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ENG883-885 Language Arts Advanced Language Arts 8 (AA-CCPC)
Middle Schools > 2017-2018 > Grade 8 > English Language
Arts > ENG883-885 Language Arts Advanced Language Arts 8
(AA-CCPC) > Curcio, Thomas; Gibson, Marleen; Schwarz, Sarah;
Wills, Sarah Wednesday, October 18, 2017, 2:30PM
Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
LANGUAGE (Week 1, 1 Week)
NJSLSA.L1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
1. Consistently review and maintain the aggregate of grammatical
knowledge acquired throughout the stude
NJ: 2016 SLS: English Language Arts NJ: Grade 8 Writing
NJSLSA.W2 Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through the
effective selection, organization, and analysis
1. How do the meanings, connotative, figurative, and technical
of words affect my understanding of a
text?
2. How do I determine the meaning of unkn
1. By figuring out the connotative, figurative, a
• Conventions of Standard English
• after taking notes on verbals through the use of videos and
other sources, read a par
CONVENTIONS OF STANDARD ENGLISH Formative: Written:
Informative
• Notes
• Paragraphs
• Sentences
• Graphics
• Symbols
• Sentences
• Sentences
• Explanations
• Teacher obs
ADOPTED TEXTS Allen, Janet, et al. Literature. Evanston,
Illinois: McDougal Littell, Inc., 2008. Arthur N., et al. The
Language of Literature. Evanston, Illinois: McDougal Littell, Inc.,
1997. Odell, Lee. et al. Elements of Language: Second Course. New
York, New York: Holt, Rinehart and Winston, 2004. LANGUAGE ARTS
REQUIRED READING LIST Hesse, Karen. Out of the Dust Lowry, Lois.
The Giver Orwell, George. Animal Farm Quinn, Jason. Steve
Jobs/Genius By Design ADDITIONAL TEXTS FOR LANGUAGE ARTS
NJ: 2014 SLS: 21st Century Life and Careers NJ: All Grades
Career Ready Practices Career Ready Practices
CRP4. Communicate clearly
NJSLSA.L5 and NJSLSA.L6 are missing from the standards
section
• Conventions of Standard English
• Youtube videos available online. Search “gerunds” or
“participles” or “infinitives”.
https://pthsdk12.rubiconatlas.orgjavascript:window.open(%22%22,%22_parent%22);window.close();https://pthsdk12.rubiconatlas.orgjavascript:window.open(%22%22,%22_parent%22);window.close();
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
nt's academic career
2. Review and reinforce knowledge of active and passive voice,
avoiding lengthy constructions in passive voice in writing
3. Be aware of the need for variety in sentence
of content.
W.8.2d. Use precise language and domain-specific vocabulary to
inform about or explain the topic.
Language Conventions of Standard English NJSLSA.L1 Demonstrate
command of the conventions of standard English grammar and usage
when writing or speaking.
own and multiple meaning words or phrases in reading?
3. How can verbs function as other parts of speech?
nd technical meanings of words I can make stronger,
agraph with select words that are underlined or in bold and
determine if they are gerunds, participles or infinitives.
• after teacher performs different acti
ervation
• Log review
KNOWLEDGE OF LANGUAGE Formative: Oral: Presentation
• Narrative
VOCABULARY ACQUISITION AND USE Formative: Written:
Informative
• Graphic organizer
• Index cards
• Graphic org
Great Books Foundation, The. Junior Great Books – Series 8
Schmidt, Gary D. Wednesday Wars Shakespeare, William A Midsummer
Night’s Dream Stead, Rebecca. When You Reach Me ADDITIONAL TEXTS
FOR ADVANCED LANGUAGE ARTS Shakespeare, William. The Taming of the
Shrew Shelley, Mary. Frankenstein ENG883-885 LANGUAGE ARTS AND
ADVANCED LANGUAGE ARTS – GRADE 8 47 A-1 LANGUAGE ARTS REQUIRED
SUMMER READING Select and read one of the following novels: Myers,
Walter Dean. Monster Myers, Walter Dean. Slam Woodson, Jacqueline.
If You Come Softly ADVANCED LANGUAGE ARTS
and effectively and with reason.
CRP6. Demonstrate creativity and innovation.
CRP7. Employ valid and reliable research strategies.
• see activity on www.readwritethink.org
• • Kno
wledge of Language
• None • • Voca
bulary Acquisition and Use
• Teachers might want to create a word bank for the cloze
activity for struggling
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
construction, employing knowledge of phrases and clauses to use
compound, complex, and compound/complex sentences regularly
NJSLSA.L2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
L.8.1a. Explain the function of verbals (gerunds, participles,
infinitives) in general and their function in particular
sentences.
L.8.1b. Form and use verbs in the active and passive voice.
L.8.1c. Form and use verbs in the indicative, imperative,
interrogative, conditional, and
accurate inferences and discover a heightened int
ons around the classroom and using the rules of active and
passive voice, write sentences to describe what is happening.
• once the rules for moods
anizer
• Reflection
• Examples
• Modern interpretation
• Revised sentences
• Written connotation
• Notebook
• Sentences
REQUIRED SUMMER READING Select and read one of the following
novels: Crichton Hattie, Michael. Jurassic Park Larson, Kirby. Big
Sky Taylor, Mildred. Roll of Thunder, Hear My Cry Twain, Mark. The
Adventures of Tom Sawyer SOFTWARE Microsoft Word Microsoft
PowerPoint Inspiration Moodle Turnitin.com GoogleDocs Prezi TEACHER
SUPPLEMENTAL MATERIALS Fare, Dennis M., ed. PARCC ELA/Literacy
Assessments. Piscataway: REA, 2014. O’Brien, Peggy, ed. Shakespeare
Set Free. New York: Washington Square Press, 1993. DATABASES
Bloom’s Literary Reference EBSCO Host
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
Copyright © State of New Jersey, 1996 - 2016.
students
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
1. Review and maintain familiarity with rules and patterns of
spelling in standard English; correctly spell homophones
2. Routinely consult reference materials for clarification when
in doubt about a
subjunctive mood.
L.8.1d. Recognize and correct inappropriate shifts in verb voice
and mood.*
NJSLSA.L2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
L.8.2a. Use punctuation (comma, ellipsis, dash) to indicate a
pause or break.
erest in a text.
2. I can determine the meanings of unfa
have been taught, come up with a graphic or symbol to represent
each verb mood and a one-word hint to help them remember the
defi
Gales Literary Index AUDIO-VISUAL MATERIAL Animal Farm. Perf.
Kelsey Grammer, Ian Holm, Julia Louis-Dreyfus. 1999. Film. T he
Giver. Perf. Jeff Bridges, Brenton Thwaites, Meryl Streep. 2014.
DVD. Pleasantville. Dir. Gary Ross. Perf. Tobey Maguire, Reese
Witherspoon, William H. Macy, Joan Allen, and Jeff Daniels. New
Line Cinema, 1988. DVD Surviving the Dust Bowl. Perf. Matthew
Modine, Liev Schreiber. PBS Home Video [distributor], 1998. Film.
