Aug. 20th - Aug. 24th
Indicator / CCSS
Review Weak Standards from 2011 - 2012 / Review Weak Standards from 2011 - 2012
Instructional Strategies
Resources
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Aug. 27th - Aug. 31th
Aug. 27th - Aug. 31th
Indicator / CCSS
8-1.1
Compare/contrast ideas within and across literary texts to make inferences. / 8.RL.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
8-3.1
Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words. / 8.RL.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
8-4.1
Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. / 8.W.3.Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Instructional Strategies
8-1.1
1. Students will set up a “cause and effect” chart to show the causes and effects within and across literary texts to make inferences. Quadrant C
2. Students will read “Monkey’s Paw”, “Tell-Tale Heart”, “Hitchhiker”, “The Landlady”, and “The 3rd Wish” to compare/contrast the conflict in suspense stories and make inferences. Quadrant C’
3. Students will compare and contrast I Hear America Singing by Walt Whitman and a poem by Shel Silverstein to make inferences. Quadrant C
4. Students will compare and contrast the theme of two ballads. Quadrant C
5. Students will use a Venn diagram to compare and contrast two poems by the same author, such as “Stopping By Woods On A Snowy Evening” and “The Road Not Taken” by Robert Frost. Compare/contrast the themes. Quad C
6. Students will compare and contrast the themes in two poems by different authors. Quadrant C
8-3.1
1. Students will read literature that has strong voice in complex structure. Discuss meaning of unknown words in context. Quadrant A
2. Students will list unfamiliar words they encounter in their independent reading. They will develop a definition for each of these words using context clues in the text. They will verify or modify those definitions using a dictionary. Quadrant C
8-4.1
1. Students will use graphic organizers such as webs, charts or
outlines to generate and organize ideas. Quadrant B
2. Students will be divided into groups that will brainstorm to
organize ideas. Quadrant B
3. Students will watch a video clip or look at a picture to generate ideas for writing a story. Quadrant B
4. Students will maintain a writing notebook with writing topics about which they are interested. Quadrant B
5. Students will play “Brain Drain” (free write) for 5-10 minutes about a specific topic. The goal is to “drain the brain” of all information about the topic. Quadrant B
6. The teacher will read one of the following: a children’s book, excerpt, news article, and poem. Students will write for 10-15 minutes in their writer’s notebook a response or a connection to the text. This is a quick write! Quadrant B
7. Students will respond to journal topics and keep their responses in their writing folder to use as pre-writing/brainstorming pieces. Quadrant B
Resources
Daily Oral Language
Websites: www.studyisland.com, www.readwritethink.org, www.scetv.org/education/streamlinesc/, http://wvde.state.wv.us/learn21/6/8/languagearts/
S3 Curriculum: http://scde.mrooms.org/index.php?page=14484
Other Resources: PASS Coach Book ELA: pgs. 40-43 (8-1.1), PASS Coach Book ELA: pgs. 18-21 (8-3.1)
PASS Coach Book ELA: pgs. 110-113 (8-4.1), "Quinn"Essential Reading Log
Common Core:
Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf,
Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdf
Appendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Sept. 3rd - Sept. 7th
Sept. 3rd
Indicator / CCSS
Labor Day (Holiday) / Labor Day (Holiday)
Instructional Strategies
Labor Day (Holiday)
Resources
Labor Day (Holiday)
Assessment
Labor Day (Holiday)
Sept. 4th - Sept. 7th
Indicator / CCSS
8-1.2
Explain the effect of point of view on a given narrative text. / 8.RL.6.Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
8-3.2
Analyze the meaning of words by using Greek and Latin roots and affixes within texts / 8.L.4.Determine or clarify the meaning of unknown and multiple-meaning words or phrases based ongrade 8 reading and content, choosing flexibly from a range of strategies.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,precede, recede, secede).
8-4.2
Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex). / None
Instructional Strategies
8-1.2
1. The teacher will conduct a mini-lesson on point of view.
Quadrant A
2. The teacher will select some short stories in which third person limited omniscient and third person omniscient points of view are seen. Students will identify the correct point of view. Quadrant A
3. Students will discuss how different points of view can affect theme using first-person and third-person examples. Quadrant C
4. Rewrite a folk tale of Asia or Africa such as “The Wise Old Woman” or “The People Could Fly” from another point of view. Quadrant D
5. Students will place sticky notes in text to document evidence of point of view. Quadrant B
6. The teacher will have conversations about characters, point of view, mood, and tone with students during reading conferences. Quadrant C
8-3.2
1. Students will complete a study on word stems and Greek and Latin roots and affixes and will create a word list of their own. Quadrant C
2. Students will analyze a group of words using the same stem. They will develop a definition for the stem based on their definition for these words. Quadrant C
3. Students will analyze words from the texts for Greek and Latin roots and affixes.
4. The teacher will help students master prefixes, roots, and suffixes for grade 8 from Appendix C of the 2008 SC ELA standards using flashcards, Frayer Model, etc.
