collections standards mapping: grade 8 term 1 theme ......g cc.1.4.8.b identify and introduce the...

Collections Standards Mapping: Grade 8 Term 1

Theme: Unique Experiences

Dates of Cycle: September 5 - November 13

Total Teaching Days: 46 (including 1 half day)

Theme: Culture and Belonging Collection 1

Theme: The Thrill of Horror Collection 2

Collection 1: Language and Style • Imperative Mood • Participles • Active and Passive Voice

Collection 2: Language and Style • Using Dashes • Subject-Verb Agreement • Subjunctive Mood • Commas

Focus Mode of Writing: Informational

Suggested

Days Text PA Common Core Standards Addressed Eligible Content

4 Days

Short Story

“My Favorite

Chaperone”

Grade 8 Collection 1

Pgs. 3-30

Lexile 790L

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CC.1.3.8.A Determine a theme or central idea of a text and analyze its development over the course of a text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

E08.A-K.1.1.2

CC.1.3.8.B Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.

E08.A-K.1.1.1

CC.1.3.8.C Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

E08.A-K.1.1.3

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CC.1.4.8.B Identify and introduce the topic clearly, including a preview of what is to follow.

E08.E.1.1.1

CC.1.4.8.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3 E08.D.1.2.5

CC.1.4.8.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary non-fiction.

E08.E.1.1.1 E08.E.1.1.2 E08.E.1.1.3

CC.1.4.8.T With some guidance and supports from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

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discussions, on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly.

English Learner Support • Reading Closely, TE p. 9: Point out all of the dashes in lines

216, 222, and 228. Explain that dashes signal an interruption or break in a thought. Authors use dashes to call attention to words that follow it.

• For Standard English Learners, TE p. 13: Some students may have trouble voicing /th/ in the middle of words such as brother. They may pronounce the /th/ sound as /v/, saying brover. Write this sentence on the board: “And Maya, you must keep your brother out of trouble!” Read the sentence aloud, emphasizing the /th/ sound in brother. Have students echo your reading several times.

• Understand Language Choices, TE p. 18: Write Mama’s response in line 572 on the board: “I don’t know this weights.” Point out to students that Mama’s native language is Russian, not English. The author includes dialogue with non-standard English

Special Education Support • For Students with Disabilities, TE p. 6: Students may struggle

to read a short story of this length. Have students read along with the text as they listen to the audio recording of the story in their eBooks. Pause regularly to ask questions and check comprehension.

To Challenge Students: • Analyze Character Choices, TE p. 26: Ask students to discuss

the choices each young person made to determine if they seem justified or appropriate for the circumstances. Ask each group to suggest alternatives that might have achieved the same goals without deception.

to help readers get a better understanding of the character.

Suggested


2 Days

Personal Essay

“Bonne Année”

Grade 8

Collection 1 Pgs. 31-40

Lexile 700L

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t CC.1.2.8.A Determine the central 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.

E08.B-K.1.1.2


E08.B-K.1.1.1

CC.1.2.8.C Analyze how a text makes connections among and distinctions between individuals, ideas, or events.

E08.B-K.1.1.3

CC.1.2.8.F Analyze the influence of the words and phrases in a text including figurative, connotative, and technical meanings, and how they shape meaning and tone.

E08.B-V.4.1.1 E08.B-V.4.1.2 E08.B-C.2.1.3

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CC.1.4.8.A Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.


E08.E.1.1.1

CC.1.4.8.C Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.

E08.E.1.1.2

CC.1.4.8.D Organize ideas, concepts, and information into broader categories; use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.

E08.E.1.1.1 E08.E.1.1.3

CC.1.4.8.E Write with an awareness of the stylistic aspects of composition.

• Use precise language and domain-specific vocabulary to inform about or explain the topic.

• Use sentences of varying lengths and complexities. • Create tone and voice through precise language. • Establish and maintain a formal style. E08.D.2.1.1


E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3

CC.1.4.8.T With some guidance and support from peers and adults, develop and strengthen writing, as needed, by panning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

CC.1.4.8.U Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

CC.1.4.8.V Conduct short research projects to answer a question (including a self-generated question) drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

CC.1.4.8.W Gather relevant information from multiple print and digital sources, using search terms effectively, assess the credibility and accuracy of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format of citations.

