DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 2-5 UNIT INTRODUCTION SE pp 5-9 OVERVIEW Whole-Class Learning SE pp 10-11 SELECTION Anchor Text The Medicine Bag Virginia Driving Hawk Sneve 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; PIII Launch Text Students will read “Red 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 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 Learning Strategies 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 first 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; PI.6 myPerspectives EL Support
The Medicine Bag: Accessible Leveled Text STANDARDS RL.8.10; PI.8 The Medicine Bag: 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. 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 & Structure: Figurative Meaning: Symbolism Students will analyze symbols and 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 Students complete activities related to the Concept Vocabulary wearily; straggled; fatigue; frail; sheepishly Word Study: Animal Words Students complete activities relating to animal Concept Vocabulary and Word Word Animal Words (RP) Word Network Students add new to their Word Network as they read texts in the unit. STANDARDS L.8.4.c; L.8.4.d Students identify active and passive voice verbs. Conventions: in Active and Passive Voice Conventions: Verbs in Active and Passive Voice (RP) STANDARDS L.8.1.a; L.8.3.a myPerspectives EL Support Personalize for Learning English Language Support: Vocabulary (TE p 17) Analyze Craft and Structure: Figurative Meaning: Symbolism (RP) (TE p 23) Word Study: 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 Unit 1, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Compound Words Word Study: Connotations Unit 1, Lesson 5 Whole Group Identify a Sequence of Events Work Time Instruction Word Study Reteach: Compound Words and Connotations Unit 1, Lesson 6 Time to Read Read Independently Vocabulary Oops: Pronouns as Subjects and Objects Unit 1, Lesson 6 Group Develop Believable Characters Work Time Instruction Reteach: Silent Consonants
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20 PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative SE pp 34-36 PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative SE p 37 PERFORMANCE TASK: WRITING FOCUS 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 write a narrative that answers this question: What event changed your understanding of yourself, or that of someone you know? PreWriting/Planning Students choose their 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 among ideas and events. STANDARDS W.8.3.c; PII.2 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 narratives and share in small groups. Reflecting Students reflect on 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 Support Others Clarify Learning Strategies Table 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 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. First-Read Guide: Nonfiction Read the Selection Selection Audio 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; PI.6
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: Speaking and Listening Focus Present a Nonfiction Narrative SE pp 76-77 PERFORMANCE TASK: Speaking and Listening Present a Nonfiction Narrative SE p 77 INTRODUCE INDEPENDENT LEARNING SE pp 78-79 INDEPENDENT LEARNING SE pp 80-82 PERFORMANCE-BASED ASSESSMENT SE pp 83-85 PERFORMANCE TASK Speaking and Listening Focus: Present a Nonfiction Narrative Students create a series of nonfiction narratives about rites of passage. Plan With Your Group Students will analyze the text, gather evidence and examples and organize ideas. Rehearse With Your Group Students practice with the fine-tune the content, improve the use of media, and brush up on presentation techniques. STANDARDS SL.8.4; SL.8.5 PERFORMANCE TASK Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS SL.8.4; SL.8.5 Essential Question What are some of the milestones on the path to growing up? 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 Guide Students Notice, Annotate, Connect, Respond as they read the selection the time. First Read Guide Guide Read Guide 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 what they learned from independent learning with a group and reflect on how it adds to their understanding of how one generation learns from another. Evidence Log ASSESSMENT PREP Review Notes for a Nonfiction Narrative Students evaluate the strength of their content. Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Nonfiction Narrative Students will write a nonfiction narrative responding to the prompt: What rite of passage has held the most significance for your or for a person you know well? Nonfiction Narrative Rubric Students use the rubric to guide their revisions. STANDARDS W.8.3.a-e
