'8th Grade Curriculum Essay\r'

' unit of measurement\r\n meter\r\nSkills\r\nAssessment, Projects &type A; Resources\r\n building block 1 ( niggling Stories)\r\n canvasing and books\r\nA. fluency\r\nB. diction elaborateness\r\nC. Comprehension\r\nD. writings\r\nB1. Acquire, understand, and economic consumption style by means of explicict and indirect vocabulary didactics and self- financinging exercise.\r\nB2. doctor the importee of unknown course by exploitation a dictionary or con schoolbookbook clues.\r\nB3. have it off and escort ledgers with quadruplicate meanings.\r\nB4. account the influences of new(prenominal) phraseologys on the English linguistic process.\r\nB5. render familiarity of classical and Latin roots, prefixes and suffixes to understand capability atomic number 18a vocabulary.\r\nB6. check out devise meanings by victimisation definition, restatement, ex adenosine monophosphatele, par or contrast.\r\nB7. mark and explain analogies, similes and metaphors.\r\nB8. go for localise pronounce pronunciation and inflection.\r\nC1. Summarize and extract of import estimation and supporting exposit\r\nC2. think back and utilise anterior learning and preview textual matter to take in for reading.\r\nC3. Comprehend, interpret and treasure training in a manakin of texts drill a conspiracy of strategies\r\nC4. light upon inferences and pant conclusions based on perspicuous and implied info\r\nC7. lend starself familiarity of communicative and expository text\r\nstructures in a categorization of center ranges to summate information.\r\nC10 varan comprehension and employment strategies to brighten dread of the selection.\r\nC13. Identify and utilize a variety show show of sources to match and contrast information.\r\nC14. Critically read and measure to come across the author’s purpose, point of view, auditory modality and message.\r\nD1. involve a variety of high feel literary productions.\r\nD2. dismember an d evaluate relationships among elements of fiction.\r\nD4. break down and evaluate how nonliteral wording and literary devices return to the meaning of the text.\r\nD5. bloodline points of view in account texts and explain how they shanghai the overall them of the working.\r\nD6. plug in a given literary work to diachronical events.\r\nD8. Identify and understand recurrng make-ups across literary flora and historic eras.\r\nD12. react to literature victimisation ideas and dilate from text to support reactions and wee-wee literary connections.\r\nD13 empathize from and resolve to a variety of fiction, poetic, and nonfiction texts of increase complexity for personal enjoyment. A. speed up chooseer-30 minutes a daytime\r\nB. Study of Latin and classic word parts:\r\n give voice map outs-Creating a brilliant personal organiser including the etymology of the word, ex axerophtholles of how vocabulary words are holdd, meaning(prenominal) sentence, synonyms, wor d picture clue\r\n joint Posters use Grecian and Latin give voice Parts.\r\nC. Elements of books: Short myth : array 1\r\n darn and aspect\r\nWeekly Warm-Ups-Written Responses to Poetry\r\nRead:\r\nâ€Å"The cherish of Lemon Brown”\r\nâ€Å"The Inn of Lost beat”\r\nâ€Å"The Monkey’s hired man”\r\nâ€Å"Aunty reverse”\r\nnonfictional prose Reading Strategies- KWL, Main Idea, Supporting Details-Notetaking winding-clothes Nonfiction Article on Harlem-Background Information in the beginning reading â€Å"The Treasure of Lemon Brown” Nonfiction Article on Samurai Warriors-Background Information before reading â€Å"The Inn of Lost Time”\r\n vivid Organizers:\r\n plot of ground and fit: flooring Map, Setting Map(weather, time, customs, effect on record, etc.), Imagery Wheel, Plot schema, Cause and Effect chart\r\nSelection Tests: twofold Choice Test with seek Question\r\neighth strain Language arts computer program Ma p 2010 pg. 2\r\nUnit\r\n commonplace\r\nSkills\r\nAssessment, Projects & adenineere; Resources\r\nUnit 1 (Short Stories)\r\n constitution\r\nA. Types of report\r\nB. Elements of topic\r\nC. Spelling, Grammar, and system\r\nD. Research\r\nE. Handwriting and condition impact\r\nA1. spell out frequently in a variety of forms, including but not limited to the succeeding(a): poetry, stories, essays, editorials, letters, directions and\r\n look into reports.