English Language Arts/Reading
Course: Language Arts – Grade 8
Focus: Poetry, Expository
TEKS
Guiding Questions/
Specificity
Assessment
Designated Six Weeks: Second
Days to teach: 23
Academic
Instructional
Vocabulary
Strategies
Resources/
Weblinks
Ongoing TEKS reinforced each six weeks
ELA Google Drive: https://drive.google.com/folderview?id=0B2ZIZkYLMHTHNm5uaElMUnhONzg&usp=sharing
Holt McDougal Literature: http://my.hrw.com/
Texas Write Source: https://ws.hmhpub.com/writesource/login
Texas College and Career Readiness Standards (CRS): http://www.thecb.state.tx.us/collegereadiness/crs.pdf
English Language Proficiency Standards (ELPS): http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
2nd Six Weeks – New TEKS introduced
Affixes to master: bell, gamy, maj, palp, ag, dys, nym, somn, zym, carn, hetero, junct, plac, test, astro, myo
Reading
(8.4) Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and
provide evidence from the text to support their understanding.
How do details enhance The author uses (fig. lang) in lines Compare
Read oral poetry
-Holt Unit 5
**Students are expected
___ to show ___.
Contrast
www.webenglishteac
to compare and contrast imagery in literature?
Poetic form
Annotation
her.com/poetrygenera
he relationship between
How does a poem’s
Which lines best show the
Epic poetry
Author’s purpose
l.html
the purpose and
structure help me
speaker’s feelings of ___?
Lyric poetry
Generalization
characteristics of
understand its meaning?
Inference
Poetry Resource:
different poetic forms
How are the (object) and the
Main Idea
http://learner.org/reso
(e.g. epic poetry, lyric
What are the
speaker similar?
urces/lessonplanbrow
poetry) (Supporting)
characteristics of
ELPS 1C, 1H, 4J
se.html?grade_levels[
College Readiness
different literary forms? Which line from the poem best
-concept maps,
]=6Standard (CRS):
expresses the speaker’s sense of
drawing,
8&disciplines[]=LIT
(Reading C.4b)
-Students should
dread?
memorizing,
&page=1&per_page=
understand theme of
compare, contrast,
20&query
poems
Dividing the poem into two
reasoning, analyze
stanzas allows the poet to—
sayings and gestures,
-Study lyric and epic
prediction, making
poems
The (object) is important to the
connections, drawing
poem because it represents—
inferences
Writing connection:
Write a poem using and The poet most likely intends for
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.
Revised June 2016
1
English Language Arts/Reading
Course: Language Arts – Grade 8
Focus: Poetry, Expository
TEKS
Guiding Questions/
Specificity
identifying poetic
techniques, figurative
language, and graphic
elements.
Assessment
Designated Six Weeks: Second
Days to teach: 23
Academic
Instructional
Vocabulary
Strategies
Resources/
Weblinks
the last two lines to express the
speaker’s –
In the poem, the speaker’s mood
changes from –
Based on the last stanza, the
reader can conclude that the
speaker—
(8.8) Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory
language creates imagery in literary text and provide evidence from text to support their understanding.
How can I determine
How did the author’s descriptions Simile
ELPS 4J
-Activities:
**Students are expected
the author’s use of
of the setting enhance the reader’s Extended metaphor
-predicting, making
http://www.atozteach
to explain the effect of
imagery in a piece of
understanding of the story?
connections, drawing erstuff.com/Lesson_P
similes and extended
literature?
inferences and
lans/Language_Arts/
metaphors in literary
Which literary device used by the
conclusions, using
_Grades_6text. (Supporting)
Writing Connection:
author helps the reader to
text evidence
8/index.shtml.
(CRS): (Reading A.10ab) Write responses to
understand the main character at a
literature and accurate
deeper level?
-Lesson ideas:
summaries using
http://exchange.smart
Mentor texts.
The author included paragraph __
tech.com/search.html
to –
?q=metaphor.
The metaphor in the first stanza is
used to emphasize that the –
The poet uses a simile in lines __
and __ to reveal that the
speaker—
In stanza __, the poet’s use of a
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.
Revised June 2016
2
English Language Arts/Reading
Course: Language Arts – Grade 8
Focus: Poetry, Expository
TEKS
Guiding Questions/
Specificity
Assessment
Designated Six Weeks: Second
Days to teach: 23
Academic
Instructional
Vocabulary
Strategies
Resources/
Weblinks
metaphor suggests that –
Read these lines from the poem.
