Grade 8 ELA Instructional Unit 4: Segment 1
Unit Big Idea: Exploration
Suggested Duration:
Segment Idea: How do We Discover through Exploration?
15 days
What do we want all students to learn?
Claim 1: Read closely and analytically to
comprehend a range of increasingly
complex literary and informational texts.
Claim 2: Produce effective and wellgrounded writing for a range of purposes
and audiences.
When reading about unit content,
students will . . .
When writing about unit content,
students will . . .
SBAC TARGETS
SBAC TARGETS
T1-KEY DETAILS: (RL1, RL3)
Cite the textual evidence that most
strongly supports and analysis of
what the text says explicitly as well
as inferences drawn from the text.
(RL1)
Analyze how particular lines of
dialogue or incidents in a story or
drama propel the action, reveal
aspects of a character, or provoke a
decision. (RL3)
T2-CENTRAL IDEAS: (RL2)
Determine a theme or central idea
of a text and analyze its
development over the course of the
text, including its relationship to the
characters, setting, and plot;
provide an objective summary of
the text. (RL2)
T3-WORD MEANINGS: (RL4,L4ad,L5c)
BCSD Curriculum & Standards
Claim 3: Employ effective speaking and
listening skills for a range of purposes
and audiences.
Skills and Concepts
T1, T3, T6-WRITE/REVISE BRIEF TEXT:
(W1, W2, W3)
Write arguments to support claims
with clear reasons and relevant
evidence. (W1)
Write informative/explanatory texts,
including career development
documents (e.g., simple business
letters and job applications), to
examine a topic and convey ideas,
concepts, and information through
selection, organization, and analysis of
relevant content. (W2)
Write narratives to develop real or
imagined experiences or events using
effective technique, relevant
descriptive details, and well-structured
event sequences. (W3)
T2-Compose Full Texts:
(W3a, W3b, W3c, W3d, W3e, and/or
W9)
Narrative
Claim 4: Engage in research/inquiry to
investigate topics and to analyze,
integrate, and present information.
When listening, speaking and
collaborating around unit content,
students will . . .
When conducting research or presenting
projects, focused on unit content and big
ideas, students will . . .
SBAC TARGETS
SBAC TARGETS
T1-LANGUAGE AND VOCABULARY
USE: (L3a, L6)
T1-PLAN & RESEARCH: (SL1, SL2, SL4,
SL5, W7)
L3a: See Claim 2, T8
L6: See Claim 1, T4
SL1: See Claim 3, T4
SL2: See Claim 3, T4
SL4: See Claim 3, T3
SL5: See Claim 3, T3
T2-CLARIFY MESSAGE: (L1, SL6)
L1: See Claim 2, T9
Adapt speech to a variety of contexts
and tasks, demonstrating command of
formal English when indicated or
appropriate. (See grade 8 Language
standards 1 and 3 on page 43 for
specific expectations.) (SL6)
T3-PLAN/SPEAK/PRESENT: (SL4, SL5,
SL6)
Present claims and findings (e.g.,
argument, narrative, response to
literature presentations), emphasizing
salient points in a focused, coherent
Grade 8 English Language Arts Instructional Unit 4: Segment 1
Conduct short research projects to
answer a question (including a selfgenerated question), drawing on
several sources and generating
additional related, focused questions
that allow for multiple avenues of
exploration. (W7)
T2-INTERPRET & INTEGRATE: (RI9, W8,
W9)
RI9: See Claim 1, T11
W8: See Claim 2, T7
W9: See Claim 2, T7
T3-EVALUATE INFORMATION
RESOURCES: (W8)
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Page 1 of 10
Determine the meaning of words
and phrases as they are used in a
text, including figurative and
connotative meanings; analyze the
impact of specific word choices on
meaning and tone, including
analogies or allusions to other texts.
(RL4)
Use context (e.g., the overall
meaning of a sentence or
paragraph; a word’s position or
function in a sentence) as a clue to
the meaning of a word or phrase.
(L4a)
Use common, grade-appropriate
Greek or Latin affixes and roots as
clues to the meaning of a word (e.g.,
precede, recede, secede). (L4b)
Consult general and specialized
reference materials (e.g.,
dictionaries, glossaries,
thesauruses), both print and digital,
to find the pronunciation of a word
or determine or clarify its precise
meaning or its part of speech or
trace the etymology of words. (L4c)
Verify the preliminary
determination of the meaning of a
word or phrase (e.g., by checking
the inferred meaning in context or
in a dictionary). (L4d)
Distinguish among the connotations
(associations) of words with similar
denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent,
resolute). (L5c)
BCSD Curriculum & Standards
Unit 3
T4-Compose Full Texts: (W2a,
W2e, W4, W5, W9)
Informational/Explanatory
Unit 1
T5-USE TEXT FEATURES: (W2a)
Introduce a topic or thesis statement,
previewing what is to follow; organize
ideas, concepts, and information into
broader categories; include formatting
(e.g., headings), graphics (e.g., charts
and tables), and multimedia when
useful to aiding comprehension. (W2a)
T7-COMPOSE FULL TEXTS: (W1a-e,
W4, W5, W8, W9)
Opinion/Argument
Units 2 and 4
Introduce claim(s), acknowledge and
distinguish the claim(s) form alternate
or opposing claims, and organize the
reasons and evidence logically. (W1a)
Support claim(s) with clear reasons and
relevant evidence, using credible
sources and demonstrating an
understanding of the topic or text.
(W1b)
Use words, phrases, and clauses to
clarify the relationships among claim(s)
and reasons. (W1c)
manner with relevant evidence, sound
valid reasoning, and well-chosen
details; use appropriate eye contact,
adequate volume, and clear
pronunciation. (SL4)
a. Plan and present a narrative that:
establishes a context and point of
view, presents a logical sequence, uses
narrative techniques (e.g., dialogue,
pacing, description, sensory language),
uses a variety of transitions, and
provides a conclusion that reflects the
experience. (SL4a)
5. Integrate multimedia and visual
displays into presentations to clarify
information, strengthen claims and
evidence, and add interest. (SL5)
W8: See Claim 2, T7
T4-USE EVIDENCE: (RI9, W8, W9)
RI9: See Claim 1, T11
W8: See Claim 2, T7
W9: See Claim 2, T7
T5-LANGUAGE & VOCABULARY USE:
(W2d, W3d, L3a, L6)
W2d: See Claim 2, T3
W3d: See Claim 2, T2
L3a: See Claim 2, T8
L6: See Claim 1, T10
SL6: See Claim 2, T2
T6-EDIT/CLARIFY: (L1, L2)
T4-LISTEN/INTERPRET: (SL1, SL2, SL3)
L1: See Claim 2, T9
L2: See Claim 2, T9
Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher led) with
diverse partners on grade 8 topics,
texts, and issues, building on others’
ideas and expressing their own clearly.
(SL1)
T7-TECHNOLOGY: (W6)
See Claim 2, T10
Come to discussions prepared, having
read or researched material under
study; explicitly draw on that
preparation by referring to evidence
on the topic, text, or issue to probe
and reflect on ideas under discussion.
(SL1a)
Follow rules for collegial discussions
and decision-making, track progress
toward specific goals and deadlines,
Grade 8 English Language Arts Instructional Unit 4: Segment 1
2/20/14
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T4-REASONING AND EVALUATION:
(RL2, RL3, RL6)
Establish and maintain a formal style.
(W1d)
and define individual roles as needed.
(SL1b)
RL2: See Claim 1, T3
RL3: See Claim 1, T1
Provide a concluding statement or
section that follows from and supports
the argument presented. (W1e)
Pose questions that connect the ideas
of several speakers and respond to
others’ questions and comments with
relevant evidence, observations, and
ideas. (SL1c)
Analyze how differences in the
points of view of the characters and
the audience or reader (e.g., created
through the use of dramatic irony)
create such effects as suspense or
humor. (RL6)
T5-ANALYSIS WITHIN AND ACROSS
TEXT: (RL6, RL7, RL9)
RL6: See Claim 1, T4
Analyze the extent to which a filmed
or live production of a story or
drama stays faithful to or departs
from the text or script, evaluating
the choices made by the director or
actors. (RL7)
Analyze how a modern work of
fiction draws on themes, patterns of
events, or character types from
myths, traditional stories, or
religious works such as the Bible,
including describing how the
material is rendered new. (RL9)
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience. (W4)
With some guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, editing, rewriting, or
trying a new approach, focusing on
how well purpose and audience have
been addressed. (W5).
Gather relevant information from
multiple print and digital sources, using
search terms effectively; assess the
credibility and accuracy of each source;
and quote or paraphrase the data and
conclusions of others while avoiding
plagiarism and following a standard
format for citation. (W8)
Acknowledge new information
expressed by others, and, when
warranted, qualify or justify their own
views in light of the evidence
presented. (SL1d)
Analyze the purpose of information
presented in diverse media and
formats (e.g., visually, quantitatively,
orally) and evaluate the motives (e.g.,
social, commercial, political) behind its
presentation. (SL2)
Delineate a speaker’s argument and
specific claims, evaluating the
soundness of the reasoning and
relevance and sufficiency of the
evidence and identifying when
irrelevant evidence is introduced.
(SL3)
T6-TEXT STRUCTURE AND
FEATURES: (RL5)
Compare and contrast the structure
of two or more texts and analyze
how the differing structure of each
text contributes to its meaning and
style.
(RL5)
BCSD Curriculum & Standards
Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (W9)
Grade 8 English Language Arts Instructional Unit 4: Segment 1
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T7-LANGUAGE USE: (L5a, L5b)
Interpret figures of speech (e.g.
verbal irony, puns) in context. (L5a)
T8-LANGUAGE AND VOCABULARY
USE: (W2d, W3d, L3a, L6)
Use precise language and domainspecific vocabulary to inform about or
explain the topic. (W2d)
Use the relationship between
particular words to better
understand each of the words. (L5b)
Use precise words and phrases,
relevant descriptive details, and
sensory language to convey
experiences and events. (W3d)
T8-KEY DETAILS: (RI1, RI3)
Use verbs in the active and passive
voice and in conditional and
subjunctive mood to achieve particular
effects (e.g., emphasizing the actor or
actions; expressing uncertainty or
describing a state contrary to
fact.*(L3a)
Cite the textual evidence that most
strongly supports an analysis of
what the text says explicitly as well
as inferences drawn from the text.
(RI1)
Analyze how a text makes
connections among and distinctions
between individuals, ideas, or
events (e.g., through comparisons,
analogies, or categories). (RI3)
T9-CENTRAL IDEAS: (RI2)
Determine a central idea of a text
and analyze its development over
the course of the text, including its
relationship to supporting ideas;
provide an objective summary of
the text. (RI2)
T10-WORD MEANINGS: (RI4, L4a,b,c
L5c,L6)
Determine the meaning of words
and phrases as they are used in a
text, including figurative,
connotative, and technical
BCSD Curriculum & Standards
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (L6)
T9-EDIT/CLARIFY: (L1a-d, L2a-c, L3)
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (L1)
Explain the function of verbals
(gerunds, participles, infinitives) in
general and their function in particular
sentences. (L1a)
Form and use verbs in the active and
Grade 8 English Language Arts Instructional Unit 4: Segment 1
2/20/14
Page 4 of 10
meanings; analyze the impact of
specific word choices on meaning
and tone, including analogies or
allusions to other texts. (See grade 8
Language standards 4-6 on page 44
for additional expectations). (RI4)
L4a-d: See Claim 1, T3
L5c: See Claim 1, T3
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (L6)
passive voice. (L1b)
Form and use verbs in the indicative,
imperative, interrogative, conditional,
and subjunctive mood. (L1c)
Recognize and correct inappropriate
shifts in verb voice and mood. (L1d)
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing. (L2)
Use punctuation (comma, ellipsis,
dash) to indicate a pause or break.
