Eighth Grade
English/Language Arts
Houghton‐Mifflin Harcourt
Instructional Pacing Guide
2013 – 2014
Redlands Unified School District
Acknowledgments
The Redlands Unified School District would like to acknowledge and thank the following teachers for their participation in the CCSS 6th – 8th grade ELA Expert Groups, selection of instructional materials, and contributions to the pacing guide. Michelle Boland
Suzanne Donovan-Marlowe
Kim Lium
Denise Freeman
Heather Fuentes
Nikki Gonzales
Carrie Jackson
Elizabeth Machado
Troy Martinez
Andrew Mitchell
Monet Stewart
Jeannie Underwood
Dale Whitehurst
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CCSS Houghton-Mifflin Harcourt (HMH) – COLLECTIONS
Pacing Guide Introduction
CCSS Background As we move forward with Common Core it is important to familiarize yourself with the structure and content of the new standards. The ELA standards are based on a set of College and Career Readiness anchor standards. There are 10 anchor standards in reading, 10 in writing, 6 in language, and 6 in speaking and listening. In reading, each grade level has one literature standard and one informational text standard directly linked to each of the 10 anchor standards. In writing, language, and speaking and listening, each grade level has 1 standard for each anchor standard. This provides a clear vertical articulation and direct correlation across all grade levels. As you have seen through your training around the 3 instructional shifts for ELA, close reading, and text‐
dependent questions, common core aligned curriculum will be structured very differently than past textbooks. Rather than a very large collection of many reading selections to choose from, Common Core curriculum provides fewer selections that are very intentionally chosen to provide tightly designed lessons for teaching specific skills. These selections are grouped into “text sets” that pair supporting texts of various genres to an anchor text that is strategically selected to provide a strong tool for developing the desired skills. For students to fully realize the impact of the curriculum, it will be critical to implement the full program as it is intended. Structure of the HMH Collections Curriculum Having been written specifically as a Common Core curriculum, Collections adheres to the concept of designing units of instruction around text sets. For each text within a “Collection”, or unit, students are asked to gather and record evidence around a guiding question that will be used at the end of the unit to complete a performance task where they are asked to produce a product. The performance tasks vary and may involve products such as a written essay, a speech, or a poster. Skipping text selections within the unit will result in missing pieces of evidence that students need to be fully successful with the performance task. Purpose of 2013 – 2014 HMH Pacing Guides The purpose of the HMH Pacing Guides is to outline how our new curriculum will be used to address the Common Core Standards and provide an interval‐based description of what teachers teach, the order in which it is taught, and the amount of time dedicated to teaching the skills. This pacing guide is intended to serve as an interim document for the 2013‐2014 school year while a more comprehensive Scope and Sequence (Instructional Guide) is developed by the Common Core Expert groups of teachers. Optional Introductory Performance Task Unit Since implementation of Collections will not begin until January 27th, an optional two‐week Common Core unit utilizing outside resources has been developed for use January 13th – 24th. This unit is an introductory performance task unit based on a social studies topic that aligns with each grade level’s social studies Scope and Sequence. It is important to note that this unit is not a performance task “assessment” in which students are simply given the texts and prompt to respond to on their own as they will be expected to do on Smarter 2
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Balanced assessments. Rather, it is an opportunity to guide students step‐by‐step through the process of how to navigate a performance task without the pressure of a common assessment connected to the unit. For teachers, it provides an opportunity to incorporate strategies learned from the Sue Beers training and to try out a miniature version of the Collections structure. The unit was designed to give students a brief introductory experience, familiarizing them with what they can expect to be asked to do with the performance task that will conclude each Collection Unit. The 2‐week performance task unit mirrors the 4‐5 week process they will follow with each Collection Unit of gathering evidence from a text set and producing a product based on that evidence. It is also modeled after the structure they will experience with the Smarter Balanced performance tasks. For this introductory unit, multiple sources of various media types were gathered to create a text set on a grade appropriate topic. Students are guided through the exploration of the text set throughout the first week of instruction, gathering evidence to answer a central guiding question. The second week of instruction is set aside for students to formulate a response in the form of an argumentative essay. While the overview of this unit is included in this pacing guide, detailed TEACHER and STUDENT packets are provided as separate documents. These detailed packets include all text resources, internet links, and student consumables needed to teach the unit which will be provided in hard copy and PDF format. For those who choose not to utilize this performance task unit, the old Scope and Sequence aligned to the 1997 standards can continue to be followed until January 27th. Structure and Content of the HMH Pacing Guides The Common Core Expert groups of grade specific teachers participated in the evaluation and selection of the HMH curriculum. Since this is a temporary document to be used only for the remainder of this school year, Teachers‐on‐Assignment developed the 6th – 8th grade pacing guides with review