Common Core
Instructional Module
Grade 8 English
Module 1
TEACHER PACKET
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Common Core-Aligned Instructional Module
Grade 8
What is truth? Is truth the same for everyone?
Overview
1) The recommended autobiography for this module is Narrative of the Life of Frederick Douglass.
This selection is an 1845 memoir and essay on abolition written by famous orator and former slave
Frederick Douglass. It is generally held to be the most famous of a number of narratives written by
former slaves during the same period. In factual detail, the text describes the events of his life and is
considered to be one of the most influential pieces of literature to fuel the abolitionist movement of
the early 19th century in the United States. Teachers may choose to have students read the entire
selection, or select passages for close reading that capture the essence of the story and support the
essential questions: What is truth? Is truth the same for everyone?
2) Introduce the Essential Question (TE 2-3) in the Common Core Aligned Prentice Hall teacher’s
edition. Selections were chosen that address the essential question with similar Big Question
themes. The narrator in “Raymond’s Run,” for example, discovers an important truth about herself
that changes her views of both her brother and herself that will greatly impact her forever. In “Cub
Pilot on the Mississippi,” a young man gets into a violent dispute with his boss over who is telling the
truth. Martin Luther King Jr. draws on the statement that “all men are created equal” to make his
point. Students will think critically in discussing whether or not King’s dreams of equality match the
reality of today’s world.
3) Three Common Core-aligned ELA/Literacy instructional strategies have been identified for districtwide focus:
 Reading and writing informational text
 Academic conversation/discourse
 Formative assessment
These instructional strategies are at the heart of these modules as we prepare our students to be
college and career ready. The teacher packet includes support materials for each of these strategies.
4) At the conclusion of this module, students will be asked to analyze and synthesize information from
several sources which address the essential question in an SBAC-like informational writing
performance task. Please note this is NOT a summative assessment about the narrative and/or the
Prentice Hall selections. Students will be expected to cite evidence from the sources provided in the
writing assessment to address the essential questions: What is truth? Is truth the same for
everyone?
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Text Selections and Other Resources
Prentice Hall Selections
Additional Selections
*ONLY in new CCSS Edition (TE); **BOTH new (TE) and Timeless Voices
(SE); No asterisk – ONLY in Timeless Voices (SE)

From the “Narrative of the Life of Frederick
Douglass, an American Slave” * (TE 18)
“Raymond’s Run” ** (TE 26. SE 288)
“Cub Pilot on the Mississippi” ** by Mark Twain
(TE 66, SE 100)
“The American Dream” ** by Martin Luther King
Jr. (TE 170 SE 672)
”The Finish of Patsy Barnes” ** (TE 192, SE 556)
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Frederick Douglass video
http://www.history.com/topics/blackhistory/frederick-douglass
Truth in Advertising http://www.ftc.gov/newsevents/media-resources/truth-advertising
Optical Illusion: Stretching the Truth
https://www.youtube.com/watch?v=fF9pFZV6KLo
Prentice Hall Common Core Companion (student workbook): includes graphic organizers for Common Core
literacy skills
District website http://www.wccusd.net: for additional resources select Instruction  English Language Arts
 Secondary
This module highlights the following College and Career Readiness Anchor
Standards (see grade level standards for additional specificity):
CCR.R.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.
CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
CCR.R.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
CCR.W.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.
CCR.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
CCR.W.9: Draw evidence from literary and or informational texts to support analysis, reflection, and research.
CCR.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others’ ideas and expressing their own clearly and persuasively.
CCR.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style and to comprehend more fully when reading or listening.
CCR.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
CCR.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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Reading & Writing Informational Text Strategies
Because the ELA classroom must focus on literature (stories, drams, and poetry) as well as literary
nonfiction, a great deal of informational reading in grades 6-12 must take place both in English classes as
well as other content areas. To ensure students’ growth toward college and career readiness, the
distribution of informational reading and writing should correlate with the National Assessment of
Educational Progress’s Reading and Writing Frameworks which follow.
Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework
Grade
Literary
Information
4
50%
50%
8
45%
55%
12
30%
70%
(2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.
Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework
Grade
To Persuade
To Explain
To Convey Experience
4
30%
35%
35%
8
35%
35%
30%
12
40%
40%
20%
Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress.
Writing Standard 9 for grades 4th - 12th grade requires students to be able to write about what they read. They must
draw evidence from literary and or informational texts to support analysis, reflection, and research.
Students must be provided ample opportunities to build comprehension through independent annotation exercises
and collaborative conversations. The following graphic organizers can assist in providing that kind of needed
support. Additional resources can be found on the district website (Departments  English Language Arts 
Secondary).
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Name
#
Per.
Date
Citing Evidence
CCR.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Directions: Complete an initial close read of the text with a partner, or whole class. After reading the text, use the table to record data as you complete a
second read of the text independently. Select and write down specific phrases or sentences from the text and explain the significance of each.
