2015-2016 Curriculum Blueprint
Grade: 8
Course: M/J Lang. Arts 3 / Advanced
Unit 2: Writing to Argue From Close Reading (Collection 2)
Text Complexity Measures: Lexile Band 680L-1080L
Qualitative Rubrics: Literary, Informational
Approximate
Time:
6 Weeks
Unit Overview
By the end of Unit 2, students should be able to argue and support claims about concepts, ideas, or techniques as presented in the texts they have read closely, as well
as be able to express their findings in clear, focused writing.
While studying texts of varying genres throughout the unit, teaching will emphasize the overarching LAFS.K12 focus standards of R.3.9 (Analyze how two or more texts
address similar themes or topics in order to build knowledge or to compare the approaches the authors take) R.2.6 (Assess how point of view or purpose shapes the
content and style of a text), and W.1.1 (Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient
evidence).
The best HMH Collection to utilize for teaching of the focus standards and pertinent Recursive Standards is Collection 2: The Thrill of Horror. The readings in Collection
Two examine why the horror genre both terrifies and fascinates. This thematic connection is important, but secondary to the teaching of the focus standards and the
skills embedded therein.
The performance task in the fifth week will give students an opportunity to demonstrate that they have learned the standards at the appropriate cognitive complexity
and with complex text(s).
Common Performance Task
R.3.9, 2.6, W.1.1
After reading texts from this collection and “What Is the Horror Genre”, write an essay in which you argue how two of the pieces inspire terror or horror in their
audiences and which author’s approach is the most satisfying to you as a reader.
[Cognitive Demand: Argument Analysis; LDC Template A 4]
FSA Argument Rubric
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Learning Goals
Students will be able to:
Analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take. Scale Scale
Assess how point of view or purpose shapes the content and style of a text.
Scale
Write arguments to support claims in an analysis of substantive topics or texts
using valid reasoning and relevant and sufficient evidence. Scale
Sample Essential Questions
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How can several authors present key information on the same topic?
How do different points of view within the story create suspense or humor?
How does a modern event relate to a classical text to create an updated
account?
How does the author respond to counter-arguments in a text?
How can I use relevant reasons to write an argument to support a claim?
How can I use credible information to support my claims in an argument?
8th Grade Draft | July 2015
Cluster of Focus Standards
*The LAFS.K12 Standards are broken down into grade level specific standards.
*Utilize the Standards One Pagers for full standard, standards-based question stems, and examples of unpacking the standard into specific skills.
Link to Webb’s DOK Guide
Link to FSA Test Item Specs
Speaking and Listening
LAFS.K12.SL.1.3:
 LAFS.8.SL.1.3 (DOK 3)
Reading
LAFS.K12.R.2.6:
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LAFS.8.RL.2.6 (DOK 3)
LAFS.8.RI.2.6 (DOK 3)
Writing
LAFS.K12.W.1.1:

LAFS.8.W.1.1 (DOK 4)
Language
LAFS.K12.L.1.2
 LAFS.8.L.1.2 (DOK 2)
LAFS.K12.R.3.9
 LAFS.8.RL.3.9 (DOK 3)
 LAFS.8.RI.3.9 (DOK 2)
Priority Texts
“The Tell Tale Heart” by Edgar Allan (pg. 89)
 Short Story
 Lexile 850
 HMH TE p.89A
 Teaching focus: RL.2.6
 Teach Language Standard L.1.2a (Dashes) (p.98)
Sample Assignments
“The Tell-Tale Heart”
RL.2.6, 1.1
Prompt: Based on details from the story, write a profile of the narrator that is
supported with text evidence by answering the following questions:
 What crime did he commit?
 What was his motive?
 Was he insane, enraged, seeking revenge, or something else?
 Do you predict the narrator will take responsibility for his crimes? Why or
why not?
 What evidence, based on the narrator’s account of events, supports your
theory?
Suggested Products: Profile piece, Social Media Page, etc.
Rubric: Teacher-created
RL.2.6
Prompt: Question 6 p.96. Support your response with evidence from the text.
Product: Constructed Response
Rubric: Constructed Response Rubric
8th Grade Draft | July 2015
“What is the Horror Genre?” by Sharon A. Russell
 Literary Criticism
 Lexile 1030
 HMH TE p.125
 Teaching Focus: RI.1.3
 Opportunity to teach L.1.2a (Commas) (p.132)
“What is the Horror Genre?”
RI.1.3
Prompt: Through collaborative discussion, use the characteristics of the horror
genre described in the essay to categorize the horror stories you have read and
the horror films you have seen according to the following questions:
 How would you categorize these stories and films?
 What creates the suspense in each one?
 Do they have similar themes or settings?
 Are the sources of horror alike in some way?
Suggested Products: Thinking Map (Tree Map and/or Brace Map, Double
Bubble), Socratic Seminars, Constructed Response, Think-Pair-Share.
“The Monkey’s Paw” by W.W. Jacobs
 Short Story
 Lexile 920
 HMH TE p.105A
 Teaching focus: RL.3.9
Optional Contributing Texts
“Scary Tales”
 Essay
 Lexile 730
 P.99
 RI.2.6
“Media Analysis from ‘The Monkey’s Paw’”
 RL.3.7
Additional Resources Specific to Standards
Hmhfyi.com For additional texts aligned to this collection
W.1.1 Performance Assessment Workbook Unit 1 pg. 1-32
RL.1.1 HMH Online Teacher Resource: Interactive Whiteboard Lessons: Citing
Textual Evidence
RL.2.6 HMH Online Teacher Resource: Interactive Whiteboard Lessons: Character
Development and Motivation and/or Point of View
RL.2.6 HMH Online Teacher Resource: Level Up Tutorial: Analyze Point of View
RI.1.3 HMH Online Teacher Resource: Interactive Whiteboard Lessons:
Synthesizing Information
8.L.1.2 HMH Online Teacher Resource: Grammar Notes: Lesson 19: Using
Commas HMH Online Teacher Resource: Level Up Tutorial: Parenthesis, Hyphens
and Dashes.1.2 Informative Writing: Performance Assessment workbook Unit 2
8th Grade Draft | July 2015