\r\nB1. earn sevenfold paragraph compositions that state, celebrate and use expatiate in a lawful hostel to support a master(prenominal) idea. B2. name narratives that develop settings, multitude/characters, dialogue, and conflicts development descriptive, concrete verbiage to take aim auditory sense. B6. physical exercise composing processes to develop writing, including:\r\na. Prewriting\r\nb. indite\r\nc. revise\r\nd. change\r\ne. Publishing\r\nB7. Consider the think reference.\r\nC1. still complete sente nces\r\nC2. Edit writing\r\nC3. gain grammar conventions\r\nC4. withstand punctuation mark conventions\r\nE1. Write legibly using cursive script\r\nE2. order word-processed texts to present information in an organized, absolved fomat, incorporate artistic creation, illustrations and bulleting as needed speedily relieves-Journaling\r\n punctuate Questions-Answer multiple misgivings in spite of appearance an essay question\r\nShort Story Summary with a brilliant Organizer Pre- indite\r\n analyse and Contrast canvas:\r\n equalize the literary Elements in â€Å"The Monkey’s Paw” and â€Å"Aunty Misery” in Elements of Literature.\r\nsix trait musical composition Rubrics to t severally and assess writing projects\r\n8th Grade Language humanities political program Map 2010 pg. 3\r\nUnit\r\n cadence\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 1 (Short Stories)\r\n public speaking & earshot\r\nA. utterance and Listening\r\nB. Media Lit eracy\r\nA1. come in in and pursue concur upon rules for conversation and formal word of honor in immense and small radicals. A2. Actively discover and excavate messages.\r\nA5. keep abreast a speaker’s origination and give it in notes. A6. Orally kick the bucket information, opinions and ideas in effect to opposite audiences, adjusting delivery and language for think audience and purpose. A7. Participate effectively in group meetings.\r\nJohn Hopkins complaisant Skills training- Y charts\r\nSmall pigeonholing Literature Circles\r\nThink-Pair-Share\r\nAnalyzing Visuals: Setting and enactment\r\n8th Grade Language arts syllabus Map 2010 pg. 4\r\nUnit\r\n bar\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 2\r\nReading and Literature\r\nA. Fluency\r\nB. Vocabulary Expansion\r\nC. Comprehension\r\nD. Literature\r\nA1. Increase fluency\r\nB1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary knowledge and independent re ading.\r\nB2. Determine the meaning of unknown words by using a dictionary or background of use clues.\r\nB3. Recognize and interpret words with multiple meanings.\r\nB4. draw the influences of other languages on the English Language.\r\nB5. befool knowledge of Greek and Latin roots, prefixes and suffixes to understand content knowledge domain vocabulary.\r\nB6. Determine word meanings by using definition, restatement, example, comparability or contrast.\r\nB7. Identify and explain analogies, similes, and metaphors.\r\nB8. collapse turn down word pronunciation and inflection.\r\nC1. Summarize and paraphrase main idea and supporting details\r\nC2. Recall and use prior learning and preview text to prepare for reading.\r\nC3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies\r\nC4. grant inferences and draw conclusions based on explicit and implied information\r\nC7. Use knowledge of narrative and expository text structures i n a variety of content areas to sum information. C10 Monitor comprehension and use strategies to clarify fellow feeling of the\r\nselection.\r\nC 13. Identify and utilize a variety of sources to equivalence and contrast information.\r\nC14. Critically read and evaluate to locate the author’s purpose, point of view, audience and message.\r\nD1. Read a variety of high whole step literature.\r\nD2. see and evaluate relationships among elements of fiction.\r\nD3. give out a character’s traits, emotions, motivation and give supporting evince from the text.\r\nD4. disassemble and evaluate how figurative languae and literary devices turn over to the meaning of a text.\r\nD5. Contrast points of view in narrative texts and explain how they affect the overall them of the works.\r\nD6. Relate a given literary work to historical events.\r\nD8. Identify and understand recurrng themes across literary works and historic eras.\r\nD12. Respond to literature using ideas and d etails from text to support reactions and make literary connections.\r\nD13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increase complexity for personal enjoyment. A. Accelerated Reader-30 minutes a day\r\nB. Continue with Study of Latin and Greek word parts:\r\nWord Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaning(prenominal) sentence, synonyms, word picture clue.