These lines highlight the
speaker’s discomfort because they
show that—
(8.10) Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide
evidence from text to support their understanding. Students are expected to:
**(A) summarize the
**(A) summarize the
**(A) summarize the main
**(A) summarize
**(A) summarize
**(A) summarize
main ideas, supporting
main ideas,
ideas, supporting details, and
the main ideas,
the main ideas,
the main ideas,
details, and relationships supporting details,
relationships among ideas in
supporting details,
supporting details,
supporting details,
among ideas in text
and relationships
text succinctly in ways that
and relationships
and relationships
and relationships
succinctly in ways that
among ideas in text
maintain meaning and logical
among ideas in text
among ideas in text
among ideas in text
maintain meaning and
succinctly in ways that order; (Readiness)
succinctly in ways
succinctly in ways
succinctly in ways
logical order;
maintain meaning and
that maintain
that maintain
that maintain
College Readiness Standard
(Readiness)
logical order;
meaning and logical meaning and logical meaning and logical
(CRS): (Reading A.3a, A.4)
(Readiness)
order; (Readiness)
order; (Readiness)
order; (Readiness)
College Readiness
Standard (CRS):
College Readiness
(B) distinguish factual claims
College Readiness
College Readiness
College Readiness
(Reading A.3a, A.4)
Standard (CRS):
Standard (CRS):
Standard (CRS):
Standard (CRS):
from commonplace assertions
(Reading A.3a, A.4)
(Reading A.3a, A.4)
(Reading A.3a, A.4)
(Reading A.3a, A.4)
and opinions and evaluate
(B) distinguish factual
inferences from their logic in
(B) distinguish factual text; (Supporting)
(B) distinguish
(B) distinguish
(B) distinguish
claims from
commonplace assertions claims from
factual claims from
factual claims from
factual claims from
(CRS): (Reading A.10)
and opinions and
commonplace
commonplace
commonplace
commonplace
evaluate inferences from assertions and
assertions and
assertions and
assertions and
their logic in text;
opinions and evaluate
opinions and
opinions and
opinions and
(Supporting)
inferences from their
evaluate inferences
evaluate inferences
evaluate inferences
logic in text;
from their logic in
from their logic in
from their logic in
(CRS): (Reading A.10)
(Supporting)
**(C) make subtle inferences
text; (Supporting)
text; (Supporting)
text; (Supporting)
and draw complex conclusions
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.
Revised June 2016
3
English Language Arts/Reading
Course: Language Arts – Grade 8
Focus: Poetry, Expository
TEKS
Guiding Questions/
Specificity
(CRS): (Reading A.10)
**(C) make subtle
inferences and draw
complex conclusions
about the ideas in text
and their organizational
patterns; and
(Readiness)
(CRS): (Reading A.5b,
A.8a)
(CRS): (Reading A.1d,
A.3a, A.11a)
about the ideas in text and their
organizational patterns; and
(Readiness)
** (D) synthesize and make
logical connections between
ideas within a text and across
two or three texts representing
similar or different genres and
support those findings with
textual evidence. (Readiness)
(CRS): (Reading
A.10)
(CRS): (Reading
A.10)
(CRS): (Reading
A.10)
**(C) make subtle
inferences and draw
complex conclusions
about the ideas in
text and their
organizational
patterns; and
(Readiness)
**(C) make subtle
inferences and draw
complex conclusions
about the ideas in
text and their
organizational
patterns; and
(Readiness)
**(C) make subtle
inferences and draw
complex conclusions
about the ideas in
text and their
organizational
patterns; and
(Readiness)
(CRS): (Reading
A.5b, A.8a)
(CRS): (Reading
A.5b, A.8a)
(CRS): (Reading
A.5b, A.8a)
** (D) synthesize
and make logical
connections between
ideas within a text
and across two or
three texts
representing similar
or different genres
and support those
** (D) synthesize
and make logical
connections between
ideas within a text
and across two or
three texts
representing similar
or different genres
and support those
** (D) synthesize
and make logical
connections between
ideas within a text
and across two or
three texts
representing similar
or different genres
and support those
(CRS): (Reading A.1d, A.3a,
A.11a)
** (D) synthesize and
make logical
connections between
ideas within a text and
across two or three
texts representing
similar or different
genres and support
those findings with
textual evidence.
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.
