Shrewsbury Borough School Social Studies Curriculum Guide: 2012 Grade 8
|
|
- Jacob Jackson
- 5 years ago
- Views:
Transcription
1 Shrewsbury Borough School Social Studies Curriculum Guide: 2012 Grade 8 Marking Period 1: Marking Period 2: Marking Period 3: Marking Period 4: Unit Theme 1: The Era of Thomas Jefferson ( ) Unit Theme 2: A Changing Nation ( ) Unit Theme 3: The North and South Take Different Paths ( ) Unit Theme 4: An Age of Reform ( ): Unit Theme 5: Westward Expansion ( ) Unit Theme 6: The Nation Divided ( ) : Unit Theme 7: The Civil War ( ) Unit Theme 8: Reconstruction And The New South ( ): Objectives: Objectives: Objectives: Objectives: Understand the goals and policies of Thomas Jefferson as president. Describe the significance of the Louisiana Purchase and the subsequent explorations of Lewis and Clark. Use a physical map to understand the features and geography of the Louisiana region. Explain the conflicts abroad with respect to the British, French and the Barbary pirates of North Africa. Close Reading: Analyze Jefferson s inaugural address and his philosophy on economics and politics. Describe how the Industrial Revolution began and spread throughout New England. Name the various technologies and inventors who were critical to the Industrial Revolution. Understand the rapid expansion of cities, the change in transportation and the wave of immigration during the 1840s and 1850s. Explain the changes in the slave system, and how the cotton boom resulted in a rapid expansion of the institution. Describe the movement of Americans out west, as well as the increase in canals and transportation. Describe the various Regions of The West and the different peoples who inhabited the region. Understand the trails out west such as those to Oregon, and the different people who traveled along them. Explain the movement and reasons for independence in Texas. Describe how the United States and Mexico came into conflict during the mid 19 th century. List the various peoples who migrated west such as the Forty- Niners and the Mormons, and understand their experiences in the new region. Differentiate between the states that seceded from, and stayed loyal to, the Union. Understand the advantages and disadvantages of both the Union and Confederacy. Describe how the average soldier lived his daily life. Examine the new technology that changed the war. Evaluate the early battles and explain why the Confederates were victorious. List and describe the early battles of the Civil War, both in the East and the West.
2 Understand the causes of the War of 1812 and the various battles and different figures who had a major impact on the war s outcome. Explain how the post-war period resulted in increasing national unity, an interconnected economy and an increase in the power of the federal government. Evaluate President Monroe s foreign policy with regard to Latin America and Canada. Close Reading: Use facts and evidence from primary sources to enhance understanding of 19 th century American politics: Henry Clay, John C. Calhoun and Daniel Webster. Describe the Age of Andrew Jackson and the increasing democratic values that swept the nation during this era. Identify the increasing Democratic processes which changed the American political system: increasing voter rights, political parties, nominating conventions, and direct elections of the President. Identify the major parts of the Missouri Compromise. Close Reading: Analyze the declaration from the Seneca Falls Convention to distinguish fact from opinion and enhance understanding of the document. Use a map to show the location of both slave and free states following the Missouri Compromise. Understand the Reform movements of the 19 th century with regard to religion, prisons, temperance, and education. Explain the roots of the antislavery movement and the growing opposition to slavery, including the Underground Railroad. Close Reading: Examine 19 th century newspapers such as the Liberator in order to enhance understanding of the abolitionist movement (Primary Sources). Describe the struggle for women s rights and equality. Understand the various authors, painters, poets and musicians who influenced American culture during Understand the growing tensions over slavery in the west, and how various political figures attempted to compromise with both sides. Identify the significance of each part of the Compromise of View a virtual map of the United States during the mid 1850s following the Compromise of Observe the slave and free states. Describe how the compromises fell apart and led to increasing violence in the Kansas-Nebraska territories. Close Reading: Read the Congressional Bills for the Compromise of 1850 and the Kansas Nebraska Act to interpret the intent of these Primary Sources. Explain the emergence of the Republican party. Understand the significance of the Dred Scott Decision, the Lincoln- Douglas debates and John Brown s raid in Virginia. Close Reading: Read and interpret the 1857 Supreme Court decision of Dred Scott v. Sanford and Understand the Emancipation Proclamation and its effect on the war. Describe how African American troops volunteered and fought for the Union. Examine the divisions that occurred in both the Union and Confederacy during the war. Evaluate the economic policies of the Civil War. Describe how women contributed to the war effort. Understand the battles that turned the tide, and eventually ended the war. Close Reading: Read and interpret Lincoln s address at Gettysburg. Close Reading: Read and analyze President Lincoln s Second Inaugural Address. Use this primary source to enhance understanding of the progress of the Civil War. Examine the South s collapse, and examine the war s toll.