(L2a)
T11-REASONING AND EVALUATION:
(RI3, RI6, RI8, RI9)
Use an ellipsis to indicate an omission.
(L2b)
RI3: See Claim 1, T8
Spell correctly. (L2c)
Determine an author’s point of view
or purpose in a text and analyze
how the author acknowledges and
responds to conflicting evidence or
viewpoints. (RI6)
Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.(L3)
Delineate and evaluate the
argument and specific claims in a
text, assessing whether the
reasoning is sound and the evidence
is relevant and sufficient; recognize
when irrelevant evidence is
introduced. (RI8)
T10-TECHNOLOGY: (W6)
Use technology, including the Internet,
to produce and publish writing and
present the relationships between
information and ideas efficiently as
well as to interact and collaborate with
others. (W6)
Analyze a case in which two or more
texts provide conflicting information
on the same topic and identify
where the texts disagree on matters
of fact or interpretation. (RI9)
BCSD Curriculum & Standards
Grade 8 English Language Arts Instructional Unit 4: Segment 1
2/20/14
Page 5 of 10
T12-ANALYSIS WITHIN AND
ACROSS TEXT: (RI7, RI9)
Evaluate the advantages and
disadvantages of using different
mediums (e.g., print or digital text,
video, multimedia) to present a
particular topic or idea. (RI7)
RI9: See Claim 1, T11
T13-TEXT STRUCTURES AND
FEATURES: (RI5, RI7)
Analyze in detail the structure of a
specific paragraph in a text,
including the role of particular
sentences in developing and refining
a key concept. (RI5)
Analyze the use of text features
(e.g., graphics, headers, captions) in
consumer materials. (RI5a)
RI7: See Claim, T12
T14-LANGUAGE USE: (L4, L5, L5a,
L5b)
L4: See Claim 1, T3
L5a-b: See Claim 1, T3
BCSD Curriculum & Standards
Grade 8 English Language Arts Instructional Unit 4: Segment 1
2/20/14
Page 6 of 10
Reading
Analyze—phrases or sentences to
indicate parts of a whole and/or the
relationship between/among parts of an
action, event, idea, or process.
(Language Considerations: relationship
verbs such as contain, entail, consist of,
partitives such as a part of, a segment of,
and quantifiers such as some, a good
number of, almost all, a few, hardly any.)
The live production of __________ stays
faithful to _________ in that almost all of
the _________ remain the same.
When watching the production of
______________, it is evident that the
___________ deviate(s) from
____________ by ____________ most of
the time.
Evaluate—phrases or sentences to
express a judgment about the meaning,
importance, or significance of an action,
event, idea or text.
(Language Considerations: increasing
specificity of nouns, verbs, and adjectives,
correlative conjunctions)
When presenting ________, I judge
_________ to be __________, because
___________.
After carefully scrutinizing _________, I
believe that _________ is the most
effective way to present _______.
BCSD Curriculum & Standards
Language Functions and Considerations
Writing
Sequencing—words, phrases, or
sentences to express the order of
information (series of objects, actions,
events, or ideas).
(Language Considerations: adverbials
such as first, next, then, finally, since,
prior, before, after)
Initially, ____________. Some time later,
_____________. Finally, _______
proceeded to _________.
Describing—words, phrases, or sentences
to express or observe the attributes or
properties of an object, action, event,
idea, or solution.
(Language Considerations: nouns,
adjectives, pronouns, and articles;
prepositional phrases)
Initially, the character named ______
Is/has________. As a result of ________,
she/he_______. Eventually, she/he
_________.
Argumentation—sentences to present a
point of view with the intent of
communicating or supporting a particular
position or conviction.
(Language Considerations: expressions
such as in my opinion, it seems to me;
adverbials such as since, because,
although, however; increasingly complex
sentences)
In my opinion, ______________
and____________ have similar
___________. However, _________
offers _____________, whereas
___________ seems to suggest
_______________.
Based on the evidence presented so far, I
believe __________ is ____________.
Describing—words, phrases, or sentences
to express or observe the attributes or
properties of an object, action, event,
idea, or solution.
Listening/Speaking
Interpret—phrases, sentences, or symbols
to express understanding of the intended
or alternate meaning of information.
Language Considerations: coordinating
conjunctions; adjectives; comparatives;
adverbials such as since, because,
although, however, therefore, for that
reason, as a result; increasingly complex
sentences
We can interpret ___________ as
_________ rather than as _________.
The details provided seem to suggest
_______________.
For that reason, _____________ is clearly
not ____________.
Analyze—phrases or sentences to
indicate parts of a whole and/or the
relationship between/among parts of an
action, event, idea, or process.
(Language Considerations: relationship
verbs such as contain, entail, consist of,
partitives such as a part of, a segment of,
and quantifiers such as some, a good
number of, almost all, a few, hardly any.)
After careful examination of _______, it
appears that __________ is related to
________ insofar as ___________.
_________ and _________ are connected
by _________. This is important because
__________.
Grade 8 English Language Arts Instructional Unit 4: Segment 1
Presentation
Argumentation—sentences to present a
point of view with the intent of
communicating or supporting a particular
position or conviction.
(Language Considerations: expressions
such as in my opinion, it seems to me;
adverbials such as since, because,
although, however; increasingly complex
sentences)
In my opinion, ______________
means____________. Perhaps the most
convincing reason for this is
_____________.
Based on my research ___________ is
____________. My position is supported
by _________ and _________.
Interpret—phrases, sentences, or symbols
to express understanding of the intended
or alternate meaning of information.
(Language Considerations: coordinating
conjunctions; adjectives; comparatives;
adverbials such as since, because,
although, however, therefore, whereas,
for that reason, as a result; increasingly
complex sentences)
My interpretation of ___________is
___________, whereas___________
clearly means __________.
Based on my examination of the
evidence, ___________ and
____________ seem to suggest
____________.
For that reason, _____________ is clearly
____________.
2/20/14
Page 7 of 10
(Language Considerations: nouns,
adjectives, pronouns, and articles;
prepositional phrases)
Passive Voice:
The tiny boat was ______by the waves
and, moments later ______ by the wind.
Its fate was _______.
Subjunctive/Conditional
If I were you, I wouldn’t ________.
How will we know if they have learned it?
In ____ Instructional days students will be able to . . . . .
Sample Learning Outcome:
Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that
unfolds naturally and logically. (W3a)
Performance Descriptor:
Students will write a personal
narrative based on historical text.
Use narrative techniques, such as dialogue, pacing, description, and
reflection, to develop experiences, events, and/or characters. (W3b)
Sample of formative performance question:
Read the Thirteenth Amendment (HSS pgs. 51-515.
Pretend you are a newly freed slave. Write a narrative
that sets a context and point of view of a newly freed
slave and includes dialogue and descriptive details of
what you would do when you received the news of your
freedom.
How will we respond when learning has not occurred?
How will we respond when learning has already occurred?
Curricular Connections: English Language Arts, History, ELD, and Science
Language
L1. “Correcting Common Errors.” Warriner’s Handbook Chapter 17. Pages 398-433.
L1. “Writing Effective Sentences.” Warriner’s Handbook Chapter 18. Pages 434-471.
L2c. “Spelling.” Warriner’s Handbook Chapter 16. Pages 368-397.
Review
L4a. “Context Clues.” 8th Holt ELA Chapters . Pages 376, 437, 543.
L4b. “Greek or Latin Affixes.” Pages 28, 195, 210, 213, 224, 431, 813.
BCSD Curriculum & Standards
Grade 8 English Language Arts Instructional Unit 4: Segment 1
2/20/14
Page 8 of 10
English Language Arts
RI1, RI2, RI3, RI4, RI5. “Galaxies from Holt Physical Science.” 8th Holt ELA Chapter 7. Pages 740-743.
RI1, RI2, RI3, RI4, RI5. “Lewis and Clark: Into the Unknown.” 8th Holt ELA Chapter 7. Pages 744-750.
RI1, RI2, RI3, RI4, RI5, RI6, RI8, RI9. “Lewis and Clark Revisited.” 8th Holt ELA Chapter 7. Pages 751-757.
RL1, RL2, RL3, RL4, RL6, RL9. “Inn of Lost Time.” 8th Holt ELA Chapter 1. Pages 78-98.
RL1, RL2, RL3, RL4, RL6. “The Cremation of Sam McGee.” 8th Holt ELA Chapter 5. Pages 601-607.
RL1, RL2, RL3, RL4, RL9. “from The Cay.” 8th Holt ELA Chapter 1. Pages 166-168
RL1, RL2, RL3, RL4, RL5, RI1, RI2, RI3, RI4, RI5. “from No Pretty Pictures: A Child of War.” 8th Holt ELA Chapter 2. Pages 182-186.
RL1, RL2, RL3, RL4, RL5, RI1, RI2, RI3, RI4, RI5. “Survival on the Atlantic from Adrift: Seventy-Six Days Lost at Sea” Compared to “from The Odyssey.” 8th Holt ELA Chapter
2. Pages 270-275.
RL1, RL2, RL3, RL4, RL5, RI1, RI2, RI3, RI4, RI5, RI6. “The Cook Legacy” Compared to “An Air of Duty and Discipline.” 8th Holt ELA Chapter 3. 452-455.
RL1, RL2, RL3, RL4. “Introduction to Poetry.” 8th Holt ELA Chapter 5. Page 579.
Writing
T1,T3,T6-Write/Revise brief text-narrative, opinion, and informational/explanatory:
th
W1; “Persuasive Writing Workshop;” 8 Holt ELA Chapter 3; Page 438-449.
th
W2; “Technical Documents Workshop;” 8 Holt ELA Chapter 5; Page 644-655.
th
W3; “Narrative Writing Workshop;” 8 Holt ELA Chapter 1; Page 154-165.
th
W3; “Autobiographical Narrative;” 8 Holt ELA Chapter 2; Page 258-269.
T2-Compose Full Narrative Text:
th
W3a, W3b, W3c, W3d, W3e “Narrative Writing Workshop;” Holt ELA Chapter 1; Page 154-165; “Autobiographical Narrative;” 8 Holt ELA Chapter 2; Page 258-269; “Adjectives;”
th
th
8 Holt Handbook Chapter 2; Page 38-42; “Adverbs;” 8 Holt Handbook Chapter 3; Page 61-66.
T4-Compose Full text-informational/explanatory; T5 Use text features:
th
th
W2, W2a, W2b, W2c, W2d, W2e, W2f ; “ Technical Documents Workshop,” 8 Holt ELA Chapter 5; Page 644-655. “Persuasive Writing;” 8 Holt ELA Chapter 3; Page 439.
th
th
“Research Report;” 8 Holt ELA Chapter 7; Page 778. “The Scientific Method;” 8 Holt ELA Chapter 1; Page 149-153.
T7-Compose full text-Opinion/Argument:
th
W1, W1a, W1b, W1c, W1d, W4, W5, W9 Supplementary Material required (W1b). Formal Style “Grammar Link;” 8 Holt ELA Chapter 6; Page 719. Coherence “Lewis and Clark:
th
Into the Unknown.” 8 Holt ELA Chapter 7; Page 745-750.