The Taming of the Shrew. Perf. Elizabeth Taylor, Richard Burton.
1967. Film. William Shakespeare's A Midsummer Night's Dream. Perf.
Kevin Kline, Michelle Pfeiffer, Rupert Everett. Fox Searchlight
Pictures; 1999. Film.
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
spelling
3. Do not allow abbreviations common to digital media to
adversely impact spelling in your formal writing
4. Understand the rules of comma, ellipsis, and dash usage, and
use them
L.8.2b. Use an ellipsis to indicate an omission.
L.8.2c .Spell correctly.
Knowledge of Language NJSLSA.L3 Apply knowledge of language to
understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more
fully when reading
miliar words and phrases in a text by using background
nition for each. Then as practice, write example sentences in
each of the 5 moods.
• after being given a fake student essay or an online
article,
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
correctly
5. In typing and when writing long hand, bring a mature
consideration to the neatness and legibility of your work
6. Develop a working knowledge of how sentences are built and
how they work
or listening.
L.8.3a. 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).
Vocabulary Acquisition and Use NJSLSA.L4 Determi
knowledge combined with what the surrounding text is
find examples of passive voice and change them to the active
voice. Then, given the same essay, replace incorrect uses of a
particular mood
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
NJSLSA.L3 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or
listening.
1. Review and maintain foundational knowledge of grammatical
concepts, such as parts of
ne or clarify the meaning of unknown and multiple-meaning words
and phrases by using context clues, analyzing meaningful word
parts, and consulting general and specialized reference materials,
as appropriate.
L.8.4a. Use context (e.g., the overall meaning of a sentence
telling the reader.
3. Verbs can function as other parts of
with the correct use.
• using one of the 8th grade novels, scan through a chapter
looking for examples of how the author uses a comma, ellipsis and a
das
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
speech and parts of a sentence
2. Be able to identify and distinguish active from passive voice
(active – “I love dogs”; passive – “Dogs are loved.”)
3. Be able to identify and correctly use condi
or paragraph; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.
L.8.4b. Use common, grade-appropriate Greek or Latin affixes and
roots as clues to the meaning of a word (e.g., precede, recede,
secede).
L.8.4c. Consult reference materials (e.g., dictionaries,
glossarie
speech by adding endings such as –ing or –ed and by p
h. Then explain the author’s purpose for using each form of
punctuation.
• during a lesson on textual evidence or quote integration, give
a full
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
tional verb mood (“If I had time, I would study.”)
4. Be able to identify and correctly use subjunctive verb mood
(“I wish it were summer.”)
5. Apply knowledge of the stylistic and tonal reasons for
s, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning
or its part of speech.
L.8.4d. 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).
Copyright © State of New Jersey,
lacing the newly formed words in different parts of the
sentence from a particular text and then write the same sentence
with an ellipsis, omitting certain words to show only what is most
important for
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
employing conditional, passive, or subjective verbs in your
writing or speaking
NJSLSA.L4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
1996 - 2016.
sentence.
proving or supporting your point.
• after the teacher returns an essay or journal with circled
words to indicate that they are misspelled, look up how to spel
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
1. Make effective use of reference materials, including digital
references
2. Avoid becoming overly dependent on electronic devices in
determining correct spellings or grammatical constructio
l the word correctly and keep a spelling log in notebook.
• Knowledge of Language
• during the completion of a narrative task such as writing an
ending to a
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
ns; these tools will not always be at hand in testing,
interviewing, or speaking situations
3. Always use personal resources (text, context, roots, word
patterns) to determine meaning, or at least make an educ
story, locate three points in their ending where they would like
to emphasize something about the character himself or the action of
the character,
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
ated guess, before consulting reference materials in order to
keep these skills sharp
4. Proactively and independently continue to build
vocabulary
NJSLSA.L5 Demonstrate understanding of figurative language, word
relationships, and nuances in
and use verb moods and/or active and passive voice to accomplish
this task.
• Vocabulary Acquisition and Use
• on a graphic organizer, preselect words
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
word meanings.
1. Identify and analyze the effects within texts of various
types of figurative language (metaphor, simile, personification,
hyperbole, idioms, etc.)
2. Understand the impact on text of literar
in a text that are unfamiliar to a student. First determine if
the word can be defined using context clues or if it needs to be
looked up in a dictionary. If
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
y elements, such as imagery, diction, syntax, and sensory
detail
3. Identify and analyze various sound devices (alliteration,
assonance, consonance, onomatopoeia, etc.)
4. Consider the
the word can be defined using context clues, have the students
define the word and then write down the words or phrases that they
used to help
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
connotations of various words when determining the author’s
purpose in employing specific diction
NJSLSA.L6 Acquire and accurately use grade-appropriate general
academic and domain-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to
comprehens
them figure out the definition.
• be given a reference sheet with meanings of various prefixes,
suffixes, and root words. Then, on index cards be give
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
ion or expression.
1. Be independent and proactive in the acquisition of new
vocabulary
2. Acquire or review foundational knowledge of roots, pre-fixes,
suffixes, and other structural tools for decoding new
n different prefixes, root words and suffixes that come from the
reference sheet. Then combine index cards to form new words.
Finally, share you
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
vocabulary
3. Understand and apply knowledge of the concepts of literal and
figurative meaning
4. Differentiate between situations that require formal diction
and those that do not
5. Examine author’s purpo
r new words and their meanings.
• after being given a graphic organizer with 3 columns while
reading a challenging text with 1st column being labeled
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
se in word choice and be aware of one's own purpose when
choosing language
6. Analyze the cumulative effect of diction on a text
“word” 2nd column being labeled “phonetic spelling”; and 3rd
column being labeled “part of speech” consult a reference of your
choice (dictionary,
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
thesaurus, online) to determine how to pronounce a word and what
the part of speech is in that particular sentence.
• once they have used context
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
clues to figure out the meaning of a specific word in text,
consult another reference to compare their original inferred
meaning to the actual meaning. The
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
n write a brief reflection that discusses why they were correct
or why they were incorrect.
• while reading A Midsummer Night’s Dream (general edu
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
cation) or The Taming of the Shrew (advanced), identify examples
of puns, sarcasm, metaphors, exaggeration, etc., then determine in
modern
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
day language what Shakespeare is really saying.
• create multiple sentences that clearly don’t make sense. Then
rewrite the sentences using words
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
that connect better with each other. Or give a cloze activity
(fill in the blank) about a text that you recently read. Then, come
up with the words that
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
best fill in the blank using the surrounding text.
• after being given multiple sentences that contain the same
focus word such as “cheap”, but make
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
sure that the connotation of the word is slightly different in
each, identify how the “feel” of the word is different in each
sentence.
• keep a vocabulary section
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
in their notebook and a word wall in the classroom. They will be
called on randomly each day by the teacher and will generate a
sentence with
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
one of the words in their notebook or on the word wall.
