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July 2008Melissa Loftus

Who can you count on?

What is worth fighting for?

*The Quarter Overview lists the concepts students must master in the 2nd quarter. Suggested time frames are provided; however, each teacher has the responsibility to make choices to adapt the timing and sequence of units based on student needs as identified by data.

MATHS English July 2008 DRAFTQuarter 2 Curriculum: GRADE 6 Page 1

Quarter 2 Curriculum Overview*2nd Quarter: 44 Instructional days

8th Grade Theme

Who can you count on?

What is worth fighting for?

All of the skills acquired during the 2nd quarter will better prepare eighth graders for 3rd quarter. These skills are part of the Core Learning Goals and will be tested on the MSA.

High school English teachers say that students come to high school not prepared with the basic reading, writing, and language concepts. During this quarter, go back and review these skills to make sure that students are prepared for high school.

The following skills will be incorporated throughout all units:

Vocabulary Writing & Reading Strategies Grammar, Usage, and Mechanics

Unit 4: Elements of Poetry Time Frame :9-14 days

Structure and Types of PoetryLiteral and Figurative Meanings (word to poem level)

Sound Elements in PoetrySimile, Metaphor, Hyperbole, Personification, Allusions, Imagery, Irony, Symbolism

BCR Intro: Summarize

Unit 5: The Giver: Theme Time Frame:12-15 days

Theme: How Theme Represents a View on LifeSimilar Themes Across Texts: Common and Universal Ideas in Literature

Connecting Word Choice to Style, Meaning and ToneDenotation and Connotation/Layers of Meaning

BCR Practice: ACES

Unit 6: Roll of Thunder, Hear My Cry: Narrator and Voice Time Frame:12-20 days

Historical FictionComparing and Contrasting Views of Human Experience

Author’s Purpose, Point of View and NarratorContext Clues Review

MID-TERM REVIEW

Quarter 2 Tracking and Progress Matrix*To be used in conjunction with the Quarter 4 Curriculum Overview for long-term lesson planning.

Quarter 2 Planning Calendar*Monday Tuesday Wednesday Thursday Friday

Nov

embe

r

3 4No School Election Day

5 6 7

10 11 12 13 14

17 18 19 20 21

24 25 26 27No School Thanksgiving

28No School Thanksgiving

Dec

embe

r

1 2 3 4 5

8 9 10 11 12Half Day

15 16 17 18 19

22 23 24No SchoolWinter Break

25 26

Janu

ary

29

30 31 1 2

5 6 7 8 9

12 13 14 15 16

19No SchoolMLK Day

20Mid-Term

21Mid-Term

22Mid-Term

23End of Quarter 2

Student Name

UNIT 4:Poetry

UNIT 5:Theme

UNIT 6:Narrator and Voice

Poet

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Stru

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Lang

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oetic

El

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BCR

Sum

mar

izing

Them

e

Tone

ACES

Poin

t of V

iew

/Per

spec

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Auth

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Purp

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Cont

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ACES

Grade 8: Unit 4Elements of Poetry

Approximate Time TEXT 9-14 days Selected Poems from Best Poems: Intermediate (Glencoe)

Unfinished novel or beginning of subsequent novelReading Component: VSC Objective 6.1.E.1.b Read a minimum of 25 self-selected and/or assigned books or book-equivalents representing various genres 6.1.C.2.b: Demonstrate appropriate use of phrasing: attend to sentence patterns and structures that signal meaning in text,

use punctuation cues to guide meaning and expression, use pacing and intonation to convey meaning and expression, adjust intonation and pitch appropriately

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UNIT 4: Elements of Poetry

6.3.A.4: Analyze elements of poetry to facilitate understanding and interpretation: a. use structural features to distinguish among types of poems such as ballad, narrative, lyric, elegy, etc. Analyze language and structural features to determine literal versus figurative meaning, c. analyze sound elements of poetry contribute to meaning (rhyme, rhyme scheme, alliteration, other repetition, onomatopoeia, d. identify and explain other poetic elements such as setting, mood, tone, etc. that contribute to meaning

Writing Component: VSC Objective 6.4.A.2: Compose oral, written, and visual presentations that express personal ideas, inform, and persuade: b.

describe in prose and/or poetic forms to clarify, extend, or elaborate on ideas by using evocative language and appropriate organizational structure to create a dominant impression

6.4.A.4: Identify how language choices in writing and speaking affect thoughts and feelings 6.4.A.5: Assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative

language, and rhetorical devices in the student’s own composingControlling Language Component (Grammatical Skills): VSC Objective: 6.5.A.2.c: Differentiate between grammatically complete sentences from non-complete sentences, including comma

splices 6.5.B.2.b: Apply consistent and appropriate use of the person number, and case of pronouns; pronoun/antecedent

agreement; special pronoun problems such as who-whom, and incomplete constructions; active and passive voice; and verbal phrases.