W6 “Research Report,” 8th Holt ELA Chapter 7; 776-789
History-Social Science
th
RI1, RI2, RI3, RI4, RI5. “Rebuilding the South.” 8 Holt HSS. Chapter 16, Section 1. Pages 512-517.
th
RI1, RI2, RI3, RI4, RI5. “The Fight Over Reconstruction.” 8 Holt HSS. Chapter 16, Section 2. Pages 518-523.
th
RI1, RI2, RI3, RI4, RI5. “Reconstruction in the South.” 8 Holt HSS. Chapter 16, Section 3. Pages 524-531.
th
th
RI1, RI2, RI3, RI4, RI5. “The Thirteenth Amendment.” 8 Holt HSS. 8 Holt HSS. Chapter 5. Page 170.
th
th
RI1, RI2, RI3, RI4, RI5. “The Fourteenth Amendment.” 8 Holt HSS. 8 Holt HSS. Chapter 5. Page 170-171.
th
th
RI1, RI2, RI3, RI4, RI5. “The Fifteenth Amendment.” 8 Holt HSS. 8 Holt HSS. Chapter 5. Page 171.
th
RI6, RI7. “Radical Republicans,” “Supporting Radical Republican Ideas” and “Johnson vs. Stevens.” 8 Holt HSS. Chapter 16. Page 519-520.
th
RI7. “Reconstruction Governments” and “African American Representation in the South, 1870.” 8 Holt HSS. Chapter 16. Pages 524-525.
th
RI7. “The New South” and “Rebuilding southern Industry.” 8 Holt HSS. Chapter 16. Pages 530-531.
BCSD Curriculum & Standards
Grade 8 English Language Arts Instructional Unit 4: Segment 1
2/20/14
Page 9 of 10
th
RI7. “Testing New Freedoms” and “Freedom for African Americans.” 8 Holt HSS. Chapter 16. Pages 514-515.
th
RI7. “Freedmen’s Bureau” and “Helping the Freedpeople.” 8 Holt HSS. Chapter 16. Page 516.
th
RI7. “Ku Klux Klan” and “The Ku Klux Klan [pictures].” 8 Holt HSS. Chapter 16. Page 526.
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RI7. “Congress Takes Control of Reconstruction” and “Reconstruction Military Districts.” 8 Holt HSS. Chapter 16. Pages 521-522.
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RI7. “The Reconstruction Amendments” and “Fifteenth Amendment.” 8 Holt HSS. Chapter 16. Pages 522-523.
Science
th
RI1, RI2, RI3, RI4, RI5. “Fluids and Pressure.” 8 Holt SCI. Chapter 14, Section 1. Pages 406-411.
th
RI1, RI2, RI3, RI4, RI5. “Buoyancy and Density.” 8 Holt SCI. Chapter 14, Section 2. Pages 412-418.
th
RI7. “Atmospheric Pressure” and “Figure 3.” 8 Holt SCI. Chapter 14. Pages 407-408.
th
RI7. “Water Pressure” and “Figure 4.” 8 Holt SCI. Chapter 14. Page 409.
th
RI7. “Pressure Differences and Breathing” and “Figure 5.” 8 Holt SCI. Chapter 14. Page 410.
th
RI7. “Changing Overall Density” and “Figures 5-7. 8 Holt SCI. Chapter 14. Pages 417-418.
Suggested Close Reading selections
RL1, RL2, RL3, RL4, RL9. “from The Cay.” 8th Holt ELA Chapter 1. Pages 166-168
th
th
RI1, RI2, RI3, RI4, RI5. “The Thirteenth Amendment.” 8 Holt HSS. 8 Holt HSS. Chapter 5. Page 170.
th
th
RI1, RI2, RI3, RI4, RI5. “The Fourteenth Amendment.” 8 Holt HSS. 8 Holt HSS. Chapter 5. Page 170-171.
th
th
RI1, RI2, RI3, RI4, RI5. “The Fifteenth Amendment.” 8 Holt HSS. 8 Holt HSS. Chapter 5. Page 171.
th
RI6, RI7. “Radical Republicans,” “Supporting Radical Republican Ideas” and “Johnson vs. Stevens.” 8 Holt HSS. Chapter 16. Page 519-520.
Academic Vocabulary/Domain Specific Words
Academic
ELA: coherence, consistency, critique, expository, apply, analyze, aspect, evaluate, relevance, structural, model
HSS: procedure, principle
SCI: displace, predict
Domain
ELA: elliptical, emits, collide, consuming, visible, negotiate, acquisition, corps, entice, resemble, desolate, traumatic, tax, cautious, refugee, arid, impale, Zeus, Scylla and
Charybdis
th
th
HSS: Reconstruction, 13 Amendment, Black Codes, 14 Amendment, segregation, Jim Crow laws, Fifteenth Amendment
SCI: fluid, pressure, pascal, atmospheric pressure, buoyant force, Archimedes’ principle
BCSD Curriculum & Standards
Grade 8 English Language Arts Instructional Unit 4: Segment 1
2/20/14
Page 10 of 10
Grade 8 ELA Instructional Unit 4: Segment 2
Unit Big Idea: Exploration
Suggested Duration:
Segment Idea: Exploration Leads to Creation
15 days
What do we want all students to learn?
Claim 1: Read closely and analytically to
comprehend a range of increasingly
complex literary and informational texts.
Claim 2: Produce effective and wellgrounded writing for a range of purposes
and audiences.
When reading about unit content,
students will . . .
When writing about unit content,
students will . . .
SBAC TARGETS
SBAC TARGETS
T1-KEY DETAILS: (RL1, RL3)
Cite the textual evidence that most
strongly supports and analysis of what
the text says explicitly as well as
inferences drawn from the text. (RL1)
Analyze how particular lines of
dialogue or incidents in a story or
drama propel the action, reveal
aspects of a character, or provoke a
decision. (RL3)
T2-CENTRAL IDEAS: (RL2)
Determine a theme or central idea of a
text and analyze its development over
the course of the text, including its
relationship to the characters, setting,
and plot; provide an objective
summary of the text. (RL2)
Skills and Concepts
T1, T3, T6-WRITE/REVISE BRIEF TEXTS:
(W1, W2, W3)
Write arguments to support claims
with clear reasons and relevant
evidence. (W1)
Write informative/explanatory texts,
including career development
documents (e.g., simple business
letters and job applications), to
examine a topic and convey ideas,
concepts, and information through
selection, organization, and analysis of
relevant content. (W2)
Write narratives to develop real or
imagined experiences or events using
effective technique, relevant
descriptive details, and well-structured
event sequences. (W3)
T3-WORD MEANINGS: (RL4, L4a-d,
L5c)
T2-COMPOSE FULL TEXTS:
(W3a, W3b, W3c, W3d, W3e, and/or
W9)
Determine the meaning of words and
Narrative
BCSD Curriculum & Standards
Claim 3: Employ effective speaking and
listening skills for a range of purposes
and audiences.
Claim 4: Engage in research/inquiry to
investigate topics and to analyze,
integrate, and present information.
When listening, speaking and
collaborating around unit content,
students will . . .
When conducting research or presenting
projects, focused on unit content and big
ideas, students will . . .
SBAC TARGETS
SBAC TARGETS
T1-LANGUAGE AND VOCABULARY
USE: (L3a, L6)
T1-PLAN & RESEARCH: (SL1, SL2, SL4,
SL5, W7)
L3a: See Claim 2, T8
L6: See Claim 1, T4
SL1: See Claim 3, T4
SL2: See Claim 3, T4
SL4: See Claim 3, T3
SL5: See Claim 3, T3
T2-CLARIFY MESSAGE: (L1, SL6)
L1: See Claim 2, T9
Adapt speech to a variety of contexts
and tasks, demonstrating command of
formal English when indicated or
appropriate. (See grade 8 Language
standards 1 and 3 on page 43 for
specific expectations.) (SL6)
T3-PLAN/SPEAK/PRESENT: 3 (SL4, SL5,
SL6)
Present claims and findings (e.g.,
argument, narrative, response to
literature presentations), emphasizing
salient points in a focused, coherent
manner with relevant evidence, sound
Grade 8 English Language Arts Instructional Unit 4: Segment 2
Conduct short research projects to
answer a question (including a selfgenerated question), drawing on
several sources and generating
additional related, focused questions
that allow for multiple avenues of
exploration. (W7)
T2-INTERPRET & INTEGRATE: (RI9, W8,
W9)
RI9: See Claim 1, T11
W8: See Claim 2, T7
W9: See Claim 2, T7
T3-EVALUATE INFORMATION
RESOURCES: (W8)
2/20/14
Page 1 of 10
phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of
specific word choices on meaning and
tone, including analogies or allusions to
other texts. (RL4)
Use context (e.g., the overall meaning
of a sentence or paragraph; a word’s
position or function in a sentence) as a
clue to the meaning of a word or
phrase. (L4a)
Use common, grade-appropriate Greek
or Latin affixes and roots as clues to
the meaning of a word (e.g., precede,
recede, secede). (L4b)
Consult general and specialized
reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and
digital, to find the pronunciation of a
word or determine or clarify its precise
meaning or its part of speech or trace
the etymology of words. (L4c)
Verify the preliminary determination of
the meaning of a word or phrase (e.g.,
by checking the inferred meaning in
context or in a dictionary). (L4d)
Distinguish among the connotations
(associations) of words with similar
denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent,
resolute). (L5c)
T4-REASONING AND EVALUATION:
(RL2, RL3, RL6)
RL2: See Claim 1, T3
RL3: See Claim 1, T1
BCSD Curriculum & Standards
Unit 3
T4-COMPOSE FULL TEXTS: (W2a,
W2e, W4, W5, W9)
Informational/Explanatory
Unit 1
T5-USE TEXT FEATURES: (W2a)
Introduce a topic or thesis statement;
organize ideas, concepts, and
information, using strategies such as
definition, classification,
comparison/contrast, and
cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts,
tables), and multimedia when useful to
aiding comprehension. (W2a)
T7-COMPOSE FULL TEXTS: (W1a-e,
W4, W5,W8,W9)
Opinion/Argument
Units 2 and 4
Introduce claim(s) , acknowledge and
distinguish the claim(s) form alternate
or opposing claims, and organize the
reasons and evidence logically. (W1a)
Support claim(s) with clear reasons and
relevant evidence, using credible
sources and demonstrating an
understanding of the topic or text.
(W1b)
Use words, phrases, and clauses to
clarify the relationships among claim(s)
valid reasoning, and well-chosen
details; use appropriate eye contact,
adequate volume, and clear
pronunciation. (SL4)
Plan and present a narrative that:
establishes a context and point of
view, presents a logical sequence, uses
narrative techniques (e.g., dialogue,
pacing, description, sensory language),
uses a variety of transitions, and
provides a conclusion that reflects the
experience. (SL4a)
Integrate multimedia and visual
displays into presentations to clarify
information, strengthen claims and
evidence, and add interest. (SL5)
W8: See Claim 2, T7
T4-USE EVIDENCE: (RI9, W8, W9)
RI9: See Claim 1, T11
W8: See Claim 2, T7
W9: See Claim 2, T7
T5-LANGUAGE & VOCABULARY USE:
(W2d, W3d, L3a, L6)
W2d: See Claim 2, T3
W3d: See Claim 2, T2
L3a: See Claim 2, T8
L6: See Claim 1, T10
SL6: See Claim 2, T2
T6-EDIT/CLARIFY: (L1,L2)
T4-LISTEN/INTERPRET: 4 (SL1,SL2,SL3)
Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher led) with
diverse partners on grade 8 topics,
texts, and issues, building on others’
ideas and expressing their own clearly.
(SL1)
L1: See Claim 2, T9
L2: See Claim 2, T9
T7-TECHNOLOGY: (W6)
See Claim 2, T10
Come to discussions prepared, having
read or researched material under
study; explicitly draw on that
preparation by referring to evidence
on the topic, text, or issue to probe
and reflect on ideas under discussion.
