Rigorous Curriculum Design Unit Planning Organizer

of 7 Rigorous Curriculum Design Unit Planning Organizer Subject(s) English Language Arts Grade/Course 8 th Grade Unit of Study Unit Structure of Informational Text Unit Type(s) Topical Skills-based Thematic Pacing 8 weeks Priority Common Core State Standards Supporting Standards Reading Literature 8.RL. Cite the textual evidence that most strongly supports an analysis of what the texts says explicitly as well as inferences drawn from the text. Reading Informational Text 8.RI. Cite the textual evidence that most strongly supports an analysis of what the texts says explicitly as well as inferences drawn from the text. 8.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative and technical meanings; analyze the impact of specific words choices on meaning and tone, including analogies or allusion to other texts. 8.RI.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. 8.RI.8 Determine and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient, recognize when the irrelevant evidence is introduced. 8.RI.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. 8.RI.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. 8.RI.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Language 8.L. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verb voice and mood. 8.L. Demonstrate command of standard English capitalization, punctuation, and spelling when writing. c Spell Correctly 8.L..Use knowledge of language and its conventions when writing, speaking, reading, or listening. 8.L..a 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). 8.L.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Writing 8.W. Write informative/explanatory texts, including career development documents (e.g., simple business letters and job application s), to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. C Leadership and Learning. All rights reserved. Last Revised: June 04

of 7 d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 8.W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each sources; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 8.W. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. 8.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards above.) 8.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards up to and including grade 8 on page 4.) 8.W.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. 8.W.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. 8.W.0 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking and Listening 8.SL.4 Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. a. Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience. 8.SL.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. 8.SL. 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. 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 and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. 8.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. C Leadership and Learning. All rights reserved. Last Revised: June 04

of 7 UNWRAPPED Priority Standards Supporting Standards 8.RI. CITE the textual evidence that most strongly supports an ANALYSIS of what the texts says explicitly as well as inferences drawn from the text. 8.RI.4 DETERMINE the meaning of words and phrases as they are used in a text, including figurative and connotative and technical meanings; ANALYZE the impact of specific word choices on meaning and tone, including analogies or allusion to other texts. 8.RI.6 DETERMINE an author s point of view or purpose in a text and ANALYZE how the author acknowledges and responds to the conflicting evidence or viewpoints. 8.RI.8 DETERMINE and EVALUATE the argument and specific claims in a text, ASSESSING whether the reasoning is sound and the evidence is relevant and sufficient, RECOGNIZE when the irrelevant evidence is introduced. 8.L. DEMONSTRATE command of the conventions of standard English grammar and usage when writing or speaking. a. EXPLAIN the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. FORM AND USE verbs in the active and passive voice. c. FORM AND USE verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. RECOGNIZE AND CORRECT inappropriate shifts in verb voice and mood.* 8.W. WRITE informative/explanatory texts, including career development documents (e.g., simple business letters and job application s), to EXAMINE a topic and CONVEY ideas, concepts, and information through the SELECTION, ORGANIZATION, and ANALYSIS of relevant content. a. INTRODUCE a topic clearly, previewing what is to follow; ORGANIZE ideas, concepts, and information into broader categories; INCLUDE formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. DEVELOP the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. USE appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. USE precise language and domain-specific vocabulary to inform about or explain the topic. e. ESTABLISH and MAINTAIN a formal style. f. PROVIDE a concluding statement or section that follows from and supports the information or explanation presented. 8.W.8 GATHER relevant information from multiple print and digital sources, USING search terms effectively; ASSESS the credibility and accuracy of each sources; and QUOTE OR PARAPHRASE the data and conclusions of others while AVOIDING plagiarism and FOLLOWING a standard format for citation. 8.SL.4 PRESENT claims and findings (e.g. argument, narrative, response to literature presentations), EMPHASIZING salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; USE appropriate eye contact, adequate volume, and clear pronunciation. 8.SL.5 INTEGRATE multimedia and visual displays into presentations to CLARIFY information, STRENGTHEN claims and evidence, and ADD interest. C Leadership and Learning. All rights reserved. Last Revised: June 04