FICTION (Week 1, 1 Week)
NJSLSA.R1 Read closely to determine what the text says
explicitly and to make logical inferences and relevant connections
from it; cite specific textual evidence when writing or speaking to
support conclusions
NJ: 2016 SLS: English Language Arts NJ: Grade 8 Reading:
Literature Key Ideas and Details NJSLSA.R1 Read closely to
determine what
1. How do reading literary texts differ from reading
informational texts?
2. How can I use back
1. Literary texts have diffe
• Key ideas and Details
• after being taught the terms “explicit” and “im
KEY IDEAS AND DETAILS Formative: Written: Narrative
• Written inferences l.8
• Anticipation guide
• Journal
ADOPTED TEXTS Allen, Janet, et al. Literature. Evanston,
Illinois: McDougal Littell, Inc., 2008. Arthur N., et al. The
Language of Literature. Evanston, Illinois: McDougal Littell, Inc.,
1997. Odell, Lee. et al. Elements of Language: Second Course. New
York, New York: Holt, Rinehart and Winston, 2004.
NJ: 2014 SLS: 21st Century Life and Careers NJ: All Grades
Career Ready Practices
• Key Ideas and Details
• TED Talks website
• • Craft
and Structure
• None • • Integ
ration of
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
drawn from the text.
1. Practice careful and attentive reading by using annotations
and identifying literary components of both assigned texts and
independent text choices
2. Read a wide variety of texts, including
the text says explicitly and to make logical inferences and
relevant connections from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
RL.8.1 Cite the textual evidence and make relevant connections
that most strongly supports an analysis of what
ground knowledge and (historical) context to enhance my
experience of the text,
specifically to draw inferences from the text?
3. How does an author’s use of literary
rent purposes, features, and formats from informa
plicit”, make inferences about the characters, setting, and/or
plot. Then, extrapolate evidence from the text to support their
conclusions. Finally, det
entry
• Graphic organizer
CRAFT AND STRUCTURE Summative: Written: Informative
• Written quotes, connotation, tone
• Graphic organizer
• Journal entry
INTEGRATION OF KNOWLEDGE AND IDEAS Summative: Written: Essay
LANGUAGE ARTS REQUIRED READING LIST Hesse, Karen. Out of the
Dust Lowry, Lois. The Giver Orwell, George. Animal Farm Quinn,
Jason. Steve Jobs/Genius By Design ADDITIONAL TEXTS FOR LANGUAGE
ARTS Great Books Foundation, The. Junior Great Books – Series 8
Schmidt, Gary D. Wednesday Wars Shakespeare, William A Midsummer
Night’s Dream Stead, Rebecca. When You Reach Me ADDITIONAL TEXTS
FOR ADVANCED LANGUAGE ARTS Shakespeare, William. The Taming of the
Shrew Shelley, Mary. Frankenstein ENG883-885 LANGUAGE ARTS AND
ADVANCED LANGUAGE ARTS – GRADE 8 47 A-1
Career Ready Practices
CRP4. Communicate clearly and effectively and with reason.
CRP6. Demonstrate creativity and innovation.
CRP7.
Knowledge and Ideas
• None
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
a variety of styles, genres, literary periods, authors,
perspectives, and subjects
3. Exhibit knowledge of what “analysis” means as compared to
“summary,” “paraphrase,” or “argument from opini
the text says explicitly as well as inferences drawn from the
text.
NJSLSA.R2 Determine central ideas or themes of a text and
analyze their development; summarize the key supporting details and
ideas.
RL.8.2. Determine a theme or central idea of a text and analyze
its development
elements affect an author’s intended message?
tional texts.
2. Using my background knowledge about v
ermine if the evidence is strong or weak, and give an
explanation as to why the evidence is strong or weak.
• after being given an anticipation guide
• Essay
• T-chart
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY Formative: Other:
Teacher Rubric
• Journal entry
• Teacher-created rubric
LANGUAGE ARTS REQUIRED SUMMER READING Select and read one of the
following novels: Myers, Walter Dean. Monster Myers, Walter Dean.
Slam Woodson, Jacqueline. If You Come Softly ADVANCED LANGUAGE ARTS
REQUIRED SUMMER READING Select and read one of the following
novels: Crichton Hattie, Michael. Jurassic Park Larson, Kirby. Big
Sky Taylor, Mildred. Roll of Thunder, Hear My Cry Twain, Mark. The
Adventures of Tom Sawyer SOFTWARE Microsoft Word Microsoft
PowerPoint Inspiration Moodle Turnitin.com GoogleDocs Prezi
Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
-
Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
on” – analysis is the positing of a thesis about a text based
solely on an unbiased evaluation of the literary elements (e.g.,
tone, diction, syntax, imagery, figurative language, plot
construction, chara
over the course of the text, including its relationship to the
characters, setting, and plot; provide an objective summary of the
text.
NJSLSA.R3 Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
RL.8.3. Analyze how particular lines of dialogue or incidents in
a story
arious topics presented in the text can help me draw s
with pre-selected themes from a text that they will be reading,
read through text, choose a theme, and identify places in the text
where that theme plays out.
TEACHER SUPPLEMENTAL MATERIALS Fare, Dennis M., ed. PARCC
ELA/Literacy Assessments. Piscataway: REA, 2014. O’Brien, Peggy,
ed. Shakespeare Set Free. New York: Washington Square Press, 1993.
DATABASES Bloom’s Literary Reference EBSCO Host Gales Literary
Index AUDIO-VISUAL MATERIAL Animal Farm. Perf. Kelsey Grammer, Ian
Holm, Julia Louis-Dreyfus. 1999. Film. T he Giver. Perf. Jeff
Bridges, Brenton Thwaites, Meryl Streep. 2014. DVD. Pleasantville.
Dir. Gary Ross. Perf. Tobey Maguire, Reese Witherspoon, William H.
Macy, Joan Allen, and Jeff Daniels. New Line Cinema, 1988. DVD
Surviving the Dust Bowl. Perf. Matthew
Copyright © State of New Jersey, 1996 - 2016.
-
Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
cterization)
4. Annotate texts (both formally and informally) as you read in
order to gather text evidence for claims and for analyses
5. Practice reading texts within the prescribed time limit for
grade-level expe
or drama propel the action, reveal aspects of a character, or
provoke a decision.
Craft and Structure NJSLSA.R4 Interpret words and phrases as
they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific
word
tronger
inferences about the characters, setting
Then once finished reading, write a journal that shows how the
theme played out in the life of the main character.
• play a cause/effect type game with
Modine, Liev Schreiber. PBS Home Video [distributor], 1998.
Film. The Taming of the Shrew. Perf. Elizabeth Taylor, Richard
Burton. 1967. Film. William Shakespeare's A Midsummer Night's
Dream. Perf. Kevin Kline, Michelle Pfeiffer, Rupert Everett. Fox
Searchlight Pictures; 1999. Film.