3 Understand the impact of the Indian Removal Act on the Native Americans living east of the Mississippi. Explain Jackson s war on the bank, the Nullification Crisis and the end of the Jackson era. the mid 19 th century (eg: Cooper, Irving, Hawthorne, Emerson, Thoreau, Melville, Alcott, Longfellow). Use a map to understand the expansion of the U.S. during the 19 th century. explain the ruling of the Supreme Court. Describe why the election of Abraham Lincoln as president led to secession and war. Close Reading: Read President Lincoln s first inaugural address and analyze the intent of this primary source. Lessons, Activities, & Student Products: Lessons, Activities, & Student Products: Lessons, Activities, & Student Products: Lessons, Activities, & Student Products: Key ideas and details: Students will organize information from powerpoint presentations through note-taking and oral responses. Key ideas and details: Students will organize information from powerpoint presentations through notetaking and oral responses. Key ideas and details: Students will organize information from powerpoint presentations through notetaking and oral responses. Key ideas and details: Students will organize information from powerpoint presentations through notetaking and oral responses. Students will research and present reports on the philosophical views of one major American figure: Henry Clay, John C. Calhoun, Andrew Jackson, or Daniel Webster. The purpose of the reports will be to defend the specific figure s view of American society. Students will be assigned an individual state from the Louisiana territory. They will use primary sources on the web to describe the Students will use maps to understand the expansion of the U.S. during the 19 th century. Students will present reports on one of the different technologies of the early-to-mid 19 th century and how it impacted the process of industrialization. Students will research the various social issues of the day: education, prisons, slavery, temperance, and industry. They will pair up and Students will use maps to understand the following: Texas Independence, Mexican Cession, Compromise of 1850, Free and Slave states, Kansas-Nebraska Act and the Secession states Students will conduct a mock interview of a major figure in American western history after researching their biography. Close Reading: Students will read Students will use maps to locate the major battles that occurred from Close Reading: Students will read, and analyze for writer s intent, Lincoln s Gettysburg Address. Close Reading: Students will read, and analyze for writer s intent, President Lincoln s Second Inaugural Address. Students will conduct research to
4 state s current features: location, area, population, governor, etc. Close Reading: Students will read Thomas Jefferson s inaugural speech and describe his view, analyze his policies, and describe how the text is presented. debate the issue from two differing views. Close Reading: Students will read the declaration of the Seneca Falls Convention and analyze the purpose, the central idea, how it was presented, and the authors views on the issues. Close Reading: Students will analyze a copy of the newspaper The Liberator and analyze the arguments of William Lloyd Garrison. They will identify and discuss the major arguments and structure, and identify facts versus opinions. excerpts of diaries from persons who lived or migrated out west during the 19 th century. They will identify the authors point of view, purpose, and distinguish fact from opinion. Students will research the issue of Union loyalty versus secession. They will then pair up and create a debate on the merits of secession, discussing whether or not such an act is constitutional. Close Reading: Students will read and examine Sam Houston s final speech to the Texas Legislature. Close Reading: Students will read, and analyze for writer s intent, President Lincoln s First Inaugural Address. write the biography of an influential person who affected the Civil War period. Students will role-play mock reporters during the Civil War. In groups of 2, they will write a newspaper article on a major battle that occurred. Using research, they will write in the first person as if they were there. Students will role play: a wounded veteran, a former slave owner and a freedman following the Civil War. In a first person narrative, they will describe their war experiences and what they see for the future. Close Reading: Students will examine the 13 th, 14 th and 15 th amendments to the Constitution and describe their historical significance. 21 st Century Skills: Creativity & Innovation Critical Thinking & Problem Solving Communication Collaboration 21 st Century Skills: Creativity & Innovation Critical Thinking & Problem Solving Communication Collaboration 21 st Century Skills: Creativity & Innovation Critical Thinking & Problem Solving Communication Collaboration 21 st Century Skills: Creativity & Innovation Critical Thinking & Problem Solving Communication Collaboration
5 Essential Questions: Essential Questions: Essential Questions: Essential Questions: How did Jefferson and Madison deal with unresolved problems? How did Jefferson chart a new course for the government? What was the importance of the purchase and exploration of the Louisiana Territory? How did Jefferson respond to threats to the security of the nation? What were the causes and effects of the War of 1812? How did the nation reflect a growing sense of national pride and identity? How was the power of the federal government strengthened during the Era of Good Feelings? How did U.S. foreign affairs reflect new national confidence? How did the people gain more power during the Age of Jackson? Why did Jackson use force to Why did Americans take different paths in the early 1800s? How did the new technology of the Industrial Revolution change the way Americans lived? How did urbanization, technology, and social change affect the North? How did Americans move west, and how did this intensify the debate over slavery? How did cotton affect the social and economic life of the South? How did reformers and writers inspire change and spark controversy? How did key people bring about reform in education and society? How did abolitionists try to end slavery? How did the women s suffrage movement begin? How did American literature and art have an impact on American life? How did westward expansion change the geography of the nation and demonstrate the determination of its people? What cultures and ideas influenced the development of the West? Why did people go west and what challenges did they face? What were the causes and effects of the Texas War for Independence and the Mexican-American War? How did the Mormon settlement and the gold rush lead to changes in the West? How did the nation try but fail to deal with the growing sectional differences? How did the question of the admission of new states to the Union fuel the debate over slavery and states rights? Why did the Compromise of 1850 fail? Why did the Lincoln-Douglas Why did each side believe the Civil War would be brief? What were the advantages and disadvantages of both the Union and the Confederacy in the war? What were the causes and the effects of the Emancipation Proclamation? Why was the South victorious in the early battles? How did the Civil War affect people, the economy, and politics in both the North and South? How did Lincoln and the generals turn the tide of war in 1863? What were the short- and longterm effects of the Civil War? How did the federal government try to solve key problems facing the nation in the post-civil War period? What were the effects of Reconstruction?