Prefixes / Roots / Suffixes
Greek / Latin
ad- (toward) / astro (star) / bene (good) / -al (adj)
de- (down) / chron (time) / fer (carry) / -ism (n)
mal- (bad) / helio (sun) / flex/flect (bend) / -ize (v)
bin- (two) / hetero (different) / ject (throw) / -ive (adj)
cata- (down) / homo (same) / pend (hang)
under- (below) / neo (new) / rupt (break)
omni- (all) / paleo (old) / sol (sun)
syn/sym (with) / stell (star)
temp/tempo (time)
voc (call)
8-4.2
1. The teacher will lead mini-lessons that focus on sentence types with students. Quadrant B
2. After reading any selection of genres, students will respond using include a variety of types of sentences. Quadrant C
Resources
Daily Oral Language
Websites: www.studyisland.com, www.readwritethink.org, www.scetv.org/education/streamlinesc/, http://wvde.state.wv.us/learn21/6/8/languagearts/
S3 Curriculum: http://scde.mrooms.org/index.php?page=14484
Other Resources: PASS Coach Book ELA: pgs. 62-65 (8-1.2), PASS Coach Book ELA: pgs. 14-17 (8-3.2), PASS Coach Book ELA: pgs. 88-91 (8-4.2), "Quinn"Essential Reading Log
Common Core:
Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf,
Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdf
Appendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf
Assessment
Week of Sept. 10th - Sept. 14th
Sept. 10th - Sept. 14th
Indicator / CCSS
8-1.3
Interpret devices of figurative language (including extended metaphor and oxymoron). / 8.RL.4.Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
8.L.5.Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. verbal irony, puns) in context.
8-3.3
Interpret the meaning of idioms and euphemisms encountered in texts. / None
8-4.3
Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs. / 8.W.4.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.)
Instructional Strategies
8-1.3
1. Students will read selected passages to determine the use of figurative language and the type used. Quadrant A
2. Students will write poems containing various forms of figurative language: onomatopoeia, assonance, alliteration, simile, metaphor, extended metaphor, hyperbole, oxymoron, and paradox. Quadrant D
3. Students will write a folk tale or fable using personification. Quadrant C
4. Students will rewrite a fairy tale in modern language focusing on simile, extended metaphor, hyperbole, personification, oxymoron, and paradox. Quadrant C
5. Students will interpret similes and metaphors in poems and prose to determine proficiency in figurative language. Quadrant C
6. Students will compare/contrast figurative language in both prose and poetry. Quadrant B
7. Students will create a comic strip based on a simile or metaphor. In the comic strip, they will explain the meaning of their simile/metaphor. Quadrant C
8. Students will record and share examples of figurative language in novels. Then, students should be allowed to “try it” in their own writing. Quadrant B
8-3.3
1. Students will analyze idioms and euphemisms in texts. Quad B
8-4.3
1. Students will describe a day in their life without clean or hot water (e.g., brushing your teeth, showering, drinking) in a multiple-paragraph composition. Quadrant B
2. After reading several published critical reviews for video games, books, or movies, students will write their own review about their video game, book, or movie of their choice. They will try to parallel the descriptive language used in the published reviews. Quadrant C
Resources
Daily Oral Language
Websites: www.studyisland.com, www.readwritethink.org, www.scetv.org/education/streamlinesc/, http://wvde.state.wv.us/learn21/6/8/languagearts/
S3 Curriculum: http://scde.mrooms.org/index.php?page=14484
Other Resources: PASS Coach Book ELA: pgs. 66-69 (8-1.3), PASS Coach Book ELA: pgs. 22-25 (8-3.3), PASS Coach Book ELA: pgs. 92-95 (8-4.3)
Common Core:
Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf,
Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdf
Appendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf
Assessment
Week of Sept. 17th - Sept. 21th
Sept. 17th - Sept. 21st
Indicator / CCSS
8-1.4
Analyze a given literary text to determine its theme. / 8.RL.2.Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
8-3.4
Interpret the connotations of words to understand the meaning of a given text. / 8.L.5.Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,bullheaded, willful, firm, persistent, resolute).
8-4.4
Use grammatical conventions of written Standard American English including reinforcement of conventions previously taught. / 8.L.1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice and mood.*
8.L.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.
Instructional Strategies
8-1.4
1. Students will work in groups to read newspaper articles and will look for ideas that are relevant/accurate to include in a summary. Students will write as the teacher models on the overhead or smart board. Students will discuss what type of things would make synopsis inaccurate if added. Students complete a second article and summary on their own to share with the class. The class will listen for accurate/relevant details. (Students will identify theme.) Quadrant A
2. The teacher will divide a difficult article into small sections and assign one or two paragraphs per student. Students will read and paraphrase their section and record paraphrase on overhead, board, etc. Each student will read his or her paraphrase to the class. Students will take notes. (Students will identify theme.) Quadrant A
3. Students will read a variety of passages and write themes of each
passage. Quadrant B
4. Students will summarize a text and then write questions that can be answered from the information in their summary. They will exchange the summary and questions with a partner who will answer the questions using the summary. Identify the theme. Quadrant B
5. Students will keep a reader’s response journal where they will include summaries and themes of what they read independently. Students will also include analysis of particular literary elements and their own evaluation of the text in their reader’s response journal entries. Quadrant B,C
6. Students will read a multi-paragraph text. They will locate the key words from each paragraph and write them on a sticky note (the size of the sticky note will limit the number of words the student can choose.) They will use these keywords to write a summary of the text. (The teacher may need to model this before students do this independently. They will then identify the theme.) Quadrant C
7. Students will think/pair/share main idea and/or theme of single paragraphs. They will eventually advance to multi-paragraph selections and to complete short works. (Think/pair/share is where students turn to a partner in class to briefly discuss the text read.) Quadrant B
8. Students will write an editorial reply to a newspaper editorial. As students read the editorial, they will pull out the important details. They will respond to these details in their editorial reply. Quadrant D