District/School Texts District/School Supplementary Resources See District Modules Below See District Modules Below District/School Writing Tasks Primary Focus RI.8.1, RI.8.2, RI.8.3, RI.8.4, RI.8.5, RI.8.6, RI.8.8, RI.8.9, RI.8.10 RL.8.1, RL.8.10 W.8.2 Secondary Focus W.8.1, W.8.4, W.8.5, W.8.6, W.8.7, W.8.9 Routine Writing W.8.10 Big Question of the Unit: “How much information is enough?” Grade 8 Module B Unit’s Big “How much information is enough?”
double-entry journals, exit tickets, notes, writer’s notebook entries, reader response Formal District Mid-Module Assessment (Week of November 14) Published Position Paper Socratic Seminar Block Schedule (80 Minutes) Opening Core curriculum (review target learning outcome) 5 Work Time: PHLit Core curriculum: *See: engageny.org ELA Appendix for full list of strategies/implementation 40 Small Groups Each group session is 15 minutes. Two sessions per day. Independent Read: Student Choice LEVELED LIBRARIES Independent Read: Supplemental:Content/Know- ledge SEE APPENDIX Teacher Led Small Group: Meets with 2 groups daily- -5 minutes check-in on Interest Read -10 minute small group instruction with Content Complex text Instructional Software: Reading Plus 30 Closing Core curriculum (exit ticket) 5 ELA Model Content Framework Chart - Grade 8 Module B: UNIT 1 “How much information is enough?” Reading Complex Texts*† (RL/RI.8.10) Writing to Texts (W.8.1-6, 9-10, RL/RI.8.1-10) Research Project (W.8.1, 2, 4-9, RL/RI.8.1-10)
Complex Grade Level Text Short Texts Routine Writing 4-6 Analyses: 1-2 Essays 1 Short Research Project Literature: 1. Baseball pg.478 or from Harriet Tubman: Conductor on the Underground Railroad pg. 486 2. from Always to Remember: The Vision of Maya Ying Lin pg. 504 or from I Know Why the Caged Bird Sings pg. 514 Comparing Literary Works 1. Forest Fire, Why Leaves Turn Color in the Fall, The Season’s Curmudgeon Sees the Light pg. 534 Reading for Information 1. The War in Vietnam, Gulf of Tonkin Resolution, On the Situation in Vietnam pg. 528 Develop & convey understanding 1. Text-Dependent Question Responses (i.e., the PHLit Critical Thinking) 2. Reader’s/Writer’s Notebook Entries 3. Annotations 4. Responses to Literature Explanatory Reading for Information: Comparing Literary Works: Convey experiences, events and/or procedures Units of Study Position Papers Integrates knowledge from sources when composing Independent reading is an encouraged component of the MS ELA Curriculum. For this unit, texts that align to the Big Question include the following: Fiction Nonfiction Poetry No Promises in the Wind by Irene Hunt The Building of Manhattan by Donald McKay Chicago Poems by Carl Sandburg The Story of Columbus by Peter Chrisp Albert Einstein: A Photogenic Story of a Life by Frieda Wishinky Cool Stuff and How it Works by Chris Woodford, Luke Collins, Clint Witchalls, Ben Morgan, and James Flint ELA Model Content Framework Chart - Grade 8 Module B: UNIT 2 “How much information is enough?” Pacing: 5 Weeks Reading Complex Texts*† (RL/RI.8.10) Writing to Texts (W.8.1-6, 9-10, RL/RI.8.1-10) ResearchProject (W.8.1, 2, 4-9,
Comparing Literary Works - Types of Organization pg. 534 Chronological, cause-and-effect, comparison and contrast Close reading questions in margins Text dependent questions Comparing Types of Organization pg. 547 RI.8. 5 Writing PhLit Writing Activity (Responding to Lit.) Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Essay - analysis of one of the essays’ structure 5-Minute Planner Timed Writing (40 minutes) W.8.9 Units of Study- Information Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Bend I - Session 7-8 See Units of Study Published Writing See Units of Study Language Academic Vocabulary: English Academic Vocabulary: Spanish Standards Structure Text feature Evidence Estructura Evidencia RI.8.5 W.8.9 Module B: Unit 1 -Week 5 Mid-Module Assessment Given Reading PhLit Complex Text Skill/Small Group Student Assessment/Evidence (CW/HW) Standards The Trouble with Television pg. 558 Fact and Opinion Types of Appeals Fact and Opinion pg. 563 Types of Appeals pg. 563 Reader’s Notebook Response to Literature Text-dependent questions QUIZ Exit Tickets Close reading questions in margins RI.8.6, 8.8, 8.9 Writing
Academic Vocabulary: English Academic Vocabulary: Spanish Standards Delineate Evaluate Reasoning Delinear Evaluar Razonamiento RI.8.8 Module B: Unit 2 -Week 9-10 Reading/Writing PhLit Writing Activity (Responding to Lit.) Skill/Small Group Student Assessment/Evidence (CW/HW) Standards See: Performance Tasks pp. 630-631 Celebrations Elements of nonfiction Applying informational technique End of Module District Assessment Performance Tasks pg. 630-631 On-Demand Position Paper Portfolio development/submission RL8.1 RL8.2 RL8.3 W.8.3A-E W.8.9 Language PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Incorporate unit 1 and 2 vocabulary in writing Acquire vocabulary See Performance Task/ On-demand L.8.1 Academic Vocabulary: English Academic Vocabulary: Spanish Standards Orally Presentation Digital Media Oralmente Presentacion Los medios digitales SL.8.2 SL.8.3 Speaking and Listening Activity Skill Standards Presentations Present for a specific audience and purpose SL.8.5
based on student need. Student Choice Leveled Readers Group D Group C Student Choice Leveled Readers Group B Group A Student Choice Leveled Readers Group D Group C Student Choice Leveled Readers Group B Group A Student Choice Leveled Readers Group D Group C Content Read See Appendix Instructional Software Group A Content Read See Appendix Instructional Software Group C Content Read See Appendix Instructional Software Group A Content Read See Appendix Instructional Software Group C Content Read See Appendix Instructional Software Group A Instructional Software Content Read See Appendix Group B Instructional Software Content Read See Appendix Group D Instructional Software Content Read See Appendix Group B Instructional Software Content Read See Appendix Group D Instructional Software Content Read See Appendix Group B Authors Amended by: Kathleen Daly Contact Rosa Lazzizera, ELA Supervisor 6-8/Media Specialists K-7: Kathleen Daly, 8th Grade ELA Teacher: dalykath@orange.k12.nj.us Evaluations/Reflection Throughout the unit, you should analyze the results of the assessments to make instructional choices that will meet students’ individual needs. At the end of the unit, you should use the data and your analyses to respond to the following questions: What worked well? What posed challenges to you? To the students? What do you think could have been implemented more effectively in your lessons? What do you need to learn more about? Which resources (provided in the appendix/ ones you provided) were helpful?