8th Grade ELA Academic Year at a Glance
Unit 1: Fiction Texts and Personal Narratives
1st Six Weeks
The focus of this unit is analyzing literary works and writing personal narratives. Genres include novels, short stories, myths, and memoirs. Students will analyze the combination of elements such as
characterization, conflict, theme, plot/subplot, and point of view. Students will write a personal narrative. Throughout the unit, students should write literary responses..
Writing Focus: Personal Narratives, Writing Process
Reading Focus: Literary Fiction, Literary Nonfiction
Unit 2: Informational Texts and Expository Writing
2nd Six Weeks
This unit combines reading expository and informational texts with expository writing. Minilessons should focus on elements such as the effect of text structure, identifying main idea as well as synthesizing
and making logical connections between ideas within a text and across two or three texts of similar or different genres while supporting those findings with textual evidence. Throughout the unit, students
should write expository responses to self-selected topics.
Writing Focus: Expository
Reading Focus: Informational, Expository
Unit 3: Poetry and the Power of Words
3rd Six Weeks
In this unit, students will analyze published poetic works and construct poetry of their own. Different forms of poems should be used as anchor texts (narrative poetry, epic poetry, lyric poetry, etc.). Elements of poetry should be analyzed to provide a core of knowledge that students will use when constructing their own poems. While analyzing poetry, students will not only identify poetic techniques and
figurative language, but also explain the effect of such elements on the overall meaning of the poem. While writing poetry, students should apply different styles they have studied and create their own poems.
Writing Focus: Poetry, Literary Response
Reading Focus: Poetry, Literary Fiction
Unit 4: Making Connections across Genres
4th Six Weeks
This unit combines poetry, drama, and expository writing. Students will produce an analytical response of a poem or drama. The overarching goal is to interest students in drama and poetry while making
thematic connections and inferences across texts that are supported by textual evidence. While reading these works, the focus will be on identifying and analyzing literary techniques, theme, author’s tone,
and use of figurative language. Reading lesson topics should focus on elements that are specific to drama such as the protagonist and antoagonist, staging, dialogue, and organization of the text.
Writing Focus: Expository, Literary Response
Reading Focus: Drama, Poetry
Unit 5: Persuasion and Media Literacy
5th Six Weeks
In this unit, students will move beyond identification of persuasive techniques to examine the effect of such elements. Students will learn to analyze commonplace assertions presented as facts. Students will
write persuasive texts during this unit. Additionally, students will briefly study procedural writing and the influence of graphics on understanding.
Writing Focus: Persuasion
Reading Focus: Persuasion, Procedural, Media Literacy
6th Six Weeks
The focus of this unit is developing skills of collaborative group work while analyzing literary texts. Students will write imaginative short stories and responses to open-ended
questions.
Unit 6: Literary Fiction and Imaginative Writing
Writing Focus: Imaginative Writing
Reading Focus: Literary Fiction
Understanding the “Testing Genre”
As needed, before STAAR Assessment
This unit will enable students to demonstrate their proficiency as readers and writers by becoming familiar with the format of the reading and writing STAAR exams. Since these skills have been addressed
throughout the school year, the focus of the unit should be on understanding the “testing genre.” This unit may be taught any time during the second semester prior to the STAAR administration.
Research Unit Overlay
Teacher Discretion
This unit will provide the necessary knowledge for students to accurately research and record information on any given topic. All TEKS in this unit must be taught and assessed by the end of the school year;
however, teachers have discretion as to when and how to assess the following TEKS. The unit is designed to be implemented as needed by the PLC team.
© Created by Katy ISD Department of Curriculum and Instruction
Katy ISD Language Arts Understandings
READING & COMPREHENSION UNDERSTANDINGS
 Prior knowledge, including reading and life experiences, shapes how readers make connections and
interact with text and media.
 Effective readers use appropriate comprehension strategies, as needed, to construct meaning and
expand vocabulary.
 Proficient readers make inferences and draw conclusions using relevant evidence from text to support
their thinking.
 Proficient readers recognize how an author’s use of devices, structures, languages, and images construct
and convey meaning.
WRITING UNDERSTANDINGS
 Writing is a reflective process used to solve problems, explore issues, construct questions, and address
inquiry.
 Writers analyze various models of texts to determine the effective elements of writing.
 The genre, purpose, and audience dictate the structure of the written composition.
 Writers choose words, ideas, devices, and information/evidence to elicit an intended response from the
audience.
ORAL & WRITTEN CONVENTION UNDERSTANDINGS
 Proper oral and written conventions promote fluency of communication.
 The appropriateness of language is determined by the context in which it is used.
 Legibility improves the likelihood that a writer will be understood.
 Conventional spelling and mechanics promote common understanding.
LISTENING & SPEAKING UNDERSTANDINGS
 Effective speakers deliberately use techniques and examples for a given audience to convey their
message.
 Collaboration requires dialogue, active listening, and rigorous analysis so that a collective product/point
of view is created.
Attentive listening provides a unique opportunity for developing understanding and new knowledge.
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RESEARCH UNDERSTANDINGS
 Inquiry and research guide the formulation of questions, development of a plan of action, and discovery
of new information.
 Relevance of information is dependent on the purpose of the task, perspective of the researcher, and
validity of the source.
 Researchers evaluate and synthesize collected information and present their findings according to the
purpose of the research and their audience.
The way research is presented is reflective of the researcher’s scholarship.
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Language Arts
Articulation of
Instructional
Practices
Tier III
Digital Learner:
 Technology integration using multiple modes of delivery
 Information literacy and supportive collaborative environments
 Proficient, effective, and ethical use of technology tools
 Technology rich learning environments
Tier II
Tier I
Beliefs:
Language Arts curriculum and instruction provides all
students with the foundation necessary to succeed in
all academic areas through a balanced, integrated
approach to literacy. Reading, writing, speaking,
listening, and inquiry skills, and the strategies that
support them, directly contribute to student success in
a rapidly changing world.
Data:
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Guiding Principles:
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Reading, writing, and the conventions of language are taught together not in isolation.
Students learn phonics best when instruction is embedded in a wide range of engaging
literacy experiences.
Students have choice in independent reading.
Students experience authentic reading, writing, listening, and speaking opportunities within
multiple genres including visual texts.
Various reading and writing assessments guide instruction so that rigor and expectations
increase over time.
Inquiry based learning contributes to the development of reading, writing and thinking skills.
Students use a variety of technological and informational resources.
Students benefit from direct vocabulary instruction.
Informs curricular revisions
Targets student strengths and areas for growth
Informs Instruction decisions
Delivery:
 Differentiated Instruction
 Project CRISS
 SIOP/Project GLAD
 KISD Structures and Strategies
 Love and Logic
Instructional Practices:
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Deliver the Katy ISD curriculum with fidelity.
Incorporate the KISD Instructional Cornerstones into instruction.
Use enduring understandings and essential questions to focus instruction.
Develop the language of the discipline through direct vocabulary instruction.
Identify each student’s reading level utilizing district-approved reading assessments (Grades K-5).
Utilize leveled texts to provide targeted instruction aligned to each student’s instructional reading level.
Provide multiple genres for student-selected independent reading.
Deliver balanced grammar instruction through direct teach and application within the writing process.
Model reading strategies.
Differentiate instruction based on student needs through flexible small-group instruction .
Conduct student conferences for reading and writing.
Engage students in frequent, purposeful collaborative discussions.
Integrate multiple instructional strategies to improve critical literacy skills in reading, writing, speaking and listening.
Embed inquiry and research skills into ongoing instruction.
Scaffold instruction by making connections between present and past learning.
Engage students with technology to enhance learning.
KISD INSTRUCTIONAL CORNERSTONE CONTINUUM
CORNERSTONE
Novice
Emerging
Proficient
Exemplary
Work respectfully with others to
establish and honor group norms,
achieve a common goal (define roles,
assign responsibilities and build
consensus), and consult with peers,
experts, and others through local and
remote networking.
Choose the appropriate medium and
skillfully use it to impart information and
ideas to engage the audience, elicit a
desired response, assess the
effectiveness, and (if possible) adjust in
real time.
Develop an innovative and inspirational
product, performance, or solution that
addresses an existing need/problem or
anticipates a need/problem and evokes a
powerful aesthetic response.
Collaboration:
Work respectfully with others by sharing
responsibilities, exchanging and
evaluating knowledge and ideas, and
building consensus in order to achieve a
common goal.
Work respectfully with others within a
given set of group norms to complete a
task.
Work respectfully with others to
accomplish a task by actively listening,
responding appropriately to alternate
viewpoints, sharing responsibilities, and
exchanging information.
Work respectfully with others to achieve
a common goal through local and remote
networking by sharing responsibilities
and exchanging and evaluating
knowledge and ideas.
Communication:
Convey information and ideas to
effectively engage the audience using a
medium appropriate to the topic and
purpose.
Share information and ideas in a given
medium so that the main points are
relevant to the purpose and audience.
Convey information and ideas clearly by
selecting from a variety of media to
effectively engage an audience.
Convey information and ideas clearly by
strategically selecting an appropriate
medium that engages the target
audience for a desired result and assess
the effectiveness of the communication.
Creative Thinking:
Generate a range of ideas through a
meaningful process (structured or
unstructured) that inspires the
development of original or innovative
products, performances, or solutions.
Use a given process to explore and
connect ideas, events, techniques or data
to create or modify products, ideas,
performances or solutions.
Use a given process to connect and
extend ideas, events, techniques or data
to create or modify products, ideas,
performances or solutions that are
relevant and engaging.
Critical Thinking:
Analyze, evaluate, and synthesize
information, ideas, or objects to make
inferences and predictions, and draw
conclusions.
Information Literacy:
Utilize an inquiry process to locate and
evaluate a variety of information sources
based on accuracy, authority, and point
of view in order to accomplish a task.
Identify information, ideas or objects to
make predictions or inferences based on
background knowledge, observation, or
personal experiences.
Analyze information, ideas or objects to
make inferences and predictions, and
draw conclusions.
Given a set of sources and a guiding
question, select relevant information to
answer the question.
Formulate questions (with appropriate
scaffolding) and navigate within an
expanded set of sources to identify,
analyze, and organize relevant
information to accomplish the task.
Identify and use a process to generate
questions and elaborate upon ideas to
develop, modify or create innovative
products, ideas, performances or
solutions that address an existing
need/problem or evoke an aesthetic
response.
Analyze, evaluate, and synthesize
information, ideas or objects to make
inferences and predictions in order to
develop and defend a position/point of
view using credible evidence.
Formulate questions based on a selfgenerated hypothesis/thesis; access and
evaluate self-selected sources for
relevance, authority, and accuracy;
identify conflicting information; and
synthesize to accomplish the task.
Problem Solving:
Identify, define, and/or explore a
problem or situation, work through a
process to determine and evaluate
solutions.
Given a problem or situation, apply a
given procedure to arrive at a solution(s)
and evaluate its reasonableness.
Given a problem or situation and set of
parameters, select and apply an
appropriate procedure to arrive at a
solution, evaluate its reasonableness, and
identify next steps, if necessary.
Identify and define a complex problem or
situation, its underlying assumptions and
relevant information; apply a procedure;
arrive at a solution or conclusion;
evaluate its effectiveness; and identify
next steps, if necessary.
Social Contribution:
Contribute to the betterment of one’s
community through service.
Based on a given need, take actions for
an individual, family, group, or
organization.
Identify a need, make decisions, and take
actions for an individual, family, group, or
organization; self-reflect on the
contribution.
Identify a need, make decisions, and take
actions to benefit one’s community;
continuously monitor and evaluate the
effectiveness of decisions/actions; adjust
actions based on the evaluations.
Analyze, evaluate and synthesize
information, ideas, and/or objects to
examine alternate perspectives, refine
points of view, and defend a position
using credible evidence.
Formulate questions based on a selfgenerated hypothesis/thesis; access and
evaluate self-selected sources for
relevance, authority, and accuracy; clarify
reasons for conflicting information and
conduct additional research to resolve
the conflict.
Identify and define a meaningful complex
problem or situation, its underlying
assumptions and relevant information;
apply a procedure; arrive at a solution or
conclusion; evaluate its effectiveness;
identify next steps; consider possible
ramifications; and based on that process,
refine and repeat.
Demonstrate ongoing commitment to
social concerns by initiating and
sustaining solutions; continuously
monitor and evaluate the effectiveness of
decisions/actions; adjust actions based
on the evaluations.
8th Grade ELA TEKS
1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:
8.1A adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.
2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
Students are expected to:
8.2A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic
roots and affixes (Readiness Standard) [RC 1]
8.2B use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar
or ambiguous words or words with novel meanings (Readiness Standard) [RC 1]
8.2C complete analogies that describe a function or its description (e.g., pen: paper as chalk: ______ or soft: kitten
as hard: ______)
8.2D identify common words or word parts from other languages that are used in written English (e.g.,
phenomenon, charisma, chorus, passé, flora, fauna)
8.2E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication,
pronunciations, alternate word choices, and parts of speech of words (Readiness Standard) [RC 1]
3 Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions
about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to
support their understanding. Students are expected to:
8.3A analyze literary works that share similar themes across cultures (Supporting Standard) [RC 1]
8.3B compare and contrast the similarities and differences in mythologies from various cultures (e.g., ideas of
afterlife, roles and characteristics of deities, purposes of myths) (Supporting Standard) [RC 1]
8.3C explain how the values and beliefs of particular characters are affected by the historical and cultural setting of
the literary work (Supporting Standard) [RC 2]
4 Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the
structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to:
8.4A compare and contrast the relationship between the purpose and characteristics of different poetic forms (e.g.,
epic poetry, lyric poetry). (Supporting Standard) [RC 2]
5 Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the
structure and elements of drama and provide evidence from text to support their understanding. Students are expected to:
8.5A analyze how different playwrights characterize their protagonists and antagonists through the dialogue and
staging of their plays (Supporting Standard) [RC 2]
6 Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
8.6A analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to
determine whether and how conflicts are resolved (Readiness Standard) [RC 2]
8.6B analyze how the central characters' qualities influence the theme of a fictional work and resolution of the
central conflict (Readiness Standard) [RC 2]
8.6C analyze different forms of point of view, including limited versus omniscient, subjective versus objective
(Supporting Standard) [RC 2]
7 Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw
conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support
their understanding. Students are expected to:
8.7A analyze passages in well-known speeches for the author's use of literary devices and word and phrase choice
(e.g., aphorisms, epigraphs) to appeal to the audience (Supporting Standard) [RC 2]
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. Students are expected to:
8.8A explain the effect of similes and extended metaphors in literary text (Supporting Standard) [RC 2]
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8th Grade ELA TEKS
9 Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw
conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the
text to support their understanding. Students are expected to:
8.9A analyze works written on the same topic and compare how the authors achieved similar or different purposes
(Supporting Standard) [RC 1]
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:
8.10A summarize the main ideas, supporting details, and relationships among ideas in text succinctly in ways that
maintain meaning and logical order (Readiness Standard) [RC 3]
8.10B distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic
in text (Supporting Standard) [RC 3]
8.10C make subtle inferences and draw complex conclusions about the ideas in text and their organizational
patterns (Readiness Standard) [RC 3]
8.10D 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 Standard)
[RC 3]
11 Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw
conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:
8.11A compare and contrast persuasive texts that reached different conclusions about the same issue and explain
how the authors reached their conclusions through analyzing the evidence each presents (Supporting Standard)
[RC 1]
8.11B analyze the use of such rhetorical and logical fallacies as loaded terms, caricatures, leading questions, false
assumptions, and incorrect premises in persuasive texts (Supporting Standard) [RC 3]
12 Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use
information in procedural texts and documents. Students are expected to:
8.12A analyze text for missing or extraneous information in multi-step directions or legends for diagrams
8.12B evaluate graphics for their clarity in communicating meaning or achieving a specific purpose (Supporting
Standard) [RC 3]
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:
8.13A evaluate the role of media in focusing attention on events and informing opinion on issues (Supporting
Standard) [RC 3]
8.13B interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the
message
8.13C evaluate various techniques used to create a point of view in media and the impact on audience (Supporting
Standard) [RC 3]
8.13D assess the correct level of formality and tone for successful participation in various digital media.