and feedback from the Common Core Expert group teachers. The units chosen for implementation for the 2nd half of the 2013‐2014 school year were based on an in‐depth examination of the skills students had already been taught with the old curriculum and the skills they would need to prepare them for the next grade level. Therefore, the units chosen for 2nd semester this year by the TOAs may not be the same units or sequence that Common Core Expert groups choose when they write the Instructional Guides for 2014‐2015 when the full year’s curriculum is implemented. The following units (Collections) will be taught for the 2nd semester of the 2013‐2014 school year. 6th Grade: Collections 4, 5, and 6 7th Grade: Collections 4, 5, and 6 8th Grade: Collections 1, 3, and 4 Please note that there are no novels built into this interim pacing guide for the following reasons:  to maximize teacher familiarity with three of the Collections curriculum units  novels have not yet been selected and ordered  implementation does not begin until 2 weeks into 2nd semester However, know that for next year, the pacing will include two units of instruction around novels. 3
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The following planning support features are included in this interim pacing guide: 
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Pacing Calendar (Unit/Assessment Schedule) Year‐At‐A‐Glance Standards Pacing by Unit Overview of Introductory Performance Task Unit Weekly Focus (Overview of each Collections unit) For each Collection, the Pacing Calendar outlines the “essential question” or theme, text titles, instructional focus, dates of instruction, common assessment windows, and built‐in reteach/enrichment/differentiate opportunities that do not overlap with the instructional days. It should be noted that for the 2014‐2015 school year, the Smarter Balanced Interim assessments will be fully implemented for common assessments. Until that time, assessments from the HMH curriculum will be utilized as the common assessments. The specific publisher assessments to be utilized will be determined and shared with teachers as soon as possible. For the 2nd semester of the 2013‐2014 school year, these assessments will be administered for the first two collections (Collections 4 and 5 for grades 6 and 7 and Collections 1 and 3 for grade 8). There will not be a common assessment for the Introductory Performance Task Unit or the final Collections unit of the year. The Year‐At‐A‐Glance Standards Pacing by Unit is a multi‐page document that gives a snapshot of the entire year by showing when each standard is taught in HMH by unit or Collection and in the Introductory Performance Task Unit. The Overview of the Introductory Performance Task Unit provides a brief description of tasks, suggested strategies, and standards addressed across the two‐week unit. The Weekly Focus document provides an overview of the instruction for each Collection. It identifies the key elements of the curriculum that will ensure that the Common Core Standards and key instructional shifts are fully addressed. Teachers are to implement these key components of the program as outlined. The pacing of these lessons was based on the publisher’s recommended amount of time for teaching each lesson from the Online Planning Guide, as well as conversations with the publisher’s lead Collections developer who stated that 4‐5 weeks per unit would allow for implementation of the program as intended. Looking Ahead to 2014‐2015 As this is an interim document based on meeting the needs of this year’s students beginning 2 weeks into 2nd semester, the Instructional Guides for next year will follow a different pacing calendar and sequence of Collections units. To determine the sequence of the units and to develop the detailed Instructional Guides for next year, the Common Core Expert Groups will use a common assessment/pacing calendar that embeds two 3‐week blocks of time for novels just before winter break and again just before spring break. In Closing As we travel down this exciting, yet challenging path toward full implementation of CCSS, the knowledge and expertise of all RUSD teachers will be an extremely valuable asset. The professional contributions of teachers throughout the district as we journey into new territory have been and will continue to be greatly appreciated. As a district that has always prided itself on the quality of instruction provided to students, the promise of CCSS to focus instruction and assessment on application of skills will no doubt be embraced and met with success. 4
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Pacing Calendar Houghton Mifflin Harcourt – Grade 8 ELA 2013‐2014
Introductory Performance Task Unit (OPTIONAL): January 13 – January 24, 2014 Essential Question Argumentative Essay: Was President Andrew Jackson justified in vetoing the bill to re‐
charter the Second Bank of the United States? Text Focus  Introduction to Andrew Jackson (video)  Bank Wars (video)  Corporations (video)  The Corporations (article)  Bank Veto (article)  Removal of Deposits (article)  Hard Money (article)  Henry Clay on Jackson’s Veto of the Bank Bill (primary source)  Bank War Statement (primary source) Pacing  Build Background  Gather Evidence  Organize Ideas January 13 – January 17  Outline/Draft Essay  Peer Edit  Final Essay January 21 – January 24 COLLECTION 1 : January 27 – March 7, 2014 Essential Question Culture and Belonging: How do people develop their own identity within a new culture? Text Focus Pacing  My Favorite Chaperone (Short Story)  Golden Glass (Short Story)  Analyze Stories  Analyze Language January 27 – January 31  What to Bring (Essay)  Bonne Annee (Personal Essay)  A Place to Call Home (Research Study) 
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February 3 – February 7  from The Latehomecomer (Memoir)  Analyze Meanings of Words & Phrases  Analyze Text February 10 – February 14  Museum Indians (Memoir)  New Immigrants Share Their Stories (Documentary)  The Powwow at the End of the Word (Poem)  Analyze Media  Determine Meaning of Words & Phrases  Make Inferences February 18 – February 21 Analyze Text Central Ideas & Details Analyze Language Author’s Purpose Analyze Nonfiction Performance Task – (A) Write an expository essay. February 24 – February 28 Common Assessment March 3 – March 4 Reteach/Enrichment/Differentiate (Based upon Action Plan) March 5 – March 7 Notes