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
ctations (for example, completing a 300 page book within the
number of days delineated by your assignment)
NJSLSA.R2 Determine central ideas or themes of a text and
analyze their development; summarize the key supporting details and
ideas.
1. Understand the difference
choices shape meaning or tone.
RL.8.4. 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.
NJSLSA.R5 Analyze the structur
, and events.
3. When analyzing literary elements such a
the teacher. The teacher will begin with one sentence that
represents the “cause” and then you give a sentence to represent
the “effect”. This new sentenc
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Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
Evaluation / Assessment Resources
21st Century Skills
Teacher Notes
between theme and central idea; some texts are concrete in
nature and deal literally with a topic, such as World War II (main
idea), while other texts tell a story in order to connect with or
make a
e of texts, including how specific sentences, paragraphs, and
larger portions of the text (e.g., a section, chapter, scene, or
stanza) relate to each other and the whole.
RL.8.5. Compare and contrast the structure of two or more texts
and analyze how the differing structure of each text contributes to
its
s characters, setting, plot, symbolism and allusions,
e becomes the “cause” and the pattern repeats until all students
in the room have shared a sentence. After playing this game, you
will use a T-cha
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Unit Proficiency / Objectives Standards Essential Questions
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21st Century Skills
Teacher Notes
point about a larger, more universal human experience such as
“friendship” or “betrayal” (theme)
2. Practice summarizing a text in a way that makes it absolutely
impossible to determine your personal
meaning and style.
NJSLSA.R6 Assess how point of view or purpose shapes the content
and style of a text.
RL.8.6.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.
the reader
4. can accurately determine the author’s in
rt type graphic organizer; label one side of the organizer as
“Dialogue or Incident” and the other side label it “Effect on the
Character(s) or Plot”. Then,
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Unit Proficiency / Objectives Standards Essential Questions
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21st Century Skills
Teacher Notes
feelings about the text
3. Make predictions about developing themes within your
annotations and class notes, citing evidence that influences your
evolving opinion
4. Make determinations regarding the theme or
Integration of Knowledge and Ideas NJSLSA.R7 Integrate and
evaluate content presented in diverse formats and media, including
visually and quantitatively, as well as in words.
RL.8.7. Evaluate the choices made by the directors or actors by
analyzing the extent to which a filmed or live
tended message about a text.
go through a particular text and when coming across dialogue or
an incident that stands out in some way, write it down on the left
side, citing
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Unit Proficiency / Objectives Standards Essential Questions
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Teacher Notes
central idea, and allow it to change as you connect with the
author and with other readers/lenses
5. Incorporate all literary elements into your determination of
theme (tone, mood, imagery, organizational
production of a story or drama stays faithful to or departs from
the text or script.
NJSLSA.R9 Analyze and reflect on how two or more texts address
similar themes or topics in order to build knowledge or to compare
the approaches the authors take.
RL.8.9 Analyze and reflect on (e.g. practical knowledg
the text properly. On the right side, explain how this dialogue
or incident affects the character or how it connects to the next
event that takes place.
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structure, narrative voice, etc.)
6. Identify how authors develop and support theme over time in
the text
NJSLSA.R3 Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
1. Identify and analyze elements
e, historical/cultural context, and background knowledge) 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.
Range of Reading and Level of
• Craft and Structure
• read through chapters 11 and 12 of The Giver or another text
with great detail, and pay attention to certain quotes from the
text that
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Unit Proficiency / Objectives Standards Essential Questions
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Teacher Notes
of plot in both teacher assigned and self-selected reading:
exposition, rising action, climax, falling action, resolution
2. Examine plot structure, including parallel or sub-plots,
understanding
Text Complexity NJSLSA.R10 Read and comprehend complex literary
and informational texts independently and proficiently with
scaffolding as needed.
RL.8.10. **By the end of the year read and comprehend
literature, including stories, dramas, and poems at grade level
text-complexity (see Appendix
stand out in some way or strike an emotional chord. Then, write
the quote and underline the specific words that stand out. Next,
think about
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Unit Proficiency / Objectives Standards Essential Questions
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Teacher Notes
the way in which conflict drives the action in a story
3. Identify and analyze the elements of characterization (a
character’s thoughts, words, actions, appearance, experiences,
etc.), understanding
A) or above, scaffolding as needed.
NJ: 2014 SLS: Technology NJ: Grades 6-8 8.1 Educational
Technology D. Digital Citizenship: Students understand human,
cultural, and societal issues related to technology and practice
legal and ethical behavior.
what feelings, thoughts, or pictures (connotation) come to mind
when you think of those underlined words. Finally, come up with the
tone of that sect
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Teacher Notes
the ways in which an author creates a multi-dimensional and
changing character (or a flat and unchanging one) by building
contextual information around that character
4. Understand the concept of
8.1.8.D.2 Demonstrate the application of appropriate citations
to digital content.
Copyright © State of New Jersey, 1996 - 2016.
ion of the text.
• after reading a poem and a short story that share a similar
topic such as family or friendship, fill out a graphic organizer
that compar
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Teacher Notes
narrative voice (first, second, or third person/omniscience,
subjectivity, etc.)
NJSLSA.R4 Interpret words and phrases as they are used in a
text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or
tone.
1. Evaluate and analy
es how one author portrays the topic in the poem and how the
other author portrays the same topic in the short story.
• after you have finished reading Out
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Unit Proficiency / Objectives Standards Essential Questions
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Teacher Notes
ze the effect of sound in poetry and in narrative, especially
with regard to how sound itself can contribute to meaning, tone, or
mood (for example, the alliterative “p” in “the pitter patter of
plopping
of the Dust (general education) or Taming of the Shrew
(advanced), teach a mini-lesson on the dramatic irony. Use an
educational TED talk
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Teacher Notes
droplets” evoking the sensory experience of rain)
2. Readily identify and understand the impact of major types of
figurative language as they are used in the text (for example:
metaphor, simile, hyper
video (available online) of your choice. Then, write a journal
entry on how dramatic irony creates either humor or suspense in the
novel or play
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Teacher Notes
bole, personification, and idioms)
3. Understand the difference between analogy and allusion: an
analogy uses one concrete example to make a point about another
concept (for example, being on the
. Write a Works Cited page in MLA format for the novel/play and
TED Talk video.
• Integration of Knowledge and ideas
• after reading The Giver
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Teacher Notes
internet is like driving a race car - it is fast and fun, but
can be dangerous if used incorrectly), while an allusion is an
indirect reference to another literary work or well-known
concept
(general education) or Taming of the Shrew (honors), view the
film version and write a comparison essay that looks at how
faithful the movie stayed with
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(for example, Randy was running for the office of mayor, and
considered that little office in city hall to be Camelot)
4. Review and understand the basics of poetic structure and
language appropriate to Eighth
the book or how different the movie is from the novel. Focus on
the characters, setting, plot and themes in your essay, and
evaluate the director’s and acto
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Teacher Notes
Grade (lyric and narrative forms, including ballad, sonnet, ode,
free verse, etc.)