Students complete activities identifying principal parts of verbs. Conventions: Principal Parts of Verbs Conventions: Principal Parts of Verbs (RP) STANDARDS L.8.1; L.8.4.b; L.8.4.d; L.8.5.b myPerspectives EL Support Analyze Craft and Structure: Text Structures in Drama (RP) (TE p 153) Personalize for Learning English Language Support: Dialogue and Stage Directions (TE p 153) English Language Support Lesson: Dialogue (On Realize) Word Study: Latin Suffix: -ion (RP) (TE p 154) Conventions: Principal Parts of Verbs (RP) (TE p 155) Audio Summary The Diary of Anne Frank, Act II: Accessible Leveled Text Personalize for Learning English Language Support: Stage Directions (TE p 161) Personalize for Learning English Language Support: Figurative Language (TE p 167) ELD Companion Support Unit 2, Lesson 4 Vocabulary Selection: artifacts, carbon dating Academic: definition, necessary Read Think Aloud “Discovering the Old Stone Age” Classroom Conversation Unit 2, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Consonant Spelling s, c, k, ck, ch Word Study: Inflected Endings –s, -ed, -ing Standards Unit 2, Lesson 5 Work Time Instruction Word Study Reader: Immigration to the United States Explanatory Essay: Draft Work Time Assignments Word Study: Inflected Endings and Consonants /s/ and /k/ Explanatory Essay: Draft Unit 2, Lesson 6 Time to Read Read Independently Vocabulary Oops: Articles With Singular Nouns Word Introduce Closed Syllable Patterns: VC/V, VC/CV Standards Unit 2, Lesson 6 Work Time Instruction Reteach: Closed Syllable Patterns VC/V and VC/CV Explanatory Essay: Draft Work Time Assignments Word Study: Closed Syllable Patterns VC/V and VC/CV Interactive Reader Explanatory Essay: Draft
“Ideas that Shaped Egyptian Life” Classroom Conversation Collaborative Conversation Standards PI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2 Word Study: Introduce Meaning Relationships Standards PI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.5; PII.8.6; PII.8.7 Explanatory Essay: Write a Conclusion Work Time Assignments Word Study: Meaning Relationships Between Words Explanatory Essay: Write a Conclusion Standards PI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.5; PII.8.6; PII.8.7 “Ideas that Shaped Egyptian Life” Classroom Conversation Collaborative Conversation Standards PI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2 Word Study: Meaning Relationships Standards PI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.5; PII.8.6; PII.8.7; PIII.8
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20 PERFORMANCE TASK: WRITING Write an Explanatory Essay SE pp 202-204 PERFORMANCE TASK: WRITING FOCUS an Explanatory Essay SE p 205 PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay SE pp 206-207 OVERVIEW Small-Group Learning SE pp 208-211 SELECTION from Anne Frank: The Diary of a Young Girl Anne SE pp 212-216 PERFORMANCE TASK an Explanatory Essay Students write an essay responding to the question: How are historical events reflected in the play The Diary of Anne Frank? PreWriting/Planning Students write a thesis, gather evidence, and take accurate notes. Drafting Students organize and a first draft. STANDARDS W.8.2.a; W.8.2.b; W.8.2.f; W.8.10 LANGUAGE DEVELOPMENT Author’s Style: Revising Sentences by Combining with Conjunctions Students choose coordinating conjunctions that help connect important ideas and make writing smoother. STANDARDS L.8.1; L.8.2; L.8.3; PI.5 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 essay and share in small groups. Reflecting Students reflect on their essays. STANDARDS W.8.2.c; W.8.2.d; W.8.2.e; W.8.5; PII.2 Essential Question How do we remember the past? Small-Group Learning Strategies Prepare Participate Fully Support Others Clarify 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 forbidden; restrictions; sacrifices Read Students Notice, Annotate, Connect, Respond as they read the selection the time. First-Read Guide: Nonfiction Read the Selection Selection Audio from Anne Frank: The Diary of a Young Girl: Accessible Leveled Text STANDARDS RI.8.10; L.8.4.a; PI.6