6.5.C.2.a: Punctuate at the word level: hyphen and slash Vocabulary Component: VSC Objective 6.1.D.1.a: Acquire new vocabulary through listening to, independently reading, and discussing a variety of literature

and informational texts 6.1.D.2: Apply a conceptual understanding of new words Oral Language/Viewing Component: VSC Objective 6.6.A.1: Apply and demonstrate listening skills appropriately in a variety of settings and for a purposes: a. attend to

the speaker, b. ask appropriate questions, c. contribute relevant comments, d. relate prior knowledge, e. use note-taking to assist listening when appropriate, f. maintain visual contact with the speaker, g. maintain focus by identifying and managing barriers to listening.

ESSENTIAL QUESTIONSWhat is poetry?What are the sounds of poetry? What is the language of poetry?How does poetry differ from prose?

ENDURING UNDERSTANDINGS Ballad, couplet, haiku, and lyric are types of poetry. Rhyme, alliteration, assonance, consonance, and onomatopoeia are elements of sound in poetry. Simile, metaphor, hyperbole, personification, allusion, and imagery are all elements of poetic language.

ERROR INTERVENTION

IF THEN

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Students can not differentiate between types of poems,

provide students with concrete examples of a ballad, couplet, haiku, and lyric poem. Have the key components of each type of poem highlighted. Have students find examples of different types of poems

online. Have students write the different types of poems on chart paper which can be hung in the classroom.

Students are not able to identify sound elements in poetry

Use Dr. Suess or other children’s book to read aloud and model sound elements such as rhyme, consonance, assonance, onomatopeoia, rhythm, meter, stanze or alliteration.

(http://www.readwritethink.org/lesson_images/lesson104/seuss-brown-page1.pdf) (http://www.readwritethink.org/lesson_images/lesson104/sound-booklist.pdft)

Students are not able to identify figurative language,

provide students with concrete examples of a simile, metaphor, hyperbole, personifiation, allusion, and imagery in writing from familiar texts. Have the key components of each type of figurative language

highlighted. Have students find examples of different types of figurative language in poems. Have students write the examples of figurative language and definitions on chart paper which can be hung in the classroom.

Key Content Vocabulary:

Poetry Ballad Elegy Lyric Narrative Rhyme Alliteration Assonance Consonance Onomatopoeia Rhythm Rhyme Rhyme Scheme Stanza Line

Figurative Literal Simile Metaphor Personification Onomatopoeia Allusion Symbolism Irony Brief Constructed Response: Summarize

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Activity Description MaterialsAuditory KinestheticInterpersonal

Students will participate in a Jigsaw activity to learn the types of poetry: Ballad, Elegy, Narrative and Lyric. Small “expert groups” will be formed for each of the types of poetry. They will learn about their specific type and return to an original mixed group to teach the others what they have learned.

Chart Paper Markers

AuditoryKinesthetic

Students will participate in a Gallery Walk where they will learn about a type of figurative language (simile, metaphor, hyperbole, personification, allusion, symbolism, and irony). At each station, they will find a definition, example, and questions to answer about each type of figurative language.

Chart Paper Markers

VisualKinesthetic

Students will create a chapbook of poetry applying the poetry terms and types learned in this unit. They can have up to 5 poems that already exist, and at least five poems that they create. They must incorporate all terms used in the unit.

Computers with Internet Construction Paper Yarn Markers

Auditory Kinesthetic

Oral Presentations of Chapbook: Students present selected poems and evaluate how well it portrayed the terms. Students will evaluate each other on oral presentation skills.

Note cards with guidelines

Verbal Students will write a response to poetry comparing two different poems. The writing prompt should be in BCR style: Choose two poems from those read in class. Use support from the text to compare and contrast the two poems. Be sure to discuss language and theme.

Pen/Paper Poems

ACCOMMODATIONS

Teacher Reading/ModelingAudiotape/CDLocation of students to avoid distractions during discussions or paired readingDifferentiating Grade Level of Texts Printed Rules for Jigsaw and Gallery Walk

ADDITIONAL RESOURCESMaryland MSA Coach Book: Reading: Grade 8Simple Poetry Definitions: http://www.msrogers.com/English2/poetry/30_days_of_poetry.htm#Poetry_Lesson_Chart Poetry Database: http://rpo.library.utoronto.ca/display/index.cfmPublishing Poetry Online: http://www.loriswebs.com/youngpoets/Rhyming Dictionary and Thesaurus: http://www.kplay.cc/reference.html

Grade 8: Unit 5The Giver

Theme

Approximate Time TEXT 12-15 days The Giver by Lois Lowry

Reading Component: VSC Objective 6.1.E.1.b: Read a minimum of 25 self-selected and/or assigned books or book-equivalents representing

various genres 6.3.A.6: Analyze important ideas and messages in literary texts: a. Analyze main ideas and universal themes, b.