14 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and
publishing) to compose text. Students are expected to:
8.14A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience,
determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal
interests, interviews), and developing a thesis or controlling idea
8.14B develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect,
compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing (Readiness
Standard) [RC 1]
8.14C revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple,
compound, and complex sentences; internal and external coherence; and the use of effective transitions after
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8th Grade ELA TEKS
rethinking how well questions of purpose, audience, and genre have been addressed (Readiness Standard) [RC
3]
8.14D edit drafts for grammar, mechanics, and spelling (Readiness Standard) [RC 3]
8.14E revise final draft in response to feedback from peers and teacher and publish written work for appropriate
audiences.
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:
8.15A write an imaginative story that: (Supporting Standard) [RC 1]
i. sustains reader interest
ii. includes well-paced action and an engaging story line
iii. creates a specific, believable setting through the use of sensory details
iv. develops interesting characters
v. uses a range of literary strategies and devices to enhance the style and tone
8.15B write a poem using: (Supporting Standard) [RC 1]
i. poetic techniques (e.g., rhyme scheme, meter)
ii. figurative language (e.g., personification, idioms, hyperbole)
iii. graphic elements (e.g., word position)
16 Writing. Students write about their own experiences. Students are expected to:
8.16A write a personal narrative that has a clearly defined focus and includes reflections on decisions, actions,
and/or consequences (Readiness Standard) [RC 1]
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:
8.17A write a multi-paragraph essay to convey information about a topic that: (Readiness Standard) [RC 1]
i. presents effective introductions and concluding paragraphs
ii. contains a clearly stated purpose or controlling idea
iii. is logically organized with appropriate facts and details and includes no extraneous information or
inconsistencies
iv. accurately synthesizes ideas from several sources
v. uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs
8.17B write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly
context (Supporting Standard) [RC 1]
8.17C write responses to literary or expository texts that demonstrate the use of writing skills for a multi-paragraph
essay and provide sustained evidence from the text using quotations when appropriate (Supporting Standard)
[RC 1]
8.17D produce a multimedia presentation involving text, graphics, images, and sound using available technology.
18 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience
on specific issues. Students are expected to write a persuasive essay to the appropriate audience that:
8.18A establishes a clear thesis or position (Supporting Standard) [RC 1]
8.18B considers and responds to the views of others and anticipates and answers reader concerns and counterarguments (Supporting Standard) [RC 1]
8.18C includes evidence that is logically organized to support the author's viewpoint and that differentiates between
fact and opinion (Supporting Standard) [RC 1]
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:
8.19A use and understand the function of the following parts of speech in the context of reading, writing, and
speaking: (Supporting Standard) [RC 3)
i. verbs (perfect and progressive tenses) and participles
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8th Grade ELA TEKS
ii. appositive phrases
iii. adverbial and adjectival phrases and clauses
iv. relative pronouns (e.g., whose, that, which)
v. subordinating conjunctions (e.g., because, since)
8.19B write complex sentences and differentiate between main versus subordinate clauses (Readiness Standard)
[RC 3]
8.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed
modifiers, correctly identified antecedents, parallel structures, and consistent tenses (Readiness Standard) [RC
3]
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:
8.20A use conventions of capitalization (Supporting Standard) [RC 3]
8.20B use correct punctuation marks, including: (Supporting Standard) [RC 3]
i. commas after introductory structures and dependent adverbial clauses, and correct punctuation of
complex sentences; and
ii. semicolons, colons, hyphens, parentheses, brackets, and ellipses.
21 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
8.21A spell correctly, including using various resources to determine and check correct spellings (Readiness
Standard) [RC 3]
22 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
Students are expected to:
8.22A brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the
major research topic
8.22B apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan
after preliminary research in reference works and additional text searches.
23 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a
research question and systematically record the information they gather. Students are expected to:
8.23A follow the research plan to gather information from a range of relevant print and electronic sources using
advanced search strategies
8.23B categorize information thematically in order to see the larger constructs inherent in the information
8.23C record bibliographic information (e.g., author, title, page number) for all notes and sources according to a
standard format
8.23D differentiate between paraphrasing and plagiarism and identify the importance of using valid and reliable
sources.
24 Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected
information. Students are expected to:
8.24A narrow or broaden the major research question, if necessary, based on further research and investigation
8.24B utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date,
coverage, language, point of view) and explain why one source is more useful and relevant than another.
25 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according
to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral
presentation that:
8.25A draws conclusions and summarizes or paraphrases the findings in a systematic way
8.25B marshals evidence to explain the topic and gives relevant reasons for conclusions
8.25C presents the findings in a meaningful format
8.25D follows accepted formats for integrating quotations and citations into the written text to maintain a flow of
ideas
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8th Grade ELA TEKS
26 Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal
and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:
8.26A listen to and interpret a speaker's purpose by explaining the content, evaluating the delivery of the
presentation, and asking questions or making comments about the evidence that supports a speaker's claims
8.26B follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems
8.26C summarize formal and informal presentations, distinguish between facts and opinions, and determine the
effectiveness of rhetorical devices.
27 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language.
Students will continue to apply earlier standards with greater complexity. Students are expected to:
8.27A advocate a position using anecdotes, analogies, and/or illustrations, and use eye contact, speaking rate,
volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively.
28 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to
apply earlier standards with greater complexity. Students are expected to:
8.28A participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for
speakers, take notes, and vote on key issues.
Figure 19: Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both
assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with
greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
8.Fig 19A establish purposes for reading selected texts based upon own or others’ desired outcome to enhance
comprehension
8.Fig 19B ask literal, interpretive, evaluative, and universal questions of text;
8.Fig 19C monitor and adjust comprehension (e.g., using background knowledge; creating sensory images;
rereading a portion aloud; generating questions)
8.Fig 19D make inferences about text and use textual evidence to support understanding (Readiness Standard
for Fiction [RC 2] and Expository [RC 3]; Supporting Standard for Literary Nonfiction, Poetry,
Drama [RC 2] and Persuasive [RC 3])
8.Fig 19E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a
text and across texts (Readiness Standard for Fiction [RC 2] and Expository [RC 3]; Supporting
Standard for Literary Nonfiction, Poetry, Drama [RC 2] and Persuasive [RC 3])
8.Fig 19F make connections (e.g., thematic links, author analysis) between and across multiple texts of various
genres, and provide textual evidence (Readiness Standard) [RC 1]
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8th Grade TEKS breakdown by Unit
TEKS
8.1A
8.2A-E
8.3A
8.3B
8.3C
8.4A
8.5A
8.6A
8.6B
8.6C
8.7A
8.8A
8.9A
8.10A-D
8.11A-B
8.12A-B
8.13A-D
8.14A-E
8.15A
8.15B
8.16A
8.17A
8.17B
8.17C
8.17D
8.18A-C
8.19A-C
8.20A-B
8.21A
8.22A-B
8.23A-D
8.24A-B
8.25A-D
8.26A-B
8.27A
8.28A
8. Figure 19 A-F
TEKS Assessed in Unit:
Understanding the Testing Genre
Understanding the Testing Genre
1, 4
1
1, 6
3, 4
4
1, 6
1, 6
1, 6
5
3, 4
2
2
5
5
5
1
6
3
1
4, 5
3
2
Research
5
4
1
4
Research
Research
Research
Research
5
6
6
Understanding the Testing Genre
TEKS Ongoing in Unit:
1-6
1-6
5
2-6
1, 2, 3, 5, 6
2-6
1, 2, 3, 5, 6
1-6
ELPS (English Language Proficiency Standards)
1 Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to
develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level
learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be
linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English
language proficiency. The student is expected to:
1A use prior knowledge and experiences to understand meanings in English;
1B monitor oral and written language production and employ self-corrective techniques or other resources;
1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and
reviewing to acquire basic and grade-level vocabulary;
1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms
and circumlocution (conveying ideas by defining or describing when exact English words are not known);
1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing
activities that build concept and language attainment;
1F use accessible language and learn new and essential language in the process;
1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing
knowledge of when to use each one commensurate with grade-level learning expectations; and
1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for
patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
2 Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including
teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content
areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in
listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum,
all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency. The student is expected to:
2A distinguish sounds and intonation patterns of English with increasing ease;
2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels,
silent letters, and consonant clusters;
2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom
instruction and interactions;
2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as
needed;
2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and
elaborated spoken language;
2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and
reinforce concept and language attainment;
2G understand the general meaning, main points, and important details of spoken language ranging from situations
in which topics, language, and contexts are familiar to unfamiliar;
2H understand implicit ideas and information in increasingly complex spoken language commensurate with gradelevel learning expectations; and
2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling
or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes
commensurate with content and grade-level needs.
Page 1 of 3
ELPS (English Language Proficiency Standards)
3 Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of
purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and
accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high
stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the
foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The
student is expected to:
3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and
consonant clusters to pronounce English words in a manner that is increasingly comprehensible;
3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary
for identifying and describing people, places, and objects, by retelling simple stories and basic information
represented or supported by pictures, and by learning and using routine language needed for classroom
communication;
3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with
increasing accuracy and ease as more English is acquired;
3D speak using grade-level content area vocabulary in context to internalize new English words and build academic
language proficiency;
3E share information in cooperative learning interactions;
3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete
vocabulary, including key words and expressions needed for basic communication in academic and social contexts,
to using abstract and content-based vocabulary during extended speaking assignments;
3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to
participating in extended discussions on a variety of social and grade-appropriate academic topics;
3H narrate, describe, and explain with increasing specificity and detail as more English is acquired;
3I adapt spoken language appropriately for formal and informal purposes; and
3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build
and reinforce concept and language attainment.
4 Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes
with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or
advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically
accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language
proficiency. The student is expected to:
4A learn relationships between sounds and letters of the English language and decode (sound out) words using a
combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base
words;
4B recognize directionality of English reading such as left to right and top to bottom;
4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and
language structures used routinely in written classroom materials;
4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and
other prereading activities to enhance comprehension of written text;
4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as
more English is learned;
4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area
text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background
knowledge needed to comprehend increasingly challenging language;
Page 2 of 3
ELPS (English Language Proficiency Standards)
4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or
summarizing material, responding to questions, and taking notes commensurate with content area and grade level
needs;
4H read silently with increasing ease and comprehension for longer periods;
4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as
demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and
distinguishing main ideas from details commensurate with content area needs;
4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting,
making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding
supporting text evidence commensurate with content area needs; and
4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating
written information and performing critical analyses commensurate with content area and grade-level needs.
5 Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing
accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning,
intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet
grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be
linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English
language proficiency. The student is expected to:
5A learn relationships between sounds and letters of the English language to represent sounds when writing in
English
5B write using newly acquired basic vocabulary and content-based grade-level vocabulary;
5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with
increasing accuracy as more English is acquired;
5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and
appropriate verb tenses commensurate with grade-level expectations as more English is acquired;
5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level
expectations, such as:
i. using correct verbs, tenses, and pronouns/antecedents;
ii. using possessive case (apostrophe s) correctly; and
iii. using negatives and contractions correctly;
5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases,
clauses, and sentences in increasingly accurate ways as more English is acquired; and
5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more
English is acquired.
Page 3 of 3
Technology TEKS: Grades 6-8
1 Creativity and innovation. The student uses creative thinking and innovative processes to construct
knowledge, generate new ideas, and create products. The student is expected to:
1A identify, create, and use files in various formats such as text, raster and vector graphics, video, and audio files
1B create and present original works as a means of personal or group expression
1C explore complex systems or issues using models, simulations, and new technologies to make predictions, modify
input, and review results
1D discuss trends and make predictions
2 Communication and collaboration. The student collaborates and communicates both locally and globally to einforce
and promote learning. The student is expected to:
2A create personal learning networks to collaborate and publish with peers, experts, or others using digital tools
such as blogs, wikis, audio/video communication, or other emerging technologies
2B communicate effectively with multiple audiences using a variety of media and formats
2C create products using technical writing strategies
3 Research and information fluency. The student acquires, analyzes, and manages content from digital resources. The
student is expected to:
3A create a research plan to guide inquiry
3B use and evaluate various search strategies, including keyword(s) and Boolean operators
3C select and evaluate various types of digital resources for accuracy and validity
3D process data and communicate results
4 Critical thinking, problem solving, and decision making. The student makes informed decisions by applying
critical-thinking and problem-solving skills. The student is expected to:
4A identify and define relevant problems and significant questions for investigation
4B plan and manage activities to develop a solution, design a computer program, or complete a project
4C collect and analyze data to identify solutions and make informed decisions
4D use multiple processes and diverse perspectives to explore alternative solutions
4E make informed decisions and support reasoning
4F transfer current knowledge to the learning of newly encountered technologies
5 Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and
resources. The student is expected to:
5A understand and practice copyright principles, including current laws, fair use guidelines, creative commons,
open source, and public domain
5B practice ethical acquisition of information and standard methods for citing sources
5C practice and explain safe and appropriate online behavior, personal security guidelines, digital identity, digital
etiquette, and acceptable use of technology
5D understand the negative impact of inappropriate technology use, including online bullying and harassment,
hacking, intentional virus setting, invasion of privacy, and piracy such as software, music, video, and other media
6 Technology operations and concepts. The student demonstrates a thorough understanding of
technology concepts, systems, and operations. The student is expected to:
6A define and use current technology terminology appropriately
6B select and apply technology tools based on licensing, application, and support
6C identify, understand, and use operating systems
6D understand and use software applications, including selecting and using software for a defined task
6E identify, understand, and use hardware systems
6F understand troubleshooting techniques such as restarting systems, checking power issues, resolving software
compatibility, verifying network connectivity, connecting to remote resources, and modifying display properties
6G implement effective file management strategies such as file naming conventions, location, backup, hierarchy,
folder structure, file conversion, tags, labels, and emerging digital organizational strategies
6H explain how changes in technology throughout history have impacted various areas of study
Page 1 of 2
Technology TEKS: Grades 6-8
6I explain the relevance of technology as it applies to college and career readiness, life-long learning, and daily
living
6J use a variety of local and remote input sources
6K use keyboarding techniques and ergonomic strategies while building speed and accuracy
6L create and edit files with productivity tools, including:
i. a word processing document using digital typography standards such as page layout, font formatting,
paragraph formatting, and list attributes
ii. a spreadsheet workbook using advanced computational and graphic components such as complex
formulas, basic functions, data types, and chart generation
iii. a database by manipulating components such as defining fields, entering data, and designing layouts
appropriate for reporting
iv. a digital publication using relevant publication standards
6M plan and create non-linear media projects using graphic design principles
6N integrate two or more technology tools to create a new digital product
Page 2 of 2
6th, 7th, 8th Grade ELA: Academic and PreAP/GT– Overarching Research Continuum
6th-8th Grade ELA: Academic and PreAP/GT
Overarching Research Continuum
Time: TBD by campus
vertical team
Unit Summary
This unit is an “overlay” unit intended to complement and augment the reading and writing process found in other units. Because campuses face
limitations on the availability of computer labs, libraries, and other resources, teachers have discretion on when to implement this unit. However, all
TEKS in this unit must be taught and assessed by the end of the school year, as the ability to utilize an inquiry process to locate and evaluate a variety
of information sources based on accuracy, authority, and point of view is a valuable lifelong skill.
Critical skills by grade level include:
 6th grade- paraphrasing and plagiarism, primary and secondary sources, recording bibliographic information
 7th grade- paraphrasing and plagiarism, finding valid and reliable sources, works cited
 8th grade- paraphrasing and plagiarism, integrating quotes and citations into written text, works cited
Understandings
Essential Questions
 The ability to utilize an inquiry process to locate and evaluate a variety of
 Why is conducting research important?
information sources based on accuracy, authority, and point of view is a
 Why is it important to distinguish between credible and nonvaluable lifelong skill.
credible sources?
 Inquiry and research guide the formulation and revision of questions.
 What are the ethical concerns associated with plagiarism?
 Researchers evaluate and synthesize information and present their findings
according to the purpose of the research and the intended audience.