6 remove Native Americans from the Southeast? How did old issues take a new shape in the conflict over a national bank and tariffs? debates and John Brown s raid increase tensions between the North and South? Why did the election of Abraham Lincoln spark the secession of southern states?
7 Materials: Materials: Materials: Materials: Textbook; Prentice Hall America: A History of Our Nation Textbook; Prentice Hall America: A History of Our Nation Textbook; Prentice Hall America: A History of Our Nation Textbook; Prentice Hall America: A History of Our Nation Powerpoint presentations Powerpoint presentations Powerpoint presentations Powerpoint presentations Smartboard Technology Smartboard Technology Smartboard Technology Smartboard Technology Transparencies Transparencies Transparencies Transparencies DVD: American History DVD: American History DVD: American History DVD: American History Interactive Textbook and Worksheets Interactive Textbook and Worksheets Interactive Textbook and Worksheets Interactive Textbook and Worksheets Audio CD Audio CD Audio CD Audio CD Computers in the library Computers in the library Computers in the library Computers in the library Speeches from: Jefferson s Inaugural; Jackson and Calhoun on secession, Clay on Missouri Compromise Copies of: Seneca Falls Convention and the Liberator Copies of William Lloyd Garrison s newspaper Copies of: Lincoln s First Inaugural address Copies of Diaries of persons who migrated west Copies of the Gettysburg Address Copies of Lincoln s Second Inaugural address Copies of Sam Houston s final public speech
8 Assessment: Assessment: Assessment: Assessment: Students will take both tests and quizzes in order to accurately reflect on their understanding of the Ages of both Thomas Jefferson and Andrew Jackson. Students will present maps and reports of individual states. Students will debate and defend the policies of various American figures from the early 19 th century. Students will take both tests and quizzes in order to accurately reflect on their understanding of the North and South differentiating their societies, and the various reform movements of the 19 th century. Students will debate prominent nineteenth century issues from different sides: education, prohibition, prisons, slavery, etc., and will be assessed according to scoring rubric. Students will be assessed on their presentations of their reports on a major technology of the early-mid 19 th century and how it affected the course of American society. Students will take both tests and quizzes in order to accurately reflect on their understanding of the West and the sectional divisions over slavery that led to the Civil War. Students will conduct an interview of a major 19 th century western figure to show their depth of knowledge of the individual, and will be assessed according to scoring rubric. Students will present arguments and posters, debating whether they favor or are against secession, and will be assessed according to scoring rubric. Students will take both tests and quizzes in order to accurately reflect on their understanding of the Civil War and reconstruction. Students will identify major battles by presenting a first-hand reporter s account of the fighting. Students will present papers and posters on major individuals from the Civil War era. Students will describe the viewpoints of many individuals during and following the Civil War.
9 NJCCCS: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. NJCCCS: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. NJCCCS: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. NJCCCS: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. 4. Expansion and Reform Westward movement, industrial growth, increased immigration, the expansion of slavery, and the development of transportation systems increased regional tensions. A.Civics, Government, and Human Rights A.4.a Explain the changes in America s relationships with other nations by analyzing policies, treaties, tariffs, and agreements A.4.b Analyze how the concept of Manifest Destiny influenced the 4. Expansion and Reform Westward movement, industrial growth, increased immigration, the expansion of slavery, and the development of transportation systems increased regional tensions C.4.b Explain how major technological developments revolutionized land and water transportation, as well as the economy, in New Jersey and nation C.4.c Analyze how technological innovations affected the status and social class of different groups of people, and explain the outcomes 4. Expansion and Reform Westward movement, industrial growth, increased immigration, the expansion of slavery, and the development of transportation systems increased regional tensions. A.Civics, Government, and Human Rights A.4.a Explain the changes in America s relationships with other nations by analyzing policies, treaties, tariffs, and agreements A.4.b Analyze how the concept of Manifest Destiny influenced the 5. Civil War and Reconstruction The Civil War resulted from complex regional differences involving political, economic, and social issues, as well as different views on slavery. The Civil War and Reconstruction had a lasting impact on the development of the United States. A.Civics, Government, and Human Right A.5.a. Explain how and why the Emancipation Proclamation and the Gettysburg Address continue to impact American life.
