THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Adopted Instructional Materials: National Geographic Cengage Learning: Inside Level C, Volume 2
Intensive Reading Quarterly Content Guide
Quarter One
Unit Theme: Our Precious World
Big Idea
Content Standards
Suggested
Unit Length
Big Idea
Content Standards
Unit 5
Selection 1
2-3 Weeks
A Natural Balance:
Find out how the way
we live affects our
environment.
LAFS.8.RI.1.1, LAFS.8.RI.1.3, LAFS.8.RI.2.6,
LAFS.8.RI.1.2, LAFS.8.RI.2.4, LAFS.8.RI.4.10,
LAFS.8.L.1.1, LAFS.8.L.1.2, LAFS.8.L.3.4,
LAFS.8.L.3.6, LAFS.8.L.2.3, LAFS.8.W.1.3,
LAFS.8.W.2.4, LAFS.8.W.2.5, LAFS.8.W.3.9,
LAFS.8.W.4.10, LAFS.8.SL.1.1
Unit 6
Selection 1
2-3 Weeks
Nadia the Willful:
Sometimes changing
your mind may solve
a conflict.
LAFS.8.RL.1.1, LAFS.8.RL.2.4, LAFS.8.RL.2.6,
LAFS.8.L.1.1, LAFS.8.L.1.2, LAFS.8.L.3.5,
LAFS.8.L.3.6, LAFS.8.RL.1.2, LAFS.8.RL.4.10,
LAFS.8.W.1.3, LAFS.8.W.2.4, LAFS.8.W.2.5,
LAFS.8.W.2.6, LAFS.8.W.4.10, LAFS.8.SL.1.1
Unit 5
Selection 2
2-3 Weeks
Siberian Survivors:
Discover how people
help animals survive.
LAFS.8.R.I.1.1, LAFS.8.RI.2.4 LAFS.8.RI.2.6,
LAFS.8.L.1.1, LAFS.8.L.1.2, LAFS.8.L.3.4,
LAFS.8.L.3.6, LAFS.8.RI.4.10, LAFS.8.W.1.1,
LAFS.8.W.1.3, LAFS.8.W.2.4, LAFS.8.W.2.5,
LAFS.8.W.2.6, LAFS.8.W.3.8, LAFS.8.W.3.9,
LAFS.8.W.4.10, LAFS.8.SL.1.1, LAFS.8.SL.2.4
Unit 6
Selection 2
2-3 Weeks
Passage to
Freedom: Meet
someone who acts
bravely to overcome
a terrible conflict.
LAFS.8.RL.1.1, LAFS.8.RL.2.4, LAFS.8.L.1.1,
LAFS.8.L.1.2, LAFS.8.L.3.4, LAFS.8.L.3.5,
LAFS.8.L.3.6, LAFS.8.RL.1.2, LAFS.8.RL.4.10,
LAFS.8.W.1.1, LAFS.8.W.2.4, LAFS.8.W.2.5,
LAFS.8.W.3.9, LAFS.8.W.4.10, LAFS.8.S.L.1.1,
LAFS.8.SL.2.4
Unit 5
Selection 3
2-3 Weeks
Mireya Mayor
Explorer/
Correspondent:
Learn how an
explorer’s discoveries
help the world.
LAFS.8.RI.1.1, LAFS.8.RI.2.4, LAFS.8.RI.2.6,
LAFS.8.L.1.1, LAFS.8.L.1.2, LAFS.8.L.3.4,
LAFS.8.L.3.6, LAFS.8.RI.1.2, LAFS.8.RI.3.7,
LAFS.8.RI.4.10, LAFS.8.W.1.3, LAFS.8.W.2.4,
LAFS.8.W.2.5, LAFS.8.W.2.6, LAFS.8.W.3.9,
LAFS.8.W.4.10, LAFS.8.SL.1.1
Unit 6
Selection 3
2-3 Weeks
Zlata’s Diary:
Explore the way
writing about conflict
helps someone live
with it.
LAFS.8.RI.1.1, LAFS.8 RI.2.4, LAFS.8.RI.2.6,
LAFS.8.L.1.1, LAFS.8.L.1.2, LAFS.8.L.3.4a,
LAFS.8.L.3.5, LAFS.8.L.3.6, LAFS.8.RI.1.2,
LAFS.8.RI.4.10, LAFS.8.W.1.1, LAFS.8.W.1.2,
LAFS.8.W.2.4, LAFS.8.W.2.5, LAFS.8.W.3.9,
LAFS.8.W.4.10, LAFS.8.SL.2.4
Unit 5
Close Read
1 Week
Wilderness Letter:
Consider what our
lives would be like
without our natural
wilderness.
LAFS.8.RI.1.2, LAFS.8.RI.2.6, LAFS.8.L.3.6,
LAFS.8.W.4.10
Unit 6
Close Read
1 Week
Protecting Human
Rights: Think about
human rights and
freedoms in different
parts of the world.
LAFS.8.RI.1.2, LAFS.8.RI.2.6, LAFS.8.L.3.6,
LAFS.8.4.10
Quarter Two
Quarter One
Suggested Unit
Length
Quarter Two
Unit Theme: Conflict and Resolution
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Intensive Reading Quarterly Content Guide
Quarter Three
Unit Theme: Fair is Fair
Big Idea
Content Standards
Q3
Unit 7
Selection 1
2-3 Weeks
The Clever Magistrate:
See what happens when people
ask someone to judge what’s fair.
LAFS.8.RL.1.1, LAFS.8.RL.1.2,
LAFS.8.RL.2.4, LAFS.8.L.1.1,
LAFS.8.L.1.2, LAFS.8.L.3.4,
LAFS.8.L.3.6, LAFS.8.W.1.3d,
LAFS.8.RL.2.5,
LAFS.8.RL.4.10,
LAFS.8.SL.1.1, LAFS.8.SL.1.2,
LAFS.8.W.1.3, LAFS.8.W.2.4 ,
LAFS.8.W.3.9, LAFS.8.W.4.10
Q3
Unit 7
Selection 2
2-3 Weeks
The Constitution:
Learn how Americans came up
with a plan for fairness to all.
LAFS.8.RI.1.1,LAFS.8.RI.1.2,
LAFS.8.RI.2.4, LAFS.8.L.1.1,
LAFS.8.L.1.2, LAFS.8.L.3.4,
LAFS.8.L.3.6, LAFS.8.W.1.3d,
LAFS.8.RI.1.3, LAFS.8.RI.4.10,
LAFS.8.S.L.1.1, LAFS.8.SL.1.2,
LAFS.8.SL.2.4, LAFS.8.W.1.3,
LAFS.8.W.3.9, LAFS.8.W.4.10
Q3
Unit 7
Selection 3
2-3 Weeks
Kids Take Action:
Learn about the rights and
responsibilities of being a citizen.
LAFS.8.RI.1.1, LAFS.8.RI.1.3,
LAFS.8.RI.2.4, LAFS.8.L.1.1,
LAFS.8.L.3.4, LAFS.8.L.3.6,
LAFS.8.W.1.3d, LAFS.8.RI.1.2
LAFS.8.RI.3.7, LAFS.8.RI.4.10,
LAFS.8.SL.1.1, LAFS.8.SL.1.2,
LAFS.8.SL.1.3, LAFS.8.SL.2.4,
LAFS.8.W.1.3, LAFS.8.W.3.9,
LAFS.8.W.4.10
Big Idea
Content Standards
Feeding the World:
Decide on the safer way to feed the
world.
LAFS.8.RI.1.1, LAFS.8.RI.3.8, LAFS.8.RI.2.4,
LAFS.8.RI.3.9,LAFS.8.RL.2.4, LAFS.8.L.1.1,
LAFS.8.L.1.2, LAFS.8.L.3.4, LAFS.8.L.3.6,
LAFS.8.RI.1.2, LAFS.8.RI.4.10, LAFS.8.SL.1.1,
LAFS.8.SL.1.2, LAFS.8.SL.1.3, LAFS.8.SL.2.4,
LAFS.8.W.1.1, LAFS.8.W.2.4, LAFS.8.W.2.5
LAFS.8.W.3.9, LAFS.8.W.4.10
Q4
Unit 8
Selection 2
2-3 Weeks
Soup for the Soul: Learn how
people feed the hungry in their own
community.
LAFS.8.RI.2.4, LAFS.8.RI.3.9, LAFS.8.L.1.1,
LAFS.8.L.3.4, LAFS.8.L.3.6, LAFS.8.RI.1.2,
LAFS.8.RI.4.10, LAFS.8.L.3.6, LAFS.8.SL.1.1,
