grade 8: reading - martinsville city public schools

Curriculum & Pacing Guide

Martinsville City Public Schools

Revised Summer 2012 Monica Stevens

modified by PDH

Grade 8: Reading

Martinsville City Public Schools Curriculum & Pacing Guide Grade 8: English / Reading

Refer to the Curriculum Framework for actual lesson planning. Revised Summer 2012 Page 1

Martinsville City Public Schools’ Instructional Plan of Action The Martinsville City Public Schools Curriculum Guide was developed using the Standards of Learning for Virginia Public Schools and the State Curriculum Framework. Also, an emphasis was placed on the integration of 21st Century Skills into all areas of K-12 education. Martinsville City Public Schools believes that to compete in a global community, all children must develop lifelong independent skills that demonstrate initiative, self direction, and the ability to problem-solve, innovate and create, and communicate by writing and speaking effectively. To provide an avenue for students to develop these important qualifications and provide a more rigorous learning environment, Martinsville City Public Schools encourages problem-based learning in all classrooms. The collaboration between students in this type of learning environment develops skills in leadership, accountability, social, and cross-cultural understanding as they communicate and think critically to problem-solve real world applications of the curriculum. Martinsville City Public Schools’ Core curriculum prepares students to achieve these 21st

Century skills through competent cross- curricular activities that apply knowledge of concepts learned in other areas of study and in the community.

Standard benchmark assessments along with project-based assessments and end of year SOL tests are administered to ensure mastery of the concepts. PALS assessments are used to ensure proficiency in Reading for grades Pre-K through Eight. To further ensure that all students learn to the best of their abilities, a Response to Intervention (RtI) system, using STAR Math, STAR Reading, and ARDT (Algebra Readiness Diagnostic test) is in place to guide classroom instruction, screen and progress monitor students so that intervention and enrichment activities are scheduled based on the students individual needs throughout the year.

The Martinsville City Public Schools’ Curriculum Guide is designed to provide a reference document for each subject and grade level that indicates The Curriculum’s Big Ideas, Instructional Strategies, Model lessons,& Assessment Instruments and suggested time frames to be used as a Guide for classroom instruction. In addition, Learning Targets at a Glance contains an overview of the curriculum taught for each grading period for each subject and grade level. 21

Curriculum Guide OVERVIEW

st

This symbol is used through to denote a 21

Century Internet Safety procedures are listed, and for Grades Three through Twelve, an SOL Testing Blueprint Target is included to give insight to the strands that will receive the most focus on the SOL Assessments. Two symbols will be used to denote the 21st Century Focus:

st

This symbol is used throughout to denote a 21

Century skill. st

Century Global Connection.



Curriculum Big Ideas

The organizing topics, big ideas, or strands under which student learning is organized and the Essential Understandings, Knowledge and Skills students must develop in order to master these concepts (typically from the standards found in the VDOE curriculum framework). Essential Understandings—what we want students to understand about this idea, topic, or concept Essential Knowledge—What students must know in order to develop this understanding Essential Skills

—What students must be able to do in order to demonstrate that understanding

Standards of Learning that meet the criteria for 21st Century Skills will be identified by this symbol

Standards of Learning that meet the criteria for 21st Century Learning of Global Connections will be identified this symbol

Instructional Strategies & Model Lessons

Resources, strategies, and models for delivery of the curriculum. Includes suggested teaching strategies, links to model lesson plans links to frequently referenced online sites, and suggested teacher resources and where to find them (online and hard copy, such as texts, primary source documents, etc.)

Assessment Items

Examples of formative and summative assessments for measuring student mastery of the curriculum. Includes essential questions, writing prompts, sample test items, benchmark test links, model performance-based assessments, and other assessment resources.



Learning Targets at a Glance –8th

Grade 8 English Test Blueprint Summary Table- 55 question test

Grade Reading

Word Analysis/ Word Reference Materials 8.4a-d

Comprehension of Fictional tests 8.5 a-k

Comprehension of Nonfiction tests 8.6 b-k

Excluded from testing Refer to VDOE Blueprint for additional information

8 17 20 http://www.doe.virginia.gov/testing/sol/blueprints/english_blueprints/2010/2010_blueprint_gr8_reading.pdf

Learning Overview: The eighth-grade student will learn and apply interviewing techniques developing and delivering oral presentations in groups and individually. The student will demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking. Students will evaluate, analyze, develop, and produce media messages. The student will plan, draft, revise, and edit writing, with emphasis on exposition and persuasion. The student will apply reading and writing skills in all subjects, as well as respond critically to literature. The student will continue development of vocabulary, with attention to connotations and figurative language. The student will continue to develop an appreciation for literary genres through a study of a wide variety of selections. The student will describe themes, make inferences, interpret cause and effect relationships, differentiate between fact and opinion, and draw conclusions from a variety of texts.

