Guide: Nonfiction Read the Selection Selection Audio Ban the Ban/Soda’s a Problem: Accessible Leveled Text Comprehension Check Students complete comprehension questions. Ban the Ban/Soda’s a Problem: First Read Extension Questions Research to Explore Students formulate a research question relating to the concept of the “nanny state”. MAKING MEANING Close Read the Text Students will review the Read Model and complete the close read sections in the selection. LANGUAGE DEVELOPMENT Conventions: Basic Sentence Structures Students identify sentence structures and clauses. Conventions: Basic Sentence Structures Conventions: Basic Sentence Structures (RP) EFFECTIVE EXPRESSION Writing to Compare: Argumentative Essay Students an argumentative essay about which argument they found most convincing. Writing to Compare: Argumentative Essay Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDS RI.8.9; W.8.1.b; W.8.1.c; W.8.10; W.8.9.b
myPerspectives ELL Support Analyze Craft and Structure: Author’s Argument (RP) (TE p 283) Personalize for Learning English Language Support: Important Terms (TE p 283) Word Study: Latin Root: -just- (RP) (TE p 284) Conventions: Clauses (RP) (TE p 285) Personalize for Learning English Language Support: Using Independent and Dependent Clauses (TE p 285) English Language Support Lesson: Independent and Dependent Clauses (On Realize) Audio Summary Ban the Ban/Soda’s a Problem: Accessible Leveled Text Analyze Craft and Structure: Conflicting Arguments (RP) (TE p 291) Word Latin Prefix: ex- (RP) (TE p 292) Personalize for Learning English Language Support: Idioms (TE p 290) Conventions: Basic Sentence Structures (RP) (TE p 293) Personalize for Learning English Language Support: Creating Compound and Complex Sentences (TE p 293) English Language Support Lesson: Compound and Complex Sentences (On Realize) Personalize for Learning English Language Support: Organization (TE p 294) ELD Companion Support Unit 3, Lesson 7 Vocabulary Selection: nervous, ban Academic: slog, wobble Read Aloud, Think Aloud” “Ban the Bottle” Classroom Conversation Collaborative Conversation Unit 3, Lesson 8 Time to Read Read Independently Vocabulary Oops: Forms of “to be” Word Introduce Vowels Unit 3, Lesson 8 Work Time Instruction Reteach: r-Controlled Vowels Argumentative Essay: Draft Work Time Assignments Word Study: r-Controlled Vowels Argumentative Essay: Write Unit 3, Lesson 9 Vocabulary Selection: equal, homeless Academic: appreciation, precisely Read Aloud, Think Aloud “Inequality in America” Classroom Conversation Collaborative Conversation Unit 3, Lesson 10 Time to Read Read Independently Vocabulary Word Study: Plural Nouns Word Study: r-Controlled Vowels
DAY 21 DAY 22 DAY 23 DAY 24 DAY 25 SELECTION Words Do Not Pay Chief Joseph SE p 310 SELECTION Words Do Not Pay Chief Joseph SE p 311 SELECTION Words Do Not Pay Chief Joseph SE p 312 SELECTION Words Do Not Pay Chief Joseph SE p 313 SELECTION from Follow the Rabbit-Proof Fence Doris Pilkington SE pp 314-319 MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze the Text Concept Vocabulary Students complete activities related to the Concept Vocabulary misrepresentations; misunderstandings Word Study: Old English Prefix: mis- Concept Vocabulary and Word Study Word Study: Old English Prefix: mis- (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS RI.8.4; L.8.4 MAKING MEANING Analyze & Structure: Persuasive Techniques and Word Choice Students will analyze Chief Joseph’s persuasive techniques. Analyze Craft and Structure: Persuasive Techniques and Word Choice Analyze Craft and Structure: Persuasive Techniques and Word Choice (RP) STANDARDS L.8.5.c LANGUAGE DEVELOPMENT Author’s Rhetorical Devices Students identify and correctly use parallelism. Author’s Style: Rhetorical Devices Author’s Style: Rhetorical Devices (RP) STANDARDS L.8.1; L.8.2 EFFECTIVE EXPRESSION Research: Research Report Students write report about Chief Joseph or the Nez Perce People. Research: Research Report Research: Research Report (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. Selection Test: Do Not Pay STANDARDS W.8.2.a; W.8.2.b; W.8.2.f; W.8.7; W.8.8 MAKING MEANING Concept Vocabulary urgently; nervously; confidently; cautiously First Read Students Notice, Annotate, Connect, Respond as they read the selection the time. First-Read Guide: Nonfiction Read the Selection Selection from Follow the Rabbit-Proof Fence: Accessible Leveled Text Comprehension Check Students complete comprehension questions. from Follow the Fence: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. STANDARDS RI.8.10; L.8.4.c
