Quarter 1 Grade/Subject: 8 th Grade Reading/Language Arts Teacher: Mrs. Hagy STAGE 1 Desired Results Established Goals Based on Common Core Standards Quarter 1: Reading Complex Texts RL/RI8.10 Narrative Writing W.8.3-6, 10 Understanding(s) /Big Ideas: Reading expands understanding of the world, its people and oneself. Readers use strategies to construct meaning. Readers develop a deeper understanding through reflection of text. Assessments W.8.1-3, 9 RI.8.1 Essential Question(s): Why do people read? What do people read? What are the benefits of reading? How does reading affect your life? Writing About Texts W8.1-2, 4-6,9-10 Research Project W.8.1-2, 4-6, 9-10 People communicate through word What connections do readers make? How might being able to recognize literary features help in appreciating literature? Materials and Resources: Holt McDougal Literature, Wordly Wise 3000, learnforjoy.com, House on Mango Street by Sandra Cisneros Students will know... Literal and figurative meanings of phrases Word Origins Context Clues Similarities and differences between texts Plot development and the way conflicts are resolved Characters conflicts and motivations Relevance of setting Students write narrative essays of at least 500 700 words with command of standard English usage. Each year, students should demonstrate increasing sophistication in all aspects of language use, the development and organization of ideas, and they should address increasingly demanding content and sources. Elements of a narrative essay focusing on relating a clear Students will be able to... Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases. Understand the most important points in the history of the English language and use common word origins to determine the historical influences of English word meanings. Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast. Find similarities and differences between texts in treatment, scope or organization of ideas. Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot s development, and the way in which conflicts are (or are not) addressed and resolved. Compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations and conflicts. Analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and meaning of the text. Students will write biographies, autobiographies, short stories or narratives. a. Relate a clear, coherent incident, event, or situation using well-chosen details. b. Reveal the significance of, or the writer s attitude about, the subject.
incident and revealing the significance of the writer s attitude about the subject. Students demonstrate command of the conventions of standard English grammar and usage, capitalization, punctuation, and spelling when writing. Sentence structure Usage Punctuation Spelling Active Participation (pairs and groups) Formally share writing c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters). Use correct and varied sentence types and sentence openings to present a lively and effective personal style. Edit written manuscripts to ensure that correct grammar is used Use correct punctuation and capitalization Use correct spelling conventions. Students will correctly spell: Use precise language, action verbs, sensory detail, appropriate and colorful modifiers, and the active rather than passive voice in ways that enliven oral presentations. Deliver narrative presentations (e.g., biographical, autobiographical): a. Relate a clear, coherent incident, event, or situation by using well-chosen details. b. Reveal the significance of, and the subject s attitude about, the incident, event, or situation. c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison and contrast of characters. Stage 2-Assessment Evidence Performance Tasks: While reading novels, short stories, plays, poems and/or essays, student will use word knowledge and context clues to determine word meaning through thinking maps, written and oral response, and tests/quizzes. While reading paired selected works on the same topic or theme, but of different genres (poem, article, short story, etc.) students will share in a thinking map, in writing, or in a class discussion their analysis, connections, and clarification of ideas. While reading selected works, students will use thinking maps, discussion and/or written paragraphs to t determine themes, plot, character development and point of view and analyze its development over the course of the texts. On-demand and teacher directed mini-response to text (Building Capacity). Write routinely over extended time frames (time for research, response to text, reflection and revision) for a range of disciplinespecific tasks, purposes, and audiences. Write an autobiographical incident (500 700 words) that shares a significant event and demonstrates command of standard English usage, organizational and drafting strategies as outlined in Writing In all written forms (sentences, paragraphs, and essays), students will correctly identify and utilize the following: quotation marks Other Evidence: Use project rubric to evaluate each project. - Students will receive a grade based on their participation and completion of the projects. Writing Workshop: Personal Narrative: Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas. Reading Grade Breakdown: 30% Class Participation (ex. warm-ups, board work, reading responses, participation in class discussions vocabulary quizzes) 30% Assessments (ex. tests, quizzes) 10% Homework (ex., reading response, vocabulary assignments) 20% Projects (reading response journal, class presentations, etc.) 10% Final exam (end of each quarter)
in dialogue, end punctuation, transitions, conjunctions, complete and compound sentences, subject verb agreement, nouns, verbs, and adjectives. Sentence structure simple, compound, compound/complex Punctuation periods and other end marks, commas in dates, addresses, and letters, punctuating quotations, semicolons and colons, hyphens, dashes, parentheses, apostrophes, and punctuating titles. Students spell words correctly in written response. Words ending with al+suffixes Words with ance, ence, Ent Writing Grade Breakdown: 30% Class Participation (ex. warm-ups, board work, essay assignments) 30% Assessments (ex. tests, Wordly-Wise quizzes, class discussions, essay assessments) 10% Homework (ex., vocabulary workbook pages, grammar assignments, editing essay assignments) 20% Projects (ex. Class presentations, etc.) 10% Final exam (end of each quarter) Students will share daily in groups and individually using correct verbiage, volume, and tone. After finishing their narrative writing, students will present in a Power Point, formal speech, or bookchat with proper format and speech. Home Connection: Make sure your child is reading daily Discuss what your child is reading with him/her Take your child in trips such as museums Provide your child access to non-fiction materials such as newspapers, and magazines Have your child watch documentaries Bring your child to the local library to check out books Enforce time-management skills by reviewing long term and short term projects and goal setting