English Test Prep Curriculum - PDF Free Download

Woodlynne Public School District Curriculum Guide English Test Prep Curriculum Grade 6-8 Board Approved on: 9/9/14 NOTE: The following pacing guide was developed during the creation of these curriculum units. The actual implementation of each unit may take more or less time. Time should also be dedicated to preparation for benchmark and State assessments, and analysis of student results on the same. The material in this document should be integrated throughout the school year, and with an awareness of the State Testing Schedule. Teachers will meet in PLC groups through the year to coordinate their efforts in implementing the curriculum, reviewing data, student work samples and preparing students for benchmark and State Assessments with the consideration of the districts calendars. 1

Woodlynne School District English Test Prep Curriculum Grades 6-8 Unit 1 (3 weeks) Grammar and Writing Strategies Students will understand Standard English grammar and punctuation and apply these concepts to their own writing. Students will gain an understanding of the grammatical knowledge necessary to read a variety of texts including scientific journals and health care-based texts. Students will understand the writing process and create pieces employing proper structure and mechanics. Essential Questions: What is the purpose of applying grammar and mechanics skills? How do we approach writing? How does each step in the process impact my writing? Common Core Strand Standards of Language Standard By the end of 8 th grade L 8.1 demonstrate command of the conventions of standard English grammar and usage when writing or speaking Standard Learning Objective I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Content Specific Vocabulary Students need to know Analogies Connotative meaning Denotative meaning Explicit textual evidence Implicit textual evidence Literal vs. Figurative language Theme Central Idea Text Structures Academic Vocabulary Students need to know Collaborate Connotation Denotation Evidence Explicit Implicit Reflection Relevance Response Significance Technique Inference Summary Suggested Works Glencoe Literature: Reading with Purpose, Middle School, Standardized Test Prep and Practice Assessment Exploring Our World, Standardized Test Practice Workbook Reading Drills: Strategies for Differentiation (Differentiating content, process, and/or product using variables of student readiness, interest, and learning style) Examples include: Readiness: small-group instruction, homework options, tiered assessments, compacting, multiple-entry points. 2

evaluate Middle Level See additional resources listed within Appendix C Suggested Activities by Unit Interest: Choices of books, homework options, explorations by interest and modes of expression (artistic, technological, written, oral, community service). L 8.2 demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing. L 8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. I can show use knowledge of language and its conventions when writing, speaking, reading, or listening.. Dialogue Incidents Figurative language terms Simile Metaphor onomatopoeia New Jersey Test Prep: Reading and Writing. NJ ASK Language Arts - Literacy Grade 6. New Jersey Test Prep: Reading and Writing. NJ ASK Language Arts - Literacy Grade 7 New Jersey Test Prep: Reading and Writing. NJ ASK Language Arts - Literacy Grade 8 Learning Style: Organizational options, working choice options, flexible environment, Multiple Intelligences options L.8.4 Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.8.6 Acquire and use accurately gradeappropriate general academic and domain- I can determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings. I can accurately use grade-appropriate general academic and domain-specific words Figurative language Mood Tone Analogies Allusions connotative Context clues Word choice Greek Latin References Academic Domain Comprehension Expression Clarify Determine Acquire Demonstrate 3

Standards of Writing specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. W 8.1 Write arguments to support claims with clear reasons and relevant evidence 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. W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. I can write arguments to support claims with clear reasons and relevant evidence. I can write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. I can write narratives to develop real or imagined experiences or events using well-structured event sequences. Explicit textual evidence Implicit textual evidence Pronouns: subjective, objective, possessive, intensive Simple Sentences Compound Sentences Complex Sentences Compound Complex Sentences Cause and Effect Transition words Quotations Details Narrative Sequence Point of view Introduction Characters Develop Explain Describe Complete Sentence Subject Predicate Paragraphs Topic Sentence Supporting Details Closing Sentence Four Square Narrative Introduction Body Closing W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on Pre-writing Draft Revise Edit Publish Complete Sentence Subject Predicate Paragraphs Topic 4

how well purpose has been addressed. Sentence Supporting Details Closing Sentence Four Square Narrative Introduction Body Closing 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 I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well audience has been addressed. Pre-writing Draft Revise Edit Publish Complete Sentence Subject Predicate Paragraphs Topic Sentence Supporting Details Closing Sentence Four Square Narrative Introduction Body Closing Standards of Reading :Literature 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 8.5 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. I can 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. I can 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. Context clues Context clues Figurative Connotative Analogies Allusion Text Author s purpose Point of view Style Determine Compare Contrast 5