CC.1.4.8.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

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CC.1.5.8.A Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CC.1.5.8.D Present claims and finding emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume and clear pronunciations.

English Learner Support • Read Closely, TE p. 31: Tell students that authors do not always

use complete sentences in their writing. Read aloud lines 10-14 (TE p. 31). Guide students to identify the sentence fragments that appear in the passage: “Any day.” “Father Doctor.” “Papa Doc.” Explain that authors deliberately include sentence fragments to draw attention to an important idea or to convey a particular mood.

• Read Closely, TE p. 33: Explain that some words or expressions convey a meaning different from what the words actually say. Point to the phrase “inside information” in line 30. Model how to use the context clue “more than just a rumor” to define the phrase “certain facts known only by a privileged few.” Then have pairs find context clues to define the other expression in the chart.

Special Education Support • When Students Struggle, TE p. 32: To help guide students’

understanding of central ideas and supporting details, assign pairs one of the major paragraphs on these pages and have them complete an idea-support map. Using the sample, model how to fill in the map for the paragraph that begins on line 24.

• For Students with Disabilities, TE p. 36: If students struggle with speech impairments, have them express their ideas using an electronic device, such as a tablet, or write their thoughts on paper to share with a partner.

Suggested Number of

Days

Text PA Common Core Standards Addressed Eligible Content

3 Days

Research Study

“A Place to Call Home”

Grade 8


Lexile 1220L

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E08.B-K.1.1.2


E08.B-K.1.1.1


E08.B-K.1.1.3 W

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E08.E.1.1.1


E08.E.1.1.2



E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3


E08.E.1.1.1 E08.E.1.1.2 E08.E.1.1.3




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English Learner Support • Analyze Language, TE p. 41: Explain that some phrase express

meanings different from the actual meanings of their words. Help students understand the expressions open door and higher fence in line 7 by modeling how to use context clues. Show that the word indicates that the phrases are opposites.

Special Education Support • When Students Struggle, TE p. 42: Guide students to use the

subheadings to determine the central ideas in the selection. Have them reread the first subheading and lines 15-23. Discuss how the first subheading could be stated as a central idea. (Most immigrants believe they made the right move in coming to the United States.) Have students record the central idea in a graphic organizer like the one shown, adding evidence that supports the central idea as they continue reading. Repeat with the subheading for part 2.

• For Students with Disabilities, TE p. 48: Students may be challenged by the wealth of statistical data in the text. Before they begin their Close Read, divide the selection into logical segments. Assign each segment to a small group and have the group identify the statistics it contains. Clarify each statistic with the whole class. Then have small groups reread their sections and answer the related Close Read question(s). Ask representatives from each group to share their answers with the class.

Suggested


1 Day

Short Story

“Golden Glass”

Grade 8

Collection 1 TE Pgs. 52c-

52e Close Read SE pgs. 3-8

Lexile 1010L

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E08.A-K.1.1.2


E08.A-K.1.1.1


E08.A-K.1.1.3

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E08.E.1.1.1


E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3


E08.E.1.1.1 E08.E.1.1.2 E08.E.1.1.3


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English Language Support • For ELL Students, TE p. 30d: Review the suffix –ly by pointing

at some examples: smoothly, patiently, nearly, really, involuntarily. Explain that this suffix is used to convert adjectives to adverbs. Ask volunteers to name the related adjective (smooth, patient, near).

Special Education Support • When Students Struggle, TE p. 30c: To help students draw

inferences about the characters in “Golden Glass,” have them work in small groups to fill out a chart similar to the one found on p. 30c, TE.

To Challenge Students • TE p. 30f: Ask students to find images of stained glass windows

from medieval times to the present. (They can do their research in libraries or online.) Remind students of the effect the completed stained glass window had on Ted: in one way it was like a window as it provided an ideal image that related to the sky outside, but in another way it was more like an illuminated painting. Have students write a brief essay explaining their response to one or more of the stained glass windows they have researched; alternatively, they might write about the effect the stained glass window has on them.

Suggested


1Day

Essay

“What to Bring”

Grade 8


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ext CC.1.2.8.A Determine the central 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.