DAY 21 DAY 22 DAY 23 DAY 24 DAY 25 SELECTION from Anne Frank: The Diary of a Young Girl Anne Frank SE p 217 SELECTION from Anne Frank: The Diary of a Young Girl Anne SE pp 218-219 SELECTION from Anne Frank: The Diary of a Young Girl Anne Frank SE p 220 SELECTION from Anne The Diary of a Young Girl Anne Frank SE p 221 SELECTION Acceptance Speech for the Nobel Peace Prize Elie Wiesel SE pp 222-227 MAKING MEANING Comprehension Check Students complete comprehension questions. from Anne The Diary of a Young Girl: First Read Extension Questions Research to Clarify Students choose one unfamiliar scientific detail of the text to research. Research to Explore Students research young people that were affected by the war. 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 will respond to questions about the text, citing textual evidence. Analyze the Text LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: forbidden; restrictions; sacrifices Word Study: Latin Root: -strict- Concept Vocabulary and Word Word Study: Latin Suffix: -strict- (RP) Word Network Students add new words to their Word Network as they read texts in the unit. Analyze Craft & Structure: LANGUAGE DEVELOPMENT Author’s Style: Word Choice Author’s Style: Word Choice Author’s Word Choice (RP) STANDARDS RI.8.4; PI.8 EFFECTIVE EXPRESSION Speaking and Listening: Group Discussion Students discuss what they learned from Anne Frank’s Diary entries Speaking and Listening: Group Discussion Speaking and Listening: Discussion (RP) Evidence Log Students add and evidence that will be used to inform the Assessment. Selection Test: from Anne The Diary of a Young Girl STANDARDS SL.8.1.a; SL.8.1.c; SL.8.1.d MAKING MEANING Concept Vocabulary humiliation; persecution; traumatized First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. Guide: Nonfiction Read the Selection Selection Audio Acceptance Speech for the Nobel Peace Prize: Accessible Leveled Text Comprehension Check Students complete comprehension questions. Acceptance Speech for the Nobel Peace Prize: First Read Extension Questions Research to Explore Students choose an historical figure mentioned in the speech and research the person. Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection.
RI.8.1; RI.8.4; RI.8.6; RI.8.10; L.8.4.b; L.8.4.c; L.8.4.d; PI.6 myPerspectives EL 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: Discussion (RP) (TE p 221) Audio Summary Acceptance Speech for the Nobel Peace Prize: Accessible Leveled Text Word Study: 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 Standards Unit 2, Lesson 14 Vocabulary Selection: aqueducts, content Academic: avoid, code, subject, survey Read Aloud, Think Aloud “Greek Myths” Classroom Conversation Collaborative Conversation Standards Unit 2, Lesson 15 Time to Read Read Independently Vocabulary Word Study: Words with Schwa Word Study: Words Standards PI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.9; PI.8.10; PI.8.11; Unit 2, Lesson 15 Work Time Instruction Word Study Reader: Taking Care of the Human Body Work Time Assignments Word Study: Multiple Meaning Words and Words with Schwa Explanatory Essay: Present Standards PI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.9; PI.8.10; PI.8.11; Time to Read Read Independently Book Club Standards PI.8.1; PI.8.4
PI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.9; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4 PI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2 PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PIII.8 PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PIII.8
Conventions: Perfect Tenses of Verbs (RP) (TE p 228) Speaking and Listening: Group Discussion (RP) (TE p 229) Personalize for Learning English Language Support Using Verb Tenses (TE p 228) Personalize for Learning English Language Support Taking Part in Discussion (TE p 229) English Language Support Lesson: Group Discussion (On Realize) Summary from Maus: Accessible Text Personalize for Learning English Language Support Syntax (TE p 232) Personalize for Learning English Language Support Syntax (TE p 234) Personalize for Learning English Language Support Syntax (TE p 236) Research: Informative Report (RP) (TE p 241) ELD Companion Support Time to Read Read Independently Book Club Standards PI.8.1; PI.8.4 Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Standards PI.8.1; PI.8.4 Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Standards PI.8.1; PI.8.4
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 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 first time. First-Read Guide Close-Read Guide 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 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; PI.8
