Reading – Writing Speaking & Listening Language ......Hatchet by Gary Paulsen I Never Had It Made by Jackie Robinson The Pigman by Paul Zindel The Road Not Taken by Robert Frost

[U-46 SECONDARY ELA CURRICULUM FRAMEWORKS OVERVIEW] 2015-2020

Updated July 2016 Page 36

6th

Grade - Unit 1

What impact does change have on a person’s understanding? – first trimester

Strands

Reading –

Literary/Informational

Writing Speaking & Listening Language/Conventions

Read closely to cite, analyze

and infer appropriate to task,

purpose and audience.

Produce clear and

consistent evidence based

writing appropriate to task,


Present and respond to

information appropriate to

task, purpose and audience.

Demonstrate command of

grammar, usage and

language appropriate to


Instructional

Focus Standards

1 – Cite textual

evidence/draw inferences

2– Determine central

ideas/themes/summarize

9 – analyze source material

3- Narrative

9-Draw evidence to support

1-Prepare and participate 4 – Language in context

Topical

Essential

Questions

How can close

reading of single or

multiple texts help a

reader infer themes?

How do writers craft a

theme in a piece of

narrative text?

How do readers use

text evidence to

support the analysis of

a text?

How does word

choice impact

the meaning of

the text?

How do readers determine

the meaning of unknown

words?

Enduring

Understandings

Good readers read

and reread texts to

compare, infer, and

synthesize author’s

purpose and style to

analyze theme

development.

Writers craft a theme

by developing events

and characters using a

narrative structure.

Effective readers

determine central

ideas, identify

appropriate text

evidence and explain

the connection to draw

conclusions.

The connotation

and denotation

of words

powerfully affect

the meaning of

the text.

Readers use word parts and

context clues to

comprehend unknown

words.

Assessments Formative Summative

Diagnostic

Readers/Writers Notebook

Annotating and Marking the Text

Graphic Organizers

Conferencing

Drafts

Narrative piece (writing)

*Additional Summative Assessments developed by the grade

level per building



Learning Targets I can read and reread texts for a variety of purposes.

I can develop a narrative with a theme, characters and plot events.

I can Identify central ideas and explain them.

I can explain the connection that text evidence has to ideas.

I can cite text appropriately.

I can analyze theme and character development.

I can construct meaning from multiple meaning words.

I can use context clues to gain understanding.

I can determine author’s purpose.

I can annotate and mark the text during readings and rereading.

I can participate in discussions.

Essential

Vocabulary

Tier Two Tier Three

Participate

Share

Connect

Compare

Infer

Develop

Generate

Determine

Explain

Cite

Textual Evidence

Express

Retell

Communicate

Imagine

Transform

Annotate

Inference

Evidence

Theme

Personal Opinion

Character Development

Character Trait

Dialogue

Climax

Conflict

Incident

Resolution

Story Element / Story map

Interaction

Connotative meaning

Denotative meaning

Figurative Meaning

Literal Meaning

Author’s purpose

Analysis

Narrative

Recommended

Text

The Monsters are Due on Maple Street by Rod Serling

I Am an American by Jerry Stanley

Children of the Dust Bowl by Jerry Stanley

Les Miserables by Victor Hugo

Roll of Thunder, Hear My Cry by Mildred D. Taylor



6th

Grade - Unit 2

How are people transformed through their relationships with others?– first trimester

Strands

Reading –






Produce clear and








grammar, usage and



Instructional

Focus Standards

1 – Cite textual evidence /

draw inferences

2 – Determine central

ideas/themes/summarize

3-Analyze characters/events

5- Analysis Structure

1 – Argument

3 - Narrative

1 – Prepare and participate

4 – Language in context

Topical

Essential

Questions

How do story

elements convey

meaning?

How does a section

of text impact the

whole text?

What makes a strong

literary analysis?

How do writers select

and support appropriate

text evidence in their

writing?

How does an author's

use of word choice and

use of figurative

language affect their

craft?

Enduring

Understandings

Meaning is gained

through analysis of

character, plot,

setting, climax,

conclusion, and

theme.

Each section of a

text impacts the

development of the

overall piece and its

meaning.

A strong literary analysis

points out the author’s

choices and explains the

significance of these

choices by developing

an argument with new

and complex

understandings.

Writers identify ideas

and text logically

grounded to support

their claim and then

provides reasoning.

Authors use specific

words and phrases to

establish tone and allow

their readers to gain

insight and strengthen

their understanding of

the message.



Graphic Organizers organization and sequence

Reader’s/Writer’s Notebook

Conferencing

Drafts

Literary Analysis


level per building



Learning Targets I can use graphic organizers to analyze text.