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Pacing Calendar Houghton Mifflin Harcourt – Grade 8 ELA 2013‐2014
COLLECTION 3: March 24 – April 25, 2014 Essential Question The Move Toward Freedom: What was the quest for freedom that led to the American Civil War? Text  from Narrative of the Life of Frederick Douglass, an American Slave (Autobiography)  My Friend Frederick Douglass (Biography)  from Harriet Tubman: Conductor of the Underground Railroad (Biography)  The Drummer Boy of Shiloh (Historical Fiction)  A Mystery of Heroism (Short Story)  Civil War Journal (Journal Entries)  From Bloody Times: The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis (History Writing  O Captain! My Captain (Poem) Focus
 Analyze Text  Analyze Language  Analyze Structure Pacing March 24 – March 28  Analyze Stories  Determine Meanings of Words & Phrases  Draw Conclusions March 31 – April 4  Analyze Structure  Analyze Language  Determine Meaning of Words & Phrases April 7 – April 11 Performance Task – (A) Create a visual presentation. April 14‐ April 18 Common Assessment April 21 – April 22 Reteach/Enrichment/Differentiate (Based upon Action Plan) April 23 – April 25 Notes
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Pacing Calendar Houghton Mifflin Harcourt – Grade 8 ELA 2013‐2014
COLLECTION 4: April 28 – May 30, 2014 Essential Question Approaching Adulthood: At what age do students pass from childhood to adulthood? Text Focus
 Determine Theme  Analyze Stories  Analyze Language  Marigolds (Short Story)  The Whistle (Short Story) 
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Pacing April 28 – May 2  Determine Theme  Inferences May 5 – May 9  When Do Kids Become Adults? (Argument)  Much Too Young to Work So Hard (Nonfiction)  Trace & Evaluate an Argument May 12 – May 23  Is 16 Too Young to Drive a Car? (Article)  Fatal Car Crashes Drop for 16‐
Year‐Olds, Rise for Older Teens (Article)  Your Phone Can Wait & Driving Distracted (Public Service Announcements)  Determine Central Ideas & Details  Analyze the Text  Analyze Media May 19 – May 23 Identity (Poem) Hard on the Gas (Poem) Hanging Fire (Poem) Teenagers (Poem) Performance Task – (B) Produce a multimedia campaign. May 26 – May 30 Notes
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Year‐At‐A‐Glance Standards Pacing by Unit Standard Range of Reading and Text Complexity Integration of Knowledge and ideas Craft and Structure Key Ideas and Details Reading Literature Cite the textual evidence that most strongly supports an analysis of RL.8.1 what the text says explicitly as well as inferences drawn from the text. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to RL.8.2 the characters, setting, and plot; provide an objective summary of the text. Analyze how particular lines of dialogue or incidents in a story or drama RL.8.3 propel the action, reveal aspects of a character, or provoke a decision. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of RL.8.4 specific word choices on meaning and tone, including analogies or allusions to other texts. (See grade 8 Language standards 4‐6 for additional expectations.) Compare and contrast the structure of two or more texts and analyze RL.8.5 how the differing structure of each text contributes to its meaning and style. Analyze how differences in the points of view of the characters and the RL.8.6 audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Analyze the extent to which a filmed or live production of a story or RL.8.7 drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. RL.8.8 (Not applicable to literature) Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious RL.8.9 works such as the Bible, including describing how the material is rendered new. 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. RL.8.10 I
Unit
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4
X X X X X X X X X X X X X X Recurring Recurring standards are not necessarily an explicit focus of any given lessons, but are infused throughout daily or weekly instruction. Bold = California Additions to the Common Core State Standards (not referenced in Collections Curriculum); Bold/Uppercase X’s = aligned to required core lessons; Bold/Uppercase X’s w/Superscript = aligned ONLY to Selection‐Based Performance Task (choose one/unit) for week indicated by # as outlined in Weekly Focus section. Non‐bold/ Lowercase x’s w/ Superscript = aligned ONLY to optional Extend or Reteach lessons for the week indicated by # as outlined in Weekly Focus section. 8
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8 2013‐2014
Year‐At‐A‐Glance Standards Pacing by Unit Standard Range of Reading ad Text Complexity Integration of Knowledge and ideas Craft and Structure Key Ideas and Details Reading Informational Text Cite the textual evidence that most strongly supports an analysis of RI.8.1 what the text says explicitly as well as inferences drawn from the text. Determine a central idea of a text and analyze its development over the RI.8.2 course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Analyze how a text makes connections among and distinctions between RI.8.3 individuals, ideas, or events (e.g., through comparisons, analogies, or categories). Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the RI.8.4 impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (See grade 8 Language standards 4‐6 for additional expectations.) Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key RI.8.5 concept. a. Analyze the use of text features (e.g., graphics, headers, captions) in consumer materials. Determine an author’s point of view or purpose in a text and analyze RI.8.6 how the author acknowledges and responds to conflicting evidence or viewpoints. Evaluate the advantages and disadvantages of using different mediums RI.8.7 (e.g., print or digital text, video, multimedia) to present a particular topic or idea. Delineate and evaluate the argument and specific claims in a text, RI.8.8 assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. Analyze a case in which two or more texts provide conflicting RI.8.9 information on the same topic and identify where the texts disagree on matters of fact or interpretation. 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. RI.8.10 I