Students add and evidence that will be used to inform the Assessment. STANDARDS RL.8.10; RI.8.10; SL.8.1 myPerspectives EL Support Accessible Leveled Texts for Independent Learning Selections (On Realize) Personalize for Learning English Language Support: Define Key Terms (TE p 251) ELD Companion Support Time to Read Read Independently Book Club Standards PI.8.1; PI.8.4 Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Standards PI.8.1; PI.8.4 Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Standards PI.8.1; PI.8.4 DAY 36 PERFORMANCE-BASED ASSESSMENT SE pp 252-253 ASSESSMENT Speaking and Listening: Oral Presentation Students will use their explanatory essay as the foundation for an oral presentation. Reflect on the Unit
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 254-257 UNIT INTRODUCTION SE pp 258-261 OVERVIEW Whole-Class Learning SE pp 262-263 SELECTION Anchor Text Barrington Irving, Piot and Educator National Geographic SE pp 264-269 SELECTION Anchor Text Barrington Irving, Piot and Educator National Geographic SE pp 270-271 Unit Goals Students will deepen their perspective about what it means to stand up for the things that matter by reading, writing, speaking, listening, and presenting. Unit Video Academic Vocabulary retort; candid; rectify; speculate; verify Home Connection Letter Spanish Home Connection Letter Unit 3 Answer Key STANDARDS L.8.6; PIII Launch Text Students will read “Freedom of the Students will then be able to participate in discussions about modern technology. Word Network Students add new words to their Word Network as they read texts in the unit. Word Network Summary Students a summary of the Launch Text. Launch Activity Students participate in an activity related to the unit 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 When is it right to take a stand? 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 determination; pursue; accomplish; achieve; tackling; purposeful First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Nonfiction Read the Selection Selection Audio Barrington Irving, Piot and Educator: Accessible Leveled Text Comprehension Check Students complete comprehension questions. Barrington Irving, Piot and Educator: 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 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 will respond to questions about the text, citing textual evidence. Analyze Craft & Structure: Characterization in Nonfiction Students will identify examples of direct characterization. Analyze Craft and Structure: Characterization in Nonfiction Analyze Craft and Structure: Characterization in Nonfiction (RP) STANDARDS RI.8.1; RI.8.3; PI.8
DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION Anchor Text Three Cheers for the Nanny State Conly SE p 283 SELECTION Anchor Text Three Cheers for the Nanny State Conly SE p 284 SELECTION Anchor Text Cheers for the Nanny State Sarah Conly SE p 285 SELECTION Anchor Text Ban the Ban! SidneyAnne Soda’s a Problem but… Klein SE pp 286-292 SELECTION Anchor Text Ban the Ban! SidneyAnne Stone Soda’s a Problem but… Karin Klein SE pp 293-295 MAKING MEANING Analyze Craft & Structure: Author’s Argument Students will identify the author uses to support her argument. Analyze Craft and Structure: Author’s Argument Analyze Craft and Structure: Author’s Argument (RP) STANDARDS RI.8.6; RI.8.8; PI.7 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; PII.4 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. First-Read Guide: Nonfiction Read the Selection Selection Audio Ban the Ban/Soda’s a Problem: Accessible Leveled Text Comprehension Students complete comprehension questions. Ban the Ban/Soda’s a Problem: First Read Extension Questions Research to Explore LANGUAGE DEVELOPMENT Conventions: Basic Sentence Structures Students identify sentence structures and clauses. Conventions: Sentence Structures Conventions: Basic Sentence Structures (RP) EFFECTIVE EXPRESSION Writing to Compare: Argumentative Essay Students write an argumentative essay about which argument they found most convincing. Writing to Compare: Argumentative Evidence Log Students add 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; PI.10; PII.1
Concept Vocabulary and Word Study Word Study: Latin Prefix: ex- (RP) Word Network Students add new to their Word Network as they read texts in the unit. STANDARDS RI.8.1; RI8.8; RI.8.9; RI.8.10; PI.6 myPerspectives EL 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) 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: 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 Unit 3, Lesson 8 Time to Read Read Independently Unit 3, Lesson 8 Work Time Instruction Reteach: r-Controlled Vowels Unit 3, Lesson 9 Vocabulary Selection: homeless Unit 3, Lesson 10 Time to Read Read Independently