I can generate ideas using graphic organizers.

I can create multiple drafts of a piece of writing.

I can collaborate with others for a purpose.

I can evaluate how an episode and/or line impact the rest of a text.

I can write an analysis of a text to demonstrate my understanding and reaction to a text.

I can support ideas with details and evidence.

I can evaluate the tone of a text.

Essential

Vocabulary

Tier Two Tier Three

Collaborate

Create

Connect

Evaluate

Infer

Analysis

Generate

Determine

Explain

Cite

Textual Evidence

Express

Craft

Communicate

Strengthen

Transform

Tone

Plot

Theme

Setting

Line

Argument

Logical Reasoning

Figurative Language: Irony, Symbolism, Alliteration, Analogy

Episode

Climax

Character Traits

Theme

Point of View: 1st

, 2nd

, 3rd

Recommended

Text

A Wrinkle in Time by Madeleine L’Engle

Red Scarf Girl by Ji-li Jiang

Roll of Thuder, Hear My Cry by Mildred D. Taylor

Children of the Dust Bowl by Jerry Stanley

Les Miserables by Victor Hugo

Hatshepsut: His Majesty, Herself by Catherine M Andronlik

and Joseph Daniel Fielder

Book of the Dead

Book of Exodus

Aesop’s Fables by Aesop

The Lightning Thief by Rick Riordan

Heroes Every Child Should Know: Perseus by H.W. Mabie

Black Ships Before Troy by Rosemary Sutcliff



6th

Grade - Unit 3

What causes change? – Second Trimester

Strands

Reading –






Produce clear and








grammar, usage and



Instructional

Focus Standards

5 – Analyze structure

6-Analyze point of view

9-Analyze source material

2 – Informational /

Explanatory

8-Gather sources

1 – Prepare and participate

4- Present

2- Conventions

Topical

Essential

Questions

How do readers determine

the credibility of a source?

How do groups share and

gather information to draw

generalizations?

What structures do effective

writer's use to inform and

explain a topic to their

readers?

How does a writer establish

their point of view in a piece

of writing?

Enduring

Understandings

Readers evaluate the validity

of a source by comparing

facts, opinions and reasoning

with other sources.

Group participants share

their ideas and actively listen

to information, in order to

question and reflect on ideas

to present new findings.

Writers purposefully use a

variety of structures to craft

their message while staying

focused, detailed, and

organized, in order to clearly

communicate ideas to an

audience.

The writer uses a claim and

evidence to establish their

point of view.


Graphic Organizers organization and sequence

Reader’s / Writer’s Notebook

Conferencing


Present a Claim

Informational Written piece (RST)

• What’s Important…

• Take a side


level per building



Learning Targets I can evaluate the validity of sources.

I can compare facts, opinions and reasoning from multiple sources.

I can effectively use questions both in my reading and in a group.

I can reflect on my reading and writing.

I can generate new ideas and thoughts.

I can develop a variety of text structures including compare / contrast, problem / solution, cause / effect, and descriptive.

I can write from first and third person points of view.

I can use elaboration in my writing.

I can present orally my information to others for a specific purpose.

I can gather information from a variety of sources.

Essential

Vocabulary

Tier Two Tier Three

Incorporate

Organize

Engage

Match

Build

Generate

Reflect

Effective

Select

Reflect

Arrange

Expand

Present

Summarize

Synthesize

Explore

Reason

Claim

Gather

Listen

Research

Quote

Reason

Support

Objective Summary

Chronology

Exposition

Conflicting Evidence

News Bulletin

Version

Account

Periodical

Primary Source

Memo

First Person

Firsthand

Third Person

Perspective

Documentary

Format

Lecture

News Broadcast

Editorial

Feature Story / Article

Secondary Source

Recommended

Text

Book of the Dead

The Lightning Thief by Rick Riordan

Heroes Every Child Should Know: Perseus by H.W. Mabie

Black Ships Before Troy by Rosemary Sutcliff

The Hero Schliemann by Laura Amy Schlitz



6th

Grade - Unit 4

How can perspective change an interpretation? – Second Trimester

Strands

Reading –






Produce clear and








grammar, usage and



Instructional

Focus Standards

3 – Analyze

events/characters

6 – Analyze point of view

7 – Compare / contrast two

different mediums

8 – Delineate/evaluate

argument and claims

1 – Argument

2 - Informational

2– Interpret information

presented

4-Langugae in context

Topical

Essential

Questions

How do readers gather

information from diverse

media and text to support

analysis, reflection, and

research?

How do writers engage their

reader to have a deeper

understanding of their claim?