NJSLSA.R5 Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and the
whole.
1. Analyze
r’s choices that were made in the movie. You may also create a
“Top 10 Differences” mini-poster, focusing on ten different topics
that stand out am
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Unit Proficiency / Objectives Standards Essential Questions
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Teacher Notes
and evaluate common organizational structures (e.g.,
chronological/logical order, cause and effect relationships,
comparison and contrast, and problem and solution)
2. Understand and apply knowledge of voice
ong the book and film.
• use a T-chart to determine qualities of two different stories
that share a similar theme.
• Range of Reading and Level of Text Compl
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Unit Proficiency / Objectives Standards Essential Questions
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/point of view, author’s purpose, genre expectations, audience,
length, and format requirements
3. Recognize and understand the practical and literary merits of
traditional structures such as similarity
exity
• write a journal entry that compares three works of fiction.
Discuss how each work of fiction became progressively more
challenging.
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Unit Proficiency / Objectives Standards Essential Questions
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and difference, posing and answering a question, chronological
order, etc.
4. Apply knowledge of plot structure devices such as frame
narrative, epistolary novel, in medias res, flashback, and
foreshadowing
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5. Analyze and evaluate the impact of narrative voice on the
structure of a novel (first person narration versus dialogue-heavy
text, for example)
NJSLSA.R6 Assess how point of view or purpose shapes the content
and style of a text.
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Unit Proficiency / Objectives Standards Essential Questions
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1. 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.
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Unit Proficiency / Objectives Standards Essential Questions
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2. With in class novels and self-selected reading, evaluate the
use of point of view, author's style and purpose and its
effectiveness on how the story is told (RW)
3. Review and apply knowledge of the
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Teacher Notes
concept of dramatic irony, from which most suspense and comedy
derives (dramatic irony exists when one or more characters in a
text knows something crucial than the other character or characters
do
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Unit Proficiency / Objectives Standards Essential Questions
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Teacher Notes
not know; for example, when the protagonist is about to step
into a trap, but she doesn’t know it)
4. Be aware of this construction and try to identify examples in
text and film where withheld knowl
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Unit Proficiency / Objectives Standards Essential Questions
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Teacher Notes
edge creates suspense or humor
5. Apply the concept of dramatic irony in students' own
writing
NJSLSA.R7 Integrate and evaluate content presented in diverse
formats and media, including visually and quantitatively, as well
as in words.
1. Critically view films or
-
Unit Proficiency / Objectives Standards Essential Questions
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21st Century Skills
Teacher Notes
live productions based on books in order to evaluate the choices
made by the director or actors
2. Identify motivating factors that drive director and actor
decisions
3. Identify essential and non-esse
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Unit Proficiency / Objectives Standards Essential Questions
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Teacher Notes
ntial aspects of plot when transferring a story to a different
medium
NJSLSA.R9 Analyze and reflect on how two or more texts address
similar themes or topics in order to build knowledge or to compare
the approaches the authors take.
1. Work to construct background knowl
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Unit Proficiency / Objectives Standards Essential Questions
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Teacher Notes
edge of major foundational works from which modern literature
draws (the Bible, the Quran, Homer, Ovid, Shakespeare, mythology
from various cultures, etc.)
2. Understand and apply the concepts of
-
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Teacher Notes
allusion and allegory
3. Generalize concepts of setting, plot, characterization, and
other narrative elements so that specific instances of these may be
recognized as having thematic similarities or
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Unit Proficiency / Objectives Standards Essential Questions
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Teacher Notes
differences (for example “villain” or “dark and stormy
night”)
4. Acquire or review basic knowledge of literary periods and
major works
NJSLSA.R10 Read and comprehend complex literary and
informational texts independently and proficiently with
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Unit Proficiency / Objectives Standards Essential Questions
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21st Century Skills
Teacher Notes
scaffolding as needed.
1. Practice careful and attentive reading of both assigned texts
and independent text choices
2. Read a wide variety of texts, including a variety of styles,
genres, literary periods,
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Unit Proficiency / Objectives Standards Essential Questions
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Teacher Notes
authors, perspectives, and subjects
3. Use annotation and note-taking
4. Read within appropriate time frame for extended text
5. Choose works from multiple genres, cultures, and literary
periods
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Unit Proficiency / Objectives Standards Essential Questions
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6. Consider keeping a notebook of texts read with notes,
annotations, and any relevant student work produced
7. Use self-correction when subsequent reading indicates an
earlier miscue (self-
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Unit Proficiency / Objectives Standards Essential Questions
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Teacher Notes
monitoring and self-correcting)
8. Read with a rhythm, flow, and meter that sounds like everyday
speech (prosody)
NON-FICTION (Week 1, 1 Week)
NJSLSA.R1 Read closely to determine what the text says
explicitly and to make logical inferences and relevant connections
from it; cite specific textual
NJ: 2016 SLS: English Language Arts NJ: Grade 8 Reading:
Informational Text Key Ideas and
1. Why is it important to ask questions and make annotations
1. Asking questions a
• •Key Ideas and Details
• after being given a bag
KEY IDEAS AND DETAILS Summative: Written: Journal/Diary
• Journal response
ADOPTED TEXTS Allen, Janet, et al. Literature. Evanston,
Illinois: McDougal Littell, Inc., 2008. Arthur N., et al. The
Language of Literature. Evanston, Illinois: McDougal Littell, Inc.,
1997. Odell, Lee. et al. Elements of Language: Second
NJ: 2014 SLS: 21st Century Life and Careers NJ: All Grades
• Key Ideas and Details
• Google images
• Approved media
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Unit Proficiency / Objectives Standards Essential Questions
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21st Century Skills
Teacher Notes
evidence when writing or speaking to support conclusions drawn
from the text.
1. Practice close reading of both assigned texts and independent
text choices
2. Read a wide variety of texts, including a variety of styles,
genres, historical perio
Details NJSLSA.R1 Read closely to determine what the text says
explicitly and to make logical inferences and relevant connections
from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
RI.8.1 Cite the textual evidence and make relevant connectio
when reading a text, particularly for the first time?
2. How do preconceived notions affect our reading/understanding
of a text? How can I move past “what I thought I knew”?
3. How do I draw
nd annotating text helps the reader to construct dee
filled with items from the teacher, make inferences about the
teacher based on the items in the bag. Write a journal response
that describes their
• Digital written headlines
• Venn diagram
CRAFT AND STRUCTURE Formative: Written: Informative
• labeled sentences
• Written analysis
• Responses to the questions
• Written refle
Course. New York, New York: Holt, Rinehart and Winston, 2004.
LANGUAGE ARTS REQUIRED READING LIST Hesse, Karen. Out of the Dust
Lowry, Lois. The Giver Orwell, George. Animal Farm Quinn, Jason.