Objectives
ELPS
6th Grade TEKS:
7th Grade TEKS:
8th Grade
Technology TEKS:
6.17D
7.17D
TEKS:
2B-C
6th Grade: 1E, 2E, 3F-G, 4F-G, 4J-K, 5F-G
6.22A-B
7.22A-B
8.17D
3A-D
7th Grade: 1E, 2F, 3F-G, 4G, 4J-K, 5F-G
6.23A-E
7.23A-E
8.22A-B
4A-E
8th Grade: 1E, 1G, 2F, 3F-G, 4G, 4J-K, 5F-G
6.24A-B
7.24A-B
8.23A-E
5A-B
6.25A-D
7.25A-D
8.24A-B
6G
8.25A-D
6K
6Li
Critical Vocabulary
6th Grade- bibliographic information, paraphrasing, plagiarism, primary source, secondary source
7th Grade- citation, MLA, paraphrasing, plagiarism, reliable source, valid source, works cited
8th Grade- citation, MLA, paraphrasing, plagiarism, reliable source, valid source, works cited
©Katy ISD Curriculum & Instruction
Grades 6-8 Overarching Research Continuum
Page 1 of 7
REVISED May 2015
6th, 7th, 8th Grade ELA: Academic and PreAP/GT– Overarching Research Continuum
Cornerstone Focus
Information Literacy
Performance Task
The students will formulate a question,
find credible sources, synthesize
information, credit sources and present
findings.
Other Evidence
product, teacher observation, class discussion,
research notes, bibliography, research
questions
Instructional Guidance
The goal of this flexible unit is to prepare students to develop and revise research questions, find valid and reliable sources, and summarize their
findings using MLA format. Teachers should use this unit to teach the research process, ideally at least once per semester. These skills could be taught
prior to a writing assignment to teach proper research skills and documentation. Campus vertical teams should meet and determine the best
implementation plan for their campus ensuring students’ progression of research skills.
Note: This unit does not require a stand-alone product. It is not a paper/product in itself. The assessment of these skills should come in the form of
products created within other units throughout the year.
Suggested PreAP/GT Extension Activities:
 Texas Performance Standards Project: http://www.texaspsp.org/
Resources
 https://owl.english.purdue.edu/owl/
 Purdue OWL MLA Presentation: https://owl.english.purdue.edu/owl/resource/747/15/
 Holt Literature Research Units
 Writing Coach: Online(www.TXWritingcoach.com)
 Katy ISD Databases
©Katy ISD Curriculum & Instruction
Grades 6-8 Overarching Research Continuum
Page 2 of 7
REVISED May 2015
6th, 7th, 8th Grade ELA: Academic and PreAP/GT– Overarching Research Continuum
Assessed TEKS17 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:
6th-7th 6.17D / 7.17D produce a multimedia presentation involving text and graphics using available technology.
22 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
6th6.22A brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic
th
6 6.22B generate a research plan for gathering relevant information about the major research question
th
th
7 – 8 7.22A / 8.22A brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research
topic
th
th
7 – 8 7.22B / 8.22B apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary
research in reference works and additional text searches
23 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and
systematically record the information they gather. Students are expected to:
6th6.23A follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages,
online sources) and data from experts
th
6 6.23B differentiate between primary and secondary sources
th
6 6.23C record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert
graphic/visual data (e.g., charts, diagrams, timelines) into written notes
6th6.23D identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according
to a standard format
th
th
6 - 8 6.23E / 7.23D / 8.23D differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources
7th- 8th- 7.23A / 8.23A follow the research plan to gather information from a range of relevant print and electronic sources using advanced search
strategies
th
th
7 - 8 7.23B / 8.23B categorize information thematically in order to see the larger constructs inherent in the information
7th- 8th 7.23C / 8.23C record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format
24 Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:
6th6.24A refine the major research question, if necessary, guided by the answers to a secondary set of questions
6th6.24B evaluate the relevance and reliability of sources for the research
©Katy ISD Curriculum & Instruction
Grades 6-8 Overarching Research Continuum
Page 3 of 7
REVISED May 2015
6th, 7th, 8th Grade ELA: Academic and PreAP/GT– Overarching Research Continuum
7th-8th- 7.24A / 8.24A narrow or broaden the major research question, if necessary, based on further research and investigation
7th-8th- 7.24B / 8.24B utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point
of view) and explain why one source is more useful than another
25 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and
their audience. Students are expected to synthesize the research into a written or an oral presentation that:
6th6.25A compiles important information from multiple sources
th
6 6.25B develops a topic sentence, summarizes findings, and uses evidence to support conclusions
th
6 6.25C presents the findings in a consistent format
th
6 6.25D uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography, works cited)
th th
7 -8 - 7.25A /8.25A draws conclusions and summarizes or paraphrases the findings in a systematic way
7th-8th- 7.25B /8.25B marshals evidence to explain the topic and gives relevant reasons for conclusions
7th-8th- 7.25C / 8.25C presents the findings in a meaningful format
7th-8th- 7.25D / 8.25D follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas
©Katy ISD Curriculum & Instruction
Grades 6-8 Overarching Research Continuum
Page 4 of 7
REVISED May 2015
6th, 7th, 8th Grade ELA: Academic and PreAP/GT– Overarching Research Continuum
ELPS (English Language Proficiency Standards)Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own
learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all
instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of
English language proficiency. The student is expected to:
1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and
language attainment
1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one
commensurate with grade-level learning expectations
2 Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain
an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced
high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment
curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the
student's level of English language proficiency. The student is expected to:
2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language
attainment
3 Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different
language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the
beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated,
sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and
expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended
speaking assignments
3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a
variety of social and grade-appropriate academic topics
4 Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of
comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading.
In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be
linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student
is expected to:
©Katy ISD Curriculum & Instruction
Grades 6-8 Overarching Research Continuum
Page 5 of 7
REVISED May 2015
6th, 7th, 8th Grade ELA: Academic and PreAP/GT– Overarching Research Continuum
4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm
understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging
language
4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to
questions, and taking notes commensurate with content area and grade level needs
4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between
ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and
performing critical analyses commensurate with content area and grade-level needs
5 Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific
purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in
writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must
be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The
student is expected to:
5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in
increasingly accurate ways as more English is acquired
5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired
©Katy ISD Curriculum & Instruction
Grades 6-8 Overarching Research Continuum
Page 6 of 7
REVISED May 2015
6th, 7th, 8th Grade ELA: Academic and PreAP/GT– Overarching Research Continuum
Technology TEKS2 Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student
is expected to:
2B communicate effectively with multiple audiences using a variety of media and formats
2C create products using technical writing strategies
3 Research and information fluency. The student acquires, analyzes, and manages content from digital resources. The student is expected to:
3A create a research plan to guide inquiry
3B use and evaluate various search strategies, including keyword(s) and Boolean operators
3C select and evaluate various types of digital resources for accuracy and validity
3D process data and communicate results
4 Critical thinking, problem solving, and decision making. The student makes informed decisions by applying critical-thinking and problem-solving
skills. The student is expected to:
4A identify and define relevant problems and significant questions for investigation
4B plan and manage activities to develop a solution, design a computer program, or complete a project
4C collect and analyze data to identify solutions and make informed decisions
4D use multiple processes and diverse perspectives to explore alternative solutions
4E make informed decisions and support reasoning
5 Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected
to:
5A understand and practice copyright principles, including current laws, fair use guidelines, creative commons, open source, and public domain
5B practice ethical acquisition of information and standard methods for citing sources
6 Technology operations and concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations. The
student is expected to:
6G implement effective file management strategies such as file naming conventions, location, backup, hierarchy, folder structure, file conversion, tags,
labels, and emerging digital organizational strategies
6K use keyboarding techniques and ergonomic strategies while building speed and accuracy
6L create and edit files with productivity tools, including:
i. a word processing document using digital typography standards such as page layout, font formatting, paragraph formatting, and list
attributes
©Katy ISD Curriculum & Instruction
Grades 6-8 Overarching Research Continuum
Page 7 of 7
REVISED May 2015
8th Grade ELA Academic – Understanding the “Testing Genre”
8th Grade ELA Academic
Understanding the “Testing Genre”
5-10 Days, prior to STAAR
Unit Summary
When students are familiar with the tasks required by state assessments, they are better able to focus their attention and energy on the content of the
test and to demonstrate their abilities1. This unit will enable students to demonstrate their proficiency as readers and writers by becoming familiar with
the format of the reading and writing STAAR exams. Since these skills have been addressed throughout the school year, the focus of the unit should be
on understanding the “testing genre.” This unit may be taught any time during the second semester prior to the STAAR administration.
Understandings
 Different approaches and strategies may be employed to
demonstrate literacy skills on standardized tests.
 Standardized tests require a specific performance of defined
literacy abilities.
 Proficient readers make inferences and draw conclusions using
relevant evidence from text to support their thinking.
Objectives
Assessed TEKS
8.1A
8.Fig19A-F
8.2A-E
Essential Questions
 How can readers and writers make their literacy abilities visible on
standardized tests?1
 What is the relationship between reading and writing in the classroom
and on standardized tests?
ELPS
1A-C, 1F, 1H, 3G, 4A, 4C, 4F, 5B, 5D, 5F
Critical Vocabulary
Reading: always, analyze, compare, contrast, define, describe, details, evaluate, explain, identify, interpret, list, main, never, prove, purpose, review,
stamina, summarize, usually
Writing: controlling idea/thesis, describe, details, explain, expository, personal narrative, purpose, stamina
Cornerstone Focus
Communication
Creative Thinking
©Katy ISD Curriculum & Instruction
Sample Performance Task
The student will demonstrate mastery of
previously learned literacy skills through
performance on the state assessment.
Understanding the “Testing Genre”
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Other Evidence
Multiple choice practice on conventions, revising,
editing, reading passages; Writing practice in
response to various prompts
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Instructional Guidance
Throughout the school year, the following instructional practices will support student performance on state assessments:
 Engage students in reading and writing in a wide range of genres.
 Include poetry in all units.
 Match books to readers.
 Provide consistent class time for reading and writing.
This unit provides an opportunity for the teachers to make students aware of the testing format and expectations, with an intensive focus on critical
aspects of the STAAR reading and writing exams.
Focus Lesson Suggestions
The following list contains ideas of possible focus lessons (from Fountas & Pinnell, 2001):
 Differences between reading and taking tests (ex. How reading selections on a test differ from authentic reading.)
 Language of multiple-choice questions (ex. “Which sentence tells…?” or “In the selection, ‘____’ means…”)
 Test-taking procedures (ex. “Be careful of answers containing words like ‘always’ or ‘never’”; “When asked to respond to the main idea, read the
passage and determine the main idea for yourself,” etc.)
 Ask students to write appropriate test questions to learn the language of tests. Trade with groups.
 Teach students to:
o retell the text in their writing.
o use graphic aids and illustrations.
o identify key words that reveal meaning, describe a character, summarize a story or informational piece, etc.
o plan several writing directions based on a prompt.
o organize ideas for writing.
o use details to support a topic.
Resources
 Holt Literature: Holt McDougal Literature Texas Assessment Preparation Guide
 Chapter 27: Understanding the “Testing Genre”: Preparing Students for High-Quality Performance from: Fountas, I.C & Pinnell, G.S. (2001).
Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy. Portsmouth, NH: Heinemann.
 1: “Standardized Tests as a Genre” by Dr. Frank Serafini: http://www.frankserafini.com/classroom-resources/standardized-tests-as-a.pdf
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Assessed TEKSFigure 19- Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to
understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become selfdirected, critical readers. The student is expected to:
8.Fig 19A establish proposes for reading selected based upon own or others’ desired outcome to enhance comprehension
8.Fig 19B ask literal, interpretive, evaluative, and universal questions of text
8.Fig 19C reflect on understanding to monitor comprehension (e.g. summarizing and synthesizing; making textual, personal, and world connections;
creating sensory images)
8.Fig 19D make complex inferences about text and use textual evidence to support understanding (Readiness Standard for Fiction [RC 2] and
Expository [RC 3]; Supporting Standard for Literary Nonfiction, Poetry, Drama [RC 2] and Persuasive [RC 3]
8.Fig 19E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts (Readiness
Standard for Fiction [RC 2] and Expository [RC 3]; Supporting Standard for Literary Nonfiction, Poetry, Drama [RC 2] and Persuasive [RC
3]
8.Fig 19F make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence (Readiness Standard)
[RC 1]
1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:
8.1A adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.
2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
8.2A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (Readiness
Standard) [RC 1]
8.2B use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words
with novel meanings (Readiness Standard) [RC 1]
8.2C complete analogies that describe a function or its description (e.g., pen: paper as chalk ___ or soft: kitten as hard: ______)
8.2D identify common words or word parts from other languages that are used in written English (e.g., phenomenon, charisma, chorus, passé, flora,
fauna)
8.2E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word
choices, and parts of speech or words (Readiness Standard) [RC 1]
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ELPS (English Language Proficiency Standards)1 Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her
own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum,
all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of
English language proficiency. The student is expected to:
1A use prior knowledge and experience to understand meanings in English
1B monitor oral and written language production and employ self-corrective techniques or other resources
1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and
grade-level vocabulary
1F use accessible language and learn new and essential language in the process
1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing
saying and expressions commensurate with grade-level learning expectations
3 Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different
language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the
beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated,
sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a
variety of social and grade-appropriate academic topics
4 Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of
comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading.
In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be
linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student
is expected to:
4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as
recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words;
4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used
routinely in written classroom materials
4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm
understanding, and develop vocabulary, grasp of language structures
5 Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific
purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in
writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must
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8th Grade ELA Academic – Understanding the “Testing Genre”
be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The
student is expected to:
5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate
with grade-level expectations as more English is acquired
5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in
increasingly accurate ways as more English is acquired
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8th Grade ELA Academic – Unit 1
8th Grade ELA Academic
Fiction Texts and Personal Narratives
1st Six Weeks
Unit Summary
The focus of this unit is analyzing literary works and writing personal narratives. Genres include novels, short stories, myths, and memoirs. Students will analyze
the combination of elements such as characterization, conflict, theme, plot/subplot, and point of view. Students will write a personal narrative. Throughout the
unit, students should write literary responses.
Understandings
Essential Questions
 Prior knowledge, including reading and life experiences, shapes
 Why is it important for people and cultures to construct narrative about their
how readers make connections and interact with text and media.
experience?
 The genre, purpose, and audience dictate the structure of written
 What makes a narrative memorable?
compositions.
 How do plot and structures contribute to writing an engaging narrative?
 Writers analyze various models of texts to determine the
 In the face of adversity, what causes some individuals to prevail while others
effective elements of writing.
fail?
 The appropriateness of language is determined by the context in
 How are people transformed through their relationships with others?
which it is used.
Objectives
ELPS
Assessed TEKS
Ongoing TEKS
Technology TEKS
8.3A-C
8.Fig19A-F
2C
1A, 1C, 3G, 4F, 4J, 4K, 5B-D, 5F-G
8.6A-C
8.1A
6D-E
8.14A-E
8.2A-E
6G
8.16A
8.19A-C
6K
8.20A-B
8.21A
6Li
Critical Vocabulary
antagonist, audience, edit, genre, memoir, myth, narrative, plot (exposition, rising action, climax, falling action, resolution), protagonist, purpose, revise, structure,
subplot, theme, writing process
Cornerstone Focus
Sample Performance Task
Other Evidence
Communication
pre-assessments, teacher
Creative Thinking
Reading: Using their self-selected independent texts, students will write a response in
observation, class discussion,
which they analyze how the central characters’ qualities influence the theme of a
student products, reader’s
fictional work and resolution of the central conflict.
notebook, writer’s notebook
Writing: Students will write a personal narrative that has a clearly defined focus and
includes reflections on decisions, actions, and/or consequences.
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Instructional Guidance
It is important to establish classroom structures and routines that support a rich reading and writing environment. Practices include providing access to
appropriately advanced texts, devoting regular class time to independent reading and writing, modeling reading and writing skills, conferring with students on their
progress, and offering meaningful publication opportunities. Clear expectations and a sense of community must be established in order for readers and writers to
flourish.
Students should read in self-selected, appropriately challenging books to analyze the plot and structure, and also record vocabulary in their reading notebook.
Teachers should use mentor texts that are high quality to demonstrate skills that students will then transfer to their own reading. Reading instruction should go
deeper than simple plot line structure, exploring the rise and fall patterns within the plot line, particularly subplots within longer works. When selecting resources,
be aware that TEKS 8.3B requires students to compare and contrast two myths from different cultures. TEKS 8.8A (use of sensory language in imagery) is not
listed as a TEKS in this unit, but could be touched on if the teacher desires.
Students will be writing personal narratives. Teachers should use quickwrites regarding a variety of topics to encourage volume in student writing. Writing
minilessons should focus on brainstorming, responding to quick writes, drafting, revising, editing and publishing. Students should take at least one piece of writing
through the writing process to publication.