First Quarter 8/13-10/15

Second Quarter 10/16-12/21

Third Quarter 1/8-3/13

Fourth Quarter 3/14-5/22

8.1 a-d Interview techniques 8.2 b, g, e Oral presentations

8.3 a -d Media messages 8.4 a -f Word Analysis 8.5 a-m Comprehension of Fictional texts, narrative non-fiction, & poetry 8.7 a-h Writing: informational & expository 8.8 a-g Edit Writing 8.9 a-g Research project Ongoing Fluency Practice & Vocabulary Review:

8.1 a-d Interview techniques

Reading at Independent Reading level & content area vocabulary review

8.2 a-h Oral presentations 8.3 a -d Media messages

8.4 a -f Word Analysis 8.6 a-l Comprehension of non fictional texts 8.7 a-h Writing: informational & persuasive 8.8 a-g Edit Writing 8.9 a-g Research project Ongoing Fluency Practice & Vocabulary Review: Reading at Independent Reading level & content area vocabulary review


8.4 a -f Word Analysis 8.6 a-l Comprehension of non fictional texts 8.7 a-h Writing: Persuasive essay focus 8.8 a-g Edit Writing 8.9 a-g Research project Ongoing Fluency Practice & Vocabulary Review:

Review all S.O.L. taught as preparation for the Spring S.O.L. test.

Reading at Independent Reading level & content area vocabulary review


8.4 a -f Word Analysis 8.5 a-m Comprehension of Fictional texts, narrative non-fiction, & poetry 8.6 a-l Comprehension of non fictional texts 8.7 a-h Writing: all forms review 8.8 a-g Edit Writing 8.9 a-g Research project Ongoing Fluency Practice & Vocabulary Review: Reading at Independent Reading level & content area vocabulary review



Grade 8 Writing Test Blueprint Summary Table- Multiple Choice 38 question test

Grade 8 Writing Short paper Blueprint Summary 24 points

Research, plan, compose, and revise for a variety of purposes 6.7 a-i; 6.9 a-c, e 7.7 a-j; 7.9a-c, e 8.7 a-g; 8.9 a-d, g

Edit for correct use of language, capitalization, punctuation, and spelling 6.8b-h; 7.8 b-e, g,h 8.8 b-g

Composing /Written Expression

Usage/ mechanics

Excluded from testing Refer to VDOE Blueprint for additional information

10 14 16 8 http://www.doe.virginia.gov/testing/sol/blueprints/english_blueprints/2010/2010_blueprint_gr8_reading.pdf

Suggested Time allocation for a 90 minute Reading Block

10

25

45

10

Reading Block

bell ringer 10 minutes

Whole group 25 minutes

Differentiatedinstruction 45 minutes

Checking for understanding 10 minutes



21st Century Internet Safety Procedures

1. Teachers should review all internet sites and links prior to using them in the classroom. During this review, teachers need to ensure the

appropriateness of the content on the site. Checking for broken links and paying attention to inappropriate pop-ups or solicitations of

information.

2. Teachers should circulate throughout the classroom while students are on the internet to make sure the students are on the appropriate site and are not minimizing other inappropriate sites.

3. Teachers should periodically check and update any web addresses that they have on their MCPS webpage.

4. Teachers should assure that the use of these websites correlate with the objectives of the lesson and provide students with the appropriate challenges.



Pacing / Time

Frame

Unit

Instructional Strategies & Model Lessons Assessment items

Essential

Vocabulary Technology&

Print Resources Instructional

notes

1st

Quarter

9 weeks - ongoing

8.1 The student will use interviewing techniques to gain

information. a) Prepare and ask relevant questions for the interview. b) Make notes of responses. c) Compile, accurately report, and publish responses. d) Evaluate the effectiveness of the interview.