Academic: slog, wobble Read Aloud, Think Aloud” “Ban the Bottle” Classroom Conversation Collaborative Conversation Standards PI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2 Vocabulary Oops: Forms of “to be” Word Study: Introduce Vowels Standards PI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8 Argumentative Essay: Draft Work Time Assignments Word r-Controlled Vowels Argumentative Essay: Write Standards PI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8 Academic: appreciation, precisely Read Aloud, Think Aloud “Inequality in America” Classroom Conversation Collaborative Conversation Standards PI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2 Vocabulary Word Study: Plural Nouns Word Study: r-Controlled Vowels Standards PI.8.2; PI.8.4; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.1; PII.8.2; PII.8.3; PII.8.4; PII.8.4; PIII.8
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20 PERFORMANCE TASK: WRITING FOCUS Write an Argument SE pp 296-298 PERFORMANCE TASK: WRITING FOCUS Write an Argument SE p 299 PERFORMANCE TASK: WRITING FOCUS Write an Argument SE pp 300-301 OVERVIEW Small-Group Learning SE pp 302-305 SELECTION Words Do Not Pay Chief Joseph SE pp 306-309 PERFORMANCE TASK Write an Argument Students write an argument responding to the question: What is a problem you think needs to be solved? How would you solve it? PreWriting/Planning Students choose a focus, gather evidence, and connect across texts. Drafting Students organize and a first draft. STANDARDS W.8.1.a; W.8.1.b; W.8.1.c; W.8.1.e LANGUAGE DEVELOPMENT Revising for Agreement Students identify antecedents. STANDARDS L.8.1; L.8.2.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 version of their argument and share in small groups. Reflecting Students reflect on their arguments. STANDARDS W.8.1.b; W.8.5; W.8.6; W.8.10; L.8.2.c Essential Question When is it right to take a stand? Learning Strategies Prepare Participate Fully 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 for completing tasks. Working on Projects Students choose specific roles for each member. MAKING MEANING Concept Vocabulary misrepresentations; misunderstandings Read Students Notice, Annotate, Connect, Respond as they read the selection the time. First-Read Guide: Nonfiction Read the Selection Selection Audio Word Do Not Pay: Accessible Leveled Text Comprehension Check Students complete comprehension questions. Words Do Not Pay: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the speech. STANDARDS RI.8.10; L.8.4.b; L.8.4.d
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 Joseph SE p 311 SELECTION Words Do Not Pay Chief Joseph SE p 312 SELECTION Words Do Not Pay Joseph SE p 313 SELECTION from Follow the 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 words: misrepresentations; misunderstandings Word Old English Prefix: mis- Concept Vocabulary and Word Word Study: Old English Prefix: mis- (RP) Word Network Students add new to their Word Network as they read texts in the unit. STANDARDS RI.8.4; L.8.4 MAKING MEANING Analyze Craft & Structure: Persuasive Techniques and Word Choice Students will analyze Chief Joseph’s persuasive techniques. Analyze Craft and Structure: Persuasive Techniques and Word Choice Analyze and Structure: Persuasive Techniques and Word Choice (RP) STANDARDS L.8.5.c LANGUAGE DEVELOPMENT Author’s Style: Rhetorical Devices Students identify and correctly use parallelism. Author’s Style: Rhetorical Devices Author’s Rhetorical Devices (RP) STANDARDS L.8.1; L.8.2; PI.10 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: Words 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 first time. First-Read Guide: Nonfiction Read the Selection Selection Audio from Follow the Rabbit-Proof Fence: Accessible Leveled Text Comprehension Check Students complete comprehension questions. from Follow the Rabbit-Proof Fence: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. STANDARDS RI.8.10; L.8.4.c; PI.6
Word Study: Old English Suffix: -ly (RP) (TE p 320) Analyze Craft 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 (TE p 324) ELD Companion Support Time to Read Read Independently Book Club Standards PI.8.1; PI.8.4 Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Standards PI.8.1; PI.8.4 Read Think Aloud Supplemental Time to Read Read Independently Book Club Standards PI.8.1; PI.8.4
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 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 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 right to take a stand? Independent Learning Strategies Create a Schedule Practice what you have learned Take 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 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 the text, citing textual evidence. Quick Write Students about a paragraph that grabbed their interest. 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 their revisions. STANDARDS W.8.1.a; W.8.1.b; W.8.9; W.8.10; PI.10