How do readers analyze key

individuals, events, or ideas

and their contribution to the

development of ideas from

multiple texts?

How do readers interpret

diverse media formats?

Enduring

Understandings

Readers revisit diverse media

and text with the claim in

mind identifying valid

evidence that supports it.

Writers use a variety of text

features, info graphics,

images, and other

multimedia to extend their

audiences understanding.

Readers analyze and connect

the authors’ development of

literary elements and the

impact of those elements on

the overall pieces.

Readers close read media

first for content, then for the

way the content is

structured, and finally to gain

a deeper understanding.


Reader’s response

Socratic Seminars

Graphic Organizers

Writer’s Notebook

Conferencing

Literary Analysis with two pieces of text (Literary Analysis

Task)

Public Service Announcement


level per building



Learning Targets I can gather information and understanding from multimedia sources.

I can develop and support a claim.

I can analyze the purpose of multimedia.

I can close read visual media.

I can synthesize information from multiple sources to present a claim.

I can analyze the development of plot, events and characters in multiple pieces of text.

I can describe the development of an argument.

Essential

Vocabulary

Tier Two Tier Three

Reread

Question

Study

Compile

Refer

Analyze

Specify

Synthesize

Claim

Reason

Anticipate

Convey

Record

Disagree

Confirm

Evaluate

Target Audience

Task

Purpose

Deadline

Appeal

Credible

Tone

Focus

Info Graphs

Visual Media

Audio Media

Valid

Reflection

Text elements

Recommended

Text

Hatchet by Gary Paulsen

I Never Had It Made by Jackie Robinson

The Pigman by Paul Zindel

The Road Not Taken by Robert Frost

Guts: True Stories Behind Hatchet and the Brian Books by Gary Paulsen



6th

Grade - Unit 5

How and why does change occur? – fifth 6 weeks

Strands

Reading –






Produce clear and








grammar, usage and



Instructional

Focus Standards


different mediums

9 – Analyze source material

7- Short research

8 – Gather sources

9 – Draw evidence to support

4 – Present information

6 – Adapt speech

3a – Vary sentences

3b – Style and tone

Topical

Essential

Questions

How do writers conduct

short inquiry based research

projects using relevant and

sufficient information from a

variety of sources?

How do writers elaborate

and connect their ideas with

their text evidence?

What are the different ways

to organize and deliver an

informational speech?

How do readers compare and

contrast medias on the same

topic or theme?

Enduring

Understandings

Writers create a question,

investigate from multiple

sources, quote and

paraphrase, and document

findings.

Writers use textual evidence

to support logical

conclusions, to connect

ideas, and explain their

purpose.

Speakers identify their target

audience, logically organize

their information and use

appropriate delivery

methods to support their

audience’s understanding.

Readers analyze and evaluate

content, reasoning, and

claims in diverse formats to

explore a topic, theme or

idea.


Graphic Organizers

Writer’s Notebook

Reader’s Response

Cornell Notes

Conferencing

Bibliography

Outline

One-page Research Paper

Presentation


level per building



Learning Targets I can use graphic organizers while researching.

I can create a bibliography page.

I can use MLA format during research.

I can create topic and sentence outlines.

I can generate a research paper.

I can directly quote and paraphrase from multiple sources.

I can connect ideas and evidence to a specific question.

I can present information to a target audience.

I can investigate for a specific purpose.

Essential

Vocabulary

Tier Two Tier Three

Generate

Connect

Investigate

Define

Establish

Construct

Generalize

Consider

Conclude

Persuade

Plagiarize

Cite

Acknowledge

Note

Clarification

Argument

Accuracy

Objective tone

Efficient

URL

Thesis Statement

Bibliography

Digital Source

Outline

Redundancy

Clarity of Purpose

Citation

Bibliography

Inquiry

Log

Artifact

Research Question

Keyword / Search Term

Source List

Recommended

Resources

I Never Had It Made by Jackie Robinson

The Road Not Taken by Robert Frost

Guts: True Stories Behind Hatchet and the Brian Books by Gary Paulsen

The Story Behind the Bus

An American Plague by Jim Murphy

The Education of George Washington by Austin Washington

Eleanor Roosevelt: A Life of Discovery by Russell Freedman

Eleanor Roosevelt and Marian Anderson by James Bankes

My Father is a Simple Man by Luis Omar Salinas



6th

Grade - Unit 6

How can communication impact change? – sixth 6 weeks

Strands

Reading –




and infer appropriate to


Produce clear and consistent

evidence based writing

appropriate to task, purpose

and audience.





grammar, usage and



Instructional

Focus Standards

5 – Analyze structure


different mediums


4 – Clear and consistent

writing

9 – Draw evidence to support

1 – Prepare and participate 3a – Vary sentences

3b – Style and tone

Topical

Essential

Questions

Why does author’s choice

matter?