(SL1a)
Follow rules for collegial discussions
and decision-making, track progress
toward specific goals and deadlines,
and define individual roles as needed.
Grade 8 English Language Arts Instructional Unit 4: Segment 2
2/20/14
Page 2 of 10
Analyze how differences in the points
of view of the characters and the
audience or reader (e.g., created
through the use of dramatic irony)
create such effects as suspense or
humor. (RL6)
T5-ANALYSIS WITHIN AND ACROSS
TEXT: (RL6, RL7, RL9)
RL6:See Claim 1, T4
Analyze the extent to which a filmed or
live production of a story or drama
stays faithful to or departs from the
text or script, evaluating the choices
made by the director or actors. (RL7)
Analyze how a modern work of fiction
draws on themes, patterns of events,
or character types from myths,
traditional stories, or religious works
such as the Bible, including describing
how the material is rendered new.
(RL9)
T6-TEXT STRUCTURE AND FEATURES:
(RL5)
Compare and contrast the structure of
two or more texts and analyze how the
differing structure of each text
contributes to its meaning and style.
(RL5)
and reasons. (W1c)
(SL1b)
Establish and maintain a formal style.
(W1d)
Pose questions that connect the ideas
of several speakers and respond to
others’ questions and comments with
relevant evidence, observations, and
ideas. (SL1c)
Provide a concluding statement or
section that follows from and supports
the argument presented. (W1e)
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience. (W4)
With some guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, editing, rewriting, or
trying a new approach, focusing on
how well purpose and audience have
been addressed. (W5).
Gather relevant information from
multiple print and digital sources, using
search terms effectively; assess the
credibility and accuracy of each source;
and quote or paraphrase the data and
conclusions of others while avoiding
plagiarism and following a standard
format for citation. (W8)
Acknowledge new information
expressed by others, and, when
warranted, qualify or justify their own
views in light of the evidence
presented. (SL1d)
Analyze the purpose of information
presented in diverse media and
formats (e.g., visually, quantitatively,
orally) and evaluate the motives (e.g.,
social, commercial, political) behind its
presentation. (SL2)
Delineate a speaker’s argument and
specific claims, evaluating the
soundness of the reasoning and
relevance and sufficiency of the
evidence and identifying when
irrelevant evidence is introduced.
(SL3)
Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (W9)
T7-LANGUAGE USE: (L5a, L5b)
Interpret figures of speech (e.g. verbal
irony, puns) in context. (L5a)
T8-LANGUAGE AND VOCABULARY
USE: (W2d, W3d, L3a, L6)
Use the relationship between
Use precise language and domain-
BCSD Curriculum & Standards
Grade 8 English Language Arts Instructional Unit 4: Segment 2
2/20/14
Page 3 of 10
particular words to better understand
each of the words. (L5b)
specific vocabulary to inform about or
explain the topic. (W2d)
T8-KEY DETAILS: (RI1, RI3)
Use precise words and phrases,
relevant descriptive details, and
sensory language to convey
experiences and events. (W3d)
Cite the textual evidence that most
strongly supports an analysis of what
the text says explicitly as well as
inferences drawn from the text. (RI1)
Analyze how a text makes connections
among and distinctions between
individuals, ideas, or events (e.g.,
through comparisons, analogies, or
categories). (RI3)
T9-CENTRAL IDEAS: (RI2)
Determine a central idea of a text and
analyze its development over the
course of the text, including its
relationship to supporting ideas;
provide an objective summary of the
text. (RI2)
T10-WORD MEANINGS: (RI4, L4a,b,c
L5c,L6)
Determine the meaning of words and
phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the impact
of specific word choices on meaning
and tone, including analogies or
allusions to other texts. (See grade 8
Language standards 4-6 on page 44 for
additional expectations). (RI4)
L4a-d: See Claim 1, T3
L5c: See Claim 1, T3
BCSD Curriculum & Standards
Use verbs in the active and passive
voice and in conditional and
subjunctive mood to achieve particular
effects (e.g., emphasizing the actor or
actions; expressing uncertainty or
describing a state contrary to
fact.*(L3a)
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (L6)
T9-EDIT/CLARIFY: (L1a-d, L2a-c, L3)
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (L1)
Explain the function of verbals
(gerunds, participles, infinitives) in
general and their function in particular
sentences. (L1a)
Form and use verbs in the active and
passive voice. (L1b)
Form and use verbs in the indicative,
imperative, interrogative, conditional,
Grade 8 English Language Arts Instructional Unit 4: Segment 2
2/20/14
Page 4 of 10
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (L6)
T11-REASONING AND EVALUATION:
(RI3, RI6, RI8, RI9)
RI3:See Claim 1, T8
Determine an author’s point of view or
purpose in a text and analyze how the
author acknowledges and responds to
conflicting evidence or viewpoints.
(RI6)
Delineate and evaluate the argument
and specific claims in a text, assessing
whether the reasoning is sound and
the evidence is relevant and sufficient;
recognize when irrelevant evidence is
introduced. (RI8)
Analyze a case in which two or more
texts provide conflicting information
on the same topic and identify where
the texts disagree on matters of fact or
interpretation. (RI9)
T12-ANALYSIS WITHIN AND ACROSS
TEXT: (RI7, RI9)
and subjunctive mood. (L1c)
Recognize and correct inappropriate
shifts in verb voice and mood. (L1d)
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing. (L2)
Use punctuation (comma, ellipsis,
dash) to indicate a pause or break.
(L2a)
Use an ellipsis to indicate an omission.
(L2b)
Spell correctly. (L2c)
Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.(L3)
T10-TECHNOLOGY: (W6)
Use technology, including the Internet,
to produce and publish writing and
present the relationships between
information and ideas efficiently as
well as to interact and collaborate with
others. (W6)
Evaluate the advantages and
disadvantages of using different
mediums (e.g., print or digital text,
video, multimedia) to present a
particular topic or idea. (RI7)
RI9: See Claim 1, T11
BCSD Curriculum & Standards
Grade 8 English Language Arts Instructional Unit 4: Segment 2
2/20/14
Page 5 of 10
T13-TEXT STRUCTURES AND
FEATURES: (RI5, RI7)
Analyze in detail the structure of a
specific paragraph in a text, including
the role of particular sentences in
developing and refining a key concept.
(RI5)
Analyze the use of text features (e.g.,
graphics, headers, captions) in
consumer materials. (RI5a)
RI7: See Claim, T12
T14-LANGUAGE USE: (L4,L5,L5a,L5b)
L4: See Claim 1, T3
L5a-b: See Claim 1, T3
Reading
Analyze—phrases or sentences to
indicate parts of a whole and/or the
relationship between/among parts of an
action, event, idea, or process.
(Language Considerations: relationship
verbs such as contain, entail, consist of,
partitives such as a part of, a segment of,
and quantifiers such as some, a good
number of, almost all, a few, hardly any.)
The live production of __________ stays
faithful to _________ in that almost all of
the _________ remain the same.
When watching the production of
______________, it is evident that the
___________ deviate(s) from
____________ by ____________ most of
the time.
Evaluate—phrases or sentences to
express a judgment about the meaning,
BCSD Curriculum & Standards
Language Functions and Considerations
Writing
Sequencing—words, phrases, or
sentences to express the order of
information (series of objects, actions,
events, or ideas).
(Language Considerations: adverbials
such as first, next, then, finally, since,
prior, before, after)
Initially, ____________. Some time later,
_____________. Finally, _______
proceeded to _________.
Describing—words, phrases, or sentences
to express or observe the attributes or
properties of an object, action, event,
idea, or solution.
(Language Considerations: nouns,
adjectives, pronouns, and articles;
prepositional phrases)
Initially, the character named ______
Is/has________. As a result of ________,
Listening/Speaking
Interpret—phrases, sentences, or symbols
to express understanding of the intended
or alternate meaning of information.
Language Considerations: coordinating
conjunctions; adjectives; comparatives;
adverbials such as since, because,
although, however, therefore, for that
reason, as a result; increasingly complex
sentences
We can interpret ___________ as
_________ rather than as _________.
The details provided seem to suggest
_______________.
For that reason, _____________ is clearly
not ____________.
Analyze—phrases or sentences to
indicate parts of a whole and/or the
relationship between/among parts of an
action, event, idea, or process.
Grade 8 English Language Arts Instructional Unit 4: Segment 2
Presentation
Argumentation—sentences to present a
point of view with the intent of
communicating or supporting a particular
position or conviction.
(Language Considerations: expressions
such as in my opinion, it seems to me;
adverbials such as since, because,
although, however; increasingly complex
sentences)
In my opinion, ______________
means____________. Perhaps the most
convincing reason for this is
_____________.
Based on my research ___________ is
____________. My position is supported
by _________ and _________.
Interpret—phrases, sentences, or symbols
to express understanding of the intended
or alternate meaning of information.
2/20/14
Page 6 of 10
importance, or significance of an action,
event, idea or text.
(Language Considerations: increasing
specificity of nouns, verbs, and adjectives,
correlative conjunctions)
When presenting ________, I judge
_________ to be __________, because
___________.
After carefully scrutinizing _________, I
believe that _________ is the most
effective way to present _______.
BCSD Curriculum & Standards
she/he_______. Eventually, she/he
_________.
Argumentation—sentences to present a
point of view with the intent of
communicating or supporting a particular
position or conviction.
(Language Considerations: expressions
such as in my opinion, it seems to me;
adverbials such as since, because,
although, however; increasingly complex
sentences)
In my opinion, ______________
and____________ have similar
___________. However, _________
offers _____________, whereas
___________ seems to suggest
_______________.
Based on the evidence presented so far, I
believe __________ is ____________.
Describing—words, phrases, or sentences
to express or observe the attributes or
properties of an object, action, event,
idea, or solution.
(Language Considerations: nouns,
adjectives, pronouns, and articles;
prepositional phrases)
Passive Voice:
The tiny boat was ______by the waves
and, moments later ______ by the wind.
Its fate was _______.
Subjunctive/Conditional
If I were you, I wouldn’t ________.
(Language Considerations: relationship
verbs such as contain, entail, consist of,
partitives such as a part of, a segment of,
and quantifiers such as some, a good
number of, almost all, a few, hardly any.)
After careful examination of _______, it
appears that __________ is related to
________ insofar as ___________.
_________ and _________ are connected
by _________. This is important because
__________.
Grade 8 English Language Arts Instructional Unit 4: Segment 2
(Language Considerations: coordinating
conjunctions; adjectives; comparatives;
adverbials such as since, because,
although, however, therefore, whereas,
for that reason, as a result; increasingly
complex sentences)
My interpretation of ___________is
___________, whereas___________
clearly means __________.
Based on my examination of the
evidence, ___________ and
____________ seem to suggest
____________.
For that reason, _____________ is clearly
____________.
2/20/14
Page 7 of 10
How will we know if they have learned it?
In ____ Instructional days students will be able to . . . . .
Sample Learning Outcome:
Evaluate the advantages and disadvantages of using
different mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or idea. (RI7)
Cite the textual evidence that most strongly supports
and analysis of what the text says explicitly as well as
inferences drawn from the text. (RL1)
Performance Descriptor:
Students compare and contrast text and pictures/graphs
to determine the advantages and disadvantages of using
different types of mediums. Students support their
answer using textual evidence.
Sample of formative performance question:
Review history pages 588-591 in your history textbook.
Compare and contrast the text to the Images and graph
at the top of pages 590 and 591. What are the
advantages and disadvantages of using each medium?
Use textual evidence to support your answer.
How will we respond when learning has not occurred?
How will we respond when learning has already occurred?