Students add notes and evidence that will be used to inform the Assessment. STANDARDS RL.8.10; RI.8.10; SL.8.6 myPerspectives EL Support Accessible Leveled for Independent Learning Selections (On Realize) Personalize for Learning English Language Support: Writing a Claim (TE p 337) ELD Companion Support Time to Read Read Independently Book Club Standards PI.8.1; PI.8.4 Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Standards PI.8.1; PI.8.4 Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Standards PI.8.1; PI.8.4 DAY 36 PERFORMANCE-BASED ASSESSMENT SE pp 338-339 ASSESSMENT Speaking and Listening: Oral Presentation Students will use their argument as the foundation for an oral presentation. Reflect on the Unit
DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION Anchor Text Flowers for Algernon Daniel 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 David Rogers SE pp 388-389 MAKING MEANING Analyze & Structure: Development of Theme Students identify examples of point of view in the story. Analyze Craft and Structure: Development of Theme Analyze Craft and Structure: Development of Theme (RP) STANDARDS RL.8.2; RL.8.6; RL.8.9 LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: subconscious; despised; introspective; suspicion; deterioration; regression Word Study: Latin Prefix: sub- Concept Vocabulary and Word Word Study: Latin Prefix: sub- (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS L.8.4; L.6.4.b; L.8.5; L.8.6 LANGUAGE DEVELOPMENT Conventions: Direct and Indirect Objects Students identify the subject, verb, direct object and indirect object in sentences. Conventions: Direct and Indirect Objects Conventions: Direct and Indirect Objects (RP) STANDARDS L.8.1; PII.2 MAKING MEANING Concept Vocabulary peak; clarity; unleashed First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. Guide: Fiction Read the Selection Selection from flowers for Algernon: Accessible Text Comprehension Check Students complete comprehension questions. from flowers for Algernon: First Read Extension Questions 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 EFFECTIVE EXPRESSION Writing to Compare: Comparison-and-Contrast Essay Students write an essay identifying the unique characteristics of a short story and a script. Writing to Sources: Comparison-and-Contrast Essay Evidence Log Students add notes and evidence that will be used to inform the Assessment. STANDARDS RL.8.5; W.8.2.a; W.8.2.b; W.8.2.f; W.8.9
Students will respond to questions the text, citing textual evidence. LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: peak; clarity; unleashed STANDARDS RL.8.7; RL.8.10; PI.6 myPerspectives EL Support Analyze Craft and Structure: Development of Theme (RP) (TE p 381) Word Study: Latin Prefix: sub- (RP) (TE p 382) Conventions: Direct and Indirect Objects (RP) 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) Audio Summary from Flowers for Algernon: Accessible Text 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” Unit 4, Lesson 8 Time to Read Read Independently Vocabulary Oops: Subject-Verb Agreement Word Study: Introduce Greek Word Parts Standards Unit 4, Lesson 8 Work Time Instruction Reteach: Greek Word Parts Work Time Assignments Word Study: Greek Word Parts Standards PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.3; PIII.8 Unit 4, Lesson 9 Vocabulary Selection: empire Academic: channel, constantly Read Aloud, Think Aloud “Ancient Greece and Modern Culture” Classroom Conversation Unit 4, Lesson 10 Time to Read Read Independently Vocabulary Word Consonant Digraphs sh, th, ph, ch, tch, ng Word Greek Word Parts Standards
Classroom Conversation Partner Conversation Standards PI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2 PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.3; PIII.8 Collaborative Conversation Standards PI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2 PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8
