District page
From
Reading to Writing
A Guide to the Florida Collections
Modules Designed to Align with the Florida State Standards
Middle School
English/Language Arts
Writing Team
Suzanne Demasis
McNair Magnet School
Rob Kirkpatrick
McNair Magnet School
Lorie Marshall
Space Coast J/S High School
Heather Mason
Jefferson Middle School
Vanessa Skipper
Cocoa High School
Alexandra Stewart
Johnson Middle School
Project Coordinator
Robert T. McLaren, Jr.
Middle School Language
Arts/Social Studies Resource
Teacher
Cover Art by Jessica Demasis
From Reading to Writing
A Guide to The Florida Collections
Table of Contents
Using This Guide
1
7th Grade
Overview
6
Collection 1
(Narrative/Description)
8
Collection 2
(Argumentation/Evaluation)
20
Collection 3
(Informational or Explanatory/Analysis)
33
Collection 4
(Argumentation/Evaluation)
46
8th Grade
Overview
60
Collection 1
(Narrative/Description)
62
Collection 2
(Argumentation/Analysis)
76
Collection 3
(Informational or Explanatory/Synthesis)
90
Collection 4
(Informational or Explanatory/Comparison)
104
Appendix
119
Using this Guide
We spent several weeks this summer creating eight writing modules for 7th and 8th grade Language Arts,
connected to the new Florida Collections adopted by Brevard County. There are four modules, one for
each nine week grading period, that span 15-21 days for each grade level. These modules will help you
break down the writing process into a series of tasks that culminate in the production of a rigorous written
project for students.
As you begin, keep in mind that these modules were created with the intent to delve into the complexity of
text through multiple readings. Begin with the end in mind. Look at the task and the suggested texts. If
you feel that the task is not suitable for your students, you will find a complete list of template tasks in the
appendix. The appendix is also where you will find a complete list of the standards, rubrics for each task,
and other useful materials.
Each module begins with an overview of the unit, the task prompt, and the background for students,
followed by four skill clusters. The format follows the formal LDC module. Health and civics standards are
included in the list of ELA standards for many of the modules, along with a relevant connection. The skills
taught in Clusters 1 and 2 refer specifically to the first text mentioned in the task. As you read the
remaining texts, you might repeat these tasks with a gradual release of responsibility to the students, or
you might follow the accompanying lessons in the teacher’s edition. In Clusters 3 and 4, you are
preparing students for completing the final written task.
We were mindful that this guide will be used by teachers who have differing levels of experience, and
hope that you find these modules useful and easy to follow.
Inspired by the LDC Framework
The mission of the Literacy Design Collaborative is to ensure that students graduate from high school
with the literacy skills necessary for success in college and career.
LDC empowers teachers to build students’ literacy skills and understanding of content through meaningful
reading and writing assignments that are aligned to the Florida standards. While it provides a useful
framework, it relies heavily on teachers’ wisdom and experience. LDC, like other great tools, is but one
wonderful tool in the hands of an artist.
For more information about LDC, visit http://ldc.org
If you have any questions or need more information, please do not hesitate to email any of us.
Happy teaching!
1
Tools for the Implementation of 21st Century Skills
The new Florida Standards require students to use a variety of technologies to produce writing - not just
pen and paper. The Florida Collections instructional materials allow opportunities for students to apply the
21st century skills that will be essential in their journey through a digital world. This page gives some
suggestions on district-provided digital tools that a teacher can use to facilitate the incorporation of digital
products into the classroom. If you need further training or assistance, or would like to have an expert
help you and your class, contact your area tech integrator. You can also visit the Technology Integrators
site at https://sites.google.com/a/share.brevardschools.org/integrators/home.
Paperless essays:
myWriteSmart is a feature included with Florida Collections through the HMH web portal. It can be used
with the textbook tasks and prompts. Students can write their essay responses, correct their grammar,
share within student groups for editing and revision, and post to the teacher’s account.
Google Apps (accessed through the BPS portal) allows students to write, share, and edit their essays
before turning in a final copy to the teacher. They can also share essays and presentations with each
other or in collaborative groups for editing and revision.
Multimedia presentations:
Prezi.com is a dynamic alternative to PowerPoint. Students can use a template or create their own
presentation from a blank canvas. Presentations can be easily shared with other students or turned in by
using a link.
ThingLink.com is a web service and a free App. This program allows students to create an interactive
image that can be shared or used as part of a presentation. The image can have text, video, and other
images embedded so as to create an interactive presentation on any topic.
DiscoveryEducation.com (ask your media specialist for a school code if you don’t have an account) is a
website that allows students to investigate a wide range of topics. It also allows teachers and students to
create a pin board of information using the BoardBuilder tool, which can be shared.
Blogs and discussion forums:
Edmodo allows teachers to set up classes, class groups, and class assignments. Similar to a Facebook
page, this web service allows the teacher to pose questions or attach texts for students to comment on
and respond to others. Online assessments can also be given using this program.
Edline allows teachers to set up blogs and discussion forums with their students, and even within
individual groups of students in any of their assigned classes. Teachers can monitor all the activity and
comments before they are posted to the page. Online assessments can also be given using this program.
2
Florida Standards Connections
With the adoption of the Florida State Standards, teachers throughout the state are grappling with
changes that will be necessary within their classrooms in order to assist students to be successful. In
order to prepare for the changes required by higher standards, it is necessary to implement the
following six shifts in instruction throughout all ELA and content area classrooms:
Shift
1
Increase
Reading of
Informational
Text
Shift
2
Literacy
Instruction in
all Content
Areas
Students read a true balance of informational and literary text. Classrooms, therefore, are
the places where students access the worlds of science, social studies, math, technical
subjects, literature and the arts through text. At elementary school, at least 50% of what
students read throughout the school day should be informational text. This increases to 70%
for sixth grade students and beyond with at least 25% of reading in the ELA classroom
consisting of informational text.
Students participate in literacy experiences across the school day. Teachers emphasize
literacy in their planning and instruction across the content areas. Students learn through
domain specific texts in science and social studies – rather than referring to the text, they
are expected to learn from what they read.
Shift
3
Text
Complexity
Students read the central, grade appropriate text around which instruction is centered. In
order to prepare students for the complexity of college and career ready text, each grade
level requires a “step” of growth on the “staircase of complexity.” Teachers create more
time and space in the curriculum for this close and careful reading, and provide appropriate
and necessary scaffolding and supports so that it is possible for students reading below
grade level to fully participate.
Shift
4
Text-Based
Answers
Students have rich and rigorous text-dependent conversations on a common text. Teachers
insist that classroom experiences stay deeply connected with the text on the page and that
students develop habits for making evidentiary arguments, both in conversation as well as
in writing, to assess deep understanding of a text.
Writing from
Sources
Students develop college and career ready skills through written arguments that respond to
the ideas, events, facts, and arguments presented in the texts they listen to or read. While
the narrative still has an important role, writing needs to emphasize the use of evidence to
inform or make an argument rather than the personal narrative and other forms of
decontextualized prompts.
Academic
Vocabulary
Students constantly build the vocabulary they need to access grade level complex texts. By
focusing strategically on comprehension of pivotal and commonly found words (such as
“discourse,” “generation,” “theory” and “principled”) and less on esoteric literary terms
(such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to
access more complex texts across the content areas.
Shift
5
Shift
6
3
Best Practices for Higher Standards















Make close reading and rereading of texts central to lessons
Increase text complexity
Provide scaffolding that does not preempt or replace text
Ask text dependent questions from a range of question types
Emphasize students supporting answers based upon evidence from the text
Lead high level discussions
Provide extensive research and writing opportunities (claims and evidence)
Teach argument not persuasion
Offer regular opportunities for students to share ideas, evidence and research
Offer systematic instruction in vocabulary
Ensure wide reading from complex text that varies in length
Provide explicit instruction in applied grammar and conventions
Focus on process not just content
Create authentic assessments
Cultivate students’ independence
4
7th Grade Collections
5
7th GRADE OVERVIEW
Collection 1
Bold Actions
Collection 2
Perception and Reality
Collection 3
Nature at Work
Task
Narrative/Description
Task
Argumentation/Analysis
Task
Informational/Analysis
Writing Focus
Short Story
Oral Commentary
Writing Focus
Opinion Essay
Expository Essay
Writing Focus
Write a Memoir
Poetry Analysis
Skills
Alliteration
Author’s Purpose
Characterization
Drawing Conclusions
Inference
Fact and Opinion
Myth
Poetry: form
Plot
Setting
Theme
Trace and Evaluate an
Argument
Conventions/Vocabulary
Connotations/Denotations (51)
Comma and Coordinate
Adjectives (38)
Latin Root: mar (17)
Sentence Structure (18)
Subordinate Clauses (52)
Suffixes –ty/--ity (37)
Skills
Character
Compare/Contrast Genre
Compare/Contrast Text and
Media
Drama
Figurative Language
Folk Tales
Inferences
Poetry: Form
Reference Aids
Rhyme
Sonnet
Summarizing
Symbol
Text Features
Skills
Allusion
Author’s Style
Determine Central Idea
Figurative Language
Lyric Poem
Memoir
Meter
Narrator
Ode
Patterns of Organization
Point of View
Precise Language
Soliloquy/Monologue
Theme
Conventions/Vocabulary
Adverb Clauses (88)
Greek Prefix: neuro (87)
Latin Suffixes (70)
Conventions/Vocabulary
Coordinating & Subordinating
Conjunctions (156)
Glossary (155)
Latin Roots: grad (167)
Prepositional Phrases (168)
Sentence Structure (156)
6
7th GRADE OVERVIEW
Collection 4
Risk and Exploration
Collection 5
The Stuff of Consumer
Culture
Collection 6
Guided by a Cause
Task
Argumentation/Evaluation
Task
Teacher Choice
Writing Focus
Create a Multimedia
Presentation
Task
Teacher Choice
Writing Focus
Expository Essay
Personal Essay
Writing Focus
Persuasive Speech
Skills
Author’s Purpose
Cause and Effect
Cite Evidence
Metaphor
Paraphrasing
Sound Reasoning
Trace and Evaluate an
Argument
Tone
Skills
Cause and Effect
Central Ideas and Details
Comparing Forms
Free Verse
Graphic Aids
Inference
Science Fiction
Statistics
Style
Theme
Skills
Author’s Perspective
Author’s Purpose
Central Idea and Details
Character Development
Chronological Order
Compare/Contrast Genre
Documentary
Flashback
History Writing
Mood
Personal Essay
Plot
Primary/Secondary Sources
Point of View
Theme
Trace an Argument
Setting
Style
Conventions/Vocabulary
Adjective Clauses (200)
Capitalization (192)
Context Clues (191)
Greek Roots (211)
Prefixes: dis/ex (199)
Conventions/Vocabulary
Domain-Specific
Words (231)
Eliminate Redundancy (232)
Spelling: Homophones (258)
Noun Clauses (240)
Synonyms/Antonyms (239)
Verify Meaning (257)
Conventions/Vocabulary
Analogies (305)
Capitalization (282)
Combining sentences with
phrases (326)
Dangling Modifiers (316)
Latin Roots:
spec/struct/dic (281)
Misplaced Modifiers (336)
Multiple Meanings (315)
Phrases: Verbal/Gerund
(306)
Using a dictionary (335)
Verbal Phrases (212)
7
Grade 7
Collection 1: Bold Action
“Be bold, take courage… and be strong of soul.” – Ovid
What task?
Task 27: What does it mean to be bold? After reading “Rouge Wave,” “The Flight of Icarus,” the poem
“Icarus’s Flight,” and self-selected texts on a high risk activity, write a narrative in which the main
character survives a risky endeavor from the perspective of the main character. D6: Use complex
sentences and strong verbs to develop your work. (Narrative/Description)
Module Description:
The purpose of this module is for students to analyze the elements of a story and how they interact. It
offers an opportunity to analyze the narrative aspect of multiple texts, and for students to practice formal
writing skills and conventions.
“Rogue Wave” is a fictional adventure story that will work well for a discussion of plot development. “The
Flight of Icarus” is a retelling of the Greek myth, and “Icarus’s Flight” is a poem that examines the
adventurous spirit of Icarus. These passages should prime students for research about risky endeavors
and the people who pursue them.
A couple of readings, which have not been specifically mentioned in the writing task, pertain to the spirit
of the task but also address health and civics standards:
“Ship of Fools” is useful for a discussion about the influence of family, peers, culture, and media on our
decisions. It is also useful for a discussion about laws about certain age groups. “Women in Aviation” is
useful for a discussion about the roles and rights of American citizens, specifically women.
This writing module uses material from Collection 1 in the Florida Collections English instructional
materials from the 2014 adoption.
What texts, Materials, References, and Support?
Fiction:
“Rouge Wave” (Collections TE/SE p. 3)
“Big Things Come in Small Packages” (Collections TE p.18c, Close Reader p. 3)
Greek Myth:
“The Flight of Icarus” (Collections TE/SE p. 31)
Poetry:
“Icarus’s Flight” (Collections TE/SE p. 39)
Online:
Find it: HMH Online Resources ->Select grade level->Teacher e-book->Contents Collections 1->fyi icon
“Dancer Who Lost Leg In Boston Marathon Bombings Performs On Stage At TED Talk” (FYI):
http://boston.cbslocal.com/2014/03/19/dancer-who-lost-foot-in-boston-marathon-bombings-performs-onstage-at-ted-talk/
Plot Diagram
8
Florida Standards
For full version of standards see the Appendix.
LAFS.7.RL.1.1
Cite textual evidence.
LAFS.7.RL.1.2
Determine a theme or central idea.
LAFS.7.RL.2.4
Determine the meaning of words and phrases.
LAFS.7.RL.2.5
Analyze how poem’s form contributes to its meaning.
LAFS.7.RL.2.6
Analyze point of view of narrators in a text.
LAFS.7.RL.4.10
By the end of the year, read and comprehend at grade level range 6-8.
LAFS.7.W.1.2
Write to analyze relevant content.
LAFS.7.W.2.4
Produce clear and coherent writing.
LAFS.7.W.2.5
Edit writing to focus on purpose.
LAFS.7.W.4.10
Write routinely.
LAFS.7.SL.1.1
Engage in collaborative discussions.
LAFS.7.L.1.1
Demonstrate command of standard conventions (grammar, speaking).
LAFS.7.L.1.2
Demonstrate command of standard conventions (capitalization, punctuation, and
spelling).
LSFS.7.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
LAFS.7.L.3.4
Clarify meaning of multiple-meaning words and phrases.
LAFS.7.L.3.5
Demonstrate understanding of figurative language, word relationships and nuances in
word meaning.
LAFS.7.L.3.6
Acquire and use accurately grade-appropriate terms.
HE.7.C.2
Analyze the influence of family, peers, culture, media, technology, and other factors on
health behaviors.
SS.7.C.2
Evaluate the roles, rights, and responsibilities of United States citizens.
9
What Skills and Instruction?
Skills Cluster 1: Preparing for the Task (Suggested Time Frame: 1-2 days)
Task Engagement: Ability to connect the task and new content to existing knowledge, skills, experiences,
interests, and concerns.
Standards: LAFS.7.W.1.2; LAFS.7.W.4.10


Mini-Task: Do a Quickwrite with students on the task question: What does it mean to be bold?
Mini-Task: Create a plot diagram of a familiar fairy tale with the students to re-familiarize
students with the parts of a story.
Task Analysis: Ability to understand and explain the task’s prompt and rubric.
Standards: LAFS.7.RI.1.1; LAFS.7.RI.2.4; LAFS.7.W.1.2; LAFS.7.SL.1.1; LAFS.7.L.3.4


Mini-Task: Students will analyze and rewrite task prompt narrative rubric putting it into their own
words. This can be done individually or in small groups.
Step 1: Read the task as a group and have students respond to the following questions:






What do you know about the topic?
What is the task asking you to do? (Identify the academic vocabulary and focus of the
task.)
What do you need to learn to accomplish this task?
Step 2: Provide students with rubric and review as a whole group.
Step 3: Instruct students to highlight unfamiliar words individually.
Step 4: Ask students to compare and discuss identified words.
Skills Cluster 2: Reading Process (Suggested Time Frame: 7-10 days)
Text Selection: Ability to identify appropriate texts.
Standards: LAFS.7.RL.1.1; LAFS.7.SL.1.1

Mini-Task: After reading the “Background” and/or information on the author of the selection, ask
students to discuss how the selection might support the collection quote and task. What makes
this author credible to speak on this topic?
Active Reading, Note-taking, and Academic Integrity: Ability to identify the central point and main
supporting elements of a text, to select important facts and passages for use in one’s own writing, and the
ability to use and credit sources appropriately.
Standards: LAFS.7.RL.1.1; LAFS.7.RL.1.2; LAFS.7.RL.2.4; LAFS.5.RL.2.5; LAFS.7.RL.2.6;
LAFS.7.RL.4.10; LAFS.7.SL.1.1; LAFS.7.L.12.3; LAFS.7.L.3.4; LAFS.7.L.3.5; LAFS.7.L.3.6; HE.7.C.2;
SS.7.C.2

Mini-Task: Follow Teacher Edition for “Close Read” and “Strategies for Annotation” while reading
the text. Pay special attention to plot and setting, as well as making inferences in the text.
10


Mini-Task: Take students through Online HMH Teacher Resource presentations on “Plot and
Conflict,” “Setting,” and “Making Inferences.” (Find It: MHM Online Resources->Teacher
Resources->Interactive Whiteboard Lessons->”Plot and Conflict,” “Setting,” and “Making
Inferences”)
Mini-Task: Students will complete Cornell Notes as they read each selected text, and create a
plot diagram for “Rogue Wave”.
Essential Vocabulary: Ability to identify and master terms essential to understanding a text.
Standards: LASF.7.RL.2.4; LFS.7.L3.4; LAFS.7.L.3.5; LAFS.7.L.3.6


Mini-Task: Use the “Academic Vocabulary,” “Critical Vocabulary,” and footnoted words found
then the Teacher Edition to increase students understanding of text. Enter these words in the
students Cornell notes.
Mini-Task: Complete the vocabulary activities at the end of each reading from the Collections
textbook.
Research Information: Ability to select important facts and passages for use in one’s own writing from
multiple sources.
Standards: LAFS.7.RI.1.1; LAFS.7.RI.1.2




Mini-Task: Students will select important information from multiple text and online resources that
pertain to high-risk activities to incorporate into their own writing.
Step 1: Select an age appropriate high-risk activity to incorporate into the narrative prompt
response.
Step 2: Research selected high-risk activity for facts that are essential to the performance of said
activity. List the facts in order of important to making the activity high-risk.
Step 3: Cite and take appropriate Cornell Notes on high-risk activity for use in one’s own writing.
Skill Cluster 3: Transition to Writing (Suggested Time Frame: 1-2 days)
Bridging: Ability to begin linking reading results to writing task.
Standards: LAFS.7.RL.1.2; LAFS.7.W.1.3, LFS.7.SL.1.1
 Mini-Task: Have students compare writing ideas that respond to the prompt in small groups.
Writing Skill: Ability to write maturely.
Standards: LAFS.7.W.2.4; LAFS.7.L.1.1; LAFS.7.L.1.2

Mini-Task: Take students through the Online HMH Teacher Resource presentation on
“Combining Sentences.” (Find It: HMH Online Resources->GrammarNotes->Lesson 3:
Combining Sentences)
Skill Cluster 4: Writing Process (Suggested Time Frame: 6-7 days)
Refer to the “Performance Task Reference Guide” TE/SE p.R6 to instruct students in writing a narrative.
11
Student Learning Log
Skills Cluster 1: Preparing for the Writing Task
Connecting to the Writing Task: My ability to connect to the task and new content with
knowledge and skills I already have, as well as experiences, interests, and my own concerns.
Collection Essential Question:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
My Quickwrite Response to the Essential Question:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Collection Writing Task:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Writing Task Analysis: My ability to understand and explain in my own words what the writing
task is asking me to do and how my final product will be assessed.
1. After reading the writing task, what do I know about this topic?
2. What is the writing task asking me to do?
3. What is the academic vocabulary I need to understand in order to be successful?
(Write the words and explain their meaning)
4. What do I need to learn to accomplish this task? (Skills, concepts, etc.)
12
Rubric Analysis: My ability to understand and explain in my own words what the rubric
requires and how my final product will be assessed.
Use the chart to paraphrase the rubric.
Meets Expectations
Advanced
Focus
Controlling Idea
Reading/
Research
Development
Organization
Conventions
Content
Understanding
13
Skills Cluster 2: Reading Process
Active Reading, Note-Taking and Academic Integrity: My ability to identify the central point
and main supporting elements of a text, to select important facts and passages for my writing
and the ability to use and credit sources appropriately.
CORNELL NOTES
Name:
Topic/Objective:
Class/Period:
Date:
Citation:
Essential Question:
Questions:
Notes
14
Questions:
Notes
Summary:
15
Name: _______________________________________
Period: ______
Cite Text Evidence Graphic Organizer
Setting:
Where:
When
Major Characters:
Minor Characters:
Plot/Problem:
Event 1:
Event 2:
Event 3:
Outcome of the story:
16
Essential Vocabulary:
My ability to identify and understand essential words and terms in the text. List words specific to
text. Add definitions and notes on connotation.
WORD MAP
definition
antonym
17
Active Reading: Ability to identify the elements of a plot.
Rouge Wave
Plot Diagram
Climax
Rising
Action
Falling
Action
Resolution
Introduction
Conflict:
Setting:
Characters:
Point of View:
Theme:
18
Skill Cluster 4: Writing Process
Planning: Ability to develop a line of thought and text structure appropriate to a narrative task.
Plot Diagram
Climax
Rising
Action
Falling
Action
Resolution
Introduction
Conflict:
Setting:
Characters:
Point of View:
Theme:
19
Grade 7
Collection 2: Is Seeing Believing?
“Now, I do not know whether it was then I dreamt I was a butterfly, or whether I am now a
butterfly, dreaming I am a man.” – Chuang Tzu
What Task?
Task 6: Is seeing believing? After reading “The People Could Fly, “Magic and the Brain”, “The Song
of Wandering Aengus” and “Pavement Chalk Art,” create a presentation in which you address the
question and argue whether “seeing is believing.” Support your position with evidence from the text.
D6: Use clauses and quotations to develop your work. (Argumentation/Evaluation)
Module Description
The purpose of this module is to expose readers to a variety of genres, so they can compare the
qualities and strengths of each one.
Students will use “The People Could Fly” to build on their previous knowledge of story elements and
to understand the importance of folktales. The students will also read a nonfiction piece “Magic and
the Brain,” a poem “The Song of Wandering Aengus,” and a piece of visual art “Pavement Chalk Art.”
They will analyze each piece for its connection to the theme, and create a presentation that answers
the question “Is Seeing Believing?”
In addition, reading “The People Can Fly” to help students understand the nature of our country prior
to the 13th Amendment (Civics), and “Magic and the Brain” shows how our physical senses and
mental processes are interrelated (Health). For this module, students are encouraged to present their
argument using an alternative to print such as a video or Prezi, in order to meet some of the
technology requirements.
This writing module uses material from Collection 2 in the Florida Collections English instructional
materials from the 2014 adoption.
What Texts, Materials, References, and Support?
Nonfiction:
“Magic and the Brain” (Collections TE p. 77)
“Pavement Chalk Art” (Collections TE p. 89)
Fiction:
“The People Could Fly” (Collections TE p. 63 )
Poetry:
“The Song of Wandering Aengus” (Collections TE p. 72)
Online:
“Mind Bending Optical Illusion of T-Rex Dinosaur” (FYI) http://fox4kc.com/2013/12/30/mind-bendingoptical-illusion-of-t-rex-dinosaur/
Graphic Organizers:
Word Map - http://my.hrw.com/la3/la09/student/minisites/igo/pdf/word_map.pdf
Controversial Issue - http://my.hrw.com/la3/la09/student/minisites/igo/pdf/controversial_issue.pdf
20
Florida Standards
See full version of standards see the appendix.
LAFS.7.RL.1.1
Cite Textual Evidence
LAFS.7.RL.1.2
Determine a theme and provide a summary
LAFS.7.RL.1.3
Analyze story elements
LAFS.7.RL.2.4
Determine the meaning of words and phrases; analyze the impact of rhymes and other
repetitions of sounds on a specific verse or stanza of a poem.
LAFS.7.RL.2.5
Analyze how a poem’s form contributes to its meaning.
LAFS.7.RL.4.10
Read grade 6-8 literature proficiently
LAFS.7.SL.1.1
Engage in collaborative discussion
LAFS.7.SL.1.2
Analyze the main ideas and supporting details presented in diverse media
LAFS.7.W.1.1
Write arguments to support claims with relevant evidence.
LAFS.7.W.2.4
Produce clear coherent writing appropriate to task and purpose
LAFS.7.W.2.5
Strengthen writing through the writing process with support from peers and adults
LAFS.7.W.2.6
Use technology to produce and publish writing
LAFS.7.W.3.8
Gather relevant information from multiple print and digital sources
LAFS.7.W.3.9
Draw evidence from literary and informational text to support analysis
LAFS.7.W.4.10
Write routinely over extended time frames
LAFS.7.L.2.3
Demonstrate command of the conventions of standard English grammar and usage
(using clauses)
LAFS.7.L.2.3
Use grade-appropriate academic vocabulary
HE.7.C.1.2
Explain how physical, emotional, social, and intellectual dimensions of health are
interrelated
SS.7.C.3.7
Analyze the impact of the 13th Amendment
21
What Skills and Instruction?
Skills Cluster 1: Preparing For the Task (Suggested Time Frame: 1-2 days)
Task Engagement: Ability to connect the task and new content to existing knowledge, skills,
experiences, interests, and concerns.
STANDARDS: LAFS.7.W.2.4; LAFS.7.W.4.10
 Mini-Task: Respond in a quick write answering the question “Is seeing believing?” Discuss in
pairs or triads.
 Mini-Task: Watch “Mind Bending Optical Illusion of T-Rex Dinosaur” and discuss whether or
not the video supports their previous statements.
Task Analysis: Ability to understand and explain the task’s prompt and rubric.
STANDARDS: LAFS.7.RI.2.4; LAFS.7.W.2.4; LAFS.7.L.3.4a,d

