English Language Arts Grade 8 Curriculum Gloucester Township Public Schools ELA Grade 8 LAUNCH UNIT Time Frame: Three – Four Weeks Performance Task: PAARC-like Narrative Writing Assessments Unit-Level Assessment: STAR assessment, Subjective / Formative Assessments, Observations, Quizzes, Elements of Literature Tests Description: The goal of the Launch Unit of study is to establish routines and procedures, review previous year’s skills, and prepare students to be confident and successful throughout the year. The unit’s lessons set expectations and provide careful modeling of the behaviors in action. CCSS Target Skills Reading Reading strategies: visualizing, inferring, questioning, connecting, synthesizing, summarizing, evaluating Literary Terms – Review : 6th and 7th grade (plot, character, conflict, theme, setting, point of view, internal external conflict, direct and indirect characterization, simile, metaphor, personification, hyperbole, onomatopoeia, 1st, 2nd, 3rd person POV, methods of characterization, idioms, repetition, and irony.) Writing Narrative Language Unit 1 of Latin and Greek roots Benchmark and Cross Curricular Key __Red: ELA __ Blue: Math __ Green: Science __ Orange: Social Studies __ Purple: Related Arts __ Yellow: Benchmark Assessment Speaking and Listening Model collegial discussions Review Parts of Speech: noun, verb, pronoun, adjective, adverb, preposition, conjunction, interjection Launch – using a comma, ellipsis, and/or dash to indicate a pause or break; using an ellipsis to indicate an omission Launch literary terms: mood/tone, irony (verbal, situational, dramatic) symbolism, allusion, pun English Language Arts, Grade 8 1 Launch Unit Common Core “I Can” Statements Number RL8.2 RL8.10 Number RI8.1 RI8.3 RI8.6 Number W8.3 Number SL8.1 Number L8.1 L8.2 L8.4b Reading Standards for Literature I can 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. I can read and comprehend literature. Reading Standards for Informational Texts I can find textual evidence to support my analysis of the text and draw inferences. I can identify the connections that are made between individuals, ideas and/or events in various texts. I can determine an author’s point of view and the author’s purpose for writing a text. Writing Standards I can write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Speaking and Listening Standards I can participate in collaborative discussions, building on other’s ideas and expressing my own ideas clearly. Language Standards I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking I can demonstrate command of standard English capitalization, punctuation, and spelling at an eighth-grade level. I can use common Greek/Latin roots to figure out word meaning English Language Arts, Grade 8 2 Text/Media Sources Extended Texts None GTPS Share drive Anthology Elements of Literature: “Broken Chain”, “The Treasure of Lemon Brown” “Charles” “Reward They Get Is Just” Prestwick House – Latin & Greek roots – Book III Articles News ELA https://newsela.com/articles/coolkidsstruggle/id/4368/ https://newsela.com/articles/teenstudy/id/4078/#articles/teen-study/id/4078/ Scholastic Articles http://www.scholastic.com/parents/resource s/article/stages-milestones/truth-about-lying Media http://www.readingresource.net/strategiesfor readingcomprehension.html http://rainierenglish10.weebly.com/uploads/ 1/3/4/5/13453916/socratic_seminar_questio n_stems.pdf http://epatparcc.testnav.com/client/index.html#getitem /7921 http://health.usnews.com/healthnews/family-health/brain-andbehavior/articles/2009/05/18/were-all-lyingliars-why-people-tell-lies-and-why-whitelies-can-be-ok?page=2 English Language Arts, Grade 8 3 Resources Elements of Literature In the Middle by Nancy Atwell NewsELA Scholastic Scope magazines The Outsiders GTPS Share Drive Assessments Formative *Benchmark* STAR reading Teacher/student conferencing during reader’s workshop Quiz/comprehension questions Narrative writing Latin & Greek Roots - Unit I Assessment Summative English Language Arts, Grade 8 4 Scope and Sequence Skills addressed Establish Routines and Procedures Parts of Speech Standard Grammar Reading Strategies Literary Terms Narrative Reading Activities Framework Element Set up Binder / Notebook Review Rules and Expectations Review Classroom Procedures Establish Reader’s Workshop expectations Review parts of speech at teacher discretion (noun, pronoun, verb, adjective, adverb, preposition, conjunction, interjection) Launch use of comma, ellipsis and dash to indicate a pause or break. Launch use of an ellipsis to indicate an omission. Launch reading strategies: visualizing, inferring, questioning, connecting, synthesizing, summarizing, evaluating Review terms from 6th and 7th grade (plot, character, conflict, theme, setting, point of view, internal/external conflict, direct and indirect characterization, simile, metaphor, personification, hyperbole, onomatopoeia, 1st, 2nd, 3rd person POV, methods of characterization, idioms, repetition, and irony.) Resources Standards Teacher Created Materials Do Now Elements of Language and/or teacher created materials Do Now Elements of Language and/or teacher created materials Reading Workshop http://www.readingresource.net/strategiesforread ingcomprehension.html Reading Workshop Elements of Literature - Choose a story from the Required Text list to identify the literary terms reviewed and launched. Launch: mood/tone, irony (verbal, situational, dramatic) symbolism, allusion, pun Read one of the short stories from the list of Reading required texts Workshop Elements of Literature L8.1 Standard English grammar L8.2 (a,b,c) Comma, ellipsis, dash RL8.10 Read and understand grade-level text RL8.2 Identify theme and elements of literature RL8.10 Comprehend gradelevel text R8.10 Read grade-level text English Language Arts, Grade 8 5 Skills addressed Narrative Writing Latin and Greek Roots – Unit 1 Collegial discussions Activities Using one of the short stories you’ve read, develop a narrative that continues the journey of at least one of the characters. What further conflicts might this character face, and what actions might he take to overcome them? Be sure to use details from the story. Work cooperatively through the first unit of the Latin and Greek roots vocabulary book Read an informational text that relates to the short story. Use the following questions (see resources) to develop a collegial discussion based on a text. Framework Resources Element Writing PARCC- http://epatWorkshop parcc.testnav.com/client/index.html#getitem/792 1 Standards W8.3 Write a narrative Elements of Literature Do Now Prestwick House Latin & Greek Roots, Book III L8.4b Latin & Greek roots Socratic Seminar Possible articles: “Reward They Get is Just” – Elements of Literature http://www.scholastic.com/parents/resources/arti cle/stages-milestones/truth-about-lying (for use with “Charles”) SL8.1 Collaborative discussions RI8.1 Cite text evidence RI8.3 Text-to-text connections RI8.6 Author’s purpose http://health.usnews.com/health-news/familyhealth/brain-andbehavior/articles/2009/05/18/were-all-lyingliars-why-people-tell-lies-and-why-white-liescan-be-ok?page=2 (for use with “Charles”) https://newsela.com/articles/coolkidsstruggle/id/4368/ (for use with “Broken Chain”) https://newsela.com/articles/teenstudy/id/4078/#articles/teen-study/id/4078/ (for use with “The Treasure of Lemon Brown”) Questions for collegial discussion: http://rainierenglish10.weebly.com/uploads/1/3/4 /5/13453916/socratic_seminar_question_stems.p df English Language Arts, Grade 8 6 ELA Grade 8 Unit A Theme: Justice for All Time Frame: 7-8 weeks Performance Task: Argumentative Essay Description: The extended classical text, The Outsiders, by S.E. Hinton deals with the challenges and rivalries that teens from different socioeconomic groups face in the 1960s in the Midwest. The novel Monster by Walter Dean Myers, (which is written in alternating screenplay and journal formats) takes the reader through the legal proceedings of 16-year old Steve Harmon, who is on trial for murder. The fairness of our American justice system and disparities among socioeconomic groups are the basis for the informational readings in this unit. CCSS Target Skills READING WRITING LANGUAGE SPEAKING AND LISTENING Comprehending informational text Write argumentative essays Connotation vs. denotation Delivering an oral presentation Analyze explicit text and inferences Identify strongest text evidence Write prose constructed responses Prestwick House Latin & Greek Roots, Book III, Units 2-5 Identifying verbals and verb phrases Socratic Seminar Write a compare and contrast essay Compare and contrast media Identify theme Analyze and read poetry Tier 2 Vocabulary English Language Arts, Grade 8 7 Unit A - Common Core “I Can” Statements Number RL8.1 RL8.2 RL8.3 RL8.4 RL8.5 RL8.6 RL8.7 RL8.10 Number RI8.1 RI8.2 RI8.3 RI8.4 RI8.5 RI8.6 RI8.7 Number W8.1 W8.3c W8.3d W8.4 W8.5 W8.7 Reading Standards for Literature I can find textual evidence to support my ideas about a text. I can determine the theme or central idea of a text. I can analyze the development of the theme throughout the text. I can analyze particular lines of dialogue or incidents in a story. I can determine the meaning of words used in a text, including figurative and connotative meanings. I can analyze the impact of specific word choices on meaning and tone. I can compare and contrast the structure of two or more texts. I can analyze the different points of view of characters in a text. I can analyze whether or not a filmed version of a story stays true to the text or script. I can read and comprehend literature. Reading Standards for Informational Texts I can find textual evidence to support my analysis of the text and draw inferences. I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased summary of a text. I can identify the connections that are made between individuals, ideas and/or events in various texts. I can determine the meanings of words and phrases as they are used in a text, including figurative language. I can analyze the specific word choice of an author and analyze its