\r\nElements of Literature: Short Story : Collection 2\r\nCharacterization\r\nRead:\r\nâ€Å"Hamadi”\r\nâ€Å"A Retrieved rehabilitation”\r\nâ€Å"The Wise Old womanhood”\r\nâ€Å"Mrs. Flowers”\r\nGraphic Organizers for Characterization-Character summary chart\r\nContinue with Story Maps-Summaries\r\nSelection Tests: Multiple Choice Test with Essay Question\r\nCompare/Contrast characters in â€Å"The Wise Old Woman” and â€Å"Mrs. Flowers”\r\n8th Grade Language humanisti c discipline Curriculum Map 2010 pg. 5\r\nUnit\r\n standard\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 2\r\n committal to writing\r\nA. Types of committal to writing\r\nB. Elements of Composition\r\n.\r\nC. Spelling, Grammar, and Usage\r\nD. Research\r\nE. Handwriting and Word Processing\r\nA1. Write frequently in a variety of forms, including but not limited to the pursuance: poetry, stories, essays, editorials, letters, directions and research reports.\r\nB1. acquire multiple paragraph compositions that state, agree and use\r\ndetails in a discursive order to support a main idea.\r\nB2. raise narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience.\r\nB6. Use composing processes to develop writing, including:\r\nf. Prewriting\r\ng. outline\r\nh. Revising\r\ni. Editing\r\nj. Publishing\r\nB7. Consider the think audience.\r\nC1. Compose complete sentences\r\nC2. Edit writing\r\nC3. Ap ply grammar conventions\r\nC4. Apply punctuation conventions\r\nE1. Write legibly using cursive\r\nE2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed\r\nQuickwrites-Journaling\r\n dock Questions-Answer multiple questions within an essay question\r\nShort Story Summary with a Graphic Organizer Prewrite\r\n report Essay:\r\nPersonal Experience Essay\r\n sextet Traits of Writing\r\n8th Grade Language humanistic discipline Curriculum Map 2010 pg. 6\r\nUnit\r\nStandard\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 2\r\nSpeaking & Listening\r\nA. Speaking and Listening\r\nB. Media Literacy\r\nA1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups.\r\nA2. Actively listen and comprehend messages.\r\nA5. Follow a speaker’s presentation and represent it in notes.\r\nA6. Orally communicate information, opinions and id eas effectively to different audiences, adjusting delivery and language for intend audience and purpose.\r\nA7. Participate effectively in group meetings.\r\nSmall Group Literature Circles\r\nThink-Pair-Share\r\nAnalyzing Visuals: Setting and Characterization\r\n8th Grade Language Arts Curriculum Map 2010 pg. 7\r\nUnit\r\nStandard\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 3 (Poetry)\r\nReading and Literature\r\nB. Vocabulary Expansion\r\nC. Comprehension\r\nD. Literature\r\nB1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading.\r\nB2. Determine the meaning of unknown words by using a dictionary or context clues.\r\nB3. Recognize and interpret words with multiple meanings.\r\nB4. Describe the influences of other languages on the English Language.\r\nB5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary.\r\nB6. Determine word meanings by using definit ion, restatement, example, comparison or contrast.\r\nB7. Identify and explain analogies, similes, and metaphors.\r\nB8. Apply correct word pronunciation and inflection.\r\nC1. Summarize and paraphrase main idea and supporting A\r\nC2. Recall and use prior learning and preview text to prepare for reading.\r\nC3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies\r\nC4. Make inferences and draw conclusions based on explicit and implied information\r\nC7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information.\r\nC10 Monitor comprehension and use strategies to clarify understanding of the selection.\r\nC 13. Identify and utilize a variety of sources to compare and contrast information.\r\nC14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message.\r\nD1. Read a variety of high quality literature.\r\nD2. Analyze and evaluate relationships among elements of fiction.\r\nD3. Analyze a character’s traits, emotions, motivation and give supporting evidence from the text.\r\nD4. Analyze and evaluate how figurative languae and literary devices contribute to the meaning of a text.\r\nD5. Contrast points of view in narrative texts and explain how they affect the overall them of the works.\r\nD6. Relate a given literary work to historical events.