Specific Phrase or Sentence (Evidence)
Analysis or Inference
1.
2.
3.
4.
5.
6.
7.
8.
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Reading & Writing Informational Text Strategies: Close Reading
A significant body of research links the close reading of complex text—whether the student is a struggling
reader or advanced—to significant gains in reading proficiency and finds close reading to be a key
component of college and career readiness.
(Partnership for Assessment of Readiness for College and Careers, 2011, p. 7)
What Is Close Reading?
Essentially, close reading means reading to uncover layers of meaning that lead to deep comprehension.
The Partnership for Assessment of Readiness for College and Careers supplies clarification useful for
teaching with Common Core standards in mind:
Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining
meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing
student attention on the text itself empowers students to understand the central ideas and key supporting
details. It also enables students to reflect on the meanings of individual words and sentences; the order in
which sentences unfold; and the development of ideas over the course of the text, which ultimately leads
students to arrive at an understanding of the text as a whole.
The Prentice Hall Common Core Companion Teacher’s Edition provides many examples of close reading.
For each selection, they delineate specific passages (bracketed lines) that support students’ understanding
of the selection and directly tie them to the Big Question which often relates to the ELA module’s essential
question.
There is a great video of high school students demonstrating close reading that teachers have successfully
shared with their students. Go to http://www.youtube.com/watch?v=adXdTXEzmzE
Annotation is a powerful tool to aid students in deconstructing complex text. Cornell Notes have been
around for many years and continue to be useful. Asking students to annotate what they are reading is
also a highly recommended research based strategy. Included in this packet is a Metacognitive Marker
chart that you can use with your students.
Additional support materials for Close Reading can be found at the district website (Departm ents  English
Language Arts  Secondary)
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METACOGNITIVE MARKERS
Use the following symbols for making notations and
marking the text.
 I agree with this. This makes sense to me.
 I am confused by this. This doesn’t make sense to me.
 I have a question about this. This makes me want to
know more.
!! Wow! This is important. I have strong feelings about
this.
 This is true for me. I can relate this to my own
experience.
Adapted from Summarization in Any Subject, Rick Wormeli
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Collaborative Conversation Strategies
Collaborative conversations are characterized by purposeful talk focused around topics and texts appropriate to the
grade level and discipline. They are sustained discussions between students in which ideas are presented, defended,
elaborated upon, and responded to. Collaborative conversations encourage exchange of ideas, based on evidence,
that generate critical thinking and stronger understanding and comprehension. Doug Fisher (2012) describes
collaborative conversations as discussions in which student “argue without being argumentative and disagree
without being disagreeable.”
Provide academic language support as needed: Examples include sentence starters such as:
o
o
o
o
o
I disagree with ______________ because _____________.
The reason I believe ____________ is ________________.
The facts that support my idea are ___________________.
In my opinion ________________.
One difference between my idea and yours is __________________.
The list below is a small sampling of strategies. Additional resources for collaborative conversations can be found on
the district website (Departments  ELA  Secondary)
 Conversation Roundtable: Students fold piece of paper into fourths, then
fold over the center corner into a small triangle. When opened, the paper is
divided into sections as shown. Students record their own notes in the
upper left quadrant. Four students then participate in a discussion. As
students listen to what the others are saying, they record notes in each of the
other three quadrants. One use of the conversation rountable is as a video
reflection tool.
 Carousel: Small groups of students rotate to posters around the classroom. Students respond to, discuss
and post answers to images/prompts/questions on the posters and reflect on other students’ comments.
 Collaborative poster: Small groups of students collaborate to create posters with specific visual
information (drawings and text). Each student uses an assigned colored marker. Each student is
accountable for creating and presenting their contribution to the poster. Students discuss critically, explain,
and make decisions to complete this task.
 Fishbowl Discussion: Fishbowls involve a small group of students seated in circle having a conversation
(fish). They are surrounded by a larger group of observers seated in an outer circle (bowl). The facilitator
gives a short input of 5-10 minutes which sets out the general outline of the discussion. After that the inner
circle starts to discuss while the outer circle listens and observes. Students are moved between the inner
and outer circles so that all have an opportunity to participate in both roles.
 Socratic Seminar: Students engage in a formal discussion, based on a text, in which the leader asks openended questions. Within the context of the discussion, students listen closely to the comments of others,
thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of
others. They learn to work cooperatively and to question intelligently and civilly.
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Essential Questions: What is truth? Is truth the same for everyone?
Collaborative Conversation/Academic Discourse
“Many people, especially ignorant people, want to punish you for speaking the truth, for being
correct, for being you. Never apologize for being correct, or for being years ahead of your time.