4 of 7 Unwrapped Skills (students need to be able to do) Cite 8.RI. Unwrapped Concepts (students need to know) Textual evidence 8.RI. DOK Levels Analyze 8.RI. What text says explicitly Inferences drawn text 8.RI. Determine 8.RI.4 Meaning of words/phrases 8.RI.4 - figurative - technical - connotative Analyze 8.RI.4 Word choices8.ri.4 - impact -meaning/tone -analogies/allusions Delineate and evaluate8.ri.8 Argument and specific claims8.ri.8 Assess8.RI.8 Reasoning and evidence8.ri.8 Recognize 8.RI.8 Irrelevant evidence 8.RI.8 Demonstrate (when or speaking) 8.L. Command of the conventions of standard English grammar and usage 8.L. Write 8.W. Informative/Explanatory texts 8.W. Examine 8.W. Topic 8.W. Convey 8.W. Ideas, concepts, & information 8.W. Select, organize, and analyze 8.W. Introduce 8.W. Preview 8.W. Organize 8.W. Include 8.W. Relevant content 8.W. Topic or thesis 8.W. What is to follow 8.W. Ideas, concepts, & information into broader categories 8.W. - Formatting (eg. headings) 8.W. C Leadership and Learning. All rights reserved. Last Revised: June 04

5 of 7 Develop 8.W. Use 8.W. - Graphics (eg. charts, tables) - Multimedia when useful to aiding Topic 8.W. Establish & Maintain 8.W. Provide 8.W. Gather8.W.8 Use 8.W.8 Transitions, precise language, & domain specific vocabulary 8.W. Formal style Concluding statement or section 8.W. Relevant information from multiple print and digital sources 8.W.8 Search terms effectively8.w.8 4 Assess 8.W.8 Quote or paraphrase 8.W.8 Avoid 8.W.8 Follow 8.W.8 Claims and findings (emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning) 8.SL.4 Credibility & accuracy of sources8.w.8 Data & conclusions8.w.8 Plagiarism8.W.8 Standard format for citation 8.W.8 Present 8.SL.4, Multimedia and visual displays into presentations 8.SL.5 Information/claims and evidence 8.SL.5 Integrate 8.SL.5 Clarify / Strengthen 8.SL.5, 4 C Leadership and Learning. All rights reserved. Last Revised: June 04

6 of 7 Corresponding Big Ideas A good reader analyzes the informational text closely and cites the best evidence to support his or her inferences. 8.RI. Essential Questions When a good reader examines an informational text, how does he or she know that his or her analysis and inferences are correct? 8.RI. Readers must be able to assess the author s argument and evidence and decide whether or not an author uses good reasoning and evidence to support their claim.8.ri.8 Good writers use facts, definitions, concrete details, quotations, and examples to strengthen their writing. 8.W.b To avoid plagiarism, good writers correctly paraphrase, quote sources, and include citations, and good writers make sure their sources are reliable. 8.W.8 How can a reader evaluate an author s argument and claim? Explain. 8.RI.8 How do writers support their argument? 8.W.b In your writing, how would you include research to avoid plagiarism, and avoid inaccurate sources? 8.W.8 Research-Based Effective Teaching Strategies Check all those that apply to the unit: Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort, Providing Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives, Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers Interdisciplinary Non-Fiction Writing st Century Learning Skills Check all those that apply to the unit: Teamwork and Collaboration Initiative and Leadership Curiosity and Imagination Innovation and Creativity Critical thinking and Problem Solving Flexibility and Adaptability Effective Oral and Written Communication Accessing and Analyzing Information Other C Leadership and Learning. All rights reserved. Last Revised: June 04

7 of 7 Unwrapped Priority Standards Concepts Unit Vocabulary Terms Enrichment / Extension Textual evidence Explicit text Inferences Figurative Technical Connotative Meaning/tone Analogies/allusions Argument Claims Reasoning & evidence Irrelevant evidence Relevant Informative/Explanatory Topic/ Thesis Plagiarism Formatting (eg. headings) Graphics (eg. charts, tables) Multimedia Transitions Formal style Concluding statement Credibility Plagiarism Supporting Standards Concepts and Other Unit-Specific Terms Active & passive voice Conditional & subjunctive mood Coherent - Incorporate multimedia - Interview technology professional - Interview the district professional in charge of getting new technology Interdisciplinary Connections N/A at this time C Leadership and Learning. All rights reserved. Last Revised: June 04