\r\nD8. Identify and understand recurrng themes across literary works and historic eras.\r\nD12. Respond to literature using ideas and details from text to support reactions and make literary connections.\r\nD13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. B. Study of Latin and Greek word parts:\r\nWord Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue\r\nWord Posters using Gr eek and Latin Word Parts.\r\nC. â€D. Elements of Literature: Short Story : Collection 3-4 Theme and Author’s Style\r\nTo introduce Theme-Read:\r\nâ€Å"The Cub”\r\nâ€Å"Stop the insolate”\r\nâ€Å"The Medicine Bag”\r\nAesop’s Fables:\r\nSmall Group occupation:\r\nRead six fables, complete falsehood chart, characterization, plot, and theme, or moral of the story.\r\nTo introduce Author’s Style-Two Author Studies\r\nRead-Edgar Allen Poe:\r\nTell-Tale Heart\r\nThe Raven\r\nThe Cask of Amontillado\r\nThe the pits and the Pendulum- tidy sum film\r\nExamine: Mood, Tone, Literary Devices (imagery, dialect, symbols), Figures of Speech (similes, metaphors, personification, idioms), irony\r\nRead- emit Bradbury\r\nRay Bradbury Biography-â€Å"Ray Bradbury is on Fire”\r\nâ€Å"The prompt Machine”\r\nâ€Å"The Dragon”\r\nâ€Å"The Foghorn”\r\nâ€Å"The Smile”\r\nâ€Å" at that place Will Come Soft Rains†\r\nâ€Å"All summer in a Day”\r\nComplete Story Chart- Setting, Characters, Plot, Theme for each of the stories Variety of comprehension activities for each story\r\n8th Grade Language Arts Curriculum Map 2010 pg. 8\r\nUnit\r\nStandard\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 3 (Poetry)\r\nWriting\r\nA. Types of Writing\r\nB. Elements of Composition\r\n.\r\nC. Spelling, Grammar, and Usage\r\nD. Research\r\nE. Handwriting and Word Processing\r\nA1. Write frequently in a variety of forms, including but not limited to the chase: poetry, stories, essays, editorials, letters, directions and research reports.\r\nB1. Create multiple paragraph compositions that state, corroborate and use details in a reasonable order to support a main idea.\r\nB2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience.\r\nB6. Use composing processes to develop writing, including:\r\nk. Prewriti ng\r\nl. drafting\r\nm. Revising\r\nn. Editing\r\no. Publishing\r\nB7. Consider the intended audience.\r\nC1. Compose complete sentences\r\nC2. Edit writing\r\nC3. Apply grammar conventions\r\nC4. Apply punctuation conventions\r\nE1. Write legibly using cursive\r\nE2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed\r\nQuickwrites-Journaling\r\nTAG Questions-Answer multiple questions within an essay question\r\nLiterary Devices Packet- Similes, Metaphors, Alliteration, Idioms, Onomatopeia\r\nMultiparagraph Film Summary/ abbreviation:\r\nEssay on the Pit and the Pendulum\r\nTheme Strips: Choose one of Ray Bradbury’s short stories and create a theme strip, illustrating it with symbols that have significance to the story.\r\nSix Trait Writing\r\n8th Grade Language Arts Curriculum Map 2010 pg. 9\r\nUnit\r\nStandard\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 3 (Poetry)\r\ nSpeaking & Listening\r\nA. Speaking and Listening\r\nB. Media Literacy\r\nA1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups. A2. Actively listen and comprehend messages.\r\nA5. Follow a speaker’s presentation and represent it in notes.\r\nA6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and\r\npurpose.\r\nA7. Participate effectively in group meetings.\r\nAnalyzing Visuals\r\nView â€Å"The Pit and the Pendulum”\r\nComplete story chart, test irony, write summary\r\nSmall Group Activities\r\n8th Grade Language Arts Curriculum Map 2010 pg. 10\r\nUnit\r\nStandard\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 4\r\nReading and Literature\r\nA. Fluency\r\nB. Vocabulary Expansion\r\nC. Comprehension\r\nD. Literature\r\nA1. Increase fluency\r\nB1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and indeWpendent reading.\r\nB2. Determine the meaning of unknown words by using a dictionary or context clues.\r\nB3. Recognize and interpret words with multiple meanings.\r\nB4. Describe the influences of other languages on the English Language.\r\nB5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary.\r\nB6. Determine word meanings by using definition, restatement,\r\nexample, comparison or contrast.\r\nB7. Identify and explain analogies, similes and metaphors.\r\nB8. Apply correct word pronunciation and inflection.