Reading Informational Text Key Ideas and Details Determine a main idea and analyze its development Summarize the text objectively Cite textual evidence that most strongly supports inferences, conclusions, and generalizations Analyze how a text connections among and distinguishes between individuals, ideas, or events Craft and Structure Analyze how the author acknowledges and responds to conflicting evidence or viewpoints Analyze the structure through evaluation of author’s use of specific sentences and paragraphs to develop and refine a concept Interpret figurative language (simile, personification, hyperbole, metaphor, analogy), connotative, and technical meanings and tone Integration of Knowledge and Ideas Evaluate the advantages and disadvantages of using different mediums to present a topic or idea Evaluate an author’s argument, reasoning, and specific claims for the soundness of the argument and relevance of the evidence Analyze how two or more provide conflicting information on same topic Identify where texts disagree—facts or interpretation Vocabulary Acquisition and Use Reading Literature Key Ideas and Details Determine a theme of a text and analyze its development, including its relationship to characters, setting, and plot Provide an objective summary Cite several pieces of textual evidence that most strongly supports inferences, conclusions, and generalizations Analyze how particular lines of dialogue and incidents in a work propel the action, reveal aspects of the character, or provoke a decision Craft and Structure Analyze how differences in the points of view of the character and the audience create effects such as suspense or humor Compare and contrast structures of two or more texts and analyze how the structures contribute to meaning and style Interpret figurative language (simile, personification, hyperbole, metaphor) and connotative meaning and tone Integration of Knowledge and Analyze the extent to which a filmed or live production of a work stays faithful to or departs from the text, evaluating the director’s or actor’s choices
the author’s feelings. is expected with what actually happens. Consider how this irony affects the theme, or insight into life. Analyze symbols and what each represents. Consider if the symbol has a positive or negative connotation or both. Explain, cite examples from the text. Compare a traditional children’s story with that of the bachelor in “The Storytelller.” Select a story, note similarities in character types or pattern of events; state the theme of each, identifying similarities or differences; evaluate the effectiveness of Saki’s twist on traditional tales. and how each brings a different perspective to that topic. Identify theme and examples from the text that best reflect the theme. Consider and respond to questions from others. Write strong sentences by combining, using compound elements, writing compound sentences, and/or using subordination. Revise and edit to correct errors in spelling, grammar, and punctuation. on using commas correctly and maintaining consistent verb tense. Differentiate between forms of persuasive writing including: persuasive or argumentative essays, speeches, editorials, op-ed pieces, letters to the editor, reviews, advertisements, propaganda *Conduct research to learn about how a particular ethnic group, i.e. Native American, passages its heritage on from one generation to the next. Contrast the group’s traditions as they existed in the past and present. Consult primary sources and history and online sources. Identify your sources. Create a multimedia presentation about the history of surveying and how early methods could have led to error. Include graphics to illustrate key concepts and conclude with revelations about sense of belonging and place. Share findings in a multimedia presentation. *Write a formal persuasive essay using information from “Tutoring Benefits…” to convince seniors to tutor. State a precise claim; provide reasons and evidence, citing the The Brief Wondrous Life of Oscar Wao by Junot Diaz/1010L Comma, semicolon, colon, quotation mark, hyphen, dash, ellipsis. parantheses Literary nonfiction: Narration, exposition, argument, reflection, explanatory Nonfiction narratives: Personal, biographical blogs, journal entries, eyewitness accounts, memoirs Poetry: Ballad, descriptive essay, free haiku, lyric poem, prose poem, sonnet Sound devices: Rhyme, rhythm, repetition, meter, alliteration, assonance, consonance,
Consider writing traits: well developed ideas, organization, clear “voice,” precise word choices, varied sentences and transitions, and proper conventions. Utilize the five-step writing process to write a diary entry or a blog. Recount events in chronological order. Evaluate written work utilizing a rubric to assess your writing. Revise and edit writing to improve score. When editing, fix grammatical errors: Select the best word choice; use clear pronoun-antecedent relationships, consistent verb tenses, and parallel structure to make writing more accurate and powerful. Use correct spelling, capitalization, and punctuation. article; and address potential counterarguments. Write an argumentative essay in which you argue for or against benefits of family households. Remember to vary sentence