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Greeley/Evans School District 6

Weld County School District 6

Division of Academic Achievement: Learning Services Department

Revised 6-19-2015 School Year 2015-16 of 30

Content Area English Language Arts Grade Level 8

Course Name/Course Code English 8

Purpose Common Core State Standard with Colorado Academic Standard Code

Priority Standards

Reading Literature (RL)

Reading Informational (RI)

Language (L)

Writing (W)

RL.8.3 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.

(CAS.8.2.1.a.iii)

RL8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

(CAS.8.2.1.b.ii)

RL.8.9 Analyze 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. (CAS.8.2.1.c.iv)

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

(CAS.8.2.2.a.iii)

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

(CAS.8.2.2.b.iii)

RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or

interpretation. (CAS.8.2.2.c.iii)

L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a

word or phrase important to comprehension or expression. (CAS.8.2.3.c)

W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific

expectations for writing types are defined in standards W.8.1-3.) (CAS.8.3.3.d)

W.8.5 With some guidance and support 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. (Editing for conventions should demonstrate command of Language standards 1-3 up

to and including grade 8.) (CAS.83.3.e)

W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (CAS.82.3.c)

a. Apply grade 8 Reading standards to literature (e.g., “Analyze 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”).

b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate 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”).

Colorado 21st Century Skills

Critical Thinking and Reasoning: Thinking Deeply,

Thinking Differently

Information Literacy: Untangling the Web

Collaboration: Working Together, Learning

Together

Self-Direction: Own Your Learning

Invention: Creating Solutions

Text Complexity

Invention





ELA Grade 8 Year-at-a-Glance Title Pacing Performance

Task

Suggested Big Idea 21st Century Inquiry

Questions from CAS

Suggested Core Texts

PHL = Prentice Hall Literature Book

1. Elements of Fiction

Reading Priority Standards:

RL.8.3

RL.8.5

Writing Focus:

W.8.3

8 Weeks

Aug. 19-

Oct. 15

Narrative

Writing

Common

Assessment 1

Everyone has a story

to tell.

What motivates you

to keep reading a

book?

How do different

authors approach

story elements?

Inside Out & Back Again by Thanhha Lai (EngageNY)

8th grade PHL

Maus II by Art Spiegleman (District 6 GT text)

"Old Ben" by Jesse Stuart PHL p. 88

"Fox Hunt" by Lensey Namioka PHL p. 94

"The Drummer Boy of Shiloh" by Ray Bradbury PHL p.

200

"Charles" by Shirley Jackson PHL p. 336

"The Lottery" by Shirley Jackson (William & Mary)

"Paul Revere's Ride" by Henry Wadsworth Longfellow

PHL p. 731

"Runagate, Runagate" by Robert Hayden PHL p. 720

"Harriet Tubman: Conductor on the Underground

Railroad" by Ann Petry PHL p. 486

"Baseball" by Lionel G. Garcia PHL p. 478

2. Author's Style


RL.8.3

RL.8.5

RL.8.9

Writing Focus:

W.8.1

8 Weeks

Oct. 19-

Dec. 15

Literary

Analysis/

Analytical

Essay

SchoolCity

Assessment

Mood and tone

contribute to an

author’s style and

character perceptions.

How do authors

develop theme? How

do authors convey

mood? Why does a

particular literary

work hold value for

someone?

To Kill a Mockingbird by Harper Lee (EngageNY)

8th grade PHL

The Member of the Wedding by Carson McCullers

(District 6 GT text)

"Raymond's Run" by Toni Cade Bambara PHL p. 28

"One Friday Morning" by Langston Hughes (William &

Mary)

"Tears of Autumn" by Yoshiko Uchida PHL p. 263

"Who Can Replace a Man?" by Brian Aldiss PHL p. 247

"The 11:59" by Patricia C. McKissack PHL p. 15

"The Tell-Tale Heart" by Edgar Allan Poe PHL p. 294

War poems by Carl Sandburg (William & Mary)

3. Heroes and Characters


RI.8.3

RI.8.6

RI.8.9

8 Weeks

Jan. 5 –

Mar. 7

Informative/

Explanatory

Writing

Literary

Analysis/

Analytical

All aspects of one's

life contribute to

character, conflict

and structure.

How do visuals

convey information?

What elements make

a text more attractive

to some readers than

others? What texts do

Unbroken by Laura Hillenbrand (EngageNY)

Diary of Anne Frank (William & Mary GT text)

Hiroshima by John Hersey (William & Mary GT text)

"I Know Why the Caged Bird Sings" by Maya Angelou

PHL p. 514

"Always Remember the Vision" by Maya Ying Lin PHL





Writing Focus:

W.8.2

Essay/

Argument

Common

Assessment 2

you connect with and

why?

"The Trouble With Television" by Robert MacNeil PHL

p. 504

"Hands Free Cell Phone" San Jose Mercury News PHL p.

593

"Hands Free Law Won't Solve the Problem" by Arnold

Schwrzenegger PHL p. 595

Soldier Stories (5 poems, William & Mary)

4. Truth and Perception


RI.8.9

Writing Focus:

W.8.7

W.8.8

8 Weeks

Mar. 8 –

May 20

Analyze

multiple

perspectives

and create a

personal

perspective

(Research)

Self-perception

frames our view of

truth.

How can bias

influence the reader?

Why is this author

qualified to write this

informational text?

Why is it important

to critique an

author’s credentials?

The Omnivore's Dilemma by Michael Pollan (EngageNY)

Desert Exile by Yoshida Uchido (William & Mary)

"A Rose for Emily" by William Faulkner (William &

Mary)

Advertisements (PHL pp. 408-412)

"Address Unknown" (William & Mary)

"The American Dream" by Martin Luther King Jr. PHL

"A Tribute to Martin Luther King" by Alice Walker PHL

"Sharing in the American Dream" by Colin PHL

Roosevelt Speeches (William & Mary)

Various political cartoons/propaganda

**PARCC/Reteach flex time: 2.5 weeks

Talking Points

All highlighted sections of the ELA Standards (in color or grayscale) indicate how the standard changed in that grade level. The highlighted sections depict the increase

in rigor across the grade levels.