10 acquisition of land through annexation, diplomacy, and war A.4.c Assess the extent to which voting rights were expanded during the Jacksonian period. B.Geography, People, and the Environment B.4.a Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States B.4.b Map territorial expansion and settlement, as well as the locations of conflicts with and removal of Native Americans. C.Economics, Innovation, and Technology C.4.a Analyze the debates involving the National Bank, uniform currency, and tariffs, and determine the extent to which each of these economic tools met the economic challenges facing the new nation. that resulted. History, Culture, and Perspectives D.4.a Analyze the push-pull factors that led to increases in immigration, and explain why ethnic and cultural conflicts resulted D.4.b Explore efforts to reform education, women s rights, slavery, and other issues during the Antebellum period D.4.c Explain the growing resistance to slavery and New Jersey s role in the Underground Railroad. acquisition of land through annexation, diplomacy, and war. Geography, People, and the Environment B.4.b Map territorial expansion and settlement, as well as the locations of conflicts with and removal of Native Americans. History, Culture, and Perspectives D.4.a Analyze the push-pull factors that led to increases in immigration, and explain why ethnic and cultural conflicts resulted A.5.b Compare and contrast the approaches of Congress and Presidents Lincoln and Johnson toward the reconstruction of the South. B.Geography, People, and the Environment B.5.a Determine the role of geography, natural resources, demographics, transportation, and technology in the progress and outcome of the Civil War. C.Economics, Innovation, and Technology C.5.a Assess the human and material costs of the Civil War in the North and South C.5.b Analyze the economic impact of Reconstruction on the South from different perspectives. History, Culture, and Perspectives D.5.a Prioritize the causes and events that led to the Civil War from different
11 perspectives D.5.b Analyze critical events and battles of the Civil War and determine how they contributed to the final outcome of the war D.5.c Examine the roles of women, African Americans, and Native Americans in the Civil War D.5.d Analyze the effectiveness of the 13th, 14th, and 15th Amendments to the United States Constitution from multiple perspectives.
12 CCSS: Standards» Reading: Informational Text» Grade 8 CCSS: Standards» Reading: Informational Text» Grade 8 CCSS: Standards» Reading: Informational Text» Grade 8 CCSS: Standards» Reading: Informational Text» Grade 8 Comprehension and Collaboration: Comprehension and Collaboration: Comprehension and Collaboration: Comprehension and Collaboration: 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.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). 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.8.1. 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.8.1. 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. Standards» Writing» Grade 8 Research to Build and Present Knowledge: RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). 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. Craft and Structure: 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 Craft and Structure: 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 Craft and Structure: 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
13 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.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Standards» Speaking & Listening» Grade 8 Presentation of Knowledge and Ideas: SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. allusions to other texts. 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.8.6. 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. Standards» Writing» Grade 8 Research to Build and Present Knowledge: 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. 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 allusions to other texts. 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.8.6. 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. Standards» Writing» Grade 8 Research to Build and Present Knowledge: 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. 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 allusions to other texts. 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.8.6. 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. Standards» Writing» Grade 8 Text Types and Purposes: 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. 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. Develop the topic with relevant, well-chosen facts, definitions,
14 avoiding plagiarism and following a standard format for citation. W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Standards» Speaking & Listening» Grade 8 Presentation of Knowledge and Ideas: SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. a standard format for citation. W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Standards» Speaking & Listening» Grade 8 Comprehension and Collaboration: SL.8.1. 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. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. Pose questions that connect the ideas of several speakers and concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domainspecific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the information or explanation presented. W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 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. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences,
15 respond to others questions and comments with relevant evidence, observations, and ideas. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. 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. Standards» Speaking & Listening» Grade 8 Presentation of Knowledge and Ideas: SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellevents, and/or characters. 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. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Provide a conclusion that follows from and reflects on the narrated experiences or events. Research to Build and Present Knowledge: 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. 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
16 chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Standards» Speaking & Listening» Grade 8 Comprehension and Collaboration: SL.8.1. 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. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define
17 individual roles as needed. Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. 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 Standards» Speaking & Listening» Grade 8 Presentation of Knowledge and Ideas: SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and
18 clear pronunciation. SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
19 CCSS: CCSS: CCSS: CCSS: Reading and Writing Standards for Literacy in History/Social Studies 6-8: Reading and Writing Standards for Literacy in History/Social Studies 6-8: Reading and Writing Standards for Literacy in History/Social Studies 6-8: Reading and Writing Standards for Literacy in History/Social Studies 6-8: Key Ideas and Details: Key Ideas and Details: Key Ideas and Details: Key Ideas and Details: RH Cite specific textual evidence to support analysis of primary and secondary sources. RH Cite specific textual evidence to support analysis of primary and secondary sources. RH Cite specific textual evidence to support analysis of primary and secondary sources. RH Cite specific textual evidence to support analysis of primary and secondary sources. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH 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). RH 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). RH 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). RH 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). Craft and Structure Craft and Structure Craft and Structure Craft and Structure RH Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH Identify aspects of a text that reveal an author s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH Identify aspects of a text that reveal an author s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH Identify aspects of a text that reveal an author s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH Identify aspects of a text that reveal an author s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