Mini-Task: Students will analyze and rewrite task prompt and argumentation rubric putting it
into their own words. This can be done individually or in small groups.
Step 1: Read the task as a group and have students respond to the following questions:



What do you know about the topic?
What is the task asking you to do? (Identify the academic vocabulary and focus of the task.)
What do you need to learn to accomplish this task?
Step 2: Provide students with rubric and review as a whole group.
Step 3: Instruct students to rewrite the task and argumentation rubric in their own words.
Step 4: Outline timeframe for completion of task.
Skills Cluster 2: Reading Process (Suggested Time Frame: 7-10 days)
Text Selection: Ability to identify appropriate texts.
STANDARDS: LAFS.8.W.3.9; LAFS.8.RI.1.1

Mini-Task: After reading the “Background” and/or information on the author of the selection,
ask students to discuss how the selection might support the collection quote and task. What
makes this author credible to speak on this topic? Students will discuss in small groups.
Active Reading Note-taking and Academic Integrity: Ability to identify the central point and main
supporting elements of a text, to select important facts and passages for use in one’s own writing and
the ability to use and credit sources appropriately.
22
STANDARDS: LAFS.7.RL.1.1; LAFS.7.RL.1.2; LAFS.7.RL.1.3; LAFS.7.RL.2.4; LAFS.7.RL.2.5;
LAFS.7.RL.4.10; LAFS.7.RI.1.1; LAFS.7.RI.1.3; LAFS.7.RI.2.4; LAFS.7.RI.4.10; LAFS.7.SL.1.2; LAFS.8.SL.2.6;
LAFS.7.W.2.4; LAFS.7.W.3.8; LAFS.7.W.3.9a; LAFS.7.W.4.10; LAFS.7.L.2.3; SS.7.C.3.7; HE.7.C.1.2

Mini-Task:
Step 1: Review elements of a story including plot and conflict.
Step 2: Instruct students to read “The People Could Fly” paying attention to the plot
structure.
Step 3: Provide a mini-lesson on folktales (Collections TE p. 68).
Step 4: Play the audio version of the story, and model annotation strategies. Be sure to
address the symbolism of flying especially in relationship to slavery.
Step 5: Have students complete annotation independently.

Mini-Task: Students complete Cornell Notes identifying the parenthetical citation at the top
of the page. Students should identify central ideas that are necessary to answer the prompt,
and summarize each text. When reading “Magic and the Brain,” discuss how the mental and
physical dimensions of health are interrelated.

Mini-Task: Follow Teacher Edition for “Close Read” and “Strategies for Annotation” while
reading each additional text. Have students analyze each text for connection to the theme.
Essential Vocabulary: Ability to identify and master terms essential to understanding a text.
STANDARDS: LAFS.7.RI.2.4; LAFS.7.L.3.4b

Mini-Task: Use prefixes, roots and suffixes to determine the meaning of science specific
words in “Magic and the Brain.”
Text Study: Ability to identify different types of texts and recognize the traits of each.

Mini-Task:
Step 1: Create a T-chart that compares different types of genres: fiction, nonfiction, poetry,
visual arts, and video. List the strengths of each and how effective they are at supporting the
theme.
Step 2: Evaluate the chart and write a paragraph in response to the questions, “How does an
author choose the best method to get his or her point across?”
Skills Cluster 3: Transition to Writing (Suggested Time Frame 1-2 days)
Bridging: Ability to begin linking reading results to writing task.
STANDARDS: LAFS.7.W.3.8; LAFS.7.W.2.6
23

Mini-Task: Complete a quick write answering the question, “Do you think seeing is believing?
Is your opinion the same as when you first started?”
 Mini-Task: Review prompt, rubric and text-type chart. Select a type of text or format that best
serves the purpose and audience of the task.
Skills Cluster 4: Writing Process (Suggested Time Frame: 6-7 days)
Refer to the “Performance Task A” p. 127 & “Performance Task Reference Guide” TE p.R2
TEACHER DIRECTIVE: In addition to the lessons/guidelines provided in the textbook regarding the
Writing Process, HMH has online resources designed to help you help the students. Please view the
online resources below and choose the lessons that you feel are most beneficial.
FIND IT: HMH Online Teacher Resources->Interactive Writing Lessons->Select Appropriate Lessons
Establish Claim: Ability to establish a claim and consolidate information relevant to task.
STANDARDS: LAFS.7.W1.1; LAFS.7.W1.2


Mini-Task: Write a clear thesis statement that addresses the prompt.
Mini-Task: Select an appropriate format to address the prompt (speech, website, video, etc.)
Explain how the selected format will address all aspects of the rubric.
Planning: Ability to develop a line of thought and text structure appropriate to an
argumentation/analysis task.
STANDARDS: LAFS.7.W.2.4; LAFS.7.W.2.5; LAFS.7.W.3.9; LAFS.7.W.4.10

Mini-Task: Create an outline based on notes and reading in which the claim is stated, the
points are sequenced, and supporting evidence is noted.
Development: Ability to construct an initial draft with an emerging line of thought and structure.
STANDARDS: LAFS.7.W.2.4; LAFS.7.W.2.5; LAFS.7.W.3.9; LAFS.7.W.4.10

Mini-Task: Create an initial draft complete with opening, development, and closing; insert
and cite textual evidence.
Academic Integrity: Ability to use and credit sources appropriately.
STANDARDS: LAFS.7.W.3.8

Mini-Task: Cite sources and evidence appropriately within task.
Revision: Ability to refine text, including line of thought, language usage, and tone as appropriate to
audience and purpose.
STANDARDS: LAFS.SL.1.1; LAFS.7.W.1.1; LAFS.7.W.2.4; LAFS.7.W.2.5

Mini-Task: Students will review the rubric and exchange papers for peer review to provide
feedback to one another and make corrections.
Grammar Connections: Ability to apply the conventions of Standard English
STANDARDS: LAFS.7.L.1.1a
24
Skill: Adverb Clauses
 Textbook “Language Conventions: Adverb Clauses” (Connections TE p. 88, SE p. 88)
 “Level UP Tutorials, Conventions” Kinds of Clauses (FIND IT: HMH Online Resources -> Teacher
Resources -> Level Up Tutorials -> Conventions)
Editing: Ability to proofread and format a piece to make it more effective.
STANDARDS: LAFS.7.W.2.5; LAFS.7.L.2.3

Mini-Task: Students will peer edit the drafts to eliminate errors and revise draft to include a
clear, coherent argument, sound spelling, capitalization, punctuation, and grammar.
Completion: Ability to submit final piece that meets expectations.
STANDARDS: LAFS.7.W.2.4

Mini-Task: Turn in or present complete set of drafts, plus the final version of the piece.
25
Student Learning Log
Skills Cluster 1: Preparing for the Writing Task
Connecting to the Writing Task: My ability to connect to the task and new content with
knowledge and skills I already have, as well as experiences, interests, and my own concerns.
Collection Essential Question:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
My Quickwrite Response to the Essential Question:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Collection Writing Task:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Writing Task Analysis: My ability to understand and explain in my own words what the writing
task is asking me to do and how my final product will be assessed.
1. After reading the writing task, what do I know about this topic?
2. What is the writing task asking me to do?
3. What is the academic vocabulary I need to understand in order to be successful?
(Write the words and explain their meaning)
4. What do I need to learn to accomplish this task? (Skills, concepts, etc.)
26
Rubric Analysis: My ability to understand and explain in my own words what the rubric
requires and how my final product will be assessed.
Use the chart to paraphrase the rubric.
Meets Expectations
Advanced
Focus
Controlling
Idea
Reading/
Research
Development
Organization
Conventions
Content
Understanding
27
Skills Cluster 2: Reading Process
Active Reading, Note-Taking and Academic Integrity: My ability to identify the central point
and main supporting elements of a text, to select important facts and passages for my writing
and the ability to use and credit sources appropriately.
CORNELL NOTES
Name:
Topic/Objective:
Class/Period:
Date:
Citation:
Essential Question:
Questions:
Notes
28
Questions:
Notes
Summary:
29
Essential Vocabulary:
My ability to identify and understand essential words and terms in the text. List words specific to
text. Add definitions and notes on connotation.
WORD MAP
definition
antonym
30
Text Study: Ability to identify different types of texts and recognize the traits of each.
T-Chart
GENRE
STRENGTHS
FICTION
NON-FICTION
POETRY
VISUAL ARTS
VIDEO
31
Skill Cluster 4: Writing Process
Planning: Ability to develop a line of thought and text structure appropriate to an
argumentation/analysis task.
All Purpose Planner
32
Grade 7
Collection 3: Nature at Work
“Those who dwell…among the beauties and mysteries of the ear are never alone or
weary of life.” – Rachel Carson
What task?
Task 21: Why don’t poets just say what they mean? After reading “from Mississippi Solo,”
“Ode to enchanted light,” and “Sleeping in the Forest,” write an essay in which you analyze
how figurative language is used an how it affects the meaning of the text, providing
examples to clarify your analysis. D6: Use figurative language effectively to develop your
work. (Informational or Explanatory/Analysis)
Module Description:
The purpose of this module is for students to experience figurative language in poetry and prose.
Students will analyze “from Mississippi Solo.” They will look for figurative language in prose and
examine how figurative language helps to convey meaning. Students will then read “Ode to
enchanted light” and “Sleeping in the Forest” to further compare how the use of figurative language
creates meaning in poetry.
This writing module uses material from Collection 3 in the Florida Collections English instructional
materials from the 2014 adoption.
What texts, Materials, References, and Support?
Non-Fiction
Memoir: “from Mississippi Solo” (Collections TE/SE p.137)
Poetry:
“Ode to enchanted light” (Collections TE/SE p.170)
“Sleeping in the Forest” (Collections TE/SE p.172)
“Problems with Hurricanes” (Collections TE p.174d, Close Reader p.56)
“Prayer to the Pacific” (Collections TE p.174e, Close Reader p.58)
“Tornado at Talladega” (Collections TE p.174f, Close Reader p.60)
Online:
“Pictures: Winter Splendor Unveiled at Ice Cave” by National Geographic
http://news.nationalgeographic.com/news/2014/02/140219-pictures-ice-caves-lakesuperior-science/ Find It: HMH Online Resources ->Select grade level->Teacher e-book>Contents Collections 3->fyi icon
Graphic Organizer:
Word Map: http://my.hrw.com/la3/la09/student/minisites/igo/pdf/word_map.pdf
Web Diagram:http://my.hrw.com/la3/la09/student/minisites/igo/pdf/web_diagram.pdf
All Purpose Planner:
http://my.hrw.com/la3/la09/student/minisites/igo/pdf/all_purpose_planner.pdf
33
Florida Standards
See full version of standards see the appendix.
LAFS.7.RL.1.1
Cite Textual Evidence
LAFS.7.RL.1.2
Determine a theme and provide a summary
LAFS.7.RL.1.3
Analyze story elements
LAFS.7.RL.2.4
Determine the meaning of words and phrases; analyze the impact of rhymes and other
repetitions of sounds on a specific verse or stanza of a poem.
LAFS.7.RL.2.5
Analyze how a poem’s form contributes to its meaning.
LAFS.7.RL.4.10
Read grade 6-8 literature proficiently
LAFS.7.SL.1.1
Engage in collaborative discussion
LAFS.7.SL.1.2
Analyze the main ideas and supporting details presented in diverse media
LAFS.7.W.1.1
Write arguments to support claims with relevant evidence.
LAFS.7.W.2.4
Produce clear coherent writing appropriate to task and purpose
LAFS.7.W.2.5
Strengthen writing through the writing process with support from peers and adults
LAFS.7.W.2.6
Use technology to produce and publish writing
LAFS.7.W.3.8
Gather relevant information from multiple print and digital sources
LAFS.7.W.3.9
Draw evidence from literary and informational text to support analysis
LAFS.7.W.4.10
Write routinely over extended time frames
LAFS.7.L.2.3
Demonstrate command of the conventions of standard English grammar and usage
(using clauses)
LAFS.7.L.2.3
Use grade-appropriate academic vocabulary
HE.7.C.1.2
Explain how physical, emotional, social, and intellectual dimensions of health are
interrelated
SS.7.C.3.7
Analyze the impact of the 13th Amendment
34
What Skills and Instruction?
Skills Cluster 1: Preparing for the Task (Suggested Time Frame: 1-2 days)
Task Engagement: Ability to connect the task and new content to existing knowledge, skills,
experiences, interests, and concerns.
Standards: LAFS.7.W.1.2; LAFS.7.W.4.10

Mini-Task: Do a Quickwrite with students on the task question: Why don’t poets just say
what they mean?
 Mini-Task:
 Step 1: Students will be shown a picture of nature.
 Step 2: After viewing a picture of nature, students will respond to the picture in a quick
write that can take the form of a paragraph or a poem.
 Step 3: Students will then discuss what the picture represents to them and how that
might connect to poetry.
Task Analysis: Ability to understand and explain the task’s prompt and rubric.
Standards: LAFS.7.RI.1.1; LAFS.7.RI.2.4; LAFS.7.W.1.2; LAFS.7.SL.1.1; LAFS.7.L.3.4





Mini-Task: Students will analyze and rewrite task prompt narrative rubric putting it into
their own words. This can be done individually or in small groups.
Step 1: Read the task as a group and have students respond to the following questions:
•
What do you know about the topic?
•
What is the task asking you to do? (Identify the academic vocabulary and
focus of the task.)
•
What do you need to learn to accomplish this task?
Step 2: Provide students with rubric and review as a whole group.
Step 3: Instruct students to highlight unfamiliar words individually.
Step 4: Ask students to compare and discuss identified words.
Skills Cluster 2: Reading Process (Suggested Time Frame: 7-10 days)
Text Selection: Ability to identify appropriate texts.
Standards: LAFS.7.RL.1.1; LAFS.7.SL.1.1

Mini-Task: After reading the “Background” and/or information on the author of the
selection, ask students to discuss how the selection might support the collection quote
and task. What makes this author credible to speak on this topic?
Active Reading, Note-taking, and Academic Integrity: Ability to identify the central point and
main supporting elements of a text, to select important facts and passages for use in one’s own
writing, and the ability to use and credit sources appropriately.
Standards: LAFS.7.RL.1.1; LAFS.7.RL.1.2; LAFS.7.RL.2.4; LAFS.5.RL.2.5; LAFS.7.RL.2.6;
LAFS.7.RL.4.10; LAFS.7.SL.1.1; LAFS.7.L.12.3; LAFS.7.L.3.4; LAFS.7.L.3.5; LAFS.7.L.3.6;
HE.7.C.2; SS.7.C.2
35

Mini-Task: Follow Teacher Edition for “Close Read” and “Strategies for Annotation”
while reading the text. Students will take Cornell Notes and pay close attention to the
features of a memoir and a poem: author’s style, speaker, sentence structure,
personification, figurative language, simile, metaphor, ode, and lyrical poetry.
 Mini-Task: Take students through Online HMH Teacher Resource presentations on
“Form in Poetry” and “Understanding Text Types.” (Find It: MHM Online Resources>Teacher Resources->Interactive Whiteboard Lessons->”Form in Poetry” and
“Understanding Text Types”)
 Mini-Task: Students will fill out the Work Cited Collection Tool (found in Student
Learning Log) as they read each text.
 Mini-Task: Students will complete Cornell Notes as they read each chosen text.
Essential Vocabulary: Ability to identify and master terms essential to understanding a text.
Standards: LASF.7.RL.2.4; LFS.7.L3.4; LAFS.7.L.3.5; LAFS.7.L.3.6


Mini-Task: Use the “Academic Vocabulary,” “Critical Vocabulary,” and footnoted words
found then the Teacher Edition to increase students understanding of text. Enter these
words in the students Cornell notes or use the Word Map graphic organizer to increase
understanding of the critical vocabulary terms in each reading selection.
Mini-Task: Complete the vocabulary activities at the end of each reading from the
Collections textbook.
Skill Cluster 3: Transition to Writing (Suggested Time Frame: 1-2 days)
Bridging: Ability to begin linking reading results to writing task.
Standards: LAFS.7.RL.1.2; LAFS.7.W.1.3, LFS.7.SL.1.1


Mini-Task:
Step 1: Students will complete a T-chart of the figurative language used in the selected
text with examples.
 Step 2: Students will complete an HMH Web Diagram graphic organizer for each of the
selected text, focusing on the central idea and supporting evidence.
 Step 3: Students will organize these ideas, supporting details, and use of figurative
language and compare them to the writing task prompt.
Writing Skill: Ability to write maturely.
Standards: LAFS.7.W.2.4; LAFS.7.L.1.1; LAFS.7.L.1.2



Mini-Task:
Step 1: Take students through the Online HMH Teacher Resource presentation on
“Figurative Language and Imagery.” (Find It: HMH Online Resources->Interactive
Whiteboard->Figurative Language and Imagery)
Step 2: Students will practice examples of sentences using figurative language used in
the selected text.
36
Skill Cluster 4: Writing Process (Suggested Time Frame: 6-7 days)
Refer to the “Performance Task Reference Guide” TE/SE p.R4 to instruct students in writing an
informational essay.
Controlling Idea: Ability to establish a controlling idea and consolidate information relevant to
task.
Standards: LAFS.7.W.1.2; LAFS.7.W.4.10

Mini-Task: Students create a controlling idea that would be included in an opening
paragraph of a narrative. Students should keep in mind the use of figurative language
and its significance in the selected texts. Students will use the HMH All Purpose Planner
to focus their ideas to answer the prompt.
Planning: Ability to develop a line of thought and text structure appropriate to a narrative task.
Standards: LAFS.7.W.2.4; LAFS.7.W.4.10

Mini-Task: Students will complete the HMH All Purpose Planner to answer the prompt
fully.
Development: Ability to construct an initial draft with an emerging line of thought and structure.
Standards: LAFS.7.W.1.2; LAFS.7.W.2.4; LAFS.7.W.2.5; LAFS.7.W.4.10; LAFS.7.L.1.1;
LAFS.7.L.1.2; LAFS.7.L.2.3

Mini-Task: Students will complete an initial draft of their informative essay with cited
textual evidence from the selected text.
Revision: Ability to refine text, including line of thought, language usage, and tone as
appropriate to audience and purpose.
Standards: LAFS.7.L.1.1; LAFS.7.L.1.2; LAFS.7.L.2.3

Mini-Task: Have students peer review each other’s work using the Six Traits of Writing
guidelines. Students must have at least two peer review forms before moving to Editing.
Editing: Ability to proofread and format a piece to make it more effective.
Standards: LAFS.7.L.1.1; LAFS.7.L.1.2; LAFS.7.L.2.3

Mini-Task: Students must have two peer editors for their work, instruct students that
editors must correct work in different colored ink/pencil and sign their name indicating
their work.
Completion: Ability to submit final piece that meets expectations.
Standards: LAFS.7.RL.4.10; LAFS.7.L.3.6
 Mini-Task: Students will now complete and submit their final informative essay copy.
Grammar Connections: Ability to apply the conventions of Standard English.
Standards: LAFS.7.L.1.1; LAFS.7.L.1.2; LAFS.7.L.2.3; LAFS.7.L.3.5; LAFS.7.L.3.6
37
Skill: Sentence Structure


Textbook “Language Conventions: Sentence Structure” (Collections TE/SE p. 18)
Level Up Tutorials, Conventions (Find It: HMH Online Resources->Level Up Tutorials>Select Appropriate Lessons under Conventions)
 GrammarNotes on combining sentences (Find It: HMH Online Resources>GrammarNotes->Combining sentences)
Skill: Prepositional Phrases


Textbook “Language Conventions: Prepositional Phrases” (Collections TE/SE p. 168)
Level Up Tutorials, Conventions (Find It: HMH Online Resources->Level Up Tutorials>Select Appropriate Lessons under Conventions)
 GrammarNotes on Writing with Detail: Prepositional Phrases (Find It: HMH Online
Resources->GrammarNotes->Writing with Detail: Prepositional Phrases p.2)
Skill: Precise Language