LAFS.8.SL.2.4, LAFS.8.SL.2.6, LAFS.8.W.1.1,
LAFS.8.W.1.2, LAFS.8.W.2.4, LAFS.8.W.2.5,
LAFS.8.W.3.7, LAFS.8.W.3.8,
LAFS.8.W.3.9,LAFS.8.W.4.10
Q4
Unit 8
Selection 3
2-3 Weeks
The Girl and the Chenoo:
Find out how food connects people.
LAFS.8.RL.1.1, LAFS.8.RL.2.4
LAFS.8.L.1.1, LAFS.8.L.1.2,
LAFS.8.L.2.3, LAFS.8.L.3.4
LAFS.8.L.3.6, LAFS.8.RL.1.2, LAFS.8.RL.3.7,
LAFS.8.RL.4.10
LAFS.8.SL.1.1, LAFS.8.SL.2.6
LAFS.8.W.1.1, LAFS.8.W.2.4, LAFS.8.W.2.5,
LAFS.8.W.2.6 LAFS.8.W.3.7, LAFS.8.W.3.8,
LAFS.8.W.3.9, LAFS.8.W.4.10
Suggested
Unit Length
Quarter Four
Quarter Three
Suggested
Unit
Length
Quarter Four
Unit Theme: Food for Thought
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Q3
Unit 7
Close Read
1 Week
From The Words We Live By:
Your Annotated Guide to the
Constitution:
Consider what the phrase “We the
People” in the preamble of the
constitution means to different
people throughout history.
LAFS.8.R.I.1.2, LAFS.8.L.3.6
LAFS.8.W.4.10
Q4
Unit 8
Close Read
1 Week
Unit: 5, Our Precious World
Selection: 2, Siberian Survivors
Omnivore’s Dilemma and Math
for Locator’s: Think about the
foods you eat and the journey they
take to get your plate.
LAFS.8.RI.1.2, LAFS.8.RI.3.8, LAFS.8.L.3.6,
LAFS.8.W.4.10
Suggested Range: 2-3 weeks
Unit Guiding Question: What makes the environment so valuable?
Selection Big Idea: Discover how people help animals survive.
Standards
Content Standards
Genre Focus: Science Feature; Fact Sheet
Inside Assessed Standards (Selection & Unit):
Reading Standards for Informational Text
LAFS.8.R.I.1.1 - Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
LAFS.8.RI.2.4 - 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.
LAFS.8.RI.2.6 - 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.
Language Standards
LAFS.8.L.1.1- Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Cross-Curricular Connections
Critical Viewing- TE p. T350, Interpret the Map
Cultural Perspectives- TE p. T350, Recognize and Appreciate
Aspects of World Culture
Community-School Connection- TE p. T351, Monitor Awareness
Content Area Connections- TE p. T352, Social Science, National
Parks
Out of School Literacy- TE p. T354, Media and Technology,
Learning Sources
Research/Speaking- TE p. T356, Health and Science, Informative
report research
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
LAFS.8.L.1.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to
indicate an omission.
c. Spell correctly.
LAFS.8.L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
LAFS.8.L.3.6 - Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Additional Selection Standards:
Reading Standards for Informational Text
LAFS.8.RI.4.10 - By the end of the year, read and comprehend literary nonfiction at the high end of
the grades 6–8 text complexity band independently and proficiently.
Writing Standards
LAFS.8.W.1.1- Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims,
and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases,
and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a
formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
LAFS.8.W.1.3 - Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences
LAFS.8.W.2.4- Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
LAFS.8.W.2.5- 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.
LAFS.8.W.2.6- 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.
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
LAFS.8.W.3.8- 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.
LAFS.8.W.3.9 - Draw evidence from literary or informational texts to support analysis, reflection, and
research.
LAFS.8.W.4.10 - Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks,
purposes, and audiences.
Standards for Speaking and Listening
LAFS.8.SL.1.1- 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.
LAFS.8.SL.2.4 - Present claims and findings, emphasizing salient points in a focused, coherent
manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.
Essential Outcome Question
What elements in a text help the reader determine the author’s perspective or viewpoint?
Aligned Learning Goals
District-Adopted Materials
Textbook Resources
Selection 2
 Compare Viewpoints
 Visualize
 Use Key Vocabulary
 Use Academic
Vocabulary
 Introduce Genre
 Use Context Clues
 Build Fluency
Selection 2
TE pp. 340 Selection
Overview; Build Background
Knowledge
TE pp. 341-343 Language and
Grammar; Make Comparisons
TE pp.344-345 Prepare to
Read: Key Vocabulary; Use
Key Vocabulary; Focus on
Reading: Visualize: Use
Additional Resources
Strategies for Differentiation
Selection 2 Inside Practice
Book pp.149 -155
Rotation Model to support Differentiated Instruction
Small Group Instruction
Based on Selection/Performance Test data
Additional Resources-