The ELA Curriculum Guides follow the standards by grade level; thus, any honors courses in a particular grade level would follow the grade level standards as laid out in

the curriculum guides, with particular attention on diving deeper into all standards, priority and supporting. Honors courses also pay particular attention to 21st Century

Skills (critical thinking and reasoning, information literacy, collaboration, and self-direction and invention) as applied to all priority and supporting standards.

Writing Priority versus Writing Focus. The priority standards in writing for grades 6-12 are W.4 (clear and coherent writing), W.5 (writing process – planning, revising,

editing, rewriting), and W.9 (drawing evidence from literary and informational texts). The writing focus for each unit highlights the priority standards through multiple

types of writing, narrative (W.3), informational/explanatory (W.2), argument (W.1, and the research process (W.7) as identified in the writing standards.





CCSS 8th Grade Standards Prerequisite Reading

Strategy(s)

Prerequisite Reading

Skill(s)

Prerequisite Other

RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well

as inferences drawn from the text.

Evaluate

Monitor & Clarify

Draw Inferences

Note Details

Cite Evidence

Explicit/Implicit

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text,

including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Evaluate

Monitor & Clarify

Story Structure

Summarize

Fact/Opinion

Make Generalizations

Make Judgments

Theme

Central Idea

RL.8.3 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.

Evaluate

Monitor & Clarify

Question

Story Structure

Character(s)

Draw Inferences


Make Judgments

Note Details

Plot

Resolution

Sequence of Events

Setting

Theme

Episodes

Dialogue

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.

Evaluate

Monitor &

Clarify

Word

Learning

Strategy

Draw Inferences

Note Details

Theme

Connotation/Denotation

Figurative Language

Tone

Allusion

Analogy

RL8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each

text contributes to its meaning and style.

Evaluate

Monitor & Clarify

Question

Story Structure

Summarize

Draw Inferences


Make Judgments

Note Details

Plot

Setting

Theme

Compare and contrast

Chapter

Scene

Stanza

Style

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.

Evaluate

Monitor & Clarify

Question

Story Structure

Summarize

Author’s Purpose

Point of View

Audience

Humor

Irony

Suspense

RL8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs

from the text or script, evaluating the choices made by the director or actors.

Evaluate

Monitor & Clarify

Question

Summarize

Climax

Compare/Contrast

Draw Inferences


Make Judgments

Dialogue

Foreshadowing

Lighting

Stage directions





Note Details

Sequence of Events

No RL.8.8 – Informational only

RL.8.9 Analyze 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.

Evaluate

Monitor & Clarify

Story Structure

Summarize

Author’s Purpose

Compare/Contrast

Draw Inferences


Make Judgments

Note Details

Sequence of Events

Fiction/Nonfiction

Historical Context

Science Fiction

Mythology

RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, poems, at the high

end of grades 6-8 text complexity band independently and proficiently.

Complex text

RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well

as inferences drawn from the text.

Evaluate

Monitor & Clarify

Draw Inferences

Note Details

Cite Evidence

Explicit/Implicit

RI.8.2 Determine a 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.

Evaluate

Monitor & Clarify

Story Structure

Summarize

Fact/Opinion


Make Judgments

Theme

Central Idea

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events

(e.g., through comparisons, analogies, or categories).

Evaluate

Monitor & Clarify

Question

Story Structure

Character(s)

Draw Inferences


Make Judgments

Note Details

Plot

Resolution

Sequence of Events

Setting

Theme

Episodes

Category

Analogy

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 allusions to other texts.

Evaluate

Monitor & Clarify

Word Learning

Strategy

Draw Inferences

Note Details

Theme

Connotation/Denotation

Figurative Language

Tone

Technical meanings

RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences

in developing and refining a key concept.

Evaluate

Monitor & Clarify

Question

Story Structure

Summarize

Draw Inferences


Make Judgments

Note Details

Plot

Setting

Theme

Chapter

Scene

Stanza

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and

responds to conflicting evidence or viewpoints.

Evaluate

Monitor & Clarify

Question

Story Structure

Summarize

Author’s Purpose

Point of View





RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video,

multimedia) to present a particular topic or idea.

Evaluate

Monitor & Clarify

Question

Summarize

Climax

Compare/Contrast

Draw Inferences


Make Judgments

Note Details

Sequence of Events

Dialogue

Foreshadowing

Lighting

Stage directions

RI.8.8 Delineate and evaluate 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.

Evaluate

Monitor & Clarify

Story Structure

Summarize

Fact/Opinion


Make Judgments

Theme

Central Idea

RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify

where the texts disagree on matters of fact or interpretation.

Evaluate

Monitor & Clarify

Story Structure

Summarize

Author’s Purpose

Compare/Contrast

Draw Inferences


Make Judgments

Note Details

Sequence of Events

Fiction/Nonfiction

Historical Context

Science Fiction

RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text

complexity band independently and proficiently.

Complex text





8th Grade Standards Trace Matrix CC for 8th

P=Priority Standard; S=Supporting Standard

Unit

1

Unit

2

Unit

3

Unit

4

RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. S S

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters,

setting, and plot; provide an objective summary of the text.

S S

RL.8.3 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. P P

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.

S S

RL8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. P P

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.

S

RL8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices

made by the director or actors.

S

No RL.8.8 – Informational only

RL.8.9 Analyze 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.

P

RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, poems, at the high end of grades 6-8 text complexity band

independently and proficiently.

Foundational part of text

selection for each unit.

RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. S

RI.8.2 Determine a 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.

S

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or

categories).

P

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 allusions to other texts.

S S

RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. S

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or

viewpoints.

P

RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or

idea.

S

RI.8.8 Delineate and evaluate 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.

S S

RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of

fact or interpretation.

P P

RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and

proficiently.

Foundational part of text

selection for each unit.

W.8.1 (a,b,c,d,e) Write arguments to support claims with clear reasons and relevant evidence. S

W.8.2 (a,b,c,d,f) Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization,

and analysis of relevant content.

S

W.8.3 (a,b,c,d,e) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-

structured event sequences.