Textbook “Language Conventions: Precise Language (Collections TE/SE p. 144)
Level Up Tutorials, Vocabulary Skills and Strategies (Find It: HMH Online Resources>Level Up Tutorials->Select Appropriate Lessons under Vocabulary Skills and
Strategies)
Optional Extension Activity
Write a Memoir in TE/SE p. 175 for the “Performance Task A.”
38
Student Learning Log
Skills Cluster 1: Preparing for the Writing Task
Connecting to the Writing Task: My ability to connect to the task and new content with
knowledge and skills I already have, as well as experiences, interests, and my own concerns.
Collection Essential Question:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
My Quickwrite Response to the Essential Question:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Collection Writing Task:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Writing Task Analysis: My ability to understand and explain in my own words what the writing
task is asking me to do and how my final product will be assessed.
1. After reading the writing task, what do I know about this topic?
2. What is the writing task asking me to do?
3. What is the academic vocabulary I need to understand in order to be successful?
(Write the words and explain their meaning)
4. What do I need to learn to accomplish this task? (Skills, concepts, etc.)
39
Rubric Analysis: My ability to understand and explain in my own words what the rubric
requires and how my final product will be assessed.
Use the chart to paraphrase the rubric.
Meets Expectations
Advanced
Focus
Controlling Idea
Reading/
Research
Development
Organization
Conventions
Content
Understanding
40
Skills Cluster 2: Reading Process
Active Reading, Note-Taking and Academic Integrity: My ability to identify the central point
and main supporting elements of a text, to select important facts and passages for my writing
and the ability to use and credit sources appropriately.
CORNELL NOTES
Name:
Topic/Objective:
Class/Period:
Date:
Citation:
Essential Question:
Questions:
Notes
41
Questions:
Notes
Summary:
42
Essential Vocabulary:
My ability to identify and understand essential words and terms in the text. List words specific to
text. Add definitions and notes on connotation.
WORD MAP
definition
antonym
43
Skill Cluster 3: Transition to Writing
Bridging: Ability to begin linking reading results to writing task.
Web Diagram
44
Skill Cluster 4: Writing Process
 Controlling Idea: Ability to establish a controlling idea and consolidate information
relevant to the task.
 Planning: Ability to develop a line of thought and text structure appropriate to a narrative
task.
All Purpose Planner
45
Grade 7
Collection 4: Risk and Exploration
“All adventures, especially into new territory, are scary.” – Sally Ride
What Task?
Task 6: Is space exploration worth the risk? After reading multiple texts that focus on the risks and
benefits of space exploration, write an essay in which you discuss both the benefits and risks of
space travel and evaluate whether the benefits outweigh the risks. Support your position with
evidence from the texts. D1: Acknowledge competing views. D6: Use one of the identified
rhetorical appeals to develop your work. (Argumentation/Evaluation)
Module Description
The purpose of this module is for students to write argumentative papers supporting whether the
benefits of space exploration outweigh the risks. Students will analyze multiple texts to discover
how authors present their arguments.
Students will read Kennedy’s speech “Remarks at the Dedication of the Aerospace Medical Health
Center” to understand some of the benefits to space exploration. The text “Is Space Exploration
Worth the Cost?” and the online articles “28 Years Ago, Challenger Shuttle Disaster Gave NASA
Painful Lesson” and “The Biggest Physical Risk of Exploration Today is Carpal Tunnel” will give
students contrasting views of the risks and further benefits of space exploration.
Civics connections can be made using the Kennedy speech, in which you can tie in political
communications and foreign policy concerns of the United States at the time. Health connections
can be made when reading the online articles, as it relates to one’s physical and mental wellbeing.
This writing module uses material from Collection 4 in the Florida Collections English instructional
materials from the 2014 adoption
What Texts, Materials, References, and Support?
Nonfiction:
“Is Space Exploration Worth the Cost?” (Collections TE p192c, SE p. 63) – Health
Speeches:
“Remarks at the Dedication of the Aerospace Medical Health Center” (Collections TE p. 185, SE p.
185) - Civics – use audio and text
Online:
FIND IT: HMH Online Resources->Select grade level->Teacher e-book->Contents Collection: 1>fyi icon
“28 Years Ago, Challenger Shuttle Disaster Gave NASA Painful Lesson” (FYI)
“The Biggest Physical Risk of Exploration Today is Carpal Tunnel” (FYI)
46
Florida Standards
See full version of the standards in the appendix.
LAFS.7.RI.1.1
Cite text evidence
LAFS.7.RI.2.4
Analyze the impact of word choice on meaning and tone.
LAFS.7.RI.2.5
Analyze the structure an author uses to organize a text.
LAFS.7.RI.2.6
Determine an author’s purpose.
LAFS.7.RI.3.7
Compare and contrast a text to an audio, video, or multimedia version of the text.
LAFS.7.RI.3.8
Trace and evaluate an argument.
LAFS.7.SL.1.1
Engage effectively in a range of collaborative discussions.
LAFS.7.SL.1.3
Delineate a speaker’s argument and specific claims, evaluating the soundness of the
reasoning and the relevance and sufficiency of the evidence.
LAFS.7.L.1.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
LAFS.7.L.1.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
LAFS.7.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
LAFS.7.L.3.4
Determine the meaning of unknown words and phrases.
LAFS.7.L.3.4a
Use context as a clue to the meaning of a word or phrase.
LAFS.7.L.3.4c
Consult general reference materials.
LAFS.7.L.3.4d
Verify the preliminary determination of the meaning of a word or phrase.
LAFS.7.L.3.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
LAFS.7.W.1.1c
Use words, phrases, and clauses to create cohesion.
LAFS.7.W.3.8
Gather relevant information.
SS.7.C.2.11
Analyze media and political communications (bias, symbolism, propaganda).
SS.7.C.4.1
Differentiate concepts related to United States domestic and foreign policy.
HE.7.B.4.1
Apply effective communication skills when interacting with others to enhance health.
HE.7.C.1.2
Explain how physical, mental/emotional, social, and intellectual dimensions of health
are interrelated.
47
What Skills and Instruction?
Skills Cluster 1: Preparing For the Task (Suggested Time Frame: 1-2 days)
Task Engagement: Ability to connect the task and new content to existing knowledge, skills,
experiences, interests, and concerns.
STANDARDS: LAFS.7.W.2.4; LAFS.7.W.4.10
 Mini-Task: Complete a quick write answering this question: Why do you think the United
States should be involved with space exploration?

Mini-Task: Define risk using the Concept Definition Map (see Appendix).
Task Analysis: Ability to understand and explain the task’s prompt and rubric.
STANDARDS: LAFS.7.RI.1.1; LAFS.7.L.3.4


Mini-Task: Analyze and rewrite task prompt and argumentation rubric in own words
Mini-Task: Outline a time frame for completion of the task.
Skills Cluster 2: Reading Process Suggested Time Frame: 7-10 days)
Active Reading Note-taking and Academic Integrity: Ability to identify the central point and main
supporting elements of a text, to select important facts and passages for use in one’s own writing and
the ability to use and credit sources appropriately.
STANDARDS: LAFS.7.RI.1.1; LAFS.7.RI.2.4; LAFS.7.RI.2.5; LAFS.7.RI.2.6; LAFS.7.RI.3.7; LAFS.7.W.3.8;
LAFS.7.RI.3.8; LAFS.7.RI.3.9; LAFS.910.RI.4.10; LAFS.7.W.3.9

Mini-Task: Prepare for taking Cornell Notes
Step 1 – Instruct students on the format for taking Cornell Notes (see appendix)
Step 2 – Model parenthetical notation
Step 3 – Write parenthetical citation at the top of Cornell Notes page

Mini-Task: Identify central ideas from each text necessary to answer the prompt.

Mini-Task: Brainstorm and discuss what makes an author credible and/or worthy of study in
small groups and then discuss as a whole group.

Mini-Task: Read and analyze “Remarks at the Dedication of the Aerospace Medical Health
Center.”
Step 1 - Annotate the text, using Cornell Notes, to identify the central idea and supporting
details.
Step 2 - Create a T-chart detailing the risks and benefits of exploration.
48

Mini-Task: Take students through Online HMH Teacher Resource presentation “Citing Textual
Evidence”. (FIND IT: HMH Online Resources -> Teacher Resources -> Interactive Whiteboard
Lessons -> Citing Textual Evidence)
Essential Vocabulary: Ability to identify and master terms essential to understanding a text.
STANDARDS: LAFS.7.RI.2.4; LAFS.7.L.3.4; LAFS.7.L.3.5; LAFS.7.L3.6

Mini-Task: Examine essential vocabulary from text. Explain what the author meant when he
used particular vocabulary words.

Mini-Task: Discuss definitions, and notes on connotation in this context.

Mini-Task: Complete the vocabulary activities at the end of each reading from the Collections
textbook.
Author’s Purpose:, Sound Reasoning, Rhetorical Devices: Ability to identify the reason for writing to a
particular audience; ability to evaluate whether support is sufficient and credible; ability to identify
appeals of logic, emotion and ethics in writing.
STANDARDS: LAFS.7.RI.2.6; LAFS.7.SL.1.3; LAFS.7.SL.1.2; LAFS.7.RI.3.7; LAFS.7.L.3.5; SS.7.C.2.11;
SS.7.C.4.1
 Mini-Task: Answer the guiding questions posed to the class regarding Kennedy’s speech.
What is the author’s main point?
Who is the author addressing in this speech?
What techniques does the author use to persuade the audience?
What point did you find most persuasive and why?




Mini-Task: Work in small groups to identify persuasive techniques used in the text.
Mini-Task: Find specific examples from text that show fact versus opinion and create a TChart with the information.
Mini-Task: Cite text evidence and identify appropriate appeal in the graphic organizer (see
Appendix).
Mini-Task: Write one original appeal for each: logos, pathos and ethos.
Skills Cluster 3: Transition to Writing (Suggested Time Frame: 1-2 days)
Bridging: Ability to begin linking reading results to writing task.
STANDARDS: LAFS.7.W.3.8; FAFS.7.W.3.9
 Mini-Task: Model how to summarize texts to include key ideas from the graphic organizers in
this module.

Mini-Task: Take students through Online HMH Teacher Resource presentation “Writing
Argumentive Texts.” (FIND IT: HMH Online Resources -> Interactive Writing Lessons ->
Contents -> Writing Informative Texts)
49
Skills Cluster 4: Writing Process (Suggested Time Frame: 6-7 days)
Refer to the “Performance Task Reference Guide: Writing Argumentative Essays” TE p. R2; SE p.R2 to
instruct students in informative essay writing.
TEACHER DIRECTIVE: In addition to the lessons/guidelines provided in the textbook regarding the
Writing Process, HMH has two online resources designed to help you help the students. Please view
the online resources below and choose the lessons that you feel are most beneficial.
FIND IT: HMH Online Teacher Resources->Writing and Research in a Digital Age->Download the
presentation & accompanying student worksheets->Select Process to Review
FIND IT: HMH Online Teacher Resources->Interactive Writing Lessons->Select Appropriate Lessons

Mini-Task: After the teacher instructs the student on the writing processes below, students
answer the questions under Writing Process in their Student Learning Logs.
Claim: Ability to establish a claim and consolidate information relevant to task.
STANDARDS: LAFS.7.W1.1

Mini-Task: Use Two Column notes to sort information as “Supports Space Travel” or “Doesn’t

Support Space Travel.” Some facts can be used in both columns.
Mini-Task: Write a thesis statement with a clearly stated position.
Planning: Ability to develop a line of thought and text structure appropriate to an
informational/explanatory and argumentation task.
STANDARDS: LAFS.7.W.1.1; LAFS.7.W.2.4; LAFS.7.W.2.5; LAFS.7.W.3.9; LAFS.7.W.3.10


Mini-Task: Create a plan for writing based on notes and reading in which a claim is stated,
points are sequenced, and supporting evidence is noted.
Mini-Task: Peer review plans with partners and make adjustments prior to writing.
Development: Ability to construct an initial draft with an emerging line of thought and structure.
STANDARDS: LAFS.7.W.1.1; LAFS.7.W.2.4; LAFS.7.W.2.5; LAFS.7.W.3.9; LAFS.7.W.3.10

Mini-Task: Write an initial draft complete with opening, development, and closing. Insert and
cite textual evidence, and use at least two appeals.
Academic Integrity: Ability to use and credit sources appropriately.
STANDARDS: LAFS.7.W.3.8

Mini-Task: Cite sources within the draft correctly.
Revision: Ability to refine text, including line of thought, language usage, and tone as appropriate to
audience and purpose.
STANDARDS: LAFS.7.W.2.4; LAFS.7.W.2.5

Mini-Task: Give each student two copies of the Peer Review document (located in the
Appendix). Attach two completed peer reviews to their Student Learning Logs.
50
Editing: Ability to proofread and format a piece to make it more effective.
STANDARDS: LAFS.7.W.2.5



Mini-Task: Refine composition’s analysis, logic, and organization of ideas/points. Use textual
evidence carefully, with accurate citations.
Mini-Task: Review argumentative rubric to check for task prompt completion.
Mini-Task: Peer revise essays for completeness.
Completion: Ability to submit final piece that meets expectations.
STANDARDS: LAFS.7.W.2.4; LAFS.7.W.3.10

Mini-Task: Students are now ready to submit their final essay.
Grammar Connections: Ability to apply the conventions of Standard English
STANDARDS: LAFS.7.L.1.1; LAFS.7.L.1.2
Skill: Capitalization
 Textbook “Language Conventions” (Connections TE p. 192, SE p. 192)
 “Level UP Tutorials, Conventions” Capitalization (FIND IT: HMH Online Resources -> Teacher
Resources -> Level Up Conventions) Tutorials ->
Skill: Adjective Clauses
 Textbook “Language Conventions: Adjective Clauses” (Connections TE p. 200, SE p. 200)
Skill: Verbal Phrases
 Textbook “Language Conventions: Verbal Phrases” (Connections TE p. 212, SE p. 212)
 “Level UP Tutorials, Conventions” Verbals and Verb Phrases (FIND IT: HMH Online Resources > Teacher Resources -> Level Up
Editing: Ability to proofread and format a piece to make it more effective.
STANDARDS: LAFS.910.L.1.1; LAFS.910.L.1.2; LAFS.910.L.2.3; LAFS.910.W.2.5


Mini-Task: Show students in whole group the HMH Online “Interactive Writing Lessons”
titled, “Revising and Editing”. At this time focus on the last 3 slides that cover revision. (FIND
IT: HMH Online-Resources, Interactive Writing Lessons, Writing as a Process, Revising and
Editing)
Mini-Task: After making content revisions to the essay, students will then peer edit two
essays.
Completion: Ability to submit final piece that meets expectations.
STANDARDS: LAFS.910.W.2.4

Mini-Task: Use the “Drafting and Revising Your Work” PowerPoint found in the online
Teacher Resources to instruct students in ensuring their final piece is ready for submission.
(FIND IT: HMH Online-Resources, interactive Writing Lessons, Writing and Research in a
Digital Age, Lesson 12)
51

Note: Remind students to complete their Reflection in their Student Learning Log
Student Learning Log
Skills Cluster 1: Preparing for the Writing Task
Connecting to the Writing Task: My ability to connect to the task and new content with knowledge and
skills I already have, as well as experiences, interests, and my own concerns.
Collection Essential Question:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
My Quickwrite Response to the Essential Question:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Collection Writing Task:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Writing Task Analysis: My ability to understand and explain in my own words what the writing task is
asking me to do and how my final product will be assessed.
1. After reading the writing task, what do I know about this topic?
2. What is the writing task asking me to do?
3. What is the academic vocabulary I need to understand in order to be successful? (Write the
words and explain their meaning)
4. What do I need to learn to accomplish this task? (Skills, concepts, etc.)
52
Rubric Analysis: My ability to understand and explain in my own words what the rubric requires and
how my final product will be assessed.
Use the chart to paraphrase the rubric.
Meets Expectations
Advanced
Focus
Controlling
Idea
Reading/
Research
Development
Organization
Conventions
Content
Understanding
53
Skills Cluster 2: Reading Process
Active Reading, Note-Taking and Academic Integrity: My ability to identify the central point and main
supporting elements of a text, to select important facts and passages for my writing and the ability to
use and credit sources appropriately.
CORNELL NOTES
Name:
Topic/Objective:
Class/Period:
Date:
Citation:
Essential Question:
Questions:
Notes
54
Questions:
Notes
Summary:
55
Active Reading, Note-Taking and Academic Integrity: My ability to identify the central point and main
supporting elements of a text, to select important facts and passages for my writing and the ability to
use and credit sources appropriately.
T-Chart: Risk and Benefits of Space Exploration
Risks of Exploration
Benefits of Exploration
56
Author’s Purpose: Sound Reasoning, Rhetorical Devices: Ability to identify the reason for
writing to a particular audience; ability to evaluate whether support is sufficient and credible;
ability to identify appeals of logic, emotion and ethics in writing.
Kennedy Speech: Guiding question
What is the author’s main point?
Who is the author addressing in this speech?
What techniques does the author use to persuade the audience?
What point did you find most persuasive and why?
T- Chart: Fact vs Opinion in the Text
Fact
Opinion
57
Essential Vocabulary:
My ability to identify and understand essential words and terms in the text. List words specific to text.
Add definitions and notes on connotation.
WORD MAP
definition
antonym
58
8th Grade Collections
59
8th GRADE OVERVIEW
Collection 1
Culture and Belonging
Collection 2
The Thrill of Horror
Collection 3
The Move Toward Freedom
Task
Narrative/Description
Task
Argumentative/ Analysis
Task
Informational or
Explanatory/Synthesis
Writing Focus
Expository Essay
Personal Narrative
Writing Focus
Literary Analysis
Persuasive Speech
Writing Focus
Visual Presentation
Literary Analysis
Skills
Allusion
Analyze Media
Author’s Purpose
Characterization
Central Ideas
Cite Textual Evidence
Conflict
Figurative Language
Glossary use
Imagery
Inference
Memoir
Nonfiction Elements
Personal essay
Story Elements
Summarize text
Symbol
Skills
Analyze Suspense
Determine Author’s
Viewpoint
Determine Theme
Evaluate Media
Foreshadowing
Inference
Literary Criticism
Point of View
Summarize Text
Thesaurus use
Skills
Author’s Purpose
Analyze Structure
Analyze Text
Cite Evidence
Compare and Contrast
Connotation
Denotation
Draw Conclusions
Generating Questions for
Research
Idioms
Imagery
Mood
Parallelism
Symbol
Conventions / Vocabulary
Active and
Passive Voice (70)
Context clues (29)
Greek prefix: tele (52)
Imperative Mood (30)
Latin Prefix: re (69)
Participles (40)
Conventions / Vocabulary
Latin Root cred (119)
Subject-Verb
Agreement (104)
Subjunctive Mood (120)
Suffix Ending in –ied
(130)
Using Commas (132)
Using Dashes (98)
Conventions / Vocabulary
Conditional Mood (166)
Gerunds (198)
Indicative Mood (176)
60
8th GRADE OVERVIEW
Task
Approaching Adulthood
Task
Anne Frank’s Legacy
Task
The Value of Work
LDC Module
Informational or
Explanatory/ Comparison
No LDC Module
Teacher Choice
No LDC Module
Teacher Choice
Writing Focus
Literary Analysis
Multimedia Campaign
Writing Focus
Expository essay
Writing Focus
Short Story
Argumentative Essay
Skills
Central Ideas and Details
Characterization
Characters’ Motivation
Conflict
Connotation / Denotation
Draw Conclusions
Fact and Opinion
Figurative Language
Inference
Objective Summary
Persuasive Techniques
Plot
Setting
Symbol
Target Audience
Theme
Trace and Evaluate an
Argument
Skills
Author’s Point of View
Characterization
Compare and Contrast
Dialogue
Diary Elements
Drama
Elements of a Speech
Inference
Irony
Persuasive Techniques
Rhetorical Devices
Sound Devices
Speech Structure
Structure
Tone
Conventions / Vocabulary Conventions / Vocabulary
Fragments (262)
Connotation and
Infinitives (228)
Denotation (368)
Greek Root dem (245)
Latin Suffixes
Latin Suffix –ation (227)
–able/-ible (377)
Shift in Voice and
Use Ellipses (378)
Mood (246)
Words Ending in y (234)
Skills
Anecdote
Argument /
Counterarguments
Claim
Draw Conclusions
Epigraphs
Epithets
Figurative Language
Form
Free Verse
Imagery
Irony, Dramatic Irony
Narrator
Paragraph Structure
Poetry Structure
Point of View
Style
Theme
Tone
Using a dictionary
Conventions / Vocabulary
Greek Suffix –ism (426)
Interrogative Mood (404)
Semicolons and
Run-Ons (418)
61
Grade 8
Collection 1: Culture and Belonging
“Culture is the widening of the mind and of the spirit.” – Jawaharlal Nehru
What Task?
Task 27: How do people explore their own identity within a new culture? After reading “from
The Latehomecomer” and other teacher selected text about how people develop their own
identity within a new culture. Write a memoir that addresses identity crisis from the perspective
of a newly immigrated student. Support your memoir with information gathered from the texts.
D6: Use strong verbs to develop your work. (Narrative/Description)
Module Description
In this collection, students will explore how people develop their own identity within a new culture.
The purpose is for students to write a fictional memoir that speaks about the identity crisis from
the perspective of a newly immigrated student.
Students will read “Memoir from The Latehomecomer” and “Museum Indians” to discover imagery
and how to interpret and analyze figurative language, mood, and tone. They will view a
documentary called “New Immigrants Share Their Stories” about young immigrants in New York
City.
“Memoirs from the Latehomecomer” easily lends a connection to the health standard analyzing
the relationship between healthy/unhealthy behaviors. “New Immigrants Share Their Stories” can
be tied to the civics standard defining the term “citizen,” and identifying legal means of becoming a
United States citizen.
This writing module uses Collection 1 in the Florida Collections English instructional materials
from the 2014 book adoption.
What Texts, Materials, References, and Support?
Memoir:
“from The Latehomecomer” (Collections TE p. 53A)
“Museum Indians” (Collections TE p. 70C, Close Reader p. 13)
Documentary:
“New Immigrants Share Their Stories” (Collections TE p. 71A)
Graphic Organizer:
Circle Diagram- http://my.hrw.com/la3/la09/student/minisites/igo/pdf/circle_diagram.pdf
FIND IT: HMH Online Resources->Teacher Resources->Graphic Organizers for Reading->Circle
Diagram
62
Florida Standards
For full version of standards see the Appendix.
LAFS.8.RL.1.1
Cite text evidence.
LAFS.8.RL.1.2
Determine a theme or central idea of a text.
LAFS.8.RL.1.3
Analyze particular lines of dialogue.
LAFS.8.RL.2.4
Determine the meaning of words and phrases as they are used in text.
LAFS.8.RI.1.1
Cite text evidence.
LAFS.8.RI.1.2
Determine central idea; summarize.
LAFS.8.RI.1.3
Analyze how a text makes connections through comparisons.
LAFS.8.RI.2.4
Determine the meaning of figurative language; analyze the impact of allusions.
LAFS.8.RI.2.5
Analyze in detail the structure of a specific paragraph in a text.
LAFS.8.RI.2.6
Determine an author’s point of view and purpose.
LAFS.8.RI.3.7
Determine the advantages and disadvantages of media.
LAFS.8.RI.3.8
Evaluate claims in a text.
LAFS.8.RI.4.10 Read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity.
LAFS.8.RI.8.1
Draw inferences from the text.
LAFS.8.W.1.3
Write narrative text to examine a topic.
LAFS.8.W.2.4
Produce clear and coherent writing.
LAFS.8.W.2.5
Develop and strengthen writing as needed.
LAFS.8.W.3.8
Gather information from print and digital resources.
LAFS.8.W.3.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.8.W.4.10 Write for a range of discipline-specific tasks, purposes, and audiences.
LAFS.8.L.1.1b
Form and use verbs in the active and passive voice.
LAFS.8.L.2.3a
Use verbs in the active and passive voice.
LAFS.8.L.3.4b
Determine or clarify meaning using common Latin affixes.
LAFS.8.L.3.5
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
LAFS.8.L.3.6
Acquire and use grade-appropriate general academic vocabulary.
LAFS.8.SL.1.2
Analyze the purpose of information presented in diverse media.
LAFS.8.SL.2.4
Present claims and findings in a focused manner.
LAFS.8.SL.2.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
HE.8.C.1.2
Analyze the interrelationship between healthy/unhealthy behaviors and the dimensions of health:
physical, mental/emotional, social, and intellectual.
SS.7.C.2.1
Define the term “citizen,” and identify legal means of becoming a United States citizen.
63
What Skills and Instruction?
Skills Cluster 1: Preparing For the Task (Suggested Time Frame: 1-2 days)
Task Engagement: Ability to connect the task and new content to existing knowledge, skills,
experiences, interests, and concerns.
STANDARDS: LAFS.8.W.2.4; LAFS.8.W.4.10