Teaching PowerPoint/
Overview on Text
Features

Drill Down Lessons
 Re-teaching Lessons MyNGConnect.com
Inside Fundamentals (As required by data support)
 Decoding
 Grammar
 Word Recognition
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017

Grammar: Comparative
Adjectives
Sensory Images; Compare
Viewpoints
TE pp. 346 -353 Siberian
Survivors; Visualize: Use
Sensory Features; Plan:
Preview; Recognize Genre:
Science Feature; Compare
Viewpoints; Interpret and
Analyze Visuals; Plan: Set a
Purpose; Use Key Vocabulary;
TE pp. 354 Tigers in the Wild,
Recognize Genre: Fact
Sheet; Analyze Text Features:
Introductory Statement; Labels
and Captions; Bullet Points
Anchor Centers
Grammar Practice - Inside Interactive Practice Book pp. G97 - G102
Inside Writing Book Project 9 Writing a Business Letter p. T237Wa T249W
Literacy Strategy Handbook
Monitoring Options:
TE p. 355 Connect Reading and Writing
TE p. 356-357 Connect Across the Curriculum
Selection 2 Assessment (Performance Matters)
Unit: 5, Our Precious World
Selection: 3, Mireya Mayor, Explorer/Correspondent
Suggested Range: 2-3 weeks
Unit Guiding Question: What makes the environment so valuable?
Selection Big Idea: Learn how an explorer’s discoveries help the world.
Standards
Content Standards
Genre Focus: Online Article
Inside Assessed Standards (Selection & Unit):
Reading Standards for Informational Text
Cross-Curricular Connections
Home-School Connection- TE p. T369, Conservation Efforts
Critical Viewing- TE p. T369, Interpret Photos
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
LAFS.8.RI.1.1 - Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
LAFS.8.RI.2.4 - 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.
LAFS.8.RI.2.6 - 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.
Language Standards
LAFS.8.L.1.1- Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
LAFS.8.L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate
an omission.
c. Spell correctly.
LAFS.8.L.3.4 - Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
LAFS.8.L.3.6 - Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Additional Selection Standards:
Reading Standards for Informational Text
LAFS.8.RI.1.2 - 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.
LAFS.8.RI.3.7 - Evaluate the advantages and disadvantages of using different mediums (e.g., print or
digital text, video, multimedia) to present a particular topic or idea.
LAFS.8.RI.4.10 - By the end of the year, read and comprehend literary nonfiction at the high end of the
grades 6–8 text complexity band independently and proficiently.
Writing Standards
Content Area Connections- TE p. T370, Career Study,
Explorer/TV Correspondent
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
LAFS.8.W.1.3 - Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences
LAFS.8.W.2.4- Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
LAFS.8.W.2.5- 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.
LAFS.8.W.2.6- 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.
LAFS.8.W.3.9 - Draw evidence from literary or informational texts to support analysis, reflection, and
research.
LAFS.8.W.4.10 - Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks,
purposes, and audiences.
Standards for Speaking and Listening
LAFS.8.SL.1.1- 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.
Essential Outcome Question
How does an author’s personal experiences influence his or her perspective and writing?
Aligned Learning Goals
Selection 3
● Analyze Author’s
Viewpoint
● Visualize
● Use Context Clues
● Use Key Vocabulary
District-Adopted
Materials
Textbook Resources
Selection 3
TE pp. 358 Selection
Overview; Build
Additional Resources
Selection 3 Inside Practice Book pp. 156 - 162
Additional Resources
Reteaching Lesson on Context Clues-CPALMS
Strategies for Differentiation
Rotation Model to support Differentiated
Instruction
Literacy Strategy Handbook
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
●
●
●
Use Academic
Vocabulary
Build Fluency
Grammar: Adverbs
Background
Knowledge
TE pp. 359-361
Language and
Grammar; Elaborate
TE pp.362-363 Prepare
to Read: Key
Vocabulary; Focus on
Reading: Visualize:
Identify Emotional
Response
TE pp. 364 -370 Mireya
Mayor:
Explorer/Corresponden
t Visualize: Identify
Emotional Response;;
Plan:
Preview;Recognize
Genre: Online Article
Strategy: Use Context
Clues; Analyze
Author’s Viewpoint
Monitoring Options:
TE p. 371 Connect Reading and Writing
TE p. 372 - 373 Connect Across the Curriculum
Selection 3 Assessment (Performance Matters)
Small Group Instruction
Based on Selection/Performance Test data
● Drill Down Lessons
● Re-teaching Lessons
MyNGConnect.com
Inside Fundamentals (As required by data
support)
● Decoding
● Grammar
● Word Recognition
Anchor Centers
Grammar Practice - Inside Interactive Practice
Book pp. G103 - G108
Inside Writing Book Project 10 Friendly Letter
pp. T249Wa - T261W
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Unit: 5, Our Precious World
Selection: Close Reading, Wilderness Letter
Suggested Range: 1 week
Unit Guiding Question: What makes the environment so valuable?
Selection Big Idea: Learn how to analyze author’s viewpoint.
Standards
Content Standards
Genre Focus: Argument Letter
Language Arts Florida Standards-Close Reading Selection
Reading Standards for Informational Text
LAFS.8.RI.1.2 - 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.
LAFS.8.RI.2.6 - 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.
Language Standards
LAFS.8.L.3.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
Additional Standard(s):
Writing Standard(s)
LAFS.8.W.4.10 - Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Cross-Curricular Connections
Environmental Education:
Endangered species and wilderness protection
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Essential Outcome Question
How does identifying, understanding, and analyzing differing authors’ viewpoints impact my learning?
Aligned Learning Goals
Close Read
● Analyze Author’s
Viewpoint
● Write About Author’s
Viewpoint
District-Adopted
Materials
Textbook Resources
TE pp. 374-375
Wilderness Letter;
Summarize; Analyze;
Discuss and Write
Additional Resources
Inside Interactive Practice Book
Vocabulary Review
pp. 161-162
Additional Resources
Signposts Strategy for Close Reading
Close Reading Inside Interactive Practice Book
pp. 164-168
Strategies for Differentiation
Rotation Model to support Differentiated
Instruction
Literacy Strategy Handbook
Small Group Instruction
● Based on Cluster/Performance
Test data
● Drill Down Lessons
Inside Fundamentals (As required by data
support)
● Decoding
● Grammar
● Word recognition
Anchor Centers:
Grammar Practice - Inside Interactive Practice
Book
Pp G91-G112
Inside Writing Book
pp. T225Wa-T261W
Monitoring Options:
Unit 5 Assessment (Performance Matters)
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Unit: 6, Conflict and Resolution
Selection: 1, Nadia the Willful
Suggested Range: 2-3 weeks
Unit Guiding Question: How should people overcome conflict?
Selection Big Idea: Sometimes changing your mind may resolve a conflict.
Standards
Content Standards
Genre Focus: Short Story; poem
Inside Assessed Standards (Selection & Unit):
Reading Standards for Literature
LAFS.8.RL.1.1- Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
LAFS.8.RL.2.4- 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.
LAFS.8.RL.2.6 - 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.
Language Standards
LAFS.8.L.1.1- Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
LAFS.8.L.1.2- 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.
LAFS.8.L.3.5- Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g. verbal irony, puns) in context.
b. Use the relationship between particular words to better understand each of the words.
Cross-Curricular Connections
Critical Viewing- TE p. T393, Design
Content Area Connections- TE p. T394, Health and Science,
Camel Adaptations
Critical Viewing- TE p. T395, Perspective
Home-School Connection- TE p. T397, Character Traits
Out-of-School Literacy- TE p. T398, Media and Technology,
Characterization
Critical Viewing- TE p. T399, Character
Home-School Connection- TE p. T400, Families Helping Each
Other
Critical Viewing- TE p. T402, Design
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute).
LAFS.8.L.3.6 - Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Additional Selection Standards:
Reading Standards for Literature
LAFS.8.RL.1.2- 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.
LAFS.8.RL.4.10 - By the end of the year, read and comprehend literature, including stories, dramas, and
poems, at the high end of grades 6–8 text complexity band independently and proficiently.
Writing Standards
LAFS.8.W.1.3 - Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
a. 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.
b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop
experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one
time frame or setting to another, and show the relationships among experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the
action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
LAFS.8.W.2.4- Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
LAFS.8.W.2.5- 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.
LAFS.8.W.2.6- 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.
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
LAFS.8.W.4.10- Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and
audiences.
Standards for Speaking and Listening
LAFS.8.SL.1.1 - 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.
a. 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.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions and
comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own
views in light of the evidence presented