Curricular Connections: English Language Arts, History, ELD, and Science
Language
Review
L1a. “Verbals: Gerunds, Participles, and Infinitives.” Warriner’s Handbook Chapters 2, 3, & 5. Pages 25-26, 43, 61-62, 101-112.
L1b. “Active and Passive Voice.” Warriner’s Handbook Chapters 3 & 9. Pages 53-54, 54-56, 66-67 (Preposition “by”), 200-201. 8th Holt ELA Chapter 1. Page 157.
L1c. “Indicative (Declarative), Imperative, Interrogative.” Warriner’s Handbook Chapter 1. Pages 19-20, 22.
L2a. “Comma, Ellipse, Dash.” Warriner’s Handbook Chapters 14 & 15. Pages 315-331, 362-363, 518.
L2b. “Ellipse to Indicate Omission.” 8th Holt ELA Chapter 7. Pages 761-762.
L2c. “Spelling.” Warriner’s Handbook Chapter 16. Pages 368-397.
L4c. “Denotations.” 8th Holt ELA Chapter Pages 430, 583, 589.
English Language Arts
RL1, RL2, RL3, RL4, RL6, RL9. “Flowers for Algernon.” 8th Holt ELA Chapter 1. Pages 30-65.
RL1, RL2, RL3, RL4, RL5, RL6, RL9. “The Flying Machine” Compared to “The Dragon” 8th Holt ELA Chapter 4. Pages 520-531.
RI1, RI2, RI3, RI4, RI5. “Hawaiian Teen Named Top Young Scientist.” 8th Holt ELA Chapter 1. Pages 145-148.
RI1, RI2, RI3, RI4, RI5. “Guide to Computers.” 8th Holt ELA Chapter. Pages 707-715.
RL1, RL2, RL3, RL4, RL6. “A Retrieved Reformation.” 8th Holt ELA Chapter 8. Pages 828-841.
RL1, RL2, RL3, RL4, RL6. “A Shot at It.” 8th Holt ELA Chapter 2. Pages 235-247.
RL1, RL2, RL3, RL4, RL5, RL6, RL9. “The People Could Fly.” 8th Holt ELA Chapter 3. Pages 288-293.
RL1, RL2, RL3, RL4, RL5, RL6. “Hamadi” 8th Holt ELA Chapter 8. Pages 812-827.
BCSD Curriculum & Standards
Grade 8 English Language Arts Instructional Unit 4: Segment 2
2/20/14
Page 8 of 10
Writing
T1,T3,T6-Write/Revise brief text-narrative, opinion, and informational/explanatory:
th
W1; “Persuasive Writing Workshop;” 8 Holt ELA Chapter 3; Page 438-449.
th
W2; “Technical Documents Workshop;” 8 Holt ELA Chapter 5; Page 644-655.
th
W3; “Narrative Writing Workshop;” 8 Holt ELA Chapter 1; Page 154-165.
th
W3; “Autobiographical Narrative;” 8 Holt ELA Chapter 2; Page 258-269.
T2-Compose Full Narrative Text:
th
W3a, W3b, W3c, W3d, W3e “Narrative Writing Workshop;” Holt ELA Chapter 1; Page 154-165; “Autobiographical Narrative;” 8 Holt ELA Chapter 2; Page 258-269; “Adjectives;”
th
th
8 Holt Handbook Chapter 2; Page 38-42; “Adverbs;” 8 Holt Handbook Chapter 3; Page 61-66.
T4-Compose Full text-informational/explanatory; T5 Use text features:
th
th
W2, W2a, W2b, W2c, W2d, W2e, W2f ; “ Technical Documents Workshop,” 8 Holt ELA Chapter 5; Page 644-655. “Persuasive Writing;” 8 Holt ELA Chapter 3; Page 439.
th
th
“Research Report;” 8 Holt ELA Chapter 7; Page 778. “The Scientific Method;” 8 Holt ELA Chapter 1; Page 149-153.
T7-Compose full text-Opinion/Argument:
th
W1, W1a, W1b, W1c, W1d, W4, W5, W9 Supplementary Material required (W1b). Formal Style “Grammar Link;” 8 Holt ELA Chapter 6; Page 719. Coherence “Lewis and Clark:
th
Into the Unknown.” 8 Holt ELA Chapter 7; Page 745-750.
W6 “Research Report,” 8th Holt ELA Chapter 7; 776-789
History-Social Science
th
RI1, RI2, RI3, RI4, RI5. “Miners, Ranchers, and Railroads.” 8 Holt HSS. Chapter 17, Section 1. Pages 546-552.
th
RI1, RI2, RI3, RI4, RI5. “Wars for the West.” 8 Holt HSS. Chapter 17, Section 2. Pages 553-559.
th
RI1, RI2, RI3, RI4, RI5. “Farming and Populism.” 8 Holt HSS. Chapter 17, Section 3. Pages 560-565.
th
RI1, RI2, RI3, RI4, RI5. “The Second Industrial Revolution.” 8 Holt HSS. Chapter 18, Section 1. Pages 574-578.
th
RI1, RI2, RI3, RI4, RI5. “Big Business.” 8 Holt HSS. Chapter 18, Section 2. Pages 579-583.
th
RI1, RI2, RI3, RI4, RI5. “Industrial Workers.” 8 Holt HSS. Chapter 18, Section 3. Pages 584-587.
th
RI1, RI2, RI3, RI4, RI5. “A New Wave of Immigration.” 8 Holt HSS. Chapter 18, Section 4. Pages 588-593.
th
RI1, RI2, RI3, RI4, RI5. “City Life.” 8 Holt HSS. Chapter 18, Section 5. Pages 594-597.
th
RI6, RI7. “California Poster.” 8 Holt HSS. Chapter 17. Page 547.
th
RI6, RI7. “Two Views of a Historic Battle” and “Fighting on the Plains.” 8 Holt HSS. Chapter 17. Pages 556-557.
th
RI6. “Letter from the Plains, 1863.” 8 Holt HSS. Chapter 17. Page 561.
th
RI6. “Antitrust.” 8 Holt HSS. Chapter 18. Page 581.
th
RI7. “Farmer’s Political Groups” and “Agricultural Supply and Demand.” 8 Holt HSS. Chapter 17. Pages 562-563.
th
RI7. “The Steel Industry” and “Homestead Steel Mill.” 8 Holt HSS. Chapter 18. Pages 574-575.
RI7. “Major Labor Strikes, Late 1800s.” and “Labor Strikes.” Chapter 18. Pages 586-587.
RI7. “New Immigrants,” “Coming to America” and “Shifting Patterns of Immigration.” Chapter 18. Pages 589-591.
BCSD Curriculum & Standards
Grade 8 English Language Arts Instructional Unit 4: Segment 2
2/20/14
Page 9 of 10
Science
th
RI1, RI2, RI3, RI4, RI5. “Stars.” 8 Holt SCI. Chapter 15, Section 1. Pages 436-443.
th
RI1, RI2, RI3, RI4, RI5. “The Life Cycle of Stars.” 8 Holt SCI. Chapter 15, Section 2. Pages 436-443.
th
RI1, RI2, RI3, RI4, RI5. “Galaxies.” 8 Holt SCI. Chapter 15, Section 3. Pages 450-453.
th
RI1, RI2, RI3, RI4, RI5. “Formation of the Universe.” 8 Holt SCI. Chapter 15, Section 4. Pages 454-457.
th
RI7. “The Types of Elements in a Star” and “Table 1: Types of Stars.” 8 Holt SCI. Chapter 15. Page 438.
th
RI7. “A Tool for Studying Stars” and “Figure 3.” 8 Holt SCI. Chapter 15. Pages 446-447.
th
RI7. “Types of Galaxies” and “Figure 1: Types of Galaxies.” 8 Holt SCI. Chapter 15. Pages 450-451.
th
RI7. “Contents of Galaxies” and “Figure 2: Clouds and Star Clusters.” 8 Holt SCI. Chapter 15. Page 452.
th
RI7. “The Big Bang Theory” and “Figure 1.” 8 Holt SCI. Chapter 15. Page 454.
Suggested Close Reading selections
RL1, RL2, RL3, RL4, RL5, RL6, RL9. “The Flying Machine” Compared to “The Dragon” 8th Holt ELA Chapter 4. Pages 520-531.
th
RI6, RI7. “Two Views of a Historic Battle” and “Fighting on the Plains.” 8 Holt HSS. Chapter 17. Pages 556-557.
th
RI6. “Letter from the Plains, 1863.” 8 Holt HSS. Chapter 17. Page 561.
RI7. “Major Labor Strikes, Late 1800s.” and “Labor Strikes.” Chapter 18. Pages 586-587.
RI7. “New Immigrants,” “Coming to America” and “Shifting Patterns of Immigration.” Chapter 18. Pages 589-591.
th
RI7. “Types of Galaxies” and “Figure 1: Types of Galaxies.” 8 Holt SCI. Chapter 15. Pages 450-451.
Academic Vocabulary/Domain Specific Words
Academic Vocabulary
ELA: analyze, aspect, evaluate, relevance, structure, style, complex, critical, elements, specify, approach, attitude, criticism, tradition, motivation, generalization, interpret,
etymology
HSS: establish, facilitate, implement, acquire
SCI: role, maintain, source
Domain Vocabulary
ELA: misled, regression, obscure, deterioration, introspective, writhed, serene, solace, functions, corresponding, secure, rehabilitate, clemency, elusive, anguish, assiduously,
bullpen, compulsory, confederates, retribution, platform, phoenix, convulsions, mesmerized, proclivities, impeccably, petrified, chutzpah, ancient, misery, clumsily, seize,
scorned, tedious, archaic, vaguely, inquiring, Spartan, surrogate
HSS: frontier, boomtowns, Pony Express, transcontinental railroad, reservations, Homestead Act, deflation, Second Industrial Revolution, Thomas Edison, patents, corporations,
trust, social Darwinism, collective bargaining, old immigrants, new immigrants, steerage, suburbs, mass culture
SCI: spectrum, apparent magnitude, absolute magnitude, light-year, parallax, main sequence, H-R diagram, supernova, galaxy, nebula, big bang theory
BCSD Curriculum & Standards
Grade 8 English Language Arts Instructional Unit 4: Segment 2
2/20/14
Page 10 of 10
Grade 8 ELA Instructional Unit 4: Segment 3
Unit Big Idea: Exploration
Suggested Duration:
Segment Idea: Common Trends in Exploration
15 days
What do we want all students to learn?
Claim 1: Read closely and analytically to
comprehend a range of increasingly
complex literary and informational texts.
Claim 2: Produce effective and wellgrounded writing for a range of purposes
and audiences.
When reading about unit content,
students will . . .
When writing about unit content,
students will . . .
SBAC TARGETS
SBAC TARGETS
T1-KEY DETAILS: (RL1, RL3)
Cite the textual evidence that most
strongly supports and analysis of what
the text says explicitly as well as
inferences drawn from the text. (RL1)
Analyze how particular lines of
dialogue or incidents in a story or
drama propel the action, reveal
aspects of a character, or provoke a
decision. (RL3)
T2-CENTRAL IDEAS: (RL2)
Determine a theme or central idea of a
text and analyze its development over
the course of the text, including its
relationship to the characters, setting,
and plot; provide an objective
summary of the text. (RL2)
T3-WORD MEANINGS: (RL4, L4a-d,
L5c)
Determine the meaning of words and
BCSD Curriculum & Standards
Claim 3: Employ effective speaking and
listening skills for a range of purposes
and audiences.