myPerspectives ELL Support Word Study: Old English Prefix: mis- (RP) (TE p 310) Analyze Craft and Structure: Persuasive Techniques and Word Choice (RP) (TE p 311) Author’s Style: Rhetorical Devices (RP) (TE p 312) Personalize for Learning English Language Support: Justifying an Opinion Using Parallelism (TE p 312) English Language Support Lesson: Parallelism (On Realize) Research: Research Report (RP) (TE p 313) Summary from Follow the Rabbit-Proof Fence: Accessible Leveled Text Personalize for Learning English Language Support: Idioms (TE p 317) ELD Companion Support Unit 3, Lesson 13 Work Time Instruction Reteach: Open Syllable Pattern CV/C, C + y Argumentative Essay: Respond to Presentation Work Time Assignments Word Study: Open Syllable Pattern CV/C, C + y Argumentative Essay: Present Unit 3, Lesson 14 Vocabulary Selection: trachea, esophagus Academic: accurate, data, negative Read Think Aloud Body Systems” Classroom Conversation Collaborative Conversation Unit 3, Lesson 15 Time to Read Read Independently Vocabulary Word Study: Prefix re- and pre- Word Study: Open Syllable Pattern CV/C, C + y Unit 3, Lesson 15 Work Time Instruction Word Study Reader: Wind and Solar Energy Work Time Assignments Word Study: Prefix re- and pre-and Open Syllable Pattern CV/C, C + y Argumentative Essay: Present Time to Read Read Independently Book Club
Word Study: Old English Suffix: -ly (RP) (TE p 320) Analyze and Structure: Descriptive Writing (RP) (TE 321) Conventions: Adjectives and Adverbs (RP) (TE p 322) Personalize for Learning English Language Support: Sensory Details (TE p 321) English Language Support Lesson: Sensory Details (On Realize) Personalize for Learning English Language Support: Adjectives and Adverbs (TE p 322) Writing to Sources: Account (RP) (TE p 323) Audio Summary Personalize for Learning English Language Support: Taking Notes (TE p 324) ELD Companion Support Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: Speaking and Listening Focus Deliver an Oral Presentation SE pp 328-329 PERFORMANCE TASK: Speaking and Listening Focus Deliver an Oral Presentation SE p 329 INTRODUCE INDEPENDENT LEARNING SE pp 330-331 INDEPENDENT LEARNING SE pp 332-334 PERFORMANCE-BASED ASSESSMENT SE p 335 PERFORMANCE TASK Deliver an Oral Presentation As a group, students prepare and deliver an oral presentation in response to the following question: When you take a stand, how much does winning matter? Plan with Your Group Students analyze the text, determine position and gather evidence, and organize ideas. Rehearse with Your Group Students practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques. STANDARDS SL.8.1.a PERFORMANCE TASK Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS SL.8.4 Essential Question When is it to take a stand? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Contents MAKING MEANING First Read Students Notice, Annotate, Connect, Respond as they read the selection the time. First-Read Guide Close-Read Guide Close-Read Guide Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Quick Write Students write about a paragraph that grabbed their interest. Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism. Evidence Log ASSESSMENT PREP Review Evidence for an Argument Students evaluate the strength of their evidence Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Argument Students will write an argument to answer the following: Is it important for people to make their own choices in file? Argument Rubric Students use the rubric to guide their revisions. STANDARDS W.8.1.a; W.8.1.b; W.8.9; W.8.10