20 Integration of Knowledge and Ideas Integration of Knowledge and Ideas Integration of Knowledge and Ideas Integration of Knowledge and Ideas RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH Distinguish among fact, opinion, and reasoned judgment in a text. RH Distinguish among fact, opinion, and reasoned judgment in a text. RH Distinguish among fact, opinion, and reasoned judgment in a text. RH Distinguish among fact, opinion, and reasoned judgment in a text. RH Analyze the relationship between a primary and secondary source on the same topic. RH Analyze the relationship between a primary and secondary source on the same topic. RH Analyze the relationship between a primary and secondary source on the same topic. RH Analyze the relationship between a primary and secondary source on the same topic. Writing Writing Writing Writing WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 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. WHST 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. WHST 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. WHST 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. WHST Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
21 Research to Build and Present Knowledge Research to Build and Present Knowledge Research to Build and Present Knowledge Research to Build and Present Knowledge WHST 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. WHST 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. WHST 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. WHST 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. WHST 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. WHST 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. WHST 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. WHST 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. WHST Draw evidence from informational texts to support analysis reflection, and research. WHST Draw evidence from informational texts to support analysis reflection, and research. WHST Draw evidence from informational texts to support analysis reflection, and research. WHST Draw evidence from informational texts to support analysis reflection, and research.
Student Name: OSIS#: DOB: / / School: Grade:
Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards
More informationArizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
More informationAchievement Level Descriptors for American Literature and Composition
Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation
More informationCommon Core State Standards for English Language Arts
Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.
More informationPrentice Hall Literature Common Core Edition Grade 10, 2012
A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates
More informationA Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy
A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the
More informationEnglish Language Arts Missouri Learning Standards Grade-Level Expectations
A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition
More informationRendezvous with Comet Halley Next Generation of Science Standards
Next Generation of Science Standards 5th Grade 6 th Grade 7 th Grade 8 th Grade 5-PS1-3 Make observations and measurements to identify materials based on their properties. MS-PS1-4 Develop a model that
More informationCourse Description: Technology:
Cambridge AICE History I Mr. Trotter james.trotter@mnps.org John Overton High School Class Website: www.trotteraice.wordpress.com Course Description: AICE* History I is an in-depth study of US History
More informationCreate A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.
Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods
More informationSectionalism Prior to the Civil War
Sectionalism Prior to the Civil War GRADE 7 This sample task contains a set of primary and authentic sources about how the differences between the North and South deepened the feelings of sectionalism
More informationWriting for the AP U.S. History Exam
Writing for the AP U.S. History Exam Answering Short-Answer Questions, Writing Long Essays and Document-Based Essays James L. Smith This page is intentionally blank. Two Types of Argumentative Writing
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationMYP Language A Course Outline Year 3
Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,
More informationGrade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government
The Constitution and Me This unit is based on a Social Studies Government topic. Students are introduced to the basic components of the U.S. Constitution, including the way the U.S. government was started
More informationLivermore Valley Joint Unified School District. B or better in Algebra I, or consent of instructor
Livermore Valley Joint Unified School District DRAFT Course Title: AP Macroeconomics Grade Level(s) 11-12 Length of Course: Credit: Prerequisite: One semester or equivalent term 5 units B or better in
More informationLanguage Arts: ( ) Instructional Syllabus. Teachers: T. Beard address
Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)
More informationPennsylvania Common Core Standards English Language Arts Grade 11
A Correlation of Prentice Hall Literature Common Core Edition Grade 11, 2012 To the Common Core Standards English Language Arts Grade 11 Table of Contents 1.2 Reading Informational Text... 4 1.3 Reading
More informationNew York State P-12 Common Core Learning Standards For English Language Arts & Literacy
A Correlation of To the New York State P-12 Common Core Learning Standards For Introduction This document demonstrates how English Language Arts meets the objectives of the New York State P-12. Correlation
More informationGTPS Curriculum English Language Arts-Grade 7
Unit 1 5 weeks Big Idea: What makes a story unforgettable? Topic: Plot, Conflict, and Setting Standards Reading Lit xxrl.7.1. Cite several pieces of textual evidence to support analysis of what the text
More informationCalifornia Department of Education English Language Development Standards for Grade 8
Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language
More informationPearson Longman Keystone Book F 2013
A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
More informationFacing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
More informationPearson Longman Keystone Book D 2013
A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
More informationThis Performance Standards include four major components. They are
Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)
Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)
Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For
More informationPAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
More informationLiterature and the Language Arts Experiencing Literature
Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102
More informationUNITED STATES SOCIAL HISTORY: CULTURAL PLURALISM IN AMERICA El Camino College - History 32 Spring 2009 Dr. Christina Gold
UNITED STATES SOCIAL HISTORY: CULTURAL PLURALISM IN AMERICA El Camino College - History 32 Spring 2009 Dr. Christina Gold Class: MW 1:00-2:25 SOCS 207 Section 2394 Office: 202G Social Sciences Building
More informationGrade 5: Module 3A: Overview
Grade 5: Module 3A: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright
More informationCite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. IBET. The IBET reading strategy helps students understand
More informationFears and Phobias Unit Plan
Fears and Phobias Unit Plan A. What will students produce? Students will ultimately write an argumentative essay in which they analyze the pros and cons of fear. They will use evidence from several texts
More informationGreeley/Evans School District 6
Content Area English Language Arts Grade Level 6 Course Name/Course Code English 6 Purpose Priority Standards Reading Literature (RL) Reading Informational (RI) Language (L) Writing (W) Common Core State
More informationThe College Board Redesigned SAT Grade 12
A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.