Steve Jobs/Genius By Design ADDITIONAL TEXTS FOR LANGUAGE ARTS
Great Books Foundation, The. Junior Great Books – Series 8 Schmidt,
Gary D. Wednesday Wars Shakespeare, William A Midsummer Night’s
Dream Stead, Rebecca. When You Reach Me ADDITIONAL TEXTS FOR
ADVANCED LANGUAGE ARTS Shakespeare, William. The Taming of the
Shrew Shelley, Mary. Frankenstein ENG883-885
Career Ready Practices Career Ready Practices
CRP4. Communicate clearly and effectively and with reason.
CRP6. Demonstrate creativity and inno
center databases
• • Craft
and Structure
• Article titled, "Equal Rights for Women" is available
online
• • Integ
ration of Knowledge and Ideas
• "Surviving the Dust Bowl" is available
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Unit Proficiency / Objectives Standards Essential Questions
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Teacher Notes
ds, authors, perspectives, and subjects
3. Exhibit knowledge of what “analysis” means as compared to
“summary,” “paraphrase,” or “argument from opinion”
4. Produce evidence from the text for all claim
ns that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
NJSLSA.R2 Determine central ideas or themes of a text and
analyze their development; summarize the key supporting details and
ideas.
RI.8.2. Determine a central
evidence from my readings to support any understandings, ideas,
and claims in a text?
per meaning of the text and compels the reader to res
teacher which must be supported by their inferences with
evidence from the bag. This can serve as an introduction to reading
informational texts and
ction
INTEGRATION OF KNOWLEDGE AND IDEAS Summative: Oral:
Presentation
• Presentation
• Text codes
• Text codes
• Annotations
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY Summative:
Written: Report
• (See RL.
LANGUAGE ARTS AND ADVANCED LANGUAGE ARTS – GRADE 8 47 A-1
LANGUAGE ARTS REQUIRED SUMMER READING Select and read one of the
following novels: Myers, Walter Dean. Monster Myers, Walter Dean.
Slam Woodson, Jacqueline. If You Come Softly ADVANCED LANGUAGE ARTS
REQUIRED SUMMER READING Select and read one of the following
novels: Crichton Hattie, Michael. Jurassic Park Larson, Kirby. Big
Sky Taylor, Mildred. Roll of Thunder, Hear My Cry Twain, Mark. The
Adventures of Tom Sawyer SOFTWARE Microsoft Word Microsoft
PowerPoint Inspiration Moodle
vation.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in
on Youtube
• • Rang
e of Reading and Level of Text Complexity
• None
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Unit Proficiency / Objectives Standards Essential Questions
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Teacher Notes
s and inferences, both in formal academic work and collaborative
discussion
5. Annotate texts as reading occurs, both formally for
analytical reference and informally to cement comprehension
6. Distinguish
idea of a text and analyze its development over the course of
the text, including its relationship to supporting ideas; provide
an objective summary of the text.
NJSLSA.R3 Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
RI.8.3. Analyze how a text
earch beyond the text what he or she doesn’t know.
2. Pr
finding textural evidence to support their analyses.
• after the teacher posts pictures of current events or events
in history around the room, create a
8.10 activity. Change to non-fiction texts.)
Turnitin.com GoogleDocs Prezi TEACHER SUPPLEMENTAL MATERIALS
Fare, Dennis M., ed. PARCC ELA/Literacy Assessments. Piscataway:
REA, 2014. O’Brien, Peggy, ed. Shakespeare Set Free. New York:
Washington Square Press, 1993. DATABASES Bloom’s Literary Reference
EBSCO Host Gales Literary Index AUDIO-VISUAL MATERIAL Animal Farm.
Perf. Kelsey Grammer, Ian Holm, Julia Louis-Dreyfus. 1999. Film. T
he Giver. Perf. Jeff Bridges, Brenton Thwaites, Meryl Streep. 2014.
DVD. Pleasantville. Dir. Gary Ross. Perf. Tobey Maguire, Reese
Witherspoon, William H. Macy, Joan Allen, and Jeff
solving them.
Copyright © State of New Jersey, 1996 - 2016.
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Unit Proficiency / Objectives Standards Essential Questions
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Teacher Notes
between evidence which strongly supports a claim or position and
details which may be irrelevant or extraneous
NJSLSA.R2 Determine central ideas or themes of a text and
analyze their development; summarize the key supporting details and
ideas.
1. Understan
makes connections among and distinctions between individuals,
ideas, or events (e.g., through comparisons, analogies, or
categories).
Craft and Structure NJSLSA.R4 Interpret words and phrases as
they are used in a text, including determining technical,
connotative, and figurativ
econceived notions often misguide the reader. The read
“digital headline” for each picture. If teacher chooses, he/she
may use the following formula for creating a central idea: Identify
the Topic + Determ
Daniels. New Line Cinema, 1988. DVD Surviving the Dust Bowl.
Perf. Matthew Modine, Liev Schreiber. PBS Home Video [distributor],
1998. Film. The Taming of the Shrew. Perf. Elizabeth Taylor,
Richard Burton. 1967. Film. William Shakespeare's A Midsummer
Night's Dream. Perf. Kevin Kline, Michelle Pfeiffer, Rupert
Everett. Fox Searchlight Pictures; 1999. Film.
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Unit Proficiency / Objectives Standards Essential Questions
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Teacher Notes
d a central idea
2. Practice constructing objective summaries that are completely
free of editorial bias (your opinion)
3. Use notes and annotations to physically sort connecting ideas
from the text
e meanings, and analyze how specific word choices shape meaning
or tone.
RI.8.4. Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical
meanings; analyze the impact of specific word choices on meaning
and tone, including analogies or
er can move past what he or she originally thought by c
ine a power verb + Finish your thought = Central Idea. This
formula can be used as the opening sentence for writing an
objective summary.
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Unit Proficiency / Objectives Standards Essential Questions
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Teacher Notes
together
4. Keep an on-going record of evidence from the text that can be
sorted and used later for analysis
NJSLSA.R3 Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
1. Read closely to determine how
allusions to other texts.
NJSLSA.R5 Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and the
whole.
RI.8.5. Analyze the structure an author uses to organize a
specific paragrap
omparing preconceived notions with new, factual info
• after reading an online article about a topic such as
“Utopias,” identify two categories of either people (men vs.
women), events (morning vs. eve
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Unit Proficiency / Objectives Standards Essential Questions
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21st Century Skills
Teacher Notes
authors develop key individuals, ideas, or events in a text
2. Include examination of author’s purpose, intended audience,
and possible biases when analyzing text
3. Notice structure and connectio
h in a text, including the role of particular sentences, to
develop and to refine a key concept.
NJSLSA.R6 Assess how point of view or purpose shapes the content
and style of a text.
RI.8.6. Determine an author’s point of view or purpose in a text
and analyze how the author acknowledges and responds
rmation.
3. I can draw evidence by identifying specific wor
ning) or ideas (religious beliefs and education). Then, fill out
a Venn diagram to look at the similarities and differences between
those two categories.