8th grade English is responsible for introducing sentence patterns 1, 7A, 8, 10, 11, 12, and 14 from The Art of Styling Sentences. Use discretion on when to teach
which patterns at various points throughout the year. In order for students to retain and incorporate these sentence patterns in their writing, “recycle” sentence
patterns in informal and formal writing throughout the year.
Grammar is embedded throughout units as minilessons and as part of the writing process. Grammar minilessons occur within the context of student writing and
student need with the focus on how correct conventions improve writing.
It is important that this unit, as well as all units, exhibit balance between reading and writing instruction.
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Instructional Guidance for English Language Learners (ELLs)
In order for ELLs to build language proficiency and content knowledge, they must be given regular opportunities to speak and write in the language of the
content. The following stems and activities can be used in this unit*:
Suggested Sentence Stems for ELLs
 From the information found in ____ I can infer that _____ because… (ELPS 4J)
 I think ____ is evidence that … (ELPS 4J)
 The author used ___ in order to ____ (ELPS 4K)
 The setting/plot/conflict/genre of this text is…(ELPS 4K)
 At first…but now/later/subsequently…(ELPS 5G)
Suggested Activities for ELLs
 Questioning the Author: A strategy for deepening the level of thinking about literature. Instead of staying within the world of the text, the teacher
prompts the students to question the author. For example, “What do you think the author is trying to say?” “Why do you think the author chose that
word or phrase?” “Would you have chosen a different word or phrase?”
 Directed Reading-Thinking Activity: This SIOP activity involves the teacher stopping regularly before and during reading to have the students make
predictions and justify their predictions. Questions might be: What do you think is going to happen next? What made you think that?
 Double Entry Journal: A two column journal used for reflective writing about texts. In one column students write words, phrases, or ideas that they found
interesting or significant. In the other column, students write the reasons they found them significant or ways they could use them in their own writing.
*For more stems and activities see Seidlitz, J. (2010). Navigating the ELPS in the English Language Arts and Reading Classroom: Using the New Standards to Improve
Instruction for English Language Learners. San Antonio: Seidlitz Education.
Resources
Texts should be of high interest and at an accessible reading level to engage students. Multiple genres across various reading levels are available in the campus
literacy library.
Reading Resources
 Holt Literature; “Pandora’s Box” p. 475, “Loo-Wit, The Fire-Keeper” p. 480; “The Old Grandfather and His Little Grandson” p. 486; “The Wise Old
Woman” p. 490
 Holt Online: R36, 516, 802-807, 844-849
 Class set of mythology poems: http://www.mythologyteacher.com/Myth%20Inspired%20Poems.pdf
 Mythology Teacher: www.mythologyteacher.com
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Writing Resources
 Writing Coach Memoirs – 10, 67; Writing Coach Personal Narrative 9, 65-89;
 Holt Online: Unit 7 – Writing Workshop
 Holt Online: Write Smart (also on DVD)
 The Art of Styling Sentences
 Units of Study: Grade 6, Unit 1: Personal Narrative by Lucy Calkins and Colleagues (Discuss alignment opportunities with your vertical team.)
 www.sixwordstories.net
 Six Word Memoirs collection
 The resources above are a combination of narrative and memoir. Remember that all personal narratives are memoirs, but not all memoirs are personal
narrative. See the link for an explanation of the subtle differences: http://www.youtube.com/watch?v=E_OO5FmaiRQ&noredirect=1
Additional Resources
 ELA Wiki: http://elaworkshop.pbworks.com
 Navigating the ELPS in the ELA and Reading Classroom
 Differentiation Resources: “Dare to Differentiate Wikispace” at http://daretodifferentiate.wikispaces.com/
 Read, Write, Think www.readwritethink.org/
 Teacher Toolkit of Instructional Strategies: http://www.theteachertoolkit.com/
Resources for setting up a workshop classroom
 Chapters 2-3 of Nancie Atwell’s In the Middle 3
 Chapters 4-5 of Nancie Atwell’s In the Middle 2
 Chapter 17 of Fountas & Pinnell’s Genre Study: Teaching with Fiction and Nonfiction Books, K-8+
 Chapter 4 of Lucy Calkins’ The Art of Teaching Reading
 Chapter 6 of Penny Kittle’s Write Beside Them
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Assessed TEKS3 Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different
cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
8.3A analyze literary works that share similar themes across cultures (Supporting Standard) [RC 1]
8.3B compare and contrast the similarities and differences in mythologies from various cultures (e.g., ideas of afterlife, roles and characteristics of
deities, purposes of myths) (Supporting Standard) [RC 1]
8.3C explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work (Supporting
Standard) [RC 2]
6 Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding. Students are expected to:
8.6A analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are
resolved (Readiness Standard) [RC 2]
8.6B analyze how the central characters’ qualities influence the theme of a fictional work and resolution of the central conflict (Readiness Standard)
[RC 2]
8.6C analyze different forms of point of view, including limited versus omniscient, subjective versus objective (Supporting Standard) [RC 2]
14 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students
are expected to:
8.14A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a
range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea
8.14B develop drafts by choosing an appropriate organizational strategy (e.g., discussion, background reading, personal interests, interviews), and
developing a thesis or controlling idea (Readiness Standard) [RC 1]
8.14C revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences;
internal and external coherence; and the use of effective transitions after thinking how well questions of purpose, audience, and genre have been
addressed (Readiness Standard) [RC 2]
8.14D edit drafts for grammar, mechanics, and spelling (Readiness Standard) [RC 3]
8.14E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
16 Writing. Students write about their own experiences. Students are expected to:
8.16A write a personal narrative that has a clearly defined focus and includes reflections on decisions, actions, and/or consequences (Readiness
Standard) [RC 1]
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8th Grade ELA Academic – Unit 1
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:
8.20A use convention of capitalizations (Supporting Standard) [RC 3]
8.20B use correct punctuation marks including (Supporting Standard) [RC 3]
i. commas after introductory structures and dependent adverbial clauses
ii. correct punctuation of complex sentences
iii. semicolons, colons, hyphens, parentheses, brackets, and ellipses
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Ongoing TEKSFigure 19- Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to
understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become selfdirected, critical readers. The student is expected to:
8.Fig 19A establish proposes for reading selected based upon own or others’ desired outcome to enhance comprehension
8.Fig 19B ask literal, interpretive, evaluative, and universal questions of text
8.Fig 19C reflect on understanding to monitor comprehension (e.g. summarizing and synthesizing; making textual, personal, and world connections;
creating sensory images)
8.Fig 19D make complex inferences about text and use textual evidence to support understanding (Readiness Standard for Fiction [RC 2] and
Expository [RC 3]; Supporting Standard for Literary Nonfiction, Poetry, Drama [RC 2] and Persuasive [RC 3]
8.Fig 19E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts (Readiness
Standard for Fiction [RC 2] and Expository [RC 3]; Supporting Standard for Literary Nonfiction, Poetry, Drama [RC 2] and Persuasive [RC
3]
8.Fig 19F make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence (Readiness Standard)
[RC 1]
1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:
8.1A adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.
2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
8.2A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (Readiness
Standard) [RC 1]
8.2B use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words
with novel meanings (Readiness Standard) [RC 1]
8.2C complete analogies that describe a function or its description (e.g., pen: paper as chalk: ___ or soft: kitten as hard: ______)
8.2D identify common words or word parts from other languages that are used in written English (e.g., phenomenon, charisma, chorus, passé, flora,
fauna)
8.2E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word
choices, and parts of speech or words (Readiness Standards) [RC 1]
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8th Grade ELA Academic – Unit 1
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:
8.19A use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (Supporting Standard) [RC
3]
i. verbs (perfect and progressive tenses) and participles
ii. appositive phrases
iii. adverbial and adjectival phrases and clauses
iv. relative pronouns (e.g., whose, that, which)
v. subordinating conjunctions (e.g., because, since)
8.19B write complex sentences and differentiate between main versus subordinate clauses (Readiness Standard) [RC 3]
8.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents,
parallel structures, and consistent tenses (Readiness Standard) [RC 3]
21 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to
determine and check correct spellings.
8.21A spell correctly, including using various resources to determine and check correct spellings
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8th Grade ELA Academic – Unit 1
ELPS (English Language Proficiency Standards)1 Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her
own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum,
all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of
English language proficiency. The student is expected to:
1A use prior knowledge and experiences to understand meanings in English
1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and
grade-level vocabulary;
3 Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different
language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the
beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated,
sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a
variety of social and grade-appropriate academic topics
4 Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of
comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading.
In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be
linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student
is expected to:
4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm
understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging
language
4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between
ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and
performing critical analyses commensurate with content area and grade-level needs.
5 Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific
purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in
writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must
be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The
student is expected to:
5B write using newly acquired basic vocabulary and content-based grade-level vocabulary;
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8th Grade ELA Academic – Unit 1
5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is
acquired;
5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate
with grade-level expectations as more English is acquired
5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in
increasingly accurate ways as more English is acquired
5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
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8th Grade ELA Academic – Unit 1
Technology TEKS2 Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student
is expected to:
2C create products using technical writing strategies
6 Technology operations and concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations. The
student is expected to:
6D understand and use software applications, including selecting and using software for a defined task
6E identify, understand, and use hardware systems
6G implement effective file management strategies such as file naming conventions, location, backup, hierarchy, folder structure, file conversion, tags,
labels, and emerging digital organizational strategies
6K use keyboarding techniques and ergonomic strategies while building speed and accuracy
6L create and edit files with productivity tools, including:
i. a word processing document using digital typography standards such as page layout, font formatting, paragraph formatting, and list
attributes
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8th Grade ELA Academic – Unit 2
8th Grade ELA Academic
2nd Six Weeks
Informational Texts and Expository Writing
Unit Summary
This unit combines reading expository and informational texts with expository writing. Minilessons should focus on elements such as the effect of text structure,
identifying main idea as well as synthesizing and making logical connections between ideas within a text and across two or three texts of similar or different genres
while supporting those findings with textual evidence. Throughout the unit, students should write expository responses to self-selected topics.
Understandings
Essential Questions
 Readers use appropriate comprehension strategies, as needed, to
 How does a writer organize information to clearly communicate the message?
construct meaning and expand vocabulary.
 What textual evidence best supports a writer’s message?
 Readers make inferences and draw conclusions using relevant
evidence from text to support their thinking.
 Writers choose words, ideas, devices, and information/evidence
to elicit an intended response from the audience.
Objectives
Assessed TEKS
8.9A
8.10A-D
8.17C
ELPS
Ongoing TEKS
8.Fig 19A-F
8.1A
8.2A-E
8.14A-E
8.19A-C
8.20A-B
8.21A
Technology TEKS
2C
6D-E
6G
6K
6Li
1H, 4D, 4F, 4I-K, 5G
Critical Vocabulary
assertion, author’s purpose, citation, connotation, denotation, details, expository, main idea, textual evidence
Cornerstone Focus
Sample Performance Task
Collaboration
Reading: Using at least 2 pieces of expository text, students will write a
Critical Thinking
response in which they synthesize and make logical connections between
Information Literacy
ideas within a text and across two or three texts representing similar or
different genres and support those findings with textual evidence.
Writing: Students will write an expository essay on a self-selected topic that
demonstrates the use of writing skills for a multi-paragraph essay and provide
sustained evidence from the text using quotations when appropriate.
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Other Evidence
pre-assessments, teacher observation, class
discussion (on effective and ineffective textual
evidence, student products, reader’s notebook,
writer’s notebook, outlines of expository texts,
graphic organizers of main idea and supporting
details
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8th Grade ELA Academic – Unit 2
Instructional Guidance
Teachers are encouraged to utilize the literacy library and school library to help students find high-interest and appropriately challenging expository texts. It may
require additional time as many students might be unfamiliar choosing expository texts to read. Minilesson topics should include summarizing, comparing authors’
purposes, making connections within and across text, using textual evidence, and distinguishing factual claims from commonplace assertions.
Teachers should consider beginning the unit with on demand writing in the expository genre. On demand writing should take 20 minutes in class with the
purpose of giving teachers information about student needs. Teachers can then design the flow of writer’s workshop based off areas of concern, including
structuring ideas and conventions.
The Do The Write Thing Texas Challenge fits nicely in this unit as students may enter a piece in this writing contest where students answer three questions in their
essay. Students win an opportunity to be recognized at an annual recognition ceremony. Every campus that participates will have a male and female student
recognized. For more information, go to http://www.dtwtx.org/resources/txch-texas.htm (The program engages students in thoughtful classroom discussions
about violence and its impact on their lives; seeks their analyses of the causes and solicits their quest for solutions. The written composition portion cultivates
logic, creativity and literacy.)
Although the TEKS in this unit focus on expository texts, teachers are encouraged to bring in complementary texts of other genres such as literary fiction, graphic
novels, etc. to provide cross genre connections and enrich learning.
8th grade English is responsible for introducing sentence patterns 1, 7A, 8, 10, 11, 12, and 14 from The Art of Styling Sentences. Use discretion on when to teach
which patterns at various points throughout the year. In order for students to retain and incorporate these sentence patterns in their writing, “recycle” sentence
patterns in informal and formal writing throughout the year.
It is important that this unit, as well as all units, exhibit balance between reading and writing instruction. Texts selected should have thematic connections that are
not readily apparent to students.
Grammar is embedded throughout units as minilessons and as part of the writing process. Grammar minilessons occur within the context of student writing and
student need with the focus on how correct conventions improve writing.
This unit offers possibilities for research TEKS to be addressed.
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8th Grade ELA Academic – Unit 2
Instructional Guidance for English Language Learners (ELLs)
In order for ELLs to build language proficiency and content knowledge, they must be given regular opportunities to speak and write in the language of the
content. The following stems and activities can be used in this unit*:







Suggested Sentence Stems for ELLs
Every example we observed was/had…(1H)
One pattern I noticed was…(1H)
One detail that supports the main idea is…(4I)
In my opinion, the most significant idea in this passage is ___ because … (4I)
Suggested Activities for ELLs
SQP2RS (Squeepers): A SIOP classroom reading strategy that trains students to use cognitive, metacognitive strategies to process nonfiction texts. The
following steps are involved:
1. Survey: Students scan the visuals, headings, and other text features.
2. Questions: Students write what questions they might find answers to.
3. Predict: Students write predictions about what they will learn.
4. Read: Students read the text.
5. Respond: Students revisit their questions and think through how they responded to what they read.
6. Summarize: Students restate key concepts, either individually or in groups.
Keep, Delete, Substitute, Select: A strategy for summarizing developed by Brown, Campoine, and Day (1981). Students keep important information,
delete unnecessary and redundant material, substitute general terms for specific terms (e.g. birds for robins, crows, etc.), and select or invent a topic
sentence.
Conga Line: A SIOP strategy where students form two lines facing one another. Students in each row share ideas, review concepts, or ask one another
questions. After the first discussion, one row moves and the other remains stationary so each student now has a new partner.
*For more stems and activities see Seidlitz, J. (2010). Navigating the ELPS in the English Language Arts and Reading Classroom: Using the New Standards to Improve
Instruction for English Language Learners. San Antonio: Seidlitz Education.
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8th Grade ELA Academic – Unit 2
Resources
Texts should be of high interest and at an appropriately advanced reading level to engage students. Multiple genres across various reading levels are available in
the campus literacy library.
Reading Resources
 Holt Literature: Unit 8 – Facts and Information; triplet study p. 704; “The Story of Eyewitness” p. 410; “Letter from New Orleans: Leaving Desire” p.419;
“The Simple Commandments of Journalistic Ethics” p. 739
 Article of the week from Kelly Gallagher: www.kellygallagher.org
 Vale Valley article of the week: http://vms.vale.k12.or.us/articles-week
 Articles from NewsELA: https://newsela.com/
 Articles from Scholastic’s Upfront Magazine: http://upfront.scholastic.com/
Writing Resources
 Writing Coach: Chapter 8, 10
 Units of Study: Grade 6, Unit 3: Research-Based Information Writing by Lucy Calkins and Colleagues (Discuss alignment opportunities with your vertical
team.)
 Units of Study: Grade 8, Unit 1: Investigative Journalism by Lucy Calkins and Colleagues (Discuss alignment opportunities with your vertical team.)