Mini-Task: Do a Quickwrite with students on the task question: How do people explore their
own identity within a new culture? Lead whole group discussion.
Task Analysis: Ability to understand and explain the task’s prompt and rubric.
STANDARDS: LAFS.8.RI.1.1; LAFS.8.L.3.4

Mini-Task: Students will analyze and rewrite task prompt and argumentation rubric putting it
into their own words. This can be done individually or in small groups.
Step 1: Read the task as a group and have students respond to the following questions:
 What do you know about this topic?
 What is the task asking you to do? (Identify the academy vocabulary and focus the task.)
 What do you need to learn to accomplish this task?
Step 2: Provide students with rubric and review as a whole group.
Step 3: Instruct students to rewrite the task and argumentation rubric in their own words.
Step 4: Outline timeframe for completion of task.
Skills Cluster 2: Reading Process (Suggested Time Frame: 7-10 days)
Text Selection: Ability to identify appropriate texts.
STANDARDS: LAFS.8.W.3.9; LAFS.8.RI.1.1

Mini-Task: After reading the “Background” and/or information on the author of the selection,
ask students to discuss how the selection might support the collection quote and task. What
makes this author credible to speak on this topic?
Active Reading Note-taking and Academic Integrity: Ability to identify the central point and main
supporting elements of a text, to select important facts and passages for use in one’s own writing and
the ability to use and credit sources appropriately.
STANDARDS: LAFS.8.RL.1.1; LAFS.8.RI.1.1; LAFS.8.RI.1.2; LAFS.8.RL.1.2; LAFS.8.W.3.8; LAFS.8.RI.1.3;
LAFS.8.RL.1.3; LAFS.8.RI.2.5; LAFS.8.RI.2.6; LAFS.8.RI.4.10; LAFS.8.RI.3.7; LAFS.8.RI.3.8; LAFS.8.W.3.9;
LAFS.8.RI.8.1; LAFS.8.SL.1.2; HE.8.C.1.2; SS.7.C.2.1
64




Mini-Task: Lead whole group discussion on the author’s purpose for writing, based on the
title of the essay.
Mini-Task: Follow Teacher Edition for “Close Read” and “Strategies for Annotation” while
reading each additional text.
Mini-Task: Students complete Cornell Notes identifying the parenthetical citation at the top
of the page. Students should identify central ideas that are necessary to answer the prompt
and summarize each text.
Mini-Task: In “from The Latehomecomer” identify the phrase(s) in which the author states
the challenges and the opportunities that life in a new country presents, and tell how the
author’s statements relate to the central idea.
Essential Vocabulary: Ability to identify and master terms essential to understanding a text.
STANDARDS: LAFS.8.RI.2.4; LAFS.8.RL.2.4; LAFS.8.L.3.4; LAFS.8.L.3.5; LAFS.8.3.6


Mini-Task: Identify the essential vocabulary in each text with the class, modeling how to
determine context clues and noting connotations.
Mini-Task: Students will list words and phrases in the left column of two-column notes. Add
definitions, and notes on connotation in the right column.
Active Reading: Ability to identify the central point and main supporting elements of a text.
STANDARDS:


Mini-Task: Think-pair-share reflective response to the modeled discussion. After the
discussion, add to entries if necessary. (FIND IT: HMH Online Resources->Teacher Edition p.
53->Resources->Close Read Screencast: from The Latehomecomer 01 (lines 124-131)
Mini-Task: Identify author’s use of imagery and allusion in “from The Latehomecomer” and
“Museum Indians.” Consider the following questions: What is the author trying to
accomplish? Which parts of the text show you that? What is the effect of her description?
Skills Cluster 3: Transition to Writing (Suggested Time Frame 1-2 days)
Bridging: Ability to begin linking reading results to writing task.
STANDARDS: LAFS.8.W.3.9

Mini-Task: Have students review the task and Cornell Notes in small groups and come to
consensus about which ideas are central to the task.
 Mini-Task: Take students through Online HMH Teacher Resource presentations “Writing
Narratives.” (FIND IT: HMH Online Resources->Interactive Writing Lessons->Writing Narrative)
Writing Skill: Ability to use mature grammar and writing throughout the work.
STANDARDS: LAFS.8.W.2.4
 Mini-Task: Create a list of strong verbs and adjectives that might be useful for the memoir.
Use a two column chart, titling one column “strong verbs” and the other “adjectives.”
65
Skills Cluster 4: Writing Process (Suggested Time Frame: 6-7 days)
Refer to the “Performance Task B: Writing a Personal Narrative” TE p. 83; instruct students in writing
a personal narrative.
TEACHER DIRECTIVE: In addition to the lessons/guidelines provided in the textbook regarding the
Writing Process, HMH has two online resources designed to help you help the students. Please view
the online resources below and choose the lessons that you feel are most beneficial.
FIND IT: HMH Online Teacher Resources->Interactive Writing Lessons->Writing Narratives
Controlling idea: Ability to establish a controlling idea and consolidate information relevant to task.
STANDARDS: LAFS.8.W1.3

Mini-Task: Use a circle diagram to create a character and their traits for memoir.
http://my/hrw.com/la3/la09/student/minisites/igo/pdf/circle_diagram.pdf
FIND IT: HMH Online Resources->Teacher Resources->Graphic Organizers for Reading->Circle Diagram
Planning: Ability to develop a line of thought and text structure appropriate to an
informational/explanatory and argumentation task.
STANDARDS: LAFS.8.W.4.10; LAFS.8.W.3.8

Mini-Task: Students create an outline based on notes and circle maps. Sequence events, and
note supporting evidence.
Development: Ability to construct an initial draft with an emerging line of thought and structure.
STANDARDS: LAFS.8.W.2.4; LAFS.8.W.4.10

Mini-Task: Students write an initial draft complete with opening, development, closing, and
be sure to include textual evidence. They will reread the prompt partway through writing to
check that they are on track.
Academic Integrity: Ability to use and credit sources appropriately.
STANDARDS: LAFS.8.W.3.8


Mini-Task: Students are now ready to complete their rough drafts.
Mini-Task: Students will view video on video on using textual evidence. (FIND IT: : HMH
Online-Resources->Interactive Writing Lessons->Using Textual Evidence)
Revision: Ability to refine text, including line of thought, language usage, and tone as appropriate to
audience and purpose.
66
STANDARDS: LAFS.8.W.2.4; LAFS.8.W.2.5

Mini-Task: Students will exchange papers for peer review and make corrections.
Editing: Ability to proofread and format a piece to make it more effective.
STANDARDS: LAFS.8.W.2.5

Mini-Task: Students will revise draft to have sound spelling, capitalization, punctuation, and
grammar. They will also adjust formatting as needed to provide clear, appealing text.
Completion: Ability to submit final piece that meets expectations.
STANDARDS: LAFS.8.W.2.4; LAFS.8.SL.2.4

Mini-Task: Students are now ready to complete their final essay copy for submission.
Grammar Connections: Ability to apply the conventions of Standard English
STANDARDS: LAFS.8.L.1.1b; LAFS.8.L.2.3a
Skill: Imperative Mood
 Textbook “Language Conventions: Imperative Mood” (Connections TE p. 30)
Skill: Participles
 Textbook “Language Conventions: Participles” (Connections TE p. 40)
 “GrammarNotes” Lesson 7 – Understanding Verb Tense (FIND IT: HMH Online Resources->
Teacher Resources->GrammarNotes->Lesson 7)
 “Level UP Tutorials” Verb Tense (FIND IT: HMH Online Resources->Teacher Resources->Level
Up Tutorials->Verb Tenses)
Skill: Active and Passive Voice
 Textbook “Language Conventions: Active and Passive Voice” (Connections TE p. 70)
 “GrammarNotes” Lesson 8 – Using active and Passive Voice (FIND IT: HMH Online Resources> Teacher Resources->GrammarNotes->Lesson 8)
Editing: Ability to proofread and format a piece to make it more effective.
STANDARDS: LAFS.8.L.1.1; LAFS.8.L.1.2; LAFS.8.L.2.3; LAFS.8.L.3.6


Mini-Task: Show students in whole group the HMH Online “Interactive Writing Lessons”
titled, “Revising and Editing”. At this time focus on the last 3 slides that cover revision. (FIND
IT: HMH Online-Resources->Interactive Writing Lessons->Writing as a Process->Revising and
Editing)
Mini-Task: After making content revisions to the essay, students will then peer edit two
essays.
Completion: Ability to submit final piece that meets expectations.
STANDARDS: LAFS.8.W.2.4; LAFS.8.SL.2.6

Mini-Task: Students are now ready to present their narrative to the class.
67
68
Student Learning Log
Skills Cluster 1: Preparing for the Writing Task
Connecting to the Writing Task: My ability to connect to the task and new content with knowledge and
skills I already have, as well as experiences, interests, and my own concerns.
Collection Essential Question:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
My Quickwrite Response to the Essential Question:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Collection Writing Task:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Writing Task Analysis: My ability to understand and explain in my own words what the writing task is
asking me to do and how my final product will be assessed.
1. After reading the writing task, what do I know about this topic?
2. What is the writing task asking me to do?
3. What is the academic vocabulary I need to understand in order to be successful? (Write the
words and explain their meaning)
4. What do I need to learn to accomplish this task? (Skills, concepts, etc.)
68
Rubric Analysis: My ability to understand and explain in my own words what the rubric requires and
how my final product will be assessed.
Use the chart to paraphrase the rubric.
Meets Expectations
Advanced
Focus
Controlling
Idea
Reading/
Research
Development
Organization
Conventions
Content
Understanding
69
Skills Cluster 2: Reading Process
Active Reading, Note-Taking and Academic Integrity: My ability to identify the central point and main
supporting elements of a text, to select important facts and passages for my writing and the ability to
use and credit sources appropriately.
CORNELL NOTES
Name:
Topic/Objective:
Class/Period:
Date:
Citation:
Essential Question:
Questions:
Notes
70
Questions:
Notes
Summary:
71
Essential Vocabulary:
My ability to identify and understand essential words and terms in the text. List words specific to text.
Add definitions and notes on connotation.
WORD MAP
definition
antonym
72
Essential Vocabulary:
My ability to identify and understand essential words and terms in the text. List words specific to text.
Add definitions and notes on connotation.
Essential Words and Phrases
Definitions
73
Skills Cluster 3: Transition to Writing
Bridging: My ability to begin linking reading results to writing task.
Two Colum Notes
Strong Verbs
Adjectives
74
Skills Cluster 4: Writing Process
Planning: Ability to develop a line of thought and text structure appropriate to an
informational/explanatory and argumentation task.
Circle Map
75
Insert: Grade: 8
Collection 2: The Trill of Horror
“There is a...horror story that is only two sentences long: The last man on Earth sat alone in a
room. There was a knock at the door.” -Frederick Brown
What Task?
Task 2: Why does horror both terrify and fascinate us, and is it appropriate for your age group?
After reading “The Tell- Tale Heart” and other teacher selected texts, write a speech that
addresses the question and support your position with evidence from the texts. D6: Use strong
transitions to develop your work. (Argumentation/Analysis)
Module Description:
In this collection, students will examine why the horror genre both terrifies and fascinates people.
The purpose of this collection is for students to write speeches that argue whether or not the
genre of horror is appropriate for their age group.
Students will analyze “What Is the Horror Genre?” and “Man-Made Monsters” to determine
author’s purpose and to recognize techniques used within the horror genre. In “The Tell-Tale
Heart” and “The Outsider” students should focus on how the authors use those techniques.
Finally, the article “The Adverb is Not Your Friend: Stephen King on Simplicity of Style” should be
used to provide an example of argumentation writing.
“Tell-Tale Heart” could be used to incorporate the health standard through a discussion on
unhealthy mental behaviors.
This writing module uses Collection 2 in the Florida Collections English instructional materials
from the 2014 book adoption.
What Texts, Materials, References, and Support?
Nonfiction:
“What Is the Horror Genre?” (Collections TE p.
Fiction:
“Man-Made Monsters” (Collections TE p. , Close Reader p. )
“Tell-Tale Heart” (Collections TE p. )
“The Outsider” (Collections TE p. , Close Reader p. )
Online:
FIND IT: HMH Online Resources ->fyi icon->Select grade level->Select “The Thrill of Horror”->
Select “The Adverb Is Not Your Friend: Stephen King On Simplicity of Style” (You will want to
download this article onto your computer for future use.)
“The Adverb is Not Your Friend: Stephen King on Simplicity of Style” (FYI):
http://www.brainpickings.org/index.php/2013/03/13/stephen-king-on-adverbs/
Graphic Organizers:
FIND IT: HMH Online Resources ->Teacher Resources->Graphic Organizers
Word Map - http://my.hrw.com/la3/la09/student/minisites/igo/pdf/word_map.pdf
Controversial Issue - http://my.hrw.com/la3/la09/student/minisites/igo/pdf/controversial_issue.pdf
76
Florida Standards
For full version of standards see the Appendix.
LAFS.8.RL.1.1
Cite textual evidence to support analysis and inferences.
LAFS.8.RL.1.3
Analyze incidents in the story.
LAFS.8.RL.2.4
Determine the meaning of words and phrases.
LAFS.8.RL.2.6
Analyze how differences in points of view create suspense.
LAFS.8.RL.3.9
Analyze how a modern work draws on themes from traditional stories.
LAFS.8.RL.4.10 Read and comprehend stories.
LAFS.8.RI.1.1
Cite textual evidence.
LAFS.8.RI.1.2
Provide an objective summary of the text.
LAFS.8.RI.1.3
Analyze how a text makes connections.
LAFS.8.RI.2.4
Determine the meaning of words and phrases.
LAFS.8.RI.2.6
Determine author’s purpose.
LAFS.8.SL.1.1a Come to discussions prepared.
LAFS.8.SL.1.1b Follow rules for collegial discussions and decision-making.
LAFS.8.SL.1.1c Pose and respond to questions.
LAFS.8.SL.1.1d Acknowledge new information expressed by others.
LAFS.8.SL.2.4
Present claims and findings.
LAFS.8.SL.2.6
Adapt speech to a variety of contexts and tasks.
LAFS.8.W.1.2b
Develop topic with relevant, well-chosen information and examples.
LAFS.8.W.2.4
Produce clear and coherent writing.
LAFS.8.W.3.8
Gather relevant information from multiple sources.
LAFS.8.W.3.9a
Apply grade 8 Reading standards to literature.
LAFS.8.W.4.10
Write routinely over extended and shorter time frames.
LAFS.8.L.1.1c
Use verbs in the subjunctive mood.
LAFS.8.L.1.2a
Use punctuation to indicate a pause or break.
LAFS.8.L.2.3a
Use verbs in the subjunctive mood to achieve particular effects.
LAFS.8.L.3.4a
Use context as a clue to meaning.
LAFS.8.L.3.4b
Use Latin roots. Use affixes as clues to meaning.
LAFS.8.L.3.4c
Consult reference materials, both print and digital.
LAFS.8.L.3.4d
Verify preliminary determination of the meaning of a word or phrase.
HE.8.C.1.2
Analyze the interrelationship between healthy/unhealthy behaviors and the dimensions of
health: physical, mental/emotional, social, and intellectual.
77
What Skills and Instruction?
Skills Cluster 1: Preparing For the Task (Suggested Time Frame: 1-2 days)
Task Engagement: Ability to connect the task and new content to existing knowledge, skills,
experiences, interests, and concerns.
STANDARDS: LAFS.8.W.2.4; LAFS.8.W.4.10
 Mini-Task: Do a Quickwrite with students on the task question: Why does horror both terrify
and fascinate us, and is it appropriate for your age group? Lead whole group discussion.
Task Analysis: Ability to understand and explain the task’s prompt and rubric.
STANDARDS: LAFS.8.RI.2.4; LAFS.8.W.2.4; LAFS.8.L.3.4a,d

Mini-Task: Students will analyze and rewrite task prompt and argumentation rubric putting it
into their own words. This can be done individually or in small groups.
Step 1: Read the task as a group and have students respond to the following questions:



What do you know about the topic?
What is the task asking you to do? (Identify the academic vocabulary and focus of the task.)
What do you need to learn to accomplish this task?
Step 2: Provide students with rubric and review as a whole group.
Step 3: Instruct students to rewrite the task and argumentation rubric in their own words.
Step 4: Outline timeframe for completion of task.
Skills Cluster 2: Reading Process (Suggested Time Frame: 7-10 days)
Text Selection: Ability to identify appropriate texts.
STANDARDS: LAFS.8.W.3.9; LAFS.8.RI.1.1

Mini-Task: After reading the “Background” and/or information on the author of the selection,
ask students to discuss how the selection might support the collection quote and task. What
makes this author credible to speak on this topic? Students will discuss in small groups.
Active Reading Note-taking and Academic Integrity: Ability to identify the central point and main
supporting elements of a text, to select important facts and passages for use in one’s own writing and
the ability to use and credit sources appropriately.
STANDARDS: LAFS.8.RL.1.1; LAFS.8.RL.1.3; LAFS.8.RL.2.4; LAFS.8.RL.2.6; LAFS.8.RL.3.9; LAFS.8.RL.4.10
LAFS.8.RI.1.1; LAFS.8.RI.1.2; LAFS.8.RI.1.3; LAFS.8.RI.2.4; LAFS.8.RI.2.6; LAFS.8.SL.1.1b,c,d;
LAFS.8.SL.2.6; LAFS.8.W.2.4; LAFS.8.W.3.8; LAFS.8.W.3.9a; LAFS.8.W.4.10; LAFS.8.L.1.1c; LAFS.8.L.1.2a;
LAFS.8.L.2.3a;

Mini-Task: Lead whole class discussion on the author’s purpose for writing, based on the title
of the essay.
78



Mini-Task: Follow Teacher Edition for “Close Read” and “Strategies for Annotation” while
reading each additional text.
Mini-Task: Students complete Cornell Notes identifying the parenthetical citation at the top
of the page. Students should identify central ideas that are necessary to answer the prompt,
and summarize each text.
Mini-Task: In “Man-Made Monsters” identify the phrase in which the author states what
horror stories do not have to include, and tell how the author’s statements relate to the
central idea.
Essential Vocabulary: Ability to identify and master terms essential to understanding a text.
STANDARDS: LAFS.8.RI.2.4; LAFS.8.RL.2.4; LAFS.8.L.3.4a,b,c,d


Mini-Task: Identify the essential vocabulary in each fictional text with the class, modeling
how to determine context clues and noting connotation.
Mini-Task: Students will complete the Word Map graphic organizer in small groups with one
student working on one word. Students will then think pair share Word Map so each student
has a completed graphic organizer for each word.
http://my.hrw.com/la3/la09/student/minisites/igo/pdf/word_map.pdf
Skills Cluster 3: Transition to Writing (Suggested Time Frame: 1-2 days)
Bridging: Ability to begin linking reading results to writing task.
STANDARDS: LAFS.8.W.3.8; LAFS.8.SL.2.4
 Mini-Task: Have students review the task and Cornell Notes in small groups and come to
consensus about which ideas are central to the task.
Writing: Ability to use mature grammar and writing throughout the work.
STANDARDS: LAFS.8.W.2.4; LAFS.8.W.2.4
 Mini-Task: Find examples of strong transitional use in both “What is the Horror Genre” and
“The Adverb is Not Your Friend: Steven King on Simplicity of Style.” Instruct students to write
transitional sentences that could be used in the argument.
Skills Cluster 4: Writing Process (Suggested Time Frame: 6-7 days)
Refer to the “Performance Task A” p. 133 & “Performance Task Reference Guide” TE p.R2
TEACHER DIRECTIVE: In addition to the lessons/guidelines provided in the textbook regarding the
Writing Process, HMH has online resources designed to help you help the students. Please view the
online resources below and choose the lessons that you feel are most beneficial.
FIND IT: HMH Online Teacher Resources->Interactive Writing Lessons->Select Appropriate Lessons
Establish Claim: Ability to establish a claim and consolidate information relevant to task.
STANDARDS: LAFS.8.W1.1

Mini-Task: Complete the Controversial Issue graphic organizer to prepare for writing the task.
http://my.hrw.com/la3/la09/student/minisites/igo/pdf/controversial_issue.pdf
79
Discuss and be able to defend their argument in small groups.
Planning: Ability to develop a line of thought and text structure appropriate to an
argumentation/analysis task.
STANDARDS: LAFS.8.W.1.1; LAFS.8.W.1.2b; LAFS.8.W.2.4; LAFS.8.W.2.5; LAFS.8.W.3.9a;
LAFS.8.W.4.10

Mini-Task: Students will create an MLA format outline based on the notes, reading, and
controversial issue graphic organizer. State the claim, sequence the points, and note the
supporting evidence.
Development: Ability to construct an initial draft with an emerging line of thought and structure.
STANDARDS: LAFS.8.W.1.1; LAFS.8.W.2.4; LAFS.8.W.2.5; LAFS.8.W.3.9; LAFS.8.W.4.10
Academic Integrity: Ability to use and credit sources appropriately.
STANDARDS: LAFS.8.W.3.8

Mini-Task: Students are now ready to complete their rough drafts.
Revision: Ability to refine text, including line of thought, language usage, and tone as appropriate to
audience and purpose.
STANDARDS: LAFS.8.W.2.4; LAFS.8.W.2.5

Mini-Task: Students will Review the rubric and exchange papers for peer review to provide
feedback to one another and make corrections.
Editing: Ability to proofread and format a piece to make it more effective.
STANDARDS: LAFS.8.W.2.5

Mini-Task: Students will peer edit the drafts to eliminate errors and revise draft to include a
clear, coherent argument, sound spelling, capitalization, punctuation, and grammar.
Prepare for Speech: Ability to prepare for oral presentation.