impact on the tone of a piece. I can analyze the structure of paragraphs within a text, specifically the role of key sentences. I can determine an author’s point of view and the author’s purpose for writing a text. I can evaluate the advantages/disadvantages of using a particular medium to present a specific topic. Writing Standards I can write arguments to support my claims with clear reasons and relevant evidence. a. I can introduce a claim, acknowledge the opposing claim, and organize my reasons logically. b. I can support my claim with relevant evidence using credible sources. c. I can use words, phrases, and clauses to create cohesion. d. I can establish and maintain a formal style. e. I can provide a conclusion that supports my argument. I can use transitional words, phrases, & clauses to convey sequence & signal shifts. I can use precise words & phrases; sensory details; language to convey experiences & events. I can produce clear and coherent writing for a specific task, purpose, and/or audience. I can develop and strengthen my writing with guidance from peers and adults. I can conduct short research projects to answer a question, using several sources. English Language Arts, Grade 8 8 Number W8.8 W8.9 Number SL8.1 SL8.2 SL8.4 SL8.5 SL8.6 Number L8.1 L8.3 L8.5.c L8.6 Writing Standards Continued I can gather relevant information from multiple print and digital sources, assessing the credibility and accuracy of each source. I can quote and paraphrase while avoiding plagiarism. I can follow a standard format to cite my sources. I can use evidence from literature to support analysis, reflection, & research in my writing. Speaking and Listening Standards I can participate in collaborative discussions, building on other’s ideas and expressing my own ideas clearly. I can analyze the purpose of information presented in diverse media and formats. I can present claims and findings by emphasizing salient points in a focused, coherent manner. I can use appropriate eye contact, adequate volume, and clear pronunciation. I can integrate multimedia and visual displays into presentations. I can adapt my speech to a variety of contexts and tasks, demonstrating command of formal English. Language Standards I can demonstrate an 8th grade level of command of the conventions of standard English grammar and usage when writing or speaking. I can use my knowledge of language and its conventions when writing, speaking, reading, or listening. I can distinguish among the connotations of words with similar denotations. I can use vocabulary appropriate to 8th grade topics English Language Arts, Grade 8 9 Text/Media Sources Extended Texts The Outsiders by S.E. Hinton Anthology Elements of Literature “Stay Gold” by Stevie Wonder OR “I Hear America Singing” by Walt Whitman Monster by Walter Dean Myers “I, Too, Sing America” by Langston Hughes “Nothing Gold Can Stay” by Robert Frost – Short literary text Articles Occupy Wall Street http://dealbook.nytimes.com/2012/09/17/occup y-wall-street-a-frenzy-thatfizzled/?pagewanted=print Informational Articles http://www.scholastic.com/content/collateral_r esources/pdf/a/abota_stu_repro_5.pdf http://www.britannica.com/EBchecked/topic/1 34197/Constitution-of-the-United-States-ofAmerica/219002/Civil-liberties-and-the-Billof-Rights http://learning.blogs.nytimes.com/2012/01/17/y our-moneys-worth-examining-facts-andattitudes-about-income-inequality/ http://threedoctors.com/thebooks/webeatthestreets/ English Language Arts, Grade 8 10 Text/Media Sources Media “We Real Cool” by Gwendolyn Brooks Audio recording: http://www.poetryarchive.org/poetryarchive/singlePoem.do?poemId=8680 Video clip – Occupy Wall Street http://www.youtube.com/watch?v=A__Q5Fg-31M Analyzing Poetry Website http://www.scholastic.com/teachers/lesson-plan/strategies-read-and-analyze-poetry Movie: The Outsiders directed by Francis Ford Coppola http://www.readwritethink.org/files/resources/lesson_images/lesson1098/BookMovieComp.pdf http://www.readwritethink.org/classroom-resources/lesson-plans/cover-cover-comparing-books-1098.html http://www.readwritethink.org/files/resources/lesson_images/lesson1098/PreferenceChart.pdf http://www.readwritethink.org/files/resources/lesson_images/lesson1098/DVDCoverProject.pdf Poetry Websites http://www.poets.org/viewmedia.php/prmMID/15752 http://www.poets.org/viewmedia.php/prmMID/15615 Stevie Wonder’s lyrics Stay Gold http://www.azlyrics.com/lyrics/steviewonder/staygold.html https://www.youtube.com/watch?v=Y3QhA2WiyFI English Language Arts, Grade 8 11 Resources Elements of Literature Elements of Language Prestwick House, Greek and Latin Roots, Book III News ELA Scholastic Scope GTPS Share Drive Assessments Formative Prose Constructed response Reflective response to movie version Compare/Contrast essay Collegial Discussion Elements of Language Test: Parts of Speech Summative *Benchmark* End of Unit Assessment Argumentative essay English Language Arts, Grade 8 12 Scope and Sequence Skills Addressed Reading and listening to poetry Activities Students will read the poem “We Real Cool” by Gwendolyn Brooks. The last line of the poem will be missing. It will be up to the students to write a feasible final line of the poem. Share final lines and discuss the following: Did you want to continue the rhyme pattern? Did the line fit the theme of the poem? What is the theme of the poem? After the actual final line is revealed students will analyze its effect on the tone and mood of the poem. Framework Resources Element Reading “We Real Cool” by Gwendolyn Brooks Workshop Audio recording: http://www.poetryarchive.org/poetryarchive/sing lePoem.do?poemId=8680 Standards RL8.1 Cite text evidence RL8.2 Central idea RL8.4 Analyze word choice SL8.2 Analyze diverse formats SL8.4 Support ideas with well-chose details Students will then listen to a clip of Gwendolyn Brooks reading the poem dramatically to analyze for sound, noting when she stops and where her voice changes. Example questions: 1. How does Brooks’ rhythm and emphasis add to her reading of the poem? 2. How does her reading emphasize the alliteration and rhyme of the poem? 3. How does the layout of her poem match her reading of the poem? 4. Why do you think Gwendolyn pauses after the word “We”? Skill lesson: Analyze and read poetry Skill material: http://www.scholastic.com/teachers/lessonplan/strategies-read-and-analyze-poetry English Language Arts, Grade 8 13 Skills Addressed Making connections Comparing Texts Reading literature Participating in Reader’s Theater Framework Resources Element Students will respond to the quote by Journaling Video clip – Theodore Roosevelt Theodore Roosevelt, “This country will not http://www.youtube.com/watch?v=A__Q5Fgbe a good place for any of us to live in 31M unless we make it a good place for all of us to live in.” Activities What can you do to make this society a “good place for all of us”? Students will read the poems “I Hear America Singing” by Walt Whitman and “I, Too, Sing America” by Langston Hughes. Students will analyze how the time period in which each poem was written affects the authors’ view of America. Students will read The Outsiders (or Monster) as a class. *Reading should be a combination of read-aloud/modelling, collaborative reading/small groups, and independent reading.* Students will closely study the author’s word choice in The Outsiders (or Monster) and compare the language used with contemporary connotations. Students will then use these modern interpretations to prepare for a reader’s theater assignment in groups. Each group must select a crucial scene, rewrite the dialogue and perform the scene. Reading Workshop http://www.poets.org/viewmedia.php/prmMID/1 5752 http://www.poets.org/viewmedia.php/prmMID/1 5615 Reading Workshop Reading Workshop Standards W8.10 Routine Writing RL8.1 Cite text RL8.5 Compare/contrast RL8.6 Point of view RL8.10 Read grade-level texts Skill materials: http://www.k12reader.com/reading-fluency-andinstruction/ RL8.3 Analyze story development RL8.4 Connotation SL8.6 Adapt speech for purpose W8.3c Write narrative W8.4 Produce clear and coherent writing L8.5c Connotation vs. denotation English Language Arts, Grade 8 14 Skills Addressed Reading Informational Text & Writing Prose Constructed Responses Argumentative Writing Activities Students will read an informational article about Occupy Wall Street and watch a video. Answer the following Prose Constructed Response: Write an essay that provides an analysis of how economics play an important role in our society. Remember to use evidence from the article, “Occupy Wall Street: A Frenzy that Fizzled” and the video link, “Thousands Protest on Occupy Wall Street: 1 year Anniversary”, as well as The Outsiders. Students will compose an argumentative essay focusing on the skill of incorporating a counterargument. Students may choose one of the possible topics, or students can use this as a springboard to develop their own argumentative topics, following the writing process to publish a final piece. Students should be given mentor texts to read and analyze for use of persuasive techniques, identifying which techniques they can use in their own writing. Skill lesson: Writing arguments Framework Resources Element Reading “Thousands Protest on Occupy Wall Street: 1 Workshop year Anniversary” http://www.youtube.com/watch?v=9evQqmFlaG o Informational Article – Occupy Wall Street http://dealbook.nytimes.com/2012/09/17/occupy -wall-street-a-frenzy-thatfizzled/?pagewanted=print Writing Workshop Possible topics: 1. Which group was more of a menace to society... the Greasers or the Socs? Take a position, explain using examples from the story, and refute possible counterarguments. 