Why is it important to read,

speak and write in a variety of

ways?

Why is it important to

compare and contrast

multiple versions of what we

hear and see?

What is my purpose and how

do I develop it?

Enduring

Understandings:

Analyzing texts for structure,

purpose, and viewpoint

allows an effective reader to

gain insight and strengthen

understanding.

Different modes of reading,

speaking and writing allow

you to express yourself in

different ways to a variety of

audiences.

Readers can describe how

one author’s interpretation

of a topic can be different

from another author’s

depending on the facts

he/she chooses to

emphasize.

Writing should be purposely

focused, detailed, organized,

and sequenced in a way that

clearly communicates the

ideas to the reader.


Graphic organizers

Discussion / conference

Philosophical Chairs

Reader’s Response

Marking the text

Author Study, or Genre Study, or Motif Study, or Multi-Modal

Product


level per building

Learning

Targets

I can apply reading and writing skills to generate a literary study piece.

I can assess my audience and deliver my message intentionally.

I can critique a variety of texts.



I can participate in a variety of discussion and conversations.

I can annotate text to construct meaning.

I can describe author’s choices and connect themes across multiple texts.

I can revisit my reading and writing to reflect on my skills.

I can read and write at grade level.

I can compare and contrast text in different genres on the same topic.

Essential

Vocabulary

Tier Two Tier Three

Revise

Reflect

Apply

Conclusions

Formulate

Assess

Interpret

Demonstrate

Genre

Theme

Motif

Multi-Modal

Viewpoint

Knowledge base

Proofread

Peer Response

Version

Sequence

Style

Review

Perception

Sensory Language

Life Story

Publish

Recommended

Text

The Story Behind the Bus

Rosa by Nikki Biovanni and Bryan Collier

Freedom Walkers by Russell Freedman

An American Plague by Jim Murphy

The Education of George Washington by Austin Washington

Eleanor Roosevelt: A Life of Discovery by Russell Freedman

Eleanor Roosevelt and Marian Anderson by James Bankes

My Father is a Simple Man by Luis Omar Salinas



7th

Grade – Unit 1

How do personal histories influence our choices?

Strands

Reading –













grammar, usage and



Instructional

Focus

Standards

2 – determine central ideas

and themes


6-Analyze point of view

7-Analyze two different

mediums

3-Narrative 1-Prepare and participate 5 – Figurate language, word

relationships, and nuances

Topical

Essential

Questions

How do readers recognize

writers’ bias and

interpretation?

How do writers develop an

effective narrative?

How do writers strengthen

their pieces of writing?

How does creative choice

impact an audience?

Enduring

Understandings

Readers understand that

writers’ points of view are

developed through

experiences and opinions

that influence their

presentations.

Writers develop narratives by

using a variety of techniques

to create a story line with

well-structured event

sequences.

Writers use planning, revising,

editing and rewriting to

strengthen writing.

Writers make creative

choices in the words and

events to impact their

audience.


Reading and writing Diagnostic

Analyze Text to Text

Complete Plot Diagram and Identify Story Elements

Apply Figurative Language, Sensory Details, and Imagery to

Text

Compare and Contrast a Fiction Text to Actual Events

Establish a Writer’s/Reader’s Notebook

Continue a Story

Comparative Analysis


level per building



Learning

Targets

I can write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details,

and well-structured event sequences.

I can analyze how particular elements of a story interact with the whole text and other text.

I can visualize, infer and make connections while reading.

I can demonstrate close reading through annotation.

I can support my claim with text evidence.

I can analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

I can determine the meaning of figurative language and author’s word choices.

I can reflect on my writing and make revisions and edits.

I can use graphic organizers to organize my notes and ideas.

I can compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the

effects of techniques unique to each medium

Essential

Vocabulary

Tier Two Tier Three

Compose

Construct

Determine

Reflect

Visualize

Infer

Analyze

Demonstrate

Support

Strengthen

Interpret

Convey

Interpretation

Bias

Opinion

Figurative Language

Story Elements

Compare / Contrast

Edit

Revise

Story line / plot line

Sequence

Narrative

Personal Narrative

Author’s Bias

Theme

Recommended

Text

The Lottery by Shirley Jackson

The Giver by Lois Lowry

The Wise Old Woman by Yoshiko Uchida

Nothing to Envy: Ordinary Lives in North Korea by Barbara Demick

The Hunger Games by Suzanne Collins

The Words We Live By: Your Annotated Guide to the Constitution by Linda R. Monk

I, Too, Sing America by Catherine Clinton

Reality TV and Society



7th

Grade – Unit 2

What do we learn from the choices we make?