Mini-Task: Students will create note cards from corrected draft to use during speech as
needed. Students will practice speech aloud paying particular attention to eye contact, voice
level and pitch, and body language.
Completion: Ability to submit final piece that meets expectations.
STANDARDS: LAFS.8.W.2.4

Mini-Task: Students are now ready to present their speech to the class.
Optional Extension Activity:
Literary Analysis- Follow directions in TE p. 137 for “Performance Task B”.
Grammar Connections: Ability to apply the conventions of Standard English
80
STANDARDS: LAFS.8.L.1.1; LAFS.8.L.1.2; LAFS.8.L.2.3;
Skill: Using Dashes
 Textbook “Language Conventions: Using Dashes” (Connections TE p. 98, SE p. 98)
Skill: Subject-Verb Agreement
 Textbook “Language Conventions: Subject-Verb Agreement” (Connections TE p. 104, SE p.
104)
 “GrammarNotes” Lesson 4 – Subject-Verb Agreement (FIND IT: HMH Online Resources ->
Teacher Resources -> GrammarNotes -> Lesson 4)
 “Level Up Tutorials” Subject-Verb Agreement Phrases (FIND IT: HMH Online Resources ->
Teacher Resources -> Level Up Tutorials-> Conventions->Subject-Verb Agreement)
Skill: Subjunctive Mood
 Textbook “Language Conventions: Subjunctive Mood” (Connections TE p. 120, SE p. 120)
 “Level Up Tutorials” Setting and Mood (FIND IT: HMH Online Resources -> Teacher Resources
-> Level Up Tutorials-> Literary Analysis->Setting and Mood)
Skill: Commas
 Textbook “Language Conventions: Commas” (Connections TE p. 132, SE p. 132)
 “GrammarNotes” Lesson 16 – Using Commas (FIND IT: HMH Online Resources -> Teacher
Resources -> GrammarNotes -> Lesson 16)
 “Level Up Tutorials” Commas (FIND IT: HMH Online Resources -> Teacher Resources -> Level
Up Tutorials-> Conventions->Commas)
81
Student Learning Log
Skills Cluster 1: Preparing for the Writing Task
Connecting to the Writing Task: My ability to connect to the task and new content with knowledge and
skills I already have, as well as experiences, interests, and my own concerns.
Collection Essential Question:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
My Quickwrite Response to the Essential Question:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Collection Writing Task:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Writing Task Analysis: My ability to understand and explain in my own words what the writing task is
asking me to do and how my final product will be assessed.
1. After reading the writing task, what do I know about this topic?
2. What is the writing task asking me to do?
3. What is the academic vocabulary I need to understand in order to be successful? (Write the
words and explain their meaning)
4. What do I need to learn to accomplish this task? (Skills, concepts, etc.)
82
Rubric Analysis: My ability to understand and explain in my own words what the rubric requires and
how my final product will be assessed.
Use the chart to paraphrase the rubric.
Meets Expectations
Advanced
Focus
Controlling
Idea
Reading/
Research
Development
Organization
Conventions
Content
Understanding
83
Skills Cluster 2: Reading Process
Active Reading, Note-Taking and Academic Integrity: My ability to identify the central point and main
supporting elements of a text, to select important facts and passages for my writing and the ability to
use and credit sources appropriately.
CORNELL NOTES
Name:
Topic/Objective:
Class/Period:
Date:
Citation:
Essential Question:
Questions:
Notes
84
Questions:
Notes
Summary:
85
Essential Vocabulary:
My ability to identify and understand essential words and terms in the text. List words specific to text.
Add definitions and notes on connotation.
WORD MAP
definition
antonym
86
Skills Cluster 4: Writing Process
Planning: Ability to develop a line of thought and text structure appropriate to an
informational/explanatory and argumentation task.
CONTROVERSIAL ISSUE
Position statement:
Supporting Arguments
Counterarguments
87
MLA Outline Worksheet
Topic: ______________________
I. Introduction (Ex: Story, Quote, Fact)
A. Background _________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
B. Thesis Statement _____________________________________________________
________________________________________________________________________
________________________________________________________________________
II.___________________________________________________ (First subtopic)
A.__________________________________________________ (First Point)
1.____________________________________________ (supporting evidence)
2.____________________________________________ (supporting evidence)
B.__________________________________________________ (Second Point)
1.____________________________________________ (supporting evidence)
2.____________________________________________ (supporting evidence)
III.___________________________________________________ (Second subtopic)
A.__________________________________________________ (First Point)
1.____________________________________________ (supporting evidence)
2.____________________________________________ (supporting evidence)
B.__________________________________________________ (Second Point)
1.____________________________________________ (supporting evidence)
2.____________________________________________ (supporting evidence)
88
IV.___________________________________________________ (Third subtopic)
A._________________________________________________ (First Point)
1.___________________________________________ (supporting evidence)
2.___________________________________________ (supporting evidence)
B._________________________________________________ (Second Point)
1.___________________________________________ (supporting evidence)
2.___________________________________________ (supporting evidence)
V. Conclusion: A restatement of the main points of your paper.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
89
Grade 8
Collection 3: The Move Toward Freedom
“I should fight for liberty as long as my strength lasted.” -Harriet Tubman
What Task?
Task 18: Can one person make a difference? After researching teacher and student selections on
individuals who fought to end slavery, create a visual presentation that explains how one of those
individuals fought to end slavery. What conclusions or implications can you draw? Cite at least three
sources, pointing out key elements from each source. Support your presentation with evidence from
your research. D6: Use commas to develop your work.
(Informational or Explanatory/Synthesis)
Module Description:
In this collection, students will focus on the quest for freedom that led to the American Civil War. The
purpose is for students to create a visual presentation about how one individual fought to end slavery.
As an anticipatory piece, students will read “from Narrative of the Life of Frederick Douglass.”
Students will then analyze “from Harriet Tubman: Conductor on the Underground Railroad” to
discover what it was like to have to fight for freedom, as well as “from Bloody Times: The Funeral of
Abraham Lincoln and the Manhunt for Jefferson Davis” and “Civil War Journal.”
Any of the anchor texts could be connected with the civics standards for the Bill of Rights and
amendments to the Constitution, and the impact and influence of the government. The “Civil War
Journal” can also be tied to the health standard comparing and contrasting ways to enhance health.
This writing module comes from Collection 3 in the Florida Collections English instructional materials
from the 2014 book adoption.
What Texts, Materials, References, and Support?
Nonfiction:
“from Narrative of the Life of Frederick Douglass” (Collections TE p. 143, SE p.143)
“from Harriet Tubman: Conductor on the Underground Railroad” (Collections TE p. 151, SE p.151)
“from Bloody Times: The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis”
(Collections TE p. 177, SE p.177)
“Civil War Journal” (Collections TE p.198b, Close Reader p.63)
Graphic Organizers:
FIND IT: HMH Online Resources ->Teacher Resources->Graphic Organizers
Word Map - http://my.hrw.com/la3/la09/student/minisites/igo/pdf/word_map.pdf
90
Florida Standards
For full version of standards see the Appendix.
LAFS.8.RI.1.1
Cite text evidence.
LAFS.8.RI.1.3
Analyze how a text makes connections and distinctions between ideas and events.
LAFS.8.RI.2.4
Determine the meanings of words; analyze the impact of word choices.
LAFS.8.RI.2.5
Analyze the structure of a specific paragraph in a text.
LAFS.8.RI.2.6
Determine author’s point of view or purpose.
LAFS.8.W.1.2
Write informative/explanatory texts.
LAFS.8.W.1.2b
Develop the topic with relevant details.
LAFS.8.W.3.7
Conduct short research projects.
LAFS.8.W.3.8
Gather relevant information from print and digital sources.
LAFS.8.W.3.9b
Apply grade 8 Reading standards to literary nonfiction.
LAFS.8.SL.1.1a
Come to discussions prepared.
LAFS.8.SL.1.1b
Follow rules for collegial discussions.
LAFS.8.SL.1.1c
Post questions and respond to others’ questions and comments.
LAFS.8.SL.1.1d
Acknowledge new information; qualify or justify views in light of evidence.
LAFS.8.SL.2.4
Present claims and findings in a focused, coherent manner.
LAFS.8.L.1.1c
Form and use verbs in the conditional mood.
LAFS.8.L.2.3a
Use verbs in the conditional mood to achieve particular effects.
LAFS.8.L.3.4a
Use context as a clue to meaning.
LAFS.8.L.3.4d
Verify the preliminary determination of meaning.
LAFS.8.L.3.5a
Interpret figures of speech.
LAFS.8.L.3.5b
Use word relationships to understand meanings.
LAFS.8.L.3.5c
Distinguish among the connotations of words with similar denotations.
LAFS.8.L.3.6
Acquire and use grade-appropriate academic vocabulary.
HE.8.B.4.4
Compare and contrast ways to ask for and offer assistance to enhance health of self
and others.
SS.7.C.2.4
Evaluate rights contained in the Bill of Rights and other amendments to the
Constitution.
SS.7.C.2.10
Examine the impact of media, individuals, and interest groups on monitoring and
influencing government.
SS.7.C.3.7
Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on
participation of minority groups in the American political process.
91
What Skills and Instruction?
Skills Cluster 1: Preparing For the Task (Suggested Time Frame: 1-2 days)
Task Engagement: Ability to connect the task and new content to existing knowledge, skills,
experiences, interests, and concerns.
STANDARDS: LAFS.8.W.2.4; LAFS.8.W.4.10
 Mini-Task: Do a Quickwrite with students on the task question: Can one person make a
difference? Lead whole group discussion.
Task Analysis: Ability to understand and explain the task’s prompt and rubric.
STANDARDS: LAFS.8.RI.2.4; LAFS.8.W.2.4; LAFS.8.L.3.4a,d

Mini-Task: Students will analyze and rewrite task prompt and argumentation rubric putting it
into their own words. This can be done individually or in small groups.
Step 1: Read the task as a group and have students respond to the following questions:



What do you know about the topic?
What is the task asking you to do? (Identify the academic vocabulary and focus of the task.)
What do you need to learn to accomplish this task?
Step 2: Provide students with rubric and review as a whole group.
Step 3: Instruct students to rewrite the task and argumentation rubric in their own words.
Step 4: Outline timeframe for completion of task.
Skills Cluster 2: Reading Process (Suggested Time Frame: 7-10 days)
Text Selection: Ability to identify appropriate texts.
STANDARDS: LAFS.8.W.3.9b; LAFS.8.RI.1.1

Mini-Task: After reading the “Background” and/or information on the author of the selection,
ask students to discuss how the selection might support the collection quote and task. What
makes this author credible to speak on this topic? Students will discuss in small groups
Active Reading Note-taking and Academic Integrity: Ability to identify the central point and main
supporting elements of a text, to select important facts and passages for use in one’s own writing and
the ability to use and credit sources appropriately.
STANDARDS: LAFS.8.RI.1.1; LAFS.8.RI.1.2; LAFS.8.RI.1.3; LAFS.8.RI.2.4; LAFS.8.RI.2.5; LAFS.8.RI.2.6;
LAFS.8.RI.4.10; LAFS.8.W.3.8; LAFS.8.W.3.9b; LAFS.SL.8.1.1; LAFS.8.L.3.5 (Possible connections to
FSHE.8.B.4.4; FSSS.7.C.2.4; FSSS.7.C.2.10; FSSS.7.C.3.7)
92





Mini-Task: Follow Teacher Edition for “Close Read” and “Strategies for Annotation” while
reading text. Pay special attention to symbols and/or images.
Mini-Task: Students complete Cornell Notes identifying the parenthetical citation at the top
of the page. Students should identify central ideas that are necessary to answer the prompt.
Mini-Task: Discuss in whole group: Did the mistress’s initial kindness or her eventual cruelty
(cause) have a greater effect on Frederick Douglass? Explain.
Mini-Task: Analyze text and respond: Douglass reads a dialogue between a master and his
slave as well as a speech by Sheridan (cause). List several effects that resulted from reading
these documents.
Mini-Task: Summarize each text by briefly retelling the central ideas and most important
details in Cornell notes.
Essential Vocabulary: Ability to identify and master terms essential to understanding a text.
STANDARDS: LAFS.8.RI.2.4; LAFS.8.L.3.4a,d; LAFS.8.L.3.5; LAFS.8.L.3.6


Mini-Task: Examine the passages with the class, modeling how to determine context clues.
Mini-Task: List words specific to text. Add definitions and notes on connotation.
http://my.hrw.com/la3/la09/student/minisites/igo/pdf/word_map.pdf

Mini-Task: Complete the vocabulary activities at the end of each reading from the Collections
textbook.
Skills Cluster 3: Transition to Writing (Suggested Time Frame: 1-2 days)
Bridging: Ability to begin linking reading results to writing task.
STANDARDS: LAFS.8.W.3.8; LAFS.8.W.3.9
 Mini-Task: Have students create a KWL chart and complete the “Know” and the “Want to
Know” sections.
Writing Skill: Ability to use mature grammar and writing throughout the work.
STANDARDS: LAFS.8.L.1.2a

Mini-Task: Rewrite lines 14-17 on p. 144. Highlight any commas in yellow. Highlight the semicolon in blue. Explain the use of the commas and semi-colons.
Skills Cluster 4: Writing Process (Suggested Time Frame: 6-7 days)
Refer to the “Performance Task Reference Guide: Conducting Research” TE p. R8; SE p.R8 to instruct
students in research.
TEACHER DIRECTIVE: In addition to the lessons/guidelines provided in the textbook regarding the
Writing Process, HMH has two online resources designed to help you help the students. Please view
the online resources below and choose the lessons that you feel are most beneficial.
FIND IT: HMH Online Teacher Resources->Writing and Research in a Digital Age->Download the
presentation & accompanying student worksheets->Select Process to Review
FIND IT: HMH Online Teacher Resources->Interactive Writing Lessons->Select Appropriate Lessons
93
Controlling idea: Ability to establish a controlling idea and consolidate information relevant to task.
STANDARDS: LAFS.8.W.1.2

Mini-Task: Students will write a strong thesis statement that addresses the task prompt.
Planning: Ability to develop a line of thought and text structure appropriate to an
informational/explanatory and argumentation task.
STANDARDS: LAFS.8.W.1.2; LAFS.8.W.2.4; LAFS.8.W.3.7; LAFS.8.W.3.8; LAFS.8.W.3.9

Mini-Task: Gather information for biography sheet (see Appendix) using the websites given,
identify the qualities or traits that make the abolitionist a worthy choice for the Hall of Fame,
and gather images that help to show the individual’s accomplishments.
Development: Ability to construct an initial draft with an emerging line of thought and structure.
STANDARDS: LAFS.8.W.1.2; LAFS.8.W.2.4; LAFS.8.W.2.5

Mini-Task: Using the checklist on the biography sheet, insert appropriate information and
citation into the visual presentation using these suggested websites:
prezi.com, discoveryeducation.com (Boardbuilder)
Academic Integrity: Ability to use and credit sources appropriately.
STANDARDS: LAFS.8.W.3.8

Mini-Task: Students are now ready to complete their rough drafts.
Revision: Ability to refine text, including line of thought, language usage, and tone as appropriate to
audience and purpose.
STANDARDS: LAFS.8.W.2.4; LAFS.8.W.2.5

Mini-Task: Check that the layout is clear and easy to read/understand. Provide the viewer
with enough accurate biographical information and visuals. Review the rubric.
Editing: Ability to proofread and format a piece to make it more effective.
STANDARDS: LAFS.8.W.2.5

Mini-Task: Revise presentation to have sound spelling, capitalization, punctuation and
grammar. Adjust formatting as needed to provide clear, appealing text/fonts.
Completion: Ability to submit final piece that meets expectations.
STANDARDS: LAFS.8.W.2.4; LAFS.8.SL.2.4

Mini-Task: Students are now ready to complete their final essay copy for submission.
Optional Extension Activity:
94
Literary Analysis- Follow directions in TE p. 207 for the “Performance Task B”.
Grammar Connections: Ability to apply the conventions of Standard English
STANDARDS: LAFS.8.L.1.1c; LAFS.8.L.2.3a
Skill: Conditional mood
 Textbook “Language and Style: Noun Clauses” (Connections TE p. 10, SE p. 10)
 “Level UP Tutorials, Conventions” Kinds of Clauses (FIND IT: HMH Online Resources -> Teacher
Resources -> Level Up Tutorials -> Conventions)
Skill: Indicative Mood
 Textbook “Language and Style: Prepositional Phrases” (Connections TE p. 20, SE p. 20)
 “GrammarNotes” Lesson 25 – Writing with Detail: Prepositional Phrases (FIND IT: HMH Online
Resources -> Teacher Resources -> GrammarNotes -> Lesson 25)
 “Level UP Tutorials” Prepositions and Prepositional Phrases (FIND IT: HMH Online Resources > Teacher Resources -> Level Up Tutorials-> Prepositions and Prepositional Phrases)
Skill: Gerunds
 Textbook “Language and Style: Parallel Structure” (Connections TE p. 32, SE p. 32)
 “GrammarNotes” Lesson 27 – Writing with Concord: Parallel Structure (FIND IT: HMH Online
Resources -> Teacher Resources -> GrammarNotes -> Lesson 27)
95
Student Learning Log
Skills Cluster 1: Preparing for the Writing Task
Connecting to the Writing Task: My ability to connect to the task and new content with knowledge and
skills I already have, as well as experiences, interests, and my own concerns.
Collection Essential Question:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
My Quickwrite Response to the Essential Question:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Collection Writing Task:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Writing Task Analysis: My ability to understand and explain in my own words what the writing task is
asking me to do and how my final product will be assessed.
1. After reading the writing task, what do I know about this topic?
2. What is the writing task asking me to do?
3. What is the academic vocabulary I need to understand in order to be successful? (Write the
words and explain their meaning)
4. What do I need to learn to accomplish this task? (Skills, concepts, etc.)
96
Rubric Analysis: My ability to understand and explain in my own words what the rubric requires and
how my final product will be assessed.
Use the chart to paraphrase the rubric.
Meets Expectations
Advanced
Focus
Controlling
Idea
Reading/
Research
Development
Organization
Conventions
Content
Understanding
97
Skills Cluster 2: Reading Process
Active Reading, Note-Taking and Academic Integrity: My ability to identify the central point and main
supporting elements of a text, to select important facts and passages for my writing and the ability to
use and credit sources appropriately.
CORNELL NOTES
Name:
Topic/Objective:
Class/Period:
Date:
Citation:
Essential Question:
Questions:
Notes
98
Questions:
Notes
Summary:
99
Essential Vocabulary:
My ability to identify and understand essential words and terms in the text. List words specific to text.
Add definitions and notes on connotation.
WORD MAP
definition
antonym
100
Skills Cluster 3: Transition to Writing
Bridging: My ability to begin linking reading results to writing task.
KWL CHART
TOPIC _______________________________________________________
K
W
L
What I Know
What I Want To Learn
What I Have Learned
101
Skills Cluster 4: Writing Process
Planning: Ability to develop a line of thought and text structure appropriate to an
informational/explanatory and argumentation task.
Biography Information Sheet
(Collection 3—8th grade)
Name _____________________________________________________________________
Assigned partner ____________________________________________________________
DIRECTIONS: Look at how the questions are grouped. You and your partner need to decide how you are
going to split up the research.
Use these websites to gather information for your visual presentation:
http://www.shmoop.com/
http://www.worldbookonline.com/student/home
http://galenet.galegroup.com/servlet/CivilWar;jsessionid=3EA566EE779D78C62057188F4B1A67
A2?locID=coco13465
Name of the individual assigned to you:
A. When were they born? When did they die?
A. From what region? North or South?
A. What was their role in the abolition?
A. Were they a slave, abolitionist, or both?
A. If they were a slave--were they born into
slavery or sold into slavery?
B. What was the direct effect on the country
because of this person?
102
B. How did this person relate to other people?
B. What did they learn from other people?
B. What are the direct contributions they made to
the abolishment of slavery?
B. Did this individual work alone or with others to
fight slavery?
C. What was the most interesting information you
learned from doing researching on this individual?
C. How did doing this research change your
perspective of the way you treat other people?
CHECKLIST FOR PRESENTATION
Did you include all the requirements?
Check here when
completed.
Title including your name, partner’s name, and period
All information from biography sheet
Correct citations from each source on a citation page
Include two images
Include a timeline with birthdate, significant life events, death date
Responses for A questions are grouped together
Responses for B questions are grouped together
Responses for C questions are grouped together
103
Grade 8
Collection 4: Approaching Adulthood
“When you become a teenager, you step onto a bridge...The opposite shore is adulthood.”
-Gail Carson Levin
What Task?
Task 23: How do you define stress? After reading “Marigolds” and other teacher selected texts,
write an essay that compares the stressors of modern day teenagers to teenagers from the past.
Support your writing with evidence from the texts. D6: Use sentence variety to develop your work.
(Informational or Explanatory/Comparison)
Module Description:
In this collection, students will explore the passage from childhood to adulthood. It offers the
opportunity to compare and contrast teens across time periods and genres, while using formal
writing skills and conventions.
Students will identify, understand and analyze theme, character motivations, and symbols in
“Marigolds,” “The Whistle,” “Hanging Fire,” and “Teenagers.”
“Much Too Young to Work So Hard” illustrates the levels of stress teenagers encountered before
labor laws were put in place. “America’s Teens Outscore Adults on Stress” examines the levels of
stress experienced by modern day teenagers. Students will write an essay comparing stressors of
modern day teenagers with teenagers of the past.
“The Whistle” addresses health standards through a discussion about the main character’s
decision to purchase a whistle for her grandmother’s safety. “Much Too Young to Work So Hard”
could be used to incorporate the civics standard through a discussion on peoples’ general welfare
under harsh working conditions.
What Texts, Materials, References, and Support?
Nonfiction:
“Much Too Young To Work So Hard” (Collections TE p. 246c, Close Reader p. 83)
Fiction:
“Marigolds” (Collections TE p. 213, SE p. 213)
“The Whistle” (Collections TE p. 228cb, Close Reader p. 71)
Poetry:
“Hanging Fire” (Collections TE p. 230 , SE p. 230)
“Teenagers” (Collections TE p. 231, SE p. 231)
Online:
FIND IT: HMH Online Resources->Select grade level->Teacher e-book->Contents Collection: 4>fyi icon
“America’s Teens Outscore Adults on Stress” (FYI) http://time.com/6477/americas-teens-outscoreadults-on-stress
104
Florida Standards
For full version of standards see the Appendix.
LAFS.8.RL.1.1
Cite text evidence.
LAFS.8.RL.1.2
Determine a theme.
LAFS.8.RL.1.3
Analyze how incidents in a story reveal a character.
LAFS.8.RL.2.4
Determine the meaning of words and phrases in a text.
LAFS.8.RI.1.1
Cite text evidence.
LAFS.8.RI.1.2
Determine central idea; summarize
LAFS.8.RI.1.3
Analyze how an idea is introduced and elaborated.
LAFS.8.RI.2.4
Determine the meaning of words and phrases.
LAFS.8.RI.2.5
Trace and evaluate an argument.
LAFS.8.RI.2.6
Determine an author’s point of view and how it is conveyed.
LAFS.8.RI.3.7
Evaluate the use of different mediums to present a topic.
LAFS.8.RI.3.8
Trace and evaluate and argument.
LAFS.8.RI.3.9
Compare and contrast texts.
LAFS.8.W.1.2
Write explanatory texts to examine a topic.
LAFS.8.W.2.4
Produce clear and coherent writing.
LAFS.8.W.3.9a
Apply grade 8 Reading standard to literature.
LAFS.8.W.4.10
Write routinely over extended time frames and shorter time frames.
LAFS.8.L.1.1a
Explain the function of infinitives.
LAFS.8.L.1.1d
Recognize/correct inappropriate shifts in verb voice and mood.
LAFS.8.L.3.4b
Use Latin affixes as clues to meaning.
LAFS.8.L.3.4d
Verify preliminary determination of meaning.
LAFS.8.L.3.6
Acquire and use grade-appropriate academic and domain specific words and phrases.
LAFS.8.SL.1.3
Delineate a speaker’s argument and specific claims.
LAFS.8.SL.2.4
Present claims and findings.
LAFS.8.SL.2.5
Integrate visual displays into presentations.
HE.8.B.5
Demonstrate the ability to use decision making skills to enhance health
SS.7.C.1.6
Interpret the intentions of the Preamble of the Constitution
105
What Skills and Instruction?
Skills Cluster 1: Preparing For the Task (Suggested Time Frame: 1-2 days)
Task Engagement: Ability to connect the task and new content to existing knowledge, skills,
experiences, interests, and concerns.
STANDARDS: LAFS.7.RI.1.2; LAFS.8.W.2.4; LAFS.8.W.4.10
 Mini-Task: Do a Quickwrite with students where they define stress. Ask “What are common
stresses that teenagers face today?”
 Mini-Task: Lead a whole group discussion regarding Quickwrite.
Task Analysis: Ability to understand and explain the task’s prompt and rubric.
STANDARDS: LAFS.8.RI.1.1; LAFS.8.L.3.4

Mini-Task
Step 1: Read the task as a group and have students respond to the following questions:



What do you know about the topic?
What is the task asking you to do? (Identify the academic vocabulary and focus of the task.)
What do you need to learn to accomplish this task?
Step 2: Provide students with rubric and review as a whole group.
Step 3: Instruct students to highlight unfamiliar words individually.
Step 4: Ask students to compare and discuss identified words.
Skills Cluster 2: Reading Process (Suggested Time Frame: 7-10 days)
Text Selection: Ability to identify appropriate texts.
STANDARDS: LAFS.8.W.3.9; LAFS.8.RI.1.1; LAFS.8.RL.1.2

Mini-Task: After previewing the selections, ask students to discuss how the texts might
support the collection quote and task. Discuss in small groups.
Active Reading Note-taking and Academic Integrity: Ability to identify the central point and main
supporting elements of a text, to select important facts and passages for use in one’s own writing and
the ability to use and credit sources appropriately.
STANDARDS: LAFS.8.RL.1.1; LAFS.8.RI.1.1; LAFS.8.RL.1.3; LAFS.8.RI.3.9; LAFS.8.RL.3.9; LAFS.8.RI.1.2;
LAFS.8.RL.1.2; LAFS.8.W.3.8; LAFS.8.RI.1.3; LAFS.8.RI.2.5; LAFS.8.RI.2.6; LAFS.8.RI.4.10; LAFS.8.W.3.9;
LAFS.8.RI.3.8; HE.8.B.5

Mini-Task: Model Cornell Notes and parenthetical citation for students. Instruct them to set
up their own Cornell Notes and List the works cited information for each text at the top of each
set.
106






Mini-Task: Take students through Online HMH Teacher Resource presentation “Citing Textual
Evidence”. (FIND IT: HMH Online Resources -> Teacher Resources -> Interactive Whiteboard
Lessons -> Citing Textual Evidence)
Mini-Task: Model the identification of clues to theme and characters’ motivations, and
remind students that sometimes inferences are necessary. Instruct students to look for and
record clues to the theme using plot and conflict, characters, setting, symbols, and title.
Mini-Task: View the modeled discussion for lines 27-42 in “Marigolds.” Pair students to do a
close read of lines 287-293.
Mini-Task: Identify characters’ motivations using incidents in the story that reveal details
about individual characters.
Mini-Task: Student continue to practice above skills with additional texts.
Mini-Task: After reading “America’s Teens Outscore Adults on Stress,” have students discuss
what decisions teens make that might their stress levels.
Essential Vocabulary: Ability to identify and master terms essential to understanding a text.
STANDARDS: LAFS.8.RI.2.4; LAFS.8.RL.2.4; LAFS.8.L.3.4; LAFS.8.L.3.6; LAFS.910.3.6

Mini-Task: Provide vocabulary words essential to understanding text. Instruct students to
write definitions as provided by the text or if not provided by text, determine meaning and
connotation using context clues.
 Mini-Task: Discuss terms to ensure all students have correct definitions
Skills Cluster 3: Transition to Writing (Suggested Time Frame: 1-2 days)
Bridging: Ability to begin linking reading results to writing task.
STANDARDS: LAFS.8.W.3.9; LAFS.8.SL.2.4
 Mini-Task: Instruct students to review their notes from the texts to support or defend their
details.