Skills and Concepts
T1, T3, T6-WRITE/REVISE BRIEF TEXT:
(W1, W2, W3)
Write arguments to support claims
with clear reasons and relevant
evidence. (W1)
Write informative/explanatory texts,
including career development
documents (e.g., simple business
letters and job applications), to
examine a topic and convey ideas,
concepts, and information through
selection, organization, and analysis of
relevant content. (W2)
Write narratives to develop real or
imagined experiences or events using
effective technique, relevant
descriptive details, and well-structured
event sequences. (W3)
T2-COMPOSE FULL TEXTS: (W3a, W3b,
W3c, W3d, W3e, and/or W9)
Narrative
Unit 3
Claim 4: Engage in research/inquiry to
investigate topics and to analyze,
integrate, and present information.
When listening, speaking and
collaborating around unit content,
students will . . .
When conducting research or presenting
projects, focused on unit content and big
ideas, students will . . .
SBAC TARGETS
SBAC TARGETS
T1-LANGUAGE AND VOCABULARY
USE: (L3a, L6)
T1-PLAN & RESEARCH: (SL1, SL2, SL4,
SL5, W7)
L3a: See Claim 2, T8
L6: See Claim 1, T4
SL1: See Claim 3, T4
SL2: See Claim 3, T4
SL4: See Claim 3, T3
SL5: See Claim 3, T3
T2-CLARIFY MESSAGE: (L1, SL6)
L1: See Claim 2, T9
Adapt speech to a variety of contexts
and tasks, demonstrating command of
formal English when indicated or
appropriate. (See grade 8 Language
standards 1 and 3 on page 43 for
specific expectations.) (SL6)
T3-PLAN/SPEAK/PRESENT: 3 (SL4, SL5,
SL6)
Present claims and findings (e.g.,
argument, narrative, response to
literature presentations), emphasizing
salient points in a focused, coherent
Grade 8 English Language Arts Instructional Unit 4: Segment 3
Conduct short research projects to
answer a question (including a selfgenerated question), drawing on
several sources and generating
additional related, focused questions
that allow for multiple avenues of
exploration. (W7)
T2-INTERPRET & INTEGRATE: (RI9, W8,
W9)
RI9: See Claim 1, T11
W8: See Claim 2, T7
W9: See Claim 2, T7
T3-EVALUATE INFORMATION
RESOURCES: (W8)
2/20/14
Page 1 of 13
phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of
specific word choices on meaning and
tone, including analogies or allusions to
other texts. (RL4)
Use context (e.g., the overall meaning
of a sentence or paragraph; a word’s
position or function in a sentence) as a
clue to the meaning of a word or
phrase. (L4a)
Use common, grade-appropriate Greek
or Latin affixes and roots as clues to
the meaning of a word (e.g., precede,
recede, secede). (L4b)
Consult general and specialized
reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and
digital, to find the pronunciation of a
word or determine or clarify its precise
meaning or its part of speech or trace
the etymology of words. (L4c)
Verify the preliminary determination of
the meaning of a word or phrase (e.g.,
by checking the inferred meaning in
context or in a dictionary). (L4d)
Distinguish among the connotations
(associations) of words with similar
denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent,
resolute). (L5c)
T4-REASONING AND EVALUATION:
(RL2, RL3, RL6)
RL2: See Claim 1, T3
RL3: See Claim 1, T1
BCSD Curriculum & Standards
T4-COMPOSE FULL TEXTS: (W2a,
W2e, W-4, W-5, W9)
Informational/Explanatory
Unit 1
T5-USE TEXT FEATURES: (W2a)
Introduce a topic or thesis statement;
organize ideas, concepts, and
information, using strategies such as
definition, classification,
comparison/contrast, and
cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts,
tables), and multimedia when useful to
aiding comprehension. (W2a)
T7-COMPOSE FULL TEXTS: (W1a-e,
W4, W5,W8,W9)
Opinion/Argument
Units 2 and 4
Introduce claim(s) , acknowledge and
distinguish the claim(s) form alternate
or opposing claims, and organize the
reasons and evidence logically. (W1a)
manner with relevant evidence, sound
valid reasoning, and well-chosen
details; use appropriate eye contact,
adequate volume, and clear
pronunciation. (SL4)
Plan and present a narrative that:
establishes a context and point of
view, presents a logical sequence, uses
narrative techniques (e.g., dialogue,
pacing, description, sensory language),
uses a variety of transitions, and
provides a conclusion that reflects the
experience. (SL4a)
Integrate multimedia and visual
displays into presentations to clarify
information, strengthen claims and
evidence, and add interest. (SL5)
W8-See Claim 2, T7
T4-USE EVIDENCE: (RI9, W8, W9)
RI9: See Claim 1, T11
W8: See Claim 2, T7
W9: See Claim 2, T7
T5-LANGUAGE & VOCABULARY USE:
(W2d, W3d, L3a, L6)
W2d: See Claim 2, T3
W3d: See Claim 2, T2
L3a: See Claim 2, T8
L6: See Claim 1, T10
SL6: See Claim 2, T2
T6-EDIT/CLARIFY: (L1,L2)
T4-LISTEN/INTERPRET: 4 (SL1,SL2,SL3)
L1: See Claim 2, T9
L2: See Claim 2, T9
Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher led) with
diverse partners on grade 8 topics,
texts, and issues, building on others’
ideas and expressing their own clearly.
(SL1)
Support claim(s) with clear reasons and
relevant evidence, using credible
sources and demonstrating an
understanding of the topic or text.
(W1b)
Come to discussions prepared, having
read or researched material under
study; explicitly draw on that
preparation by referring to evidence
on the topic, text, or issue to probe
and reflect on ideas under discussion.
(SL1a)
Use words, phrases, and clauses to
clarify the relationships among claim(s)
and reasons. (W1c)
Follow rules for collegial discussions
and decision-making, track progress
toward specific goals and deadlines,
Grade 8 English Language Arts Instructional Unit 4: Segment 3
T7-TECHNOLOGY: (W6)
See Claim 2, T10
2/20/14
Page 2 of 13
Analyze how differences in the points
of view of the characters and the
audience or reader (e.g., created
through the use of dramatic irony)
create such effects as suspense or
humor. (RL6)
T5-ANALYSIS WITHIN AND ACROSS
TEXT: (RL6, RL7, RL9)
RL6: See Claim 1, T4
Analyze the extent to which a filmed or
live production of a story or drama
stays faithful to or departs from the
text or script, evaluating the choices
made by the director or actors. (RL7)
Analyze how a modern work of fiction
draws on themes, patterns of events,
or character types from myths,
traditional stories, or religious works
such as the Bible, including describing
how the material is rendered new.
(RL9)
T6-TEXT STRUCTURE AND FEATURES:
(RL5)
Compare and contrast the structure of
two or more texts and analyze how the
differing structure of each text
contributes to its meaning and style.
(RL5)
T7-LANGUAGE USE: (L5a, L5b)
Interpret figures of speech (e.g. verbal
irony, puns) in context. (L5a)
Use the relationship between
BCSD Curriculum & Standards
Establish and maintain a formal style.
(W1d)
Provide a concluding statement or
section that follows from and supports
the argument presented. (W1e)
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience. (W4)
With some guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, editing, rewriting, or
trying a new approach, focusing on
how well purpose and audience have
been addressed. (W5).
Gather relevant information from
multiple print and digital sources, using
search terms effectively; assess the
credibility and accuracy of each source;
and quote or paraphrase the data and
conclusions of others while avoiding
plagiarism and following a standard
format for citation. (W8)
and define individual roles as needed.
(SL1b)
Pose questions that connect the ideas
of several speakers and respond to
others’ questions and comments with
relevant evidence, observations, and
ideas. (SL1c)
Acknowledge new information
expressed by others, and, when
warranted, qualify or justify their own
views in light of the evidence
presented. (SL1d)
Analyze the purpose of information
presented in diverse media and
formats (e.g., visually, quantitatively,
orally) and evaluate the motives (e.g.,
social, commercial, political) behind its
presentation. (SL2)
Delineate a speaker’s argument and
specific claims, evaluating the
soundness of the reasoning and
relevance and sufficiency of the
evidence and identifying when
irrelevant evidence is introduced.
(SL3)
Draw evidence from literary or
informational texts to support analysis,
reflection, and research. (W9)
T8-LANGUAGE AND VOCABULARY
USE: (W2d, W3d, L3a, L6)
Use precise language and domainspecific vocabulary to inform about or
Grade 8 English Language Arts Instructional Unit 4: Segment 3
2/20/14
Page 3 of 13
particular words to better understand
each of the words. (L5b)
T8-KEY DETAILS: (RI1, RI3)
Cite the textual evidence that most
strongly supports an analysis of what
the text says explicitly as well as
inferences drawn from the text. (RI1)
Analyze how a text makes connections
among and distinctions between
individuals, ideas, or events (e.g.,
through comparisons, analogies, or
categories). (RI3)
T9-CENTRAL IDEAS: (RI2)
Determine a central idea of a text and
analyze its development over the
course of the text, including its
relationship to supporting ideas;
provide an objective summary of the
text. (RI2)
T10-WORD MEANINGS: (RI4, L4a,b,c
L5c, L6)
Determine the meaning of words and
phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the impact
of specific word choices on meaning
and tone, including analogies or
allusions to other texts. (See grade 8
Language standards 4-6 on page 44 for
additional expectations). (RI4)
L4a-d: See Claim 1, T3
L5c: See Claim 1, T3
BCSD Curriculum & Standards
explain the topic. (W2d)
Use precise words and phrases,
relevant descriptive details, and
sensory language to convey
experiences and events. (W3d)
Use verbs in the active and passive
voice and in conditional and
subjunctive mood to achieve particular
effects (e.g., emphasizing the actor or
actions; expressing uncertainty or
describing a state contrary to
fact.*(L3a)
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (L6)
T9-EDIT/CLARIFY: (L1a-d, L2a-c, L3)
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (L1)
Explain the function of verbals
(gerunds, participles, infinitives) in
general and their function in particular
sentences. (L1a)
Form and use verbs in the active and
passive voice. (L1b)
Form and use verbs in the indicative,
imperative, interrogative, conditional,
and subjunctive mood. (L1c)
Grade 8 English Language Arts Instructional Unit 4: Segment 3
2/20/14
Page 4 of 13
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression. (L6)
T11-REASONING AND EVALUATION:
(RI3, RI6, RI8, RI9)
RI3: See Claim 1, T8
Determine an author’s point of view or
purpose in a text and analyze how the
author acknowledges and responds to
conflicting evidence or viewpoints.
(RI6)
Delineate and evaluate the argument
and specific claims in a text, assessing
whether the reasoning is sound and
the evidence is relevant and sufficient;
recognize when irrelevant evidence is
introduced. (RI8)
Analyze a case in which two or more
texts provide conflicting information
on the same topic and identify where
the texts disagree on matters of fact or
interpretation. (RI9)
Recognize and correct inappropriate
shifts in verb voice and mood. (L1d)
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing. (L2)
Use punctuation (comma, ellipsis,
dash) to indicate a pause or break.
(L2a)
Use an ellipsis to indicate an omission.
(L2b)
Spell correctly. (L2c)
Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.(L3)
T10-TECHNOLOGY: (W6)
Use technology, including the Internet,
to produce and publish writing and
present the relationships between
information and ideas efficiently as
well as to interact and collaborate with
others. (W6)
T12-ANALYSIS WITHIN AND ACROSS
TEXT: (RI7, RI9)
Evaluate the advantages and
disadvantages of using different
mediums (e.g., print or digital text,
video, multimedia) to present a
particular topic or idea. (RI7)
BCSD Curriculum & Standards
Grade 8 English Language Arts Instructional Unit 4: Segment 3
2/20/14
Page 5 of 13
RI9: See Claim 1, T11
T13-TEXT STRUCTURES AND
FEATURES: (RI5, RI7)
Analyze in detail the structure of a
specific paragraph in a text, including
the role of particular sentences in
developing and refining a key concept.