Strands

Reading –













grammar, usage and


task, purpose and

audience.

Instructional

Focus

Standards

1-Cite textual evidence/draw

inferences

5-Analyze structure


2-Informative/Explanatory

7 – Short Research

8 – Gather sources

4 – Present information 1, 2-Conventions

Topical

Essential

Questions

How do readers recognize

and choose relevant evidence

to support their own thinking

and gain understanding?

How do good writers

organize and present their

information?

How do good writers create

research questions and find

their answers?

How do speakers impact

their audience?

Enduring

Understandings

Readers read and reread text

to determine and identify

authors’ claims and

supporting evidence and

evaluate their validity.

Writers use a variety of

structures to organize

information.

Writers use key words and

inquiry to locate valid

evidence to find answers.

Speakers choose what to

include and exclude to

create their most effective

message.


Read, Annotate, Mark text for Evidence and Answers

Establish questions and collect relevant evidence

Identify author’s bias

ICEE*

Analyze Writing Structures

Use Graphic Organizers

Utilize Writer’s notebooks

Multi-text structure product

Informational Broadcast Presentation


level per building

Learning

Targets

I can select and compose using a variety of organizational structures.

I can develop self-generated questions and research answers.



I can read and reread text to annotate for claims and evidence.

I can use key words and search terms to locate information.

I can critique speaker’s presentations.

I can present information to others.

I can make a coherent oral presentation, using effective speaking skills.

I can analyze the structure a text: how the major sections contribute to the whole; the development of the ideas.

I can cite several pieces of text evidence to support ideas both explicitly and inferentially.

I can gather relevant information from print and digital sources; assess credibility/accuracy of each source; quote/paraphrase

the data/conclusions of others; avoiding plagiarism.

I can write informative/explanatory texts to examine a topic, convey ideas, concepts, and information through the selection,

organization, and rhetorical analysis of relevant content.

I can provide an objective summary.

I can conduct short research projects to answer a question with appropriate research techniques.

I can use text features to efficiently navigate nonfiction text.

Essential

Vocabulary

Tier Two Tier Three

Select

Develop

Gather

Critique

Compose

Identify

Recognize

Textual Evidence

Coherent

Target Audience

Message

Author’s purpose

Validity

Text

Cite

Informational

Almanac

Periodical

Feature Article

Influence

Quote

Chronological

Problem /

Solution

Descriptive

Cause / effect

Objective

summary

Quote

Page format

Viewpoint

Recommended

Text

Barrio Boy by Ernesto Galarza

The Other Side of the Sky by Farah Ahmedi and Tamim Ansary

Call of the Klondike by David Meissner and Kim Richardson

The King of Mazy May by Jack London

The Cremation of Sam McGee by Robert Service and Ted

Harrison



7th

Grade – Unit 3

What forces influence our choices?

Strands

Reading –













grammar, usage and



Instructional

Focus

Standards:

8-Deliniate/evaluate

argument and claims


1-Argument

7-Short/sustained research

8-Gather sources


4-Presentation of information 1 – Conventions

6 – academic vocabulary

Topical

Essential

Questions

How do writers identify

and choose reliable and

relevant evidence?

How do writers

appropriately credit their

sources?

What considerations do

writers need to make when

presenting information

formally?

What makes a presentation

influential?

Enduring

Understandings

Researchers focus their

research around a central

question, analyzing and

evaluating multiple sources.

Writers identify other

writers’ words and ideas

using citations within text,

and cite sources while

writing and speaking.

Writers use precision of

language, facts, details and

examples to influence their

audience.

Speakers utilize multimedia

and other resources to

present information in a

logical sequence using

appropriate eye contact,

adequate volume, and clear

pronunciation.


Create a Summary Using Citations


Develop an Outline

Identify Author's Viewpoint and Provide Evidence

Identify Claim and Counterclaim in Text

Develop Claim and Counterclaim from Textual Evidence

Utilize Writer’s Notebook when collecting research

Influencing a Choice: Research, Write, and Present an

Argument

Annotated Outline


level per building



Learning

Targets

I can cite several pieces of text evidence to support ideas both explicitly and inferentially.

I can include multimedia components and visual displays in presentations.

I can write arguments to support claims with clear reasons and relevant evidence.

I can determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position

from that of others.

I can differentiate fact versus opinion from multiple sources based on the same topic.

I can create an outline with annotation.

I can determine the meaning of unknown and multiple-meaning words and phrases.