Mini-Task: Fill in comparison chart with notes taken from the texts regarding the stressors
faced by teens of the past and present. (FIND IT: HMH Online Resources -> Teacher Resources
-> Graphic Organizers for Reading-> Comparison and Contrast Chart)
Mini-Task: Discuss, in small groups, the comparison/contrast charts, and defend why details
were selected from specific texts.

Mini-Task: Take students through Online HMH Teacher Resource presentation “Writing
Informative Texts.” (FIND IT: HMH Online Resources -> Interactive Writing Lessons ->
Contents -> Writing Informative Texts)
Skills Cluster 4: Writing Process (Suggested Time Frame: 6-7 days)
Refer to the “Performance Task Reference Guide: Writing Informative Essays” TE p. R16; SE p.R16 to
instruct students in informative essay writing.
107
TEACHER DIRECTIVE: In addition to the lessons/guidelines provided in the textbook regarding the
Writing Process, HMH has two online resources designed to help you help the students. Please view
the online resources below and choose the lessons that you feel are most beneficial.
FIND IT: HMH Online Teacher Resources->Writing and Research in a Digital Age->Download the
presentation & accompanying student worksheets->Select Process to Review
FIND IT: HMH Online Teacher Resources->Interactive Writing Lessons->Select Appropriate Lessons
Controlling idea: Ability to establish a controlling idea and consolidate information relevant to task.
STANDARDS: LAFS.8.W1.2


Mini-Task: Provide examples of opening paragraphs. Ask class to discuss what makes them
strong or weak.
Mini-Task: Instruct students to write a hook and thesis statement for comparison essay.
Planning: Ability to develop a line of thought and text structure appropriate to an
informational/explanatory and argumentation task.
STANDARDS: LAFS.8.W.1.2; LAFS.4.W.4; LAFS.8.W.3.8; LAFS.8.W.2.5

Mini-Task: Create an MLA format outline based on notes and reading in which the controlling

idea is stated, points are sequenced, and supporting evidence is noted. Add parenthetical
citations to outlines.
Mini-Task: Provide model sentences using a four square organizer for the four sentence
types. Have students write examples of all four sentence types: simple, compound, complex,
and compound-complex.
Development: Ability to construct an initial draft with an emerging line of thought and structure.
STANDARDS: LAFS.8.W.2.4; LAFS.8.W.2.5; LAFS.8.W.3.9; LAFS.8.W.4.10

Mini-Task: Write an initial draft complete with opening, development, and closing; insert and
cite textual evidence. Remind students to use parenthetical citations and varied sentence
types.
Academic Integrity: Ability to use and credit sources appropriately.
STANDARDS: LAFS.8.W.3.8

Mini-Task: Cite sources and evidence appropriately within task.
Revision: Ability to refine text, including line of thought, language usage, and tone as appropriate to
audience and purpose.
STANDARDS: LAFS.910.8.2.4; LAFS.910.8.2.5

Mini-Task: Model useful feedback that balances support for strengths and clarity about

weaknesses.
Mini-Task: Peer review to refine composition’s analysis, logic, and organization of ideas/points
Editing: Ability to proofread and format a piece to make it more effective.
STANDARDS: LAFS.8.W.2.5

Mini-Task: Conduct mini-lessons on specific grammar skills if needed.
108

Mini-Task: Revise draft to have sound spelling, capitalization, punctuation and grammar.
Completion: Ability to submit final piece that meets expectations.
STANDARDS: LAFS.8.W.2.4

Mini-Task: Students are now ready to complete their final essay copy for submission.
Grammar Connections: Ability to apply the conventions of Standard English
STANDARDS: LAFS.8.L.1.1
Skill: Infinitives
 Textbook “Language Conventions: Infinitives” (Connections TE p. 228, SE p. 228)
 “Level UP Tutorials, Conventions” Verbals and Verb Phrases (FIND IT: HMH Online Resources > Teacher Resources -> Level Up Tutorials -> Conventions)
Skill: Voice and Mood
 Textbook “Language Conventions: Shifts in Voice and Mood” (Connections TE p. 246, SE p.
246)
Skill: Fragments
 Textbook “Language Conventions: Fragments” (Connections TE p. 262, SE p. 262)
 “Level UP Tutorials, Conventions” Sentences, Fragments, and Run-ons. (FIND IT: HMH Online
Resources -> Teacher Resources -> Level Up Tutorials -> Conventions)
 “GrammarNotes” Lesson 1 – Correcting Fragments (FIND IT: HMH Online Resources ->
Teacher Resources -> GrammarNotes -> Lesson 1)
 Note: Remind students to complete their Reflection in their Student Learning Log
109
Student Learning Log
Skills Cluster 1: Preparing for the Writing Task
Connecting to the Writing Task: My ability to connect to the task and new content with knowledge and
skills I already have, as well as experiences, interests, and my own concerns.
Collection Essential Question:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
My Quickwrite Response to the Essential Question:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Collection Writing Task:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Writing Task Analysis: My ability to understand and explain in my own words what the writing task is
asking me to do and how my final product will be assessed.
1. After reading the writing task, what do I know about this topic?
2. What is the writing task asking me to do?
3. What is the academic vocabulary I need to understand in order to be successful? (Write the
words and explain their meaning)
4. What do I need to learn to accomplish this task? (Skills, concepts, etc.)
110
111
Rubric Analysis: My ability to understand and explain in my own words what the rubric requires and
how my final product will be assessed.
Use the chart to paraphrase the rubric.
Meets Expectations
Advanced
Focus
Controlling
Idea
Reading/
Research
Development
Organization
Conventions
Content
Understanding
112
Skills Cluster 2: Reading Process
Active Reading, Note-Taking and Academic Integrity: My ability to identify the central point and main
supporting elements of a text, to select important facts and passages for my writing and the ability to
use and credit sources appropriately.
CORNELL NOTES
Name:
Topic/Objective:
Class/Period:
Date:
Citation:
Essential Question:
Questions:
Notes
113
Questions:
Notes
Summary:
114
Essential Vocabulary:
My ability to identify and understand essential words and terms in the text. List words specific to text.
Add definitions and notes on connotation.
WORD MAP
definition
antonym
115
Skills Cluster 4: Writing Process
Planning: Ability to develop a line of thought and text structure appropriate to an
informational/explanatory and argumentation task.
CONTROVERSIAL ISSUE
Position statement:
Supporting Arguments
Counterarguments
116
MLA Outline Worksheet
Topic: ______________________
I. Introduction (Ex: Story, Quote, Fact)
A. Background _________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
B. Thesis Statement _____________________________________________________
________________________________________________________________________
________________________________________________________________________
II.___________________________________________________ (First subtopic)
A.__________________________________________________ (First Point)
1.____________________________________________ (supporting evidence)
2.____________________________________________ (supporting evidence)
B.__________________________________________________ (Second Point)
1.____________________________________________ (supporting evidence)
2.____________________________________________ (supporting evidence)
III.__________________________________________________ (Second subtopic)
A.__________________________________________________ (First Point)
1.____________________________________________ (supporting evidence)
2.____________________________________________ (supporting evidence)
B.__________________________________________________ (Second Point)
1.____________________________________________ (supporting evidence)
2.____________________________________________ (supporting evidence)
117
IV.__________________________________________________ (Third subtopic)
A._________________________________________________ (First Point)
1.___________________________________________ (supporting evidence)
2.___________________________________________ (supporting evidence)
B._________________________________________________ (Second Point)
1.___________________________________________ (supporting evidence)
2.___________________________________________ (supporting evidence)
V. Conclusion: A restatement of the main points of your paper.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
118
Appendix
Florida Standards
119
LDC Template Tasks Collection 2/Rubrics
131
Graphic Organizers
143
119
English Language Arts Florida Standards
7th Grade
Reading Strand for Literature
Cluster 1: Key Ideas and Details
LAFS.7.RL.1.1
Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
LAFS.7.RL.1.2
Determine a theme or central idea of a text and analyze its development over the course
of the text; provide an objective summary of the text.
LAFS.7.RL.1.3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).
Cluster 2: Craft
and Structure
LAFS.7.RL.2.4
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of rhymes and other repetitions
of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story
or drama.
LAFS.7.RL.2.5
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes
to its meaning.
LAFS.7.RL.2.6
Analyze how an author develops and contrasts the points of view of different characters
or narrators in a text.
Cluster 3: Integration of Knowledge and Ideas
LAFS.7.RL.3.7
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or
multimedia version, analyzing the effects of techniques unique to each medium (e.g.,
lighting, sound, color, or camera focus and angles in a film).
LAFS.7.RL.3.9
Compare and contrast a fictional portrayal of a time, place, or character and a historical
account of the same period as a means of understanding how authors of fiction use or
alter history.
Cluster 4: Range of Reading and Level of Text Complexity
LAFS.7.RL.4.1
By the end of the year, read and comprehend literature, including stories, dramas, and
0
poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed
at the high end of the range.
Reading Standards for Informational Text
Cluster 1: Key Ideas and Details
LAFS.7.RI.1.1
Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
LAFS.7.RI.1.2
Determine two or more central ideas in a text and analyze their development over the
course of the text; provide an objective summary of the text.
LAFS.7.RI.1.3
Analyze the interactions between individuals, events, and ideas in a text (e.g., how
ideas influence individuals or events, or how individuals influence ideas or events).
Cluster 2: Craft and Structure
LAFS.7.RI.2.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific word
choice on meaning and tone.
LAFS.7.RI.2.5
Analyze the structure an author uses to organize a text, including how the major
sections contribute to the whole and to the development of the ideas.
LAFS.7.RI.2.6
Determine an author’s point of view or purpose in a text and analyze how the author
distinguishes his or her position from that of others.
120
Cluster 3: Integration of Knowledge and Ideas
LAFS.7.RI.3.7
Compare and contrast a text to an audio, video, or multimedia version of the text,
analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech
affects the impact of the words).
LAFS.7.RI.3.8
Trace and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient to support the claims.
LAFS.7.RI.3.9
Analyze how two or more authors writing about the same topic shape their presentations
of key information by emphasizing different evidence or advancing different
interpretations of facts.
Cluster 4: Range of Reading and Level of Text Complexity
LAFS.7.RI.4.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing Standards
Cluster 1: Text
Types and
Purposes
LAFS.7.W.1.1
Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the
argument presented.
LAFS.7.W.1.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,
and information, using strategies such as definition, classification, comparison/contrast,
and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or
other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among
ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e. Establish and maintain a formal style.
f.
Provide a concluding statement or section that follows from and supports the
information or explanation presented.
LAFS.7.W.1.3
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop
experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and
signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language
to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or
events.
121
Cluster 2: Production and Distribution of Writing
LAFS.7.W.2.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
LAFS.7.W.2.5
With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach, focusing
on how well purpose and audience have been addressed. (Editing for conventions
should demonstrate command of Language standards 1–3 up to and including grade 7
on page 52.)
LAFS.7.W.2.6
Use technology, including the Internet, to produce and publish writing and link to and
cite sources as well as to interact and collaborate with others, including linking to and
citing sources.
Cluster 3: Research to Build and Present Knowledge
LAFS.7.W.3.7
Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions for further research and investigation.
LAFS.7.W.3.8
Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and following a standard
format for citation.
LAFS.7.W.3.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a
fictional portrayal of a time, place, or character and a historical account of the same
period as a means of understanding how authors of fiction use or alter history”).
b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate
the argument and specific claims in a text, assessing whether the reasoning is sound
and the evidence is relevant and sufficient to support the claims”).
Cluster 4: Range of Writing
LAFS.7.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
Standards for Speaking and Listening
Cluster 1: Comprehension and Collaboration
LAFS.7.SL.1.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on
others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward specific goals and
deadlines, and define individual roles as needed.
c. Pose questions that elicit elaboration and respond to others’ questions and
comments with relevant observations and ideas that bring the discussion back on topic
as needed.
d. Acknowledge new information expressed by others and, when warranted, modify
their own views.
LAFS.7.SL.1.2
Analyze the main ideas and supporting details presented in diverse media and formats
(e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or
issue under study.
LAFS.7.SL.1.3
Delineate a speaker’s argument and specific claims, evaluating the soundness of the
reasoning and the relevance and sufficiency of the evidence.
122
Cluster 2: Presentation of Knowledge and Ideas
LAFS.7.SL.2.4
Present claims and findings, emphasizing salient points in a focused, coherent manner
with pertinent descriptions, facts, details, and examples; use appropriate eye contact,
adequate volume, and clear pronunciation.
LAFS.7.SL.2.5
Include multimedia components and visual displays in presentations to clarify claims
and findings and emphasize salient points.
LAFS.7.SL.2.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on
page 52 for specific expectations.)
Language Standards
Cluster 1: Conventions of Standard English
LAFS.7.L.1.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
a. Explain the function of phrases and clauses in general and their function in specific
sentences.
b. Choose among simple, compound, complex, and compound-complex sentences to
signal differing relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting
misplaced and dangling modifiers.
LAFS.7.L.1.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating,
enjoyable movie but not He wore an old[,] green shirt).
b. Spell correctly.
Cluster 2: Knowledge of Language
LAFS.7.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
a. Choose language that expresses ideas precisely and concisely, recognizing and
eliminating wordiness and redundancy.
Cluster 3: Vocabulary Acquisition and Use
LAFS.7.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 7 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the
meaning of a word (e.g., belligerent, bellicose, rebel).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
LAFS.7.L.3.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in
context.
b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to
better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
LAFS.7.L.3.6
Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
123
8th Grade
Reading Standards for Literature
Cluster 1: Key Ideas and Details
LAFS.8.RL.1.1
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
LAFS.8.RL.1.2
Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide
an objective summary of the text.
LAFS.8.RL.1.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.
Cluster 2: Craft and Structure
LAFS.8.RL.2.4
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts.
LAFS.8.RL.2.5
Compare and contrast the structure of two or more texts and analyze how the differing
structure of each text contributes to its meaning and style.
LAFS.8.RL.2.6
Analyze how differences in the points of view of the characters and the audience or
reader (e.g., created through the use of dramatic irony) create such effects as suspense
or humor.
Cluster 3: Integration of Knowledge and Ideas
LAFS.8.RL.3.7
Analyze the extent to which a filmed or live production of a story or drama stays faithful
to or departs from the text or script, evaluating the choices made by the director or
actors.
LAFS.8.RL.3.9
Analyze how a modern work of fiction draws on themes, patterns of events, or character
types from myths, traditional stories, or religious works such as the Bible, including
describing how the material is rendered new.
Cluster 4: Range of Reading and Level of Text Complexity
LAFS.8.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and
poems, at the high end of grades 6–8 text complexity band independently and
proficiently.
Reading Standards for Informational Text
Cluster 1: Key Ideas and Details
LAFS.8.RI.1.1
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
LAFS.8.RI.1.2
Determine a central idea of a text and analyze its development over the course of the
text, including its relationship to supporting ideas; provide an objective summary of the
text.
LAFS.8.RI.1.3
Analyze how a text makes connections among and distinctions between individuals,
ideas, or events (e.g., through comparisons, analogies, or categories).
Cluster 2: Craft and Structure
LAFS.8.RI.2.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or allusions to other texts.
LAFS.8.RI.2.5
Analyze in detail the structure of a specific paragraph in a text, including the role of
particular sentences in developing and refining a key concept.
LAFS.8.RI.2.6
Determine an author’s point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
124
Cluster 3: Integration of Knowledge and Ideas
LAFS.8.RI.3.7
Evaluate the advantages and disadvantages of using different mediums (e.g., print or
digital text, video, multimedia) to present a particular topic or idea.
LAFS.8.RI.3.8
Delineate and evaluate the argument and specific claims in a text, assessing whether
the reasoning is sound and the evidence is relevant and sufficient; recognize when
irrelevant evidence is introduced.
LAFS.8.RI.3.9
Analyze a case in which two or more texts provide conflicting information on the same
topic and identify where the texts disagree on matters of fact or interpretation.
Cluster 4: Range of Reading and Level of Text Complexity
LAFS.8.RI.4.10 By the end of the year, read and comprehend literary nonfiction at the high end of the
grades 6–8 text complexity band independently and proficiently.
Writing Standards
Cluster 1: Text Types and Purposes
LAFS.8.W.1.1
Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the
argument presented.
LAFS.8.W.1.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,
and information into broader categories; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e. Establish and maintain a formal style.
f.
Provide a concluding statement or section that follows from and supports the
information or explanation presented.
LAFS.8.W.1.3
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to
develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal
shifts from one time frame or setting to another, and show the relationships among
experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or
events.
125
Cluster 2: Production and Distribution of Writing
LAFS.8.W.2.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
LAFS.8.W.2.5
With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach, focusing
on how well purpose and audience have been addressed. (Editing for conventions
should demonstrate command of Language standards 1–3 up to and including grade 8
on page 52.)
LAFS.8.W.2.6
Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and
collaborate with others.
Cluster 3: Research to Build and Present Knowledge
LAFS.8.W.3.7
Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
LAFS.8.W.3.8
Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and following a standard
format for citation.
LAFS.8.W.3.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work
of fiction draws on themes, patterns of events, or character types from myths, traditional
stories, or religious works such as the Bible, including describing how the material is
rendered new”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and
evaluate the argument and specific claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is
introduced”).
Cluster 4: Range of Writing
LAFS.8.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
Standards for Speaking and Listening
Cluster 1: Comprehension and Collaboration
LAFS.8.SL.1.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on
others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward
specific goals and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’
questions and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify
or justify their own views in light of the evidence presented.
LAFS.8.SL.1.2
Analyze the purpose of information presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,
political) behind its presentation.
LAFS.8.SL.1.3
Delineate a speaker’s argument and specific claims, evaluating the soundness of the
reasoning and relevance and sufficiency of the evidence and identifying when irrelevant
evidence is introduced.
126
Cluster 2: Presentation of Knowledge and Ideas
LAFS.8.SL.2.4
Present claims and findings, emphasizing salient points in a focused, coherent manner
with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate
eye contact, adequate volume, and clear pronunciation.
LAFS.8.SL.2.5
Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.
LAFS.8.SL.2.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on
page 52 for specific expectations.)
Language Standards
Cluster 1: Conventions of Standard English
LAFS.8.L.1.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their
function in particular sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and
subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice and mood.
LAFS.8.L.1.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.
Cluster 2: Knowledge of Language
LAFS.8.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
a. Use verbs in the active and passive voice and in the conditional and subjunctive
mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing
uncertainty or describing a state contrary to fact).
Cluster 3: Vocabulary Acquisition and Use
LAFS.8.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the
meaning of a word (e.g., precede, recede, secede).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
LAFS.8.L.3.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
a. Interpret figures of speech (e.g. verbal irony, puns) in context.
b. Use the relationship between particular words to better understand each of the
words.
c. Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
LAFS.8.L.3.6
Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
127
Health Standards
7th Grade
Benchmark
HE.7.B.3.1
HE.7.B.3.3
HE.7.B.3.4
HE.7.B.4.1
HE.7.B.4.2
HE.7.B.4.3
HE.7.B.4.4
HE.7.B.5.1
HE.7.B.5.2
HE.7.B.5.4
HE.7.B.5.5
HE.7.B.6.1
HE.7.B.6.2
HE.7.B.6.3
HE.7.C.1.1
HE.7.C.1.2
HE.7.C.1.3
HE.7.C.1.4
HE.7.C.1.5
HE.7.C.1.6
HE.7.C.1.7
HE.7.C.1.8
HE.7.C.2.1
HE.7.C.2.2
HE.7.C.2.3
HE.7.C.2.5
HE.7.C.2.6
HE.7.C.2.7
HE.7.C.2.8
HE.7.C.2.9
HE.7.P.7.1
HE.7.P.7.2
HE.7.P.8.1
HE.7.P.8.2
HE.7.P.8.3
HE.7.P.8.4
Description
Analyze the validity of health information, products, and services.
Compare a variety of technologies to gather health information.
Differentiate among professional health services that may be required.
Apply effective communication skills when interacting with others to enhance health.
Demonstrate refusal, negotiation, and collaboration skills to enhance health and reduce
health risks.
Articulate the possible causes of conflict among youth in schools and communities.
Demonstrate how to ask for assistance to enhance the health of self and others.
Predict when health-related situations require the application of a thoughtful decisionmaking process.
Select healthy alternatives over unhealthy alternatives when making a decision.
Determine when individual or collaborative decision-making is appropriate.
Predict the short and long-term consequences of engaging in health-risk behaviors.
Analyze personal beliefs as they relate to health practices.
Devise an individual goal (short or long term) to adopt, maintain, or improve a personal
health practice.
Explain strategies and skills needed to assess progress and maintenance of a personal
health goal.
Compare and contrast the effects of healthy and unhealthy behaviors on personal
health, including reproductive health.
Explain how physical, mental/emotional, social, and intellectual dimensions of health are
interrelated.
Analyze how environmental factors affect personal health.
Describe ways to reduce or prevent injuries and adolescent health problems.
Classify infectious agents and their modes of transmission to the human body.
Explain how appropriate health care can promote personal health.
Describe how heredity can affect personal health.
Explain the likelihood of injury or illness if engaging in unhealthy/risky behaviors.
Examine how family health behaviors influence health of adolescents.
Examine how peers may influence the health behaviors of adolescents.
Examine how the school and community may influence the health behaviors of
adolescents.
Analyze how messages from media influence health behaviors.
Evaluate the influence of technology in locating valid health information.
Determine how cultural changes related to health beliefs and behaviors impact personal
health.
Evaluate how changes in social norms impact healthy and unhealthy behavior.
Explain the influence of personal values, attitudes, and beliefs about individual health
practices and behaviors.
Examine the importance of assuming responsibility for personal-health behaviors.
Experiment with behaviors that will maintain or improve personal health and reduce
health risks.
Utilize the influence of others to promote positive health choices.
Articulate a position on a health-related issue and support it with accurate health
information.
Work cooperatively to advocate for healthy individuals, peers, and families.
Analyze ways health messages can target different audiences.
128
8th Grade
Benchmark
HE.8.B.3.1
HE.8.B.3.2
HE.8.B.3.3
HE.8.B.3.4
HE.8.B.4.1
HE.8.B.4.3
HE.8.B.4.4
HE.8.B.5.1
HE.8.B.5.2
HE.8.B.5.3
HE.8.B.5.4
HE.8.B.5.5
HE.8.B.6.1
HE.8.B.6.2
HE.8.B.6.3
HE.8.B.6.4
HE.8.C.1.2
HE.8.C.1.3
HE.8.C.1.4
HE.8.C.1.5
HE.8.C.1.6
HE.8.C.1.7
HE.8.C.1.8
HE.8.C.2.1
HE.8.C.2.2
HE.8.C.2.3
HE.8.C.2.4
HE.8.C.2.5
HE.8.C.2.6
HE.8.C.2.7
HE.8.C.2.8
HE.8.C.2.9
HE.8.P.7.1
HE.8.P.7.2
HE.8.P.8.1
HE.8.P.8.2
HE.8.P.8.3
HE.8.P.8.4
Description
Analyze valid and reliable health services and the cost of products.
Analyze the accessibility, validity, and reliability of products and services that enhance
home, school, and community health.
Recommend a variety of technologies to gather health information.
Determine situations when specific professional health services or providers may be
required.
Illustrate skills necessary for effective communication with family, peers, and others to
enhance health.
Examine the possible causes of conflict among youth in schools and communities.
Compare and contrast ways to ask for and offer assistance to enhance the health of self
and others.
Determine when health-related situations require the application of a thoughtful
prepared plan of action.
Categorize healthy and unhealthy alternatives to health-related issues or problems.
Compile the potential outcomes of each option when making a health-related decision.
Distinguish when individual or collaborative decision-making is appropriate.
Evaluate the outcomes of a health-related decision.
Assess personal health practices.
Design an individual goal to adopt, maintain, or improve a personal health practice.
Apply strategies and skills needed to attain a personal health goal.
Describe how personal health goals can vary with changing abilities, priorities, and
responsibilities.
Analyze the interrelationship between healthy/unhealthy behaviors and the dimensions
of health: physical, mental/emotional, social, and intellectual.
Predict how environmental factors affect personal health.
Investigate strategies to reduce or prevent injuries and other adolescent health
problems.
Identify major chronic diseases that impact human body systems.
Analyze how appropriate health care can promote personal health.
Explore how heredity and family history can affect personal health.
Anticipate the likelihood of injury or illness if engaging in unhealthy/risky behaviors.
Assess the role of family health beliefs on the health of adolescents.
Assess how the health beliefs of peers may influence adolescent health.
Analyze how the school and community may influence adolescent health.
Critique school and public health policies that influence health promotion and disease
prevention.
Research marketing strategies behind health-related media messages.
Analyze the influence of technology on personal and family health.
Describe the influence of culture on health beliefs, practices, and behaviors.
Explain how the perceptions of norms influence healthy and unhealthy behaviors.
Analyze the influence of personal values, attitudes, and beliefs about individual health
practices and behaviors.
Assess the importance of assuming responsibility for personal-health behaviors,
including sexual behavior.
Apply healthy practices and behaviors that will maintain or improve personal health and
reduce health risks.
Promote positive health choices with the influence and support of others.
Justify a health-enhancing position on a topic and support it with accurate information.
Work cooperatively to advocate for healthy individuals, peers, families, and schools.
Evaluate ways health messages and communication techniques can be targeted for
different audiences.
129
Civics Standards
7th Grade
Benchmark
SS.7.C.1.1
SS.7.C.1.2
SS.7.C.1.3
SS.7.C.1.4
SS.7.C.1.5
SS.7.C.1.6
SS.7.C.1.7
SS.7.C.1.8
SS.7.C.1.9
SS.7.C.2.1
SS.7.C.2.10
SS.7.C.2.11
SS.7.C.2.12
SS.7.C.2.13
SS.7.C.2.14
SS.7.C.2.2
SS.7.C.2.3
SS.7.C.2.4
SS.7.C.2.5
SS.7.C.2.6
SS.7.C.2.7
SS.7.C.2.8
SS.7.C.2.9
SS.7.C.3.1
SS.7.C.3.10
SS.7.C.3.11
SS.7.C.3.12
SS.7.C.3.13
SS.7.C.3.14
SS.7.C.3.2
Description
Recognize how Enlightenment ideas including Montesquieu's view of separation of
power and John Locke's theories related to natural law and how Locke's social contract
influenced the Founding Fathers.
Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and
Thomas Paine's "Common Sense" had on colonists' views of government.
Describe how English policies and responses to colonial concerns led to the writing of
the Declaration of Independence.
Analyze the ideas (natural rights, role of the government) and complaints set forth in the
Declaration of Independence.
Identify how the weaknesses of the Articles of Confederation led to the writing of the
Constitution.
Interpret the intentions of the Preamble of the Constitution.
Describe how the Constitution limits the powers of government through separation of
powers and checks and balances.
Explain the viewpoints of the Federalists and the Anti-Federalists regarding the
ratification of the Constitution and inclusion of a bill of rights.
Define the rule of law and recognize its influence on the development of the American
legal, political, and governmental systems.
Define the term "citizen," and identify legal means of becoming a United States citizen.
Examine the impact of media, individuals, and interest groups on monitoring and
influencing government.
Analyze media and political communications (bias, symbolism, propaganda).
Develop a plan to resolve a state or local problem by researching public policy
alternatives, identifying appropriate government agencies to address the issue, and
determining a course of action.
Examine multiple perspectives on public and current issues.
Conduct a service project to further the public good.
Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and
serve on juries.
Experience the responsibilities of citizens at the local, state, or federal levels.
Evaluate rights contained in the Bill of Rights and other amendments to the Constitution.
Distinguish how the Constitution safeguards and limits individual rights.
Simulate the trial process and the role of juries in the administration of justice.
Conduct a mock election to demonstrate the voting process and its impact on a school,
community, or local level.
Identify America's current political parties, and illustrate their ideas about government.
Evaluate candidates for political office by analyzing their qualifications, experience,
issue-based platforms, debates, and political ads.
Compare different forms of government (direct democracy, representative democracy,
socialism, communism, monarchy, oligarchy, autocracy).
Identify sources and types (civil, criminal, constitutional, millitary) of law.
Diagram the levels, functions, and powers of courts at the state and federal levels.
Analyze the significance and outcomes of landmark Supreme Court cases including, but
not limited to, Marbury v. Madison, Plessy v. Ferguson, Brown v. Board of Education,
Gideon v. Wainwright, Miranda v. Arizona, in re Gault, Tinker v. Des Moines, Hazelwood
v. Kuhlmeier, United States v. Nixon, and Bush v. Gore.
Compare the constitutions of the United States and Florida.
Differentiate between local, state, and federal governments' obligations and services.
Compare parliamentary, federal, confederal, and unitary systems of government.
130
SS.7.C.3.3
SS.7.C.3.4
SS.7.C.3.5
SS.7.C.3.6
SS.7.C.3.7
SS.7.C.3.8
SS.7.C.3.9
SS.7.C.4.1
SS.7.C.4.2
SS.7.C.4.3
Illustrate the structure and function (three branches of government established in
Articles I, II, and III with corresponding powers) of government in the United States as
established in the Constitution.
Identify the relationship and division of powers between the federal government and
state governments.
Explain the Constitutional amendment process.
Evaluate Constitutional rights and their impact on individuals and society.
Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on
participation of minority groups in the American political process.
Analyze the structure, functions, and processes of the legislative, executive, and judicial
branches.
Illustrate the law making process at the local, state, and federal levels.
Differentiate concepts related to United States domestic and foreign policy.
Recognize government and citizen participation in international organizations.
Describe examples of how the United States has dealt with international conflicts.
8th Grade
Benchmark
SS.8.C.1.1
SS.8.C.1.2
SS.8.C.1.3
SS.8.C.1.4
SS.8.C.1.5
SS.8.C.1.6
SS.8.C.2.1
Description
Identify the constitutional provisions for establishing citizenship.
Compare views of self-government and the rights and responsibilities of citizens held by
Patriots, Loyalists, and other colonists.
Recognize the role of civic virtue in the lives of citizens and leaders from the colonial
period through Reconstruction.
Identify the evolving forms of civic and political participation from the colonial period
through Reconstruction.
Apply the rights and principles contained in the Constitution and Bill of Rights to the lives
of citizens today.
Evaluate how amendments to the Constitution have expanded voting rights from our
nation's early history to present day.
Evaluate and compare the essential ideals and principles of American constitutional
government expressed in primary sources from the colonial period to Reconstruction.
131
Literacy Design Collaborative
Template Task Collection 2
July 2013
The Literacy Design Collaborative is committed to equipping middle and high school students with the literacy skills they need to succeed in their later
education, their careers, and their communities, working through many different partnerships to meet that literacy challenge. We believe students can and
must reach significantly higher levels of reading, writing, and thinking, and we embrace the challenging expectations set by the new Common Core State
Standards. Since its original collection of template tasks, LDC has produced other collections, including the original collection, ones for elementary, and an
“edited” collection in which some changes to the original were made. This collection provides yet another kind of template based closely on grade-level
standards. Teachers should choose from these collections the templates that work best for them for any given task.
This collection as does the original and other collections aims to help teachers craft tasks that engage students in writing in response to reading. It provides
template tasks for implementing the Literacy Design Collaborative (LDC) strategy by drawing directly from the language and skills articulated in each
Common Core Anchor Standards. When filled in, a template task becomes a teaching task that sets up a context for teaching the specific skills and demands
embedded in the standard.
This collection is an edited version of the original piloted collection of template tasks. As in the original LDC collection, the template tasks are fill-in-the-blank
“shells” that allow teachers to insert the texts to be read, writing to be produced, and content to be addressed. When filled in, template tasks create highquality student assignments that develop reading, writing, and thinking skills in the context of learning science, history, English, and other subjects. They specify
the subjects and levels of student work for which they can be used, and they come with rubrics that can be used to score the resulting student work.
This Collection differs from the original piloted collection in that L2’s and L3’s are now a separate list of “demands” or “D’s” to choose from. Accordingly, the
L2 and L3 statements in the rubric are also deleted and replaced with a statement about meeting demands. For example, under Advanced in the
Informational/Explanatory rubric you will see, “D: Addresses additional demands with thoroughness and makes a connection to controlling idea.”
Template Task Collection 2 | © Literacy Design Collaborative, July 2013
132
How to Use the LDC Templates
Mode: All LDC template tasks are designed for tasks that involve students in writing in response to reading or research. They are clustered by the writing
modes described in the CCSS: argumentative, informative/explanatory, and narrative. (Note that in LDC a narrative refers to non-fiction narrative and
involves students in applying a journalistic style appropriate to relating an event or interview.) Teachers should choose the mode and template that best suits
their instructional purpose.
Texts: The term “text” refers to a range of artifacts, including print and visual types. The best text choices allow students to engage deeply with texts that
involve them in concepts, ideas, or questions. These are called “short profound texts” in the form of a chapter, section of a play, or shorter poem or speech.
Below are some suggestions:






Short stories
Essays
Speeches
Short novels
Poetry
Chapters





Maps
Art works
Timelines
Data
Video
Products: Teaching tasks can engage students in a variety of products. Each product signals a writing context and requires students to adjust language
choices and rhetorical strategies to meet the needs of a context for writing, purpose, and audience. For example, an essay signals to students a formal
situation with an academic purpose and audience. In contrast an article for a school magazine signals a less formal context, a journalistic purpose, and a
general or peer audience. Products include any multiple paragraph composition, to include:









Essays
Reports
Speeches
Research reports
Exhibits to include a written product
Presentations to include a speech or written product
Journalistic products, such as feature articles
Editorials
Formal letters, as to a State official
Template Task Collection 2 | © Literacy Design Collaborative, July 2013









Memos, to include reports
Proposals
Lab reports
Response/Reaction papers
Cost/benefit analyses
Critical reviews
Interviews written up as articles
Non-fiction narratives, such as accounts of an event
Manuals
133
In all LDC Collections, there are some requirements and others that can be changed or added:
WHAT IS REQUIRED?


Fill in the template task, completing all the blanks but not altering the other template wording.


Provide a background statement that introduces the prompt to students.

Use the appropriate rubric for the template task.
List the reading texts for the prompt or describe how students will be guided to select
appropriate texts.
If an extension activity is included, provide an activity in which students share or apply what they
have learned with a real-world audience or through a hands-on project. (The extension may also
be omitted.)
WHAT CAN BE CHANGED OR ADDED?


You choose which texts students will read.
You choose what products students will
produce.

You choose the topic, issues, events, or
other content students will read and write
about.
In choosing, consider requirements set by your
state, district, or school.
Demands: Demands are additional writing and cognitive challenges that you can add to a template task. They are developed from language in the CCSS. In
this way you can scaffold your instruction:



Repeat a teaching task but add one or more demands.
Change the template and teaching tasks but repeat a demand/s.
Use the demands as “mini-tasks” and teach them between modules so that students acquire competence before applying them in the composing
process.
You may choose one or more of these D’s (demands) to a Template Task to increase the challenge:
D1 Be sure to acknowledge competing views. (Argumentation)
D2 Give ____(one; #) example/s from past or current____( events; issues) to illustrate and clarify your position. (Argumentation or
Informational/Explanatory)
D3 What ________ (conclusions; implications) can you draw________? (Argumentation or Informational/Explanatory)
D4 In your discussion, address the credibility and origin of sources in view of your research topic. (Argumentation or Informational/Explanatory)
D5 Identify any gaps or unanswered questions. (Argumentation or Informational/Explanatory)
D6 Use ________ (stylistic devices) to develop your work. (Argumentation or Informational/Explanatory or Narrative)
D7 Use ________ (techniques) to convey multiple storylines. (Argumentation or Informational/Explanatory or Narrative)
D8 Include ________ (e.g. bibliography, citations, references, endnotes). (Argumentation or Informational/Explanatory)
Template Task Collection 2 | © Literacy Design Collaborative, July 2013
134
A Guide to Collections--Appendix
Common Core State Standards And Template Task Collection 2
Following are the Anchor standards that are “built-in” and apply to all the templates. You should bold or highlight the “when appropriate” standards if you are
not using an LDC module. If you are using an LDC module, you should choose the appropriate module template based on your teaching task’s mode. The
module will have identified the writing mode in the module, but you will still need to identify any other standards.