(RI5)
Analyze the use of text features (e.g.,
graphics, headers, captions) in
consumer materials. (RI5a)
RI7: See Claim, T12
T14-LANGUAGE USE: (L4,L5,L5a,L5b)
L4: See Claim 1, T3
L5a-b: See Claim 1, T3
Reading
Analyze—phrases or sentences to
indicate parts of a whole and/or the
relationship between/among parts of an
action, event, idea, or process.
(Language Considerations: relationship
verbs such as contain, entail, consist of,
partitives such as a part of, a segment of,
and quantifiers such as some, a good
number of, almost all, a few, hardly any.)
The live production of __________ stays
faithful to _________ in that almost all of
the _________ remain the same.
When watching the production of
______________, it is evident that the
___________ deviate(s) from
____________ by ____________ most of
the time.
BCSD Curriculum & Standards
Language Functions and Considerations
Writing
Sequencing—words, phrases, or
sentences to express the order of
information (series of objects, actions,
events, or ideas).
(Language Considerations: adverbials
such as first, next, then, finally, since,
prior, before, after)
Initially, ____________. Some time later,
_____________. Finally, _______
proceeded to _________.
Describing—words, phrases, or sentences
to express or observe the attributes or
properties of an object, action, event,
idea, or solution.
(Language Considerations: nouns,
adjectives, pronouns, and articles;
prepositional phrases)
Listening/Speaking
Interpret—phrases, sentences, or symbols
to express understanding of the intended
or alternate meaning of information.
Language Considerations: coordinating
conjunctions; adjectives; comparatives;
adverbials such as since, because,
although, however, therefore, for that
reason, as a result; increasingly complex
sentences
We can interpret ___________ as
_________ rather than as _________.
The details provided seem to suggest
_______________.
For that reason, _____________ is clearly
not ____________.
Analyze—phrases or sentences to
indicate parts of a whole and/or the
Grade 8 English Language Arts Instructional Unit 4: Segment 3
Presentation
Argumentation—sentences to present a
point of view with the intent of
communicating or supporting a particular
position or conviction.
(Language Considerations: expressions
such as in my opinion, it seems to me;
adverbials such as since, because,
although, however; increasingly complex
sentences)
In my opinion, ______________
means____________. Perhaps the most
convincing reason for this is
_____________.
Based on my research ___________ is
____________. My position is supported
by _________ and _________.
Interpret—phrases, sentences, or symbols
2/20/14
Page 6 of 13
Evaluate—phrases or sentences to
express a judgment about the meaning,
importance, or significance of an action,
event, idea or text.
(Language Considerations: increasing
specificity of nouns, verbs, and adjectives,
correlative conjunctions)
When presenting ________, I judge
_________ to be __________, because
___________.
After carefully scrutinizing _________, I
believe that _________ is the most
effective way to present _______.
BCSD Curriculum & Standards
Initially, the character named ______
Is/has________. As a result of ________,
she/he_______. Eventually, she/he
_________.
Argumentation—sentences to present a
point of view with the intent of
communicating or supporting a particular
position or conviction.
(Language Considerations: expressions
such as in my opinion, it seems to me;
adverbials such as since, because,
although, however; increasingly complex
sentences)
In my opinion, ______________
and____________ have similar
___________. However, _________
offers _____________, whereas
___________ seems to suggest
_______________.
Based on the evidence presented so far, I
believe __________ is ____________.
Describing—words, phrases, or sentences
to express or observe the attributes or
properties of an object, action, event,
idea, or solution.
(Language Considerations: nouns,
adjectives, pronouns, and articles;
prepositional phrases)
Passive Voice:
The tiny boat was ______by the waves
and, moments later ______ by the wind.
Its fate was _______.
Subjunctive/Conditional
If I were you, I wouldn’t ________.
relationship between/among parts of an
action, event, idea, or process.
(Language Considerations: relationship
verbs such as contain, entail, consist of,
partitives such as a part of, a segment of,
and quantifiers such as some, a good
number of, almost all, a few, hardly any.)
After careful examination of _______, it
appears that __________ is related to
________ insofar as ___________.
_________ and _________ are connected
by _________. This is important because
__________.
Grade 8 English Language Arts Instructional Unit 4: Segment 3
to express understanding of the intended
or alternate meaning of information.
(Language Considerations: coordinating
conjunctions; adjectives; comparatives;
adverbials such as since, because,
although, however, therefore, whereas,
for that reason, as a result; increasingly
complex sentences)
My interpretation of ___________is
___________, whereas___________
clearly means __________.
Based on my examination of the
evidence, ___________ and
____________ seem to suggest
____________.
For that reason, _____________ is clearly
____________.
2/20/14
Page 7 of 13
How will we know if they have learned it?
In ____ Instructional days students will be able to . . . . .
Sample Learning Outcome:
Cite the textual evidence that most strongly supports
and analysis of what the text says explicitly as well as
inferences drawn from the text. (RL1)
Determine a theme or central idea of a text and analyze
its development over the course of the text, including its
relationship to the characters, setting, and plot; provide
an objective summary of the text. (RL2)
Performance Descriptor:
Students evaluate work of Literature and determine if
the author (Jacob Riis) provides an accurate portrayal of
life for poor workers during the Second Industrial
Revolution.
Sample of formative performance question:
Review the following information: RI6, RI7. “Progressives
Push for Reforms,” “The Other Half [primary source]”
th
and How the Other Half Lives. 8 Holt HSS. Chapter 19.
Pages 610-612 and 620.
Determine whether Jacob Riis’s argument and point of
view as portrayed in How the Other Half Lives by using
textual information from the secondary and primary
sources listed above. Be sure to include textual evidence
to support your answer.
Delineate and evaluate the argument and specific claims
in a text, assessing whether the reasoning is sound and
the evidence is relevant and sufficient; recognize when
irrelevant evidence is introduced. (RI8)
How will we respond when learning has not occurred?
How will we respond when learning has already occurred?
Curricular Connections: English Language Arts, History, ELD, and Science
Language
L1. “Sentence Diagramming.” Warriner’s Handbook Chapter 19. Pages. 472-491.
English Language Arts
RL1, RL2, RL3, RL4, RL5, RL6, RL9. “Medicine Bag.” 8th Holt ELA Chapter 1. Pages 115-127.
RL1, RL2, RL3, RL4, RL5, RL6, RL9. “Hour with Abuelo.” 8th Holt ELA Chapter 1. Pages 128-135.
RL1, RL2, RL3, RL4, RL5, RL6, RL9. “Treasure of Lemon Brown.” 8th Holt ELA Chapter 1. Pages 14-28.
RL1, RL2, RL3, RL4, RL5, RL6, RL9. “Stop the Sun.” 8th Holt ELA Chapter 1. Pages 100-112.
RL1, RL2, RL3, RL4, RL5, RL6, RL9. “from Harriet Tubman: Conductor on the Underground Railroad.” 8th Holt ELA Chapter 2. Pages 196-210.
RL1, RL2, RL3, RL4, RL5, RL6, RL9. “Mrs. Flowers.” 8th Holt ELA Chapter 2. Pages 227-234.
BCSD Curriculum & Standards
Grade 8 English Language Arts Instructional Unit 4: Segment 3
2/20/14
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Writing
T1,T3,T6-Write/Revise brief text-narrative, opinion, and informational/explanatory:
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W1; “Persuasive Writing Workshop;” 8 Holt ELA Chapter 3; Page 438-449.
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W2; “Technical Documents Workshop;” 8 Holt ELA Chapter 5; Page 644-655.
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W3; “Narrative Writing Workshop;” 8 Holt ELA Chapter 1; Page 154-165.
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W3; “Autobiographical Narrative;” 8 Holt ELA Chapter 2; Page 258-269.
T2-Compose Full Narrative Text:
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W3a, W3b, W3c, W3d, W3e “Narrative Writing Workshop;” Holt ELA Chapter 1; Page 154-165; “Autobiographical Narrative;” 8 Holt ELA Chapter 2; Page 258-269; “Adjectives;”
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8 Holt Handbook Chapter 2; Page 38-42; “Adverbs;” 8 Holt Handbook Chapter 3; Page 61-66.
T4-Compose Full text-informational/explanatory; T5 Use text features:
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W2, W2a, W2b, W2c, W2d, W2e, W2f ; “ Technical Documents Workshop,” 8 Holt ELA Chapter 5; Page 644-655. “Persuasive Writing;” 8 Holt ELA Chapter 3; Page 439.
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“Research Report;” 8 Holt ELA Chapter 7; Page 778. “The Scientific Method;” 8 Holt ELA Chapter 1; Page 149-153.
T7-Compose full text-Opinion/Argument:
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W1, W1a, W1b, W1c, W1d, W4, W5, W9 Supplementary Material required (W1b). Formal Style “Grammar Link;” 8 Holt ELA Chapter 6; Page 719. Coherence “Lewis and Clark:
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Into the Unknown.” 8 Holt ELA Chapter 7; Page 745-750.
W6 “Research Report,” 8th Holt ELA Chapter 7; 776-789
History-Social Science
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RI1, RI2, RI3, RI4, RI5. “The Gilded Age.” 8 Holt HSS. Chapter 19, Section 1. Pages 606-609.
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RI1, RI2, RI3, RI4, RI5. “The Progressive Movement.” 8 Holt HSS. Chapter 19, Section 2. Pages 610-614.
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RI1, RI2, RI3, RI4, RI5. “Reforming the Workplace.” 8 Holt HSS. Chapter 19, Section 3. Pages 615-621.
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RI1, RI2, RI3, RI4, RI5. “The Rights of Women and Minorities.” 8 Holt HSS. Chapter 19, Section 4. Pages 622-626.
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RI1, RI2, RI3, RI4, RI5. “The Progressive Presidents.” 8 Holt HSS. Chapter 19, Section 5. Pages 627-631.
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RI1, RI2, RI3, RI4, RI5. “The United States Gains Overseas Territories.” 8 Holt HSS. Chapter 20, Section 1. Pages 640-645.
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RI1, RI2, RI3, RI4, RI5. “The Spanish American War.” 8 Holt HSS. Chapter 20, Section 2. Pages 646-651.
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RI1, RI2, RI3, RI4, RI5. “The United States and Latin America.” 8 Holt HSS. Chapter 20, Section 3. Pages 652-658.
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RI1, RI2, RI3, RI4, RI5. “The United States and Mexico.” 8 Holt HSS. Chapter 20, Section 4. Pages 659-663.
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RI6, RI7. “Progressives Push for Reforms,” “The Other Half [primary source]” and How the Other Half Lives. 8 Holt HSS. Chapter 19. Pages 610-612 and 620.
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RI6, RI7. “Improving Conditions for Children,” “Working Conditions in Factories,” and “Triangle Shirtwaist Fire.”8 Holt HSS. Chapter 19. Pages 615-618.
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RI6, RI8. “Fighting Discrimination.” 8 Holt HSS. Chapter 19. Page 624.
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RI6, RI7. “Wilson and Big Business” and “Wilson’s Reforms.” 8 Holt HSS. Chapter 19. Page 630.
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RI7. “Building the Panama Canal” and “The Panama Canal.” 8 Holt HSS. Chapter 20. Pages 652-654.
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RI6, RI7. “Roosevelt changes U.S. Policy” and “Roosevelt’s Imperialism.” 8 Holt HSS. Chapter 20. Pages 655-656.