Essential

Vocabulary

Tier Two Tier Three

Evaluate

Copyright law

Excerpt

Source

Bibliography

Outline

Annotation

Emphasis

Logic

Accuracy

Validity

Connotation

Denotation

Position

Point of View

Claim

Target Audience

Recommended

Text

California Invasive Plant Inventory by CAL-IPC

The Dangers of Social Media

Amigo Brothers by Piri Thomas and Phillipe Lechien

Freak the Mighty by Rodman Philbrick



7th

Grade – Unit 4

How do choices shape who we are?

Strands

Reading –













grammar, usage and



Instructional

Focus

Standards


5-Analyze structure

10 – Range of reading


10 –Range of writing

1-Prepare and participate 5-Figurative language, word

relationships, and nuances

Topical

Essential

Questions

How do readers respond to

text?

How do writers use literary

and story elements in their

writing?

How does purpose impact

writing?

How can readers be clear

about the meaning of words

in a text?

Enduring

Understandings

Readers write about and

react to text by citing

important details and

analyzing syntax, structure,

characters, events, and

themes.

Writers use multiple literary

and story elements that

often interact with and affect

each other to develop their

theme.

Writers determine audience,

topic, and text structure

before identifying and

gathering relevant

information to share.

Effective readers

demonstrate knowledge of

structure and context of

language to clarify new

vocabulary.


Analyze How the Elements of a Story Affect One Another

Identify and Interpret Figurative Language in Text

Include Figurative Language in Writing

Utilize Writer’s/ Reader’s Notebook

Reflect on a Piece of Literature: Analyze Text and Write


level per building

Learning

Targets

I can analyze how a drama or poem’s form or structure contributes to its meaning.

I can compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a

means of understanding how authors of fiction use or alter history.

I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

I can draw evidence from literary or informational texts to support analysis, reflection, and research, including writing on



demand.


I can choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy

and use logical sequence.

I can analyze and question how ideas in a text influence individuals or events or vice versa.

Essential

Vocabulary

Tier Two Tier Three

Historical Fiction

Historical Novel

Life Story

Poem

Drama

Historical Significance

Literary Criticism

Style

Technique

Recommended

Text

Mother Jones: Fierce Fighter for Workers’ Rights by Judith Pinkerton Josephson

Flesh and Blood So Cheap by Albert Marrin

About Cesar

1976 Democratic Convention Keynote Address by Barbara Charline Jordan

The New Colossus by Marshall Goldberg

Elegy on the Death of Cesar Chavez by Rudolfo A. Anaya and Gaspar Enriquez



8th

Grade - Unit 1

How does one overcome challenges?

Strands

Reading –













grammar, usage and



Instructional

Focus Standards

3- Analyze characters/events

6 – Analyze point of view

3 – Narrative

5 – Writing Process

1 – Prepare and participate 1 – Grammar and usage

5-Figurative language

6 –Word choice

Topical

Essential

Questions

How and when should text

evidence be used to

demonstrate understanding?

How do writers organize

narrative pieces?

How do writers use literary

elements and devices in their

writing?

How does point of view

impact a reader’s

interpretation?

Enduring

Understandings

Readers use text evidence

that allows for inferences and

logical conclusions and

provides experiences in close

reading for explicit and

implicit details.

Writers follow a plot-line or

storyboard to include an

exposition, rising action,

climax, falling action,

resolution, closing. Writers

will use a sequence that

makes sense such as

chronological.

Writers use elements such as

plot, theme, conflict, setting,

characterization, style, mood,

and tone. They use devices

such as figurative language,

imagery, irony, flashbacks,

foreshadowing, and dialogue.

Readers can determine

author’s purpose and theme

by identifying and

evaluating the point of view.


Diagnostic

Evidence-based Selective Response

Point of View RAFT

Writer’s/Reader’s Notebook

Narrative RAFT- Overcoming Challenges

Fictional Descriptive Narrative


level per building

Learning

Targets

I can determine appropriate text evidence to support my claims and ideas.

I can embed explicit text evidence in my writing.

I can develop original narratives using specific organizational strategies and narrative techniques.

I can continue the development of a plot line from various points of view.



I can annotate a text using a variety of levels of questioning to determine main ideas and details.

I can analyze the point of view to determine author’s purpose and theme.

I can produce clear and coherent narratives using a variety of techniques.

I can analyze an author’s purpose for diction choice ie. Figurative language, connotative meaning, analogies, allusions.

I can analyze how dialogue or incidents in a story or drama propel the action.

I can determine the theme or central idea of a text.

I can make inference, visualize and predict about character development, theme, tone and mood.

I can engage and orient the reader using point of view, narrator and characters.

I can organize an event sequence that unfolds naturally and logically.