8.2 The student will develop and deliver oral presentations in groups and individually.

a) Choose topic and purpose appropriate to the audience. b) Choose vocabulary and tone appropriate to the audience, topic, and purpose. c) Use appropriate verbal and nonverbal presentation skills. d) Respond to audience questions and comments. e) Differentiate between standard English and informal language. f) Critique oral presentations. g) Assume shared responsibility for collaborative work. h) Use a variety of strategies to listen actively. .

Synthesize Compile Effectiveness Techniques Verbal Nonverbal Standard English Informal language Critique Tone

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/lesson_plans/6-8_determining_purpose_and_audience.pdf Enhanced Scope & Sequence Sayback pg 45,Say it like this pg 46, Waxing Lyric 47-48, Poem Alive! 50; Thanks for the Memory 51, http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/communication/6-8/1_6-8_communication_formal_informal_language.pdf

Socratic discussions Compare & Contrast Activities Critical analysis of texts Jigsaw Activities Blogging using pbworks Use of a variety of mainstream media

(Pre-assessments) Group Discussion STAR READING

PALS Division level Benchmark test

PROJECT- BASED ASSESSMENT

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Pacing / Time

Frame

Unit


Essential Vocabulary

Technology& Print

Resources

Instructional notes

1st

Quarter

9 weeks

8.3 The student will analyze, develop, and produce creative or informational media messages. a) Evaluate the persuasive/informational technique

being used in nonprint media including television, radio, video, and Internet.

b) Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations.

c) Use media and visual literacy skills to create products that express new understandings. d) Evaluate sources for relationships between intent and factual content.

Analyze Opinions Authorship Format Audience Content Visual literacy Dissolving pictures Name calling Glittering generalities Bandwagon Testimonials Appeal to prestige Appeal to emotions Media Content Intent factual viewpoint

Compass Learning Odyssey Study Island Free Rice Edhelper VDOE Brain POP http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/communication/6-8/2_6-8_communication_media_literacy_in_presentations.pdf http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/communication/6-8/3_6-8_communication_research_research_product_media_literacy.pdf


STAR READING



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Pacing / Time

Frame

Unit



Technology& Print Resources

Instructional notes

1st

Quarter

9 weeks

8.4 The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts. a) Identify and analyze an author’s use of figurative language. b) Use context, structure, and connotations to

determine meaning and differentiate among multiple meanings of words and phrases.

c) Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning of unfamiliar words and technical vocabulary.

d) Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling, and usage of words. e) Discriminate between connotative and denotative meanings and interpret the connotation. f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.

Authentic Derivations Analogies Figurative Language Cognates Affixes Synonyms Antonyms Conflict Theme Resolution Inference Simile Metaphor Personification Hyperbole Symbol Connotations Denotations

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/vocabulary/6-8/6_6-8_readingvocabulary_understanding%20and%20using%20roots%20to%20expand%20vocabularyJ.pdf Enhanced Scope & Sequence Guess Locate , & Paraphrase pg 62;Flip –a-Chip 68-69multiple meaning Cards 72, Denotations 7 connotations 73, analogies 75-76; morpheme game pg 78, Figurative language 79; imagery 80; http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/index.shtml


Narrative Writing – Connections to “Seventh Grade” story from textbook STAR READING



http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/vocabulary/6-8/6_6-8_readingvocabulary_understanding%20and%20using%20roots%20to%20expand%20vocabularyJ.pdf�











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Pacing / Time

Frame

Unit

Fiction




Instructional notes

1st

Quarter

9 weeks

8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry. a) Explain the use of symbols and figurative language. b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. c) Explain how authors use characters, conflict, point of view, voice, and tone to create meaning. d) Understand the author’s use of conventional elements and characteristics within a variety of genres. e) Compare and contrast the author’s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts. f) Compare and contrast authors’ styles. g) Identify and ask questions that clarify various viewpoints. h) Identify the main idea. i) Summarize text relating supporting details.

j) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. k) Identify cause and effect relationships.

l) Use prior and background knowledge as a context for new learning. m) Use reading strategies to monitor comprehension throughout the reading process.