Personalize for Learning English Language Support: Subject-Verb Agreement (TE p 393) Audio Summary from Blue Nines 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 Reader: Art and Technology Work Time Assignments Word Consonant Digraphs and Greek Word Parts Standards PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8 Unit 4, Lesson 11 Time to Read Read Independently Vocabulary Oops: Time, Money, Distance, and Weight Word Study: Introduce Suffixes –al, -ion, and -tion Standards PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8 Unit 4, Lesson 11 Work Time Instruction Reteach: Suffixes –al, -ion, and -tion Work Time Assignments Word Study: Suffixes –al, and -tion Interactive Reader Standards PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8 Unit 4, Lesson 12 Vocabulary Selection: giggle Academic: feature, layer, similar Read Aloud, Think Aloud” “2012 Sportskids of the Year: Conner and Cayden Long” Classroom Conversation Small-Group Discussion Standards PI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2 Unit 4, Lesson 13 Time to Read Read Independently Vocabulary Oops: Time, Money, Distance, and Weight Word Study: Introduce Vowel Sound in Ball Standards PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8
DAY 21 DAY 22 DAY 23 DAY 24 DAY 25 SELECTION from Blue Nines and Red Words Daniel Tammet SE p 407 SELECTION from Blue Nines and Red Words Daniel Tammet SE p 408 SELECTION from Blue Nines and Red Words Daniel Tammet SE p 409 SELECTION from Blue Nines and Red Words Daniel Tammet SE pp 410 SELECTION from Blue Nines and Red Words Daniel Tammet SE p 411 MAKING MEANING Comprehension Students complete comprehension questions. from Blue Nines and Red Words: First Read Extension Questions Research to Clarify Students choose one unfamiliar detail from the text to research. MAKING MEANING 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 words: symmetrical; spiral; aesthetic Word Study: Latin Suffix: -ical Concept Vocabulary and Word Study Word Latin Suffix: -ical (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS L.8.4.b; L.8.5.a MAKING MEANING Analyze Craft & Structure: Memoir and Reflective Writing Students analyze Tammet’s use of reflective writing in the text. Analyze Craft and Structure: Memoir and Reflective Writing Analyze Craft and Structure: Memoir and Reflective Writing (RP) STANDARDS RI.8.2; RI.8.3; RI.8.6 LANGUAGE DEVELOPMENT Conventions: Pronoun Case Students identify pronouns and their function in sentences. Conventions: Pronoun Case Conventions: Pronoun Case (RP) STANDARDS L.8.1; PI.12 EFFECTIVE EXPRESSION Research: Informational Report Students research and write a brief informational report. Research: Informational Report Research: Informational Report (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. Selection Test: from Blue Nines and Red Words STANDARDS W.8.2.b; W.8.7; W.8.8; PI.12 myPerspectives EL Support
Speaking and Listening: 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; PI.8 Analyze 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; PI.8 myPerspectives EL Support Audio Summary The Theory of Multiple Intelligences Infographic Personalize for Learning English Language Support: Domain-Specific Words: Science (TE p 413) Audio Summary Retort/from The People, Yes: Accessible Text Word Study: Multiple-Meaning Words (RP) (TE p 422) Analyze and Structure: Poetic Structures (RP) (TE p 423) Personalize for Learning English Language Support: Understanding Words (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 Time to Read Read Independently Book Club Standards PI.8.1; PI.8.4 Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Standards PI.8.1; PI.8.4 Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Standards PI.8.1; PI.8.4
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 group, 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 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 first time. First-Read Guide Close-Read Guide 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 Informative 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: Informative Essay Students will write 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; PII.2
PI.12 myPerspectives EL Support Audio Summary Personalize for Learning English Language Support: Cognates (TE p 441) Personalize for Learning English Language Support: Descriptive Language (TE p 442) Audio Summary Uncle Marcos: Accessible Leveled Text Personalize for Learning English Language Support: Sentence Structure (TE p 450) Personalize for Learning English Language Support: Unfamiliar Words (TE p 453) Analyze Craft and Structure: Character (RP) (TE p 459) Personalize for Learning English Language Support: Characters (TE p 459) English Language Support Lesson: Characters (On Realize) ELD Companion Support Unit 5, Lesson 1 Time to Read Read Independently Vocabulary Oops: Prepositions with Time Word Study: Introduce Regular Plural Nouns Standards PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.4 Unit 5, Lesson 1 Whole Group Write an Opinion Essay Work Time Instruction Reteach: Regular Plurals Work Time Assignments Word Study: Regular Plurals Interactive