Essential Outcome Question
Why do authors use figurative language and how does the use of figurative language impact the interpretation of the text?
Aligned Learning Goals
Unit Launch
Focus on Reading
● Determine Author’s
Purpose
● Analyze Word Choice
Focus on Vocabulary
● Strategy: Interpret
Figurative Language
Selection 1
District-Adopted
Materials
Textbook Resources
Unit Launch
TE pp.378-383 Unit 6
Launch and Essential
Question
TE pp. 380-381 Focus
on Reading: Use
Academic Vocabulary,
Additional Resources
Unit Launch Inside
Practice Book pp. 172,
173, 174
Selection 1 Inside
Practice Book pp. 175 181
Nadia the Willful-Close Read
Plan with UbD
Strategies for Differentiation
Rotation Model to support Differentiated
Instruction
Literacy Strategy Handbook
Small Group Instruction
Based on Selection/Performance Test data
● Drill Down Lessons
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
●
●
●
●
●
●
●
Respond to and
Interpret Visuals
Express Opinions
Grammar: Use
Compound Sentences
Compare Viewpoints
Make Inferences
Build Fluency
Interpret Figurative
Language
Determine Author’s
Purpose, Analyze
Word Choice
TE pp. 382-383 Focus
on Vocabulary; Use
Academic Vocabulary;
Strategy: Interpret
Figurative Language
Selection 1
TE pp. 384 Selection
Overview; Build
Background
Knowledge
TE pp. 385-387
Language and
Grammar; Use
Compound Sentences
TE pp.388-389 Prepare
to Read: Key
Vocabulary; Make
Inferences; Compare
Viewpoints
TE pp. 390-400 Nadia
the Willful; Plan:
Preview; Plan:
Preview; Make
Inferences; Recognize
Genre; Compare
Viewpoints; Interpret
and Analyze Visuals;
Use Key Vocabulary;
Strategy: Interpret
Additional Resources
CPALMS, Florida: Feast
of Figurative Language
Lessons
YouTube Alliteration,
Personification,
Onomatopoeia,
Hyperbole Video
YouTube Personification
Video
● Re-teaching Lessons
MyNGConnect.com
Inside Fundamentals (As required by data
support)
● Decoding
● Grammar
● Word Recognition
Anchor Centers
Grammar Practice - Inside Interactive Practice
Book pp. G113-G118
Inside Writing Book Project 11 Write to Describe
pp. T261W - T303W
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Figurative Language;
Express Opinions;
Strategy: Use Word
Parts; Analyze Theme;
TE pp. 401 Quilt,
Recognize Genre;
Interpret Figurative
Language
TE pp. 402 Chief
Koruinka’s Song
Recognize Genre;
Analyze Literary
Elements; Interpret
Figurative Language
Monitoring Options:
TE p. 404 Connect Reading and Writing
TE p. 404-405 Connect Across the Curriculum
Selection 1 Assessment (Performance Matters)
Unit: 6, Conflict and Resolution
Selection: 2, Passage to Freedom
Suggested Range: 2-3 weeks
Unit Guiding Question: How should people overcome conflict?
Selection Big Idea: Meet someone who acts bravely to overcome a terrible conflict.
Standards
Content Standards
Genre Focus: Historical Fiction
Inside Assessed Standards (Selection & Unit):
Reading Standards for Literature
Cross-Curricular Connections
Critical Viewing: TE p. T415/T416, Effect
Critical Viewing: TE p. T419, Design
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
LAFS.8.RL.1.1 - Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
LAFS.8.RL.2.4- 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.
Language Standards
LAFS.8.L.1.1 - Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular
sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
LAFS.8.L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an
omission.
c. Spell correctly.
LAFS.8.L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words or phrases based
on grade 8 reading and content, choosing flexibly from a range of strategies.
a. 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.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word
(e.g., precede, recede, secede).
c. 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.
d. 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).
LAFS.8.L.3.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g. verbal irony, puns) in context.
b. Use the relationship between particular words to better understand each of the words.
Content Area Connections: TE p. T421, History, Refugees in
History
Out-of-School Literacy: TE p. T422, Media and Technology,
History’s Heroes
Critical Viewing: TE p. T423, Effect
Cultural Perspectives: TE p. T425, World Cultures,
Celebrations
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute).
LAFS.8.L.3.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension
or expression.
Additional Selection Standards:
Reading Standards for Literature
LAFS.8.RL.1.2 - 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.
LAFS.8.RL.4.10 - By the end of the year, read and comprehend literature, including stories, dramas, and
poems, at the high end of grades 6–8 text complexity band independently and proficiently.
Writing Standards
LAFS.8.W.1.1- Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and
clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal
style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
LAFS.8.W.2.4- Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
LAFS.8.W.2.5- 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.
LAFS.8.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and
research.
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
a. Apply grade 8 Reading standards to literature (e.g., “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”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “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”).
LAFS.8.W.4.10- Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and
audiences.
Standards for Speaking and Listening
LAFS.8.S.L.1.1 - 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.
a. 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.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions and
comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own
views in light of the evidence presented.
LAFS.8.SL.2.4- Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate
volume, and clear pronunciation.
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Essential Outcome Question
Why do authors use visuals and how do visuals impact my understanding of the text?
Aligned Learning Goals
Selection 2
● Build Background
● Visualize
● Use Key Vocabulary
● Use Academic
Vocabulary
● Evaluate Historical
Fiction
● Make Inferences
● Introduce Genre
● Introduce Idioms
● Build Fluency
● Grammar: Complex
Sentences
District-Adopted Materials
Textbook Resources
Selection 2
TE pp. 406 Selection Overview; Build
Background Knowledge
TE pp. 407-409 Language and Grammar;
Complex Sentences
TE pp.410-411 Prepare to Read: Key
Vocabulary; Use Key Vocabulary;
Prepare to Read: Reading Strategy:
Make Inferences; Evaluate Historical
Fiction;
TE pp. 412-424 Passage to Freedom;
Strategy: Interpret Figurative Language;
Plan: Set a Purpose; Make Inferences;
Evaluate Historical Fiction TE pp. 425426 A Message form Hiroki Sugihara,
Recognize Genre: Historical Fiction
Afterword; Strategy: Use Word Parts;
Evaluate Historical Fiction; Determine
Importance
Additional Resources
Selection 2 Inside Practice Book
pp.182-188
Additional Resources
CPALMS, Analysis of a Political News
Article
Visualization Graphic
Organizer/Download
Strategies for Differentiation
Rotation Model to support Differentiated
Instruction
Literacy Strategy Handbook
Small Group Instruction
Based on Selection/Performance Test data
● Drill Down Lessons
● Re-teaching Lessons
MyNGConnect.com
Inside Fundamentals (As required by data
support)
● Decoding
● Grammar
● Word Recognition
Anchor Centers
Grammar Practice - Inside Interactive Practice
Book pp. G119-124
Inside Writing Book Project 12 Write as a Reader
T237Wa-T291W
Monitoring Options:
TE p. 427 Connect Reading and Writing
TE p. 428-429 Connect Across the Curriculum
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Selection 2 Assessment (Performance Matters)
Unit: 6, Conflict and Resolution
Selection: 3, Zlata’s Diary
Suggested Range: 2-3 weeks
Unit Guiding Question: How should people overcome conflict?
Selection Big Idea: Explore the way writing about conflict helps someone live with it.
Standards
Content Standards
Genre Focus: Diary
Inside Assessed Standards (Selection & Unit):
Reading Standards for Informational Text
LAFS.8.RI.1.1- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text.
LAFS.8 RI.2.4- 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.
LAFS.8.RI.2.6- 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.
Language Standards
LAFS.8.L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
LAFS.8.L.1.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an
omission.
c. Spell correctly.
Cross-Curricular Connections
Content Area Connections: TE p. T440, Art, Photography
in War Times
Out-of-School Literacy: TE p. T441, Art, The Use of Visual
Art in War Times
Language Development: TE p. T442, Language
Development, Justify
Critical Viewing: TE p. T444, Critical Viewing
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
LAFS.8.L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on
grade 8 reading and content, choosing flexibly from a range of strategies.
a. 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.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,
precede, recede, secede).
c. 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.
d. Verify the preliminary determination of the meaning of a word or phrase
LAFS.8.L.3.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g. verbal irony, puns) in context.
b. Use the relationship between particular words to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute).
LAFS.8.L.3.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
Additional Selection Standards:
Reading Standards for Informational Text
LAFS.8.RI.1.2-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.