 The Art of Styling Sentences
 Mechanically Inclined, Everyday Editing, and Revision Decisions by Jeff Anderson
Additional Resources
 ELA Workshop Wiki: http://elaworkshop.pbworks.com
 Laying the Foundation Resources
 PreAP/AP Critical Documents (see “Guiding Documents” in Forethought)
 Navigating the ELPS in the ELA and Reading Classroom by J. Seidlitz
 Differentiation Resources: “Dare to Differentiate Wikispace” at http://daretodifferentiate.wikispaces.com/
 Read, Write, Think www.readwritethink.org/
 Teacher Toolkit of Instructional Strategies: http://www.theteachertoolkit.com/Resources
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Assessed TEKS9 Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in
cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
8.9A students analyze works written on the same topic and compare how the authors achieved similar or different purpose (Supporting) [RC 1]
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:
8.10A summarize the main ideas, supporting details, and relationships among ideas in text succinctly in ways that maintain meaning and logical order
(Readiness) [RC 3]
8.10B distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic in text (Supporting) [RC 3]
8.10C make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns (Readiness) [RC 3]
8.10D 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) [RC 3]
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:
8.17C write responses to literary or expository texts that demonstrate the use of writing skills for a multi-paragraph essay and provide sustained
evidence from the text using quotations when appropriate (Supporting) [RC 1]
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Ongoing TEKSFigure 19- Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to
understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become selfdirected, critical readers. The student is expected to:
8.Fig 19A establish proposes for reading selected based upon own or others’ desired outcome to enhance comprehension
8.Fig 19B ask literal, interpretive, evaluative, and universal questions of text
8.Fig 19C reflect on understanding to monitor comprehension (e.g. summarizing and synthesizing; making textual, personal, and world connections;
creating sensory images)
8.Fig 19D make complex inferences about text and use textual evidence to support understanding (Readiness for Fiction and Expository) [RC 2 &
3]; (Supporting for Persuasive) [RC 3]
8.Fig 19E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts (Readiness for
Fiction and Expository) [RC 2 & 3]; (Supporting for Literary Nonfiction, Poetry, Drama, Persuasion) [RC 2 & 3]
8.Fig 19F make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence
1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:
8.1A adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.
2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
8.2A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (Readiness
Standard) [RC 1]
8.2B use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words
with novel meanings (Readiness Standard) [RC 1]
8.2C complete analogies that describe a function or its description (e.g., pen: paper as chalk: ___ or soft: kitten as hard: ______)
8.2D identify common words or word parts from other languages that are used in written English (e.g., phenomenon, charisma, chorus, passé, flora,
fauna)
8.2E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word
choices, and parts of speech or words (Readiness Standard) [RC 1]
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14 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students
are expected to:
8.14A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a
range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea
8.14B develop drafts by choosing an appropriate organizational strategy (e.g., discussion, background reading, personal interests, interviews), and
developing a thesis or controlling idea (Readiness Standard) [RC 1]
8.14C revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences;
internal and external coherence; and the use of effective transitions after thinking how well questions of purpose, audience, and genre have been
addressed (Readiness Standard) [RC 2]
8.14D edit drafts for grammar, mechanics, and spelling (Readiness Standard) [RC 3]
8.14E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
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:
8.19A use and understand the function of the following parts of speech in the context of reading, writing, and speaking (Supporting Standard) [RC
3]
i. verbs (perfect and progressive tenses) and participles
ii. appositive phrases
iii. adverbial and adjectival phrases and clauses
iv. relative pronouns (e.g., whose, that, which)
v. subordinating conjunctions (e.g., because, since)
8.19B write complex sentences and differentiate between main versus subordinate clauses (Readiness Standard) [RC 3]
8.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents,
parallel structures, and consistent tenses (Readiness Standard) [RC 3]
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:
8.20A use conventions of capitalization (Supporting Standard) [RC 3]
8.20B use correct punctuation marks, including: (Supporting Standard) [RC 3]
i. commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex sentences
ii. semicolons, colons, hyphens, parentheses, brackets, and ellipses
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8th Grade ELA Academic – Unit 2
21 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to
determine and check correct spellings.
8.21A spell correctly, including using various resources to determine and check correct spellings (Readiness Standard) [RC 3]
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8th Grade ELA Academic – Unit 2
ELPS (English Language Proficiency Standards)1 Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her
own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum,
all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of
English language proficiency. The student is expected to:
1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing
sayings and expressions commensurate with grade-level learning expectations.
4 Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of
comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading.
In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be
linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student
is expected to:
4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance
comprehension of written text
4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm
understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging
language
4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of
supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area
needs
4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between
ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and
performing critical analyses commensurate with content area and grade-level needs
5 Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific
purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in
writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must
be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The
student is expected to:
5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
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8th Grade ELA Academic – Unit 2
Technology TEKS2 Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student
is expected to:
2C create products using technical writing strategies
6 Technology operations and concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations. The
student is expected to:
6D understand and use software applications, including selecting and using software for a defined task
6E identify, understand, and use hardware systems
6G implement effective file management strategies such as file naming conventions, location, backup, hierarchy, folder structure, file conversion, tags,
labels, and emerging digital organizational strategies
6K use keyboarding techniques and ergonomic strategies while building speed and accuracy
6L create and edit files with productivity tools, including:
i. a word processing document using digital typography standards such as page layout, font formatting, paragraph formatting, and list
attributes
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8th Grade ELA Academic – Unit 3
8th Grade ELA Academic
3rd Six Weeks
Poetry and the Power of Words
Unit Summary
In this unit, students will analyze published poetic works and construct poetry of their own. Different forms of poems should be used as anchor texts
(narrative poetry, epic poetry, lyric poetry, etc.). Elements of poetry should be analyzed to provide a core of knowledge that students will use when
constructing their own poems. While analyzing poetry, students will not only identify poetic techniques and figurative language, but also explain the effect of
such elements on the overall meaning of the poem. While writing poetry, students should apply different styles they have studied and create their own poems.
Understandings
Essential Questions
 Readers recognize how an author’s use of devices, structures,
 How do poets use literary devices to communicate a message and/or elicit
languages, and images construct meaning
responses from the reader?
 Writers analyze various models of texts to determine the
 How does the form of a poem contribute to its meaning?
effective elements of writing
 Writers choose words, ideas, devices and information/evidence
to elicit an intended response from the audience.
Objectives
Assessed TEKS
8.4A
8.8A
8.15B
8.17B
Ongoing TEKS
8.Fig 19A- F
8.1A
8.2A-E
8.14A-E
8.19A-C
8.20A-B
8.21A
Technology TEKS
2C
6G
6K
6Li
ELPS
1C, 1E, 1H, 4J, 5B, 5G
Critical Vocabulary
allusion, figurative language (extended metaphor, hyperbole, idiom, metaphor, personification, simile), imagery, meter, mood, poetic form, speaker, sound
devices (alliteration, assonance, consonance, onomatopoeia, repetition, rhyme, rhythm, rhyme scheme), stanza, theme, tone
Cornerstone Focus
Sample Performance Task
Other Evidence
Communication
Reading: Students will write a response to two poems that compares and pre-assessments, teacher observation, class
Creative Thinking
contrasts the relationship between the purpose and characteristics of their discussion, student products, reader’s
Critical Thinking
different poetic forms.
notebook, writer’s notebook
Writing: Students will write a poem that includes poetic techniques,
figurative language, and graphic elements.
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8th Grade ELA Academic – Unit 3
Instructional Guidance
Readers and writers must compare and contrast different types of poetry. Traditionally, teachers have focused on lyrical and epic poetry in the classroom. The
TEKS suggest these types of poems but do not require them. Variety is encouraged. During this unit, novels in verse, such as Home of the Brave by Katherine
Applegate, serve as excellent read alouds. Students will find poetry that reflects themes found in their independent reading most engaging, leading to more
interactive class discussion. While studying poetry, students should be exposed to figurative language and its effect, poetic techniques, and graphic elements.
Teachers must model the correct use of academic terminology when discussing these techniques and slowly require students to do the same.
In writer’s workshop, on demand poetry writing should be utilized near the beginning of the unit in order to guide minilessons topics. Minilesson topics might
include: brainstorming, writing quickwrites, punctuation in poetry, revising, editing, and publishing. Students should write multiple poems while bringing one
through the entire writing process.
Although the TEKS in this unit focus on poetry, teachers are encouraged to bring in complementary texts of other genres such as persuasion, expository, etc.
to provide cross genre connections and enrich learning. It is important that this unit, as well as all units, exhibit balance between reading and writing
instruction. Although not explicitly stated in the TEKS below, much of the writing in this unit should be in response to the poetry. This writing can be
informal and incorporated in the reader’s notebook.
8th grade English is responsible for introducing sentence patterns 1, 7A, 8, 10, 11, 12, and 14 from The Art of Styling Sentences. Use discretion on when to teach
which patterns at various points throughout the year. In order for students to retain and incorporate these sentence patterns in their writing, “recycle”
sentence patterns in informal and formal writing throughout the year.
Grammar is embedded throughout units as minilessons and as part of the writing process. Grammar minilessons occur within the context of student writing
and student need with the focus on how correct conventions improve writing.
This unit offers possibilities for research TEKS to be addressed.
Instructional Guidance for English Language Learners (ELLs)
In order for ELLs to build language proficiency and content knowledge, they must be given regular opportunities to speak and write in the language of the
content. The following stems and activities can be used in this unit*:




Suggested Sentence Stems for ELLs
Even though it doesn’t say ____, I think…. (4J)
_______ reminds me of… (4J)
When ____ then … (5F)
____ is significant due to… (5F)
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8th Grade ELA Academic – Unit 3



Suggested Activities for ELLs
Prediction Café for Poetry: This strategy introduces students to the poem before reading as a whole-class. Teachers should pick out 5 or 6 important
lines/stanzas from the poem and write one on each card. Pairs will work together to discuss and then form additional groups or share out to the class.
Teachers may want to use frames to facilitate the development of academic language during the activity, such as “____ makes me think that ____” and
“I believe _____ because _____.”
Question the Author (QtA): A strategy for deepening the level of thinking about literature. Instead of staying within the world of the text, the teacher
prompts the students to question the author. For example, (1) What do you think the author is trying to say? (2) Why do you think the author chose
that word or phrase? (3) Would you have chosen a different word or phrase? (4) What is the purpose of the text?
Read, Write, Pair, Share: A strategy for getting students to share their ideas during interactions. Students read a text, write their thoughts on it using a
sentence starter, pair up with another student, and share their writing. Students can also be given suggestions on how to comment on one another’s
writing.
*For more stems and activities see Seidlitz, J. (2010). Navigating the ELPS in the English Language Arts and Reading Classroom: Using the New Standards to Improve
Instruction for English Language Learners. San Antonio: Seidlitz Education.
Resources
Texts should be of high interest and at an accessible reading level to engage students. Multiple genres across various reading levels are available in the campus
literacy library.
Reading Resources
 Poetry: Holt Literature: Unit 5 – Painting with Words: Poetry. Additionally, there are several poems in the Holt Literature table of contents that are paired
with other texts.
 Joyful Noise: Poems for Two Voices by Paul Fleischman
 Poem a Day, Naming the World by Nancie Atwell
 Poetry: Project 180 www. Loc.gov/poetry/180
Writing Resources
 Writing Coach: Chapter 7 (writing poetry)
 Writing Coach: Writing a letter pages 22, 257, 260, R15
 Units of Study: Grade 8, Unit 2: The Literary Essay by Lucy Calkins and Colleagues (Discuss alignment opportunities with your vertical team.)
Additional Resources
 ELA Wiki: http://elaworkshop.pbworks.com
 Navigating the ELPS in the ELA and Reading Classroom by J. Seidlitz
 Differentiation Resources: “Dare to Differentiate Wikispace” at http://daretodifferentiate.wikispaces.com/
 Read, Write, Think www.readwritethink.org/
 Teacher Toolkit of Instructional Strategies: http://www.theteachertoolkit.com/
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8th Grade ELA Academic – Unit 3
Assessed TEKS4 Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and
provide evidence from text to support their understanding. Students are expected to:
8.4A compare and contrast the relationship between the purpose and characteristics of different poetic forms (e.g., epic poetry, lyric poetry)
(Supporting Standard) [RC 2]
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. Students are expected to:
8.8A explain the effect of similes and extended metaphors in literary text (Supporting Standard) [RC 2]
15 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students
are expected to:
8.15B write a poem using (Supporting Standard) [RC 1]
i. poetic techniques (e.g., rhyme scheme, meter) (Supporting Standard) [RC 1]
ii. figurative language (e.g., personification, idioms, hyperbole) (Supporting Standard) [RC 1]
iii. graphic elements (e.g., word position). (Supporting Standard) [RC 1]
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:
8.17B write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context (Supporting Standard)
[RC 1]
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8th Grade ELA Academic – Unit 3
Ongoing TEKSFigure 19- Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to
understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become selfdirected, critical readers. The student is expected to:
8.Fig 19A establish proposes for reading selected based upon own or others’ desired outcome to enhance comprehension
8.Fig 19B ask literal, interpretive, evaluative, and universal questions of text
8.Fig 19C reflect on understanding to monitor comprehension (e.g. summarizing and synthesizing; making textual, personal, and world connections;
creating sensory images)
8.Fig 19D make complex inferences about text and use textual evidence to support understanding (Readiness Standard for Fiction [RC 2] and
Expository [RC 3]; Supporting Standard for Literary Nonfiction, Poetry, Drama [RC 2] and Persuasive [RC 3]
8.Fig 19E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts (Readiness
Standard for Fiction [RC 2] and Expository [RC 3]; Supporting Standard for Literary Nonfiction, Poetry, Drama [RC 2] and Persuasive [RC
3]
8.Fig 19F make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence (Readiness Standard)
[RC 1]
1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:
8.1A adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.
2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
8.2A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (Readiness
Standard) [RC 1]
8.2B use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words
with novel meanings (Readiness Standard) [RC 1]
8.2C complete analogies that describe a function or its description (e.g., pen: paper as chalk? ___ or soft: kitten as hard: ______)
8.2D identify common words or word parts from other languages that are used in written English (e.g., phenomenon, charisma, chorus, passé, flora,
fauna)
8.2E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word
choices, and parts of speech or words (Readiness Standard) [RC 1]
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14 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students
are expected to:
8.14A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a
range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea
8.14B develop drafts by choosing an appropriate organizational strategy (e.g., discussion, background reading, personal interests, interviews), and
developing a thesis or controlling idea (Readiness Standard) [RC 1]
8.14C revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences;
internal and external coherence; and the use of effective transitions after thinking how well questions of purpose, audience, and genre have been
addressed (Readiness Standard) [RC 2]
8.14D edit drafts for grammar, mechanics, and spelling (Readiness Standard) [RC 3]
8.14E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
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:
8.19A use and understand the function of the following parts of speech in the context of reading, writing, and speaking (Supporting Standard) [RC
3]
i. verbs (perfect and progressive tenses) and participles (Supporting Standard) [RC 3]
ii. appositive phrases (Supporting Standard) [RC 3]
iii. adverbial and adjectival phrases and clauses (Supporting Standard) [RC 3]
iv. relative pronouns (e.g., whose, that, which) (Supporting Standard) [RC 3]
v. subordinating conjunctions (e.g., because, since) (Supporting Standard) [RC 3]
8.19B write complex sentences and differentiate between main versus subordinate clauses (Readiness Standard) [RC 3]
8.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents,
parallel structures, and consistent tenses (Readiness Standard) [RC 3]
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:
8.20A use conventions of capitalization (Supporting Standard) [RC 3]
8.20B use correct punctuation marks, including:
i. commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex sentences (Supporting
Standard) [RC 3]
ii. semicolons, colons, hyphens, parentheses, brackets, and ellipses (Supporting Standard) [RC 3]
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21 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to
determine and check correct spellings.
8.21A spell correctly, including using various resources to determine and check correct spellings (Readiness Standard) [RC 3]
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8th Grade ELA Academic – Unit 3
ELPS (English Language Proficiency Standards)1 Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her
own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum,
all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of
English language proficiency. The student is expected to:
1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and
grade-level vocabulary
1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and
language attainment
1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing
sayings and expressions commensurate with grade-level learning expectations.
4 Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of
comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading.