S

W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-

specific expectations for writing types are defined in standards W.8.1-3.)

P P P





W.8.5 With some guidance and support 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. (Editing for conventions should demonstrate command of Language

standards 1-3 up to and including grade 8.)

P P P

W.8.6 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.

Technology incorporated

into writing units as

determined by each grade

level team.

W.8.7 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.

S

W.8.8 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 for citation.

S

W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 8 Reading standards to literature

(e.g., “Analyze 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”).

P P P

W.8.10 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.

Writing incorporated into

every cycle.

L.8.1 (a,b,c,d)Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language standards

embedded within DGP,

SWI, and WWW

instruction, as well as

authentically within writing

instruction.

L.8.2 (a,b,c) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.8.3 (a) Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.8.4 (a,b,c,d) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing

flexibly from a range of strategies.

L.8.5 (a,b,c) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when

considering a word or phrase important to comprehension or expression.

P P P P

SL.8.1 (a,b,c,d) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics,

texts, and issues, building on others’ ideas and expressing their own clearly.

Speaking and Listening

embedded within the

collaboration and

scaffolding tasks in daily

lessons.

SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g.,

social, commercial, political) behind its presentation.

SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and

identifying when irrelevant evidence is introduced.

S

SL.8.4 Present claims and findings, 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 pronunciation.

S

SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Speaking and Listening

embedded within the

collaboration and

scaffolding tasks in daily

lessons.

SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language

standards 1 & 3 for specific expectations).





8th Grade Unit 1: Elements of Fiction (5 Weeks – Aug. 19 – Oct. 15 - 1st Hexter) Suggested Big Idea Everyone has a story to tell.

21st Century Inquiry

Question from CAS

What motivates you to keep reading a book?

How do different authors approach story elements?

End of Unit Performance

Task

Narrative Writing

Graduate Competency Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts (CAS.Reading.8.2.1)

CCSS Reading Priority

Standards

Cross-Content Connections Writing Focus Language/Vocabulary CCSS ELA Supporting

Standards

College & Career

Readiness Connection RL.8.3 PRIORITY

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.

RL.8.5 PRIORITY

Compare and contrast the

structure of two or more texts

and analyze how the differing

structure of each text

contributes to its meaning and

style.

Literacy Connections

RH.6-8.3

Identify key steps in a text’s

description of a process

related to history/social

studies (e.g., how a bill

becomes law, how interest

rates are raised or lowered).

RST.6-8.2

Determine the central ideas or

conclusions of a text; provide

an accurate summary of the

text distinct from prior

knowledge or opinions.

Mathematical Practice

Connections

1. Make sense of

problems and persevere in

solving them.

When presented with a

problem, I can make a plan,

carry out my plan, and check

its success.

W.8.3

Write narratives to develop real or

imagined experiences or events using

effective technique, relevant

descriptive details, and well-structured

event sequences.

a. Engage and orient the reader by

establishing a context and point of

view and introducing a narrator

and/or characters; organize an event

sequence that unfolds naturally and

logically.

b. Use narrative techniques, such as

dialogue, pacing, description, and

reflection, to develop experiences,

events, and/or characters.

c. Use a variety of transition words,

phrases, and clauses to convey

sequence, signal shifts from one

time frame or setting to another, and

show the relationships among

experiences and events.

d. Use precise words and phrases,

relevant descriptive details, and

sensory language to capture the

action and convey experiences and

events.

e. Provide a conclusion that follows

from and reflects on the narrated

experiences or events.

W.8.5 PRIORITY

With some guidance and support 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. (Editing for

conventions should demonstrate

command of Language standards 1-3

up to and including grade 8.)

L.8.6 PRIORITY

Acquire and use accurately

grade-appropriate general

academic and domain-specific

words and phrases; gather

vocabulary knowledge when

considering a word or phrase

important to comprehension

or expression.

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.

RL.8.1

Cite the textual evidence that

most strongly supports an

analysis of what the text says

explicitly as well as

inferences drawn from the

text.

RL.8.2

Determine a theme or central

idea of a text and analyze its

development over the course

of the text, including its

relationship to the characters,

setting, and plot; provide an

objective summary of the text. W.8.9 PRIORITY

Draw evidence from literary or

informational texts to support analysis, reflection, and research.

a. Apply grade 8 Reading

standards to literature (e.g.,

“Analyze 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”).

b. Apply grade 8 Reading

standards to literary nonfiction

(e.g., “Delineate and evaluate

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”).

CCR.R.3

Analyze how and why

individuals, events, and ideas

develop and interact over the

course of a text.

CCR.R.5

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.





Language

CCSS.L.8.1, L.8.2, L.8.3, L.8.4, L.8.5, L.8.6

Study and apply grammar (explicit grammar instruction within writing)

Use and understand both general academic and domain-specific vocabulary

(DGP, SWI, WWW)


CCSS.: SL.8.1,S L.8.2, SL.8.3, SL.8.4, SL.8.5, SL.8.6

Engage in collaborative discussions

Present findings

Evaluate a speaker’s claims, rhetoric, and strategy

Incorporate multimedia components

(21st Century Skills=Critical Thinking and Reasoning, Information Literacy,

Collaboration, Self-Direction and Invention)

Suggested Daily Routines –

Beginning of the Period


End of the Period

Writing Instruction Vocabulary

Word Learning Strategies (WLS): as

needed

Word Within a Word (WWW):

focus on word parts (not on the

specific words)

Specific Word Instruction (SWI): as

determined by teacher

Time in Text (minimum 15 min.):

twice per week Closure/Ticket Out/Reflection

(3 min.): Daily

Content Writing (minimum 15 min.):

Summaries, PCRs, Journal Entries,

Quickwrites (demonstration of

thinking through writing with drafts)

DGP Embedded authentically within

Writing (7 – 10 min.): Daily

o Follow Teacher Guide for

each daily routine

o Be sure to note the Weekly

Focus

Process writing: planning, drafting,

revising, editing, rewriting, or tying a

new approach (W.8.5)

Resource:

Word Within a Word Volume 1 Lists 21-

30, or continuation of list from previous

grade level at your site school.