Unit
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4
X X X X X X X X X X X X X X X X X X X X X X x3 X X X Recurring Recurring standards are not necessarily an explicit focus of any given lessons, but are infused throughout daily or weekly instruction. Bold = California Additions to the Common Core State Standards (not referenced in Collections Curriculum); Bold/Uppercase X’s = aligned to required core lessons; Bold/Uppercase X’s w/Superscript = aligned ONLY to Selection‐Based Performance Task (choose one/unit) for week indicated by # as outlined in Weekly Focus section. Non‐bold/ Lowercase x’s w/ Superscript = aligned ONLY to optional Extend or Reteach lessons for the week indicated by # as outlined in Weekly Focus section. 9
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8 2013‐2014
Year‐At‐A‐Glance Standards Pacing by Unit Standard Writing Text Types and Purposes W.8.1 W.8.2 W.8.3 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. Write informative/explanatory texts, including career development documents (e.g., simple business letters and job applications), to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic or thesis statement 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. 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. Unit
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4
X X X X X X X X X X X X x4 X X X X X I
X X1 X 1 Recurring standards are not necessarily an explicit focus of any given lessons, but are infused throughout daily or weekly instruction. Bold = California Additions to the Common Core State Standards (not referenced in Collections Curriculum); Bold/Uppercase X’s = aligned to required core lessons; Bold/Uppercase X’s w/Superscript = aligned ONLY to Selection‐Based Performance Task (choose one/unit) for week indicated by # as outlined in Weekly Focus section. Non‐bold/ Lowercase x’s w/ Superscript = aligned ONLY to optional Extend or Reteach lessons for the week indicated by # as outlined in Weekly Focus section. 10
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8 2013‐2014
Year‐At‐A‐Glance Standards Pacing by Unit Standard I
Writing Production and Distribution of Writing W.8.4 W.8.5 W.8.6 W.8.7 Research to Build and Present Knowledge W.8.8 Range of Writing W.8.9 W.8.10 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.) 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.) 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. 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. 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. 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”). 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. Unit
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4
X X X x4 X1
X4 X X X X X X2 X3 X4 X X3
X4 X X3 X3 X X X1 X2 X X1
X3 X Recurring Recurring standards are not necessarily an explicit focus of any given lessons, but are infused throughout daily or weekly instruction. Bold = California Additions to the Common Core State Standards (not referenced in Collections Curriculum); Bold/Uppercase X’s = aligned to required core lessons; Bold/Uppercase X’s w/Superscript = aligned ONLY to Selection‐Based Performance Task (choose one/unit) for week indicated by # as outlined in Weekly Focus section. Non‐bold/ Lowercase x’s w/ Superscript = aligned ONLY to optional Extend or Reteach lessons for the week indicated by # as outlined in Weekly Focus section. 11
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8 2013‐2014
Year‐At‐A‐Glance Standards Pacing by Unit Standard Presentation of Knowledge and Ideas Comprehension and Collaboration Speaking and Listening 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. SL.8.1 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. Analyze the purpose of information presented in diverse media and SL.8.2 formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. Delineate a speaker’s argument and specific claims, evaluating the SL.8.3 soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Present claims and findings (e.g., argument, narrative, response to literature presentations), 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. SL.8.4 a. Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience. Integrate multimedia and visual displays into presentations to clarify SL.8.5 information, strengthen claims and evidence, and add interest. Adapt speech to a variety of contexts and tasks, demonstrating SL.8.6 command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.) I
Unit
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4
x1
X1 X3 X X X 2 x1 X1 X x1 x1 x1 X X 2 X X x
4 X1 X2 X x4
X4 X X X 3 X3 Recurring standards are not necessarily an explicit focus of any given lessons, but are infused throughout daily or weekly instruction. Bold = California Additions to the Common Core State Standards (not referenced in Collections Curriculum); Bold/Uppercase X’s = aligned to required core lessons; Bold/Uppercase X’s w/Superscript = aligned ONLY to Selection‐Based Performance Task (choose one/unit) for week indicated by # as outlined in Weekly Focus section. Non‐bold/ Lowercase x’s w/ Superscript = aligned ONLY to optional Extend or Reteach lessons for the week indicated by # as outlined in Weekly Focus section. 12
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8 2013‐2014
Year‐At‐A‐Glance Standards Pacing by Unit Standard Conventions of Standard English Vocabulary Acquisition and Use Knowledge of Language L.8.2 L.8.3 L.8.4 L.8.5 L.8.6 4
X X X X X X X X X X X X X X X X X X X X X X X X X X X I
Language L.8.1 Unit
1 3
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. d. Recognize and correct inappropriate shifts in verb voice and mood.