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 340-343 UNIT INTRODUCTION SE pp 344-347 OVERVIEW Whole-Class Learning SE pp 348-349 SELECTION Anchor Text Flowers for Algernon Daniel Keyes SE pp 350-353 SELECTION Anchor Text Flowers for Algernon Daniel Keyes SE pp 354-358 Unit Goals Students will deepen their perspective about human intelligence by reading, writing, speaking, listening, and presenting. Unit Video Academic Vocabulary assimilate; tendency; integrate; observation; documentation Home Connection Letter Spanish Home Connection Letter Unit 4 Answer Key STANDARDS L.8.6 Launch Text Students will read “The Brain”. Students will then be able to engage in discussions about human intelligence. Word Network Students add new to their Word Network as they read texts in the unit. Word Network Summary Students write a summary of the Launch Text. Launch Activity Students participate in an activity related to the unit theme. QuickWrite Students write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom? Evidence Log Students add and evidence that will be used to inform the Assessment. Evidence Log Assessment: Refining Your Thinking Essential Question In what different ways can people be intelligent? Learning Strategies Listen actively Clarify by asking questions Monitor understanding Interact and share ideas Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. MAKING MEANING Concept Vocabulary subconscious; suspicion; despised; deterioration; introspective; regression First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Fiction Read the Selection Selection Audio Flowers for Algernon: Accessible Leveled Text STANDARDS RL.8.10 MAKING MEANING Read the Selection Selection Audio Flowers for Algernon: Accessible Leveled Text STANDARDS RL.8.10
myPerspectives ELL Support Audio Summary Personalize for Learning English Language Support: Cognates (TE p 342) Personalize for Learning English Language Support: Background Knowledge (TE p 347) Summary Flowers for Algernon: Accessible Leveled Text Personalize for Learning English Language Support: Conventions (TE p 351) ELD Companion Support Unit 4, Lesson 1 Time to Read Read Independently Vocabulary Oops: Progressive Tense Verbs Word Study: Introduce Latin Roots Unit 4, Lesson 1 Work Time Instruction Reteach: Latin Roots Work Time Assignments Word Study: Latin Roots Interactive Reader Unit 4, Lesson 2 Vocabulary Selection: autism, audacious Academic: creative, illegal Read Aloud, Think Aloud” “Computer Unlocks Autistic Teen’s Exceptional Voice” Classroom Conversation Collaborative Conversation Unit 4, Lesson 3 Time to Read Read Independently Vocabulary Oops: Progressive Tense Verbs Word Study: Introduce Syllables –ible and –able Unit 4, Lesson 3 Work Time Instruction Reteach: Syllables –ible and –able Work Time Assignments Word Study: Introduce Syllables –ible and –able DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 SELECTION Anchor Text Flowers for Algernon Daniel Keyes SE pp 358-370 SELECTION Anchor Text Flowers for Algernon Daniel SE pp 371-378 SELECTION Anchor Text Flowers for Algernon Daniel Keyes SE p 379 SELECTION Anchor Text Flowers for Algernon Daniel Keyes SE p 379 SELECTION Anchor Text Flowers for Algernon Daniel Keyes SE p 380 MAKING MEANING Read the Selection Selection Audio Flowers for Algernon: Accessible Leveled Text STANDARDS RL.8.10 MAKING MEANING Read the Selection Selection Audio Flowers for Algernon: Accessible Leveled Text STANDARDS RL.8.10 MAKING MEANING Comprehension Check Students complete comprehension questions. Flowers for Algernon: Read Extension Questions Research to Clarify MAKING MEANING Comprehension Check Students complete comprehension questions. Flowers for Algernon: Read Extension Questions Research to Clarify MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Read the Text Analyze the Text