In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be
linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student
is expected to:
4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between
ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
5 Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific
purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in
writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must
be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The
student is expected to:
5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
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8th Grade ELA Academic – Unit 3
Technology TEKS2 Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student
is expected to:
2C create products using technical writing strategies
6 Technology operations and concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations. The
student is expected to:
6G implement effective file management strategies such as file naming conventions, location, backup, hierarchy, folder structure, file conversion, tags,
labels, and emerging digital organizational strategies
6K use keyboarding techniques and ergonomic strategies while building speed and accuracy
6L create and edit files with productivity tools, including:
i. a word processing document using digital typography standards such as page layout, font formatting, paragraph formatting, and list
attributes
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8th Grade ELA Academic – Unit 4
8th Grade ELA Academic
Making Connections Across Genres
4th Six Weeks
Unit Summary
This unit combines poetry, drama, and expository writing. Students will produce an analytical response of a poem or drama. The overarching goal is to
interest students in drama and poetry while making thematic connections and inferences across texts that are supported by textual evidence. While
reading these works, the focus will be on identifying and analyzing literary techniques, theme, author’s tone and use of figurative language. Reading
lesson topics should focus on elements that are specific to drama such as the protagonist and antagonist, staging, dialogue, and organization of the text
Understandings
Essential Questions
 Readers recognize how an author’s use of devices, structures,
 Why poetry?
languages, and images construct and convey meaning.
 How do authors use poetic devices effectively?
 Readers make inferences and draw conclusions using relevant
 How is drama like life?
evidence from text to support their thinking.
 How do playwrights use action, dialogue, and stage directions to
 Writers analyze various models of texts to determine the
convey plot and character?
effective elements of writing.
 What role does drama play in our society?
 Writers choose words, ideas, devices, and
 How do authors use precise language to convey understanding?
information/evidence to elicit an intended response from the
audience.
 Proper oral and written conventions promote fluency of
communication.
Objectives
ELPS
Assessed TEKS
Ongoing TEKS
Technology TEKS
8.3A
8.Fig 19A-F
2C
1C, 1H, 4J-K, 5E-G
8.4A
8.1A
6G
8.5A
8.2A-E
6K
8.8A
8.14A-E
6Li
8.17A
8.19A-C
8.21A
Critical Vocabulary
Protagonist, antagonist, dialogue, staging, playwright, textual evidence
Previously studied poetic terms: similes, extended metaphor, poetic forms
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Cornerstone Focus
Collaboration
Communication
Creative Thinking
Sample Performance Task
Reading: Students will write a response in which they connect elements
in a playwright’s work to elements in a different genre.
Writing: Students will write an expository response with an effective
introduction and conclusion, which is logically organized, and uses a
variety of sentence structures and transitions to link paragraphs.
Other Evidence
pre-assessments, teacher observation,
class discussion, student products,
reader’s notebook, writer’s notebook,
expository essay
Instructional Guidance
TEKS 8.3A and 8.Figure 19F require intertextual links among and across texts and media. Readers generally struggle with both poetry and drama.
Pairing these pieces allow readers the opportunity to deeply study both literary techniques and thematic links across texts. Reading drama is a skill that
is different from reading other types of texts. Readers will need the teacher to model effective reading strategies. Often, the aspects of drama (such as
stage directions) that make this type of writing unique are overlooked. Although the TEKS in this unit focus on drama and poetry, teachers are
encouraged to bring in complementary texts of other genres such as persuasion, expository, etc. to provide cross genre connections and enrich learning.
As readers broaden their understanding of thematic links, it is encouraged that they be given the opportunity to look for less evident connections. This
is best supported when readers read pieces from various time periods and situations simultaneously. During this time, independent reading and/or
collaborative reading in workshop will be especially important to allow students to continue to make those connections.
It is important that this unit, as well as all units, exhibit balance between reading and writing instruction. Writers will expand their expository writing
skills in this unit as they work to understand the larger thematic pieces of the texts and categorize them appropriately. Writers will write an expository
piece in response to an element that interests them in their reading, ideally exploring a connection between two works, such as between a poem and the
dramatic work studied. In addition, students need to be encouraged often to provide short written responses that require them to respond to the
literature utilizing textual evidence. This is a key component of the English I Reading EOC exam. Students will need significant practice starting now in
order to acquire this skill prior to the English I exam.
8th grade English is responsible for introducing sentence patterns 1, 7A, 8, 10, 11, 12, and 14 from The Art of Styling Sentences. Use discretion on when to
teach which patterns at various points throughout the year. In order for students to retain and incorporate these sentence patterns in their writing,
“recycle” sentence patterns in informal and formal writing throughout the year.
Grammar is embedded throughout units as minilessons and as part of the writing process. Grammar minilessons occur within the context of student
writing and student need with the focus on how correct conventions improve writing.
This unit offers possibilities for research TEKS to be addressed.
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Instructional Guidance for English Language Learners (ELLs)
In order for ELLs to build language proficiency and content knowledge, they must be given regular opportunities to speak and write in the language of
the content. The following stems and activities can be used in this unit*:
Suggested Sentence Stems for ELLs
 The connection between _____ and ______ is _______ (4J)
 _____ relates to what happened when ___ because… (4J)
 _____ shows/is/has _____ which means … (5G)
 _____ is a characteristic or attribute of _____ (5G)
Suggested Activities for ELLs
 Nonlinguistic Representations: Nonverbal means of representing knowledge including illustrations, graphic organizers, physical models, and
kinesthetic activities.
 Structured Conversation: Student-student interaction where the language and content are planned. Students are given sentence frames to begin
the conversation and specific questions and sentence starters to extend the conversation.
 Dialogue Journal: A journal that is exchanged between the student and teacher or between two or more students. The journal focuses on
academic topics and the language used by the teacher and student should be content focused and academic.
*For more stems and activities see Seidlitz, J. (2010). Navigating the ELPS in the English Language Arts and Reading Classroom: Using the New Standards to
Improve Instruction for English Language Learners. San Antonio: Seidlitz Education.
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Resources
Texts should be of high interest and at an accessible reading level to engage students. Multiple genres across various reading levels are available in the
campus literacy library.
Reading Resources
 Holt Literature: “The Hitchhiker” p. 90, “Charly” p. 224, “The Diary of Anne Frank” p. 544
 Holt Literature: Unit 5 – Painting with Words: Poetry
 Free Verse Poems: Holt Literature – “Mi Madre” p. 432, “Canyon de Chelly” p. 434
 Narrative Poems: Holt Literature – “Paul Revere’s Ride” p. 136, “Barbara Fritchie” p. 292, “John Henry” p. 296.
 Project 180 www.loc.gov/poetry/180
Writing Resources
 Writing Coach: Chapter 7 and 10
 The Art of Styling Sentences
 Units of Study: Grade 8, Unit 1: Investigative Journalism by Lucy Calkins and Colleagues (Discuss alignment opportunities with your vertical
team.)
 Units of Study: Grade 8, Unit 2: The Literary Essay by Lucy Calkins and Colleagues (Discuss alignment opportunities with your vertical team.)
 Mechanically Inclined, Everyday Editing, and Revision Decisions by Jeff Anderson
Additional Resources
 ELA Workshop Wiki: http://elaworkshop.pbworks.com
 Nancie Atwell’s Poem a Day, Naming the World.
 Navigating the ELPS in the ELA and Reading Classroom by J. Seidlitz
 Differentiation Resources: “Dare to Differentiate Wikispace” at http://daretodifferentiate.wikispaces.com/
 Read, Write, Think www.readwritethink.org/
 Teacher Toolkit of Instructional Strategies: http://www.theteachertoolkit.com/
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Assessed TEKS3 Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different
cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
8.3A analyze literary works that share similar themes across cultures (Supporting Standard) [RC 1]
4 Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and
provide evidence from text to support their understanding. Students are expected to:
8.4A compare and contrast the relationship between the purpose and characteristics of different poetic forms (e.g., epic poetry, lyric poetry)
(Supporting Standard) [RC 2]
5 Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and
provide evidence from text to support their understanding. Students are expected to:
8.5A analyze how different playwrights characterize their protagonists and antagonists through the dialogue and staging of their plays (Supporting
Standard) [RC 2]
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. Students are expected to:
8.8A explain the effect of similes and extended metaphors in literary text. (Supporting Standard) [RC 2]
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:
8.17A write a multi-paragraph essay to convey information about a topic that:
i. presents effective introductions and concluding paragraphs (Readiness Standard) [RC 1]
ii. contains a clearly stated purpose or controlling idea (Readiness Standard) [RC 1]
iii. is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies (Readiness Standard)
[RC 1]
iv. accurately synthesizes ideas from several sources (Readiness Standard) [RC 1]
v. uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs (Readiness Standard) [RC 1]
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:
8.19A use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
i. verbs (perfect and progressive tenses) and participles (Supporting Standard) [RC 3]
ii. appositive phrases (Supporting Standard) [RC 3]
iii. adverbial and adjectival phrases and clauses (Supporting Standard) [RC 3]
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iv. relative pronouns (e.g., whose, that, which) (Supporting Standard) [RC 3]
v. subordinating conjunctions (e.g., because, since) (Supporting Standard) [RC 3]
8.19B write complex sentences and differentiate between main versus subordinate clauses (Readiness Standard) [RC 3]
8.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents,
parallel structures, and consistent tenses (Readiness Standard) [RC 3]
21 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to
determine and check correct spellings.
8.21A spell correctly, including using various resources to determine and check correct spellings (Readiness Standard) [RC 3]
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Ongoing TEKSFigure 19- Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to
understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become selfdirected, critical readers. The student is expected to:
8.Fig 19A establish proposes for reading selected based upon own or others’ desired outcome to enhance comprehension
8.Fig 19B ask literal, interpretive, evaluative, and universal questions of text
8.Fig 19C reflect on understanding to monitor comprehension (e.g. summarizing and synthesizing; making textual, personal, and world connections;
creating sensory images)
8.Fig 19D make complex inferences about text and use textual evidence to support understanding (Readiness Standard for Fiction [RC 2] and
Expository [RC 3]; Supporting Standard for Literary Nonfiction, Poetry, Drama [RC 2] and Persuasive [RC 3]
8.Fig 19E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts (Readiness
Standard for Fiction [RC 2] and Expository [RC 3]; Supporting Standard for Literary Nonfiction, Poetry, Drama [RC 2] and Persuasive [RC
3]
8.Fig 19F make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence (Readiness Standard)
[RC 1]
1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:
8.1A adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.
2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
8.2A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (Readiness
Standard) [RC 1]
8.2B use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words
with novel meanings (Readiness Standard) [RC 1]
8.2C complete analogies that describe a function or its description (e.g., pen: paper as chalk ___ or soft: kitten as hard: ______)
8.2D identify common words or word parts from other languages that are used in written English (e.g., phenomenon, charisma, chorus, passé, flora,
fauna)
8.2E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word
choices, and parts of speech or words (Readiness Standard) [RC 1]
14 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students
are expected to:
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8.14A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a
range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea
8.14B develop drafts by choosing an appropriate organizational strategy (e.g., discussion, background reading, personal interests, interviews), and
developing a thesis or controlling idea (Readiness Standard) [RC 1]
8.14C revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences;
internal and external coherence; and the use of effective transitions after thinking how well questions of purpose, audience, and genre have been
addressed (Readiness Standard) [RC 2]
8.14D edit drafts for grammar, mechanics, and spelling (Readiness Standard) [RC 3]
8.14E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
21 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to
determine and check correct spellings.
8.21A spell correctly, including using various resources to determine and check correct spellings (Readiness Standard) [RC 3]
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8th Grade ELA Academic – Unit 4
ELPS (English Language Proficiency Standards)1 Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her
own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum,
all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of
English language proficiency. The student is expected to:
1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and
grade-level vocabulary
1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing
sayings and expressions commensurate with grade-level learning expectations
4 Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of
comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading.
In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be
linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student
is expected to:
4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between
ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs;
and
4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and
performing critical analyses commensurate with content area and grade-level needs.
5 Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific
purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in
writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must
be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The
student is expected to:
5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
i. using correct verbs, tenses, and pronouns/antecedents;
ii. using possessive case (apostrophe s) correctly; and
iii. using negatives and contractions correctly;
5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in
increasingly accurate ways as more English is acquired; and
5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
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8th Grade ELA Academic – Unit 4
Technology TEKS2 Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student
is expected to:
2C create products using technical writing strategies
6 Technology operations and concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations. The
student is expected to:
6G implement effective file management strategies such as file naming conventions, location, backup, hierarchy, folder structure, file conversion, tags,
labels, and emerging digital organizational strategies
6K use keyboarding techniques and ergonomic strategies while building speed and accuracy
6L create and edit files with productivity tools, including:
i. a word processing document using digital typography standards such as page layout, font formatting, paragraph formatting, and list
attributes
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8th Grade ELA Academic– Unit 5
8th Grade ELA Academic
5th Six Weeks
Persuasion and Media Literacy
Unit Summary
In this unit, students will move beyond identification of persuasive techniques to examine the effect of such elements. Students will learn to analyze
commonplace assertions presented as facts. Students will write persuasive texts during this unit. Additionally, students will briefly study procedural writing and
the influence of graphics on understanding.
Understandings
Essential Questions
 Readers recognize how an author’s use of devices, structures,
 How is language used to manipulate us?
languages, and images construct and convey meaning.
 How do media use language, sound, and visuals to influence their audience?
 Writing is a reflective process used to solve problems, explore
 How do writers and speakers build a strong argument and defend it?
issues, construct questions, and address inquiry.
 Why are procedural texts important?
 Writers choose words, ideas, devices, and
information/evidence to elicit an intended response from the
audience.
 Proper oral and written conventions promote fluency of
communication.
 To convey their message, speakers deliberately use techniques
and examples for a given audience.
Objectives
Assessed TEKS
8.7A
8.11A-B
8.12A-B
8.13A-D
8.17A
8.18A-C
8.26A-C
ELPS
Ongoing TEKS
8. Fig 19A-9F
8.1A
8.2A-E
8.10A-D
8.14A-E
8.19A-C
8.20A-B
8.21A
Technology TEKS
2C
6D-E
6G
6K
6Li
1C, 1H, 2D-I, 3F, 4D, 4F, 4J-K, 5F-G
Critical Vocabulary
audience, caricatures, commonplace assertions, counter-arguments, extraneous information, factual claims, false assumptions, graphics, incorrect premise,
issue, leading questions, loaded terms, logical fallacy, media, opinion, persuasive technique, point of view, premise, rhetorical fallacy, thesis, validity
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8th Grade ELA Academic– Unit 5
Cornerstone Focus
Communication
Creative Thinking
Critical Thinking
Sample Performance Task
Reading: Students will write a response to reading in which they
compare and contrast persuasive texts that reached different
conclusions about the same issue.
Other Evidence
teacher observations, teacher conferences,
quizzes, short answer response.
Writing: Students will write persuasive texts that establish a clear
thesis or position, consider and address the views of others.
Instructional Guidance
It is important that this unit, as well as all units, exhibit balance between reading and writing instruction.
Unit 5’s flow should be an emphasis on reading persuasive texts and an exposure to reading procedural texts (with emphasis on graphics).
Reading focus lessons should extend beyond identification of persuasive techniques to look more closely at the argument the author is presenting. Biases,
assumptions, and rhetorical and logical fallacies should be examined while answering the question: What is the effect of these techniques? Teachers are
encouraged to use speeches as read alouds and/or mentor texts. Student choice of reading in reader’s workshop could be editorials and op-ed pieces along with
novels. Although it might not appear a fiction novel has persuasive elements, students should look deeper at conflict between characters and how characters
persuade others.
Students should model persuasive writing off mentor texts. Teachers are encouraged to begin the unit with on demand writing in which they can note how
students craft an argument and what skills need the most immediate attention. Possible lesson topics include brainstorming strategies. Using quickwrites and
other forms of idea generating will prove as a valuable stepping stone for students to focus their writing.
During this unit, historical fiction novels serve as excellent read alouds- such as Chasing Lincoln’s Killer. Although the TEKS in this unit focus on persuasion,
teachers are encouraged to bring in complementary texts of other genres such as poetry, historical fiction, expository, etc. to provide cross genre connections
and enrich learning. It is important that this unit, as well as all units, exhibit balance between reading and writing instruction.
8th grade English is responsible for introducing sentence patterns 1, 7A, 8, 10, 11, 12, and 14 from The Art of Styling Sentences. Use discretion on when to teach
which patterns at various points throughout the year. In order for students to retain and incorporate these sentence patterns in their writing, “recycle” sentence
patterns in informal and formal writing throughout the year.
Grammar is embedded throughout units as minilessons and as part of the writing process. Grammar minilessons occur within the context of student writing
and student need with the focus on how correct conventions improve writing.