Analyze similar themes across multiple texts: experiences, emotions, issues, and ideas that give rise to multiple themes, c. summarize or paraphrase, d. reflect on and explain personal connections to the text, e. explain the implications of the text for the reader and/or society

6.3.A.8.c: Analyze and evaluate the relationship between a literary text and its historical and/or social context

6.3.A.8.d: Analyze the relationship between the structure and the purpose of the text Writing Component: VSC Objective 6.4.A.1: Compose texts using the prewriting and drafting strategies of effective writers and speakers: b.

select, organize, and develop ideas appropriate to topic, audience, and purpose: organize information logically, use effective organizational structures, select or eliminate information as appropriate.

Controlling Language Component (Grammatical Skills): VSC Objective: 6.5.A.2.a: Consider the meaning, position, form and function of words when identifying and using all

grammatical concepts

Vocabulary Component: VSC Objective 6.1.D.1.a: Acquire new vocabulary through listening to, independently reading, and discussing a variety of

literature and informational texts

Oral Language/Viewing Component: VSC Objective 6.6.A.1: Apply and demonstrate listening skills appropriately in a variety of settings and for a purposes: a.

Use criteria to evaluate oral presentations such as purpose, delivery technique, content, visual aids, body language, and facial expressions, b. gather information from listening to a speaker, c. use memory techniques for various listening

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UNIT 5: The Giver by Lois Lowry: Theme

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tasks

ESSENTIAL QUESTIONS What is a theme? What is the main idea? How do I find the author’s tone?

ENDURING UNDERSTANDINGS The theme is a universal lesson or moral that the text teaches. The main idea tells the topic of the paragraph. The word choice of the author shows their tone or attitude toward his/her subject.

ERROR INTERVENTIONStudents can not identify themes of a story, or part of a story,

model with read-aloud/think-aloud while reading short fables or fairy tales with explicit lessons or themeshttp://www.readwritethink.org/lesson_images/lesson800/theme.pdf

Students can not find the main idea of the story, or part of the story,

Use a fishbone map with the student to help find the main idea. Also, provide a sample and model how to find the main idea.http://www.readwritethink.org/lesson_images/lesson277/

template.pdfhttp://www.readwritethink.org/lesson_images/lesson277/sample.pdf

Students are not able to summarize the story, or part of the story,

Model and provide practice with using a GIST statememt to lead to a summary.

http://www.readwritethink.org/lesson_images/lesson290/Template.pdf

Key Content Vocabulary: Summarize Main Idea Details Implied Inferred Theme Tone Denotation

Conontation Brief Constructed Response: Summarize

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Activity Description MaterialsVisualKinesthetic

Students will create a book jacket including cover and summary for The Giver. They must include the theme and summary of the story. The cover should depict the main idea of the story.

Construction Paper Markers/Crayons

Auditory Students will find a song that depicts a similar theme as The Giver or The Outsides. Teacher will find a creative way for students to display their theme songs. A BCR should be included showing the connection between the song’s theme and the novel’s theme.

Music selection

VisualInterpersonal

In groups, students will create a visual spectrum showing the shades of meanings words based on prior vocabulary words. Students can also use sticky notes to create concept map showing the connections between and among the words. http://classes.aces.uiuc.edu/ACES100/Mind/CMap.html

Chart Paper Markers/Crayons Sticky Notes

Auditory Interpersonal

Students will participate in a fishbowl discussion on themes in The Outsiders and The Giver.

Note cards with guidelines

Verbal Interpersonal

Students will write a response to the novel, The Giver. The writing prompt should be in BCR style: The theme of a novel is a universal message. The Giver has several themes. Choose one theme from the novel and use support from the text that illustrate the theme. Students will peer edit the BCRs before turning them in for a final score.

Pen/Paper Poems

ACCOMMODATIONS Teacher Reading/ModelingAudiotape/CDLocation of students to avoid distractions during discussions or paired readingDifferentiating Grade Level of Texts Printed Rules for Fishbowl DiscussionStructure for Concept Map

ADDITIONAL RESOURCESMaryland MSA Coach Book: Reading: Grade 8Fishbowl Discussion Instructions: http://www.cte.ku.edu/teachingQuestions/usingClassTime/leadingDiscussionsFishbowl.shtml