More informationOakland Unified School District English/ Language Arts Course Syllabus
Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the
More informationTABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards
TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary
More informationand secondary sources, attending to such features as the date and origin of the information.
RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9-10.1. Cite specific textual evidence
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationGeorgia Department of Education Dr. John D. Barge, State School Superintendent May 3, 2012 * Page 1 All Rights Reserved
May 3, 2012 * Page 1 GRADE 8 ELA CCGPS UNIT PLAN: 2nd 9 WEEKS 2. We have read a poem by Georgia author Alice Walker and her short story Everyday Use. Using words and phrases from the texts show how Walker
More informationGrade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7
Grade 7 Prentice Hall Literature, The Penguin Edition, Grade 7 2007 C O R R E L A T E D T O Grade 7 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate
More information5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels
5th Grade Unit Plan Social Studies Comparing the Colonies Created by: Kylie Daniels 1 Table of Contents Unit Overview pp. 3 7 Lesson Plan 1 pp. 8 11 Lesson Plan 2 pp. 12 15 Lesson Plan 3 pp. 16 19 Lesson
More informationWebQuest - Student Web Page
WebQuest - Student Web Page On the Home Front WW2 A WebQuest for Grade 9 American History Allyson Ayres - May 15, 2014 Children pointing at movie poster for Uncle Sam at Work at the Auditorium Theater
More informationEnglish 2, Grade 10 Regular, Honors Curriculum Map
The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed at www.cpalms.org. The main resource for the support
More informationExtended Common Core Social Studies Lesson Plan Template
Extended Common Core Social Studies Lesson Plan Template Lesson Title: Slavery and the Culture of Colonial America Author Name: Stacy Drum Contact Information: sdrum@washoeschools.net Appropriate for Grade
More informationHonors 7 th Grade Language Arts Curriculum
Honors 7 th Grade Language Arts Curriculum Unit of Study: Short Stories Unit of Study: Paragraph Writing Unit of Study: Vocabulary Unit of Study: Grammar Unit of Study: Mysteries/Hound of the Baskervilles,
More information2006 Mississippi Language Arts Framework-Revised Grade 12
A Correlation of Prentice Hall Literature Common Core Edition 2012 Grade 12 to the 2006 Mississippi Language Arts Framework-Revised Grade 12 Introduction This document demonstrates how Prentice Hall Literature
More informationGrade 6: Module 2A Unit 2: Overview
Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore
More informationSTEP 1: DESIRED RESULTS
GRADE 11, UNIT #1 AUTHORS: N. Battista, R. Gold, V. Larsen, M. Vacchio Revised by: S. Chan, M. Contino, P. Liebowitz, G. Milos, C. Vittiglio A.Whitney, P. Duffy, G. Changa, P. Liebowitz, H. Chan, S. Brosnihan,
More informationPBL, Projects, and Activities downloaded from NextLesson are provided on an online platform.