Static Dynamic External c Internal c Rhyme Rhythm Viewpoints Textual clues Cause & effect Dialogue Inference Initiating event Tone, Voice Mood Point of view Symbol First person third person Third person omniscient Foreshadowing Flashback Symbolism Haiku Limerick Ballad Free verse alliteration onomatopoeia

Study Island Compass Learning Brain Pop Smart Board Notes Enhanced Scope & Sequence Making Inferences It says, I say pg 140; Understanding Novels Open House-to Discover pg 141; Reader’s Theater pg 143; Somebody… Wanted .But… So pg 144, Story map 14-146, TPCASTT pg 147-148 http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/index.shtml Blogging using pbworks

Socratic discussions Compare & Contrast Activities Critical analysis of texts Jigsaw Activities Use of a variety of mainstream media http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/fiction/6-8/23_6-8_readingfiction_identifyingcategorizingcharactertraits.pdf http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/fiction/6-8/29_6-8_readingfiction_describing_impact_of_visual_imagery_and_poetic_devices.pdf

Weekly Assessment STAR READING









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http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/fiction/6-8/29_6-8_readingfiction_describing_impact_of_visual_imagery_and_poetic_devices.pdf�













Pacing / Time

Frame

Unit

Communication: Speaking, Listening, Media Literacy




Instructional notes

1st

Quarter

9 weeks

8.7 The student will write in a variety of forms, including narration, exposition, persuasion, and informational. a) Identify intended audience. b) Use prewriting strategies to generate and organize ideas. c) Distinguish between a thesis statement and a topic sentence. d) Organize details to elaborate the central idea and provide unity. e) Select specific vocabulary and information for audience and purpose. f) Use interview quotations as evidence. g) Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs. h) Use computer technology to plan, draft, revise, edit, and publish writing.

.

Narrative Expository Persuasive Informational Composing Written expression Elaboration Voice Tone coherence Summary Author’s purpose foreshadowing irony rhyme rhythm meter repetition alliteration onomatopoeia

Computer Lab Search Engines http://sms.iwcs.k12.va.us/smssolreview.html http://kids.yahoo. FOLDABLES http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/index.shtml


STAR READING



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Pacing / Time

Frame

Unit





Instructional notes

1st

Quarter

9 weeks

8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.

b) Use and punctuate correctly varied sentence structures to include conjunctions and transition words.

c) Choose the correct case and number for pronouns in prepositional phrases with compound objects.

d) Maintain consistent verb tense across paragraphs. e) Use comparative and superlative degrees in adverbs

and adjectives. f) Use quotation marks with dialogue and direct

quotations. g) Use correct spelling for frequently used words.

Conjunctions Transition words Superlative Comparative Prepositional phrases

http://teacher.scholastic.com/activities/adventure/grammar1.htm http://owl.english.purdue.edu/owl/resource/747/01/ http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/lesson_plans/6-8_identifying_audience_purpose.pdf http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/index.shtml

Socratic discussions Compare & Contrast Activities Critical analysis of texts Jigsaw Activities Blogging using pbworks Use of a variety of mainstream media MLA Stylebook http://learner.org/resources/series192.html

(Pre-assessments, pre-requisite skills, Strategies, etc.)

STAR READING



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Pacing / Time

Frame

Unit





Instructional notes

1st

Quarter

9 weeks

8.9 The student will apply knowledge of appropriate reference materials to produce a research product. a) Collect and synthesize information from multiple sources including online, print and media.

b) Evaluate the validity and authenticity of texts. c) Use technology as a tool to research, organize, evaluate, and communicate information.

d) Make sense of information gathered from diverse sources by identifying misconceptions,

main and supporting ideas, conflicting information, point of view or bias. e) Cite primary and secondary sources using Modern

Language Association (MLA) or American Psychological Association (APA) style.

f) Publish findings and respond to feedback. g) Define the meaning and consequences of plagiarism

and follow ethical and legal guidelines for gathering and using information.

Primary sources Secondary sources Point of view Bias Validity Authenticity plagiarism

http://www.quia.com http://learner.org/resources/series192.html http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/research/6-8/61_6-8_research_locating_information_in_resources.pdf http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/research/6-8/64_6-8_research_information_on_the_internet.pdf

Socratic discussions Compare & Contrast Activities Critical analysis of texts Jigsaw Activities Blogging using pbworks Use of a variety of mainstream media http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/research/6-8/64_6-8_research_information_on_the_internet.pdf

(Pre-assessments, pre-requisite skills, Strategies, etc.) STAR READING



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Pacing / Time

Frame

Unit

Oral Presentations


Essential



notes

2nd

Quarter

9 weeks - ongoing

8.1 The student will use interviewing techniques to gain

information. a. Prepare and ask relevant questions for the interview.

b. Make notes of responses. c. Compile, accurately report, and publish responses. d. Evaluate the effectiveness of the interview.


a) Choose topic and purpose appropriate to the audience. b) Choose vocabulary and tone appropriate to the audience, topic, and purpose. c) Use appropriate verbal and nonverbal presentation skills. d) Respond to audience questions and comments. e) Differentiate between standard English and informal language. f) Critique oral presentations. g) Assume shared responsibility for collaborative work. h) Use a variety of strategies to listen actively. .