Content Vocabulary

implicit, explicit, dialogue, narrative,

beliefs, values, perspectives, mood,

tone, theme, characterization, conflict,

identity (individual/group), attitudes,

point of view, perceptions, figurative

language, interpretation, exposition,

plot, climax, rising action, falling

action, resolution, setting

Unit Performance Task 3 Moments in a Lesson &

Suggested Scaffolding Tasks

Suggested Resources Key Concepts

Suggested Formative Assessments:

World Café (AVID, EngageNY

appendix)

Structured Notes (EngageNY,

appendix)

Gallery Walk (AVID, appendix)

Exit tickets

End of Unit Performance Task:

Preparing the Learner:

I notice/I wonder Gallery Walk

(EngageNY, appendix)

Quickwrite (appendix)

Written Conversation Protocol


Vocabulary Building (AVID,

appendix)

Interacting with the Text:

Title of Anthology or Suggested

Novel

Inside Out & Back Again by

Thanhha Lai (EngageNY)

8th grade PHL

Maus II by Art Spiegleman (District

6 GT text)

Short Stories PHL

"Old Ben" by Jesse Stuart

"Fox Hunt" by Lensey Namioka

Reading Skills/ Strategies:

Monitor & Clarify

Story Structure

Summarize

Word Learning Strategies

Draw Inferences

Fact/Opinion

Note Details (Key)

Other Prerequisites:

https://www.engageny.org/resource/grade-8-ela-module-1






See Common Assessment 1

(Assessment window Oct. 13-15, Data

deadline Oct. 19)

Narrative Prompt from Common 1:

In the excerpt from “An American

Childhood,” the narrator describes

a memory from her childhood.

Consider the details the narrator

used to tell her story and write a

continuation of the story. Describe

what you think might happen to the

narrator. What obstacles might she

face, and what actions might she

take to overcome them? The

writing should be clear and

coherent in which the development,

organization, and style are

appropriate to task, purpose, and

audience

Score using PARCC Narrative Task

Rubric

Numbered Heads Together (AVID,

appendix)

Close reading protocol (EngageNY,

appendix)

Marking/Charting the Text (AVID,

appendix)

Literature Web (William & Mary,

appendix)

Dialectical Journal (AVID, appendix)

Extending the Learning:

One-Pager protocol (AVID, appendix)

Memoir Writing (AVID appendix)

Collaborative Poster (WestEd,

appenidx)

Mind Mirror (WestEd, appendix)

"The Drummer Boy of Shiloh" by

Ray Bradbury

"Charles" by Shirley Jackson PHL

"The Lottery" by Shirley Jackson

(William & Mary)

Poetry PHL

"Paul Revere's Ride" by Henry

Wadsworth Longfellow

"Runagate, Runagate" by Robert

Hayden

Nonfiction essays PHL

"Harriet Tubman: Conductor on

the Underground Railroad" by

Ann Petry

"Baseball" by Lionel G. Garcia

Implicit/Explicit

Central Idea

Connotation

Denotation

Figurative Language

Tone

Analogy

Allusion





8th Grade Unit 2: Author’s Style (Oct. 19 – Dec. 15 - 8 Weeks) Suggested Big Idea Mood and tone contribute to an author’s style and character perceptions.


Question from CAS

How do authors develop theme?

How do authors convey mood?

Why does a particular literary work hold value for someone?


Task

Literary Analysis / Analytical Essay

Graduate Competency Effectively use content-specific language, style, tone, and text structure to compose or adapt writing for different audiences and purposes.

(CAS.Reading.8.3.1)


Standards


Standards

College & Career

Readiness Connection RL.8.3 PRIORITY

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.

RL.8.5 PRIORITY

Compare and contrast the

structure of two or more texts

and analyze how the differing

structure of each text

contributes to its meaning and

style.

RL.8.9 PRIORITY

Analyze 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.


RH.6-8.3

Identify key steps in a text’s

description of a process

related to history/social

studies (e.g., how a bill

becomes law, how interest

rates are raised or lowered).

RST.6-8.2

Determine the central ideas or

conclusions of a text; provide

an accurate summary of the

text distinct from prior

knowledge or opinions.


Connections

2. Make sense of

problems and persevere in

solving them.

When presented with a

problem, I can make a plan,

carry out my plan, and check

its success.

W.8.5 PRIORITY

With some guidance and support

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.

(Editing for conventions should

demonstrate command of Language

standards 1-3 up to and including grade 8.)

W.8.9 PRIORITY


informational texts to support

analysis, reflection, and research.

a. Apply grade 8 Reading

standards to literature (e.g.,

“Analyze 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”)

b. Apply grade 8 Reading standards to literary nonfiction

(e.g., “Delineate and evaluate

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”).

L.8.6 PRIORITY



academic and domain-

specific words and phrases;

gather vocabulary knowledge

when considering a word or

phrase important to

comprehension or expression.

RL.8.4




figurative and connotative

meanings; analyze the impact

of specific word choices on

meaning and tone, including

analogies or allusions to other

texts.

RL.8.1

Cite the textual evidence that

most strongly supports an


explicitly as well as

inferences drawn from the

text.

RL.8.2 Determine a theme or

central idea of a text and

analyze its development over

the course of the text,

including its relationship to

the characters, setting, and

plot; provide an objective

summary of the 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.

RL8.7

Analyze the extent to which a

filmed or live production of a

story or drama stays faithful

to or departs from the text or

script, evaluating the choices

made by the director or

actors.

CCR.R.3

Analyze how and why



course of a text.

CCR.R.5

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.

CCR.R.9 Analyze how two or

more texts address similar

themes or topics in order to

build knowledge or to

compare the approaches the

author’s take.