Revised June 2016
Resources/
Weblinks
(CRS): (Reading A.5b, A.8a)
**(C) make subtle
inferences and draw
complex conclusions
about the ideas in text
and their
organizational
patterns; and
(Readiness)
(CRS): (Reading A.5b,
A.8a)
** (D) synthesize and
make logical connections
between ideas within a
text and across two or
three texts representing
similar or different
genres and support those
findings with textual
evidence. (Readiness)
Assessment
Designated Six Weeks: Second
Days to teach: 23
Academic
Instructional
Vocabulary
Strategies
4
English Language Arts/Reading
Course: Language Arts – Grade 8
Focus: Poetry, Expository
TEKS
Guiding Questions/
Specificity
(Readiness)
(CRS): (Reading A.1d,
A.3a, A.11a)
Assessment
Designated Six Weeks: Second
Days to teach: 23
Academic
Instructional
Vocabulary
Strategies
Resources/
Weblinks
findings with textual
evidence.
(Readiness)
findings with textual
evidence.
(Readiness)
findings with textual
evidence.
(Readiness)
(CRS): (Reading
A.1d, A.3a, A.11a)
(CRS): (Reading
A.1d, A.3a, A.11a)
(CRS): (Reading
A.1d, A.3a, A.11a)
(8.13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to
impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
How do students write
(A) Was the focus the newspaper
Evaluate
-Modeling
-Holt Media p.508,
(A) evaluate the role of
research-based pieces
gave to the event of __
Opinion
-Group collaboration
p.578
media in focusing
while using elements of reasonable?
Issue
-Mentor texts
Point of View p.170,
attention on events and
research along with
Media
p.231
informing opinion on
tone, voice, and other
Did the television news program
ELPS 4J, 4K, 2F, 1G,
issues; (Supporting)
writing techniques?
present both sides of (or opinions
Technique
4B
-Activities:
(CRS): (Reading A.9a)
on) this issue?
Point of View
-recognize
http://www.angelfire.
- Embed persuasive
Audience
directionality in
com/ms/MediaLitera
(B) How did the angle that the
Impact
reading, predicting,
cy/Grade8.html.
(B) interpret how visual techniques
-Focus on media
cameraman used in this television
make connections,
and sound techniques
literacy (after STAAR)
presentation influence the viewer?
draw inferences and
-United Streaming
(e.g., special effects,
in connection with text
conclusions, find text -Safari Montage
camera angles, lighting,
What special effects did the
evidence, evaluate
-WebQuest:
music) influence the
Writing connection:
Internet advertisement use to
written information,
http://www.frankwba
message; (Supporting)
Incorporate short
influence the reader?
derive meaning from
ker.com/ad_lesson_pl
answer writing into
a variety of media for ans.htm.
evaluations/assessments How was the reader influenced by
language attainment,
the music in the television
analyze, distinguish
advertisement?
between informal and
formal language
(C) What technique did the
(C) evaluate various
television announcer use to
techniques used to create
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.
Revised June 2016
5
English Language Arts/Reading
Course: Language Arts – Grade 8
Focus: Poetry, Expository
TEKS
Guiding Questions/
Specificity
a point of view in media
and the impact on
audience; and
(CRS): (Reading A.9b)
(D) assess the correct
level of formality and
tone for successful
participation in various
digital media.
Assessment
Designated Six Weeks: Second
Days to teach: 23
Academic
Instructional
Vocabulary
Strategies
Resources/
Weblinks
impact the audience with his/her
point of view?
Why does the advertisement
begin with a question?
(D) What would be a more formal
way of presenting this
information?
Was the information in this
advertisement presented at the
correct level of formality and
tone? Why or Why not?
Why is the map included at the
end of the selection?
Writing
(8.15) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are
expected to:
How does figurative
Rubric based on SE’s
Hyperbole
-Teacher modeling
-Texas Write Source
**(B) write a poem
language contribute to
Idioms
-Collaborative
p. 373
using:
the author’s purpose in
Meter
writing
-Holt Units 5 and 7
(i) poetic techniques
poetry?
Personification
-Mentor texts
(e.g., rhyme scheme,
Rhyme scheme
Write for Texas
meter);
-Look at the structure
Sensory details
-“I do, we do, you
www.writefortexas.or
(ii) figurative language
of various poetry
Setting
do” model
g
(e.g., personification,
examples for models
Style
idioms, hyperbole); and
Tone
ELPS 5B, 5F, 5G, 1E -Poetry cafe:
graphic elements (e.g.,
http://blogs.scholastic
word position). scheme,
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.
Revised June 2016
6
English Language Arts/Reading
Course: Language Arts – Grade 8
Focus: Poetry, Expository
TEKS
Guiding Questions/
Specificity
meter);
figurative language (e.g.,
personification, idioms,
hyperbole); and
(iii) graphic elements
(e.g., word position).