I can develop a narrative using multiple literary elements.

Essential

Vocabulary

Tier Two Tier Three

Analysis / Analyze

Cite

Explicit

Implicit

Textual Evidence

Interpretation

Inference

Introduce

Organize

Compose

Develop

Decide

Define

Narrate

Convey

Predict

Capture

Point of View – 1st

person, 3rd

person

Personal Narrative

Conclusion

Figurative Language: Irony, Imagery, Flashback, Foreshadowing,

Mood, Tone

Style

Adjectives: comparative and superlative adjectives

Tense

Theme

Emerge

Incident

Physical description

Provoke

Story elements: Characterization, Conflict, Plot/Plot-line,

Dialogue, Resolution, Climax, Episode, Theme

Subordinate character

Suspense

Author’s purpose

Recommended

Text

Let ‘Em Play God by Alfred Hitchcock

The Monkey’s Paw by W.W. Jacobs

Sorry Wrong Number by Lucille Fletcher

Violence in the Movies

A Night to Remember by Walter Lord

Lord of the Flies by William Golding

Ten Days in a Mad-House by Nellie Bly

The Tell Tale Heart by Edgar Allan Poe



8th

Grade - Unit 2

What are the challenges of heroism?

Strands

Reading –













grammar, usage and



Instructional

Focus Standards

3 – Analyze events/lines

5-Analyze structure

2 – Informative/Explanatory

1 – Argument

7- Research (1 pagers)

8 – Gather evidence

2 – Presentation purpose 4 - Meaning of unknown and

multiple-meaning words and

phrases

Topical

Essential

Questions

How does a reader gain

information from a text?

How do writers find quality

source material and

document it properly?

How can speaking and

listening skills improve a

person’s ability to

comprehend and make a

claim?

How do writers develop

informational text?

Enduring

Understandings

Readers are informed

through the analysis,

inference and evaluation of

context, text structures and

text features.

Writers identify

credible/authoritative

sources and use MLA format

to document these resources

correctly using a works cited

page.

Listeners analyze the main

idea and details presented by

others to allow for

conversation and

collaboration to support their

position.

Writers organize their

writing by including the

following:

*thesis statement

*several body paragraphs

which include main idea,

explanation, and

elaboration with

appropriate transitions

*a conclusion paragraph


Expository Quick-writes

Citations

Graphic Organizer


Expository Essay – Challenges



level per building



Learning

Targets

I can accurately identify the source of my information and correctly cite it in my writing.

I can determine and utilize the author’s purpose from a variety of text structure and features.

I can support my claim with logical and convincing reasoning.

I can explain why my evidence is relevant to my claim.

I can analyze the structure and purpose of a text.

I can create questions and locate key textual evidence to contribute to a discussion.

I can combine sentences using conjunctions.

I can gather relevant information from print and digital sources and assess the credibility and accuracy of each source, and

quote or paraphrase the data while avoiding plagiarism and following a standard citation format.

Essential

Vocabulary

Tier Two Tier Three

Compare / Contrast

Problem/Solution

Descriptive

Collaborate

Source

Reference

Infer

Define

Explain

Evaluate

Link

Compose

Stimulate

Importance

Initiate

Engage

Elicit

Request

Expository

Informational

Argumentative

Philosophical

Claim

Subordinate conjunctions

Verbs: Indicative,

imperative, interrogative,

conditional, subjunctive)

Paraphrase

Gerunds

Infinitives

Objective summary

Personal opinion

Judgment

Analogy

Slang

Style

Tone

Technical meaning

Objective view

Perspective

Recommended

Text

Abuela Invents the Zero by Judith Ortiz

Home by Marilynne Robinson

Little Women by Louisa May Alcott

Born Worker by Gary Soto

Ode to Thanks by Pablo Neruda

The Little Boy Lost and the Little Boy Found by William Blake

A Poison Tree by William Blake



8th

Grade - Unit 3

What are world-wide challenges people face?

Strands

Reading –






Produce clear and

consistent writing

appropriate to task,






grammar, usage and language


and audience.

Instructional

Focus Standards

7- Analyze in two different

mediums

8- Delineate/evaluate

argument and claims


1- Argument

2-Informative/explanatory

8- Gather sources

3-Evaluate speaker’s point of

view

4-Presentation of

information

5-Make strategic use of

digital media

1, 2 – Conventions

Topical

Essential

Questions

How do readers identify and

analyze argumentative

techniques?

What elements do speakers

include in order to persuade

their audience?

How do writers create an

argument using a clear

concise claim with adequate

evidence, elaboration, and

acknowledgment of a

counterclaim?

What techniques do writers

use to deliver their message?