E08.B-K.1.1.2


E08.B-K.1.1.1

52e Close Read SE pgs. 9-12

Lexile 1010L


E08.B-K.1.1.3


E08.B-V.4.1.1 E08.B-V.4.1.2 E08.B-C.2.1.3

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E08.E.1.1.1 E08.E.1.1.3





E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3

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4 Days

Memoir

“The Late-homecomer”

Grade 8


Lexile 940L

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CC.1.2.8.A Determine the central 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.

E08.B-K.1.1.2


E08.B-K.1.1.1


E08.B-K.1.1.3


E08.B-V.4.1.1 E08.B-V.4.1.2 E08.B-C.2.1.3


English Language Support

Special Education Support • When Students Struggle, TE p. 52c: To help students use text

features in “What to Bring,” have them work in small groups to fill out a chart like the one shown on page 52c.

To Challenge Students • Ellis Island, TE p. 52e: Ask students to research Ellis Island to

develop a deeper understanding of the immigrant experience. Have students research an explore the trip from Europe to the United States, the steps immigrants had to go through once they reached Ellis Island, and what awaited immigrants once they passed their inspections and left Ellis Island.

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E08.E.1.1.1


E08.E.1.1.2


E08.E.1.1.1 E08.E.1.1.3





E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3


E08.E.1.1.1 E08.E.1.1.2 E08.E.1.1.3





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discussions, on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly.


English Language Support • Pronunciation, TE p. 59: Some students may have trouble

voicing the /sh/ sound at the beginning of words such as she or shift. They may pronounce the /sh/ as /ch/, saying che or chift. Point out this sentence on lines 233-234: “They had changed their work schedules entirely to the graveyard shift.” Read the sentence aloud, emphasizing the /sh/ in shift. Have students echo your reading several times.

Special Education Support • When Students Struggle, TE p. 60: Point out the change in

tone that begins on line 266, where Yang moves beyond events in her own life to historical events that have a wider impact. Guide students to notice that Yang is describing the effects of changes in laws, and draw attention to phrases such as “this meant” in lines 268 and 270.

• Interpreting Figurative Language, TE p. 62: Have students view the Text in Focus video on this page in their eBook to learn how to interpret figurative language in the memoir. Then have students use Text in Focus Practice to apply what they have learned.

To Challenge Students • Analyze the Impact of Perspective, TE p. 66: Have students

form small groups to discuss how the memoir might have been different if Yang had written about the events at the time they were happening rather than as an adult.

Suggested


1 Day

Memoir

“Museum Indians”

Grade 8


70g

Close Read SE pgs. 13-18

Lexile 850L

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E08.B-K.1.1.2


E08.B-K.1.1.1


E08.B-K.1.1.3


E08.B-V.4.1.1 E08.B-V.4.1.2 E08.B-C.2.1.3

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E08.E.1.1.1 E08.E.1.1.3





E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3

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English Language Support Special Education Support • When Students Struggle, TE p. 70c: To help students

understand more about the world Susan Power wrote about in “Museum Indians,” have students work in small groups to fill out a chart similar to the one found on p. 70c, TE.

To Challenge Students • TE, p. 70f: Ask students to examine how Power used the real

events of her life in her memoir. Which biographical details show up? Does reading about the author’s life help students to better understand “Museum Indians”? Does it detract from their appreciation of its content?

Suggested


2 Days

Documentary

“New Immigrants Share Their

Stories ”

Grade 8 Collection 1 Pgs. 71-74

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E08.B-K.1.1.2


E08.B-K.1.1.1


E08.B-K.1.1.3


E08.B-V.4.1.1 E08.B-V.4.1.2 E08.B-C.2.1.3

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E08.E.1.1.1


E08.E.1.1.2


E08.E.1.1.1 E08.E.1.1.3





E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3


E08.E.1.1.1 E08.E.1.1.2 E08.E.1.1.3





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Special Education Support • When Students Struggle, TE p. 73: To guide students’

understanding of the information presented by the voice-over narration and the interviews, have pairs of students work together during another viewing of the film to list different kinds of information provided in each format. Students can use their list s to evaluate the purpose and effectiveness of the film.