This unit offers possibilities for research TEKS to be addressed.
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Instructional Guidance for English Language Learners (ELLs)
In order for ELLs to build language proficiency and content knowledge, they must be given regular opportunities to speak and write in the language of the
content. The following stems and activities can be used in this unit*:
Suggested Sentence Stems for ELLs
 ____ is an example of bias/propaganda because…(4K)
 The author was successful/unsuccessful because… (4K)
 At first…but now/later/subsequently… (5G)
 ___ shows/is/has ___ which means… (5G)
Suggested Activities for ELLs
 Framed Oral Recap: An oral review involving two students using sentence starters. Students are given stems such as: “Today I realized…”, “Now I
know…”, and “The most significant thing I learned was…” (4K)
 Genre Analysis / Imitation: Students read high-quality selections from a genre of literature. They note particular words, phrases, and ideas they found
interesting or effective and record those in a journal. Students then use their notes and observations as a resource when writing in that genre (4K)
 Same Text Twice: Students discuss ideas in a text. In round 1, the individuals are “novices” who use informal language. In round 2, they are “experts”
who discuss the text using academic terminology. (5G)
 Roundtable: This is a cooperative learning technique in which small groups are given a paper with a category, term or task. The paper goes around the
table and each group member is responsible for writing a characteristic/synonym/step of task (Kagan, 1992). (5G)
*For more stems and activities see Seidlitz, J. (2010). Navigating the ELPS in the English Language Arts and Reading Classroom: Using the New Standards to Improve
Instruction for English Language Learners. San Antonio: Seidlitz Education.
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Resources
Texts should be of high interest and at an accessible reading level to engage students. Multiple genres across various reading levels are available in the campus
literacy library.
Reading Resources
 Holt Literature: Unit 9 – State your Case: Argument and Persuasion
 Media Literacy: Holt Media Smart DVD – media techniques (see Star Wars: episode III ads)
Writing Resources
 Holt Literature: Writing Workshop: Procedural Text
 Writing Coach: Chapter 9 – Persuasion
 Units of Study: Grade 8, Unit 2: The Literary Essay by Lucy Calkins and Colleagues (Discuss alignment opportunities with your vertical team.)
 Units of Study: Grade 8, Unit 3: Position Papers by Lucy Calkins and Colleagues (Discuss alignment opportunities with your vertical team.)
 Units of Study: Grade 7, Unit 3: The Art of Argument Lucy Calkins and Colleagues (Discuss alignment opportunities with your vertical team.)
Additional Resources
 ELA Workshop Wiki: http://elaworkshop.pbworks.com
 Navigating the ELPS in the ELA and Reading Classroom by J. Seidlitz
 Differentiation Resources: “Dare to Differentiate Wikispace” at http://daretodifferentiate.wikispaces.com/
 Read, Write, Think www.readwritethink.org/
 Teacher Toolkit of Instructional Strategies: http://www.theteachertoolkit.com/
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Assessed TEKS7 Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns
and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to:
8.7A students analyze passages in well-known speeches for the author’s use of literary devices and word and phrase choice (e.g., aphorisms, epigraphs)
to appeal to the audience (Supporting Standard) [RC 2]
11 Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide
evidence from text to support their analysis. Students are expected to:
8.11A compare and contrast persuasive texts that reached different conclusions about the same issue and explain how the authors reached their
conclusions through analyzing the evidence each presents (Supporting Standard) [RC 1]
8.11B analyze the use of such rhetorical and logical fallacies as loaded terms, caricatures, leading questions, false assumptions, and incorrect premises
in persuasive texts (Supporting Standard) [RC 3]
12 Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
Students are expected to:
8.12A analyze text for missing or extraneous information in multi-step directions or legends for diagrams
8.12B evaluate graphics for their clarity in communicating meaning or achieving a specific purpose (Supporting Standard) [RC 3]
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:
8.13A evaluate the role of media in focusing attention on events and informing opinion on issues (Supporting Standard) [RC 2 & 3]
8.13B interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message
8.13C evaluate various techniques used to create a point of view in media and the impact on audience (Supporting Standard) [RC 2 & 3]
8.13D assess the correct level of formality and tone for successful participation in various digital media
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:
8.17A write a multi-paragraph essay to convey information about a topic that: (Readiness Standard) [RC 1]
i. presents effective introductions and concluding paragraphs
ii. contains a clearly stated purpose or controlling idea
iii. is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies
iv. accurately synthesizes ideas from several sources
v. uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs;
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18 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are
expected to write a persuasive essay to the appropriate audience that:
8.18A student will write persuasive texts that establishes a clear thesis or position (Supporting Standard) [RC 1]
8.18B student will write persuasive texts considers and responds to the views of others and anticipates and answers reader concerns and counterarguments (Supporting Standard) [RC 1]
8.18C student will write persuasive texts includes evidence that is logically organized to support the author's viewpoint and that differentiates between
fact and opinion. (Supporting Standard) [RC 1]
26 Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will
continue to apply earlier standards with greater complexity. Students are expected to:
8.26A listen to and interpret a speaker's purpose by explaining the content, evaluating the delivery of the presentation, and asking questions or making
comments about the evidence that supports a speaker's claims
8.26B follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems
8.26C summarize formal and informal presentations, distinguish between facts and opinions, and determine the effectiveness of rhetorical devices
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Ongoing TEKSFigure 19- Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to
understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become selfdirected, critical readers. The student is expected to:
8.Fig 19A establish proposes for reading selected based upon own or others’ desired outcome to enhance comprehension
8.Fig 19B ask literal, interpretive, evaluative, and universal questions of text
8.Fig 19C reflect on understanding to monitor comprehension (e.g. summarizing and synthesizing; making textual, personal, and world connections;
creating sensory images)
8.Fig 19D make complex inferences about text and use textual evidence to support understanding (Readiness Standard for Fiction [RC 2] and
Expository [RC 3]; Supporting Standard for Literary Nonfiction, Poetry, Drama [RC 2] and Persuasive [RC 3]
8.Fig 19E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts (Readiness
Standard for Fiction [RC 2] and Expository [RC 3]; Supporting Standard for Literary Nonfiction, Poetry, Drama [RC 2] and Persuasive [RC
3]
8.Fig 19F make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence (Readiness Standard)
[RC 1]
1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:
8.1A adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.
2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
8.2A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (Readiness
Standard) [RC 1]
8.2B use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words
with novel meanings (Readiness Standard) [RC 1]
8.2C complete analogies that describe a function or its description (e.g., pen: paper as chalk: ___ or soft: kitten as hard: ______)
8.2D identify common words or word parts from other languages that are used in written English (e.g., phenomenon, charisma, chorus, passé, flora,
fauna)
8.2E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word
choices, and parts of speech or words (Readiness Standard) [RC 1]
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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:
8.10A summarize the main ideas, supporting details, and relationships among ideas in text succinctly in ways that maintain meaning and logical order
(Readiness Standard) [RC 3]
8.10B distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic in text (Supporting Standard)
[RC 3]
8.10C make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns (Readiness Standard) [RC 3]
8.10D 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 Standard) [RC 3]
14 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students
are expected to:
8.14A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a
range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea
8.14B develop drafts by choosing an appropriate organizational strategy (e.g., discussion, background reading, personal interests, interviews), and
developing a thesis or controlling idea (Readiness Standard) [RC 1]
8.14C revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences;
internal and external coherence; and the use of effective transitions after thinking how well questions of purpose, audience, and genre have been
addressed (Readiness Standard) [RC 2]
8.14D edit drafts for grammar, mechanics, and spelling (Readiness Standard) [RC 3]
8.14E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
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:
8.19A use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (Supporting Standard) [RC
3]
i. verbs (perfect and progressive tenses) and participles
ii. appositive phrases
iii. adverbial and adjectival phrases and clauses
iv. relative pronouns (e.g., whose, that, which)
v. subordinating conjunctions (e.g., because, since)
8.19B write complex sentences and differentiate between main versus subordinate clauses (Readiness Standard) [RC 3]
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8.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents,
parallel structures, and consistent tenses (Readiness Standard) [RC 3]
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:
8.20A use conventions of capitalization (Supporting Standard) [RC 3]
8.20B use correct punctuation marks, including: (Supporting Standard) [RC 3]
i. commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex sentences; and
ii. semicolons, colons, hyphens, parentheses, brackets, and ellipses
21 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to
determine and check correct spellings.
8.21A spell correctly, including using various resources to determine and check correct spellings (Readiness Standard) [RC 3]
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ELPS (English Language Proficiency Standards)1 Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her
own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum,
all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of
English language proficiency. The student is expected to:
1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and
grade-level vocabulary
1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing
sayings and expressions commensurate with grade-level learning expectations.
2 Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain
an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced
high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment
curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the
student's level of English language proficiency. The student is expected to:
2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language
attainment
2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and
contexts are familiar to unfamiliar
2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages,
responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
3 Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different
language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the
beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated,
sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and
expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended
speaking assignments
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4 Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of
comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading.
In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be
linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student
is expected to:
4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance
comprehension of written text
4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm
understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging
language
4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between
ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and
performing critical analyses commensurate with content area and grade-level needs.
5 Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific
purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in
writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must
be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The
student is expected to:
5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in
increasingly accurate ways as more English is acquired
5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
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8th Grade ELA Academic– Unit 5
Technology TEKS2 Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student
is expected to:
2C create products using technical writing strategies
6 Technology operations and concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations. The
student is expected to:
6D understand and use software applications, including selecting and using software for a defined task
6E identify, understand, and use hardware systems
6G implement effective file management strategies such as file naming conventions, location, backup, hierarchy, folder structure, file conversion, tags,
labels, and emerging digital organizational strategies
6K use keyboarding techniques and ergonomic strategies while building speed and accuracy
6L create and edit files with productivity tools, including:
i. a word processing document using digital typography standards such as page layout, font formatting, paragraph formatting, and list
attributes
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8th Grade ELA Academic – Unit 6
8th Grade ELA Academic
6th Six Weeks
Literary Fiction and Imaginative Writing
Unit Summary
The focus of this unit is developing skills of collaborative group work while analyzing literary texts. Students will write imaginative short stories and
responses to open-ended questions.
Understandings
 Readers recognize how an author’s use of devices, structures,
languages, and images construct and convey meaning.
 Writers choose words, ideas, devices, and
information/evidence to elicit an intended response from the
audience.
 Collaboration requires dialogue, active listening, and rigorous
analysis so that a collective product/point of view is created.
Objectives
Assessed TEKS
8.3C
8.6A-C
8.15A
8.27A
8.28A
Ongoing TEKS
8.Fig19 A-F
8.1A
8.2A-E
8.19A-C
8.20A-B
8.21A
Essential Questions
 How do the elements of literature (such as character, theme, and plot)
interact?
 How does discussion enhance analysis and enjoyment of a literary text?
 What is the value of working in a high-functioning collaborative group?
 How can I challenge myself as a reader (genre/text complexity, etc.)?
Technology TEKS
2C
6D-E
6G
6K
6Li
ELPS
1B, 1D, 1G, 2C, 2I, 3B-E, 3G-J, 4J-K,
5B, 5F-G
Critical Vocabulary
analyze, beliefs, characterization, climax, collaboration, conflict, cultural, evaluate, genre, historical, imaginative, mood, motivation, plot, point-of-view,
publish, reflection, research, resolution, response, setting, source, subplot, theme, values
Cornerstone Focus
Sample Performance Task
Other Evidence
Collaboration
Reading: Students will write a response to a short story in which teacher observation, Socratic circles,
Communication
they describe how the author made the character believable.
Paideia seminar, pre-writing, writer’s
Creative Thinking
notebook, reader’s notebook, gallery
Information Literacy
Writing: Students will write an imaginative story.
walk review
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8th Grade ELA Academic – Unit 6
Instructional Guidance
This unit should begin with students reading multiple short stories to review the effect of literary elements. Since these TEKS have been previously assessed,
it is suggested that students focus on citation of textual evidence and responding to open ended response questions (which students will see in English I).
Teachers should use a theme to select works by different authors in different genres, at different levels to allow students both choice and challenge in their
reading (as found in the Literacy Library).
TEKS 8.28A requires students to work productively with others in teams; literature circles provide a structure for students to process challenging texts as
well as develop collaboration skills. Since collaboration is a continually learned practice, minilessons should emphasize “working respectfully with others by
sharing responsibilities, exchanging and evaluating knowledge and ideas, and building consensus in order to achieve a common goal” (Katy ISD Instructional
Cornerstone Continuum).
Reading minilesson topics might be how the author develops character, how the author creates setting, how the author develops the plot so that students can
emulate this writing.
Minilessons in writing instruction should be idea generating, drafting, revising, editing, and publishing. Students should be encouraged to start several pieces,
eventually taking at least one through the writing process.
In preparation for English I, students should write responses to open-ended questions. They should focus on a topic sentence that directly answers the
question and 1-2 pieces of text evidence that support and defend the topic sentence. Finally, students must connect the text evidence and their topic
sentence with commentary.
8th grade English is responsible for introducing sentence patterns 1, 7A, 8, 10, 11, 12, and 14 from The Art of Styling Sentences. Use discretion on when to teach
which patterns at various points throughout the year. In order for students to retain and incorporate these sentence patterns in their writing, “recycle”
sentence patterns in informal and formal writing throughout the year.
Grammar is embedded throughout units as minilessons and as part of the writing process. Grammar minilessons occur within the context of student writing
and student need with the focus on how correct conventions improve writing.
This unit offers possibilities for research TEKS to be addressed.
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8th Grade ELA Academic – Unit 6
Instructional Guidance for English Language Learners (ELLs)
In order for ELLs to build language proficiency and content knowledge, they must be given regular opportunities to speak and write in the language of the
content. The following stems and activities can be used in this unit*:
Suggested Sentence Stems for ELLs
 The main idea is… (ELPS 4G)
 The story is about ____. What happened was… (ELPS 4G)
 The author used ___ in order to ____ (ELPS 4K)
 The setting/plot/conflict/genre of this text is…(ELPS 4K)
 At first…but now/later/subsequently…(ELPS 5G)
Suggested Activities for ELLs
 Numbered Heads: A Kagan strategy for having all students in a group share with the class over time. Each student in a group is assigned a number
(1-4). When asking a question, the teacher will ask all the 1s to speak first, and then open up the discussion to the rest of the class. For the next
question, the teacher will ask all the 2s to speak, etc. When doing this strategy with ELLs, teachers should provide sentence stems.
 Directed Reading-Thinking Activity: This SIOP activity involves the teacher stopping regularly before and during reading to have the students make
predictions and justify their predictions. Questions might be: What do you think is going to happen next? What made you think that?
 Double Entry Journal: A two column journal used for reflective writing about texts. In one column students write words, phrases, or ideas that they
found interesting or significant. In the other column, students write the reasons they found them significant or ways they could use them in their own
writing.
*For more stems and activities see Seidlitz, J. (2010). Navigating the ELPS in the English Language Arts and Reading Classroom: Using the New Standards to Improve
Instruction for English Language Learners. San Antonio: Seidlitz Education.
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Resources
Texts should be of high interest and at an accessible reading level to engage students. Multiple genres across various reading levels are available in the campus
literacy library.
Reading Resources
 Holt Model Texts may include: “Clean Sweep” by Joan Bauer (66); “Rules of the Game” by Amy Tan (230); “The Monkey’s Paw” by W.W. Jacobs
(372)
 Holt Literature: Unit 1-- Reader’s Workshop, 28-30
 Holt Literature: Unit 2 -- Reader’s Workshop, 170-174
 Holt Literature: Unit 3 -- Reader’s Workshop, 322-325
 Holt Literature: Unit 4 -- Reader’s Workshop, 462-464.
 Collection of multi-genre, common themed novels – see Campus Literacy Library
Writing Resources
 Holt Literature: Unit 4 -- Writing Workshop
 The Writing Coach Short Story – 92-117
 Units of Study: Grade 7, Unit 1: Writing Realistic Fiction by Lucy Calkins and Colleagues (Discuss alignment opportunities with your vertical team.)
 Units of Study: Grade 7, Unit 2: Writing about Reading by Lucy Calkins and Colleagues (Discuss alignment opportunities with your vertical team.)