2. Were any of the Greasers heroes? Take a position and explain using examples of the character's thoughts and actions in the story. Refute any possible counterarguments. Standards RI8.1 Cite text RI8.2 Central idea RI8.3 Make connections RI8.6 Author’s purpose RL8.1 Cite text evidence W8.1 Write arguments W8.4 Write clearly and coherently W8.5 Writing process W8.9 Support analysis 3. The Outsiders was once on the banned book list. Do you think it is a valuable novel for middle school students to read? Refute any possible counterarguments. English Language Arts, Grade 8 15 Skills Addressed Drama and text comparison Comparing Text vs. Film Identifying Key Ideas and Details Activities Students will view the film version of The Outsiders and analyze the extent to which the film stays faithful to the original text. What changes does the director make and how do they impact the story? How do the characters differ from a movie and piece of literature? Some possible assignment options: Compare/contrast essay Design new DVD cover w/ related insert Reflective response to movie version Students will watch the movie, The Outsiders and compare & contrast it to the novel. Complete a graphic organizer. Students will read an informational piece about a case that violates the 7th Amendment and answer the questions that follow. Framework Resources Element Reading The Outsiders directed by Francis Ford Coppola Workshop Teacher Resources: http://www.readwritethink.org/classroomresources/lesson-plans/cover-cover-comparingbooks-1098.html RL8.1 Cite text RL8.2 Development of text RL8.6 Point of view RL8.7 http://www.readwritethink.org/files/resources/les Film vs. text son_images/lesson1098/PreferenceChart.pdf RI8.7 Various media http://www.readwritethink.org/files/resources/les evaluation son_images/lesson1098/DVDCoverProject.pdf W8.5 Writing process Writing Workshop The Outsiders directed by Francis Ford Coppola RL8.5 Compare/contrast http://www.readwritethink.org/files/resources/les son_images/lesson1098/BookMovieComp.pdf Reading Workshop Students will be asked to make a connection between this case and The Outsiders (or Monster) Review the rights that are guaranteed by the US Constitution. Were any of the Greasers (or Harmon and King) constitutional rights violated? Explain. Standards http://www.scholastic.com/content/collateral_res ources/pdf/a/abota_stu_repro_5.pdf RL8.1 Cite evidence RI8.1 Cite evidence http://www.britannica.com/EBchecked/topic/134 RI8.3 197/Constitution-of-the-United-States-ofAmerica/219002/Civil-liberties-and-the-Bill-ofRights Journaling English Language Arts, Grade 8 16 Skills Addressed Conducting Research Collegial discussions Activities New York Times Learning Network: What does income inequality say about contemporary American society? What should be done to address income inequality? In this lesson, students examine Times info graphics about income and wealth distribution in the United States and discuss what this information says about society. Framework Resources Element Writing http://learning.blogs.nytimes.com/2012/01/17/yo Workshop ur-moneys-worth-examining-facts-and-attitudesabout-income-inequality/ When this work is complete, they will work together to complete this sentence: “Today, America is…” and then select five pieces of data from the info graphics they just examined to support the claim they make in their sentence about contemporary American society. Standards RI8.2 Determine central idea W8.7 Short research projects W8.8 Multiple sources SL8.1 Collaborative discussions SL8.4 Present findings SL8.5 Use multimedia Have each group share their graphics and explain them to the class. Then have the pairs post their claims around the room, and read aloud and examine all of the claims as a class. After conducting the research, students will participate in a Socratic Seminar to answer the following: What have you learned today that might Socratic help you answer these questions? What Seminar struck you as you listened to your peers’ interpretations of the info graphics? What questions do you have leaving class today? English Language Arts, Grade 8 17 Skills Addressed Informational Text Activities Compare and contrast the writers’ styles in the three excerpts from We Beat the Streets, paying particular attention to the author’s word choice and its impact on the tone of the excerpt. Compose a compare/contrast essay analyzing the purpose and tone of each excerpt. Reading Poetry Analyze the structure, elements, style and purpose of” Stay Gold” by Stevie Wonder. Framework Resources Element Reading http://threedoctors.com/theWorkshop books/webeatthestreets/ Writing Workshop Reading Workshop Stevie Wonder’s lyrics Stay Gold Standards RI8.4 Connotation RI8.5 Analyze structure RI8.6 Point of view W8.4 Clear and coherent writing RL8.5 Compare/contrast http://www.azlyrics.com/lyrics/steviewonder/sta ygold.html http://www.youtube.com/watch?v=Y3QhA2Wiy FI Poetry Comparison Students will read the following poems focused on the theme of “being golden” and compare and contrast their structure, word choice and rhythm. Students will compare/contrast the 3 pieces “Stay Gold”,” Nothing Gold Can Stay”, and “All That is Gold Does Not Glitter.” Reading Workshop Robert Frost’s “Nothing Gold Can Stay” http://www.poets.org/viewmedia.php/prmMID/1 9977 J. R. R. Tolkien's "All That is Gold Does Not Glitter” RL8.4 Figurative language RL8.5 Compare/contrast RL8.10 Read grade level texts http://web.cs.dal.ca/~johnston/poetry/all_that_is _gold.html Vocabulary Study Connotation vs. Denotation Do Now http://www.scholastic.com/teachers/lessonplan/connotation-effective-word-choice L8.5c Connotation vs. denotation English Language Arts, Grade 8 18 Skills Addressed Using standard grammar & mechanics Activities Skill Lesson: Identifying verb phrases Framework Resources Element Do Now Identifying verb phrases: Holt Elements of Language: Verbals & Verb Phrases – pgs. 421-422 The Participial Phrase – pgs. 422-425 The Gerund – pgs. 425-426 The Gerund Phrase – pgs. 426-428 The Infinitive – pgs. 428-429 The Infinitive Phrase – pgs. 429-430 Chapter Review, p. 431-432 Standards L8.1.a, b, c, d Form and use of verbs Skill Lesson: Recognize that verbs express mood English Language Arts, Grade 8 19 ELA Grade 8 Unit B Topic: Where I Belong Time Frame: 7-8 weeks Performance Task: Literary Analysis Description: The “Where I Belong” unit centers around the idea of self-discovery in a world that constantly asks one to question his or her true character. Students will read and create poetry based on where they are from and where they belong. The novel, Elsewhere by Gabrielle Zevin, focuses on sixteen-year-old Liz as she adjusts to the world of Elsewhere following her death. It is not until she dies that she truly lives, finding out where she belongs. Students will have the opportunity to analyze the setting and its impact on the tone and mood of the novel. Students will examine the author’s craft in terms of symbolism and characterization. Students will research death rituals from various cultures and compare and contrast these views to that of America. Students will also read the short story, “The Curious Case of Benjamin Button” by F. Scott Fitzgerald. The focused writing piece for this unit will be a literary analysis essay, where students will self-select topics. CCSS Target Skills Reading Comprehending informational text Writing Write literary analyses Language Prestwick House Latin & Greek Roots, Book III, Units 6-9 Speaking and Listening Delivering an oral presentation Identifying literary elements in fiction Identify strongest text evidence Analyze author’s craft Compare and contrast media Research and technology Interpret and compare media Tier 2 Vocabulary Write prose constructed responses Figurative language Fluency Journal entries Writing poetry Academic vocabulary Compare and contrast film clips English Language Arts, Grade 8 20 Unit B - Common Core “I Can” Statements Number RL8.1 RL8.2 RL8.3 RL8.4 RL8.5 RL8.7 RL8.9 RL8.10 Number RI8.1 RI8.2 RI8.4 Number W8.4 W8.5 W8.7 W8.8 W8.9 W8.10 Number SL8.1 SL8.2 Reading Standards for Literature I can cite textual evidence that strongly support my inferences and analysis of the text. I can determine the theme of a text, analyze the theme’s development, and its relationship to characters, setting, and plot. I can analyze how dialogue or specific incidents reveal information about characters or move the plot forward. I can determine the figurative & connotative meaning of words & phrases based on how they are used in a text. I can analyze the impact word choice on the meaning or tone of a text. I can compare and contrast the structure of two or more texts. I can analyze how the form or structure of a text contributes to its meaning and style. I can analyze how a production of a text differs from the written text and evaluate the choices made by the directors/actors. I can analyze how a modern work of fiction uses themes, patterns, or character types from traditional stories, myths, and/or the Bible. I can read and comprehend literature at the eighth grade level. Reading Standards for Informational Texts I can cite textual evidence that strongly supports my inferences and analysis of the text. I can determine two or more central ideas and analyze their development over the course of the text, including how supporting ideas are used. I can determine the figurative, connotative, or technical meaning of words or phrases in a grade 8 text. Writing Standards I can produce clear, coherent writing in which the development, organization, and style are appropriate for eighth grade tasks, purposes, and audiences. I can use guidance from my peers and adults to plan, revise, and edit my writing. I can conduct short research projects that use several sources to answer a specific question. I can generate additional focused questions, if needed, during my research. I can gather information from multiple sources (print and digital) and assess credibility and accuracy of those sources. I can use evidence from literature to support analysis, reflection, and research in my writing. I can write for a range of time, tasks, purposes, and audiences. Speaking and Listening Standards a: I can prepare for a class discussion and participate by referring to my findings during discussion. b: I can follow agreed-upon rules for class discussions, track progress towards stated goals, and define individual roles if needed. c: I can ask questions that connect ideas of several speakers and respond to others with relevant evidence or ideas. d: I can acknowledge new ideas expressed in discussion and modify my views if needed. I can analyze the purpose of information expressed in diverse media and evaluate the motives behind the presentation. English Language Arts, Grade 8 21 Number SL8.4 SL8.5 SL8.6 Number L8.4 L8.5 L8.6 Speaking and Listening Standards, Continued I can present important findings in a coherent manner using relevant evidence, valid reasoning, and appropriate details. I can use appropriate eye contact, adequate volume, and clear pronunciation. I can include multimedia projects or visual displays when they will be helpful in clarifying and emphasizing information. I can adapt my speech to a variety of tasks and contexts. I can demonstrate a command of formal English when appropriate. Language Standards a: I can use context clues to figure out word meanings. b: I can use common Greek and Latin affixes and roots to figure out word meanings. c: I can use reference materials to determine pronunciation, meaning, or part of speech of a word. d: I can verify what I think a word means by looking it up. a: I can interpret figures of speech in context. b: I can use the relationships between words to better understand each word’s meaning. c: I can distinguish among connotations and denotations of words. I can use vocabulary appropriate to eighth grade topics. I can use resources to gather word knowledge when needing a word important for comprehension and/or expression. English Language Arts, Grade 8 22 Text/Media Sources Extended Texts Elsewhere by Gabrielle Zevin (extended text) Anthologies Articles “The 5 Stages of Grief” by Julie Axelrod http://psychcentral.com/lib/the-5-stages-of-loss-and-grief “The Curious Case of Benjamin Button” by F. Scott Fitzgerald (short story) http://www.selectedfuneralhomes.org/customs http://www.pbs.org/witheyesopen/after_teachers_612.html http://www.pbs.org/wnet/onourownterms/articles/cultural.html Media “The Curious Case of Benjamin Button” by F. Scott Fitzgerald (Found on Share Drive) http://www.penguinreaders.com/pdf/downloads/par/teachers-notes/TN-BenjaminButton.pdf “Cats in the Cradle” by Cat Stevens Link for Lyrics: http://www.sing365.com/music/lyric.nsf/Cats-in-the-Cradle-lyrics-Cat-Stevens/108CCBC26BD96CF748256FAB0005F867 Poetry http://www.poetryfoundation.org/poem/173523#poem http://www.poetryfoundation.org/poem/177119 Mood and Tone: http://www.brainpop.com/english/writing/moodandtone/ “Stages of Grief – Sprinkles and Bridget” https://www.youtube.com/watch?v=bcNQGNUncd4 Analyzing Literature https://www.teachingchannel.org/videos/sift-method-analyze-literature http://snowyrangeacademy.org/uploads/docs/ms%20resources/Literary%20Analysis%20Guide.pdf English Language Arts, Grade 8 23 Resources Elements of Literature Elements of Language Prestwick House, Latin & Greek Roots, Book III Elsewhere by Gabrielle Zevin GTPS Share Drive Assessments Formative Text Annotation Teacher Observation Poetry Journaling Presentation (Group or Individual) Research Summative Literary Analysis Essay *Benchmark* End of Unit Assessment English Language Arts, Grade 8 24 Scope and Sequence Skills addressed Read a Short Story Analyzing Text and Making Connections Activities Students will read “The Curious Case of Benjamin Button” by F. Scott Fitzgerald as a collaborative read between teacher and students. Students will read, annotate, analyze, and listen to “Cats in the Cradle” by Cat Stevens. Students will make inferences and draw comparisons to the short story, “The Curious Case of Benjamin Button”. Framework Resources Element Reading “The Curious Case of Benjamin Button” by F. Workshop Scott Fitzgerald (Found on Share Drive) Teacher Resource: http://www.penguinreaders.com/pdf/downloads/ par/teachers-notes/TN-BenjaminButton.pdf Socratic Seminar Link for Lyrics: http://www.sing365.com/music/lyric.nsf/Cats-inthe-Cradle-lyrics-CatStevens/108CCBC26BD96CF748256FAB0005F 867 Students will discuss their ideas in a Socratic Seminar. Comparing texts Writing Poetry Students will read the poem “After Apple Picking” by Robert Frost and “Because I Could not Stop for Death” by Emily Dickinson and analyze how the author’s use of extended metaphor describes life fulfillment. They will compare/contrast the depiction of death/afterlife. Students will then compose their own poem that uses an extended metaphor to describe their life, hopes, and/or dreams. “Cats in the Cradle” by Cat Stevens Reading Workshop http://www.poetryfoundation.org/poem/173523# poem http://www.poetryfoundation.org/poem/177119 Writing Workshop Standards RL8.2 Analyze text development RL8.4 Analyze word choice SL8.1 Collaborative discussions RL.8.4 Figurative language and word choice RL.8.5 Compare and contrast structure and style http://www.ehow.com/how_7764533_writeextended-metaphor-poems.html Skill Lesson: Interpret and compare poetry, Extended Metaphor English Language Arts, Grade 8 25 Skills addressed Reading Literature Routine Writing Identifying Mood and Tone Activities Students will read Elsewhere by Gabrielle Zevin. *Reading should be a combination of readaloud/modelling, collaborative reading/small groups, and independent reading.* Students will answer teacher-generated journal prompts and questions based on their reading of Elsewhere. Using textual evidence students will analyze how the setting of Elsewhere affects the tone and mood of the story. Students will analyze the mood and tone of three places from the story. Framework Resources Element Reading Elsewhere by Gabrielle Zevin Workshop Standards RL8.9 Analyze modern work of fiction and its use of traditional stories RL.8.10 Read grade level texts W.8.10 Routine writing Journaling Elsewhere by Gabrielle Zevin Reading Workshop Mood and Tone: RL.8.1 http://www.brainpop.com/english/writing/mooda Cite text ndtone/ RL.8.3 Analyze specific lines To review mood and tone, show the BrainPop video. Students will create a six panel chart sketching the mood and tone for each location. Students will also find a quote for each location to use to support and illustrate the mood and tone of each setting. English Language Arts, Grade 8 26 Skills addressed Writing a prose constructed response Activities Students will independently read and annotate “The 5 Stages of Grief and Loss” by Julie Axelrod. Framework Resources Element Reading “The 5 Stages of Grief” by Julie Axelrod Workshop http://psychcentral.com/lib/the-5-stages-of-lossand-grief Watch the video clip – Stages of Grief – Sprinkle and Bridget “Stages of Grief – Sprinkles and Bridget” https://www.youtube.com/watch?v=bcNQGNUn cd4 Respond to the following prose constructed response: Identify how Liz experiences each of the 5 stages of grief in Elsewhere. Compare and contrast the process for Liz versus Bridget. Cite evidence from the article, the novel, and the video. Analyzing Media Students will analyze film clips from The Curious Case of Benjamin Button, Ghost, Whatever Dreams May Come, and The Lovely Bones. Students will make and draw comparisons between Elsewhere and the various film clips. Some areas of focus are setting, communication between dead and living, mood, and tone. Class Discussion/Fish Bowl Reading Workshop The Curious Case of Benjamin Button (Teacher Selected): http://movieclips.com/search/?q=benjamin%20b utton#p=1– “Be Whoever You Want to Be” clip Standards RL8.1 Cite text evidence RI8.1 Cite text evidence W8.4 Clear and coherent writing W8.9 Draw evidence from literature and nonfiction sources RL8.7 Film vs. Text The Lovely Bones (Teacher Selected): http://movieclips.com/tAicm-the-lovely-bonesmovie-shes-gone/– “She’s Gone” clip Ghost:Communication: http://www.youtube.com/watch?v=5fLlgS6aO9k What Dreams May Come: Trailer: http://movieclips.com/2Dcg-whatdreams-may-come-movie-trailer-1/ What Dreams May Come: Setting: http://www.youtube.com/watch?v=OdgGxgg91T c English Language Arts, Grade 8 27 Skills addressed Collegial discussions and working collaborative ly Activities Students will be given the following prompt: It is the year 2006 in Elsewhere. John F. Kennedy, Princess Diana, Tupac, and John Lennon are having a picnic. How old is each person in Elsewhere age? Based on their Elsewhere age, explain what each person would be doing or discussing. Framework Element Writing Workshop Resources Standards SL.8.1b Collegial discussions RL.8.3 Analyze dialogue Students will research the significant tasks of each person and calculate his or her Elsewhere age. In groups, students will create a dialogue between the four people having a picnic lunch based on student research. Student groups will be required to present their dialogue. Writing Literary Analysis Essay Students will write a formal literary analysis essay on a self-selected topic. (Ideas to consider: symbolism in Elsewhere, character analysis of Elsewhere, allusions in Elsewhere, irony in Elsewhere, etc.) Students should read teacher-selected mentor texts to identify elements of literary analysis prior to brainstorming ideas for own writing piece. Students will use the writing process to publish a final piece. Writing workshop Teacher Resources: https://www.teachingchannel.org/videos/siftmethod-analyze-literature http://snowyrangeacademy.org/uploads/docs/ms %20resources/Literary%20Analysis%20Guide.p df RL8.9 Analyze modern fiction W8.4 Produce clear and coherent writing W.8.5 Writing process W8.9 Cite evidence from literature English Language Arts, Grade 8 28 Skills addressed Conducting research Using academic vocabulary Activities Students will research a variety of different funeral customs. (Groups or Individual) 1. Ask students to find and record ten pieces of information from a culture’s custom that they choose to research. 2. Have the students prepare a brief presentation to share what they have learned with the class. 3. Create a class chart to compare and contrast the various beliefs of the cultures that were researched. 4. Discuss how each of these customs informs our understandings of the beliefs, values, and attitudes of different cultures toward death. 5. Generate a list of funeral customs that exist in our society. 