(CRS): (Writing A.1b)
Assessment
Designated Six Weeks: Second
Days to teach: 23
Academic
Instructional
Vocabulary
Strategies
Resources/
Weblinks
.com/top_teaching/20
10/05/poetrycafe.html.
-Poetry ideas:
http://www.poetryonline.org/writingpoetry.htm.
-Rubrics:
http://www.rubrician.
com/language.htm.
www.poemhunter.co
m,
(8.17) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to
specific audiences for specific purposes. Students are expected to:
Am I able to formulate
Ask questions about text: literal,
Graphics
Short answer
(C) write responses to
-Texas Write Source
a well-developed short
interpretive, evaluative, universal
Images
response with text
p. 337
literary or expository
answer response to
questions
Multi-Media
evidence
p. 457
texts that demonstrate
Presentation
use of writing skills for a expository text?
Make inferences using textual
Sound
Collaborative writing -Lesson ideas:
multi-paragraph essay
What have I read that is evidence
Text
Video clips
http://www.angelfire.
and provide sustained
com/ms/MediaLitera
evidence from text using similar to what I am
trying to write?
Retell important events
ELPS 1G, 5F, 5G
cy/Grade8.html.
quotations when
Summarize, paraphrase, and
http://ritter.tea.state.t
appropriate
How can I produce
synthesize texts
x.us/rules/tac/chapter Empowering Writers
multi-media
074/ch074a.html#74. www.empoweringwri
(D) produce a
4
ters.com
multimedia presentation presentations using text, Rubric based on SE’s
graphics, images and
involving text, graphics,
-Safari Montage
images, and sound using sounds?
available technology.
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.
Revised June 2016
7
English Language Arts/Reading
Course: Language Arts – Grade 8
Focus: Poetry, Expository
TEKS
Guiding Questions/
Specificity
Assessment
Designated Six Weeks: Second
Days to teach: 23
Academic
Instructional
Vocabulary
Strategies
Resources/
Weblinks
Oral and Written Conventions
(8.19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and
writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:
How are the
Students demonstrate
Appositive Phrases
-Interactive notebook -Texas Write Source
**(A) use and
conventions of
comprehension of conventions
Phrases/Clauses
-Show students
p. 328, 534, 575, 648
understand the function
academic language
through writing and speaking.
Sentence structures
examples of
p. 193, 560, 558, 560,
of the following parts of
used to form effective
Subordinating
conventions and
579, 792, 794
speech in the context of
sentences?
Assess with revising and editing
conjunction
sentences and have
p. 561-584, 744-753
reading, writing, and
Modifier
them replicate in
speaking:
Antecedent
writing using Mentor -Holt Units 1 and 2
(ii) appositive phrases; -Introduce then practice
through writing
Parallel structure
texts
(v) subordinating
Tense
conjunctions (e.g.,
ELPS 5E, 5F
because, since);
http://ritter.tea.state.t
(CRS): (Writing A.5cd)
x.us/rules/tac/chapter
http://www.thecb.state.tx.us/c
074/ch074a.html#74.
ollegereadiness/crs.pdf
4
**(C) use a variety of
complete sentences (e.g.,
simple, compound,
complex) that include
properly placed
modifiers, correctly
identified antecedents,
parallel structures, and
consistent tenses.
(CRS): (Writing A.5bce)
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.
Revised June 2016
8
English Language Arts/Reading
Course: Language Arts – Grade 8
Focus: Poetry, Expository
TEKS
Guiding Questions/
Specificity
Assessment
Designated Six Weeks: Second
Days to teach: 23
Academic
Instructional
Vocabulary
Strategies
Resources/
Weblinks
(8.20) Writing/Conventions of Language/Handwriting. Students write legibly and use appropriate capitalization and punctuation conventions in their
compositions. Students will continue to apply earlier standards with greater complexity. Students are expected to:
Can students create
Assess with writing, revising, and Comma
-Peer editing
-Texas Write Source
(B) use correct
legible documents
editing
Introductory structure -Interactive notebook p.196, 197, 565, 577,
punctuation marks,
using appropriate
Dependent adverbial
-Show students
579
including:
convention of
clause
examples of proper
p. 748.3, 750.4
(i) commas after
punctuation?
Complex sentence
use of conventions
introductory structures
and have them
and dependent adverbial
replicate and create
clauses, and correct
their own
punctuation of complex
sentences;
ELPS 5C
(CRS): (Writing A.5a)
http://ritter.tea.state.t
http://www.thecb.state.tx.us/c
x.us/rules/tac/chapter
ollegereadiness/crs.pdf
074/ch074a.html#74.
4
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.
Revised June 2016
9