Language

CCSS.L.8.1, L.8.2, L.8.3, L.8.4, L.8.5, L.8.6



(DGP, SWI, WWW)




Present findings








End of the Period



needed



specific words)





(3 min.): Daily


Summaries, PCRs, journal entries,

quickwrites (demonstration of

thinking through writing … just 1

draft)

DGP embedded authentically within

writing (7–10 min.): Daily


each daily routine


Focus




Resource:




Content Vocabulary

narrative, beliefs, values, perspectives,

mood, tone, theme, characterization,

conflict, identity (individual/group),

attitudes, point of view, perceptions,

figurative language, interpretation,

author's craft, dialogue, plot, setting,

exposition, rising action, falling action,

climax, resolution, connotation,

denotation




Suggested Formative Assessments: Structured notes (EngageNY,

appendix)


appendix)


Exit tickets

Text-to-film comparisons

Preparing the Learner: I notice/I wonder Gallery Walk



Written Conversation protocol



appendix)



Novels

To Kill a Mockingbird by Harper

Lee (EngageNY)

8th grade PHL

The Member of the Wedding by

Carson McCullers (William &

Mary)

Short Stories


Monitor & Clarify

Story Structure

Summarize


Draw Inferences

Fact/Opinion

Note Details (Key)

https://www.engageny.org/resource/grade-8-ela-module-2a







Take one of the stories that you have

read that involves the Golden Rule

theme (treat others the way you want

to be treated) and read the poem

"Solitude" by Ella Wheeler Wilcox.

Construct and complete a graphic

organizer in which you analyze the

meaning and structure of each text and

identify how these two texts connect

to the theme.

Numbered Heads Together

(AVID, appendix)

Close reading protocol


Marking/charting the text

(AVID, appendix)

Literature web (William &

Mary, appendix)

Dialectical journal (AVID,

appendix)

Extending the Learning One-pager protocol (AVID,

appendix)

Memoir writing (AVID

appendix)

Collaborative poster (WestEd,

appenidx)

Mind mirror (WestEd, appendix)

"Raymond's Run" by Toni Cade

Bambara PHL

"One Friday Morning" by

Langston Hughes (William &

Mary)

"Tears of Autumn" by Yoshiko

Uchida PHL

"Who Can Replace a Man?" by

Brian Aldiss PHL

"The 11:59" by Patricia C.

McKissack PHL

"The Tell-Tale Heart" by Edgar

Allan Poe PHL

Poetry:

War poems by Carl Sandburg

(William & Mary)

Additional Resources:

See EngageNY Module 2A for

additional texts.


Implicit/Explicit

Central Idea

Connotation

Denotation

Figurative Language

Tone

Analogy

Allusion

http://www.poetryfoundation.org/poem/175207






8th Grade Unit 3: Text Structures (Jan. 5 – Mar. 7 - 8 Weeks) Suggested Big Idea Structures have parts that interrelate.


Question from CAS

How do visuals convey information?

What elements make a text more attractive to some readers than others?

What texts do you connect with and why?


Task

Informative/Explanatory Writing

Literary Analysis/Analytical Essay/Argument: Claim (thesis), Data (evidence), Warrant (conclusion/stance on argument)

Graduate Competency Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks.

(CAS.Reading.8.2.2)


Standards


Standards

College & Career

Readiness Connection RI.8.3 PRIORITY

Analyze how a text makes

connections among and

distinctions between

individuals, ideas, or events

(e.g., through comparisons,

analogies, or categories).

RI.8.6 PRIORITY

Determine an author’s point

of view or purpose in a text

and analyze how the author

acknowledges and responds

to conflicting evidence or

viewpoints.

RI.8.9 PRIORITY

Analyze a case in which two

or more texts provide

conflicting information on the

same topic and identify where

the texts disagree on matters

of fact or interpretation.


RH.6-8.5

Describe how a text presents

information (e.g.,

sequentially, comparatively,

causally).

RST.6-8.5

Analyze the structure an

author uses to organize a text,

including how the major

sections contribute to the

whole and to an

understanding of the topic.


Connections

7. Look for and make use of

structure.

I can see and understand how

numbers and spaces are

organized and put together as

parts and wholes.

W.8.1

Write arguments to support claims with clear

reasons and relevant evidence.

a. Introduce claim(s), acknowledge and

distinguish the claim(s) from alternate or

opposing claims, and organize the

reasons and evidence logically.

b. Support claim(s) with logical reasoning

and relevant evidence, using accurate,

credible sources and demonstrating an

understanding of the topic or text.

c. Use words, phrases, and clauses to create

cohesion and clarify the relationships

among claim(s), counterclaims, reasons,

and evidence.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section

that follows from and supports the

argument presented.

W.8.2

Write informative/ explanatory texts to

examine a topic and convey ideas, concepts,

and information through the selection,

organization and analysis of relevant content.

a. Introduce a topic clearly, previewing what

is to follow; organize ideas, concepts, and

information into broader categories;

include formatting (e.g., headings),

graphics (e.g., charts, tables), and

multimedia when useful to aiding

comprehension.

b. Develop the topic with relevant, well-

chosen facts, definitions, concrete details,

quotations, or other information and

examples.

c. Use appropriate and varied transitions to

create cohesion and clarify the

relationships among ideas and concepts.

d. Use precise language and domain-specific

vocabulary to inform about or explain the

topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or section

that follows from and supports the

information or explanation presented.

L.8.6 PRIORITY







phrase important to


RI.8.4




figurative, connotative, and

technical meanings; analyze

the impact of specific word

choices on meaning and tone,

including analogies or


RI.8.1

Cite the textual evidence that most

strongly supports an analysis of what

the text says explicitly as well as

inferences drawn from the text.

RI.8.2

Determine a 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.

RI.8.5

Analyze in detail the structure of a

specific paragraph in a text, including

the role of particular sentences in

developing and refining a key concept.

RI.8.8

Delineate and evaluate 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.

W.8.4 PRIORITY

Produce clear and coherent writing in

which the development, organization,

and style are appropriate to task,

purpose, and audience. (Grade-

specific expectations for writing types

are defined in standards W.8.1-3.)

W.8.5 PRIORITY

With some guidance and support 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. (Editing for

conventions should demonstrate

command of Language standards 1-3

up to and including grade 8.)

CCR.R.3

Analyze how and why



course of a text.

CCR.R.6

Assess how point of view or

purpose shapes the content

and style of a text.

CCR.R.8

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.