6. Essay topic - What does this list tell us about some of our beliefs, values, and attitudes toward death? Teacher generated vocabulary from Do Now Elsewhere Latin & Greek roots Determining meanings in context Framework Resources Element Writing Teacher Resources: workshop http://www.selectedfuneralhomes.org/customs http://www.pbs.org/witheyesopen/after_teachers _612.html Standards W8.7 Research projects W8.8 Multiple sources W8.9 Use evidence to support http://www.pbs.org/wnet/onourownterms/articles /cultural.html Prestwick House, Latin & Greek Roots, Book III, Units 6-9 L8.4 Use Context clues L8.5 Figurative language L8.6 Academic vocabulary English Language Arts, Grade 8 29 ELA Grade 8 Unit C Topic: The Secrets Behind What You Eat Time Frame: 7 – 8 weeks Performance Task: Research/Informational Writing Description: The “Secrets Behind What you Eat” by Michael Pollan describes how parallel food chains (industrialized food; alternative or "organic" food; and home-gathered food) reflect differences and similarities in our ecology of eating. It also includes a fascinating look behind the labels and what we should and shouldn’t eat. Through the use of graph, charts, essays, and supplemental materials students will recognize that nutritional habits affect both the quality and quantity of life and understand what constitutes good nutrition. Students will begin the unit by creating a KWL chart regarding good nutrition, read Omnivore’s Dilemma with these questions in mind, and at the end research their unanswered questions. Throughout the unit students will respond both in writing and through discussion as they learn to use the text to provide evidence to support their interpretations. CCSS Target Skills Reading Writing Compare and analyze multiple genres Write explanatory/informative essays Analyze and synthesize primary sources Write prose constructed response Interpret media for bias Language Speaking and Listening Words from Foreign languages Deliver an oral presentation Prestwick House Latin & Greek Roots, Book III, Units 10 13 Identify and use domain specific vocabulary Participate in Socratic seminars Determine central idea Identify strongest text evidence Research and technology Tier 2 vocabulary English Language Arts, Grade 8 30 Unit C - Common Core “I Can” Statements Number RL8.1 Reading Standards for Literature (“The Circuit”) I can find textual evidence to support my ideas about a text. RL8.2 RL8.3 RL8.4 I can determine the theme or central idea of a text and analyze its development over the course of the text. I can analyze how & why individuals, events, & ideas develop & interact over the course of a text. I can interpret words & phrases as they are used in a text, including determining technical and connotative meanings. I can identify the mood & tone of a text, and the meaning & impact of word choice on the mood & tone of the text. Reading Standards for Informational Texts I can find textual evidence to support my analysis of the text and draw inferences. I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased summary of a text. I can identify the connections that are made between individuals, ideas and/or events in various texts. I can determine the meanings of words and phrases as they are used in a text, including figurative language. I can analyze the specific word choice of an author and analyze its impact on the tone of a piece. I can analyze the structure of paragraphs within a text, specifically the role of key sentences. I can determine an author’s point of view and the author’s purpose for writing a text. I can evaluate the advantages and disadvantages of using different mediums to present a topic. I can recognize & articulate the argument or claims made within the text. I can identify & pull specific quotes or passages from the text & explain how they contribute to the argument or claim. I can identify when texts disagree and analyze the conflicting information. I can read and comprehend literary non-fiction independently. Writing Standards I can write informative and explanatory texts to examine a topic and convey ideas. a. I can introduce a topic clearly, organize my ideas, and use text features such as headings, charts, tables, and/or multimedia. b. I can develop my topic with well-chosen facts and details. c. I can use varied transitions. d. I can use domain-specific vocabulary e. I can establish and maintain a formal style f. I can provide a concluding statement that supports my writing. f. I can produce clear and coherent writing for a specific task, purpose, and/or audience. I can conduct short research projects to answer a question, using several sources. Number RI8.1 RI8.2 RI8.3 RI8.4 RI8.5 RI8.6 RI8.7 RI8.8 RI8.9 RI8.10 Number W8.2 W8.4 W8.7 English Language Arts, Grade 8 31 Number W8.8 W8.10 Number SL8.1 SL8.2 SL8.3 SL8.4 SL8.5 Number L8.6 Writing Standards I can gather relevant information from multiple print and digital sources, assessing the credibility and accuracy of each source. I can quote and paraphrase while avoiding plagiarism. I can follow a standard format to cite my sources. I can write over different time frames for a range of tasks, purposes, and audiences. Speaking and Listening Standards I can participate in collaborative discussions, building on other’s ideas and expressing my own ideas clearly. I can analyze the purpose of information presented in diverse media & formats & evaluate the motives behind its presentation. I can delineate a speaker’s argument & specific claims, evaluating the soundness of the reasoning & relevance of that evidence. I can also identify when irrelevant evidence is used. I can present claims and findings by emphasizing salient points in a focused, coherent manner. I can use appropriate eye contact, adequate volume, and clear pronunciation. I can integrate multimedia and visual displays into presentations. Language Standards I can use domain-specific vocabulary. I can gather vocabulary knowledge when a word or phrase is important to my comprehension of the text. English Language Arts, Grade 8 32 Texts / Media Sources Extended Texts Omnivore’s Dilemma by Michael Pollan Anthologies Elements of Literature: “The Circuit” by Francisco Jimenez Articles Articles http://michaelpollan.com/wordpress/wpcontent/uploads/2010/05/omnivore_young_readers_excerpt.pdf “Our Year Without Groceries” http://letsgather.chick-fil-a.com/articles/our-year-without-groceries http://www.calclingpeach.com/html/rcpe_consum/TimeMagazineARtileDr.Oz.pdf GTPS Share (scanned documents) Writing to Persuade by Karen Caine – “Is America’s Food Supply Safe?” Eureka! Jamestown Publisher – “What’s for Breakfast?” Texts and Lessons for Content-Area Reading – “Boss Hog – Part 1-5” “The Superbug in your Supermarket – Part 1-2”; \ “Fact Sheet #13B: CAFO Requirements for Large Swine Operations” Media Sources Back to the Start – Chipotle commercial http://www.youtube.com/watch?v=aMfSGt6rHos Sample Unit Plans http://commoncoresuccess.elschools.org/curriculum/ela/grade-8/module-4/unit-1 http://libraryschool.libguidescms.com/content.php?pid=213225&sid=1776091 Videos http://www.youtube.com/watch?v=-T_EAoYE5aw&edufilter=Eruq43lhlLaEmcrPkgvWnA http://www.youtube.com/watch?v=MSpkLk0vYmk English Language Arts, Grade 8 33 Resources Elements of Literature Elements of Language Prestwick House, Latin & Greek Roots, Book III Omnivore’s Dilemma by Michael Pollan GTPS Share Drive Assessments Formative Text Annotation Teacher Observation Poetry Journaling Presentation (Group or Individual) Research Summative Informative/Research Essay *Benchmark* End of Unit Assessment English Language Arts, Grade 8 34 Scope and Sequence Skills Addressed Listening & Viewing Activating Prior Knowledge KWL Reading Informational Text - Jigsaw Activities Students will watch the video “Back to the Start” Chipotle commercial as anticipatory to reading the book Omnivore’s Dilemma. Complete a KWL on the food industry – what do you know about the food you eat… Jigsaw – Read & annotate the 5 articles (1 per group) - Texts and Lessons for Content-Area Reading – “Boss Hog – Part 1-5” Jigsaw – assign reading Text annotation Sketching through the text Group share Class share Framework Resources Element Writing “Back to the Start” video Workshop http://www.youtube.com/watch?v=aMfSGt6rHo s SL8.2 – analyzing purpose of info presented KWL chart Reading Workshop Focus on the reading strategy “Reading with a Question in Mind” Viewing – book Watch the video – “America's Food Crisis: THE OMNIVORE'S DILEMMA” intro Standards Reading Workshop W8.10 Write routinely Texts and Lessons for Content-Area Reading – RI8.1 – find textual “Boss Hog – Part 1-5”– evidence RI8.2 – determine Found on the GTPS Share (includes resources on central message using a Jigsaw strategy and Reading with a RI8.6 – author’s Question in Mind) purpose RI8.8 – pull specific quotes from passage SL8.1 – collaborative discussion RL8.4 – present information https://www.youtube.com/watch?v=SL8.2 – author’s T_EAoYE5aw&edufilter=Eruq43lhlLaEmcrPkg purpose in diverse vWnA media Class discussion – introduce The Omnivore’s Dilemma English Language Arts, Grade 8 35 Skills Addressed Close Reading of informational text Reading Informational Text Domain Specific Vocabulary Using Propaganda and Effective word choice Activities Read and annotate the introduction of The Omnivore’s Dilemma. On page 5, Michael Pollan introduces the reader to 4 types of meals. Which of these would you choose to feed your family? Why? Students will read The Omnivore’s Dilemma, using various strategies to tackle informational texts. *Reading should be a combination of read-aloud/modelling, collaborative reading/small groups, and independent reading.