2015-2016 Curriculum Blueprint
Grade: 8
Course: M/J Lang. Arts 3 / Advanced
Unit 1: Writing to Inform/Explain From Close Reading (Collection 4)
Text Complexity Measures: Lexile Band 680L-1080L
Qualitative Rubrics: Literary, Informational
Approximate
Time:
6 Weeks
Unit Overview
By the end of Unit 1, students should be able to explain concepts, ideas, or techniques as presented in the texts they have read closely, as well as be able to express
their findings in clear, focused writing.
While studying texts of varying genres throughout the unit, teaching will emphasize the overarching LAFS.K12 focus standards of R.1.2 (Determine central ideas or
themes of a text and analyze their development; summarize the key supporting details and ideas), R.1.3 (Analyze how and why individuals, events, or ideas develop
and interact over the course of a text), and W.1.2 (Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of content).
The best HMH Collection to utilize for teaching of the focus standards and pertinent Recursive Standards is Collection 4: Approaching Adulthood. The readings in
Collection Four explore the passage from childhood to adulthood. This thematic connection is important, but secondary to the teaching of the focus standards and the
skills embedded therein.
The performance task in the fifth week will give students an opportunity to demonstrate that they have learned the standards at the appropriate cognitive complexity
and with complex text(s).
Common Performance Task
R.1.2, W.1.2
After reading the texts in Collection Four on the complicated transition to adulthood, select one of the text and write an essay in which you explain what your text
reveals about that transition from childhood to adulthood and explore how the author develops the message. Support your discussion with evidence from the text.
[Cognitive Demand: Explanation; LDC Template IE 3]
FSA Informative/Explanatory Rubric
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Learning Goals
Students will be able to:
Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas. Scale
Analyze how and why individuals, events, or ideas develop and interact over
the course of a text. Scale Scale
Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization,
and analysis of content. Scale
Sample Essential Questions
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How can I determine and summarize the central idea of the text based on
details provided by the author?
How do the actions of the characters in the text move the plot to a
resolution?
How can the details elaborated in the text increase my understanding of
what I read?
How can I use details from the text related to theme to determine the
author’s message?
How can I use information to express an idea?
How can I use domain-specific vocabulary to express ideas accurately?
8th Grade Draft | July 2015
Cluster of Focus Standards
*The LAFS.K12 Standards are broken down into grade level specific standards.
*Utilize the Standards One Pagers for full standard, standards-based question stems, and examples of unpacking the standard into specific skills.
Link to Webb’s DOK Guide
Link to FSA Test Item Specs
Speaking and Listening
LAFS.K12.SL.1.1:
 LAFS.8.SL.1.1 (DOK 3)
Reading
LAFS.K12.R.1.2:
 LAFS.8.RL.1.2 (DOK 3)
 LAFS.8.RI.1.2 (DOK 2)
Writing
LAFS.K12.W.1.2:

LAFS.8.W.1.2 (DOK 4)
Language
LAFS.K12.L.1.1
 LAFS.8.L.1.1a-b (DOK 2)
LAFS.K12.R.1.3:
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LAFS.8.RL.1.3 (DOK 3)
LAFS.8.RI.1.3 (DOK 2)
Priority Texts
“Marigolds” by Eugenia Collier
 Short Story
 Lexile 1140
 HMH TE p.213A
 Teaching focus: RL.1.2 and RL.1.3
 Teach Language Standard L.1.1a (Infinitives) (p.228)
 Critical Vocabulary Words and Practice p.227
Sample Assignments
“Marigolds”
RL.1.3
Prompt: Analyze how Lizabeth changes over the course of “Marigolds.” Be sure
to support your ideas with sufficient evidence from the text.
Suggested Products: Graphic Organizer; Thinking Map; Constructed Response
Rubric: Teacher-created; Constructed Response Rubric
RL.1.2
Prompt: What does Lizabeth’s reflection at the end of the story suggest about
her feelings toward the move into adulthood?
Suggested Products: Thinking Maps (Bubble and/or Double Bubble, Tree Map),
Constructed Response, Short Essay
Rubric: Teacher-created; Constructed Response Rubric
8th Grade Draft | July 2015
“Is 16 Too Young to Drive a Car?” by Robert Davis
 Article
 Lexile 1150
 HMH TE p.247
 Teaching focus: RI.1.2
 L.1.1 Fragments p.262
“Fatal Car Crashes Drop for 16-Year-Olds, Rise for Older Teens” by Allison Aubrey
 Article
 Lexile 1070
 HMH TE p.256
 Teaching Focus: RI.1.2
 Teach Language Standard L.1.1 (Fragments) (pg. 262)
Optional Contributing Texts
““Hanging Fire”
 Poem
 P.229A
 RL.1.2, 1.1
“Teenagers”
 Poem
 P.231
 RL.2.4 (Recursive)
“When Do Kids Become Adults?”
 Argumentative Text
 P.235A
 RI.1.2, (RI.3.8 will be focus standard is later units)
“Is 16 Too Young to Drive a Car?” and “Fatal Car Crashes Drop for 16-Year-Olds,
Rise for Teens”
RI.1.2, SL.1.1
Prompt: Identify and compare similar facts used by both selections to support
their central idea. Discuss findings with collaborative groups. Write a constructed
response explaining which article was more effective in using sufficient details to
prove its central idea.
Suggested Products: Thinking Maps (Double Bubble), Constructed Response
Rubric: Constructed Response Rubric
Additional Resources Specific to Standards
Hmhfyi.com For additional texts aligned to this collection
W.1.2 Performance assessment workbook unit 2 pg. 35-66
RL.1.2 HMH Online Teacher Resource: Interactive Whiteboard Lessons:
Theme/Central Idea
RL.1.3 HMH Online Teacher Resource: Interactive Whiteboard Lessons: Character
Development
RI.1.2 HMH Online Teacher Resource: Interactive Whiteboard Lesson:
Main/Central Idea and Details
SL.1.1 HMH Online Interactive Speaking and Listening Lessons: Participating in
Collaborative Discussions
L.1.1 HMH Online Teacher Resource: Grammar Notes – Lesson 1: Correcting
Sentence Fragment
8th Grade Draft | July 2015