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. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. 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). 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 or trace the etymology of words. 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). 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). 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.
Recurring standards are not necessarily an explicit focus of any given lessons, but are infused throughout daily or weekly instruction. Bold = California Additions to the Common Core State Standards (not referenced in Collections Curriculum); Bold/Uppercase X’s = aligned to required core lessons; Bold/Uppercase X’s w/Superscript = aligned ONLY to Selection‐Based Performance Task (choose one/unit) for week indicated by # as outlined in Weekly Focus section. Non‐bold/ Lowercase x’s w/ Superscript = aligned ONLY to optional Extend or Reteach lessons for the week indicated by # as outlined in Weekly Focus section. 13
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Weekly Focus 8th Grade The Following Provides a Brief Overview of the OPTIONAL Performance Task Unit (for details and resources, refer to separate teacher and student documents provided) Week 1 January 13th – January 17th READING/WRITING Week 2 January 21st – January 24th 
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Text Set Introduction to Andrew Jackson (video) Bank Wars (video) Corporations (video) The Corporations (article) Bank Veto (article) Removal of Deposits (article) Hard Money (article) Henry Clay on Jackson’s Veto of the Bank Bill (primary source) Bank War Statement (primary source)  Build Background (RI.8.1, RI.8.8, SL.8.1a, SL.8.1b, SL.8.3)  Gather Evidence from Sources (RI.8.1, RI.8.2, RI.8.6, RI.8.8, RI.8.9, SL.8.1a, SL.8.1b, SL.8.3) Instructional Focus 
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Introduction to Andrew Jackson (video) Bank Wars (video) Corporations (video) The Corporations (article) Bank Veto (article) Removal of Deposits (article) Hard Money (article) Henry Clay on Jackson’s Veto of the Bank Bill (primary source) Bank War Statement (primary source)  Write Argumentative Essay with Peer Review and Editing (W.8.1a‐e, W.8.4, W.8.5, W.8.8, W.8.9b, L.8.2, L.8.3) IWL = Interactive Whiteboard Lesson 14
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8th Grade (TE pgs. 1‐86) READING Weekly Focus Week 1 Jan. 27th – Jan. 31st  Golden Glass (Short Story) Practice & Apply Week 5 Feb. 24th – Feb. 28th Week 6 3/3 – 3/7  from The Latehomecomer (Memoir)  What to Bring (Essay)  Museum Indians (Memoir)  Bonne Annee (Personal Essay)  A Place to Call Home (Research Study)  New Immigrants Share Their Stories (Documentary)  The Powwow at the End of the World (Poem)  Analyze Stories: Character, Plot (RL.8.1, RL.8.3)  Analyze Language (RL.8.4)  Analyze Text: Personal Essay (RI.8.1, RI.8.3, RI.8.5)  Central Ideas & Details (RI.8.1, RI, 8.2)  Analyze Language (RI.8.4)  Author’s Purpose (RI.8.1, RI.8.6)  Analyze Nonfiction Elements (RI.8.1, RI.8.3)  Analyze Meanings of Words & Phrases (RI.8.1, RI.8.4)  Analyze Text: Memoir (RI.8.1, RI.8.3)  Analyze Media (RI.8.7, SL.8.2)  Determine Meaning of Words & Phrases (RL.8.4, RL.8.9)  Make Inferences (RL.8.1)  Analyzing the Text pg. 28 (RL.8.1, RL.8.2, RL.8.3, RL.8.4)  Analyzing the Text pg. 38 (RI.8.1, RI.8.2, RI.8.3, RI.8.4, RI.8.5) pg. 51 (RI.8.1, RI.8.3, RI.8.4)  Analyzing the Text pg. 68 (RI.8.1, RI.8.2, RI.8.3, RI.8.4, RI.8.5)  Analyzing the Media pg. 74 (RI.8.1, RI.8.2, RI8.3, RI.8.6, RI.8.7) pg. 78 (RL.8.1, RL.8.4) Performance Task A: Write an Expository Essay (W.8.2a – e, W.8.4, W.8.5, W.8.9) (Conduct research and write a short expository essay on the best ways for people from other countries to adjust living in the United States.) Common Assessment (March 3 ‐ 4) Reteach (March 5 ‐ 7) Close Reader Selection (in margins of TE) Week 4 Feb. 17th – Feb. 21st  My Favorite Chaperone (Short Story) Instructional Focus Week 3 Feb. 10th – Feb. 14th Anchor Text Supporting Texts Week 2 Feb. 3rd – Feb. 7th IWL = Interactive Whiteboard Lesson 15