Standards of Speaking and Listening RL 8.6 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. SL 8.1Engage 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. a. 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. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals I can 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. I can engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. I can come to discussions prepared, having read or researched required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. I can participate in collaborative discussions, follow rules for collegial discussions and decision making, track progress toward specific goals and deadlines, and define individual roles as needed. Point of view Character Audience Irony Research Cite Primary Secondary Sources Deadlines Comments Constructive criticism Compare Contrast Collaborate Discuss SL.8.2 the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, I can analyze the purpose of information presented in diverse media and formats. Author s purpose Media Presentation 6

commercial, political) behind its presentation SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate I can demonstrate a command of formal English and its conventions when writing, speaking, reading, or listening. Oral demonstration Adapt Pronunciate 7

Woodlynne School District English Test Prep Curriculum Grade 6-8 Unit 2 (4weeks) Time Management and Test-related Stress In order for students to be successful in their academics and standardized test taking, it is necessary for them to have a definite understanding of the proper ways of taking standardized exams. A strong background in reading comprehension, writing, and answering questions will aid students in taking their NJ ASK exams and future standardized test taking skills. Students will take part in daily reading comprehension and writing activities in order to strengthen their reading and writing skills which will enhance their abilities to critically analyze and understand text. They will have the opportunity to write authentically in various genres and will obtain valuable note taking and outlining skills, which will help them in several subject areas. Essential Questions: How does using test taking strategies help me successfully prove what I know on a test? How do I understand the task that I am required to complete? How do I manage time to complete any task Common Core Strand Standards of Literature Standard 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. Standard Learning Objective I can Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Content Specific Vocabulary Students need to know Cite Text 8 Academic Vocabulary Students need to know infer support analyze Suggested Works Glencoe Literature: Reading with Purpose, Middle School, Standardized Test Prep and Practice Assessment Exploring Our World, Standardized Test Practice Workbook Strategies for Differentiation (Differentiating content, process, and/or product using variables of student readiness, interest, and learning style) Examples include: Readiness: small-group

Reading Drills: Middle Level See additional resources listed within Appendix C Suggested Activities by Unit New Jersey Test Prep: Reading and Writing. NJ ASK Language Arts - Literacy Grade 6. New Jersey Test Prep: Reading and Writing. NJ ASK Language Arts - Literacy Grade 7 New Jersey Test Prep: Reading and Writing. NJ ASK Language Arts - Literacy Grade 8 instruction, homework options, tiered assessments, compacting, multiple-entry points. Interest: Choices of books, homework options, explorations by interest and modes of expression (artistic, technological, written, oral, community service). Learning Style: Organizational options, working choice options, flexible environment, Multiple Intelligences options Standards of Reading: Information al Text 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 8.2 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. RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as I can 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. I can 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. I can Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as Context clues Context clues Figurative Connotative Analogies Allusion Central idea Bias Critique Dialogue Drama Film noir Determine support Collaborate Connotation Denotation Evidence Explicit 9

inferences drawn from the text. inferences drawn from the text. Flashback Foreshadowing Humor Irony Speech Mood Staging Monologue Stereotypes Motive Tone Orator Figurative Perspective Connotative Persuasion Playwright Implicit Reflection Relevance Response Significance Technique 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 how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). W 8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. I can 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. how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). I can produce clear coherent writing in which the development and organization are appropriate to the task, purpose, and audience. Point of view Propaganda Public speaking Puns Screenplay Script Soliloquy Connections Plan Rough draft Edit Publish revise Determine Support Summarize Compare contrast Produce W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by I can develop and strengthen writing through the writing process that focuses on how well the purpose and Plan Rough draft Edit Publish revise 10 Develop produce

planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. audience has been addressed. 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. I can use technology, including the internet to produce and publish writing and present the relationships between information and ideas efficiently as well as interact and collaborate with peers. Internet Publish Relationships Collaborate W.8.9b Draw evidence from literary or informational texts to support analysis, reflection, and research. I can draw evidence from informational texts to support analysis, reflection, and research Literary Informational Evidence Reflection analyze 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 disciplinespecific tasks, purposes, and audiences. I can write narratives routinely over extended time frames (time for reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, Author s purpose Task audience anayze Standards of Speaking and Li i 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 I can engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. I can come to discussions prepared, having read or Discuss Texts Issues Persuasion Engage Collaborate 11

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 decisionmaking, track progress toward specific goals and deadlines, and define 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. researched required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion I can participate in collaborative discussions, follow rules for collegial discussions and decision making, track progress toward specific goals and deadlines, and define individual roles as needed. I can pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. 12

SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. I can adapt speech to a variety of contexts using verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action, expressing uncertainty or describing a state contrary to fact). Context Formal English Adapt Elaborate Emphasize Standards of Language L.8.4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. B Use common, grade- I can determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from a range of strategies; Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital. I can use Greek or Latin affixes and roots as clues Multiple meaning Context clues Greek Latin 13 Clarify

appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, and secede). determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). to the meaning of a word. I can use both print and digital media to reference a topic. L 8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.8.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings. I can use context to clarify the meaning of general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Context clues Word choice Greek Latin References Academic Domain Vocabulary comprehension Clarify Determine Clarify Aquire Accurately Woodlynne School District English Test Prep Curriculum Grade 6-8 Unit 3 (4 weeks) Reading Comprehension: Inference In this unit, students use rigorous text to understand inference. Inference is a high order thinking skill and is best taught with concrete examples. Inference is a namely, the heart of meaning construction for learners of all ages (Anderson & Pearson, 1984, p. 107), and it involves the ability to read between the lines (Harvey & Goudvis, 2007). Using excerpts from fictional sources as well as from journals and articles, students develop their ability to recognize and describe inference within a text. Studying texts with strong inference examples allows students to explain the message that lies between the lines. Additionally, students should be able to verbalize and write an explanation how the use of inference affects a story and why an author would chose to infer information within a story. Students should be further challenged to write their own examples of inferences within a variety of writing samples. 14

Essential Questions: How does understanding inference help me understand the meaning of a text? What strategies can I use to identify inference and determine a meaning? Why does an author use inference? Common Core Strand Standards for Reading: Literature Standard 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 Standard Learning Objective I can cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. I can 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 Content Specific Vocabulary Students need to know Analogies Characters Characterization Connotative meaning Denotative meaning Explicit textual evidence Genre Implicit textual evidence Literal vs. Figurative language Plot: exposition, rising action, climax, falling action, resolution Setting Theme Central Idea Urban/Metropolitan Rural/Suburban Text Structures Academic Vocabulary Students need to know Collaborate Connotation Denotation Evidence Explicit Implicit Reflection Relevance Response Significance Technique Inference Summary evaluate Connotation Denotation Evidence Explicit Implicit Reflection Relevance Response Significance Technique Inference Summary evaluate Suggested Works Excerpts from the following novels: Of Mice and Men (John Steinbeck) 8 th grade The Bean Trees (Barbara Kingsolver) 7 th grade The Tiger Rising (Kate DiCamillo) 6 th grade Find additional resources in Appendix B (Stories) of the Common Core State Standards Strategies for Differentiation (Differentiating content, process, and/or product using variables of student readiness, interest, and learning style) Examples include: Readiness: small-group instruction, homework options, tiered assessments, compacting, multiple-entry points. Interest: Choices of books, homework options, explorations by interest and modes of expression (artistic, technological, written, oral, community service). Learning Style: Organizational options, working choice options, flexible environment, Multiple Intelligences options 15

summary of the text. RL 8.3 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 8.6 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. an objective summary of the text. I can 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. I can 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. Dialogue Incidents Figurative language terms Simile Metaphor onomatopoeia Irony Characters Audience Author s Purpose Compare Contrast analyze RL 8.9 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 I can analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious Fiction Theme Patterns Foreshadow Myths Traditional literature Predict Formulate Determine Explain Describe 16

Standards of Reading: Informational Text Bible, including describing how the material is rendered new. RL 8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6 8 text complexity band independently and proficiently. 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 imrl 8.@pact of specific word choices on the meaning and tone, including analogies or allusions to other texts. works such as the Bible, including describing how the material is rendered new. I can read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6 8 text complexity. I can determine the meaning of words and phrases as they are used in a 8 th grade text, including figurative, connotative, and technical meanings. I can analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other 8 th Stories Dramas Poems Context clues Connotative Figurative Tone Allusion Evaluate Summarize Comprehend Synthesis Formulate 17