LAFS.8.RI.4.10 - By the end of the year, read and comprehend literary nonfiction at the high end of the grades
6–8 text complexity band independently and proficiently.
Writing Standards
LAFS.8.W.1.1- Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate,
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses
to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
LAFS.8.W.1.2- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other
information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and
concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation
presented.
LAFS.8.W.2.4-Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
LAFS.8.W.2.5- 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.
LAFS.8.W.3.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g., “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”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “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”).
LAFS.8.W.4.10- Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and
audiences.
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Standards for Speaking and Listening
LAFS.8.SL.2.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate
volume, and clear pronunciation.
Essential Outcome Question
Why do authors leave room for readers to make inferences and how does making inferences enhance the reader’s understanding?
Aligned Learning Goals
Selection 3
● Analyze Author’s
Viewpoint
● Make Inferences
● Go Beyond the Literal
Meaning
● Use Key Vocabulary
● Use Academic
Vocabulary
● Build Fluency
● Grammar: Combine
Sentences
District-Adopted Materials
Textbook Resources
Selection 3
TE pp. 430 Selection Overview; Build
Background Knowledge
TE pp. 431-433 Language and Grammar;
Justify
TE pp.434-436 Prepare to Read: Key
Vocabulary; Prepare to Read: Reading
Strategy; Make Inferences; Analyze Author’s
Viewpoint;
TE pp. 436-443
Zlata’s Diary: Visualize: Plan: Preview; Make
Inferences; Recognize Genre: Diary; Analyze
Author’s Viewpoint; Analyze Text Features:
Elements of a Diary Entry; Interpret and
Analyze Visuals; Strategy: Interpret Figurative
Language; Use Word Parts; TE pp. 444
Recognize Genre: Song; Analyze Chorus and
Verse; Respond to Literature
Additional Resources
Selection 3 Inside Practice Book
pp. 189-195
Strategies for Differentiation
Rotation Model to support Differentiated
Instruction
Literacy Strategy Handbook
Additional Resources
Figurative Language- The
Flocabulary Blog, I Have a Dream
Speech Analysis Lesson
Small Group Instruction
Based on Selection/Performance Test data
● Drill Down Lessons
● Re-teaching Lessons
MyNGConnect.com
Inside Fundamentals (As required by data
support)
● Decoding
● Grammar
● Word Recognition
Anchor Centers
Grammar Practice - Inside Interactive Practice
Book pp. G125-G130
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Inside Writing Book Project 12 Write as a Reader
pp. T292W-T303W
Monitoring Options:
TE p. 445 Connect Reading and Writing
TE p. 346-447 Connect Across the Curriculum
Selection 3 Assessment (Performance Matters)
Unit 6: Conflict and Resolution
Close Reading, Protecting Human Rights
Suggested Range: 1 week
Unit Guiding Question: How should people overcome conflicts?
Selection Big Idea: Learn how to analyze author’s viewpoint.
Standards
Content Standards
Genre Focus: Article and Historical Document
Language Arts Florida Standards-Close Reading Selection
Reading Standards for Informational Text
LAFS.8.R.I.1.2 - 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.
LAFS.8.R.I.2.6 - Determine an author’s point of view or purpose in a t ext and analyze how the author acknowledges
and responds to conflicting evidence or viewpoints.
Language Standards
Cross-Curricular Connections
Social Issues: Human Rights
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
LAFS.8.L.3.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Writing Standards
LAFS.8.W.4.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Essential Outcome Question
How does identifying, understanding, and analyzing the author’s craft impact the reader’s understanding of text?
Aligned Learning Goals
Close Read
● Analyze Author’s
Viewpoint
● Write About Author’s
Viewpoint
District-Adopted
Materials
Textbook Resources
TE pp. 448-449
Protecting Human
Rights; Summarize
Additional Resources
Inside Interactive Practice Book
Vocabulary Review
pp. 201-202
Strategies for Differentiation
Rotation Model to support Differentiated
Instruction
Literacy Strategy Handbook
Additional Resources
Signposts Strategy for Close Reading
Close Reading Inside Interactive Practice Book
pp. 196-200
Small Group Instruction
● Based on Cluster/Performance
Test data
● Drill Down Lessons
Inside Fundamentals (As required by data
support)
● Decoding
● Grammar
● Word recognition
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Anchor Centers:
Grammar Practice - Inside Interactive Practice
Book
Pp G113-G134
Inside Writing Book
pp. T261Wa-T303W
Monitoring Options:
Unit 6 Assessment (Performance Matters)
Unit: 7, Fair is Fair
Selection: 1, The Clever Magistrate
Suggested Range: 2-3 weeks
Unit Guiding Question: What should you do when life is unfair?
Selection Big Idea: See what happens when people ask someone to judge what’s fair.
Standards
Content Standards
Genre Focus: Folk Tale
Assessed Standards (Selection & Unit):
Reading Standards for Literature
LAFS.8.RL.1.1- Cite textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
LAFS.8.RL.1.2- 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.
LAFS.8.RL.2.4- 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.
Cross-Curricular Connections
Content Area Connections- p. T468, Dramatic Retelling
Out-of-School Literacy- p. T469, Media and Technology
Critical Viewing- p. T469, Interpret the Illustration
Community School Connection- p. T471, Community Resources
Cultural Perspectives-U.S. Culture: Justice Systems, p. T472
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Language Standards
LAFS.8.L.1.1- Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
LAFS.8.L.1.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing: Use punctuation (comma, ellipsis, dash) to indicate a
pause or break, use an ellipsis to indicate an omission, spell correctly.
LAFS.8.L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
LAFS.8.L.3.6 - Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Writing Standards
LAFS.8.W.1.3d- Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events.
Additional Selection Standards:
Reading Standards for Literature
LAFS.8.RL.2.5 - 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.
LAFS.8.RL.4.10 - By the end of the year, read and comprehend literature, including stories,
dramas, and poems, at the high end of grades 6-8 text complexity band independently and
proficiently.
Speaking and Listening Standards
LAFS.8.SL.1.1 - 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.
a. 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.
b. Follow rules for collegial discussions and decision-making, track progress toward specific
goals and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to
others’ questions and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify
their own views in light of the evidence presented.
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
LAFS.8.SL.1.2 - Analyze the purpose of information presented in diverse media and formats (eg.
visually, quantitatively, orally) and evaluate the motives (e.g. social, commercial, political) behind
its presentation.
Writing Standards
LAFS.8.W.1.3 - Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
a. 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.
b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop
experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts
from one time frame or setting to another, and show the relationships among experiences and
events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or event
LAFS.8.W.2.4 - Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
LAFS.8.W.3.9 - Draw evidence from literary or informational texts to support analysis, reflection,
and research.
a. Apply grade 8 Reading standards to literature (e.g., “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”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “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”).
LAFS.8.W.4.10 - Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Essential Outcome Question
How do authors impart theme through storytelling?
Aligned Learning Goals
District-Adopted Materials
Unit Launch
Focus on Reading
 Compare Text
Structures
Focus on Vocabulary
 Use Word Origins
Selection 1
 Determine theme
 Use Key
Vocabulary
 Use Academic
Vocabulary
 Build Fluency
 Grammar: Use
Participles as
Adjectives
Textbook Resources
Unit Launch
TE 452-453 Unit 7 Launch and Essential Question
TE pp. 454-455 Focus on Reading: Use Academic Vocabulary,
Compare Text Structures
TE pp. 456-457 Focus on Vocabulary; Use Word Origins
Selection 1
TE pp. 458 Selection Overview; Build Background Knowledge
TE pp. 459-461 Language and Grammar; Tell an Original Story
TE pp.462 Prepare to Read: Key Vocabulary; Prepare to Read;
Determine Importance; Determine Theme;
TE pp. 464-471 The Clever Magistrate; Plan: Preview; Determine
Importance: Summarize; Recognize Genre: Folk Tale; Elements of
Folk Tales: Character, Plot, Moral, Dialogue; Determine Theme;
Interpret and Analyze Visuals
TE pp. 472 The Clever Old Woman, Recognize and Appreciate
Aspects of US Culture; TE pp. 474 Argument; Recognize Genre:
Poem; Analyze Tone
Additional Resources
Unit Launch Inside Practice Book
pp. 204, 205, 206,
Selection 1 Inside Practice Book
pp. 207-213
Literacy Strategy Handbook
Strategies for Differentiation
Rotation Model to support
Differentiated Instruction
Small Group Instruction
Based on Selection/Performance
Test data