Suggested


1 Day

Poem

“The Powwow at

the End of the World” Grade 8


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analyze its development over the course of a text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

E08.A-K.1.1.2


E08.A-K.1.1.3

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E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3


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Suggested


2 Days

Assessment

Performance Task A Grade 8


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E08.E.1.1.1


E08.E.1.1.2


E08.E.1.1.1 E08.E.1.1.3





E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3


E08.E.1.1.1 E08.E.1.1.2 E08.E.1.1.3






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English Language Support • Choose a Topic, TE p. 79: To help students explore possible

topics, have small, mixed-ability groups list issues that immigrants might face. For each issue on their lists, ask them to identify a related fact from the collection texts and to ask a relevant question.

• Plan an Informative Essay, TE p. 79: Have pairs develop plans and possible topics for their informative essays. To being, ask them to read and discuss the Mentor Text excerpt using sentence frames provided on TE p. 79.

• Understand Text Structure, TE p. 80: Display or distribute copies of the Student Model that accompanies Interactive Lessons: Using Textual Evidence. Read the model aloud as students follow. Make sure students understand how pronouns refer back to nouns, such as they referring to wolves in the first paragraph. Let volunteers explain how text evidence supports the writer’s point about wolves. Then focus on connecting words and phrases (for example, at the same time, in fact, however). Explain that in informative writing, connecting words and phrases link statements and examples that help clarify the explanation. Post an annotated copy of the model that students can refer to as they write.

Special Education Support • Evaluate the Informative Essay, TE p. 82: Have small-group

members work together to score essays. Ask them to use the language of the rubric to cite reasons for each score. Remind students to compare each point on the rubric with an aspect of the essay.

To Challenge Students • Conduct a Survey, TE p. 82: Challenge students to conduct a

school-wide survey on immigration. Students may ask about a a person’s views on immigration or about the family’s immigration history. Invite students to share their findings and describe overall trends.

Suggested


2 Days

Assessment

Performance Task B Grade 8


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E08.E.1.1.1


E08.E.1.1.2


E08.E.1.1.1 E08.E.1.1.3





E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3


E08.E.1.1.1 E08.E.1.1.2 E08.E.1.1.3






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English Language Support • Write a Narrative, TE p. 83: Make sure students understand that

their personal narratives will focus on a single event. Emphasize that they should choose an experience that has important meaning for them. Have students list two possible events they might write about. Then, have students discuss the events with a partner using sentence frames found on TE p. 83.

• Understanding Text Structure, TE p. 84: Print out or display the Student Model that accompanies Interactive Lessons: Writing Narratives. Read the narrative aloud as students follow along. Ask the students how the journal entries help the writer explain the significance of the experience. Then, draw students’ attention to the connecting words and phrases. Explain that the connecting words and phrases are important in narrative writing because they

Special Education Support • For Students with Disabilities, TE p. 85: Have students work in

pairs to help each other visualize scenes or events from their narratives that need more detail or description. Have one student sit with eyes closed while the other asks questions, such as “What do you see?”; “What do you sense under your feet or in your hands?”; and “Do you taste or smell anything?” Tell the listening student to take notes as the visualizing partner answers the questions.

• When Students Struggle, TE p. 85: Have students meet with their partners to help them organize their writing. Tell them to describe a significant event. As students talk, their partners should take notes about which descriptive details belong at the beginning, middle, and end of the event. Then, students can transfer their notes to the flow chart graphic organizer.

create cohesion and make the story flow. Post an annotated copy of the model for students to refer to as they write their own personal narratives.

To Challenge Students • Structure Your Narrative, TE p. 86: Challenge students to

reorder the events in their narratives so that they are not presented chronologically. Ask the students what might be gained by the use of flashbacks or foreshadowing, for example. Have them read both the original and the new version to a small group. Then, have students discuss which structure is more effective in telling the story.