Synthesize Compile Effectiveness Techniques Verbal Nonverbal Standard English Informal language Critique Tone


























Pacing / Time

Frame

Unit



Technology& Print

Resources

Instructional notes

2Quarter

nd

9 weeks

8.3 The student will analyze, develop, and produce creative or informational media messages.

a) Evaluate the persuasive/informational technique being used in nonprint media including television, radio, video, and Internet.


c) Use media and visual literacy skills to create products that express new understandings.

d) Evaluate sources for relationships between intent and factual content.




STAR READING


























Pacing / Time

Frame

Unit




Instructional notes

2Quarter

nd

9 weeks

8.4 The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts. a) Identify and analyze an author’s use of figurative language. b) Use context, structure, and connotations to





























Pacing / Time

Frame

Unit

Nonfiction




Instructional notes

2Quarter

nd

9 weeks

8.6 The student will read, comprehend, and analyze a variety of nonfiction texts. a) Draw on background knowledge and knowledge of text structure to understand selections. b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. c) Analyze the author’s qualifications, viewpoint, and impact. d) Analyze the author’s use of text structure and word choice. e) Analyze details for relevance and accuracy. f) Differentiate between fact and opinion. g) Identify the main idea. h) Summarize the text identifying supporting details. i) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. j) Identify cause and effect relationships. k) Evaluate, organize, and synthesize information for use in written and oral formats. l) Use reading strategies to monitor comprehension throughout the reading process.

Connotation Viewpoint Cause & effect Comparison/contrast Enumeration Sequential Chronological Trivia Redundancy Text structures Footnotes Annotations Imply Infer imagery

Study Island Compass Learning Brain Pop Smart Board Notes http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/nonfiction/6-8/38_6-8_readingnonfiction_understanding_text_features.pdf http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/index.shtml





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Pacing / Time

Frame

Unit





Instructional notes

2Quarter

nd

9 weeks

8.7 The student will write in a variety of forms, including narration, exposition, persuasion, and informational.

a) Identify intended audience. b) Use prewriting strategies to generate and organize

ideas. c) Distinguish between a thesis statement and a topic

sentence. d) Organize details to elaborate the central idea and

provide unity. e) Select specific vocabulary and information for audience

and purpose. f) Use interview quotations as evidence. g) Revise writing for clarity of content, word choice,

sentence variety, and transitions among paragraphs. h) Use computer technology to plan, draft, revise, edit, and

publish writing.




STAR READING















Pacing / Time

Frame

Unit





Instructional notes

2Quarter

nd

9 weeks





d) Maintain consistent verb tense across paragraphs. e) Use comparative and superlative degrees in adverbs and

adjectives. f) Use quotation marks with dialogue and direct quotations. g) Use correct spelling for frequently used words.





STAR READING




























Pacing / Time

Frame

Unit

Research




Instructional notes

2Quarter

nd

9 weeks










Socratic discussions Compare & Contrast Activities Critical analysis of texts Jigsaw Activities Blogging using pbworks Use of a variety of mainstream media\ http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/research/6-8/62_6-8_research_developing_topics_research_process.pdf






























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Pacing / Time

Frame

Unit

Oral Presentations


Essential



notes

3rd Quarter 9 weeks - ongoing

8.2 The student will develop and deliver oral presentations

in groups and individually. a) Choose topic and purpose appropriate to the

audience. b) Choose vocabulary and tone appropriate to the

audience, topic, and purpose. c) Use appropriate verbal and nonverbal

presentation skills. d) Respond to audience questions and comments. e) Differentiate between standard English and

informal language. f) Critique oral presentations. g) Assume shared responsibility for collaborative

work. h) Use a variety of strategies to listen actively.