Drill Down Lessons

Re-teaching Lessons
MyNGConnect.com
Inside Fundamentals (As required
by data support)
 Decoding
 Grammar
 Word Recognition
Anchor Centers
Grammar Practice - Inside
Interactive Practice Book pp.
G135-G140
Inside Writing Book Project 13
Write to Explain T304W-T315W
Monitoring Options:
TE p. 475 Connect Reading and Writing
TE p. 476-477 Connect Across the Curriculum
Selection 1 Assessment (Performance Matters)
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Unit: 7, Fair is Fair
Selection: 2, The Constitution
Suggested Range: 2-3 weeks
Unit Guiding Question: What should you do when life is unfair?
Selection Big Idea: Learn how Americans came up with a plan for fairness to all.
Standards
Content Standards
Genre Focus: Social Science Textbook; Poem; Song
Assessed Standards (Selection & Unit):
Reading Standards for Informational Text
LAFS.8.RI.1.1- Cite textual evidence that most strongly supports an analysis of what they text says
explicitly as well as inferences drawn from the text.
LAFS.8.RI.1.2 - 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.
LAFS.8.RI.2.4 - 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 words choices on
meaning and tone, including analogies or allusions to other texts.
Language Standards
LAFS.8.L.1.1 - Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in
particular sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive
mood.
LAFS.8.L.1.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a
pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly.
LAFS.8.L.3.4 - Determine or clarify the meaning of unknown and multiple-meaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function
Cross-Curricular Connections
Critical Viewing- p. T488 Analyze the Photograph
Out-of-School Literacy- p. T489 Media and Technology
Community School Connection- p. T492, Who Represents Us?
Content Area Connections- p. T493, Social Science, Research an
Amendment
Critical Viewing- p. T494 Design
Critical Viewing- p. T495 Analyze the Political Cartoon
Content Area Connections- p. T496, History, Evaluate the Amendments
Critical Viewing- p. T499, Compare Images
Critical Viewing- p. T500, Analyze the Visual
Cultural Perspectives- p. T501 World Cultures: Patriotism
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
in a sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a
word (e.g., precede, recede, secede).
c. 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.
d. 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).
LAFS.8.L.3.6 - Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Writing Standards
LAFS.8.W.1.3d- Use precise words and phrases, relevant descriptive details, and sensory language
to capture the action and convey experiences and events.
Additional Selection Standards:
Reading Standards for Informational Text
LAFS.8.RI.1.3 - Analyze how a text makes connections among and distinctions between individuals,
ideas, or events (through comparisons, analogies, or categories).
LAFS.8.RI.4.10 - By the end of the year, read and comprehend literary nonfiction at the high end of
the grades 6-8 text complexity band independently and proficiently.
Speaking and Listening Standards
LAFS.8.S.L.1.1 - 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.
a. 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.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals
and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to
others’ questions and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their
own views in light of the evidence presented.
LAFS.8.SL.1.2 - Analyze the purpose of information presented in diverse media formats (eg.
visually, quantitatively, orally) and evaluate the motives (e.g. - social, commercial, political) behind
its presentation.
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
LAFS.8.SL.2.4 - Present claims and findings, emphasizing salient points in a focused, coherent
manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.
Writing Standards
LAFS.8.W.1.3 - Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
a. 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.
b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop
experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from
one time frame or setting to another, and show the relationships among experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture
the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
LAFS.8.W.3.9 - Draw evidence from literary or informational texts to support analysis, reflection,
and research.
a. Apply grade 8 Reading standards to literature (e.g., “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”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “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”).
LAFS.8.W.4.10 - Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific
tasks, purposes, and audiences.
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Essential Outcome Question
How does determining central idea impact my comprehension of the text?
Aligned Learning Goals
District-Adopted Materials
Selection 2
 Build Background
 Summarize
 Use Key Vocabulary
 Use Academic Vocabulary
 Analyze Main Ideas and Details
 Determine Importance
 Introduce Genre: Social Science
Textbook; poem; song
 Use Word Origins
 Build Fluency
 Grammar: Use Participial
Phrases to Combine Sentences
Textbook Resources
Selection 2
TE pp. 478 Selection Overview; Build Background
Knowledge
TE pp. 479-481 Language and Grammar; Using
Participial Phrases to Combine Sentences
TE pp.482- Prepare to Read: Key Vocabulary; Use
Key Vocabulary; Prepare to Read: Reading Strategy:
Determine Importance
TE pp. 484-495 The Constitution; Plan: Set a Purpose;
Determine Importance: Identify Main Idea and Details;
Strategy: Use Word Origins; Summarize TE pp. 496500 The Amendments; Determine Importance: Identify
Main Idea and Details; Strategy: Use Word Origins;
Determine Importance: Summarize TE pp. 501 The
Star-Spangled Banner; Recognize Genre: Song;
Analyze Song Lyrics, Theme TE pp. 502 The Flag We
Love; Recognize Genre: Poem; Analyze Poetic
Language, Theme
Additional
Resources
Selection 2 Inside
Practice Book
pp.215-220
Strategies for Differentiation
Rotation Model to support Differentiated
Instruction
Small Group Instruction
Based on Selection/Performance Test data
Literacy Strategy
Handbook

Drill Down Lessons

Re-teaching Lessons
MyNGConnect.com
Inside Fundamentals (As required by data
support)
 Decoding
 Grammar
 Word Recognition
Anchor Centers
Grammar Practice - Inside Interactive Practice
Book pp. G141-G146
Inside Writing Book Project 14 Write as a
Reporter T315Wa-T333
Monitoring Options:
TE p. 503 Connect Reading and Writing
TE p. 504-505 Connect Across the Curriculum
Selection 2 Assessment (Performance Matters)
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Unit: 7, Fair is Fair
Selection: 3, Kids Take Action
Suggested Range: 2-3 weeks
Unit Guiding Question: What should you do when life is unfair?
Selection Big Idea: Learn about the rights and responsibilities of being a citizen.
Standards
Content Standards
Genre Focus: Social Science Feature
Assessed Standards (Selection & Unit):
Reading Standards for Informational Text
LAFS.8.RI.1.1 - Cite textual evidence that most strongly supports an analysis of what text says explicitly as
well as inferences drawn from the text.
LAFS.8.RI.1.3 - Analyze how a text makes connections among distinctions between individuals, ideas, or
events (eg. - through comparisons, analogies, or categories).
LAFS.8.RI.2.4- 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 words choices on meaning
and tone, including analogies or allusions to other texts.
Language Standards
LAFS.8.L.1.1 - Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular
sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
LAFS.8.L.3.4 - Determine or clarify the meaning of unknown and multiple-meaning words or phrases based
on grade 8 reading and content, choosing flexibly from a range of strategies.
a. 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.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word
(e.g., precede, recede, secede).
c. 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.
Cross-Curricular Connections
Content Area Connections- p. T516, Social Science, Make Your
Voice Heard
Out-of-School Literacy- p. T517 Media and Technology
Home-School Connection- p. T519 How We Can Help
Critical Viewing- p. T520 Details
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
d. 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).
LAFS.8.L.3.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension
or expression.
Writing Standards
LAFS.8.W.1.3d- Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
Additional Selection Standards:
Reading Standards for Informational Text
LAFS.8.RI.1.2 - 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.
LAFS.8.RI.3.7 - Evaluate the advantages and disadvantages of using different mediums (eg. print or digital
text, video, multimedia) to present a particular topic or idea.
LAFS.8.RI.4.10 - By the end of the year, read and comprehend literary nonfiction at the high end of the
grades 6-8 text complexity band independently and proficiently.
Speaking and Listening Standards
LAFS.8.SL.1.1 - 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.
a. 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.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to
others’ questions and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own
views in light of the evidence presented.
LAFS.8.SL.1.2 - Analyze the purpose of information presented in diverse media formats (eg. visually,
quantitatively, orally) and evaluate the motives (e.g. - social, commercial, political) behind its presentation.
LAFS.8.SL.1.3 - 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.
LAFS.8.SL.2.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner
with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact,
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
adequate volume, and clear pronunciation.
Writing Standards
LAFS.8.W.1.3 - Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
a. 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.
b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences,
events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time
frame or setting to another, and show the relationships among experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the
action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
LAFS.8.W.3.9 - Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grade 8 Reading standards to literature (e.g., “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”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “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”).
LAFS.8.W.4.10 - Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and
audiences.
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Essential Outcome Question
How do Cause and Effect relationships structure text?
Aligned Learning Goals
Selection 3
 Relate Cause
and Effect
 Determine
Importance
 Use Word
Origins
 Use Key
Vocabulary
 Use Academic
Vocabulary
 Build Fluency
 Grammar: Use
Gerunds and
Infinitives
District-Adopted Materials
Textbook Resources
Selection 3
TE pp. 506 Selection Overview; Build Background Knowledge
TE pp. 507-509 Language and Grammar; Interpret a Visual Image; Use
Gerunds and Infinitives
TE pp.510-511 Prepare to Read: Key Vocabulary; Prepare to Read: Reading
Strategy; Determine Importance; Relate Cause and Effect;
TE pp. 512-520
Kids Take Action: Plan: Preview; Determine Importance; Recognize Genre:
Social Science Feature; Relate Cause and Effect; Interpret and Analyze
Visuals; Strategy: Use Word Origins
Additional
Resources
Strategies for Differentiation
Selection 3 Inside
Practice Book pp.
221-227
Literacy Strategy
Handbook
Rotation Model to support
Differentiated Instruction
Small Group Instruction
Based on Selection/Performance Test
data

Drill Down Lessons

Re-teaching Lessons
MyNGConnect.com
Inside Fundamentals (As required by
data support)
 Decoding
 Grammar
 Word Recognition
Anchor Centers
Grammar Practice - Inside Interactive
Practice Book pp. G147-G152
Inside Writing Book Project 14 Write as
a Reporter pp. T334W-T345W
Monitoring Options:
TE p. 521 Connect Reading and Writing
TE p. 522-523 Connect Across the Curriculum
Selection 3 Assessment (Performance Matters)
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Unit: 7, Fair is Fair
Selection: Close Reading, from The Words We Live By
Suggested Range: 1 week
Unit Guiding Question: What should you do when life is unfair?
Selection Big Idea: Consider what the phrase “We the people” in the preamble of the constitution means to different people throughout history.
Content Standards
Genre Focus: Social Studies Feature
Additional Selection Standards (Instructional):
Reading Standards for Informational Text
LAFS.8.RI.1.2 - 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.
Language Standards
LAFS.8.L.3.6 - Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
Writing Standards
LAFS.8.W.4.10 - Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
Cross-Curricular Connections
Social Studies:
Primary Source document
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Essential Outcome Question
How can determining the central idea help me to understand the text?
Aligned Learning Goals
Close Read
 Analyze Main Idea
and Details
 Write About Main
Idea and Details
District-Adopted Materials
Textbook Resources
TE pp. 524-525 from The
Words We Live By; Summarize
Additional Resources
Inside Interactive
Practice Book
Vocabulary Review
pp. 233-235
Close Reading Inside
Interactive Practice
Book
pp. 228-232
Literacy Strategy
Handbook
Strategies for Differentiation
Rotation Model to support Differentiated Instruction
Small Group Instruction
 Based on Cluster/Performance Test data