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Unit Proficiency / Objectives Standards Essential Questions
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21st Century Skills
Teacher Notes
ns/distinctions in everyday informational texts, and form
opinions about the appropriateness of a given structure for a given
purpose (for example, notice the logical connections between things
like the
to conflicting evidence or viewpoints.
Integration of Knowledge and Ideas NJSLSA.R7 Integrate and
evaluate content presented in diverse formats and media, including
visually and quantitatively, as well as in words.
RI.8.7. Evaluate the advantages and disadvantages of using
d choices and phrases that strongly support the author’
Finally, write a response that explains how the text made
connections among or distinctions between those two categories
using appropriate transition wor
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Unit Proficiency / Objectives Standards Essential Questions
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21st Century Skills
Teacher Notes
placement of items within a grocery store, or the grouping of
texts in a library) Analyze the significance of key individuals,
events, or ideas in a text
4. Practice a variety of communication strategies for
different mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or idea.
NJSLSA.R8 Delineate and evaluate the argument and specific
claims in a text, including the validity of the reasoning as well
as the relevance and sufficiency of the evidence.
RI.8.8. Delineate and evaluate
s claims and ideas about the text.
ds and phrases.
• Craft and Structure
• (See RL.8.4; just use a non-fiction text instead.)
• after the teacher reads a picture book or finds an article
that
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Unit Proficiency / Objectives Standards Essential Questions
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Teacher Notes
conveying information (whether an analogy is more effective than
a direct description, for instance)
NJSLSA.R4 Interpret words and phrases as they are used in a
text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
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.
NJSLSA.R9 Analyze and reflect on how two or more texts address
similar themes or topics in order to build
has particular organizational patterns (such as compare and
contrast, cause and effect, sequence of events, series of
questions, etc.), chose a par
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Unit Proficiency / Objectives Standards Essential Questions
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21st Century Skills
Teacher Notes
meaning or tone.
1. Analyze and evaluate the effect of sound, form, non-literal
language such as idioms and figures of speech, and graphics to aid
in comprehension of complex informational text
2. Analyze
knowledge or to compare the approaches the authors take.
R.I.8.9. Analyze and reflect on (e.g. practical knowledge,
historical/cultural context, and background knowledge) two or more
texts that provide conflicting information on the same topic and
identify where the texts disagree on matters of fact or
agraph that struck the most. Then, label each sentence with one
of the organizational patterns. Finally, write a structural
analysis that explains how the
-
Unit Proficiency / Objectives Standards Essential Questions
Enduring Understanding
Suggested Activities
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21st Century Skills
Teacher Notes
and evaluate how an author’s use of words creates tone, mood, or
focus in informational text
3. Understand and apply knowledge of how diction changes for
varying audiences and purposes
interpretation.
Range of Reading and Level of Text Complexity NJSLSA.R10 Read
and comprehend complex literary and informational texts
independently and proficiently with scaffolding as needed.
RI.8.10. **By the end of the year read and comprehend literary
nonfiction (see Appendix A) at
author used a particular pattern to unfold the idea or concept
in the text.
• find a digital text that offers multiple viewpoints on a topic
such as “Equal Rig
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4. Acquire and apply knowledge of domain-specific terms for
certain kinds of informational texts such as contracts or
applications
5. Determine pronunciations, meanings, alternate word choices,
parts
grade level text-complexity (see Appendix A) or above, with
scaffolding as needed.
NJ: 2014 SLS: Technology NJ: Grades 6-8 8.1 Educational
Technology 8.1 Educational Technology: All students will use
digital tools to access, manage, evaluate, and synthesize
information in order to
hts for Women” by Shirley Chisholm. Then, read through the text
and place stars next to each area that answers the following
questions: •Wh
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of speech and etymologies of words as needed, using context to
aid in identifying the meaning of unfamiliar words
NJSLSA.R5 Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other
solve problems individually and collaborate and to create and
communicate knowledge. A. Technology Operations and Concepts:
Students demonstrate a sound understanding of technology concepts,
systems and operations.
8.1.8.A.2 Create a document (e.g. newsletter, reports,
o is the author? •What is the title? •What key words or phrases
do I notice as I read? •What words or phrases are critical for my
understanding
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and the whole.
1. Analyze and evaluate common textual features (e.g.,
paragraphs, topic sentences, introduction, conclusion, footnotes,
index, bibliography)
2. Analyze and evaluate common organ
personalized learning plan, business letters or flyers) using
one or more digital applications to be critiqued by professionals
for usability.
D. Digital Citizenship: Students understand human, cultural, and
societal issues related to technology and practice legal and
ethical behavior.
of the text? •What is the author thinking and saying about the
topic or idea? •Who is the intended audience of the text? •What is
the author’s personal
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izational structures (e.g. chronological/logical order, cause
and effect relationships, comparison and contrast, problem and
solution, order of importance, question and answer)
3. Review and apply knowl
8.1.8.D.2 Demonstrate the application of appropriate citations
to digital content.
8.1.8.D.4 Assess the credibility and accuracy of digital
content.
Copyright © State of New Jersey, 1996 - 2016.
role in the topic or themes? Then, write a reflection that
discusses the author’s view of the topic and how the author
acknowledges and responds to
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edge of varying sentence structures, noting those that are most
effective in a given text (beginning with a subordinate clause, for
example, or the effective placement of phrases and modifiers)
conflicting views.
• Integration of Knowledge and Ideas
• watch a video titled “Surviving the Dust Bowl” (which can be
found on YouTube) and rea
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4. Recognize the effective placement of topic sentences in
informational documents
5. Note the differences in structure for paragraphs that present
evidence, provide a quote, share an anecdote, or
d a printed, leveled text of the Dust Bowl. Then, create a
presentation that explains to the teacher which medium (video or
text) they prefer and
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include other types of support
NJSLSA.R6 Assess how point of view or purpose shapes the content
and style of a text.
1. Recognize and trace the development of an author’s argument,
point of view, or perspective in text
2. Recognize autho
why they prefer it.
• read an article and use text coding to identify the specific
claims in a text; use a “C” for this step. Next, mark any
supporting evidenc
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r bias both when it is overt and when it subtle; subtle bias is
often expressed through diction (think, for example, of the
difference in connotation between a newscaster describing someone
as a
e with an “E”. Now, in order to determine if the evidence is
irrelevant, think about whether or not the quotes are from
unrelated authority figu
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radical and another describing him or her as an activist)
3. Understand and apply knowledge of exploration of
counter-claims within an argument or opinion piece
4. Practice summarizing works
res or if the author attempts to appeal to a reader’s emotions
or fears over using the actual facts. Finally, determine if the
amount of evidence
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without editorial bias, and be alert for unintended bias in your
own work
5. Identify strengths and weaknesses of rhetorical devices
(pathos, ethos, logos) used by the author to respond to
presented was convincing enough.
• after being given two different texts by different authors,
discuss the same topic; the texts must disagree on
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conflicting viewpoints or evidence
NJSLSA.R7 Integrate and evaluate content presented in diverse
formats and media, including visually and quantitatively, as well
as in words.