* Students will use context clues to determine meaning of domain-specific vocabulary. After reading Part I (pages 9-107) create an advertisement for corn. (directions on link in resources.) Framework Resources Element Reading Link to full text of introduction to make copies Workshop for every student. Journaling Reading workshop RI8.10 Read grade level non-fiction http://michaelpollan.com/wordpress/wpcontent/uploads/2010/05/omnivore_young_reade rs_excerpt.pdf Grade 8 Model Unit Plan: http://commoncoresuccess.elschools.org/curricul um/ela/grade-8/module-4/unit-1 Writing workshop Standards “Corn in America” RI8.4 Specific word choice RI8.5 Text structure L8.6 Domain Specific vocabulary SL8.5 Visual displays http://libraryschool.libguidescms.com/content.ph p?pid=213225&sid=1776091 Students present their billboard redesigns. Class Discussion: Discuss this line from the book. "There are some forty-five thousand items in the average American supermarket and more than a quarter of them now contain corn." - The Omnivore's Dilemma Journal Entry: So what? Why is it bad if corn is in most of our food? Journaling English Language Arts, Grade 8 36 Skills Addressed Close Readings Working collaboratively Identifying Author’s Claim Writing Counterargum ents Reading Literature and Writing Prose Constructed Responses Using context clues Activities Reread pages 161-166, or pages 240-245 and identify the claim Michael Pollan makes and the evidence he uses to support his claim. Framework Resources Element Reading Guidelines for this activity can be found in the Workshop sample unit plan: Writing Write the claim and supporting evidence on Workshop a stick note. SL8.3 Delineate speaker’s argument & claims W8.4f Clear & coherent writing Work with a group to determine the validity of his claim. Write the counterargument to refute his claim After reading Part III, read “The Circuit.” (Use context clues to determine foreign language words) Reading Workshop Reread pgs. 34-39 of The Omnivore’s Dilemma (Under the heading “Rich field, Poor farmers) Answer the following prose constructed response: Write a narrative about Panchito on a modern day American farm. Be sure to describe the setting in detail. What conflicts might he face? What might he say and/or do to solve these problems? Writing narratives http://commoncoresuccess.elschools.org/curricul um/ela/grade-8/module-4/unit-1 Standards Read the afterword “Vote With Your Fork” Journaling (pgs. 279-283). Elements of Literature pg. 658 RL8.1 Cite text RL8.2 Determine central idea RL8.3 Analyze story development RL8.4 Interpret words & phrases L8.4 Use context clues to determine foreign language words RI8.3 Text connections Name one way you can “vote with your fork.” English Language Arts, Grade 8 37 Skills Addressed Synthesizing Collaborative discussions Activities Revisit the journal entry from the beginning of the unit: Which of the four meals would you feed your family? Has your perspective about this changed? Why or why not? Framework Resources Element Reading 4 possible meals - GTPS Share Workshop leading to… “Our Year Without Groceries” Socratic http://letsgather.chick-fil-a.com/articles/ourSeminar year-without-groceries Look over the outline of the 4 meals. Which is most closely aligned with the way your family eats? Based on The Omnivore’s Dilemma, is this the “right way” to eat? Explain. Identifying Bias Read and annotate “Our Year Without Groceries.” Is this a feasible plan for you and your family? Why or why not? Discuss in a Socratic Seminar. Analyze various media sources and author’s intent to determine the credibility of information found on the Internet. Student activity – complete graphic organizer that analyzes author’s intent Standards SL8.1 Collaborative discussions RI8.1 Text evidence RI8.6 Author’s purpose Writing workshop Video clip - Food: The Ultimate Secret Exposed – PartI: http://www.youtube.com/watch?v=MSpkLk0vY mk RI8.7 Evaluate media RI8.9 Identify conflicting information “Give (Frozen) Peas a Chance – and Carrots Too” by Dr. Mehmet Oz http://www.calclingpeach.com/html/rcpe_consu m/TimeMagazineARtileDr.Oz.pdf English Language Arts, Grade 8 38 Skills Addressed Informational/ Explanatory Writing Framework Element Using the KWL chart that was used Writing throughout this unit, discuss what questions workshop students still have that were unanswered. Conducting Research Use this as a springboard to generate a list of topics to research. Use the writing process to publish an informational research paper on the selected topic. Students should be given access to mentor texts to read and analyze for informational text structure and non-fiction text features. Teacher generated vocabulary Greek & Latin roots Vocabulary Grammar Activities Mini lessons on domain specific vocabulary Resources GTPS Share Drive Writing Rubric KWL chart Standards W8.2 Write informative and explanatory texts W8.7 Conduct research W8.8 Multiple sources Do Now Prestwick House, Latin & Greek Roots, Book III, Units 10-13 Do Now GTPS Share Drive Teacher Created Materials L.8.4 Vocabulary Acquisition L8.6 Domain Specific Materials English Language Arts, Grade 8 39 ELA Grade 8 Unit D Topic: HOPES AND DREAMS Time Frame: 7-8 weeks Performance Task: Memoir Writing Description: This unit focuses on the theme of ‘Hopes and Dreams’ and the lengths one will go to in order to achieve them. Students will begin by reading and analyzing Randy Pausch’s inspiring memoir, The Last Lecture. Professor Pausch’s memoir will serve as a model for students in the creation of their own personal memoirs. Students will also read “The Diary of Anne Frank” (the play) and analyze how a writer uses real-life experiences in his writing. CCSS Target Skills Reading Comprehending informational text Analyze explicit text and inferences Identify strongest text evidence Writing Writing memoir Prose constructed responses Language Speaking and Listening Determine word meaning using context clues Prestwick House Latin & Greek Roots, Book III, Units 14-17 Delivering an oral presentation Peer evaluation of speeches Journaling Analyze author’s craft Compare and contrast media Research and technology Interpret media Tier 2 vocabulary English Language Arts, Grade 8 40 Unit D - Common Core “I Can” Statements Number RL8.1 RL8.2 RL8.4 RL8.5 RL8.10 Number RI8.1 RI8.3 RI8.6 RI8.7 Number W8.3 Reading Standards for Literature I can find textual evidence to support my ideas about a text. I can determine the theme or central idea of a text. I can determine the meaning of words and phrases as they are used in a text. I can compare and contrast the structure of two or more texts. I can read and comprehend literature independently. Reading Standards for Informational Texts I can find textual evidence to support my analysis of the text and draw inferences. I can identify the connections that are made between individuals, ideas and/or events in various texts. I can determine an author’s point of view and the author’s purpose for writing a text. I can evaluate the advantages and disadvantages of using different mediums to present a topic. Writing Standards I can write narratives (real or imagined) using effective technique, relevant descriptive details, and well-structured event sequences. a. b. c. d. I can engage and orient the reader by establishing a context and point of view I can use narratives techniques such as dialogue, pacing, description, and reflection I can use a variety of transitions to signal shifts in time I can sue precise words and phrases, relevant descriptive details, and sensory language e. I can provide a conclusion that reflects on the narrated experiences. W8.4 W8.7 W8.10 Number SL8.1 SL8.2 SL8.4 SL8.5 Number L8.2 I can produce clear and coherent writing for a specific task, purpose, and/or audience. I can conduct short research projects to answer a question, using several sources. I can write over different time frames for a range of tasks, purposes, and audiences. Speaking and Listening Standards I can participate in collaborative discussions, building on other’s ideas and expressing my own ideas clearly. I can analyze the purpose of information presented in diverse media and evaluate the motives behind its presentation. I can present claims and findings by emphasizing salient points in a focused, coherent manner. I can use appropriate eye contact, adequate volume, and clear pronunciation. I can integrate multimedia and visual displays into presentations. Language Standards I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. a. I can use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. I can use an ellipsis to indicate and omission. c. I can spell correctly. L8.5 I can demonstrate understanding of figurative language. English Language Arts, Grade 8 41 Text/Media Sources Extended Texts The Last Lecture by Randy Pausch Anthologies Elements of Literature: “The Diary of Anne Frank” – drama Articles Pakistan's Malala: Global symbol, but still just a kid by Ashley Fantz – Short informational text Articles http://www.archives.gov/press/exhibits/dream-speech.pdf http://webtv.un.org/watch/at-un-malala-yousafzai-ralliesyouth-to-stand-up-for-universal-education/2542492853001/ http://www.cnn.com/2012/10/15/world/malala-profile http://scope.scholastic.com/issues/09_01_13 Media Videos http://webtv.un.org/watch/malala-yousafzai-un-youth-assembly/2542094251001/ http://www.tcm.com/mediaroom/video/486890/Diary-Of-Anne-Frank-The-Movie-Clip-A-Great-Adventure.html https://www.youtube.com/watch?v=Wn9L4CxAaQY http://www.youtube.com/watch?v=CjEdyxo_z5k English Language Arts, Grade 8 42 Resources NEWSela Scholastic Scope Elements of Literature The Last Lecture by Randy Pausch Prestwick House – Latin & Greek roots – Book III GTPS Share Assessments Formative Prose constructed response Socratic Seminar Summative Memoir End of Unit Performance Task *Benchmark* STAR Reading English Language Arts, Grade 8 43 Scope and Sequence Skills addressed Memoir Writing Viewing a Speech Reading a Memoir Routine Writing Memoir Writing Activities Students will read Ernest Hemingway’s famous six word memoir, analyzing the author’s word choice. Using Hemingway’s memoir as a model students will construct their own Six word memoirs and submit them to www.Smithteen.com Students will watch an excerpt from Randy Pausch’s “Last Lecture” to determine author’s purpose before reading the memoir. Students will read The Last Lecture. Students will respond to questions about the text using evidence to support their answers. *Reading should be a combination of readaloud/modelling, collaborative reading/small groups, and independent reading.