8th+English+Map+Qtr+1

The Big Idea: || Skills  || Activities || Assessment || Quiz, Ticket Out The Door, Quick Writes, surveys, Likert Scales, observation, QAR RPM Text: Unit 1 Practice Test, Unit Two Practice Test || W.8.3 || Narrative Writing || * Development, organization and style are appropriate to task, purpose and audience 2. Information seeking strategies 3. Location and Access 4. Use of information 5. Sythesis 6. Evaluation Ex. What’s in the bag? Panel Discussion: Research an answer to a relevant question such as: What caused the Salem Witch Trials? Presentation of Family Story incorporating visuals. || Affix Word Wall-cred, ped,man, sirt, mis, mit, port, ject, terra, geo, port, ben, mal Example: Students rewrite narrative in a different point of view. Students identify all passive verbs in narrative and change to active. Students rewrite narrative from a different perspective. Students identify overused words and use a thesarus to improve their word usage. Students identify any uses of idiom, cliche, analogies, allusions and other figurative language in their writing. Ask them to say rewrite without using figurative language and then make a determination which is better. || **Summative Assessment**: Appropriate use of language will be assessed in the RAFT, Narrative writing, extended response and oral presentation. ||
 * Standards || Content
 * RL.8.1, RL.8.2, RL.8.3, RL8.4, RL.8.5, RL.8.6, RL. 8.9 || Literary Text: Early American || * Cite textual Evidence
 * Draw inferences
 * Determine theme
 * Analyze plot advancement
 * Figurative and Connotative meaning
 * Compare and Contrast structure
 * Point of View
 * Analyze how a modern piece of fiction draws on: themes, patterns, character types from myths, traditional stories, religious works || * Read **one** of the following: //Copper Sun// by Sharon Draper, //The Astonishing life of Octavian Nothing, traitor to the nation// by M.T. Anderson, //Give me Liberty// by Laura Elliot or a similar novel.
 * RAFT (“Point of View” by Shel Silverstein, The Three little Pigs)
 * Create a Novel Scrapbook
 * RPM Text: Lesson 1, 2, 3, 4, and 5 || **Performance Assessment**: RAFT based on Novel (See Rubric)
 * Formative Assessment**
 * RI.8.1, RI.8.2, RI8.3, RI.8.4, RI.8.5. RI.8.6, RI.8.7 || Non-Fiction Text: Political Papers, speeches, Slave Narratives || * Cite textual evidence
 * Analyze texts explicit meaning
 * Determine Central idea
 * Analyze text development
 * Determine relationship of supporting details to main idea
 * Objective summary
 * Comparisons, analogies and categories
 * Analyze word choice
 * Understand figurative, connotative and technical meanings
 * Allusions
 * structure of a paragraph
 * Development and refining of key concepts
 * Point of View
 * Purpose
 * Conflicting points of view
 * Evaluate uses of different mediums || * Read: //The Declaration of Independence//, //Speech to the Virginia Convention//, Patrick Henry, //The Crisis//, Thomas Pain, Ben Franklin's Autobiography excerpts, Abigail Adam's letter to John Adams.
 * //The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African//
 * Methods: Use Graphic organizer to show central ideas and the supporting details. Research historical, religious, and historical allusions
 * Vocabulary: Allusions, Analogies, Analysis, figurative, connation, denotation, Point of View, inference || **Summative Assessment**: Multiple Choice Test with Extended Response (End of Quarter exam given cooperatively with Social Studies teacher) ||
 * W.8.4, W.8.5, W.8.6, w.8.7, W.8.9, w.8.10
 * Planning, editing, revising
 * Use technology to produce and publish writing
 * Collaboration
 * Narrative
 * Descriptive details
 * Well structured event sequence
 * Establish a context and POV
 * Dialogue, pacing, reflection, sensory details
 * Transitions that convey sequence and relationships
 * Reflective conclusion || 1. Task Definition
 * Interview a family member using a digital recorder of digital camcorder.
 * Discussion of narrative elements in fiction and non-fiction texts.
 * Introduce students to three organizational methods. For example, outlining, webbing/graphing, storyboards.
 * Sensory Detail writing activities
 * Informal Writing: Journals, Square ups, Place writing, blogging, || **Summative Assessment**: Narrative of a family story. (See rubric) ||
 * SL.8.1, SL.8.5, SL.8.6 || Speaking and Listening || * Engage in collaborative discussions
 * Expressing ideas clearly
 * Use researched material during discussions
 * Set goals
 * Meet deadlines
 * Follow discussion protocol
 * Pose relevant questions
 * Respond to others
 * Qualify and justify views
 * Integrate multimedia and visual displays into presentations
 * Adapt speech to audience and purpose || Peer Revision Groups: Use of Protocols such as: Say Back, 3 Wishes and a star, Revision Check list || **Formative Assessment**
 * L.8.1, L.8.2, L.8.3, L.8.4, L.8.5, L.8.6 || Language || * Use of standard English in writing and speaking
 * Explain the function of verbals ( Gerunds, participles and infinitives
 * Use verbs in passive and active voice
 * Use verbs in indicative, imperative, interrogative conditional and subjunctive mood
 * Use correct Capitalization, punctuation and spelling
 * Use coma, ellipsis and dash
 * Use verbs in the conditional and subjunctive mood
 * Determine the meaning of a word by using a range of strategies
 * Using context clues
 * Use common Greek and Latin affixes and roots to understand meaning
 * Know how to use dictionaries, glossaries and thesauruses to clarify meaning, determine pronunciation and part of speech
 * Figurative language
 * Figures of speech
 * Use grade appropriate vocabulary || * Sentence Combining
 * Model using active voice by rewriting a passage from read text.
 * Students work with a partner to identify all passive verbs in their narrative writing. Using one paragraph from narrative writing, have student write the paragraph using passive and one using active.
 * Revision and Deep Revision techniques