BCSD Curriculum & Standards
Grade 8 English Language Arts Instructional Unit 4: Segment 3
2/20/14
Page 9 of 13
Science
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RI1, RI2, RI3, RI4, RI5. “A Solar System is Born.” 8 Holt SCI. Chapter 16, Section 1. Pages 472-478.
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RI1, RI2, RI3, RI4, RI5. “The Inner Planets.” 8 Holt SCI. Chapter 16, Section 2. Pages 480-485.
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RI1, RI2, RI3, RI4, RI5. “The Outer Planets.” 8 Holt SCI. Chapter 16, Section 3. Pages 486-491.
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RI1, RI2, RI3, RI4, RI5. “Moons.” 8 Holt SCI. Chapter 16, Section 4. Pages 492-499.
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RI1, RI2, RI3, RI4, RI5. “Small bodies in the Solar System.” 8 Holt SCI. Chapter 16, Section 5. Pages 500-505.
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RI7. “The Structure of the Sun” and “Figure 4: The Structure and Atmosphere of the Sun.” 8 Holt SCI. Chapter 16. Page 475.
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RI7. “Luna: The Moon of the Earth” and “Figure 2: Formation of the Moon.” 8 Holt SCI. Chapter 16. Pages 492-493.
Suggested Close Reading selections
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RI6, RI7. “Progressives Push for Reforms,” “The Other Half [primary source]” and How the Other Half Lives. 8 Holt HSS. Chapter 19. Pages 610-612 and 620.
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RI6, RI7. “Improving Conditions for Children,” “Working Conditions in Factories,” and “Triangle Shirtwaist Fire.”8 Holt HSS. Chapter 19. Pages 615-618.
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RI6, RI7. “Roosevelt changes U.S. Policy” and “Roosevelt’s Imperialism.” 8 Holt HSS. Chapter 20. Pages 655-656.
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RI7. “The Structure of the Sun” and “Figure 4: The Structure and Atmosphere of the Sun.” 8 Holt SCI. Chapter 16. Page 475.
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RI7. “Luna: The Moon of the Earth” and “Figure 2: Formation of the Moon.” 8 Holt SCI. Chapter 16. Pages 492-493.
Academic Vocabulary
ELA: analyze, aspect, evaluate, relevance, structural, characters, conflicts, complications, main idea, factor, motivation, reaction, response, allusion, theme, meaning, conflict
HSS: motive, process, role
SCI: role, maintain, source
Domain Specific Words
ELA: authentic, fatigue, recreation, ignorant, thong, butte, sage, campo, bendito, conquistadors, impromptu, tentatively, intently, probing, ominous, bodega, octave, fugitives,
incomprehensible, incentive, dispel, eloquence, quarter, ashcake, rheumatism, commotion, foundered, ruin, inert, benign, intolerant, mesmerized, impeccably, petrified, voile,
aura, wormwood
HSS: political machines, spoils system, progressives, recall, referendum, capitalism, socialism, Eighteenth Amendment, NAACP, imperialism, isolationism, Boxer Rebellion,
Porifirio Diaz, Panama Canal, Mexican Revolution, Pancho Villa, Booker T. Washington, W.E.B. Du Bois
SCI: nebula, solar nebula, astronomical unit, terrestrial planet, prograde rotation, retrograde rotation, gas giant, satellite, phase, eclipse, comet, asteroid, meteoroid, meteor,
meteorite
BCSD Curriculum & Standards
Grade 8 English Language Arts Instructional Unit 4: Segment 3
2/20/14
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The following resource for text dependent questions and close reading is from the Anthology Alignment Project on edmodo.com. Teachers may access other resources by
completing the following steps:
Basal Alignment Project
1. Go to Edmodo.com
2. Complete teacher sign up information
3. Once in Edmodo – on your account, then go to Join Group – left hand section of page
4. Enter group code pkx4sp for the Anthology Alignment Project and select join
5. Once in the Anthology Alignment Project tab, Select Folders
6. Select Holt
a. Story selections are by grade and selection title
Title: Mrs. Flowers by Maya Angelou
Suggested Time: 5 days (45 minutes per day)
Common Core ELA Standards: RL.8.1, RL.8.2, RL.8.3, RL.8.4; W.8.1, W.8.2, W.8.4, W.8.9; SL.8.1; L.8.1, L.8.2
Teacher Instructions
Preparing for Teaching
1. Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description for teachers about the big ideas and key
understanding that students should take away after completing this task.
Big Ideas and Key Understandings
The beauty and power of spoken and written language has the ability to humanize us and transform lives.
Synopsis
In Mrs. Flowers, an excerpt from the autobiography I Know Why the Caged Bird Sings, the author, Maya Angelou, describes a significant experience with a respected
person in her community, Mrs. Flowers, which changes her life. Through their interactions, Maya Angelou learns the power of language (spoken and written) and
relationships to transform lives.
2.
3.
Read the entire selection, keeping in mind the Big Ideas and Key Understandings.
Re-read the text while noting the stopping points for the Text Dependent Questions and teaching Tier II/academic vocabulary.
During Teaching
1. Students read the entire selection independently.
2. Teacher reads the text aloud while students follow along or students take turns reading aloud to each other. Depending on the text length and student need, the
teacher may choose to read the full text or a passage aloud. For a particularly complex text, the teacher may choose to reverse the order of steps 1 and 2.
3. Students and teacher re-read the text while stopping to respond to and discuss the questions, continually returning to the text. A variety of methods can be used to
structure the reading and discussion (i.e., whole class discussion, think-pair-share, independent written response, group work, etc.)
Text Dependent Questions
BCSD Curriculum & Standards
Grade 8 English Language Arts Instructional Unit 4: Segment 3
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Text-dependent Questions
Evidence-based Answers
A dictionary definition of sop is:
1. To dip, soak, or drench in a liquid; saturate.
2. To take up by absorption: sop up water with a paper
towel
On page ___, Marguerite states, “I sopped around the
house, the Store, the school, and the church, like an old
biscuit, dirty and inedible.” How does the use of the
word “sopped” impact the meaning of this sentence and
what does it help the reader infer about Marguerite?
It impacts the meaning by describing Marguerite’s mental and physical state of being. She is weighted down by
something and this impacts every aspect of her daily life. She is merely existing and not living.
She is saturated or filled to capacity to the point where she is listless and lifeless until Mrs. Flowers threw Marguerite
her first lifeline.
On page ___, how does the author describe Mrs.
Flowers? What does her description tell you
about Marguerite’s feelings towards her?
Mrs. Flowers is someone of high standing in the community and she has taken the time to pay attention to
Marguerite. She makes Marguerite feel special and worthy. In the text, it stated, “When she chose to smile on me, I
always wanted to thank her.” Marguerite is thankful and appreciative of the attention and the lessons learned.
Re-read the passage on page ___, paragraphs 1 and 2.
What central idea is the author conveying in the portion
of the text? What words serve as clues to the reader?
The author includes the following words related to communication: talk, language, communicating, read, words,
paper, voice, and meaning.
The central idea of this portion of the text is that it takes the spoken word to truly convey what words mean. Spoken
language is what makes us human and different from other animals.
On page ___, Mrs. Flowers began Marguerite’s “Lessons
in Living”. What lessons did these include and what is
Angelou’s message here?
Intellect is not just about book learning. It can take many forms. Common sense has just as much value as book
learning. Mrs. Flowers “said that I must always be intolerant of ignorance but understanding of illiteracy.” “I must
always listen carefully to what country people called mother wit. That in those homely sayings was couched the
collective wisdom of generations.”
On page ___, Marguerite states of Mrs. Flowers, “She
was one of the few gentlewomen I have ever known, and
has remained throughout my life the measure of what a
human being can be.” What does Mrs. Flowers reveal
about what a human being can be? How does she convey
this?
She reveals that a Black person can be a beacon to the Black community. Black people could be aristocratic despite
oppressive conditions. She stated in the text on page ___, “She was our side’s answer to the richest white woman in
town.”
She conveys this through her attire (white gloves and voile dress); her mannerisms (her smile, “grace of control”);her
language (“I’d prefer Marguerite, though.” “My name was beautiful when she said it.”).
What effect does Mrs. Flowers’ reading aloud have on
Marguerite?
For the first time Marguerite understands the beauty and power of the spoken word. (“Her voice slid and curved
down through and over the words. She was nearly singing.”) She saw the difference that verbalizing the words in
different ways can impact the meaning and how the words are received.
On page ___, Mrs. Flowers is described as the “aristocrat
of Black Stamps”. Throughout the rest of the text
selection, how does the author convey the
characteristics of an aristocrat in the description of Mrs.
Flowers?
The author characterizes Mrs. Flowers as an aristocrat by the way she describes her. She is described as someone
who is in control of situations and circumstances. The author states that Mrs. Flowers “had the grace of control” to
appear unaffected by extreme weather to the point where the weather seems to respond and be controlled by her
instead. “She appears warm in the coldest weather and on the Arkansas summer days it seemed she had a private
breeze which swirled around, cooling her.”
The author describes Mrs. Flower’s attire in contrast to that of farmers and notes that Mrs. Flowers is not
pretentious, but comfortable in this attire. The author states “her printed voile dresses and flowered hats were as
BCSD Curriculum & Standards
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right for her as denim overalls for a farmer.”
The author also portrays Mrs. Flowers as someone who others respected and kept a distance from or maybe feared.
She stated, “Her skin was a rich black that would have peeled like a plum if snagged, but then no one would have
thought of getting close enough to Mrs. Flowers to ruffle her dress, let alone snag her skin.”
Throughout the text, Marguerite describes Mrs. Flowers
and on page ___ she states, “Then I met, or rather got to
know, the lady who threw me my first lifeline.” Why is
this phrase significant in the story? Why does she
describe her in this way? Support your answer with
evidence from the text.
This line is significant because it illustrates the degree of the impact Mrs. Flowers had on her life. It was not a brief
encounter, but one that had an impression on her that lasted a lifetime. Additionally, the word lifeline has the
connotation that she was a savior/role model for Marguerite. Mrs. Flowers takes the time to notice Marguerite’s
existence and to form a relationship with her. On page 133, Marguerite says, “I was liked, and what a difference it
made.” “I was respected…for just being Marguerite Johnson.” Another quote that shows the significance of their
relationship is “All I cared about was that she had made tea cookies for me and read to me.” She takes Marguerite to
her home even though she is viewed as someone who maintains her distance from the rest of the community: “…no
one would have thought of getting close enough to Mrs. Flowers…She didn’t encourage familiarity.” Mrs. Flowers
reveals to Marguerite the power of language in books and in the spoken word: “Words mean more than what is set
down on paper. It takes the human voice to infuse them with the shades of deeper meaning.” Mrs. Flowers opens
Marguerite’s mind to life’s possibilities that Marguerite had not considered.
Tier II/Academic Vocabulary
These words require less time to learn
(They are concrete or describe an object/event/
process/characteristic that is familiar to students)
Meaning can be learned from context
Meaning needs to be provided
BCSD Curriculum & Standards
These words require more time to learn
(They are abstract, have multiple meanings, are a part
of a word family, or are likely to appear again in future texts)
Page ___: sopped
Page ___: taut
Page ___: provisions
Page ___: infuse
Page ___: boggled
Page ___: leered
Page ___: bitter
Page ___: collective
Page ___: enchantment
Page ___: grace(ful)
Page ___: familiarity
Page ___: common
Page ___: gobble
Page ___: intolerant
Page ___: illiteracy
Page ___: couched
Page ___: cascading
Page ___: absolute
Page ___: logic
Page ___: mother wit
Page ___: ignorance
Page ___: aura
Page ___: aristocrat
Page ___: benign
Page ___: inclusively
Page ___: valid
Page ___: sufficient
Page ___: essence
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