8th+Grade+-+Curriculum+Map

=Narrative= |||||||||||||||| **__Enduring Understandings__: As critical readers and writers of literature, we need to consider both our own personal and other's experiences in making human connections. All of these together should expand our understandings and writing to communicate a story, description, or feeling that someone has never or will never experience.** SWBAT analyze main idea and theme in a short story. SWBAT understand how an author creates suspense and humor. || Annotations One-pager every 4 weeks Current events || Short Stories Poetry || * Narrative writing: W3 Þ Gathering relevant info: W8  Þ Commas, ellipses, dash for pauses: L2a Þ Capitalization, punctuation, spelling: L2 Þ Use of spell check: L2c Þ Correct grammar and usage: L1 Þ Satisfying conclusion: W3e Þ Collaboration of planning, editing, and revising: W5 Þ Use of technology to produce and publish: W6 Create awareness of assumptions & stereotypes made about race, gender, religion etc through analysis of names. My name poem
 * **Quarter** || **Mode** |||||||| **Reading** |||||||| **Writing** ||
 * =1= || = =
 * When we read and write fiction, we are unlocking a world that may be beyond personal experiences. Reading about injustice brings an inner transformation that empowers us to change to the world through our writing.**
 * __Essential Questions__: How does awareness of self and society create change? How are fair and equal different?** ||
 * ^  ||^   || **CCS** || **Obj.** || **Assess.** || **Resources** || **CCS** || **Obj.** || **Assess.** || **Resources** ||
 * ^  ||^   || * Analyze how themes, events, and characters are drawn from traditional stories:RL9
 * Determine and analyze main idea and theme:RL2
 * Summarize:RL2
 * Cite textual evidence that supports analysis of what the text says explicitly and what is inferred:RL1
 * Compare and contrast text vs. audio RL7
 * Analyze how differences and points of view of the characters and/or audience/reader create an effect such as suspense or humor:RL6
 * Determine the meaning of words or phrases as they are used and analyze the impact of specific word choice on meaning and tone:RL4 || SWBAT identify the elements of a short story.
 * <span style="font-family: 'Times New Roman','serif';">Development of narrative plot: W3b
 * <span style="font-family: 'Times New Roman','serif';">Organization for narrative purpose: W2a
 * <span style="font-family: 'Times New Roman','serif';">Point of view and organization for narrative: W3a
 * <span style="font-family: 'Times New Roman','serif';">Use of narrative transitions: W3c
 * <span style="font-family: 'Times New Roman','serif'; font-size: 15px;">Arrow points indicate skills revisited throughout the year ** || SWBAT analyze the meaning of their name through past experiences, ancestry and personal values.
 * SWABT idenitfy a personal struggle or obstacle in their lives to write a personal narrative || Personal narrative regarding the story behind their name.

Dear Diary-diary account through the lens of someone unlike themselves. || * "My Name" vignette from Esperanza Rising* I Am poem