Language

CCSS.L.8.1, L.8.2, L.8.3, L.8.4, L.8.5, L.8.6



(DGP, SWI, WWW)




Present findings








End of the Period



needed



specific words)





(3 min.): Daily


Summaries, PCRs, Journal Entries,

Quickwrites (demonstration of

thinking through writing … just 1

draft)

DGP Embedded authentically within

Writing (7 – 10 min.): Daily


each daily routine


Focus




Resource:




Content Vocabulary

relevant, bias, opinion, text features,

compare/contrast, problem/solution,

descriptive, time order, cause/effect,

beliefs, values, perspectives, mood,

tone, theme, conflict, identity

(individual/group), attitudes, point of

view, perceptions, figurative language,

interpretation




Suggested Formative Assessments:

Structured notes

(EngageNY,appendix)


appendix)


Exit tickets

Text-to-film comparisons







appendix)



Novel

Unbroken by Laura Hillenbrand

Diary of Anne Frank (William &

Mary GT text)

Hiroshima by John Hersey (William

& Mary GT text)


Monitor & Clarify

Story Structure

Summarize


Draw Inferences

Fact/Opinion

Note Details (Key)






See Common Assessment #2

(Assessment window: Feb.24-26, data

input by Feb. 29)

Writing Prompt from Common 2

(Students should not pre-read the

texts included in the Common

Assessment)

Choose two of the texts that you have

read. In a prose constructed response,

compare and contrast the themes or

the central ideas and analyze its

development over the course of the

texts including relationships to the

characters, settings, plots, and

structures.

PARCC Research Simulation and

Literary Analysis Task Rubric


(AVID, appendix)



Marking/Charting the Text

(AVID, appendix)

Literature Web (William &

Mary, appendix)

Dialectical Journal (AVID,

appendix)

Extending the Learning One-Pager protocol (AVID,

appendix)

Memoir Writing (AVID

appendix)


appenidx)

Mind Mirror (WestEd,

appendix)

PH Literature book

Short Stories

"I Know Why the Caged Bird

Sings" by Maya Angelou PHL

Nonfiction:

"Always Remember the Vision"

by Maya Ying Lin PHL

"The Trouble With Television"

by Robert MacNeil PHL

"Hands Free Cell Phone" San

Jose Mercury News PHL

"Hands Free Law Won't Solve

the Problem" by Arnold

Schwrzenegger PHL

Poetry

Soldier Stories (5 poems,

William & Mary)


Additional text selections

provided in EngageNY

curriculum


Implicit/Explicit

Central Idea

Connotation

Denotation

Figurative Language

Tone

Analogy

Allusion







8th Grade Unit 4: Truth and Perception (Mar. 8 – May 20 - 8 Weeks) Suggested Big Idea Self-Perception frames our view of truth.


Question from CAS

How can bias influence the reader? Why is this author qualified to write this informational text?

Why is it important to critique an author’s credentials?


Task

Analyze multiple perspectives and create a personal perspective (Research)

Graduate Competency Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and use it to answer complex

questions. (CAS.Reading.8.4.3)


Standards


Standards

College & Career

Readiness Connection RI.8.9 PRIORITY

Analyze a case in which two

or more texts provide

conflicting information on the

same topic and identify where

the texts disagree on matters

of fact or interpretation.


RH.6-8.8

Distinguish among fact,

opinion, and reasoned

judgment in a text.

RST.6-8.8

Distinguish among facts,

reasoned judgment based on

research findings, and

speculation in a text.


Connections

8. Look for and express

regularity in repeated

reasoning.

I can notice when

calculations are repeated.

Then, I can find more general

methods and short cuts.

W.8.4 PRIORITY

Produce clear and coherent writing in

which the development, organization,

and style are appropriate to task,

purpose, and audience. (Grade-specific

expectations for writing types are

defined in standards W.8.1-3.)

W.8.8

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 for citation.

W.8.7

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 explorations

W.8.9 PRIORITY


informational texts to support analysis,

reflection, and research.

a. Apply grade 8 Reading standards to

literature (e.g., “Analyze 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”).

b. Apply grade 8 Reading standards to

literary nonfiction (e.g., “Delineate

and evaluate 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”).

L.8.6 PRIORITY







phrase important to


RI.8.4




figurative, connotative, and

technical meanings; analyze

the impact of specific word

choices on meaning and tone,

including analogies or


RI.8.1

Cite the textual evidence that most strongly supports an


explicitly as well as inferences drawn from the text.

RI.8.7

Evaluate the advantages and disadvantages of using different

mediums (e.g., print or digital

text, video, multimedia) to present a particular topic or idea.

RI.8.8

Delineate and evaluate 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. SL.8.3

Delineate a speaker’s argument

and specific claims, evaluating the soundness of the reasoning

and relevance and sufficiency of

the evidence and identifying when irrelevant evidence is

introduced. SL.8.4

Present claims and findings,

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 pronunciation.

CCR.R.9

Analyze how two or more

texts address similar themes

or topics in order to build

knowledge or to compare the

approaches the author’s take.





Language

CCSS.L.8.1, L.8.2, L.8.3, L.8.4, L.8.5, L.8.6



(DGP, SWI, WWW)




Present findings








End of the Period



needed



specific words)





(3 min.): Daily

Content Writing (minimum 15

min.): Summaries, PCRs, journal

entries, quickwrites (demonstration

of thinking through writing … just 1

draft)

DGP embedded authentically within

Writing (7–10 min.): Daily

Follow Teacher Guide for each

daily routine

Be sure to note the Weekly

Focus




Resource:




Content Vocabulary

counterargument, rebuttal, beliefs,

values, perspectives, conflict, identity

(individual/group), attitudes, point of

view, perceptions, interpretation, thesis

statement, relevant, valid, bias, opinion,

text features, compare/contrast,

cause/effect, problem/solution,

descriptive, time order, coherence,

stakeholders, rhetoric, ethos, logos,

pathos, appeal, persuasion




Suggested Formative Assessments: Structured notes (EngageNY,

appendix)


appendix)


Exit tickets







appendix)



Novel

The Omnivore's Dilemma by

Michael Pollan (EngageNY)

8th grade PHL

Desert Exile by Yoshida Uchido

(William & Mary)

Short Stories


Monitor & Clarify

Story Structure

Summarize


Draw Inferences

Fact/Opinion

Note Details (Key)








End of Unit Performance Task Choose a topic with multiple

perspectives such as advertisements,

war, tradition, the American Dream,

Japanese interment, and deliver a

speech that addresses bias and your

personal stance.