structure and use rhetorical devices to strengthen your argument. an on-demand personal narrative prompt utilizing the ABCDs of on-demand writing. Consider purpose and audience. Include introduction, characters, dialogue, story elements; add vivid details and suspense. Maintain consistent verb tense. Additional assignments: PDNs Written responses Class discussions Quizzes internal rhyme, onomatopoeia Form Stanza Author’s purpose Writing process: Prewriting, drafting, revising, editing, and publishing Revision RADaR: Replace, add, delete, and Reorder Argumentative Writing: Argumentative or persuasive essays, speeches, editorials, op-ed pieces, letters to the editor, reviews, advertisements, propaganda Persuasive Techniques: Repetition, rhetorical questions, appeals to reason, emotions, or authority, charged
relationships between Conduct research to locate another speech or sermon in King discusses issues in an American city and compare/ contrast it to his “I have a Dream” speech. Evaluate an argument. Consider the author’s central theme, write a brief summary, discuss whether the author’s argument is logical, clearly stated, and supported with valid evidence. Support evaluation with details from the text. Paraphrase a stanza in a poem by identifying what is happening and who is participating in the action. Analyze a poem’s form and how it contributes to its effectiveness. Consider author’s purpose, i.e. teach a lesson, inspire, tell a story. Identify allusion and analogy in “O Captain!” and analyze the impact of specific word choices and how they contribute to the overall meaning and tone of the poem. Write a poem. Consider audience and form, establish central idea, use poetic techniques and figurative language. Identify functions of and make correct word choices to convey ideas in clear and powerful ways in your writing. evidence and details for each, respond to possible opposing views, use powerful language and transition words, and end with a strong conclusion. * Write an on-demand cause and effect expository essay prompt utilizing the ABCDs of on-demand writing. Include an effective introduction, clearly stated thesis, variety of sentence structures and rhetorical devices, precise language, transitions, logical organization, variety of details, and a clear explanation of causes and effects. Make conclusion memorable. Additional assignments: PDNs Written responses Class discussions Quizzes Tests
Consider how leaders could sometimes turn out to be destructive forces. Research the role propaganda plays during battles or war time. historical context of text. Draw conclusions based on details within text and personal experiences. Consider the image created by the author/poet and its effectiveness. Investigate author’s purpose by analyzing directions and dialogue. Cite examples from drama to support findings. Identify examples of dramatic irony. Consider purpose: to add humor or build suspense. Analyze what a scene or event suggests about the way people deal with crisis. Describe the scene’s mood and find examples from the an on-demand procedural text prompt utilizing the ABCDs of on-demand writing, i.e. PSSA prompt. Write a letter of request, letter of complaint, and a friendly letter by planning, drafting, revising, editing, and publishing individual work. Choose an unfamiliar detail from a poem/passage and conduct research explaining how findings clarify the text. Compare/contrast how poets use structural elements such as repletion, breaks, line lengths, stanzas, form, and imagery to pay tribute to an elder. tone/mood of the play. Create a bulletin board display about experiences of Jewish individual or communities living under Nazi occupation during WWII. Compare one character’s feelings and ideas with another character’s. Consider how it shows the characters’ perspectives, and how this finding compares with your perspective. Employ performing arts, music, poetry, collage, or other means that student feels best represents the message they want to send others. With a partner, conduct an interview with Anne or Mr. about her/his experience during hiding in the Secret annex. Videotape your interview or Suggested Reading Leveled Complexity: Number the Stars by Lois Lowry/670L The Book by Markus Zusak/730L Bomb: The Race to Build—and World’s Most Dangerous Weapon by Steve Sheinkin/ 920L Claudette Colvin: Twice Toward Justice by Phillip Hoose/1000L The Yellow by Kevin Powers/1010L Diary of Anne Frank by Anne Frank/1080L Holocaust by Angela Wood and Dan Stone/Reading range 10-17 years The Surrender Tree: Poems of Cuba’s Struggle for Freedom, by Margarita Engle/Range 12-17 years Holocaust: Exploring Anne Frank’s hiding place: Moyer, Susan. Teaching the Diary of Anne Frank. 2nd ed. New York: Scholastic, 1998. Print Survivors of Shoal Visual History Foundation: The United States Holocaust Memorial Museum:
text to support ideas. Analyze how an author uses dialogue to reveal character traits, changes in a character, or reveal emotions. Identify how the cause and effect relationship demonstrates why things are the way they are. Consider questions, such as What happened? Why? And What will happen as a result of this? Compare and contrast text to audio, video, or multimedia version of text, analyzing each medium’s portrayal of the subject. Consider original version, setting, characters, and musical adaptations. Which character is most effective or which perform it live for the class. Research some of the cultural contributions and achievements in Europe prior to the Nazi era and showcase finding in a Power Point presentation. Research one global issue, ie immigration, cultural beliefs, education, employment, or communication, and identify the relationship between individuals and governments. Research past and present instances of intolerance and genocide, i.e. slavery, apartheid, tribal conflicts, ethnic cleansing, killing fields. Consider the effect on all involved and how individual efforts and government policies may have helped or harmed those people and situations. The Bosnia List: A Memoir of War, Exile, and Return by Kenan Trebinčević I Am Malala, diary of Malala Yousafzai
best portrays the theme? Additional assignments: PDNs Written responses Class discussions Quizzes Tests *Quarterly Exam: Benchmark Test 7 PA English Language Proficiency Standards: Classroom/Formative Framework Standard 1: English language learners communicate in English for Social and Instructional purposes within the school setting. Grade Level: Eighth Grade Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Standard or Anchor Listening Identify positive and negative behaviors from oral statements supported by illustrations (such as: in school, on the playground, in gym class or on the bus). Role-play examples of etiquette and manners associated with activities on illustrated oral descriptions (such as: sports rules or turn taking). Role-play positive ways of interacting socially and culturally based on oral descriptions working with a partner. Role-play to identify positive resolutions to peer pressure based on oral descriptions working with a partner. Make connections to self from oral scenarios involving peer pressure.
Reading Match pictures and symbols to words and phrases in everyday print. Classify topics identified through everyday print supported by visuals. Sort relevant information from irrelevant information on topics gathered from everyday print that is visually supported. Interpret information on topics gathered from everyday print that is visually supported. Draw conclusions on topics gathered from everyday print that is visually supported. Speaking Offer greetings, compliments, introductions, or farewells in authentic context using one or two words. Ask WH-questions or exchange information supported visually. Initiate or engage in conversation with peers. Use idiomatic expressions or slang in conversation with peers. Use or sarcasm in conversation with peers. Writing Write “To do” lists through pictures and words using a picture dictionary. short phrases or sentences about personally relevant tasks working with a partner. Write simple paragraphs about personally relevant tasks working with a partner. Revise paragraphs about personally relevant tasks with a peer. Write responses that include language with multiple meanings (such as: idioms) about personally relevant tasks using notes and/or graphic organizers. Framework for FORMATIVE/CLASSROOM Instruction and Assessment
Standard 2: English language learners communicate in English for Language Arts purposes within the school setting. Grade Level: Eighth Grade Level 1 Entering 2 Beginning 3 Developing Level 4 Expanding Level 5 Bridging Standard or Anchor 6- Reaching Listening Match characters to their character traits (such as: helpful, kind, etc.) after viewing a short skit or drama. Organize characters and settings according to scenes from a short skit or drama. Reenact a scene from a skit or drama attended within a small group. React to basic humor in a skit or drama. Draw conclusions from grade level drama. 1.6.8.A 1.6.8.B Reading Identify words or phrases supported by illustrations associated with various genres. Classify visually supported vocabulary in context associated with various genres read within a small group. Match visually supported details that highlight the main ideas found in excerpts from various genres. Identify genres based on language structures integrated into text (such as: “The moral of the story”) within a small group. Infer types of genres associated with written descriptions or summaries from grade-level text working within a triad. R8.A.1 R8.A.2 Speaking Answer WH-questions based on comic book versions of age appropriate stories, plays or novels. Restate facts from visually supported information in newspapers, magazines or brochures. Predict future outcomes of a drama, song or magazine article to a small group. Present summaries of student-selected trade books or short stories within a small group. Give book summaries or reviews, including critiques, appropriate to grade-level within a small group. 1.6.8.C 1.6.8.D 1.6.8.E Writing Write words and phrases using bilingual or picture dictionaries. Write phrases or short sentences using a graphic organizer. Create simple paragraphs using a graphic organizer. Create paragraphs or longer compositions using thesauri, dictionaries or checklists. Self-assess and revise process writing using rubrics working with a partner. 1.4.8.A-C 1.5.8 Framework for FORMATIVE/CLASSROOM Instruction and Assessment