SWBAT identify types of propaganda used in the novel and explain their effect SWBAT recognize and explain Orwell's use of irony and how lines of dialogue propel the irony. || One-pagers every 4 weeks (outside book) Weekly annotations on current events article Propaganda poster 5pp essay- options relating to theme Notes for every chapter/questions for chapters Quiz over novel/propaganda || Animal Farm "Harrison Bergeron" Yertle the Turtle (allegory) propaganda examples || Þ <span style="font-family: 'Times New Roman','serif';">Development of topic: W2b Þ <span style="font-family: 'Times New Roman','serif';">Narrow topic: W7 Þ <span style="font-family: 'Times New Roman','serif';">Citation of works: W8  Þ <span style="font-family: 'Times New Roman','serif';">Paraphrasing versus plagiarism: W8  Þ <span style="font-family: 'Times New Roman','serif';">Use of evidence: W9  Þ <span style="font-family: 'Times New Roman','serif';">Use of relevant evidence: W1b
 * **Quarter** || **Mode** |||||||| **Reading** |||||||| **Writing** ||
 * =**2**= || =**Informational Research**= |||||||||||||||| **__Enduring Understandings__: Informational text is the vehicle for constructing knowledge, acquiring skills, and developing habits of mind. Informing us about the world can help us form opinions and values while bringing us new ideas.**
 * __Essential Questions Writing:__ How can the study of informational texts influence our definition of truth and prepare one for responsible participation in society? How can the study of informational texts help us analyze and evaluate the world around us?**
 * __Essential Questions Reading:__ Does power always corrupt? Is freedom really free?** ||
 * ^  ||^   || **CCS** || **Obj.** || **Assess.** || **Resources** || **CCS** || **Obj.** || **Assess.** || **Resources** ||
 * ^  ||^   || * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14px; text-decoration: none; vertical-align: baseline;">Analyze how lines of dialogue and events propel action, reveal character, provoke a decision:RL3
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14px; text-decoration: none; vertical-align: baseline;">Analyze how texts make connections between individuals, ideas, and/or events:RI3
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14px; text-decoration: none; vertical-align: baseline;">Cite textual evidence that supports analysis of what the text says explicitly and what is inferred:RL1
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14px; text-decoration: none; vertical-align: baseline;">Analyze how differences and points of view of the characters and/or audience/reader create an effect such as suspense or humor:RL6
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14px; text-decoration: none; vertical-align: baseline;">Determine the meaning of words or phrases as they are used and analyze the impact of specific word choice on meaning and tone:RL4 || SWBAT apply different elements of allegory throughout the novel and make connections between the novel and the historical events
 * <span style="font-family: 'Times New Roman','serif';">Use of expository transitions: W2c
 * <span style="font-family: 'Times New Roman','serif';">Organization/purpose for expository writing: W2a
 * <span style="font-family: 'Times New Roman','serif';">Conclusion that supports expository purpose: W2f
 * <span style="font-family: 'Times New Roman','serif';">Formal style for expository purpose: W2e
 * <span style="font-family: 'Times New Roman','serif';">Word choice to inform and explain: W2d
 * <span style="font-family: 'Times New Roman','serif';">Short research project with several sources: W7
 * <span style="font-family: 'Times New Roman','serif'; font-size: 15px;">Arrow points indicate skills revisited throughout the year ** ||  ||   ||   ||