* Quick Writes- Students quickly react to quotes from the text and write short connection pieces in their writer’s notebooks. Students will learn about SOAPTone (Subject, Occasion, Audience, Purpose, and Tone) and discuss these for a memoir. Using SOAPTone students will write their own memoirs. Students should have access to mentor texts to analyze the possible structure of a memoir. Using the writing process, students will publish a final piece. Framework Resources Element Writing Ernest Hemingway: For Sale, Baby Shoes Never Workshop Worn: http://news.rapgenius.com/Ernesthemingway-six-word-story-lyrics#note-1223461 Standards W.8.3.d Use precise words to write narratives Post the memoir on a webpage: www.Smithteens.com The Last Lecture – DVD (educational version) OR https://www.youtube.com/watch?v=Wn9L4CxA aQY The Last Lecture- Randy Pausch SL8.2 Analyze purpose of information Journaling The Last Lecture- Randy Pausch W.8.10 Write routinely Writing Workshop SOAPTone: W.8.3 Write narratives (real or imagined) Reading Workshop Reading Workshop http://apcentral.collegeboard.com/apc/public/pre ap/teachers_corner/45200.html RL8.2 Analyze text Skill materials: http://teacher.scholastic.com/writeit/memoir/teac her/ English Language Arts, Grade 8 44 Skills addressed Reading a Drama Reading a drama Activities Students will read the play, The Diary of Anne Frank. Students will keep their own diaries to record responses to particular lines of dialogue and how they propel the action of the play After reading the play, “The Diary of Anne Frank”, students will respond to the following: Framework Resources Element Reading The Diary of Anne Frank (Holt) page 346 Workshop Journaling Socratic Seminar Standards RI.8.3 Analyze text connections W.8.10 Write routinely SL8.1 Collaborative discussions Before The Diary of Anne Frank was performed, Otto Frank wrote in a letter to the actor who would portray him, “Please don’t play me as a ‘hero’… Nothing happened to me that did not happen to thousands upon thousands of other people.” What is a hero? Do you see anyone in the play as a hero? Why? Think about your definition of a hero. Cite evidence to support your response. Compare /contrast Socratic Seminar to discuss Watch excerpts from The Diary of Anne Frank. Reading Workshop http://www.tcm.com/mediaroom/video/486890/ RL8.7 Diary-Of-Anne-Frank-The-Movie-Clip-A-Great- Film vs. text Adventure.html Compare and contrast the text to the filmed version. Complete a graphic organizer. English Language Arts, Grade 8 45 Skills addressed Speech Analysis Activities Read and annotate the “I Have a Dream” speech by Dr. King. Watch the video clip from his speech. Framework Resources Element Reading “I Have a Dream” – Elements of Literature (Pg. Workshop 678) OR http://www.archives.gov/press/exhibits/dreamspeech.pdf Standards SL.8.4 Present ideas clearly SL.8.2 Analyze diverse media Watch video excerpt of: I Have a Dream L.8.5 Speech- Martin Luther King Understand nuances http://www.youtube.com/watch?v=CjEdyxo_z5k RI.8.6 Author’s purpose Rewatch the Randy Pausch video: W.8.4 https://www.youtube.com/watch?v=Wn9L4CxA Produce clear and aQY coherent writing Identify the purpose of each speech, words the speaker chose that reflect the tone, identify the extended metaphors, and evaluate the motives behind each presentation. Compare and contrast Dr. King’s and Prof. Pausch’s delivery. Revisit SOAPTone (Subject, Occasion, Audience, Purpose, and Tone). Focus question - How does the author’s choice of words impact the meaning and tone of the speech? Class discussion Photo Analysis Students will write down descriptive words or phrases that come to mind when they look at the photo. Discuss why was these pictures were chosen for this book? Complete the photo analysis worksheet for one selected image from the book. Reading Workshop Remember by Toni Morrison (Photo Book) RI8.7 Advantages of different mediums http://www.archives.gov/education/lessons/work sheets/photo_analysis_worksheet.pdf Skill lesson: Analyzing primary sources English Language Arts, Grade 8 46 Skills addressed Answering Prose Constructed Responses Activities Hopes and Dreams of Malala – Read Scholastic article plus one additional article and watch the video clips. Answer the following prose constructed response: Based on your reading of the two article and the viewing of the videos, analyze Malala’s crusade. What are her hopes and dreams for the future? Vocabulary Grammar Teacher generated vocabulary Greek & Latin roots Framework Resources Element Reading Speech to UN from July 12, 2013 Workshop http://webtv.un.org/watch/malala-yousafzai-unyouth-assembly/2542094251001/ ; article from the United Nations, explaining the occasion of the speech http://webtv.un.org/watch/at-un-malalayousafzai-rallies-youth-to-stand-up-foruniversal-education/2542492853001/; article about Malala shortly after she was shot: http://www.cnn.com/2012/10/15/world/malalaprofile Scholastic Scope: http://scope.scholastic.com/issues/09_01_13 Do Now Mini lessons on punctuation (comma, ellipsis, Do Now dash) to indicate a pause or break; mini lessons on using an ellipsis to indicate and omission. Prestwick House, Latin & Greek Roots, Book III, Units 14-17 Teacher Appendix Teacher Created Materials Standards RI.8.6 Author’s purpose RI.8.7 Evaluate various mediums L.8.4 Clarify word meanings L8.2 Conventions of English English Language Arts, Grade 8 47 Appendix A Adaptations for Special Education Students, English Language Learners, and Gifted and Talented Students Making Instructional Adaptations Instructional Adaptations include both accommodations and modifications. An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student. Usually a modification means a change in what is being taught to or expected from a student. -Adapted from the National Dissemination Center for Children with Disabilities ACCOMMODATIONS Required when on an IEP or 504 plan, but can be implemented for any student to support their learning. MODIFICATIONS Only when written in an IEP. Special Education Instructional Accommodations Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers shall implement any instructional adaptations written in student IEPs. Teachers will implement strategies for all Learning Styles (Appendix B) Teacher will implement appropriate UDL instructional adaptations (Appendix C) Gifted and Talented Instructional Accommodations Use the Wonders Science/Social Studies Workstation Cards green activity. Teacher will implement Adaptations for Learning Styles (Appendix English Language Arts, Grade 8 48 Teacher will implement appropriate UDL instructional adaptations (Appendix English Language Learner Instructional Accommodations Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers will implement the appropriate instructional adaptions for English Language Leaners (Appendix E) English Language Arts, Grade 8 49 APPENDIX B Learning Styles Aadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987) Accommodating Different Learning Styles in the Classroom: All learners have a unique blend of sequential, precise, technical, and confluent learning styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic. It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class. Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable. Visual Audio Kinesthetic Utilize Charts, graphs, concept maps/webs, pictures, and cartoons Watch videos to learn information and concepts Encourage students to visulaize events as they read Study using flash cards Model by demonstrating tasks or showing a finished product Have written directions available for student Allow students to give oral presentations or explain concepts verbally Present information and directions verbally or encourage students to read directions aloud to themselves. Utilize read alouds Utilize songs, rhymes, chants and choral response, Act out concepts and dramatize events Trace words/sounds on paper, sand, or water Use manipulatives Allow students to depen knowledge through hands on projects English Language Arts, Grade 8 50 Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan work carefully, and complete the assignment from beginning to end without interruptions. Accommodations: Repeat/rephrase directions Provide a checklist or step by step written directions Break assignments in to chunks Provide samples of desired products Help the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner. Accommodations: Provide detailed directions for assignments Provide checklists Provide frequent feedback and encouragement Help precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiences Accommodations: Allow to work independently or as a leader of a group Give opportunities to solve problems and not memorize information Plan hands-on tasks Explain relevance and real world application of the learning Will be likely to respond to intrinsic motivators, and may not be motivated by grades Help technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures English Language Arts, Grade 8 51 Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises. Accommodations: Allow choice in assignments Encourage creative solutions to problems Allow students to experiment or use trial and error approach Will likely be motivated by autonomy within a task and creative assignments Help confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail English Language Arts, Grade 8 52 APPENDIX C Universal Design for Learning Adaptations Adapted from Universal Design For Learning Teachers will utilize the examples below as a menu of adaptation ideas. Provide Multiple Means of Representation Strategy #1: Options for perception Goal/Purpose To present information through different modalities such as vision, hearing, or touch. Examples Use visual demonstrations, illustrations, and models Present a power point presentation. English Language Arts, Grade 8 53 Strategy #2: Options for language, mathematical expressions and symbols Goal/Purpose To make words, symbols, pictures, and mathematical notation clear for all students. Examples Use larger font size Highlight important