Students research one unfamiliar detail from the text to research. Research to Explore Students choose something interesting from the text and formulate a research industry. Students research one unfamiliar detail from the text to research. Research to Explore Students choose something interesting from the text and formulate a research industry. Students will respond to questions about the text, citing textual evidence. STANDARDS RL.8.1 myPerspectives ELL Support Personalize for Learning English Language Support: Dialogue (TE p 369) Personalize for Learning English Language Support: Contractions (TE p 376) Personalize for Learning English Language Support: Organization (TE p 380) ELD Companion Support Unit 4, Lesson 4 Vocabulary Selection: conducting, sculpt Academic: contributed, major Read Aloud, Think Aloud “The Magic of Special Effects” Classroom Conversation Small-Group Discussion Unit 4, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Latin Roots Word Study: Suffixes –ible and -able Unit 4, Lesson 5 Work Time Instruction Word Study Reader: Fashion Work Time Assignments Word Study: Latin Roots and Suffixes –ible and -able Unit 4, Lesson 6 Time to Read Read Independently Vocabulary Oops: Subject-Verb Agreement Word Study: Introduce Consonant Digraphs sh, th, ph, ch, tch, ng Unit 4, Lesson 6 Work Time Instruction Reteach: Consonant Digraphs Work Time Assignments Word Consonant Digraphs Interactive Reader DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION Anchor Text Flowers for Algernon Daniel Keyes SE p 310 SELECTION Anchor Text Flowers for Algernon Daniel Keyes SE p 382 SELECTION Anchor Text Flowers for Algernon Daniel Keyes SE p 383 SELECTION Anchor Text from flowers for Algernon A play by David Rogers SE pp 384-387 SELECTION Anchor Text from flowers for Algernon A play by Rogers SE pp 388-389 MAKING MEANING Analyze Craft & Structure: Development of Students identify examples of point of view in the story. Analyze Craft and Structure: Development of Theme LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: LANGUAGE DEVELOPMENT Conventions: Direct and Indirect Objects Students identify the subject, verb, direct object and indirect object in sentences. MAKING MEANING Concept Vocabulary peak; clarity; unleashed First Read Students Notice, Annotate, Connect, Respond as they EFFECTIVE EXPRESSION Writing to Compare: Comparison-and-Contrast Students write an essay identifying the unique characteristics of a short story and a script.
Personalize for Learning English Language Support: Identifying and Using Direct and Indirect Objects (TE p 383) English Language Support Lesson: Direct and Indirect Objects (On Realize) Personalize for Learning English Language Support: Word Meanings (TE p 385) ELD Companion Support Unit 4, Lesson 7 Vocabulary Selection: democracy, architecture Academic: cycle, portion, transport Read Aloud, Think Aloud” “Ancient Greece and Modern Culture” Classroom Conversation Partner Conversation Unit 4, Lesson 8 Time to Read Read Independently Vocabulary Oops: Subject-Verb Agreement Word Study: Introduce Greek Word Parts Unit 4, Lesson 8 Work Time Instruction Reteach: Word Parts Work Time Assignments Word Study: Greek Word Parts Unit 4, Lesson 9 Vocabulary Selection: ideal, empire Academic: channel, constantly Read Aloud, Think Aloud “Ancient Greece and Modern Culture” Classroom Conversation Collaborative Conversation Unit 4, Lesson 10 Time to Read Read Independently Vocabulary Word Study: Consonant Digraphs sh, th, ph, ch, tch, ng Word Greek Word Parts
Personalize for Learning English Language Support: Subject-Verb Agreement (TE p 393) Summary from Blue and Red Words: Accessible Leveled Text Personalize for Learning English Language Support: Domain-Specific Vocabulary and Word Families (TE p 406) ELD Companion Support Unit 4, Lesson 10 Work Time Instruction Word Study Reader: Art and Technology Work Time Assignments Word Study: Consonant Digraphs and Greek Word Parts Unit 4, Lesson 11 Time to Read Read Independently Vocabulary Oops: Time, Money, Distance, and Weight Word Study: Introduce Suffixes –al, -ion, and -tion Unit 4, Lesson 11 Work Time Instruction Reteach: Suffixes –al, -ion, and -tion Work Time Assignments Word Suffixes –al, -ion, and -tion Interactive Reader Unit 4, Lesson 12 Vocabulary Selection: towed, giggle Academic: feature, layer, similar Read Aloud, Think Aloud” “2012 Sportskids of the Year: Conner and Cayden Long” Classroom Conversation Small-Group Discussion Unit 4, Lesson 13 Time to Read Read Independently Vocabulary Oops: Time, Money, Distance, and Weight Word Study: Introduce Vowel Sound in Ball