SWBAT compare/contrast two or more texts. SWBAT assess the reasoning of a claim and why an author would present their claim in such a way. || One-pagers every 4 weeks Current events bi-monthly Annotations/questions/Tovani strategies daily 5 paragraph persuasive essay (9 pt Grandview rubric) || Into Thin Air (alternate text "My Everest Story") The Climb "Stranded" documentary || * <span style="font-family: 'Times New Roman','serif';">Persuasive writing: W1 Þ <span style="font-family: 'Times New Roman','serif';">Support for arguments: W1a Þ <span style="font-family: 'Times New Roman','serif';">Clarification of relationships among claim, reasons, and evidence: W1c Þ <span style="font-family: 'Times New Roman','serif';">Function of gerunds, participles, and infinitives: L1a Þ <span style="font-family: 'Times New Roman','serif';">Verbs of active and passive voice: L1b Þ <span style="font-family: 'Times New Roman','serif';">Verbs used in active and passive voice to achieve effect: L3a Þ <span style="font-family: 'Times New Roman','serif';">Variety of transitions: W1c Þ <span style="font-family: 'Times New Roman','serif';">Ellipses to indicate omission: L2b Þ <span style="font-family: 'Times New Roman','serif';">Use of technology to interact and collaborate: W6
 * **Quarter** || **Mode** |||||||| **Reading** |||||||| **Writing** ||
 * =**3**= || =Persuasive= |||||||||||||||| **__Enduring Understandings__: Persuasion is a process in which we try to convince others to accept one's points of view, ideas, or perspectives. Through this process students will develop a habit of mind in which they will consider multiple perspectives to arrive at a deeper truth...**
 * __Essential Questions Writing:__ How can we persuade others to accept our ideas when writing and speaking? How can we promote and sustain the interest of our readers or listeners when we are trying to persuade them?**
 * __Essential Questions Reading:__ What does it mean to survive? How far would you go to save yourself?** ||
 * ^  ||^   || **CCS** || **Obj.** || **Assess.** || **Resources** || **CCS** || **Obj.** || **Assess.** || **Resources** ||
 * ^  ||^   || * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14px; text-decoration: none; vertical-align: baseline;">Determine an author’s point of view or purpose in text; Analyze how the author responds to conflicting viewpoints:RI6
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14px; text-decoration: none; vertical-align: baseline;">Cite textual evidence that supports analysis of what the text says explicitly and what is inferred:RI1
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14px; text-decoration: none; vertical-align: baseline;">Evaluate advantages and disadvantages of different mediums to present topic or idea:RI7
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14px; text-decoration: none; vertical-align: baseline;">Analyze two or more texts that provide conflicting information or interpretation:RI9
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14px; text-decoration: none; vertical-align: baseline;">Delineate and assess the reasoning of a claim in an argument:RI8 || SWBAT analyze and evaluate different points of view.
 * <span style="font-family: 'Times New Roman','serif';">Conclusion that supports arguments: W1e
 * <span style="font-family: 'Times New Roman','serif';">Formal style for persuasive purpose: W2e
 * <span style="font-family: 'Times New Roman','serif'; font-size: 15px;">Arrow points indicate skills revisited throughout the year ** || * SWBAT evaluate sources
 * SWBAT analyze data for the purpose of persuasion
 * SWBAT generate guiding questions for research
 * SWBAT use technology to create a public service announcement using research to persuade a specific audience.
 * SWBAT distinguish between the various techniques and purposes in persuasive pieces || * High school drop out research about question used to guide research.Create summary paragraphs from research.
 * Create a public service announcement in a group
 * Using data to create awareness and work toward change.
 * How do commercials and public service announcements differ?
 * GCD on a topic || * EBSCO and other databases ||

2pp essay || Black Like Me Frederick Douglass || Multi-genre paper aims to apply and deepen previous standards** || SWABT to use data found through research to answer 2 questions: is the American education system effective & is education a right or a privilege || imovie documentary containing research, expository, persuasive, descriptive and original poetry. || Brown v. Board of education notes
 * **Quarter** || **Mode** |||||||| **Reading** |||||||| **Writing** ||
 * =**4**= || =Multi-genre= |||||||||||||||| **Enduring Understandings: Students will understand that one topic can be looked at through different lenses and literary genres. They will learn they can experience any topic by engaging with multiple texts and expressing understanding in these experiences through research based and narrative writing.**
 * Essential Questions: How does reflection after reading and writing different genres provide a deeper understanding of a topic? How can the use of different voices, different perspectives and/or different styles of writing impact overall understanding of a topic and engage audiences differently? How does the process of reading/writing different genres increase research skills?** ||
 * ^  ||^   || **CCS** || **Obj.** || **Assess.** || **Resources** || **CCS** || **Obj.** || **Assess.** || **Resources** ||
 * ^  ||^   || * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14px; text-decoration: none; vertical-align: baseline;">Cite textual evidence that supports analysis of what the text says explicitly and what is inferred:RI1
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14px; text-decoration: none; vertical-align: baseline;">Determine central idea and analyze development throughout text:RI2
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14px; text-decoration: none; vertical-align: baseline;">Analyze in detail the structure of a specific paragraph and how the sentence develops or refines the concept:RI5
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14px; text-decoration: none; vertical-align: baseline;">Compare/Contrast the structure of different texts and analyze:RL5
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14px; text-decoration: none; vertical-align: baseline;">Determine the meaning of words or phrases as they are used and analyze the impact of specific word choice on meaning and tone:RL4 and RI4 ||  || Annotations

A Tale of Two Schools

Freedon Writers text

Frontline (youtube) ||