Additional Resources
 ELA Workshop Wiki: http://elaworkshop.pbworks.com
 Navigating the ELPS in the ELA and Reading Classroom by J. Seidlitz
 Differentiation Resources: “Dare to Differentiate Wikispace” at http://daretodifferentiate.wikispaces.com/
 Paideia Seminar: www.paideia.org
 Read, Write, Think www.readwritethink.org/
 Teacher Toolkit of Instructional Strategies: http://www.theteachertoolkit.com/
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Assessed TEKS3 Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different
cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
8.3C explain how the values and beliefs of particular characteristics of deities, purposes of myths) (Supporting Standard) [RC 2]
6 Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding. Students are expected to:
8.6A analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are
resolved (Readiness Standard) [RC 2]
8.6B analyze how the central characters’ qualities influence the theme of a fictional work and resolution of the central conflict (Readiness Standard)
[RC 2]
8.6C analyze different forms of point of view, including limited versus omniscient, subjective versus objective (Supporting Standard) [RC 2]
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:
8.15A write an imaginative story that (Supporting Standard) [RC 1]
i. sustains reader interest
ii. includes well-paced action and an engaging story line
iii. creates a specific, believable setting through the use of sensory details
iv. develops interesting characters
v. uses a range of literary strategies and devices to enhance the style and tone
27 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier
standards with greater complexity. Students are expected to:
8.27A advocate a position using anecdotes, analogies, and/or illustrations, and use eye contact, speaking rate, volume, enunciation, a variety of natural
gestures, and conventions of language to communicate ideas effectively
28 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater
complexity. Students are expected to:
8.28A participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key
issues.
*All supporting and readiness standards were assessed previous to the STAAR assessment. These TEKS have been placed in this unit for further study due to
their importance in advancing the English I curriculum.
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Ongoing TEKSFigure 19- Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to
understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become selfdirected, critical readers. The student is expected to:
8.Fig 19A establish proposes for reading selected based upon own or others’ desired outcome to enhance comprehension
8.Fig 19B ask literal, interpretive, evaluative, and universal questions of text
8.Fig 19C reflect on understanding to monitor comprehension (e.g. summarizing and synthesizing; making textual, personal, and world connections;
creating sensory images)
8.Fig 19D make complex inferences about text and use textual evidence to support understanding (Readiness Standard for Fiction [RC 2] and
Expository [RC 3]; Supporting Standard for Literary Nonfiction, Poetry, Drama [RC 2] and Persuasive [RC 3]
8.Fig 19E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts (Readiness
Standard for Fiction [RC 2] and Expository [RC 3]; Supporting Standard for Literary Nonfiction, Poetry, Drama [RC 2] and Persuasive [RC
3]
8.Fig 19F make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence (Readiness Standard)
[RC 1]
1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:
8.1A adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.
2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
8.2A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (Readiness
Standard) [RC 1]
8.2B use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words
with novel meanings (Readiness Standard) [RC 1]
8.2C complete analogies that describe a function or its description (e.g., pen: paper as chalk? ___ or soft: kitten as hard: ______)
8.2D identify common words or word parts from other languages that are used in written English (e.g., phenomenon, charisma, chorus, passé, flora,
fauna)
8.2E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word
choices, and parts of speech or words (Readiness Standard) [RC 1]
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8th Grade ELA Academic – Unit 6
14 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students
are expected to:
8.14A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a
range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea
8.14B develop drafts by choosing an appropriate organizational strategy (e.g., discussion, background reading, personal interests, interviews), and
developing a thesis or controlling idea (Readiness Standard) [RC 1]
8.14C revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences;
internal and external coherence; and the use of effective transitions after thinking how well questions of purpose, audience, and genre have been
addressed (Readiness Standard) [RC 2]
8.14D edit drafts for grammar, mechanics, and spelling (Readiness Standard) [RC 3]
8.14E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
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:
8.19A use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (Supporting Standard) [RC
3]
i. verbs (perfect and progressive tenses) and participles
ii. appositive phrases
iii. adverbial and adjectival phrases and clauses
iv. relative pronouns (e.g., whose, that, which)
vi. subordinating conjunctions (e.g., because, since)
8.19B write complex sentences and differentiate between main versus subordinate clauses
8.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents,
parallel structures, and consistent tenses
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:
8.20A use conventions of capitalization (Supporting Standard) [RC 3]
8.20B use correct punctuation marks, including: (Supporting Standard) [RC 3]
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8th Grade ELA Academic – Unit 6
i. commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex sentences
ii. semicolons, colons, hyphens, parentheses, brackets, and ellipses
21 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to
8.21A spell correctly, including using various resources to determine and check correct spellings (Readiness Standard) [RC 3]
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ELPS (English Language Proficiency Standards)1 Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her
own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum,
all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of
English language proficiency. The student is expected to:
1B monitor oral and written language production and employ self-corrective techniques or other resources
1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas
by defining or describing when exact English words are not known)
1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one
commensurate with grade-level learning expectations
2 Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain
an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced
high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment
curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the
student's level of English language proficiency. The student is expected to:
2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages,
responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs
3 Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different
language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the
beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated,
sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing
people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine
language needed for classroom communication
3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more
English is acquired
3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
3E share information in cooperative learning interactions
3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a
variety of social and grade-appropriate academic topics;
3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
3I adapt spoken language appropriately for formal and informal purposes
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8th Grade ELA Academic – Unit 6
3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language
attainment
4 Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of
comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading.
In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be
linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student
is expected to:
4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between
ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and
performing critical analyses commensurate with content area and grade-level needs
5 Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific
purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in
writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must
be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The
student is expected to:
5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in
increasingly accurate ways as more English is acquired
5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
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8th Grade ELA Academic – Unit 6
Technology TEKS2 Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student
is expected to:
2C create products using technical writing strategies
6 Technology operations and concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations. The
student is expected to:
6D understand and use software applications, including selecting and using software for a defined task
6E identify, understand, and use hardware systems
6G implement effective file management strategies such as file naming conventions, location, backup, hierarchy, folder structure, file conversion, tags,
labels, and emerging digital organizational strategies
6K use keyboarding techniques and ergonomic strategies while building speed and accuracy
6L create and edit files with productivity tools, including:
i. a word processing document using digital typography standards such as page layout, font formatting, paragraph formatting, and list
attributes
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General Questions
2014-2015
KISD Language Arts
Unit Plan FAQs
What are TEKS?
What are ELPS?
Do the Unit Plans replace the TEKS?
What is Understanding by Design?
What is Backward Design?
What are Understandings?
What are Essential Questions?
What is the difference between Understandings and Essential Questions? How should I use
these in my instruction?
What is a Performance Task?
Do my students have to complete the Sample Performance Task?
What are Cornerstones?
Am I limited to using only the resources listed on the Unit Plan?
Why have we changed the framework of our curriculum?
Do I have to use this Unit Plan?
What is the best way to read the Unit Plan? Where should I start?
Do I still have to use Forethought/KMAC?
Who do I contact when I have questions?
ELA Specific Questions
What if I need more days than allotted for a given unit?
What if I need fewer days than allotted to a unit?
Can I teach the units in a different order than what is presented?
What if English and reading are not blocked at my school?
Will reading/writing workshop work with the Unit Plans?
Why are we focusing so much on genre?
Can I use works outside the genre assigned to a unit?
What is the difference between academic and Pre-AP curriculum?
Why is Pre-AP doing more class novels? I thought we were supposed to let students choose.
Where is the research unit?
How do we instruct vocabulary?
How is grammar organized within the units?
2014-2015 ELA Unit Plan FAQs - Page 1 of 6
General Questions
What are TEKS?
Texas Essential Knowledge and Skills (TEKS) are the official K-12 curriculum for the state of Texas and its
public schools, mandated by law. They detail the curriculum requirements for every course. The full list
of TEKS can be found at http://ritter.tea.state.tx.us/rules/tac/chapter110/
What are ELPS?
English Language Proficiency Skills (ELPS) are a statutory addition to the required curriculum of every
subject. They can be found in Chapter 74 of the Texas Administrative Code at
http://www.tea.state.tx.us/rules/tac/chapter074/ch074a.html
Do Unit Plans replace the TEKS?
No. Unit Plans start with the TEKS and the Understandings. When a Unit Plan is created, the TEKS and
Understandings guide the work on all other components.
What is Understanding by Design?
Understanding by Design is a book by Jay McTighe and Grant Wiggins that has become a framework for
designing curriculum, assessment, and instruction. The two main pillars of this work are that teachers
teach and assess for understanding and transfer (with transfer being the ultimate goal) and that
educators design curriculum backward starting with the end in mind.
What is Backward Design?
Backward Design is a method of designing educational curriculum by setting learning goals before
choosing instructional methods and forms of assessment. Backward Design of curriculum involves three
stages: identify the desired results, determine acceptable levels of evidence that support that the
desired results have occurred, and design activities that will make desired results happen.
What are Understandings?
Understandings, also referred to as Enduring Understandings, are statements summarizing important
ideas and core processes that are central to a discipline and have lasting value beyond the classroom.
They articulate what students should understand—not just know or do—as a result of studying a
particular content area.
2014-2015 ELA Unit Plan FAQs - Page 2 of 6
What are Essential Questions?
In educational terms, an Essential Question is a question that drives inquiry during the lesson being
taught. It is important to note, particularly for ELA, that there are two types of essential questions:
content-based and thematic. Some questions will direct inquiry for the subject and others will be pertain
to the literature studied. When creating a lesson plan, the teacher should base the lesson on the
content-based Essential Questions, which are based on concepts that students should understand by the
time they complete the unit. Essential Questions should provoke thought.
What is the difference between Understandings and Essential Questions? How should I use these in my
instruction?
An Understanding is a full sentence generalization, specifying what we want students to come to
understand about the content while an Essential Question offers a provocative and arguable question
designed to guide inquiry into the content’s big ideas. Essential questions help students develop and
deepen their understandings.
By identifying what we want the students to know before creating activities, we can help students
understand and we can understand for ourselves why the activities have meaning. We want to avoid
simply “covering” the material and creating activities that may be fun and interesting but do not have
purposeful outcomes. Using the Understanding and Essential Questions to guide daily lesson planning
within the unit gives the activities meaning.
What is a Performance Task?
“The task is an assessment exercise involving students in producing a response, product or performance;
e.g., solving a mathematics problem, conducting a laboratory in science, or writing a paper. Since tasks
are associated with performance assessments, many are complex and open-ended, requiring responses
to a challenging question or problem. However, there can be simple performance tasks, such as reading
aloud to measure reading rate. Tasks don’t have to be exclusively used as stand-alone activities that
occur at the end of instruction; teachers can observe students working on tasks during the course of
regular instruction in order to provide ongoing feedback.”
Source: Arter, Judy and McTighe, Jay (2000). Scoring Rubrics in the Classroom. Thousand Oaks, CA:
Corwin Press.
Do my students have to complete the Performance Task?
The Performance Task is a suggested task that teachers may utilize to assess students’ competencies in a
given unit. At the campus’ discretion, teachers may choose to use an alternate performance task that
assesses the objectives within that unit at a similar level to the sample performance task provided.
2014-2015 ELA Unit Plan FAQs - Page 3 of 6
What are Cornerstones?
As a cornerstone anchors a building, the KISD Cornerstone skills have been identified and developed
with the purpose of designing and anchoring curriculum and instruction around meaningful experiences
for students. All students should have multiple opportunities to experience each of the Cornerstone
skills throughout their education.
Am I limited to using only the resources listed on the Unit Plan?
No. While the resources section includes a variety of sources directly tied to the stated objectives,
teachers may utilize age-appropriate outside resources that also align to the stated objectives.
Why have we changed the framework of our curriculum?
The Teaching and Learning Division believes that every student should experience engaging, relevant
and differentiated instruction that provides meaningful, rigorous learning experiences while
encouraging connections between and among content areas.
The new framework emphasizes this belief while stressing the teacher's critical role as a designer of
student learning. The Unit Plans organize the standards-driven curriculum to help teachers clarify
learning goals, devise revealing assessments of student understanding, and craft effective and engaging
learning activities.
Do I have to use this Unit Plan?
Yes. The Unit Plan is a district-wide document to be utilized by all who teach the course.
What is the best way to read the Unit Plan? Where should I start?
The document can be read in any manner although it is suggested the reader begin with the Objective
section and from there pay particular attention to the Unit Summary and Instructional Guidance
sections.
Do I still have to use Forethought?
Yes. The Unit Plan is not a lesson plan format. The Unit Plan is a guide for a unit of study. Teachers will
still need to plan and develop daily lessons in Forethought to complete the unit of study.
Who do I contact when I have questions?
Your campus instructional coach will assist you.
2014-2015 ELA Unit Plan FAQs - Page 4 of 6
ELA Specific Questions
What if I need more days than allotted for a given unit?
The days were specifically allotted with the understanding that students must be ready for the state
assessment given in April. For this reason, it is crucial to stay within the specified time frames. However,
some students will need more time to reach performance expectations. In these situations, remediation
opportunities are encouraged for these individuals as the curriculum continues.
What if I need fewer days than allotted to a unit?
If pre-assessments or other data indicate that students will need less than the allotted number of days in
a given unit, then the teacher is encouraged to plan enrichment activities, spend time on areas where
students struggled in past lessons, or focus on high impact TEKS such as Figure 19.
Can I teach the units in a different order than what is presented?
No. The order of the units was specifically planned so that student skills could scaffold as the units
progress. The units were also meticulously planned to ensure all Readiness and Supporting standards
were taught prior to the state assessment. Furthermore, successful interdistrict transfers, including OAC
assignments, depend on all KISD students experiencing the same curriculum at the same time.
NOTE: This does not apply to the AP Language and AP Literature courses which operate under different
parameters.
What if English and reading are not blocked at my school?
Reading and English courses in the 6th and 7th grade should complement each other and work in tandem
to advance student’s reading, writing, speaking and listening skills. Teachers of these subjects who work
in an unblocked environment must plan together and work to closely align their instruction. The units in
6th and 7th grade were created in a manner to support this work.
Will reading/writing workshop work with the Unit Plans?
Yes, absolutely. Reading workshop and writing workshop are structures, not curriculum. The unit plans
will support any classroom structure.
Why are we focusing so much on genre?
When the ELA TEKS were revised in 2009, they were rewritten in a manner that focuses heavily on
student mastery of multiple genres of reading and writing. In addition, teaching within a genre better
allows for advancement of student’s reading and writing skills. However, cross-genre work is highly
encouraged throughout the units.
2014-2015 ELA Unit Plan FAQs - Page 5 of 6
Can I use works outside the genre assigned to a unit?
Yes. The genre assigned to a unit is the genre where the teacher will focus the assessment of student
skills; however, it is understood that best practices encourage cross-genre work. Therefore, teachers are
encouraged to pair works within a unit. For example, an expository piece may be paired with a poem
during a poetry unit or a short piece of drama may be paired with a literary non-fiction piece during a
literary unit. The teaching focus during these times should remain on the skills that the given unit
assesses.
What is the difference between academic and Pre-AP curriculum?
The academic and Pre-AP units will generally have the same titles and cover the same TEKS during the
same number of days. Pre-AP units will have different performance tasks and resources as well as
possible changes to critical vocabulary and instructional guidance to reflect the required level of rigor. In
addition, Pre-AP teachers will be expected to teach the content at a deeper level than the academic
coursework.
Why is Pre-AP doing more class novels? I thought we were supposed to let students choose.
The Pre-AP curriculum is intended to ultimately prepare students for success on the Advanced
Placement test. At this time, the Language and Literature AP tests require familiarity with a variety of
classic works. For this reason, Pre-AP courses will have classic novels interwoven into their instruction.
Pre-AP teachers should refer to the course description in the KISD Course Catalog for the number of
major works required.
Where is the research unit?
Research is a skill that should be constantly utilized rather than relegated to a single paper. With the
advancement of technologies, students “research” constantly. Our instructional practice should mirror
this. A Research Continuum unit has been developed to allow teachers the flexibility to honor this form
of instruction. Campuses will have the discretion to determine when and how Research TEKS are
addressed in each grade level over the course of the year. All research TEKS must be taught during a
given school year.
How do we instruct vocabulary?
A layered approach to vocabulary instruction is encouraged including stems instruction and Marzano’s
“Six Steps to Effective Vocabulary Instruction”. Vocabulary instruction should be ongoing throughout the
units.
How is grammar organized within the units?
Grammar is embedded throughout the units. Grammar and revision should be taught within authentic
writing opportunities whenever possible.
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