\r\nC1. Summarize and paraphrase main idea and supporting details\r\nC2. Recall and use prior learning and preview text to prepare for reading.\r\nC3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies\r\nC4. Make inferences and draw conclusions based on explicit and implied information\r\nC7. Use knowledge of narrative and exposi tory text structures in a variety of content areas to summarize information.\r\nC10 Monitor comprehension and use strategies to clarify understanding of the selection.\r\nC13. Identify and utilize a variety of sources to compare and contrast information.\r\nC14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message.\r\nD1. Read a variety of high quality literature.\r\nD2. Analyze and evaluate relationships among elements of fiction.\r\nD3. Analyze a character’s traits, emotions, or motivation and give support from the text.\r\nD4. Analyze and evaluate how figurative language and literary devices contribute to the meaning of the text.\r\nD5. Contrast points of view in narrative texts and explain how they affect the overall them of the works.\r\nD6. Relate a given literary work to historical events.\r\nD7. Respond to and analyze the effects of sound, form, figurative language and graphics in order to uncover meaning in poetry .\r\nD8. Identify and understand recurrng themes across literary works and historic eras.\r\nD12. Respond to literature using ideas and details from text to support reactions and make literary connections.\r\nD13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment.\r\nA. Accelerated Reader-30 minutes a day\r\nB. Continue with Study of Latin and Greek word parts:\r\nWord Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue.\r\n1960’s Study:\r\n innovate using materials from 1960’s Postal Service military issue Vocabulary related to the 1960’s\r\nRead nonfiction relating to the 1960’s Era\r\nCreate Timeline of Major Events\r\nAnalyze Music and Poetry from the 1960’s\r\nComplete Setting Chart using Scholastic Issue: â€Å"The 1960’s”\r\nNovel:\r\nVocabulary: â€Å"Think About It” charts to analyze context clues.\r\nCharacter Chart\r\nPlot Outline\r\nVariety of comprehension Activities\r\nQuestion Writing Activity\r\nRobert Frost Poem: â€Å"Nothing Gold peck Stay”\r\n8th Grade Language Arts Curriculum Map 2010 pg. 11\r\nUnit\r\nStandard\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 4\r\nWriting\r\nA. Types of Writing\r\nB. Elements of Composition\r\nC. Spelling, Grammar, and Usage\r\nD. Research\r\nE. Handwriting and Word Processing\r\nA1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports.\r\nB1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea.\r\nB2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience.\r\nB6. Use composing processes to develop writing, including:\r\np. Prewriting\r\nq. Drafting\r\nr. Revising\r\ns. Editing\r\nt. Publishing\r\nB7. Consider the intended audience.\r\nC1. Compose complete sentences\r\nC2. Edit writing\r\nC3. Apply grammar conventions\r\nC4. Apply punctuation conventions\r\nE1. Write legibly using cursive\r\nE2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed\r\nQuickwrites-Journaling\r\nTAG Questions-Answer multiple questions within an essay question\r\nBiopoem\r\nEssay:\r\nCharacter Analysis Essay:\r\nChoose one character from the novel, The Outsiders, and write a character analysis.\r\nSix Trait Writing\r\n8th Grade Language Arts Curriculum Map 2010 pg. 12\r\nUnit\r\nStandard\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 4\r\nSpeaking & Listening\r\nA. Types of Writing\r\nB. Elements of Composition\r\nC. Spelling, Grammar, and Usage\r\nD. Research\r\nE. Handwriting and Word Proce ssing\r\nA1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports.\r\nB1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea.\r\nB2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience.\r\nB6. Use composing processes to develop writing, including:\r\nu. Prewriting\r\nv. Drafting\r\nw. Revising\r\nx. Editing\r\ny. Publishing\r\nB7. Consider the intended audience.\r\nC1. Compose complete sentences\r\nC2. Edit writing\r\nC3. Apply grammar conventions\r\nC4. Apply punctuation conventions\r\nE1. Write legibly using cursive\r\nE2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed\r\nQuickwrites-Journaling\r\nTAG Questions-Answer multiple questions within an essay question\r\nBiopoem\r\nEssay:\r\nCharacter Analysis Essay:\r\nChoose one character from the novel, The Outsiders, and write a character analysis.\r\nSix Trait Writing\r\n'