Enduring

Understandings

Readers identify the claim,

sub-claims, and

counterclaims then detect

inaccurate or exaggerated

evidence and faulty

reasoning and logic.

Speakers use appropriate

eye contact, adequate

volume, and clear

pronunciation while

integrating multimedia and

visual displays to present a

claim.

Writers collect relevant

evidence while providing

substantial elaboration and

acknowledgement of a

counterclaim in a well-

organized format.

Writers use transitions and

syntax results in a cohesive,

focused composition.


On-demand writing

Debates

Socratic Seminars

Reflections


Evidence-based Argument

Presentation – (group or solo)


level per building



Learning

Targets

I can detect faulty reasoning and logic.

I can present to others using multimedia and visual displays.

I can connect relevant evidence.

I can use a variety of transitions.

I can use a variety of sentence structures.

I can evaluate the argument and claims in a text assessing sound reasoning, relevant and sufficient evidence and recognize

irrelevant information.

I can evaluate advantages and disadvantages of using different mediums (print, digital, video, multi-media) to present a

particular topic or idea.

I can introduce claim(s), acknowledge opposing claims and organize the reasoning logically.

I can support claim(s) with logical reasoning and relevant evidence, using accurate credible sources.

I can analyze the purpose of information presented in diverse media and formats and evaluate the motives behind its

presentation.

Essential

Vocabulary

Tier Two Tier Three

Plan

Revise

Formal

Reasoning

Select

Delineate

Navigate

Persevere

Paraphrase

Manipulate

Tailor

Shift

Plagiarize

Acknowledge

Influence

interaction

Counter-claim

Degree of certainty

Impact

Page format

Juxtaposition

Footnote

Subliminal message

Position

Understatement

Viewpoint

Stereotype8

Recommended

Text

Blood, Toil, Tears and Sweat by Winston Churchill

The Diary of Anne Frank: A Play by Anne Frank

Teaching History Through Fiction

Hitler Youth: Growing up in Hitler’s Shadow by Susan Campbell Bartoletti

Dear Miss Breed by Joanne Oppenheim

Nobel Prize Acceptance Speech



8th

Grade - Unit 4

How does understanding challenges of the past influence the future?

Strands

Reading –






Produce clear and

consistent writing

appropriate to task,






grammar, usage and language


and audience.

Instructional

Focus Standards

7-Analyze in two different

mediums

1- Argument

8-Gather sources

3-Evaluate speaker’s point of

view

2-Diverse media

6 – Word choice

Topical

Essential

Questions

How do readers analyze a

variety of eras and genres of

literature?

How does an author craft

his or her interpretation of

characters, people and/or

events?

How does word choice affect the

meaning of a message?

What literary elements

does a writer use to

engage and inform a

reader of their

intended purpose?

Enduring

Understandings

Readers identify universal

themes that can be

examined through literary

analysis.

A text provides the

landscape of the character

or event which allows a

reader to question and

investigate the event and

people.

Writers use word nuances to alter

the readers’ interpretation of the

text.

Writers craft their text

using tone, mood, and

point of view to

develop the theme.


Compare/Contrast Pieces


Presentation

Literary Analysis

Multi-genre Presentation/Scrapbook


level per building

Learning

Targets

I can analyze how modern fiction draws on themes, events, and characters from myths, traditional stories and religious

works.

I can gather relevant information from print and digital sources and assess the credibility and accuracy of each source, and

quote or paraphrase the data while avoiding plagiarism and following a standard citation format.



I can identify the structure of different texts including genre and how it contributes to the meaning of the piece.

I can analyze Universal Themes.

I can create a thematic presentation.

I can assess word choice and author’s style in a piece of literature.


Essential

Vocabulary

Tier Two Tier Three

Construct

Varied

Exemplify

Adapt

Adjust

Design

Conceptualize

Illustrate

Link

Association

Biblical Allusion

Soliloquy

Sonnet

Subplot

Tempo

Written Exchange

Dramatic Irony

Humor

Universal Theme

Multi-genre

Tone

Mood

Traditional Stories

Recommended

Text

Sullivan Ballou Letter by Sullivan Ballou

House Divided Speech by Abraham Lincoln

Narrative of the Life of Frederick Douglass, An American Slave by Frederick Douglass

Paul Revere’s Ride by Henry Wadsworth Longfellow

The Red Badge of Courage by Stephen Crane

O Captain! My Captain! By Walt Whitman

Reading – Writing Speaking & Listening Language ......Hatchet by Gary Paulsen I Never Had It Made by Jackie Robinson The Pigman by Paul Zindel The Road Not Taken by Robert Frost

Documents