Word Study: Latin Suffix: -ical (RP) (TE p 408) Analyze Craft and Structure: Memoir and Reflective Writing (RP) (TE p 409) Conventions: Pronoun Case (RP) (TE p 410) Personalize for Learning English Language Support: Pronoun Case (TE p 410) Research: Informational Report (RP) (TE p 411) Personalize for Learning English Language Support: Identifying Reliable Sources (TE p 411) English Language Support Lesson: Informational Report (On Realize ELD Companion Support Unit 4, Lesson 13 Work Time Instruction Reteach: Vowel Sound in ball Work Time Assignments Word Study: Vowel Sound in ball Unit 4, Lesson 14 Vocabulary Selection: habitats, species Academic: inferences, symbol Read Aloud, Think Aloud “Bird-Watching” Classroom Conversation Class Discussion Unit 4, Lesson 15 Time to Read Read Independently Vocabulary Word Study: Suffixes –al, and -tion Word Study: Vowel Sound in ball Unit 4, Lesson 15 Work Time Instruction Word Study Reader: The Origins of Sports Work Time Assignments Word Study: Suffixes –al, and -tion m Time to Read Read Independently Book Club
Speaking and Listening: Group Discussion Students take part in a discussion about the different types of intelligence shown on the infographic. Speaking and Listening: Group Discussion Evidence Log Students add notes and evidence that will be used to inform the Assessment. Selection Test: The Theory of Multiple Intelligences Infographic STANDARDS RI.8.7; RI.8.10; L.8.6 Analyze Craft and Structure: Poetic Structures Analyze Craft and Structure: Poetic Structures (RP) STANDARDS RL.6.4; RL.8.5; L.8.4.c; L.8.5.b myPerspectives ELL Support Audio Summary The Theory of Multiple Intelligences Infographic Personalize for Learning English Language Support: Domain-Specific Words: Science (TE p 413) Summary Retort/from The People, Yes: Accessible Text Word Multiple-Meaning Words (RP) (TE p 422) Analyze Craft and Structure: Poetic Structures (RP) (TE p 423) Personalize for Learning English Language Support: Understanding (TE p 423) English Language Support Lesson: Multiple-Meaning Words (On Realize) Conventions: Participial and Infinitive Phrases (RP) (TE p 424) Speaking and Listening: Multimedia Presentation (RP) (TE p 425) ELD Companion Support
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: Speaking and Listening Focus Deliver a Multimedia Presentation SE pp 426-427 PERFORMANCE TASK: Speaking and Listening Focus Deliver a Multimedia Presentation SE p 427 INTRODUCE INDEPENDENT LEARNING SE pp 428-429 INDEPENDENT LEARNING SE pp 430-432 PERFORMANCE-BASED ASSESSMENT SE pp 433-435 PERFORMANCE TASK Present a Fictional Narrative As a students present a presentation answering this question: How does each selection highlight a different way to be intelligent? Plan with Your Group Students analyze the text, gather evidence, and organize ideas. Rehearse with Your Group Students practice the presentation, fine-tune the content, improve use of media, and brush-up on presentation techniques. STANDARDS SL.8.1.a; SL.8.1.b; SL.8.1.c; SL.8.5 PERFORMANCE TASK Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS SL.8.1.d; SL.8.4; SL.8.5; SL.8.6 Essential Question In what different ways can people be intelligent? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Contents MAKING MEANING First Read Students Notice, Annotate, Connect, Respond as they read the selection the time. First-Read Guide Close-Read Guide Close-Read Guide Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Write Students write about a paragraph that grabbed their interest. Your Independent Learning Students what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism. Evidence Log ASSESSMENT PREP Review Evidence for an Informative Students evaluate the strength of their evidence Evidence Log Students add and evidence that will be used to inform the Assessment. Writing to Sources: Informative Essay Students will an essay to answer the following: In what different ways can people be intelligent? Informative Essay Rubric Students use the rubric to guide their revisions. STANDARDS W.8.2; W.8.9; W.8.10