PBL, Projects, and Activities downloaded from NextLesson are provided on an online platform. driving question *example lesson teacher guide, answer keys, links, and rubrics share with students customize
More informationGrade 5: Curriculum Map
Grade 5: Curriculum Map EL Education s Grades 3 5 comprehensive literacy curriculum is 2 hours per day of content-based literacy: Module lessons (60 minutes of daily instruction): explicitly teach and
More informationTeaching Literacy Through Videos
Teaching Literacy Through Videos Elizabeth Stavis Reading Intervention Specialist RR Teacher Santa Clara Unified Jenny Maehara Elementary Literacy Specialist RR Teacher Santa Clara Unified February 9,
More informationMy Identity, Your Identity: Historical Landmarks/Famous Places
Project Name My Identity, Your Identity: Historical Landmarks/Famous Places Global Project Theme Grade/Age Level Length of Unit Heritage, Identity, & Tradition Grade 5-12 /Ages 10-19 5 weeks Unit Content
More informationTASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT
NADERER TPA TASK 1, PAGE 1 TASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT Part A: Context for Learning Information About the School Where You Are Teaching 1. In what type of school do you teach? Urban
More informationENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE
NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE Prepared by: Heather Schill, Dena Thomas Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content
More informationReading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-
New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,
More informationOakland Schools Response to Critics of the Common Core Standards for English Language Arts and Literacy Are These High Quality Standards?
If we want uncommon learning for our children in a time of common standards, we must be willing to lower the voices of discontent that threaten to overpower a teaching force who is learning a precise,
More informationMATERIAL COVERED: TEXTBOOK: NOTEBOOK: EVALUATION: This course is divided into five main sections:
BC First Nations Studies 12 Course Outline MATERIAL COVERED: This course is divided into five main sections: Relationships to the land Units 1 & 2 The Historical Journey Units 3, 4, 5, 6, 7, 8 & 9 Legacy
More informationNight by Elie Wiesel. Standards Link:
Night by Elie Wiesel Standards Link: CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific
More informationHI0163 Sec. 01 Modern Latin America
B. Modern Latin American History HI0163 Sec. 01 Modern Latin America Professor James N. Green Department of History Brown University This course offers an introduction to the history of Latin America from
More informationPreparing for Permanent Residency and Citizenship
PART IV: TOPICS IN ADULT ESL EDUCATION & FAMILY LITERACY Some participants in adult ESL and family literacy programs are working to become permanent U.S. residents or citizens. This section gives information
More informationHistory. 344 History. Program Student Learning Outcomes. Faculty and Offices. Degrees Awarded. A.A. Degree: History. College Requirements
344 History History History is the disciplined study of the human past. Santa Barbara City College offers a varied and integrated curriculum in history. For the major, the History Department provides the
More informationcorrelated to the Nebraska Reading/Writing Standards Grades 9-12
correlated to the Nebraska Reading/Writing Standards Grades 9-12 CONTENTS CORRELATION: Grade 9... 1 Grade 10...21 Grade 11..39 Grade 12..58 McDougal Littell The Language of Literature correlated to the
More informationGrade 6 Intensive Language Arts - Collection 1 Facing Fear
Suggested Semester 1 Central Text Selections Anchor Text: Short Story: The Ravine by Graham Salisbury 680L, p. 3 LG: Describe characters and setting, and make inferences in the context of a short story.
More informationSubject: Opening the American West. What are you teaching? Explorations of Lewis and Clark
Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that
More informationTextbook: American Literature Vol. 1 William E. Cain /Pearson Ed. Inc. 2004
Master Syllabus American Literature I Professor: M. Harsh, J. Johnson Prerequisites: English 102 or consent of instructor Office: Office hrs: Phone Number: E-mail: FAX: Course Description: This course
More informationUS History - Unit 4 Early Republic, Expansion, and Reform
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the US History Social Studies Course. US History
More informationGrade 6: Module 4: Unit 3: Overview
Grade 6: Module 4: Unit 3: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationHighlighting and Annotation Tips Foundation Lesson
English Highlighting and Annotation Tips Foundation Lesson About this Lesson Annotating a text can be a permanent record of the reader s intellectual conversation with a text. Annotation can help a reader
More information5 th Grade Language Arts Curriculum Map
5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
More informationREPORT ON CANDIDATES WORK IN THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION MAY/JUNE 2012 HISTORY
CARIBBEAN EXAMINATIONS COUNCIL REPORT ON CANDIDATES WORK IN THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION MAY/JUNE 2012 HISTORY Copyright 2012 Caribbean Examinations Council St Michael, Barbados All rights
More informationImplementing the English Language Arts Common Core State Standards
1st Grade Implementing the English Language Arts Common Core State Standards A Teacher s Guide to the Common Core Standards: An Illinois Content Model Framework English Language Arts/Literacy Adapted from
More information520 HISTORY.ORG CIVICS HOW DO PEOPLE WORK TOGETHER TO SOLVE PROBLEMS?