Drill Down Lessons
Inside Fundamentals (As required by data support)
 Decoding
 Grammar
 Word recognition
Anchor Centers:
Grammar Practice - Inside Interactive Practice Book
PP: G137-G157
Inside Writing Book
pp. T303Wa-T345W
Achieve3000
 5 step process
 Goal of 75% of higher
 Use of Reading Connections/Graphic Organizers
Monitoring Options:
Unit 7 Assessment (Performance Matters)
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Unit: 8, Food for Thought
Selection: 1, Feeding the World
Suggested Range: 2-3 weeks
Unit Guiding Question: How can we provide for our communities?
Selection Big Idea: Decide on a safer way to feed the world.
Standards
Content Standards
Genre Focus: Non-Fiction: Persuasive Article; Poem
Assessed Standards (Selection & Unit):
Reading Standards for Informational Text
LAFS.8.RI.1.1- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text.
LAFS.8.RI.3.8- 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.
LAFS.8.RI.2.4- 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 words choices on meaning and tone,
including analogies or allusions to other texts.
LAFS.8.RI.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g., “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”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “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”).
Reading Standards for Literature
LAFS.8.RL.2.4- 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.
Language Standards
LAFS.8.L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
Cross-Curricular Connections
Content Area Connections- p. T544, Geography, World
Hunger Hot Spots
Out-of-School Literacy- p. T545, Media and Technology,
Viewpoints
Critical Viewing- p. T545, Details
Home-School Connection- p. T546
Cultural Perspectives- p. T548, World Cultures
Critical Viewing- p. T548, Design
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular
sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
LAFS.8.L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis
to indicate an omission. c. Spell correctly.
LAFS.8.L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on
grade 8 reading and content, choosing flexibly from a range of strategies.
a. 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.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,
precede, recede, secede).
c. 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.
d. 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).
LAFS.8.L.3.6- Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
Additional Selection Standards:
Reading Standards for Informational Text
LAFS.8.RI.1.2- 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.
LAFS.8.RI.4.10- By the end of the year read and comprehends literary nonfiction at the high end of the grades
6–8 text complexity band independently and proficiently.
Speaking and Listening Standards
LAFS.8.SL.1.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their
own clearly.
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.
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines,
and define individual roles as needed.
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with
relevant evidence, observations, and ideas.
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in
light of the evidence presented.
LAFS.8.SL.1.2- 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.
LAFS.8.SL.1.3- 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.
LAFS.8.SL.2.4- Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate
volume, and clear pronunciation.
Writing Standards
LAFS.8.W.1.1- Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses
to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
LAFS.8.W.2.4- Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
LAFS.8.W.2.5- 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.
LAFS.8.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.8.W.4.10- Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Essential Outcome Question
How do authors use language to persuade?
Aligned Learning Goals
District-Adopted Materials
Unit Launch
Focus on Reading
 Evaluate
Argument
Focus on Vocabulary
 Use Word Origins
Selection 1
 Analyze Argument
and Support
 Strategy: Use
Context Clues and
References:
Specialized
Language and
Vocabulary
 Persuade
 Use Key
Vocabulary
 Use Academic
Vocabulary
 Build Fluency
 Grammar: Use
Verbs in the
Present Perfect
Tense
Textbook Resources
Unit Launch
TE 528-529 Unit 8 Launch and Essential Question
TE pp. 530-531 Focus on Reading: Use Academic Vocabulary, Evaluate
Argument
TE pp. 532-533 Focus on Vocabulary; Use Context Clues and References
(Specialized Language and Vocabulary)
Selection 1
TE pp. 534 Selection Overview; Build Background Knowledge
TE pp. 535-537 Language and Grammar; Persuade; Respond to and Interpret
Visuals; Listen to and Discuss a Conversation; Use Verbs in the Present Perfect
Tense
TE pp.538-539 Prepare to Read: Key Vocabulary; Prepare to Read; Academic
Vocabulary; Synthesize: Draw Conclusions; Analyze Argument and Support
TE pp. 540-547 Feeding the World; Plan: Preview; Synthesize: Compare
Arguments and Evidence; Recognize Genre:Persuasive Article; Analyze
Argument and Support: Use Context Clues; Use Word Parts
TE pp. 548 Market Women, Recognize Genre: Poem; Analyze Rhythm; Compare
Across Cultures
Monitoring Options:
TE p. 549 Connect Reading and Writing
TE p. 550-551 Connect Across the Curriculum
Selection 1 Assessment (Performance Matters)
Additional
Resources
Unit Launch
Inside Practice
Book pp. 236,
237, 238
Selection
1 Inside
Practice Book
pp. 239-245
Literacy
Strategy
Handbook
Strategies for Differentiation
Rotation Model to support
Differentiated Instruction
Small Group Instruction
Based on Selection/Performance Test
data

Drill Down Lessons

Re-teaching Lessons
MyNGConnect.com
Inside Fundamentals (As required by
data support)
 Decoding
 Grammar
 Word Recognition
Anchor Centers
Grammar Practice - Inside Interactive
Practice Book pp. G157-G162
Inside Writing Book Project 15 Write
with Style T345Wa-T361W
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Unit: 8, Food for Thought
Selection: 2, Soup for the Soul
Suggested Range: 2-3 weeks
Unit Guiding Question: How can we provide for our communities?
Selection Big Idea: Learn how people feed the hungry in their own community.
Standards
Content Standards
Genre Focus: Non-Fiction: Interview; Non-Fiction: Persuasive Essay; Fiction: Folk Tale
Assessed Standards (Selection & Unit):
Reading Standards for Informational Text
LAFS.8.RI.2.4- 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 words choices on meaning and tone, including analogies or
allusions to other texts.
LAFS.8.RI.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g., “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”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “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”).
Language Standards
LAFS.8.L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
LAFS.8.L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8
reading and content, choosing flexibly from a range of strategies.
a. 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.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede,
recede, secede).
Cross-Curricular Connections
Content Area Connections- p. T562, Social
Science, Hunger in America
Out-of-School Literacy- p. T563, Social Science,
Spreading the Word
Community-School Connection- p. T565, Fun or
Drudgery?
Cultural Perspectives- p. T566, World Cultures:
Folk Tales
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
c. 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.
d. 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).
LAFS.8.L.3.6- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases;
gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Additional Selection Standards:
Reading Standards for Informational Text
LAFS.8.RI.1.2- 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.
LAFS.8.RI.4.10- By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text
complexity band independently and proficiently.
Language Standards
LAFS.8.L.3.6- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases;
gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Speaking and Listening Standards
LAFS.8.SL.1.1- 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.
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.
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define
individual roles as needed.
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant
evidence, observations, and ideas.
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the
evidence presented.
LAFS.8.SL.2.4- Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant
evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear
pronunciation.
LAFS.8.SL.2.6- Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Writing Standards
LAFS.8.W.1.1- Write arguments to support claims with clear reasons and relevant evidence.
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create
cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
LAFS.8.W.1.2- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories;
include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and
examples.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the information or explanation presented.
LAFS.8.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
LAFS.8.W.2.5- 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.
LAFS.8.W.3.7- Conduct short research projects to answer a question (including a self-generated question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
LAFS.8.W.3.8- 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.
LAFS.8.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.8.W.4.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Essential Outcome Question
How does determining central idea impact my comp rehens ion of the text?
How does determining central idea impact my comprehension of the text?
Aligned Learning Goals
District-Adopted Materials
Additional
Resources
Strategies for Differentiation
Selection 2
 Compare Writing
About the Same
Topic
 Strategy: Use
Context Clues
and References:
Specialized
Language and
Vocabulary
 Use Key
Vocabulary
 Use Academic
Vocabulary
 Build Fluency
 Grammar: Use
Verbs in the
Past Perfect
Tense
Textbook Resources
Selection
2 Inside
Practice
Book
pp.247-250
Rotation Model to support
Differentiated Instruction
Selection 2
TE pp. 552 Selection Overview; Build Background Knowledge
TE pp. 553-555 Language and Grammar; Use Verbs in the Past Perfect Tense
TE pp.556-557 Prepare to Read: Key Vocabulary; Use Key Vocabulary; Prepare to Read:
Reading Strategy: Synthesize: Draw Conclusions
TE pp. 558-563 Soup for the Soul Plan: Preview; Synthesize: Draw Conclusions; Recognize
Genre: Interview; Compare Writing About the Same Topic; Interpret and Analyze Visuals;
Strategy: Use Context Clues; TE pp. 564-565 Running a Restaurant; Strategy: Use Context
Clues; Recognize Genre: Persuasive Essay; Text Structure: Main Idea and Supporting
Details; Compare Writing about the Same Topic TE pp. 566 Holding Up the Sky; Recognize
Genre: Folk Tale; Analyze Persuasive Language
Literacy
Strategy
Handbook
Small Group Instruction
Based on Selection/Performance
Test data