Excerpt: from The Invention of Everything Else, Samantha Hunt (880L) Science Article: 25 Years Later, Hubble Sees Beyond Troubled Start, Dennis Overbye (1320L) Media, Video: Sounds of a Glass Armonica Independent Learning Web Article: Ada Lovelace: A Science Legend, Amitai Etzioni (1320L) Web Article: Fermented Cow Dung Air Freshener Wins Two Students Top Science Kimberley Mok (1460) News Article: Scientists Build Robot That Runs, Call it “Cheetah”, Rodrique Ngowi (1380L) Excerpt: from The Time Machine, H.G. Wells (830L) Myth: Icarus and Daedalus, retold by Josephine Preston Peabody (1100L) Performance-Based Assessment Part 1 – Writing to Sources: Argument Students will write an argument addressing the following question: Which invention described in this unit has had the biggest impact on humanity? Part 2 – Speaking & Listening: Speech Students use argument as the foundation for a three- to five-minute speech. Unit Reflection Students will reflect on the unit goals, learning strategies, the texts, and which activity taught them most about invention.
LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: decipher; contraption; ingenuity; invincible; newfangled; improvisations Word Latin Suffix: -ity Concept Vocabulary and Word Study Word Study: Latin Suffix: -ity (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS L.8.4.b LANGUAGE DEVELOPMENT Conventions: Subject Complements Students identify predicate nouns, pronouns, or adjectives in sentences. Conventions: Subject Complements Conventions: Subject Complements (RP) STANDARDS L.8.1 EFFECTIVE EXPRESSION Writing to Sources: Critical Review Students write a critical review supporting your understanding of the character of Uncle Marcos. Writing to Sources: Critical Review Writing to Sources: Critical Review (RP) STANDARDS W.6.1.b; W.6.1.c EFFECTIVE EXPRESSION Speaking and Listening: Class Discussion Students will discuss how the episode involving Uncle Marcos and his mechanical bird draws on themes from the Greek myth of Icarus. Speaking and Listening: Class Discussion Speaking and Listening: Class Discussion (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. SELECTION TEST Selection Test: Uncle Marcos STANDARDS RL.8.9; SL.6.1.a; SL.6.1.b MAKING MEANING Concept Vocabulary enable; foresight; prescient; myopic; naiveté; seminal First Read Students Notice, Annotate, Connect, Respond as they read the selection the time. First-Read Guide: Nonfiction Read the Selection Selection To Fly: Accessible Leveled Text Comprehension Check Students complete comprehension questions. To Fly: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students choose something that interests them from the text and formulate a research question. STANDARDS RI.6.10 myPerspectives ELL Support Word Study: Latin Suffix: -ity (RP) (TE p 460) Conventions: Subject Complements (RP) (TE p 461) Personalize for Learning English Language Support: Writing to Sources: Critical Review (RP) (TE p 462) Speaking and Listening: Class Discussion (RP) (TE p 463) Audio Summary To Fly: Accessible Leveled Text Personalize for Learning
Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze Craft & Structure: Text Structure: Expository Writing Students will identify allusions, comparisons, contrasts, descriptions, and methods to make ideas and information clear to readers. Analyze Craft and Structure: Expository Writing Analyze Craft and Structure: Expository Writing (RP) STANDARDS RL.8.1; RL.8.3 enable; foresight; prescient; myopic; naiveté; seminal Word Study: Old English Prefix: fore- Concept Vocabulary and Word Study Word Study: Old English Prefix: fore- (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS L.8.4.b Conventions: Capitalization (RP) STANDARDS L.8.2.c choice of sound to add to the record. Writing to Sources: Argumentative Essay Writing to Sources: Argumentative Essay (RP) STANDARDS W.8.1.b; W.8.1.e scientific principles discussed in the text. Speaking and Listening: Informative Presentation Speaking and Listening: Informative Presentation (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. SELECTION TEST Selection Test: To Fly STANDARDS SL.8.4; SL.8.5 myPerspectives ELL Support Analyze Craft and Structure: Expository Writing (RP) (TE p 473) Personalize for Learning English Language Support: Multiple-Meaning Words (TE p 472) Personalize for Learning English Language Support: Expository Writing (TE p 473) Word Study: Old English Prefix: fore- (RP) (TE p 474) Conventions: Capitalization (RP) (TE p 475) Writing to Sources: Argumentative Essay (RP) (TE p 476) Speaking and Listening: Informative Presentation (RP) (TE p 477)
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20 PERFORMANCE TASK: WRITING FOCUS Write an Argument SE pp 478-480 PERFORMANCE TASK: WRITING Write an Argument SE p 481 PERFORMANCE TASK: WRITING an Argument SE pp 482-483 OVERVIEW Small-Group Learning SE pp 484-487 SELECTION Nikola Tesla: The Greatest Inventor of All? Baez SE pp 488-491 PERFORMANCE TASK Write an Argument Students write an argument answering the question: Which text – “Uncle Marcos” or “To Fly” – best describes the dream or fantasy of human flight? PreWriting/Planning Students write a claim, identify types of details, use direct quotations and paraphrases, and formatting direct quotations. Drafting Students organize and write a first draft. STANDARDS W.8.1.a; W.8.1.b; W.8.1.e; W.8.9.b LANGUAGE DEVELOPMENT Conventions: Revising to Combine Sentences Using Gerunds and Participles Students identify gerunds and participles and revise sentences. STANDARDS L.8.1.a; L.8.2.c PERFORMANCE TASK Revising Students evaluate and revise draft utilizing peer reviews. Editing and Proofreading Students edit for conventions and proofread for accuracies. Publishing and Presenting Students create a final version of their argument and share in small groups. Reflecting Students reflect on their argument. STANDARDS W.8.1.c; W.8.1.e; W.8.5 Essential Question Are inventions realized through inspiration or perspiration? Small-Group Learning Strategies Prepare Participate Support Others Clarify Small-Group Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Working as a Team Take a position List your rules Apply the rules Name your group Create a communication plan Making a Schedule Students make a schedule with group for completing tasks. Working on Group Projects Students choose specific roles for each member. MAKING MEANING Concept Vocabulary engineer; generators; current First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Nonfiction Read the Selection Selection Audio Nick Accessible Leveled Text Comprehension Students complete comprehension questions. Nick Tesla: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Read the Text Analyze the Text
Students will respond to questions about the text, citing textual evidence. Analyze the Text Concept Vocabulary Students complete activities related to the Concept Vocabulary engineer; generators; current LANGUAGE DEVELOPMENT Word Study: Words Concept Vocabulary and Word Study Word Study: Multiple-Meaning Words(RP) Word Network Students add new to their Word Network as they read texts in the unit. STANDARDS RI.8.3; RI.8.10; L.8.4.c; L.8.5.b; L.8.6 myPerspectives ELL Support Personalize for Learning English Language Support: Transitions (TE p 482) Audio Summary Nikola Tesla: Accessible Leveled Text Word Study: Words(RP) (TE p 491) ELD Companion Support Unit 5, Lesson 10 Work Time Instruction Word Study Reader: Earth’s Moons Work Time Assignments Unit 5, Lesson 11 Time to Read Read Independently Vocabulary Unit 5, Lesson 11 Work Time Instruction Reteach: Connotations and Denotations Work Time Assignments Unit 5, Lesson 12 Vocabulary Selection: reunite, permanent Academic: bellow, roar, shriek, stammer Unit 5, Lesson 13 Time to Read Read Independently Vocabulary