RI.8.5 in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. grade texts. I can analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and a key concept. Main idea Supporting details RI.8.6 Determine the author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. I can determine the author s point of view or purpose by analyzing the tet. Author s point of view Evidence determine Standards of Writing W 8.1 Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and I can write arguments to introduce and support claims with clear reasons and relevant evidence; acknowledge and distinguish the claim(s) from alternate or opposing claims. Organize Plans Pre-write Edit Revise Publish Arguments Point of view Support Evidence reason 18

organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or next. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s) counterclaims, reasons, and evidence. Establish and maintain a formal style. W 8.4 Produce clear and coherent writing in which the development, organization, I can organize the reasons and evidence logically when writing arguments. I can write arguments to support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. I can write arguments, use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. I can produce clear and coherent writing in which the development, organization, Plan Rough draft Edit Publish revise Produce 19

and style are appropriate to task, purpose, and audience. and style are appropriate to task, purpose, and audience. Standards of Writing W.8.5 With some guidance and support from peer 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 has been addressed. 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 I can write 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 the purpose and the audience. I can 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 Plan Rough draft Edit Publish revise Internet Publish Relationships Develop produce Collaborate 20

collaborate with others. collaborate with others, 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.8.9b Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of I can gather relevant information from multiple print and digital sources, using search terms effectively and assess the credibility and accuracy of each source I can gather relevant information from multiple print and digital sources and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. I can draw evidence from literary or informational texts to support analysis, reflection, and research; apply grade 8 Reading standards to Organize Plans Pre-write Edit Revise Publish Arguments Point of view research Literary Informational Support Evidence Reason Evidence Reflection analyze 21

each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. literary nonfiction. 22

Standards of Speaking and Listening SL 8.1Engage 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 decisionmaking, track progress toward specific goals and deadlines, and define individual roles as needed. Pose questions that connect the ideas of several speakers and I can come to discussions prepared, having read or researched required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. I can participate in collaborative discussions, follow rules for collegial discussions and decision making, track progress toward specific goals and deadlines, and define individual roles as needed. I can pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. Discuss Texts Issues Persuasion Engage Collaborate 23

standard English capitalization, punctuation, and spelling when writing. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. of standard English grammar and usage when writing to ensure that I use correct punctuation, and spelling. Standards of Language L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action, expressing uncertainty or describing a state contrary to fact). I can use my knowledge of the English language and verbs to express myself. Language Conventions Passive voice Active voice Conditional Subjunctive Mood Effect Synthesis Evaluate Demonstrate L.8.5Determine or clarify the meaning of unknown and multiplemeaning words I can determine or clarify the meaning of unknown and multiple- Context clues Word choice Greek Latin References Clarify Determine 25

and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. Use common, gradeappropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its meaning words and phrase based of grade 8 reading and content, choosing flexibility from a range of strategies. I can use context clues to discover the meaning of a word or phrase. I can use Greek and Latin Affixes and roots as clues to the meaning of a word. I can use digital and text resources to conduct research. 26

precise meaning or its part of speech. L.8.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression I can acquire and accurately use grade appropriate vocabulary. Academic Domain Vocabulary comprehension Clarify Acquire Accurately 27

Woodlynne School District English Test Pre Curriculum Grades 6-8 Unit 4 (3 weeks) Elements of Drama: Shakespeare In Unit 4 students will read excerpts from Shakespearian plays. The works of Shakespeare provide a wide range of opportunities for students to study. Shakespeare s plays provide wide range of human emotions presented in simple but eloquent writing. Additionally, Shakespeare s stories transcend time and culture. By developing background knowledge for studying Shakespearian plays, students are exposed to a cast array of topics. The characters of Shakespeare s plays have long been considered some of the greatest characters in literature. Furthermore, studying the works of Shakespeare helps increase the vocabulary. Many common expressions often thought of as clichés, can be attributed to Shakespeare. Finally, students should be exposed to all genres including drama. Essential Questions: What are the elements of drama and how do they affect story-telling? What are the major themes of Shakespeare s works? How can studying Shakespeare help me understand other pieces of writing and literature? Common Core Strand Standards for Reading: Literature Standard RL 8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences Standard Learning Objective I can cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Content Specific Vocabulary Students need to know Analogies Characters Characterization Connotative meaning Denotative meaning Explicit textual evidence Genre 28 Academic Vocabulary Students need to know Collaborate Connotation Denotation Evidence Explicit Implicit Reflection Relevance Suggested Works Excerpts from the following Shakespeare plays: Romeo & Juliet - 6 th grade Strategies for Differentiation (Differentiating content, process, and/or product using variables of student readiness, interest, and learning style)

drawn from the text. Response Significance Technique Inference Summary evaluate Caesar - 7 th grade Hamlet - 8 th grade Examples include: Readiness: small-group instruction, homework options, tiered assessments, compacting, multiple-entry points. Interest: Choices of books, homework options, explorations by interest and modes of expression (artistic, technological, written, oral, community service). Learning Style: Organizational options, working choice options, flexible environment, Multiple Intelligences options 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 8.3 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 8.6 how differences in the points of view of the characters and I can 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. I can 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. I can how differences in the points of view of the characters and the Central idea Central idea Irony Characters Audience Author s Purpose support support Compare Contrast analyze 29