RUSD/C&I December 2013
8th Grade (TE pgs. 1‐86) Weekly Focus Week 1 Jan. 27th – Jan. 31st Week 2 Feb. 3rd – Feb. 7th Week 3 Feb. 10th – Feb. 14th Week 4 Feb. 17th – Feb. 21st  Write a Summary pg. 30a (RL.8.2, RL.8.3)  Determine Author’s Purpose pg. 40a (IWL) (RI.8.6)  Integrating Information from Text and Graphic Aids pg. 52a (RI.8.3)  Reading Informational Text pg. 52a (IWL) (RI.8.3)  Evaluating Sources pg. 70a (RI.8.8)  Creating a Video pg. 74a (SL.8.4, SL.8.5)  Analyze Modern Fiction pg. 78a (RL.8.9) Analyze Lyric Poems pg. 78a (RL.8.4)  Analyze Poetry: Line Length pg. 78b (RL.8.4)  Analyze Stories: Plot pg. 30a (RL.8.1, RL.8.3)  Determine Central Idea and Details pg. 40a (RI.8.2)  Figurative Language pg. 70a (RL.8.4, RI.8.4)  Evaluate a Documentary pg. 74a (RI.8.7, SL.8.2)  Determine Meaning of Words and Phrases pg. 78b (RL.8.4, RL.8.9) Reteach LANGUAGE  Context Clues pg. 29 (L.8.4a, L.8.4d)  Using a Glossary pg. 39 (L.8.4c)  Using Greek Prefixes pg. 52 (L.8.4b , L.8.6)  Using Latin Prefixes pg. 69 (L.8.4b, L.8.4d, L.8.6)  Imperative Mood pg. 30 (L.8.1c)  Participles pg. 40 (L.8.1a)  Active and Passive Voice pg. 70 (L.8.1b, L.8.3a) Language WRITING Vocabulary Strategy Selection‐Based Performance Task (choose one or more)  Writing Activity: Summary pg. 28 (W.8.2) Performance Task A: Write an Expository Essay (W.8.2a – e, W.8.4, W.8.5, W.8.9) (Conduct research and write a short expository essay on the best ways for people from other countries to adjust living in the United States.)  Media Activity: Poster pg. 38 (W.8.7, SL.8.1a)  Writing Activity: Explanation pg. 51 (W.8.2, W.8.7, W.8.8)  Writing Activity: Report pg. 68 (W.8.2, W.8.7, W.8.8) Common Assessment (March 3 ‐ 4) Reteach (March 5 ‐ 7) (optional based on students’ needs) (optional based on students’ needs) Week 6 3/3 – 3/7 READING Extend Week 5 Feb. 24th – Feb. 28th  Media Activity: Video pg. 74 (SL.8.2, SL.8.5, W.8.7)  Speaking Activity: Discussion pg. 78 (RL.8.9, W.8.7, W.8.9) IWL = Interactive Whiteboard Lesson 16
RUSD/C&I December 2013
8th Grade READING Week 1 Mar. 24th – Mar. 28th Week 2 Mar. 31st – Apr. 4th  from Narrative of the Life of Frederick Douglass, an American Slave (Autobiography)  The Drummer Boy of Shiloh (Historical Fiction) Close Reader Selection  My Friend Frederick Douglass (Biography)  A Mystery of Heroism (Short Story) Instructional Focus (in margins of TE) Practice & Apply Extend (optional based on students’ needs) Reteach (optional based on students’ needs) Week 4 th
Week 5 Apr. 14 – Apr. 18th 4/21‐4/25 Performance Task A: Create a Visual Presentation (W.8.4, W.8.6, W.8.7, SL.8.5) (Combining text with a poster or multimedia, you will create a visual presentation that gives viewers access to the words and deeds that made these heroes worth celebrating.) Anchor Text Supporting Texts Week 3 Apr. 7th – Apr. 11th Common Assessment (April 21 ‐ 22) Reteach (April 23 ‐ 25) (TE pgs. 141‐210) Weekly Focus  From Harriet Tubman: Conductor of the Underground Railroad (Biography)  Civil War Journal (Journal Entries)  From Bloody Times: The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis (History Writing)  