Word Study: Vowel Pattern ei, eigh and Irregular Plurals Oops: Pronouns in Prepositional Phrases Word Study: Introduce Connotations and Denotations Word Study: Connotations and Denotations Interactive Reader Read Aloud, Think Aloud” “High-Tech Pets” Classroom Conversation Partner Conversation Oops: Pronouns in Prepositional Phrases Word Study: Introduce Homographs
myPerspectives ELL Support Analyze Craft and Structure: Biographical Writing (RP) (TE p 492) Conventions: Commas and Semicolons (RP) (TE p 493) Personalize for Learning English Language Support: Biographical Writing (TE p 492) English Language Support Lesson: Biographical Writing (On Realize) Summary from The Invention of Everything Else: Accessible Leveled Text Personalize for Learning English Language Support: Syntax (TE p 496) Word Study: Denotation and Connotation (RP) (TE p 505) Analyze Craft: Figurative Language (RP) (TE p 506) Conventions: Comparative and Superlative Forms of Adjectives and Adverbs (RP) (TE p 507) Personalize for Learning English Language Support: Commonly Confused Words (TE p 507) Personalize for Learning English Language Support: Compare-and-Contrast Essay (TE p 509) English Language Support Lesson: Essay (On Realize) ELD Companion Support Unit 5, Lesson 13 Work Time Instruction Reteach: Homographs Work Time Assignments Word Homographs Unit 5, Lesson 14 Vocabulary Selection: explorer, colonies Academic: acknowledge, apparently, assign, comment Read Aloud, Think Aloud “Adventure in the Americas” Classroom Conversation Collaborative Conversation Unit 5, Lesson 15 Time to Read Read Independently Vocabulary Word Study: Connotations and Denotations Word Study: Homographs Unit 5, Lesson 15 Work Time Instruction Word Study Reader: People in Pictures Work Time Assignments Word Study: Connotations and Denotations and Homographs Time to Read Read Independently Book Club DAY 26 DAY 27 DAY 28 DAY 29 DAY 30 SELECTION 25 Years Later, Hubble Sees Beyond Troubled Start Dennis Overbye SE pp 510-515 SELECTION 25 Later, Hubble Sees Beyond Troubled Start Dennis Overbye SE pp 516-517 SELECTION 25 Years Later, Hubble Sees Beyond Troubled Start Dennis Overbye SE pp 518-519 SELECTION Sounds of a Glass Armonica SE p 520-522 SELECTION Sounds of a Glass Armonica SE p 523
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: Speaking and Listening Conduct a Debate SE pp 524-525 PERFORMANCE TASK: Speaking and Listening Focus Conduct a Debate SE p 525 INTRODUCE INDEPENDENT LEARNING SE pp 526-527 INDEPENDENT LEARNING SE pp 528-530 PERFORMANCE-BASED ASSESSMENT SE pp 531-533 PERFORMANCE TASK Conduct a Debate: Students conduct a debate taking a position on this question: Are inventions realized through inspiration or perspiration? Plan with Your Group Students gather details and media, organize their ideas, and set debate rules. Rehearse with Your Group Students practice the presentation, fine-tune the content, and improve debate technique. STANDARDS SL.8.1.a; SL.8.1.b; SL.8.1.c; SL.8.1.d; SL.8.3; SL.8.5 PERFORMANCE TASK Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS SL.8.5 Essential Question Are inventions realized through inspiration or perspiration? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit Contents MAKING MEANING First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide Close-Read Guide Close-Read Guide Close Read the Text Students will review the Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Quick Write Students write about a paragraph that grabbed their interest. Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism. Evidence Log PERFORMANCE-BASED ASSESSMENT PREP Review Evidence for an Argument Students evaluate the strength of their evidence Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Argument Students will an argument to answer the following: Which invention described in this unit has had the biggest impact on humanity? Argument Rubric Students use the rubric to guide their revisions. STANDARDS W.8.1.a; W.8.1.b; W.8.1.c; W.8.1.d; W.8.1.e