If you are right, and you know it, speak your mind. Speak your mind even if you’re a majority of
one. The truth is still the truth.
~Mahatma Gandhi
If you do not tell the Truth about yourself you cannot tell it about other people.
~Virginia Woolf
“The TRUTH may hurt for a little while but A LIE hurts forever.”
~Unknown
“Take the risk of thinking for yourself- much more happiness, truth, beauty, and wisdom will
come to you that way.”
~Christopher Hitchens
“Lies run sprints, but the truth runs marathons.”
~ Michael Jackson
Source for quotes about truth: https://www.google.com/search?q=quotes+about+truth&tbm=isch&tbo=u&source=univ&sa=X&ei=bzbpU-iVEcr8oATroKgBg&sqi=2&pjf=1&ved=0CC8QsAQ&biw=1021&bih=930
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Name: _________________________________
Period: _______
Date: ________________
Collaborative Conversation
Topic for discussion: _________________________________________
My Thoughts…
My Partner’s Thoughts…
Now write a one paragraph summary about today’s topic. Use valid reasoning and relevant evidence to support your claim. Include ideas that came from
your conversation with your partner in your analysis.
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Formative Assessment Strategies
The purpose of assessment tasks and activities is to provide the teacher with a window into students’
cognitive processes. Formative assessments allow students to show their thinking and allow teachers a
way to see and gauge students’ understanding and adjust instruction accordingly. As James Popham states,
“Formative assessment looks at ends (or outcomes) as a way of deciding whether means (inputs) need to
be changed.” [From “Formative Assessment: Its Aristotelian Essence”:
http://www.amplify.com/assets/regional/Popham_FA_Essence.pdf]
Formative assessment can take the form of checklists, written or oral responses, graphic organizers,
Socratic questioning, etc. They can also be more informal, such as teacher observations of student
performance or collaborative conversations. The list below is a small sampling of strategies. Additional
resources for formative assessment:
- District website  Departments  ELA  Secondary
- http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html.
 Small group close reading and collaborative conversations: Students work in small groups to
identify key understandings and academic vocabulary from short text selections. Teacher
observation of group work informs next steps of instruction (extend, mitigate, reteach...)
 Graphic Organizers: Students complete word/idea webs or concept maps, flowcharts, cause/effect
charts, sequence charts, Venn diagrams…to show their understanding of ideas and concepts.
Teacher review of these determines adjustments to instruction.
 Think-Pair-Share or Write-Pair-Share: Students considers their own response to a prompt, text,
lecture, etc., followed by sharing their reflections with a partner. Teacher circulates and listens in
to gauge student understanding.
 Entry/Exit Cards: As students enter or exit class, they respond to a prompt displayed on the board
related to the topic of that day’s lesson. For example, after a lesson on tone and word choice,
sample prompts might be: “Identify details that reveal the tone of the text that you are reading.
Explain your ideas.” Or “Identify words or phrases that stood out to you while you were reading.
How does the author’s word choice add to the text?”
Low-tech – sticky notes; high-tech – cell phone responses (e.g. www.padlet.com )
 3-Minute Papers: Students complete 1- to3-minute quick writes on a topic or big idea. This
provides the teacher with insights into the reasoning processes that students are using to inform
next steps of instruction.
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Three “3-Minute Papers”
(Adapted from Bay Area Writing Project)
Step One: Solo Reading Task. Students read for the big ideas and highlight quotes that strike them as important or
make them think.
Step Two: 3-Minute Papers. Students write three “3-minute” papers in their notebooks summarizing the reading
selection being discussed.
3-Minute Paper # 1: Students write a brief statement for each sentence starter.
The author explains__________. The author describes __________. The author questions __________.
(Ask students to skip a few lines)
3-Minute Paper # 2: Students review what they highlighted and thought was important and pick one quote
that really makes them think. Then students write about “why this quote makes you think”.
The author’s statement “_______________,” makes me think about/wonder _______________.
The author’s point, “_______________,” suggests that _______________.
(Ask students to skip a few lines)
3-Minute Paper # 3: Students finish the statement:
The author probably believes that _______________ because_______________.
Step Three: Notebook Exchange.
1. Students exchange notebooks and read each other’s 3-minute papers.
2. Students highlight one line they found interesting and/or helped them add to their understanding of the
text. The line can come from any of the three papers.
3. Students write a sticky-note response, explaining why he/she found that particular line to be of interest.
Dear _______________,
Your statement/thoughts about _______________ are interesting because _______________. Your
statement/thoughts added to my thinking because _______________.
Step Four: Students participate in academic conversations to share their learning.
This activity addresses the following Common Core Anchor Standards:

CCR.Reading Standard 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.

CCR.Speaking & Listening Standard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others’ ideas and expressing their own clearly and persuasively.

CCR.Language Standard 6: Acquire and use a range of general academic and domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level…
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