Standards of Reading: Informational Text the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. RL 8.9 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. RL 8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6 8 text complexity band independently and proficiently. 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 imrl 8.@pact of specific word choices on the meaning and tone, including analogies or allusions to other texts. audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. I can 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. I can read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6 8 text complexity. I can determine the meaning of words and phrases as they are used in a 8 th grade text, including figurative, connotative, and technical meanings. I can analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other 8 th grade texts. Fiction Theme Patterns Foreshadow Myths Traditional literature Stories Dramas Poems Context clues Connotative Figurative Tone Allusion 30 Predict Formulate Determine Explain Describe Evaluate Summarize Comprehend Synthesis Formulate RI.8.5 in I can analyze in Main idea

detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and a key concept. Supporting details RI.8.6 Determine the author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. I can determine the author s point of view or purpose by analyzing the tet. Author s point of view Evidence determine Standards of Writing W. 8.1 Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or next. Use words, phrases, I can write arguments to introduce and support claims with clear reasons and relevant evidence; acknowledge and distinguish the claim(s) from alternate or opposing claims. I can organize the reasons and evidence logically when writing arguments. I can write arguments to support claims with logical reasoning and relevant evidence, using accurate, Organize Plans Pre-write Edit Revise Publish Arguments Point of view Support Evidence reason 31

and clauses to create cohesion and clarify the relationships among claim(s) counterclaims, reasons, and evidence. Establish and maintain a formal style. W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. credible sources and demonstrating an understanding of the topic or text. I can write arguments, use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Pre-writing Draft Revise Edit Publish Complete Sentence Subject Predicate Paragraphs Topic Sentence Supporting Details Closing Sentence Four Square Narrative Introduction Body Closing Standards of Writing W.8.5 With some guidance and support from peer 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 has been addressed. I can write 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 the purpose and the audience. Pre-writing Draft Revise Edit Publish Complete Sentence Subject Predicate Paragraphs Topic Sentence Supporting Details Closing Sentence Four Square Narrative Introduction Body Closing W.8.6 Use I can use technology, Internet collaborate 32

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. 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, Publish information 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.8.9b 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 I can gather relevant information from multiple print and digital sources, using search terms effectively and assess the credibility and accuracy of each source I can gather relevant information from multiple print and digital sources and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. I can draw evidence from literary or informational texts to support analysis, reflection, and research; apply grade 8 Reading standards to literary nonfiction. Organize Plans Pre-write Edit Revise Publish Arguments Point of view research Theme Central idea Fiction Character types Myths Support Evidence Reason Reflect Evidence 33

data and conclusions of others while avoiding plagiarism and following a standard format for citation. 34

Standards of Speaking and Listening SL 8.1Engage effectively in a range of collaborative discussions (one-onone, 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 decisionmaking, track progress toward specific goals and deadlines, and define 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 I can come to discussions prepared, having read or researched required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. I can participate in collaborative discussions, follow rules for collegial discussions and decision making, track progress toward specific goals and deadlines, and define individual roles as needed. I can pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. I can acknowledge new information expressed by others and, when warranted, qualify or justify their own views in light of the evidence presented. Research Evidence 35 Collaborative

Standards of Language L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. Form and use verbs in the active and passive voice. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. Recognize and correct inappropriate shifts in verb voice and mood. I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking; explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. Pronouns: subjective, objective, possessive, intensive Simple Sentences Compound Sentences Complex Sentences Compound Complex Sentences Cause and Effect Demonstrate Explain L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. I can demonstrate the command of the conventions of standard English grammar and usage when writing to ensure that I use correct punctuation, and spelling. Pronouns: subjective, objective, possessive, intensive Simple Sentences Compound Sentences Complex Sentences Compound Complex Sentences Cause and Effect Demonstrate Explain Sta nd L.8.3 Use knowledge of language and its I can use my knowledge of the English language and Language Conventions Passive voice Synthesis Evaluate 36

conventions when writing, speaking, reading, or listening. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action, expressing uncertainty or describing a state contrary to fact). verbs to express myself. Active voice Conditional Subjunctive Mood Effect Demonstrate L.8.5 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. Use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). Consult general and specialized reference materials I can determine or clarify the meaning of unknown and multiple-meaning words and phrase based of grade 8 reading and content, choosing flexibility from a range of strategies. I can use context clues to discover the meaning of a word or phrase. I can use Greek and Latin Affixes and roots as clues to the meaning of a word. I can use digital and text resources to conduct research. Context clues Word choice Greek Latin References Clarify Determine 37