parts of text Strategy #3: Options for Comprehension Purpose To provide scaffolding so students can access and understand information needed to construct useable knowledge. Examples Use KWL strategies or charts. Provide written notes Make predictions Graphic organizers and concept maps English Language Arts, Grade 8 54 Provide Multiple Means of Action and Expression Strategy #4: Options for physical action Purpose To provide materials that all learners can physically utilize Examples Use of computers to type when available Provide help with cutting, pasting, or other physical tasks Preferential or alternate seating Provide assistance with organization English Language Arts, Grade 8 55 Strategy #5: Options for expression and communication Purpose To allow the learner to express their knowledge in different ways Examples Allow oral responses or presentations Students show their knowledge with webs, charts, graphs, or non-linguistic representations Strategy #6: Options for executive function Purpose To scaffold student ability to set goals, plan, and monitor progress Examples Provide clear learning goals, scales, and rubrics Modeling skills and tasks Utilize checklists Give examples of desired finished product Chunk longer assignments into manageable parts Teach and practice organizational skills English Language Arts, Grade 8 56 Provide Multiple Means of Engagement Strategy #7: Options for recruiting interest Purpose To make learning relevant, authentic, interesting, and engaging to the student. Examples Provide choice and autonomy on assignments Use colorful and interesting designs, layouts, and graphics on written documents Use games, challenges, or other motivating activities Provide positive reinforcement for effort English Language Arts, Grade 8 57 Strategy #8: Options for sustaining effort and persistence Purpose To create extrinsic motivation for learners to stay focused and work hard on tasks. Examples Show real world applications of the lesson Utilize collaborative learning Incorporate student interests into lesson Praise growth and effort Recognition systems Behavior plans Strategy #9: Options for self-regulation Purpose To develop intrinsic motivation to control behaviors and to develop self-control. Examples Give prompts or reminders about self-control Self-monitored behavior plans using logs, records, journals, or checklists Ask students to reflect on behavior and effort English Language Arts, Grade 8 58 Appendix D Gifted and Talented Instructional Adaptations How do the State of NJ regulations define gifted and talented students? Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities. What types of instructional accommodations must be made for students identified as gifted and talented? The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs.. What is differentiation? Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics: Prior knowledge Learning Rate Motivation Cognitive Level Learning Style Strength or Interest And various curriculum components: Nature of the Objective Teaching Activities Learning Activities Resources Products Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut). English Language Arts, Grade 8 59 English Language Arts, Grade 8 60 Gifted & Talented Accommodations Chart Adapted from Association for Supervision and Curriculum Development Teachers will utilize the examples below as a menu of adaptation ideas. Strategy High Level Questions Description Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking. Tiered assignments In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas. Flexible Skills Grouping Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill. Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic Independent Projects Suggestions for Accommodation Require students to defend answers Use open ended questions Use divergent thinking questions Ask student to extrapolate answers when given incomplete information Use advanced materials Complex activities Transform ideas, not merely reproduce them Open ended activity Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance Gifted learners develop advanced knowledge and skills in areas of talent Primary Interest Inventory Allow student maximum freedom to plan, based on student readiness for freedom Use preset timelines to zap procrastination Use process logs to document the process involved throughout the study English Language Arts, Grade 8 61 Learning Centers Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics. Develop above level centers as part of classroom instruction Interest Centers or Interest Groups Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed. Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in designing and completing work according to specifications. Plan interest based centers for use after students have mastered content Allow gifted students to work independently using a contract for goal setting and accountability A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study. Use pretesting and formative assessments Allow students who complete work or have mastered skills to complete enrichment activities Contracts and Management Plans Compacting English Language Arts, Grade 8 62 Appendix E English Language Learner Instructional Accommodations Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual Language Arts Instruction: Assign a buddy (who might speak same language). Simplify language, clarify or explain directions. Read directions in native language (may use online translator) Provide translated test items. Translated test items can be read by the student and/or another bilingual individual. Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful. Pre-teach proper nouns, difficult vocabulary, and pronunciation (ask students to repeat and pronounce back correctly) Highlight key words or phrases. Read aloud the text, using a slower rate of speech, as the student follows along. Allow ELL students to hear the text twice and have a second opportunity to check their answers. Keep a student’s linguistic ability in mind when selecting reading assignments Allow ELL students extended time Provide specific seating arrangement (close proximity for direct instruction and teacher assistance). Response: Allow for oral response instead of written response. Provide bilingual dictionaries. Allow the use of word walls and vocabulary banks. Allow ELL students to use graphic organizers. Allow flexibility in oral presentations (e.g. notes, presentation aides, or small group setting). Read assessments aloud, not including the reading assessments. Allow ELL students to discuss and clarify understanding of the writing assessment to the student so that the student can identify areas for revision. The ELL student may also independently read aloud their writing assessment for the same purpose. Read aloud the text using a slower rate of speech, as the student follows along immediately prior to the district fluency assessments and practice. English Language Arts, Grade 8 63 Science Instruction: Assign a buddy (who might speak same language) Pre-teach difficult vocabulary Simplify language, clarify or explain directions. Provide translated test items. Translated test items can be read by the student and/or another bilingual individual. Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful. Highlight key words or phrases. Read aloud questions and possible answers, using a slower rate of speech, as the student follows along. Allow ELL students to hear the text twice and have a second opportunity to check their answers. Allow ELL students extended time. Provide specific seating arrangement (close proximity for direct instruction and teacher assistance). Response: Allow flexibility in oral presentations (e.g. presentation aides, or small group settings). Allow for oral response instead of written response (Provide bilingual directions). Allow ELL’s multiple ways to show scientific concepts (pictures, act out, model, label) Allow the use of word walls and vocabulary banks. Social Studies Instruction: Assign a buddy (who might speak same language) Simplify language clearly or explain directions. Read directions in native language. Provide translated test items. Translated test items can be read by the student and/or another bilingual individual. Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful. Pre-teach difficult vocabulary Highlight key words or phrases. Read aloud text, questions and possible answers using a slower rate of speech as the student follows along, Allow ELL students to hear the text twice and have a second opportunity to check their answers. Allow ELL students extended time. Give more frequent breaks as needed during instruction and assessments. Provide specific seating arrangements (close proximity for direct instruction and teacher assistance). English Language Arts, Grade 8 64 Response: Allow for oral response instead of written response Allow the use of word walls and vocabulary banks. Allow ELL students to use graphic organizers. Allow flexibility in oral presentation (e.g. notes, presentation aides, or small group setting). Allow student to build a model, draw a picture, or make a collage to demonstrate knowledge of the topic Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment, to make the text meaningful. Read assessment aloud. Allow ELL students to discuss and clarify understanding performance prompt prior to starting the assessment Provide bilingual dictionaries . Math Instruction: Provide bilingual dictionaries. Simplify language, clarify or explain directions. Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment make the text meaningful. Pre-teach difficult vocabulary. Highlight key word or phrases. Allow ELL students to hear word problems twice and have a second opportunity to check their answers. Allow ELL students extended time for word problems. Provide specific seating arrangement (close proximity for direct instruction, teacher assistance, and buddy). Response: Allow for oral explanations Allow the use of word walls and vocabulary banks. English Language Arts, Grade 8 65
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