Reader Standards PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.4 Unit 5, Lesson 2 Vocabulary Selection: sensor, progress Academic: equation, ethnic, goal, grade Read Think Aloud” “How Smart Are Your Clothes?” Classroom Conversation Whole Class Discussion Standards PI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2 Unit 5, Lesson 3 Time to Read Read Independently Vocabulary Prepositions with Time Word Study: Introduce Antonyms Standards PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12 Unit 5, Lesson 3 Work Time Instruction Reteach: Antonyms Work Time Assignments Word Study: Antonyms Standards PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12 DAY 6 DAY 7 DAY 8 DAY 9 DAY 10
Personalize for Learning English Language Support: Multiple-Meaning Words (TE p 472) Personalize for Learning English Language Support: Expository Writing (TE p 473) English Language Support Lesson: Expository Writing (On Realize) ELD Companion Support Unit 5, Lesson 7 Vocabulary Selection: traditional, discipline Academic: circumstances, decline, generation, option Read Think Aloud “Robots at Work” Classroom Conversation Small-Group Discussion Standards PI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PII.8.12; PII.8.1; PII.8.2 Unit 5, Lesson 8 Time to Read Read Independently Vocabulary Word Study: Prepositions with Location Word Study: Introduce Irregular Plural Nouns Standards PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.4 Unit 5, Lesson 8 Work Time Instruction Reteach: Irregular Plurals Work Time Assignments Word Study: Irregular Plurals Standards PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.4 Unit 5, Lesson 9 Vocabulary Selection: straining, tension Academic: acquired, convention, panel, promote Read Aloud, Think Aloud “The Mystery of Classroom Conversation Collaborative Conversation Standards PI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2 Unit 5, Lesson 10 Time to Read Read Independently Vocabulary Word Vowel Patterns ei and eigh Word Study: Irregular Plural Nouns Standards PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.4; PIII.8
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20 PERFORMANCE TASK: WRITING FOCUS Write an Argument SE pp 478-480 PERFORMANCE TASK: WRITING FOCUS an Argument SE p 481 PERFORMANCE TASK: WRITING FOCUS Write an Argument SE pp 482-483 OVERVIEW Small-Group Learning SE pp 484-487 SELECTION Nikola Tesla: The Greatest Inventor of All? Vicky Baez SE pp 488-491 PERFORMANCE TASK Write an Argument Students 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 argument. STANDARDS W.8.1.c; W.8.1.e; W.8.5; PI.2 Essential Question Are inventions realized through inspiration or perspiration? Small-Group Learning Strategies Prepare Participate Fully 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 Working as a Team Take a position List your the rules Name your Create a communication plan Making a Schedule Students make a schedule with group for completing tasks. Working on Group Projects Students choose specific for each member. MAKING MEANING Concept Vocabulary engineer; generators; current First Read Students Notice, Annotate, Connect, Respond as they read the selection the time. First-Read Guide: Nonfiction Read the Selection Selection Audio Nick Tesla: 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 Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text
Word Study: Vowel Pattern ei, eigh and Irregular Plurals Standards PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PII.8.4; PIII.8 Oops: Pronouns in Prepositional Phrases Word Study: Introduce Connotations and Denotations Standards PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12 Word Study: Connotations and Denotations Interactive Reader Standards PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12 Read Think Aloud” “High-Tech Pets” Classroom Conversation Partner Conversation Standards PI.8.1; PI.8.3; PI.8.4; PI.8.5; PI.8.6; PI.8.7; PI.8.8; PI.8.12; PII.8.1; PII.8.2 Oops: Pronouns in Prepositional Phrases Word Study: Introduce Homographs Standards PI.8.2; PI.8.5; PI.8.8; PI.8.10; PI.8.11; PI.8.12; PIII.8
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: Speaking and Listening Focus 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 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 topic. Contents MAKING MEANING First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide Guide Close-Read Guide 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 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 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: 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