“Built in” standards have the specified College and Career Readiness Anchor Standards built in in addition to the Focus Standard.
Focus Standards and “When appropriate” standards vary with the teaching task.
READING
Focus Standards and “Built In” Reading Standards
1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
10
Read and comprehend complex literary and informational texts independently and proficiently.
Focus Standards or “When Appropriate” Reading Standards
3
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter,
scene, or stanza) relate to each other and the whole.
6
Assess how point of view or purpose shapes the content and style of a text.
7
Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
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.
Template Task Collection 2 | © Literacy Design Collaborative, July 2013
135
A Guide to Collections--Appendix
WRITING
Focus Standards and “Built In” Writing Standards
4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audience.
Focus Standards or “When Appropriate” Writing Standards
1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
2
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the
subject under investigation.
8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
136
A Guide to Collections--Appendix
Argumentation Template Tasks for Template Task Collection 2
“After Researching”
”After Reading”
Argumentation Template Tasks
Analysis
Task 1: Insert optional question] After researching ________
(informational texts) on ________ (content), write ________ (an
essay or substitute) in which you argue ________ (content).
Support your position with evidence from your research.
(Argumentation/Analysis)
Task 2: [Insert optional question] After reading ________
(literature or informational texts), write ________ (an essay or
substitute) in which you address the question and
argue_______(content). Support your position with evidence
from the text(s). (Argumentation/Analysis)
Comparison
Task 3: Insert optional question] After researching ________
(informational texts) on ________ (content), write ________ (an
essay or substitute) in which you compare ________ (content)
and argue ________ (content). Support your position with
evidence from the texts. (Argumentation/Comparison)
Task 4: [Insert optional question] After reading ________
(literature or informational texts), write ________ (an essay or
substitute) in which you compare ________ (content) and argue
________ (content). Support your position with evidence from
the texts. (Argumentation/Comparison)
Evaluation
Task 5: Insert optional question] After researching ________
(informational texts) on ________ (content), write ________ (an
essay or substitute) in which you discuss ________ (content) and
evaluate ________ (content). Support your position with
evidence from your research. (Argumentation/Evaluation)
Task 6: [Insert optional question] After reading ________
(literature or informational texts), write ________ (an essay or
substitute) in which you discuss ________ (content) and evaluate
________ (content). Support your position with evidence from
the texts. (Argumentation/Evaluation)
ProblemSolution
Task 7: Insert optional question] After researching ________
(informational texts) on ________ (content), write ________ (an
essay or substitute) in which you identify a problem ________
(content) and propose a solution. Support your position with
evidence from your research. (Argumentation/ProblemSolution)
Task 8: [Insert optional question] After reading ________
(literature or informational texts) on ________ (content), write
________ (an essay or substitute) in which you identify a problem
________ (content) and propose a solution ________
(content). Support your position with evidence from the text(s).
(Argumentation/Problem-Solution)
CauseEffect
Task 9: Insert optional question] After researching ________
(informational texts) on ________ (content), write ________ (an
essay or substitute) in which you argue the causes of ________
(content) and explain the effects ________ (content). Support
your discussion with evidence from the texts.
(Argumentation/Cause-Effect)
Task 10: [Insert optional question] After reading ________
(literature or informational texts) on ________ (content), write
________ (an essay or substitute) in which you argue the causes
of ________ (content) and explain the effects ________
(content). Support your discussion with evidence from the texts.
(Argumentation/Cause-Effect)
137
A Guide to Collections--Appendix
Argumentation Teaching Task Rubric for Template Task Collection 2
Scoring
Elements
Focus
Controlling
Idea
Reading/
Research
Development
Not Yet
1
Attempts to address prompt,
but lacks focus or is off-task.
Attempts to establish a claim,
but lacks a clear purpose.
Attempts to reference reading
materials to develop response,
but lacks connections or
relevance to the purpose of the
prompt.
Attempts to provide details in
response to the prompt, but
lacks sufficient development or
relevance to the purpose of the
prompt.
1.5
Approaches Expectations
2
2.5
Meets Expectations
3
Addresses prompt appropriately
and establishes a position, but
focus is uneven. D. Addresses
additional demands superficially.
Addresses prompt appropriately and
maintains a clear, steady focus.
Provides a generally convincing
position. D: Addresses additional
demands sufficiently
Establishes a claim.
Establishes a credible claim.
Presents information from
reading materials relevant to the
purpose of the prompt with
minor lapses in accuracy or
completeness.
Presents appropriate details to
support and develop the focus,
controlling idea, or claim, with
minor lapses in the reasoning,
examples, or explanations.
3.5
Advanced
4
Addresses all aspects of prompt
appropriately with a consistently strong
focus and convincing position. D:
Addresses additional demands with
thoroughness and makes a connection to
claim.
Establishes and maintains a substantive
and credible claim or proposal.
Accurately presents details from
reading materials relevant to the
purpose of the prompt to develop
argument or claim.
Accurately and effectively presents
important details from reading materials
to develop argument or claim.
Presents appropriate and sufficient
details to support and develop the
focus, controlling idea, or claim.
Presents thorough and detailed
information to effectively support and
develop the focus, controlling idea, or
claim.
Organization
Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate
organizational structure for
development of reasoning and
logic, with minor lapses in
structure and/or coherence.
Maintains an appropriate
organizational structure to address
specific requirements of the prompt.
Structure reveals the reasoning and
logic of the argument.
Conventions
Attempts to demonstrate
standard English conventions,
but lacks cohesion and control
of grammar, usage, and
mechanics. Sources are used
without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion.
Uses language and tone with
some inaccurate, inappropriate,
or uneven features.
Inconsistently cites sources.
Demonstrates a command of standard
English conventions and cohesion, with
few errors. Response includes language
and tone appropriate to the audience,
purpose, and specific requirements of
the prompt. Cites sources using
appropriate format with only minor
errors.
Content
Understanding
Attempts to include disciplinary
content in argument, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary content
relevant to the prompt; shows
basic or uneven understanding
of content; minor errors in
explanation.
Accurately presents disciplinary
content relevant to the prompt with
sufficient explanations that
demonstrate understanding.
Maintains an organizational structure that
intentionally and effectively enhances the
presentation of information as required
by the specific prompt. Structure
enhances development of the reasoning
and logic of the argument.
Demonstrates and maintains a welldeveloped command of standard English
conventions and cohesion, with few
errors. Response includes language and
tone consistently appropriate to the
audience, purpose, and specific
requirements of the prompt.
Consistently cites sources using
appropriate format.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
138
A Guide to Collections--Appendix
Informational/Explanatory Template Tasks for Template Task Collection 2
“After Researching”
“After Reading”
Informational or Explanatory Template Tasks
Definition
Description
ProceduralSequential
Task 11: Insert optional question] After researching ________
(informational texts) on ________ (content), write ________ (a
report or substitute) in which you define ________ (term or
concept) and explain ________ (content). Support your
discussion with evidence from your research. (Informational or
Explanatory/Definition)
Task 13: Insert optional question] After researching ________
(informational texts) on ________ (content), write ________ (a
report or substitute) in which you describe ________ (content).
Support your discussion with evidence from your research.
(Informational or Explanatory/Description)
Task 12: [Insert optional question] After reading ________
(literature or informational texts), write ________ (an essay,
report, or substitute) in which you define________ (term or
concept) and explain ________ (content). Support your
discussion with evidence from the text(s). (Informational or
Explanatory/Definition)
Task 15: Insert optional question] After researching ________
(informational texts) on ________ (content), write ________ (a
report or substitute) in which you relate how ________ (content).
Support your discussion with evidence from your research.
(Informational or Explanatory/Procedural-Sequential)
Task 16: [Insert optional question] After reading ________
(literature or informational texts) on ________ (content), write
________ (a report or substitute) in which you relate how
________ (content). Support your discussion with evidence from
the text(s). (Informational or Explanatory/ProceduralSequential)
Task 14: [Insert optional question] After reading ________
(literature or informational texts), write ________ (an essay,
report, or substitute) in which you describe ________ (content).
Support your discussion with evidence from the text(s).
(Informational or Explanatory/ Description)
Task 17: Insert optional question] After researching ________
(informational texts) on ________ (content), developing a
hypothesis, and conducting an experiment examining ________
(content), write a laboratory report in which you explain your
procedures and results and confirm or reject your hypothesis.
(Informational or Explanatory/Procedural-Sequential)
Synthesis
Task 18: Insert optional question] After researching ________
(informational texts) on ________ (content), write ________ (a
report or substitute) in which you explain ________ (content).
Support your discussion with evidence from your research.
(Informational or Explanatory/Synthesis)
Task 19: [Insert optional question] After reading ________
(literature or informational texts), write ________ (an essay or
substitute) that explains ________ (content). Support your
discussion with evidence from your research. (Informational or
Explanatory/Synthesis)
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A Guide to Collections--Appendix
“After Researching”
“After Reading”
Informational or Explanatory Template Tasks (Continued)
Analysis
Task 20: (Insert optional question] After researching ________
(informational texts) on ________ (content), write ________ (a
report or substitute) in which you analyze ________ (content),
providing evidence to clarify your analysis. (Informational or
Explanatory/Analysis)
Task 21: [Insert optional question] After reading ________
(literature or informational texts), write ________ (a report,
essay or substitutes) in which you analyze ________ (content),
providing examples to clarify your analysis. (Informational or
Explanatory/Analysis)
Comparison
Task 22: (Insert optional question] After researching ________
(informational texts) on ________ (content), write ________ (a
report or substitute) that compares ________ (content). Support
your discussion with evidence from your research (Informational
or Explanatory/Comparison)
Task 23: [Insert optional question] After reading ________
(literature or informational texts), write ________ (an essay,
report, or substitute) that compares ________ (content).
Support your discussion with evidence from your research
(Informational or Explanatory/Comparison)
Cause-Effect
Task 24: Insert optional question] After researching ________
(informational texts) on ________ (content), write ________ (a
report or substitute) that examines causes of ________ (content)
and explains effects ________ (content). Support your discussion
with evidence from your research. (Informational or
Explanatory/Cause-Effect)
Task 25: [Insert optional question] After reading ________
(literature or informational texts) on ________ (content), write
________ (a report or substitute) that examines the cause(s) of
________ (content) and explains the effect(s) ________
(content). Support your discussion with evidence from the texts.
(Informational or Explanatory/Cause-Effect)
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A Guide to Collections--Appendix
Informational/Explanatory Teaching Task Rubric for Template Task Collection 2
Scoring
Elements
Not Yet
1
1.5
Approaches Expectations
2
2.5
Meets Expectations
3
3.5
Advanced
4
Addresses all aspects of prompt
appropriately and maintains a strongly
developed focus. D: Addresses additional
demands with thoroughness and makes a
connection to controlling idea.
Establishes a strong controlling idea with
a clear purpose maintained throughout
the response.
Attempts to address prompt,
but lacks focus or is off-task.
Addresses prompt appropriately,
but with a weak or uneven focus.
Addresses prompt appropriately and
maintains a clear, steady focus.
D: Addresses additional demands
sufficiently.
Controlling
Idea
Attempts to establish a
controlling idea, but lacks a clear
purpose.
Establishes a controlling idea with
a general purpose.
Establishes a controlling idea with a
clear purpose maintained throughout
the response.
Reading/
Research
Attempts to present information
in response to the prompt, but
lacks connections or relevance
to the purpose of the prompt.
Presents information from
reading materials relevant to the
purpose of the prompt with
minor lapses in accuracy or
completeness.
Presents information from reading
materials relevant to the prompt with
accuracy and sufficient detail.
Accurately presents information relevant
to all parts of the prompt with effective
selection of sources and details from
reading materials.
Attempts to provide details in
response to the prompt,
including retelling, but lacks
sufficient development or
relevancy.
Presents appropriate details to
support the focus and controlling
idea.
Presents appropriate and sufficient
details to support the focus and
controlling idea.
Presents thorough and detailed
information to strongly support the
focus and controlling idea.
Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate
organizational structure to
address the specific requirements
of the prompt, with some lapses
in coherence or awkward use of
the organizational structure
Maintains an appropriate
organizational structure to address
the specific requirements of the
prompt.
Maintains an organizational structure that
intentionally and effectively enhances the
presentation of information as required
by the specific prompt.
Conventions
Attempts to demonstrate
standard English conventions,
but lacks cohesion and control
of grammar, usage, and
mechanics. Sources are used
without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion. Uses
language and tone with some
inaccurate, inappropriate, or
uneven features. Inconsistently
cites sources.
Demonstrates a command of
standard English conventions and
cohesion, with few errors. Response
includes language and tone
appropriate to the audience, purpose,
and specific requirements of the
prompt. Cites sources using an
appropriate format with only minor
errors.
Demonstrates and maintains a welldeveloped command of standard English
conventions and cohesion, with few
errors. Response includes language and
tone consistently appropriate to the
audience, purpose, and specific
requirements of the prompt.
Consistently cites sources using an
appropriate format.
Content
Understanding
Attempts to include disciplinary
content in explanations, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary content
relevant to the prompt; shows
basic or uneven understanding of
content; minor errors in
explanation.
Accurately presents disciplinary
content relevant to the prompt with
sufficient explanations that
demonstrate understanding.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
Focus
Development
Organization
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A Guide to Collections--Appendix
Narrative Template Tasks for Template Task Collection 2
“After Researching”
“After Reading”
Narrative Template Tasks
Description
Task 26: [Insert optional question] After researching ________
(informational texts) on ________ (content), write ________ (a
narrative or substitute) that describes ________ (content).
(Narrative/Description)
Task 27: [Insert optional question] After reading ________
(literature or informational texts), write ________ (a narrative or
substitute) from the perspective of ________ (content).
(Narrative/Description)
ProceduralSequential
Task 28: [Insert optional question] After researching ________
(informational texts) on_____ (content), write ________ (a
narrative or substitute) that relates ________ (content) and the
events that ________ (content). (Narrative/Sequential)
Task 29: [Insert optional question] After reading ________
(literature or informational texts) about ________ (content),
write ________ (a narrative or substitute) that relates ________
(content). (Narrative/Sequential)
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A Guide to Collections--Appendix
Narrative Teaching Task Rubric for Template Task Collection 2
Scoring
Elements
Not Yet
1
Focus
Attempts to address prompt but
lacks focus or is off-task.
Controlling
Idea
Attempts to establish a theme or
storyline, but lacks a clear or
sustained purpose.
1.5
Approaches Expectations
2
Addresses prompt
appropriately, but with a weak
or uneven focus. D. Addresses
additional demands
superficially.
Establishes a theme or
storyline, but purpose is weak,
with some lapses in
coherence.
2.5
Meets Expectations
3
Addresses the prompt appropriately and
maintains a clear, steady focus. D:
Addresses additional demands
Sufficiently.
Establishes a theme or storyline, with a
well-developed purpose carried through
the narrative.
3.5
Advanced
4
Addresses all aspects of the prompt
appropriately and maintains a strongly
developed focus. D: Addresses additional
demands with thoroughness and makes a
connection to controlling idea.
Establishes a compelling theme or
storyline, with a well developed purpose
carried through the narrative through
skillful use of narrative techniques.
Reading/
Research
Directly restates information from
reading materials, interviews, and/or
visual materials; uses materials
inaccurately, OR information from
source materials is irrelevant for the
purpose at hand.
Uses reading materials,
interviews, and/or visual
materials with minor lapses in
cohesion, accuracy or
relevance.
Accurately integrates reading material,
interviews, and/or visual material to
authenticate the narrative.
Accurately and seamlessly integrates
reading material, interviews, and/or visual
material to authenticate the narrative
Development
Descriptions of experiences,
individuals, and/or events are overly
simplified or lack details.
Develops experiences,
individuals, and/or events with
some detail but sense of time,
place, or character remains at
the surface level.
Develops experiences, individuals,
and/or events with sufficient detail to
add depth and complexity to the sense
of time, place, or character.
Elaborates on experiences, individuals,
and/or events with comprehensive detail
to add depth and complexity to the
sense of time, place, or character.
Attempts to use a narrative
structure; composition is
disconnected or rambling.
Applies a narrative structure
(chronological or descriptive),
with some lapses in
coherence or awkward use of
the organizational structure.
Applies a narrative structure
(chronological or descriptive)
appropriate to the purpose, task, and
audience; storyline clearly conveys the
theme or purpose
Lacks control of grammar, usage, and
mechanics; little or ineffective use of
transitions.
Demonstrates an uneven
command of standard English;
inconsistently uses transitions
between sentences and
paragraphs to connect ideas.
Demonstrates a command of standard
English conventions with few errors;
consistently uses transitions between
sentences and paragraphs to connect
ideas. Provides bibliography or works
consulted when prompted.
Applies a complex narrative structure
(chronological or descriptive)
appropriate to the purpose, task and
audience that enhances communication
of theme or purpose and keeps the
reader engaged
Demonstrates a well-developed
command of standard English
conventions; effectively uses transitions
between sentences and paragraphs to
connect ideas. Provides bibliography or
works consulted when prompted.
Attempts to include disciplinary
content, but understanding of
content is weak; content is
irrelevant, inappropriate, or
inaccurate.
Briefly notes disciplinary
content relevant to the
prompt; shows basic or
uneven understanding of
content; minor errors in
explanations.
Accurately presents disciplinary content
relevant to the prompt with sufficient
explanations that demonstrate
understanding.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
Organization
Conventions
Content
Understanding
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A Guide to Collections--Appendix
Informative Essay Planner
The analysis essay can be expanded or contracted for more or less paragraphs.
Introduction:
I. Introductory sentence (background, include author/title) and one sentence summary that provides
context for the work
_____________________________________________________________________________________
_____________________________________________________________________________________
Informational sentence to connect introductory information to the thesis (if needed)
_____________________________________________________________________________________
_____________________________________________________________________________________
Thesis (topic + point you want to prove)
_____________________________________________________________________________________
_____________________________________________________________________________________
Body Paragraph #1:
II. Topic Sentence (topic + point relates to thesis)
_____________________________________________________________________________________
_____________________________________________________________________________________
A. Example/Quote (context with quote embedded)
_____________________________________________________________________________________
_____________________________________________________________________________________
Analysis (why important – link to topic sentence)
_______________________________________________________________________________
_______________________________________________________________________________
B. Example/Quote (context with quote embedded)
_____________________________________________________________________________________
_____________________________________________________________________________________
 Analysis (why important – link to topic sentence)
_____________________________________________________________________________________
_________________________________________________________________________
C. Sum-Up Sentence (ties ideas together – link to universal)
_____________________________________________________________________________________
_____________________________________________________________________________________
Body Paragraph #2:
III. Topic Sentence (topic + point relates to thesis)
_____________________________________________________________________________________
_____________________________________________________________________________________
A. Example/Quote (context with quote embedded)
_____________________________________________________________________________________
_____________________________________________________________________________________
Analysis (why important – link to topic sentence)
_______________________________________________________________________________
_______________________________________________________________________________
B. Example/Quote (context with quote embedded)
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A Guide to Collections--Appendix
_____________________________________________________________________________________
_____________________________________________________________________________________
 Analysis (why important – link to topic sentence)
_____________________________________________________________________________________
_________________________________________________________________________
C. Sum-Up Sentence (ties ideas together – link to universal)
_____________________________________________________________________________________
_____________________________________________________________________________________
Body Paragraph #3:
IV. Topic Sentence (topic + point relates to thesis)
_____________________________________________________________________________________
_____________________________________________________________________________________
A. Example/Quote (context with quote embedded)
_____________________________________________________________________________________
_____________________________________________________________________________________
 Analysis (why important – link to topic sentence)
______________________________________________________________________________
______________________________________________________________________________
__
B. Example/Quote (context with quote embedded)
_____________________________________________________________________________________
_____________________________________________________________________________________
Analysis (why important – link to topic sentence)
_____________________________________________________________________________________
_________________________________________________________________________
C. Sum-Up Sentence (ties ideas together – link to universal)
_____________________________________________________________________________________
_____________________________________________________________________________________
Conclusion:
Make a point about the significance of your essay and relates to the thesis.
_____________________________________________________________________________________
Write a lasting impression sentence that relates to the general topic or the work you are writing about –
it often involves a universal theme.
_____________________________________________________________________________________
_____________________________________________________________________________________
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A Guide to Collections--Appendix
Argumentation Essay Graphic Organizer
Introduction: What is your thesis/claim?
Reason 1:
Evidence with Citation(s):
Counter Argument/Opposition:
Reason 2:
Evidence with Citation(s):
Counter Argument/Opposition
Note: If you have additional reasons, repeat the above steps.
Conclusion: Restate your position and summarize the most important details. Try to incorporate the
Essential Questions into your conclusion.
146
A Guide to Collections--Appendix
Yes/No
Self-Revision & Editing Checklist
Organization
Where (paragraph #, sentence #)?
Is there a clear introduction, body, &
conclusion?
Does the introduction have enough
background for the reader?
Is there a clear thesis statement or claim?
Is the overall organization clear & effective?
Does every paragraph address the thesis in
some way?
Content/Style
Is the length appropriate?
Are the examples strong and clear enough
to make points clear?
Is the language convincing, clear, and
concise?
Is the piece creative (if applicable)?
Research/Sources
Are sources credible?
Is the research accurate, unbiased, and
complete (if applicable)?
Is each source commented on?
Are correct citations used?
Proofreading
Has the grammar and punctuation been
checked? If you had specific
grammar/punctuation lessons for this
assignment, have you checked for those
types of errors?
Is the title capitalized correctly (if
applicable)
Is the font correct? Are the margins correct
(if applicable)?
147
A Guide to Collections--Appendix
Peer Review Essay Checklist
Essay Author: ___________________________________________________________________
Peer Reviewer:__________________________________________________________________
Consider
Does the introduction
correctly identify all
three titles and authors?
Yes
No
Suggestion
Does your partner’s
controlling idea include a
perspective from all
three texts on how
Macbeth exhibits a
universal human trait?
Are the ideas in the
essay developed in a
logical order, using
appropriate transitions
to connect them?
Has the writer provided
sufficient and relevant
textual evidence in a
logically organized way?
Are any sections of the
essay confusing? What
additional information or
explanation could help
clarify the writer’s ideas?
Does the writer maintain
a formal style and
objective tone?
Is the conclusion an
accurate summary of the
analysis? Does it
eloquently synthesize
the central ideas of the
essay?
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A Guide to Collections--Appendix
Argumentation/Persuasive Essay Organizer
Title
Introduction & thesis statement/claim
Reason 1 in the argument
Evidence for Reason 1
Possible Completing View to Discuss for Reason 1
Reason 2 in the argument
Conclusion
Introduction:
Evidence for Reason 2
Possible Competing View to Discuss for Reason 2
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Reason 3 for Argument
Evidence for Reason 3
Possible Competing View to Discuss for Reason 3
Reason 4 for Argument
Evidence for Reason 4
Possible Competing View to Discuss for Reason 4
Conclusion
150
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Developing Text Dependent and Higher Order Questions
Level 1 Knowledge/Remember: Exhibit memory of previously learned material by recalling facts, terms,
basic concepts and answers.
Key Words
Questions
 Define
 Tell what happened________.
 Find
 What do you recall about_____?
 Identify
 What do you remember about_____?
 Label
 Make a facts chart about_______.
 List
 How would you recognize______?
 Locate
 How would you describe________?
 Memorize
 How would you define__________?
 Name
 How would you show________?
 Point to
 Which one_______?
 Recall
 Who is/are______?
 Recite
 What is/are_______?
 Recognize
 List________.
 Record
 Name_____.
 Remember
 Identify_________.
 Select
 Show
 State
 Tell
Level 2 Comprehension/Understand: Demonstrate understanding of facts and ideas by organizing,
comparing, translating, interpreting, giving descriptions and stating main ideas.
Key Words
Questions
 Demonstrate
 What is the main idea of_____?
 Describe
 Give an example of what you mean__?
 Discuss
 How can you demonstrate____?
 Distinguish
 Distinguish between ____and____?
 Explain
 How can you explain ____?
 Extend
 How can you summarize____?
 Generalize
 Clarify the meaning of ____.
 Illustrate
 What did you observe____?
 Interpret
 How would you rephrase the meaning of
____?
 Paraphrase

Interpret____.
 Reorder
 Restate____.
 Rephrase
 Elaborate on______.
 Restate
 Retell
 Summarize
 Translate
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Level 3 Application/Apply: Solve problems to new situations by applying acquired knowledge, facts,
techniques and rules in a different way.
Key Words
Questions
 Act out
 How could you change___?
 Apply
 How would you develop ___to___?
 Calculate
 How would you organize ____to show____?
 Change
 What examples can you give to ____?
 Choose
 What would the result be if ____?
 Construct
 How would you alter ___to___?
 Determine
 How would you modify ___to___?
 Develop
 How would you present ____?
 Manipulate
 How would you use the facts to predict___?
 Modify
 How would you solve____?
 Predict
 How would ___change if ____?
 Produce
 Select
 Show
 Sketch
 Solve
 Support
 Transfer
Level 4 Analysis/Analyze: Examine and break information into parts by identifying motives or causes.
Make inferences and find evidence to support generalizations.
Key Words
Questions
 Analyze
 Compare and Contrast___.
 Categorize
 What conclusion(s) can you draw____?
 Classify
 What is the relationship between ____?
 Compare
 What are the pros and cons of ____?
 Conclude
 What was the turning point____?
 Contrast
 How is ___similar to ___?
 Deduce
 What was the motive___?
 Diagram
 Why do you think___?
 Discriminate
 What can you infer___?
 Distinguish
 What evidence can you find___?
 Examine
 What ideas justify___?
 Infer
 Categorize ____.
 Inspect
 Investigate
 Survey
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Level 5 Synthesis/Create: Compile information together in a different way by combing elements in a new
pattern or proposing alternative solutions.
Key Words
Questions
 Arrange
 What could you invent_____?
 Combine
 How would you generate a plan to ___?
 Compose
 Suppose you could___. What would you
do____?
 Create

Devise a rule/theory to show____.
 Design

Design a way to improve____.
 Formulate

What alternative would you propose for
 Generate
______?
 Hypothesize

Create a _____to____.
 Integrate
 How would you adapt ____to create a
 Invent
different ____?
 Make
 Predict the outcome if ________.
 Organize
 Plan
 Portray
 Pretend
 Produce
 Propose
 Revise
Level 6: Evaluation /Evaluate: Present and defend opinions by making judgments about information,
validity of ideas or quality of work asked on a set of criteria.
Key Words
Questions
 Appraise
 Do you agree with_____? Why?
 Assess
 Assess the value of ____using set criteria.
 Choose
 How would you rank/prioritize/rate___?
 Critique
 What data did you use to arrive at that
conclusion___? Explain.
 Debate
 How would you defend ____?
 Defend
 How would you justify____?
 Evaluate
 Debate the issue____.
 Judge
 What is your opinion of____? Why?
 Justify
 What choice would you have made____?
 Prioritize
 Prove
 Rank
 Rate
 Recommend
 Value
 Verify
Adapted from Student Critical Thinking Wheel and EDUPRESS Quick Flip Questions for Critical Thinking
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SOAPSTone Graphic Organizer
Title of Piece:
Author:
Subject
The general topic, content,
and ideas contained in the
text. What is this piece
about?
Occasion
The time and place of the
piece; the current situation
or context which gave rise
to the writing or speech.
Audience
The group of readers to
whom this piece is directed.
The audience may be one
person, a small group, or a
large group. What
qualities, beliefs, or values
do the audience members
have in common?
Purpose
The reason behind the text.
What does the speaker,
writer, or filmmaker want
the audience to do, feel, say
or choose? In literature, we
call this the theme of the
piece.
Speaker
The voice that tells the
story, or in nonfiction, the
author. What do we know
about the writer’s life and
views that shape this text?
154
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Tone
What choice of words and
use of rhetorical devices let
you know the speaker’s
tone? Is the tone lighthearted or deadly serious?
Mischievous or ironic?
155
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Common Proofreading Symbols
Symbol
Meaning
Example
insert a comma
apostrophe or single
quotation mark
insert something
use double quotation marks
use a period here
delete
transpose elements
close up this space
a space needed here
begin new paragraph
no paragraph
156
A Guide to Collections--Appendix
Outline Worksheet
Topic: ______________________
I. Introduction (Ex: Story, Quote, Fact)
A. Background _________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
B. Thesis Statement _____________________________________________________
________________________________________________________________________
________________________________________________________________________
II.___________________________________________________ (First subtopic)
A.__________________________________________________ (First Point)
1.____________________________________________ (supporting evidence)
2.____________________________________________ (supporting evidence)
B.__________________________________________________ (Second Point)
1.____________________________________________ (supporting evidence)
2.____________________________________________ (supporting evidence)
III.___________________________________________________ (Second subtopic)
A._________________________________________________ (First Point)
1.____________________________________________ (supporting evidence)
2.____________________________________________ (supporting evidence)
B.__________________________________________________ (Second Point)
1.____________________________________________ (supporting evidence)
2.____________________________________________ (supporting evidence)
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IV.___________________________________________________ (Third subtopic)
A._________________________________________________ (First Point)
1.___________________________________________ (supporting evidence)
2.___________________________________________ (supporting evidence)
B._________________________________________________ (Second Point)
1.___________________________________________ (supporting evidence)
2.___________________________________________ (supporting evidence)
V. Conclusion: A restatement of the main points of your paper.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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ALL PURPOSE PLANNER
159
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Biography Information Sheet
(Collection 3—8th grade)
Name _____________________________________________________________________
Assigned partner ____________________________________________________________
DIRECTIONS: Look at how the questions are grouped. You and your partner need to decide how you are
going to split up the research.
Use these websites to gather information for your visual presentation:
http://www.shmoop.com/
http://www.worldbookonline.com/student/home
http://galenet.galegroup.com/servlet/CivilWar;jsessionid=3EA566EE779D78C62057188F4B1A67
A2?locID=coco13465
Name of the individual assigned to you:
A. When were they born? When did they die?
A. From what region? North or South?
A. What was their role in the abolition?
A. Were they a slave, abolitionist, or both?
A. If they were a slave--were they born into
slavery or sold into slavery?
B. What was the direct effect on the country
because of this person?
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A Guide to Collections--Appendix
B. How did this person relate to other people?
B. What did they learn from other people?
B. What are the direct contributions they made to
the abolishment of slavery?
B. Did this individual work alone or with others to
fight slavery?
C. What was the most interesting information you
learned from doing researching on this individual?
C. How did doing this research change your
perspective of the way you treat other people?
CHECKLIST FOR PRESENTATION
Did you include all the requirements?
Check here when
completed.
Title including your name, partner’s name, and period
All information from biography sheet
Correct citations from each source on a citation page
Include two images
Include a timeline with birthdate, significant life events, death date
Responses for A questions are grouped together
Responses for B questions are grouped together
Responses for C questions are grouped together
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CLUSTER DIAGRAM
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COMPARISON DIAGRAM
(Subject 1)
(Subject 2)
(Point A)
(Point B)
(Point C)
(Point D)
163
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CONTROVERSIAL ISSUE
Position statement:
Supporting Arguments
Counterarguments
164
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FOUR SQUARE SENTENCE TYPES
SIMPLE
COMPOUND
COMPLEX
COMPOUND-COMPLEX
165
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KWL CHART
TOPIC _______________________________________________________
K
W
L
What I Know
What I Want To Learn
What I Have Learned
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MAIN IDEAS AND DETAILS
Supporting Detail 1
Supporting Detail 2
Supporting Detail 3
167
A Guide to Collections--Appendix
TEXT EVIDENCE CHART
Title:
Title:
Title:
Title:
Claims
Evidence







Ideas
Reasons
facts
Examples
Definition
s
Concrete
details
Quotations
Dialogue
Patterns


Causes
Effects
168
A Guide to Collections--Appendix
TREE MAP
Subject
Parts
169
A Guide to Collections--Appendix
Essential Vocabulary:
My ability to identify and understand essential words and terms in the text. List words specific to text.
Add definitions and notes on connotation.
WORD MAP
definition
antonym
170
Florida Standards Assessment Blueprint—Grade 11
Concept Definition Chart
What is it?
Concept
What is it like?
What are some examples?
171
Florida Standards Assessment Blueprint—Grade 11
District Nondisclosure
172