Suggested


3 Days

Short Story

“The Tell-Tale Heart”

Grade 8


Lexile 850L R

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E08.A-K.1.1.2


E08.A-K.1.1.1


E08.A-K.1.1.3

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E08.E.1.1.1


E08.E.1.1.2


E08.E.1.1.1 E08.E.1.1.3




E


E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3


E08.E.1.1.1 E08.E.1.1.2 E08.E.1.1.3



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English Language Support Special Education Support • Pronunciation, TE p. 91: The /ing/ at the end of words such as

sitting may be hard for some students to pronounce in the manner of standard English. They may not pronounce the /g/ at the end, saying sittin. Point out to students that the words in line 63 and 64.

Suggested


1 Day

Short Story

“The Outsider”

Grade 8


98h Close Read SE pgs. 21-30

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E08.A-K.1.1.2


E08.A-K.1.1.1


E08.A-K.1.1.3

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E08.E.1.1.1


E08.E.1.1.2


E08.E.1.1.1 E08.E.1.1.3





E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3


E08.E.1.1.1 E08.E.1.1.2 E08.E.1.1.3



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Suggested


1 Day

Essay

“Scary Tales”


Lexile 730L

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E08.B-K.1.1.2


E08.B-K.1.1.1


E08.B-V.4.1.1 E08.B-V.4.1.2 E08.B-C.2.1.3

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E08.E.1.1.1


E08.E.1.1.2


E08.E.1.1.1 E08.E.1.1.3





E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3


E08.E.1.1.1 E08.E.1.1.2 E08.E.1.1.3



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Suggested


4 Days + 2 Days

Short Story

“The Monkey’s

Paw”


Lexile 920L

Pairs with from “The Monkey’s

Paw”, pgs. 121-124

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E08.A-K.1.1.2


E08.A-K.1.1.1


E08.A-K.1.1.3

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E08.E.1.1.1


E08.E.1.1.2


E08.E.1.1.1 E08.E.1.1.3





E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3


E08.E.1.1.1 E08.E.1.1.2 E08.E.1.1.3




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Suggested


1 Day

Poem

“Franken-stein”

Grade 8


120e

Close Read SE pgs. 31-34

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E08.A-K.1.1.2


E08.A-K.1.1.1


E08.A-K.1.1.3

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E08.E.1.1.1


E08.E.1.1.2


E08.E.1.1.1 E08.E.1.1.3





E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3


E08.E.1.1.1 E08.E.1.1.2 E08.E.1.1.3



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Suggested


3 Days

Literary Criticism

“What is the

Horror Genre?”

Grade 8


Lexile 1030L

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E08.B-K.1.1.2


E08.B-K.1.1.1


E08.B-V.4.1.1 E08.B-V.4.1.2 E08.B-C.2.1.3

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E08.E.1.1.1


E08.E.1.1.2


E08.E.1.1.1 E08.E.1.1.3





E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3


E08.E.1.1.1 E08.E.1.1.2 E08.E.1.1.3



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Suggested


1 Day

Essay

“Man-Made Monsters”

Grade 8


132f

Close Read SE pgs. 35-40 R

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form

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development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

E08.B-K.1.1.2


E08.B-K.1.1.1


E08.B-V.4.1.1 E08.B-V.4.1.2 E08.B-C.2.1.3

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E08.E.1.1.1


E08.E.1.1.2


E08.E.1.1.1 E08.E.1.1.3





E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3


E08.E.1.1.1 E08.E.1.1.2 E08.E.1.1.3



Spea

king

and

Lis

teni

ng



Considerations: Although specific focus standards have been named for the term that must be addressed, it is important to note that all ELA standards for Reading, Writing, Speaking and Listening will b visited and revisited throughout the teaching process in the term. It is impossible to teach ELA standards in isolation, and highly recommended that all standards be addressed throughout any given term so that students have consistent exposure to a dynamic and multifaceted literary process. The focus standards for Reading that are outlines in this map will be addressed on benchmark tests. The stated Writing standards will be the focus of fully published pieces that progress through the entire writing process, however, other modes of writing should be addressed and practiced authentically as we well. Stated Speaking and Listening standards must be explicitly taught and practiced, however, all Speaking and Listening standards should be incorporated into the teaching and learning process throughout the term as well. When students have sufficient exposure to and opportunities to practice with all ELA standards, a comprehensive learning experience can be achieved.

collections standards mapping: grade 8 term 1 theme ......g cc.1.4.8.b identify and introduce the...

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