1. Maintain and continue to build upon knowledge of and
expertise in cutting-edge medi
their claims. They can use the same text coding from Standard
8.8, and then annotate where the authors disagree. Then, write a
compare-
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a applications
2. Acquire or review basic knowledge of aesthetic elements of
various media (color, lighting, and camera angle in visual media,
for example)
3. Determine preferred media base
and-contrast journal entry that describes where the authors have
similar opinions and where the authors have different opinions.
• Range of Rea
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d upon the appropriateness and effectiveness of certain tools
for particular types of communication (for example, instructions
for a walk-through of a difficult video game often benefit from a
visual
ding and Level of Text Complexity
• (See RL.8.10 activity. Change to non-fiction texts.)
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platform, such as YouTube, while print platform such as a blog
or wiki may be the best medium for an interactive discussion)
4. Become a more sophisticated and analytical consumer of media,
evalu
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ating texts that you consume in all formats for their
effectiveness
NJSLSA.R8 Delineate and evaluate the argument and specific
claims in a text, including the validity of the reasoning as well
as the relevance and sufficiency of the evidence.
1. Apply knowledge of common organizatio
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nal structures for arguments (cause and effect, for example)
2. Acquire or review knowledge of the types of logical fallacies
commonly used in argument (see vocabulary below)
3. Acquire or revie
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w knowledge of syllogisms, inductive reasoning, and deductive
reasoning
4. Make it a practice to provide valid and logical evidence and
support for all claims, formal or informal, and require the same
from
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discourse with others
5. Extract extraneous information from an argument
NJSLSA.R9 Analyze and reflect on how two or more texts address
similar themes or topics in order to build knowledge or to compare
the approaches the authors take.
1. Employ knowledge of
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organizational structures relevant to multiple or competing
information or points of view (e.g., similarities/differences,
compare/contrast, cause/effect)
2. Read a wide variety of texts across genres, historical
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periods, styles, and points of view, but also ready a wide of
variety of texts on single topics or current topics of debate in
our country and in the world in order to make a considered
assessme
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nt of alternative points of view
3. Make it a practice to construct student's own assessment of
the validity of a claim or assertion without relying on the
“experts” – or even the newscasters or journalists – but relyin
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g instead on student's own ability to identify fallacies and
unsupported claims versus solid arguments
NJSLSA.R10 Read and comprehend complex literary and
informational texts independently and proficiently with scaffolding
as needed.
1. Practice
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careful and attentive reading of both assigned texts and
independent text choices
2. Read a wide variety of texts, including a variety of styles,
genres, literary periods, authors, perspectives,
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and subjects
3. Use annotation and note-taking
4. Choose works from multiple genres, cultures, and historical
periods
5. Consider keeping a notebook of texts read with notes,
annotations, and
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any relevant student work produced
WRITING (Week 1, 1 Week)
NJSLSA.W1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
1. Employ knowledge of appropriate organizational structures for
argu
NJ: 2016 SLS: English Language Arts NJ: Grade 8 Writing Text
Types and Purposes NJSLSA.W1 Write arguments to support claims in
an analysis of substantive topics or texts, using valid
reasonin
1. How do I accurately use citations in my writing?
2. What is the difference between persuasive and argumentative
writing?
3. How can
1. Good writers paraphrase or use specifi
• Text Types and Purposes
• read and annotate an article that contains multiple claims. In
your own words,
TEXT TYPES AND PURPOSES Formative: Oral: Discussion
• Annotations
• Claims
• Exit card
• Text codes
• Revisions
• List • Rev
isions in paper
ADOPTED TEXTS Allen, Janet, et al. Literature. Evanston,
Illinois: McDougal Littell, Inc., 2008. Arthur N., et al. The
Language of Literature. Evanston, Illinois: McDougal Littell, Inc.,
1997. Odell, Lee. et al. Elements of Language: Second Course. New
York, New York: Holt, Rinehart and Winston, 2004. LANGUAGE ARTS
REQUIRED READING LIST Hesse, Karen. Out of the Dust Lowry, Lois.
The Giver Orwell, George. Animal Farm Quinn, Jason. Steve
Jobs/Genius By Design
NJ: 2014 SLS: 21st Century Life and Careers NJ: All Grades
Career Ready Practices Career Ready Practices
CRP4. Co
Research to Build and Present Knowledge
• Literature Anthology
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ment writing that include a focus for audience and purpose
2. Use appropriate transitions for optimal clarity and
coherence
3. Exclude extraneous, irrelevant, or overly trivial
information
4. Employ knowledge
g and relevant and sufficient evidence.
W.8.1. Write arguments to support claims with clear reasons and
relevant evidence.
W.8.1a. Introduce claim(s), acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize the
reasons and evidence logically.
W.8.1b. Support
analyzing authors’ styles help to form my own writing style?
c quotes from text. Then, they include the author’s las
write down 3-4 claims that can be concluded from the article.
Next, go back into the article for a second read and determine
which of those
• Annotations
• Conclusion
• Poster
• PowerPoint
• Research paper
• Introduction
• Annotations
• Written transitions in writing
• Graphic organizer
• List • Rev
isions in
ADDITIONAL TEXTS FOR LANGUAGE ARTS Great Books Foundation, The.
Junior Great Books – Series 8 Schmidt, Gary D. Wednesday Wars
Shakespeare, William A Midsummer Night’s Dream Stead, Rebecca. When
You Reach Me ADDITIONAL TEXTS FOR ADVANCED LANGUAGE ARTS
Shakespeare, William. The Taming of the Shrew Shelley, Mary.
Frankenstein ENG883-885 LANGUAGE ARTS AND ADVANCED LANGUAGE ARTS –
GRADE 8 47 A-1 LANGUAGE ARTS REQUIRED SUMMER READING Select and
read one of the following novels: Myers, Walter Dean. Monster
Myers, Walter Dean. Slam
mmunicate clearly and effectively and with reason.
CRP6. Demonstrate creativity and innovation.
CRP7. Employ valid and reliable research strat
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of rhetorical strategies and structural strategies, such as
parallel structure or purposeful repetition
5. Use sophisticated strategies for closure (such as a call to
action), and avoid just reiterating the
claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of
the topic or text.
W.8.1c. Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), counterclaims, reasons,
and evidence.
W.8.1d. Establish and maintain
t name and page number, if available.
2. Persuasive writing
claims can be best supported with evidence the article provides.
Then, write on an exit card the best way to go about finding a
strong claim to
writing
• Labeled sentences
• Original ending
• Annotations
• Original ending
PRODUCTION AND DISTRIBUTION OF WRITING Summative: Written:
Informative
• Underlining
• Annotations
• Outline
• Checklist
Woodson, Jacqueline. If You Come Softly ADVANCED LANGUAGE ARTS
REQUIRED SUMMER READING Select and read one of the following
novels: Crichton Hattie, Michael. Jurassic Park Larson, Kirby. Big
Sky Taylor, Mildred. Roll of Thunder, Hear My Cry Tw