Drill Down Lessons

Re-teaching Lessons
MyNGConnect.com
Inside Fundamentals (As required
by data support)
 Decoding
 Grammar
 Word Recognition
Anchor Centers
Grammar Practice - Inside
Interactive Practice Book pp.
G163-G168
Inside Writing Book Project 15
Write as a Citizen T374W-T384W
Monitoring Options:
TE p. 567 Connect Reading and Writing
TE p. 568-569 Connect Across the Curriculum
Selection 2 Assessment (Performance Matters)
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Unit: 8, Food for Thought
Selection: 3, The Girl and the Chenoo
Suggested Range: 2-3 weeks
Unit Guiding Question: How can we provide for our communities?
Selection Big Idea: Find out how food connects people.
Standards
Content Standards
Genre Focus: Play
Assessed Standards (Selection & Unit):
Reading Standards for Literature
LAFS.8.RL.1.1- Cite the textual evidence that most strongly supports an analysis of what the
text says explicitly as well as inferences drawn from the text.
LAFS.8.RL.2.4- 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.
Language Standards
LAFS.8.L.1.1- Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function
in particular sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive
mood.
LAFS.8.L.1.2- Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
Use an ellipsis to indicate an omission.
Spell correctly.
LAFS.8.L.2.3- Use knowledge of language and its conventions when writing, speaking, reading,
or listening.
Cross-Curricular Connections
Critical Viewing- p. T581
Listening/Speaking (Drama)- p. T582, Perform a Scene from “The Girl and
the Chenoo”
Content Area Connections- p. T585, Drama, Careers in the Theater
Critical Viewing- p. T586
Cultural Perspectives- p. T587, Compare Across Cultures: Folklore
Cultural Perspectives- p. T588, World Cultures: Storytelling
Critical Viewing- p. T589, Effect
Home-School Connection- p. T591, Showing Hospitality
Critical Viewing- p. T593, Setting, p. T595, Plot
Out-of-School Literacy- p. T594, Media and Technology
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Use verbs in the active and passive voice and in the conditional and subjunctive mood to
achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or
describing a state contrary to fact).
LAFS.8.L.3.4 - Determine or clarify the meaning of unknown and multiple-meaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
a. 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.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of
a word (e.g., precede, recede, secede).
c. 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.
d. 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).
LAFS.8.L.3.6 - Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Additional Selection Standards:
Reading Standards for Literature
LAFS.8.RL.1.2- 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.
LAFS.8.RL.3.7- 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.
LAFS.8.RL.4.10- By the end of the year, read and comprehend literature, including stories,
dramas, and poems, at the high end of grades 6–8 text complexity band independently and
proficiently.
Speaking and Listening Standards
LAFS.8.SL.1.1- 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.
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.
Follow rules for collegial discussions and decision-making, track progress toward specific goals
and deadlines, and define individual roles as needed.
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Pose questions that connect the ideas of several speakers and respond to others’ questions
and comments with relevant evidence, observations, and ideas.
Acknowledge new information expressed by others, and, when warranted, qualify or justify their
own views in light of the evidence presented.
LAFS.8.SL.2.6- Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.
Writing Standards
LAFS.8.W.1.1- Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text. c. Use words,
phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and
maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument
presented.
LAFS.8.W.2.4- Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
LAFS.8.W.2.5- 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.
LAFS.8.W.2.6- 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.
LAFS.8.W.3.7- 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.
LAFS.8.W.3.8- 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.
LAFS.8.W.3.9- Draw evidence from literary or informational texts to support analysis, reflection,
and research.
LAFS.8.W.4.10- Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Essential Outcome Question
How do context clues help with vocabulary comprehension in a text?
Aligned Learning Goals
Selection 3
 Analyze Drama
 Strategy: Use Context Clues
and References: Specialized
Language and Vocabulary
 Use Key Vocabulary
 Use Academic Vocabulary
 Build Fluency
 Grammar: Use Conditionals
District-Adopted Materials
Additional
Resources
Strategies for Differentiation
Textbook Resources
Selection
3 Inside
Practice Book
pp. 254-259
Rotation Model to support Differentiated Instruction
Selection 3
TE pp. 570 Selection Overview;
Build Background Knowledge
TE pp. 571-573 Language and
Grammar; Respond to and
Interpret Visuals; Use Conditionals
TE pp.574-575 Prepare to Read:
Key Vocabulary; Prepare to Read:
Reading Strategy: Synthesize:
Form Generalizations;
TE pp. 576-596
The Girl and the
Chenoo: Synthesize: Form
Generalizations; Recognize
Genre: Play; Strategy: Use
Context Clues and References;
Analyze Drama;
Monitoring Options:
TE p. 597 Connect Reading and Writing
TE p. 598-599 Connect Across the Curriculum
Selection 3 Assessment (Performance Matters)
Literacy
Strategy
Handbook
Small Group Instruction
Based on Selection/Performance Test data

Drill Down Lessons
 Re-teaching Lessons MyNGConnect.com
Inside Fundamentals (As required by data support)
 Decoding
 Grammar
 Word Recognition
Anchor Centers
Grammar Practice - Inside Interactive Practice Book pp. G169-G174
Inside Writing Book Project 16 Write as a Citizen pp. T374W-T385W
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Unit: 8, Food for Thought
Selection: Close Reading, from The Omnivore’s Dilemma and Math for Locavores
Suggested Range: 1 week
Unit Guiding Question: How can we provide for our communities?
Selection Big Idea: Think about the foods you eat and the journey they take to get to your plate.
Standards
Content Standards
Genre Focus: Play
Reading Standards for Informational Text
LAFS.8.RI.1.2- 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
LAFS.8.RI.3.8- 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.
Language Standards
LAFS.8.L.3.6- Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Writing Standards
LAFS.8.W.4.10- Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
Cross-Curricular Connections
Response to Literature- p. T605, Drama, Persuasive Monologue
THE SCHOOL DISTRICT OF LEE COUNTY
Intensive Reading Academic Plan 2016-2017
Essential Outcome Question
How do I break down an argument over the course of a text to determine the validity and relevance of the claim?
Aligned Learning Goals
Close Read
-Analyze argument
-Write to analyze an
argument
-Evaluate text evidence
District-Adopted Materials
Textbook Resources
Close Read
- From The Omnivore’s
Dilemma by Michael Pollan
p.T600 and Math for
Locavores by Stephen
Budiansky p. T602
Additional Resources
Close Read
Literacy Strategy Handbook
Strategies for Differentiation
Rotation Model to support
Differentiated Instruction
Small Group Instruction
Based on Selection/Performance
Test data

Drill Down
Lessons

Re-teaching Lessons
MyNGConnect.com
Inside Fundamentals (As
required by data support)
 Decoding
 Grammar
 Word Recognition
Anchor Centers
Grammar Practice - Inside
Interactive Practice Book pp.
G169-G174
Inside Writing Book Project 16
Write as a Citizen pp. T374WT385W
Monitoring Options:
Unit 8 Assessment (Performance Matters)