Verbal Nonverbal Standard English Informal language Critique Tone


























Pacing / Time

Frame

Unit



Technology& Print

Resources

Instructional notes

3rd Quarter 9 weeks









STAR READING


























Pacing / Time

Frame

Unit




Instructional notes

3rd Quarter 9 weeks

8.4 The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts. a) Identify and analyze an author’s use of figurative

language. b) Use context, structure, and connotations to





























Pacing / Time

Frame

Unit

Nonfiction




Instructional notes

3rd Quarter 9 weeks


Viewpoint Cause & effect Comparison/contrast Enumeration Sequential Chronological Trivia Redundancy Text structures Footnotes Annotations Imply Infer imagery

Study Island Compass Learning Brain Pop Smart Board Notes http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/fiction_nonfiction/6-8/15_6-8_reading_comparing_fiction_to_nonfiction.pdf http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/index.shtml





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Pacing / Time

Frame

Unit





Instructional notes

3rd Quarter 9 weeks








publish writing.




STAR READING















Pacing / Time

Frame

Unit





Instructional notes

3rd Quarter 9 weeks











STAR READING




























Pacing / Time

Frame

Unit

Research




Instructional notes

3rd Quarter 9 weeks










Socratic discussions Compare & Contrast Activities Critical analysis of texts Jigsaw Activities Blogging using pbworks Use of a variety of mainstream media http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/research/6-8/64_6-8_research_information_on_the_internet.pdf










































Pacing / Time

Frame

Unit

Oral Presentations


Essential



notes

4th

Quarter

9 weeks - ongoing


a) Choose topic and purpose appropriate to the audience.

b) Choose vocabulary and tone appropriate to the audience, topic, and purpose.

c) Use appropriate verbal and nonverbal presentation skills.

d) Respond to audience questions and comments. e) Differentiate between standard English and

informal language. f) Critique oral presentations. g) Assume shared responsibility for collaborative

work. h) Use a variety of strategies to listen actively.

Verbal Nonverbal Standard English Informal language Critique Tone


























Pacing / Time

Frame

Unit



Technology& Print

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Instructional notes

4th

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9 weeks









STAR READING


























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4th

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9 weeks

8.4 The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts. a) Identify and analyze an author’s use of figurative

language. b) Use context, structure, and connotations to





























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Fiction/ Non-fiction




Instructional notes

4th

Quarter

9 weeks

8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry.

a) Explain the use of symbols and figurative language. b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. c) Explain how authors use characters, conflict, point of view, voice, and tone to create meaning. d) Understand the author’s use of conventional elements and characteristics within a variety of genres. e) Compare and contrast the author’s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts. f) Compare and contrast authors’ styles. g) Identify and ask questions that clarify various viewpoints. h) Identify the main idea. i) Summarize text relating supporting details.

j) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. k) Identify cause and effect relationships.

l) Use prior and background knowledge as a context for new learning. m) Use reading strategies to monitor comprehension throughout the reading process.

Static Dynamic External c Internal c Rhyme Rhythm Viewpoints Textual clues Cause & effect Dialogue Inference Initiating event Tone, Voice Mood Point of view Symbol First person third person Third person omniscient Foreshadowing Flashback Symbolism Haiku Limerick Ballad Free verse alliteration onomatopoeia

Study Island Compass Learning Brain Pop Smart Board Notes Enhanced Scope & Sequence Making Inferences It says, I say pg 140; Understanding Novels Open House-to Discover pg 141; Reader’s Theater pg 143; Somebody… Wanted .But… So pg 144, Story map 14-146, TPCASTT pg 147-148 http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/index.shtml













Pacing / Time

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Nonfiction




Instructional notes

4th

Quarter

9 weeks


Viewpoint Cause & effect Comparison/contrast Enumeration Sequential Chronological Trivia Redundancy Text structures Footnotes Annotations Imply Infer imagery

Study Island Compass Learning Brain Pop Smart Board Notes http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/fiction_nonfiction/6-8/16_4-8_readingfnf_making_inferences.pdf http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/index.shtml





http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/fiction_nonfiction/6-8/16_4-8_readingfnf_making_inferences.pdf�

















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Instructional notes

4th

Quarter

9 weeks








publish writing.




STAR READING















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Instructional notes

4th

Quarter

9 weeks











STAR READING




























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Research




Instructional notes

4th

Quarter

9 weeks








































grade 8: reading - martinsville city public schools

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