O Captain! My Captain (Poem)  Analyze Text: Autobiography, Biography (RI.8.1, RI.8.3, RI.8.5, RI.8.6)  Analyze Language (RI.8.4)  Analyze Structure (RI.8.1, RI.8.3, RI.8.4, RI.8.5)  Analyze Stories: Historical Fiction (RL.8.1, RL.8.2, RL.8.3)  Determine Meanings of Words & Phrases (RL.8.1, RL.8.4)  Draw Conclusions (RL.8.1)  Analyze Structure: Comparison & Contrast (RI.8.1, RI.8.3, RI.8.5)  Analyze Language (RI.8.4, L.8.5c)  Determine Meaning of Words & Phrases (RL.8.4)  Analyzing the Text pg. 149 (RI.8.1, RI.8.3, RI.8.4, RI.8.5, RI.8.6) pg. 164 (RI.8.1, RI.8.3, RI.8.4, RI.8.5)  Analyzing the Text pg. 174 (RL.8.1, RL.8.2, RL.8.3, RL.8.4)  Analyzing the Text pg. 196 (RI.8.1, RI.8.3, RI.8.4, RI.8.5) pg. 202 (RL.8.1, RL.8.4, RL.8.5)  Collaborative Discussion pg. 150a (SL.8.1a, SL.8.1b, SL.8.1c, SL.8.1d)  Cite Evidence pg. 166a (IWL) (RI.8.1)  Draw Conclusions pg. 176a (RL.8.1)  Generating Questions for Research pg. 198a (IWL) (W.8.7)  Analyze Style pg. 202a (RL.8.4, RL.8.5)  Analyze Structure: Stanza and Rhyme Scheme pg. 202a (IWL) (RL.8.5)  Meter and Scansion pg. 202b (RL.8.5)  Analyze Text: Autobiography & Author’s Purpose pg. 150a (RI.8.3, RI.8.5, RI.8.6)  Analyze Text: Biography pg. 166a (RI.8.3, RI.8.5)  Analyze Stories: Historical Fiction pg. 176a (RL.8.2)  Analyze Structure: Comparison and Contrast pg. 198a (RI.8.3, RI.8.5)  Determine Meanings of Words & Phrases pg. 202b (RL.8.4) IWL = Interactive Whiteboard Lesson 17
RUSD/C&I December 2013
8th Grade LANGUAGE Vocabulary Strategy Language WRITING Week 1 Mar. 24th – Mar. 28th Week 2 Mar. 31st – Apr. 4th Week 3 Apr. 7th – Apr. 11th Week 4 4/21‐4/25 Performance Task A: Create a Visual Presentation (W.8.4, W.8.6, W.8.7, SL.8.5) (Combining text with a poster or multimedia, you will create a visual presentation that gives viewers access to the words and deeds that made these heroes worth celebrating.)  Use Context Clues pg. 150 (L.8.4a, L.8.4b)  Use Word Relationships pg. 165 (L.8.5b)  Interpret Figures of Speech pg. 175 (L.8.4a, L.8.5a, L.8.6)  Use Context Clues pg. 197 (L.8.4a, L.8.4d)  Conditional Mood pg. 166 (L.8.1c, L.8.3c)  Indicative Mood pg. 176 (L.8.1c)  Gerunds pg. 198 (L.8.1a)  Respond by Speaking pg. 174 (SL.8.1, SL.8.2, SL.8.4)  Respond in Writing pg. 196 (W.8.7, W.8.8, W.8.9b)  Respond by Speaking pg. 202 (SL.8.1, SL.8.6)  Writing Activity: Literary Analysis pg. 149 (SL.8.1a, SL.8.4, W.8.2b, W.8.9b) Selection‐Based  Speaking Activity: Speech pg. 164 Performance Task (SL.8.4, W.8.7, W.8.9b) (choose one or more) IWL = Interactive Whiteboard Lesson 18
Week 5 Apr. 14th – Apr. 18th Common Assessment (April 21 ‐ 22) Reteach (April 23 ‐ 25) (TE pgs. 141‐210) Weekly Focus RUSD/C&I December 2013
8th Grade (TE pgs. 211‐276) READING Anchor Text Close Reader Selection Supporting Texts Instructional Focus (in margins of TE) Practice & Apply Weekly Focus Week 1 April 28th – May 2nd Week 2 May 5th – May 9th Week 3 May 12th – May 16th Week 4 May 19th – May 23rd Week 5 May 26th – May 30th  Marigolds (Short Story)  When Do Kids Become Adults? (Argument)  The Whistle (Short Story)  Identity (Poem)  Hard on the Gas (Poem)  Hanging Fire (Poem)  Teenagers (Poem)  Is 16 Too Young to Drive a Car? (Article)  Fatal Car Crashes Drop for 16‐Year‐Olds, Rise for Older Teens (Article)  Your Phone Can Wait & Driving Distracted (Public Service Announcements)  Much Too Young to Work So Hard (Nonfiction)  Determine Theme (RL.8.1,  Determine Theme RL.8.2) (RL.8.1, RL.8.2)  Analyze Stories:  Inferences (RL.8.1) Characters’ Motivation (RL.8.1, RL.8.3)  Analyze Lang. (RL.8.4)  Trace & Evaluate an Argument (RI.8.5, RI.8.6, RI.8.8)  Determine Central Idea & Details (RI.8.1, RI.8.2, RI.8.3, RI.8.5)  Analyze Text (RI.8.1, RI.8.3, RI.8.8)  Analyze Media (SL.8.2)  Analyzing the Text pg. 226 (RL.8.1, RL.8.2, RL.8.3, RL.8.4)  Analyzing the Text pg. 244 (RI.8.1, RI.8.3, RI.8.4, RI.8.6, RI.8.8, RI.8.9)  Analyzing the Text pg. 255 (RI.8.1, RI.8.2, RI.8.3, RI.8.5) pg. 258 (RI.8.1, RI.8.3, RI.8.4, RI.8.7, RI.8.8) Pg. 260 (RI.8.1, RI.8.2, RI.8.3, RI.8.5, RI.8.8, RI.8.9)  Analyze Media pg. 267 (SL.8.2) pg. 268 (RI.8.7)  Analyzing the Text pg. 233 (RL.8.1, RL.8.2, RL.8.4, RL.8.5) Performance Task B: Produce a Multimedia Campaign (RI.8.1, W.8.1a‐e, W.8.5, W.8.6, W.8.8, W.8.9b, SL.8.4, SL.8.5) (One selection in Collection 4 asks, “When Do Kids Become Adults?” In this activity, you will create a multimedia campaign to present your response to that age‐
old question. Your campaign will include an editorial along with messages in one or two other mediums.) IWL = Interactive Whiteboard Lesson 19
RUSD/C&I December 2013
8th Grade (TE pgs. 211‐276) READING Weekly Focus Week 1 April 28th – May 2nd Week 2 May 5th – May 9th Week 3 May 12th – May 16th  Make Inferences pg. 228 (IWL) (RL.8.1)  Determine Meaning of Words and Phrases pg. 234a (IWL) (RL.8.4)  Fact & Opinion pg. 246a (RI.8.2, RI.8.8)  Analyze Stories: Characters’ Motivation pg. 228a (RL.8.3)  Determine Theme pg. 234a  Trace and Evaluate an (RL.8.2) Argument pg. 246a (RI.8.6, RI.8.8) Extend (optional based on students’ needs) Reteach Week 5 May 26th – May 30th  Write an Objective Summary pg. 262a (IWL ) (RI.8.2, W.8.2, W.8.4)  Camera Shots and Shot Selections pg. 268a (RI.8.7, SL.8.2)  Persuasive Techniques: Visual and Print/Narration pg. 268a (RI.8.7, SL.8.2)  How to Create a Public Service Announcement pg. 268b  Analyze Information in Texts pg. 262a (RI.8.9)  Evaluating Advantages and Disadvantages of Media pg. 268b (RI.8.7, SL.8.2) Performance Task B: Produce a Multimedia Campaign (RI.8.1, W.8.1a‐e, W.8.5, W.8.6, W.8.8, W.8.9b, SL.8.4, SL.8.5) (One selection in Collection 4 asks, “When Do Kids Become Adults?” In this activity, you will create a multimedia campaign to present your response to that age‐
old question. Your campaign will include an editorial along with messages in one or two other mediums.) (optional based on students’ needs) Week 4 May 19th – May 23rd IWL = Interactive Whiteboard Lesson 20
RUSD/C&I December 2013
8th Grade (TE pgs. 211‐276) LANGUAGE Vocabulary Strategy Language WRITING Weekly Focus Week 1 April 28th – May 2nd Week 2 May 5th – May 9th Week 3 May 12th – May 16th Week 4 May 19th – May 23rd  Use Latin Suffixes pg. 227 (L.8.4b, L.8.4d, L.8.6)  Greek Roots pg. 245 (L.8.4b, L.8.4d)  Domain‐Specific Words pg. 261 (L.8.4a, L.8.6)  Infinitives pg. 228 (L.8.1a)  Words Ending in y pg. 234 (L.8.2c)  Shifts in Voice and Mood pg. 246 (L.8.1d)  Fragments pg. 262 (L.8.1)   Writing Activity: Essay pg. 226 (W.8.2, W.8.4, W.8.9a) Selection‐Based Performance Task (choose one or more)  Writing Activity: Comparison pg. 233 (W.8.9a)  Speaking Activity: Debate pg. 244 (W.8.7, SL.8.4, SL.8.5, SL.8.6)  Writing Activity: Opinion pg. 260 (W.8.1b, W.8.4, W.8.9b)  Media Activity: Public Service Announcement pg. 268 (W.8.1b, W.8.7, SL.8.2, SL.8.5) Week 5 May 26th – May 30th Performance Task B: Produce a Multimedia Campaign (RI.8.1, W.8.1a‐e, W.8.5, W.8.6, W.8.8, W.8.9b, SL.8.4, SL.8.5) (One selection in Collection 4 asks, “When Do Kids Become Adults?” In this activity, you will create a multimedia campaign to present your response to that age‐
old question. Your campaign will include an editorial along with messages in one or two other mediums.) IWL = Interactive Whiteboard Lesson 21
RUSD/C&I December 2013