(AVID, appendix)



Marking/charting the text

(AVID, appendix)

Literature web (William &

Mary, appendix)

Dialectical journal (AVID,

appendix)

Extending the Learning One-pager protocol (AVID,

appendix)

Memoir Writing (AVID

appendix)


appenidx)

Mind Mirror (WestEd,

appendix)

"A Rose for Emily" by William

Faulkner (William & Mary)

Nonfiction:

Advertisements (PHL pp. 408-

412)

"Address Unknown" (William &

Mary)

"The American Dream" by

Martin Luther King Jr. PHL

"A Tribute to Martin Luther

King" by Alice Walker PHL

"Sharing in the American

Dream" by Colin Powell PHL

Roosevelt Speeches (William &

Mary)

Various political cartoons


Various texts available in

EngageNY curriculum.

Implicit/Explicit

Central Idea

Connotation

Denotation

Figurative Language

Tone

Analogy

Allusion






Appendices

PARCC Condensed Scoring Rubric for Prose Constructed Response Items

Grades 6-11 (revised July 29, 2014)*

Research Simulation Task and Literary Analysis Task

Construct Measure Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Reading

Comprehension of Key

Ideas and Details

The student response

demonstrates full

comprehension of ideas

stated explicitly and

inferentially by providing

an accurate analysis and

supporting the analysis

with effective and

convincing textual

evidence.


demonstrates


stated explicitly and/or


a mostly accurate

analysis, and supporting

the analysis with

adequate textual

evidence.


demonstrates basic




a generally accurate

analysis and supporting

the analysis with basic

textual evidence.


demonstrates limited




a minimally accurate

analysis and supporting

the analysis with limited

textual evidence.


demonstrates no


by providing inaccurate

or no analysis and little

to no textual evidence.

Writing

Written Expression


addresses the prompt

and provides effective

and comprehensive development of the

claim or topic that is

consistently

appropriate to the task

by using clear and

convincing reasoning

supported by relevant

textual evidence;

demonstrates

purposeful coherence,

clarity, and cohesion,

making it easy to



and provides mostly

effective development

of the claim or topic

that is mostly

appropriate to the

task, by using clear

reasoning supported by

relevant textual evidence;

demonstrates

coherence, clarity, and

cohesion, making it

fairly easy to follow



and provides some

development of the

claim or topic that is

somewhat appropriate to the

task, by using some

reasoning and text-

based evidence;

demonstrates some

coherence, clarity,

and/or cohesion,

making the writer’s

progression of ideas



and develops the claim

or topic and provides

minimal development

that is limited in its

appropriateness to the

task by using limited

reasoning and text-

based evidence; or

is a developed, text-

based response with

little or no awareness of the prompt;


coherence, clarity,

and/or cohesion,

making the writer’s


is undeveloped and/or

inappropriate to the

task;

lacks coherence,

clarity, and cohesion;





follow the writer’s

progression of ideas;

establishes and

maintains an effective

style, attending to the

norms and conventions

of the discipline

the writer’s


establishes and

maintains a mostly

effective style, while

attending to the norms

and conventions of the

discipline.

usually discernible

but not obvious;

has a style that is

somewhat effective,

generally attending to

the norms and

convention of the

discipline

progression of ideas

somewhat unclear;

has a style that has

limited effectiveness,

with limited

awareness of the

norms of the

discipline.

has an inappropriate

style, with little to no

awareness of the

norms of the

discipline.

Writing

Knowledge of Language

and Conventions

The student response to

the prompt demonstrates

full command of the

conventions of standard

English at an appropriate

level of complexity.

There may be a few

minor errors in

mechanics, grammar, and

usage, but meaning is

clear.



some command of the




There may be errors in


usage that occasionally

impede understanding,

but the meaning is

generally clear.



limited command of the




There may be errors in


usage that often impede

understanding.



no command of the


English. Frequent and

varied errors in


usage impede

understanding.

PARCC Rubric (2014). Retrieved from https://www.parcconline.org/sites/parcc/files/Grade%206-11%20July%2029%20Rubric%20Final.pdf





Condensed Scoring Rubric for Prose Constructed Response Items

Grades 6-11 (Revised July 29, 2014)*

Narrative Task (NT)

Construct

Measured

Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Writing

Written

Expression


is effectively developed

with narrative elements

and is consistently

appropriate to the task;

demonstrates purposeful

coherence, clarity, and

cohesion, making it easy

to follow the writer’s


establishes and maintains

an effective style,

attending to the norms and

conventions of the

discipline.


is mostly effectively

developed with narrative

elements and is mostly

appropriate to the task

demonstrates coherence,

clarity, and cohesion,

making it fairly easy to

follow the writer’s


establishes and maintains

a mostly effective style,

while attending to the

norms and conventions of

the discipline.


is developed with some

narrative elements and is

somewhat appropriate to the task;

demonstrates some

coherence, clarity, and/or

cohesion, making the

writer’s progression of

ideas usually discernible

but not obvious;

has a style that is

somewhat effective,

generally attending to the

norms and conventions of

the discipline.


is minimally developed

with few narrative

elements and is limited in

its appropriateness to

the task;


coherence, clarity, and/or

cohesion, making the

writer’s progression of

ideas somewhat unclear;

has a style that has

limited effectiveness,

with limited awareness of

the norms of the

discipline.


is undeveloped and/or

inappropriate to the task;

lacks coherence, clarity,

and cohesion;

has an inappropriate

style, with little to no

awareness of the norms of

the discipline.

Writing

Knowledge of

Language and

Conventions

The student response to the

prompt demonstrates full

command of the



level of complexity. There

may be a few minor

errors in mechanics,

grammar, and usage, but

meaning is clear.


prompt demonstrates some

command of the




may be errors in


usage that occasionally

impede understanding,

but the meaning is

generally clear.


prompt demonstrates

limited command of the




may be errors in


usage that often impede

understanding.


prompt demonstrates no

command of the


English. Frequent and

varied errors in


usage impede

understanding.