Grade 8: Unit 6Roll of Thunder, Hear

My CryNarrator and Voice

Approximate Time TEXT 12-20 days Roll of Thunder, Hear my Cry by Mildred Taylor

Reading Component: VSC Objective 6.1.E.1.b: Read a minimum of 25 self-selected and/or assigned books or book-equivalents representing

various genres 6.3.A.3.h: Analyze the author’s approach to issues of time in a narrative: flashback and foreshadowing 6.3.A.3.i: Analyze the point of view and its effect on meaning: connections between point of view and meaning,

conclusions about the narrator based on his or her thoughts and observationsWriting Component: VSC Objective 6.4.A.1: Compose texts using the prewriting and drafting strategies of effective writers and speakers: b.

select, organize, and develop ideas appropriate to topic, audience, and purpose: organize information logically, use effective organizational structures, select or eliminate information as appropriate,

Controlling Language Component (Grammatical Skills): VSC Objective: 6.5.B.2.c.: Comprehend and apply standard English usage in oral and written language: Recognize and

correct common usage errors such as misplaced modifiers, incorrect use of verbs, double negatives, and commonly confuse words such as accept and except

Vocabulary Component: VSC Objective 6.1.D.1.a: Acquire new vocabulary through listening to, independently reading, and discussing a variety of

literature and informational texts Oral Language/Viewing Component: VSC Objective 6.6.A.1: Apply and demonstrate listening skills appropriately in a variety of settings and for a purposes: a.

Use criteria to evaluate oral presentations such as purpose, delivery technique, content, visual aids, body language, and facial expressions, b. gather information from listening to a speaker, c. use memory techniques for various listening tasks

ESSENTIAL QUESTIONS What is point of view? How does the point of view affect the story? What is flashback? What is foreshadowing? How do point of view, flashback and foreshadowing enhance the story?

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UNIT 6: Roll of Thunder, Hear My Cry by Mildred Taylor: Narrator and Voice

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ENDURING UNDERSTANDINGS The narrator tells the story from 1st, 2nd, or 3rd person point of view. Depending on the point of view of a story, we learn different things about other characters, the plot, and the narrator.

ERROR INTERVENTIONStudents can not identify the author’s purpose of a story, or part of a story,

Have students connect to real life situations when they write and why they do it. Give students very clear, concrete examples of each and highlight and discuss how to determine the

purpose. Students can not compare and contrast characters, Provide students with completed Venn diagrams

comparing and contrasting characters from previous texts and within the text.

Students can not identify and analyze the point of view of a story, or part of a story,

Read-aloud/Think-aloud several short stories with varying points of view. Model how you determine the point of view, and what it means for the story.

Key Content Vocabulary:

Purpose Infrom Entertain Persuade Point of View First Person Point of View Second Person Point of View Third Person Point of View Fact Opinion Compare Contrast

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LEARNING ACTIVITIES AND STRATEGIES Activity Description Materials

AuditoryVisual

Read aloud The Three Little Pigs and The True Story of the Three Little Pigs. Have students do sketches of what they can see from the narrator’s point of view of each. When complete, discuss as a class how the point of view had an effect on the story.

Texts Crayons

Auditory VisualKinestheticInterpersonal

During Reading, students should use the Questioning the Author technique. Groups should then share their best questions for the author on chart paper, and students can rotate, like a Gallery Walk, to answer the questions created by their peers

Chart Paper Markers

KinestheticInterpersonal

To relate to Roll of Thunder, Hear my Cry, Students will rotate though stations containing articles on current racism and unfair treatment of people. Students will answer questions for the articles about the author’s purpose and point of view.

Folders

Auditory Students will take part in a Socratic Seminar about Roll of Thunder, Hear my Cry. Opening questions should be about comparing and contrasting characters in the book and among other texts.

Note cards with guidelines

Visual Students will watch all, or part of, the movie and evaluate how the authenticity of the movie. They will write a review of the movie describing how well it portrayed the book.

Movie: Roll of Thunder, Hear My Cry

Pen/Paper

Verbal Interpersonal

Students will write a response to the novel, Roll of Thunder, Hear My Cry. The writing prompt should be in BCR style: The narrator is the person who tells the story. Who tells the story of Roll of Thunder, Hear My Cry, and why is it important to the story? Give details from the text to support your answer. Students will peer edit the BCRs before turning them in for a final score.

Pen/Paper Poems

ACCOMMODATIONS

Teacher Reading/ModelingAudiotape/CDLocation of students to avoid distractions during discussions or paired readingDifferentiating Grade Level of Texts Printed Rules for Socratic Seminar

ADDITIONAL RESOURCESMaryland MSA Coach Book: Reading: Grade 8Socratic Seminar Guidelines: http://www.journeytoexcellence.org/practice/instruction/theories/miscideas/socratic/ The Three Little Pigs: http://www.shol.com/agita/pigs.htm The True Story of the Three Little Pigs: http://www.shol.com/agita/wolfside.htm www.cnn.com Question the Author Guidelines: http://www.adlit.org/strategies/19796