How do people from differing cultural groups and ways of life work together to solve problems? Did each of the cultural groups in Washington s early history have the same choices or advantages in making
More informationEnglish IV Version: Beta
Course Numbers LA403/404 LA403C/404C LA4030/4040 English IV 2017-2018 A 1.0 English credit. English IV includes a survey of world literature studied in a thematic approach to critically evaluate information
More informationOakland Unified School District English/ Language Arts Course Syllabus
Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the
More informationCopyright Corwin 2015
2 Defining Essential Learnings How do I find clarity in a sea of standards? For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about
More informationFlorida Reading for College Success
Core provides an English curriculum focused on developing the mastery of skills identified as critical to postsecondary readiness in reading. This single semester elective aligns to Florida's Postsecondary
More informationCEFR Overall Illustrative English Proficiency Scales
CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey
More informationNAME OF ASSESSMENT: Reading Informational Texts and Argument Writing Performance Assessment
GRADE: Seventh Grade NAME OF ASSESSMENT: Reading Informational Texts and Argument Writing Performance Assessment STANDARDS ASSESSED: Students will cite several pieces of textual evidence to support analysis
More informationGrade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None
Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,
More informationENGLISH. Progression Chart YEAR 8
YEAR 8 Progression Chart ENGLISH Autumn Term 1 Reading Modern Novel Explore how the writer creates characterisation. Some specific, information recalled e.g. names of character. Limited engagement with
More informationLesson Set. Lesson Title Teacher Janet Moody Grade Level 4th Duration of Lesson 4 days
Lesson Title Teacher Janet Moody Grade Level 4th Duration of Lesson 4 days Lesson Topic SC Standards and Indicators Academic Vocabulary Lesson Materials Political and economic factor leading to the American
More informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
More informationCan Money Buy Happiness? EPISODE # 605
Can Money Buy Happiness? EPISODE # 605 LESSON LEVEL Grades 6-8 KEY TOPICS Community Entrepreneurship Social responsibility LEARNING OBJECTIVES 1. Recognize a need in your community. 2. Learn how to come
More informationMiddle School Curriculum Guide
Middle School Curriculum Guide 2017-2018 This registration and course description booklet has been prepared to furnish you and your parents with information that will help you plan and select the appropriate
More information1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists
Common Core Georgia Performance Standards Grade 4 English Language Arts Andria Bunner Sallie Mills ELA Program Specialists 1 Welcome Today s Agenda 4 th Grade ELA CCGPS Overview Organizational Comparisons
More informationStakeholder Debate: Wind Energy
Activity ENGAGE For Educator Stakeholder Debate: Wind Energy How do stakeholder interests determine which specific resources a community will use? For the complete activity with media resources, visit:
More informationThe Civil War Turning Points In The East: The Battle Of Antietam And The Battle Of Gettysburg [Kindle Edition] By Charles River Editors
The Civil War Turning Points In The East: The Battle Of Antietam And The Battle Of Gettysburg [Kindle Edition] By Charles River Editors If you are searched for a ebook by Charles River Editors The Civil
More informationLesson Plan: Uncle Tom s Cabin
StudySync Lesson Plan Uncle Tom s Cabin Objectives Time 1. Engage students in the history, language and themes of Harriet Beecher Stowe s Uncle Tom s Cabin, so that they are prepared to discuss the excerpt
More information4 th Grade Reading Language Arts Pacing Guide
TN Ready Domains Foundational Skills Writing Standards to Emphasize in Various Lessons throughout the Entire Year State TN Ready Standards I Can Statement Assessment Information RF.4.3 : Know and apply
More informationHISTORY 108: United States History: The American Indian Experience Course Syllabus, Spring 2016 Section 2384
HISTORY 108: United States History: The American Indian Experience Course Syllabus, Spring 2016 Section 2384 INSTRUCTOR: Emily Rader OFFICE: SOCS 116 EMAIL: erader@elcamino.edu TELEPHONE: 660-3593, x3757
More informationPUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION. English as a Second Language Level 1 (Entering) and Level 2 (Beginning)
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION English as a Second Language Level 1 and Level 2 Length of Course: Elective/Required: Schools: Term Required High Schools Eligibility:
More informationRESPONSE TO LITERATURE
RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature
More informationSummarize The Main Ideas In Nonfiction Text
Summarize The Main Ideas In Free PDF ebook Download: Summarize The Main Ideas In Download or Read Online ebook summarize the main ideas in nonfiction text in PDF Format From The Best User Guide Database
More informationContent Language Objectives (CLOs) August 2012, H. Butts & G. De Anda
Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of
More informationELA Grade 4 Literary Heroes Technology Integration Unit
ELA Grade 4 Literary Heroes Technology Integration Unit Teachers Name(s): Holly Cousens & Caitlin Coyne Grade Level(s): 4 Content Area(s): ELA: Unit 3 - Literary Heroes Technology Overview: Microsoft Word
More informationLoveland Schools Literacy Framework K-6
Loveland Schools Literacy Framework K-6 Loveland Literacy Framework INTRODUCTION INTRODUCTION The Loveland Literacy Framework has been designed to improve the reading, writing, and language skills of elementary
More informationText Type Purpose Structure Language Features Article
Page1 Text Types - Purpose, Structure, and Language Features The context, purpose and audience of the text, and whether the text will be spoken or written, will determine the chosen. Levels of, features,
More informationWhat the National Curriculum requires in reading at Y5 and Y6
What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the
More information