Note:

The reading dimension is not scored for elicited narrative stories.

The elements of coherence, clarity, and cohesion to be assessed are expressed in the grade-level standards 1-4 for writing.

Tone is not assessed in grade 6.

Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a logical event sequence, describing scenes, objects or people,

developing characters’ personalities, and using dialogue as appropriate. In grades 6-8, narrative elements may include, in addition to the grades 3-5 elements, establishing

a context, situating events in a time and place, developing a point of view, developing characters’ motives. In grades 9-11, narrative elements may include, in addition to

the grades 3-8 elements, outlining step-by-step procedures, creating one or more points of view, and constructing event models of what happened. The elements to be

assessed are expressed in grade-level standards 3 for writing.

A response is considered unscoreable if it cannot be assigned a score based on the rubric criteria. For unscoreable student responses, one of the following condition codes will be

applied.

Coded Responses:

A=No response

B=Response is unintelligible or undecipherable

C=Response is not written in English

D=Off-topic

E=Refusal to respond

F=Don’t understand/know

*This rubric is subject to further refinement based on research and study.






Six Types of Scaffolding Definitions

Modeling: Providing Students clear examples of what is requested of them for imitation

Examples:

* Modeling Language for Text Discussion

I think this means… This part reminds me of the time…

I agree with… I also think… I have the same opinion as…

* Showing finished products

Bridging: Activating prior knowledge and experiences to build or weave in new knowledge and understanding

Examples:

* Think-Pair-Share

* Anticipatory Guide

Contextualization: Embedding academic language and concepts in a sensory environment, thus clarifying them

Examples:

* Videos

* Art Work

* Music

* Poems

* Photographs

Schema Building: Assisting students in identifying and organizing clusters of concepts that are interconnected

Helping students build connections between prior knowledge and experiences and content and language to be learned

Examples:

* Graphic organizers (Double Entry Journal)

* Think-Pair-Share

* Gallery Walk





Metacognitive Development: Fostering metacognition and learner autonomy through the explicit teaching of strategies

Helping students reflect on and monitor learning and performance

Examples:

* Clarifying Bookmark

* Self-Assessment

* Gallery Walk

Text Representation: Asking students to transform the linguistic constructions they have found in on genre into forms used in another genre

Examples:

* Collaborative Poster

* Mind Map

* Post Cards

* Facebook Pages





6 Types of Scaffolding ELD Interactive Tasks (see

Resources on Schoology)

Modeling __Sentence Starters __Sentence Formats __Finished Product

Bridging __ Anticipatory Guide __Think-Pair-Share __KWL __Vocabulary Knowledge

Metacognitive Development

__Clarifying Bookmark __Self-Assessment

Schema Building __Focus Questions __Double Entry Journal __Sequence of Events __Compare/Contrast Matrix __Charting Informational (Main

Idea)

Text Representation

__ Talking Head __Post Card __Collaborative Poster __Mind Mirror

Contextualization __Artifacts __Pictures __Viewing with a purpose (video

clips)

Incorporate Gradual Release Model : ___I DO ____WE DO _____ YOU DO (with collaboration)

_____YOU DO (independent)





QTEL Tasks AVID

Strategies

Scaffolds:

Purpose

Moments of a Lesson

Preparing Interacting

with

Text/Concept

Extending

the Learning

Sentence

Starters/Sentence

Frames

Sentence

Templates

Modeling X X X

Showing Finished

Product

Showing Exemplar Modeling X

Think-Pair-Share Jigsaw (Home &

Expert Group)

Bridging X X

KWL Inside/Outside

Circles

Bridging X X

Anticipatory Guide Bridging X

Viewing with a

Focus

Bridging X

Graphic Organizers Double Entry

Journal

Schema Building X

Compare/Contrast

Matrix

Focus Question Schema Building X

Sequence of Events

Chain

Essential Question Schema Building X

Reading with a

Focus

Dialectical Journal Schema Building X

Reciprocal

Teaching

Learning Log Schema Building X

Quick-Write Schema Building X X

Round-Robin Analyzing

Rhetorical Devices

Template

Schema Building X X

Reaching a

Consensus

Schema Building X

Sort and Label Schema Building X





Novel Ideas Only Schema Building X X

Three-Step

Interview

Schema Building X

Carousel Schema Building X

Clarifying

Bookmark

Pausing to Connect

Ideas to the Text

Metacognition

Development

X

Self-Assessment Marking the Text Metacognition

Development

X

Narrative

Construction

Charting the Text Metacognition

Development

X

Summarizing the

Text Template

Metacognition

Development

X X

QTEL Tasks AVID

Strategies

Scaffolds:

Purpose

Moments of a Lesson

Preparing Interacting

with

Text/Concept

Extending

the Learning

In Our own Words Cornell Notes Metacognition

Development

X

Literary Device

Matrix

Writing in the

Margins

Metacognition

Development

Vocabulary Review

Jigsaw

Analyzing an

Author’s Evidence

Template

Metacognition

Development

X

Dyad Reading:

Question-Answer

Relationship

Crafting an

Argument

Statement

Template

Metacognition

Development

X

Find the Tie Say, Do, Mean

Exercise

Metacognition

Development

X

How Writers

Accomplish Their

Goals

Metacognition

Development

X

Speech Analysis Metacognition

Development

X





Jigsaw Sequencing

Reading Group

Metacognition

Development

X

Artifacts Connecting Visuals

to Surrounding

Text

Contextualization X X

Pictures Contextualization X X

Visuals Contextualization X X

Video Clips Contextualization X X

Images Contextualization

Post Card One-Page Report:

Poster Activity

Text Representation X

Mind Mirror Text Representation X

Collaborative

Poster


Era Envelope Text Representation X X

Reading in Four

Voices

Text Representation X X

Jigsaw Reading Text Representation X

Role Play and

Mixer


Reader’s Theatre Text Representation X

Essay Text Representation X

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