JCPS Middle School Literacy

2015-2016

Kentucky Core Academic Standards

Jefferson County Public Schools English/Language Arts
Grade 8 Cycle 3
Big Idea How Do Writers Use Creative Choice in Presenting Ideas?
TEACHER OVERVIEW

Cycle 3 - Students continue to compare and contrast the structure of literary and informational texts and arguments, analyzing how different
structures and presentation modes support claims and contribute to the reader/audience experience. Students demonstrate understanding of a topic
or text through written arguments introducing claims supported by relevant evidence from credible sources and blending styles (i.e., narrative within
an argument) when appropriate. Students engage in deep analysis of text, noting how word choice, point of view, and structure are used to convey
the key concepts. As students explore different modes of communication, they will analyze how a filmed or live production stays faithful to or departs
from the written text and how a modern literary work draws on themes, patterns of events, or character types from myths, traditional stories, or
religious works such as the Bible. In informational texts, students evaluate the advantages and disadvantages of using different media to present a
particular topic or idea and analyze a case in which two or more texts provide conflicting information on the same topic. Students engage in
discussions using methods like Scored Discussion and Socratic Circles (Bringing Socratic Seminar to Life Teaching Channel Video) as part of the
prewriting process for argument writing, and students use technology, including the Internet, to interact and collaborate with others. To be College
and Career ready, students read independently and proficiently at the high end of the grade 6-8 text complexity band.
Danielson Framework for Teaching
The JCPS Curriculum Maps support teachers in planning and preparation for instruction. Therefore, these documents provide support for teachers
in the following areas of the Framework for Teaching:
Domain 1 - Planning and Preparation
Components A, C, D, E, F
Domain 3 - Instruction
Components Ai; Ci, iii, iv; and Di, ii

WRITING- FOCUS ON ARGUMENTATION

Argumentation relies on evidence from substantive text to prove a claim through logic. The point of argument is to use evidence and reason to
come to a truth. An effective argument uses relevant, sufficient textual evidence from accurate, credible sources to support claims, consider the
opposing viewpoints, and address counterclaims. Argument is a natural vehicle for grabbing attention and providing a topic for discussion and
deeper research. Socratic Circles and other discussion strategies provide students with opportunities to think through a claim and an argument.
Students need many opportunities to practice writing arguments for different audiences across content areas. Use best practices that encourage
critical thinking and allow for choice and inquiry. As students become proficient writers, they will learn how to combine the elements of different kinds
of writing to produce complex and nuanced writing.
Writing forms defined (Appendix A, p. 112)
Argument Writing Samples (KCAS Binder, Appendix C. Table of Contents, p. 172)
In Common Grade 8 Student Sample: Years Gone By: The Importance of Great Literature
JCPS Writing Proclamation, JCPS Process Writing Criteria, and JCPS Holistic Continuum for Writing
LDC Rubrics
Prompts for On-Demand Writing Argument Gheens website ELA Middle Instructional Resources Writing On-

Demand

FORMATIVE ASSESSMENT TASKS

Sample Performance Tasks
Performance tasks further clarify the meaning of the Standards and illustrate specifically the application of the Standards to texts of sufficient
complexity, quality, and range. The critical role of writing in the service of reading and learning is illustrated in every example to emphasis the role of
writing in the reading process (see Writing Standards 9 a and 9 b). The tasks below were developed using text selections from the current literature
anthologies to model the structure of performance tasks found in Appendix B of the Kentucky Core Academic Standards Binder. Teachers are
encouraged to use this same structure to develop other performance tasks using excerpted texts from the Exemplar Libraries.

Grade 8 Cycle 3
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For Literary Texts:

After reading selected poems of various forms and structures, students choose one of the poems and respond to the following prompts.
How does the structure of the poetry contribute to its meaning? How is this different in prose? What does the poem reveal about the
author? Responses should be written for an audience that is familiar with the text and follow conventions of Standard English, including
standard capitalization, comma usage, and spelling. (RL.8.5, RL.8.6, W.8.4, L.8.1)
After reading the poems, Paul Reveres Ride and O Captain, My Captain, write a compare and contrast essay describing the structure
of each poem and explaining how they are similar and different. Discuss how the structure of each poem contributes to the meaning and
style of the poem. Cite textual evidence from both poems to support your answer. Your essay should be written for an audience that is
familiar with the poems and should follow the standard conventions of English. (RL.8.5, W.8.5, L.8.1)
After reading a modern short story and a traditional folktale, legend, or myth, write an essay that discusses how the author draws upon
similar themes, characters, and patterns of events to create a modern work of fiction. Cite textual evidence from both texts to support your
claim. Your essay should be written for an audience that is familiar with the texts and should follow the standard conventions of English.
(RL.8.9, W.8.1, W.8.5, L.8.1)
Much of the play, The Diary of Anne Frank, is based on accounts of conversations and events that Anne Frank recorded in her diary. As
a result, the play reflects her point of view. Margot Frank, Annes sister, also kept a diary during their time in hiding. It was lost, so we are
unable to read her thoughts about the experience, but we can imagine what her point of view may have been as well as others in the
Secret Annex. Write a diary entry describing an event in the play from another characters point of view. Include specific details from the
text to support your writing. (RL.8.6, W.8.3, W.8.5, L.8.1)
For Informational Texts:
After reading several print sources and viewing non-print connections to the Holocaust, evaluate the advantages and disadvantages of
using different mediums to present this topic. Identify conflicting information presented by the sources that were read or viewed. Develop
an essay detailing how the presentation of material, including other media (music, art, drama) impacts the reader/audience experience.
Cite textual evidence from both texts to support your answer. Your essay should be written for an audience that is familiar with the texts
and should follow the standard conventions of English. (RI.8.7, RI.8.9, W.8.2, L.8.2)
After reading the text version and viewing or listening to the actual presentation of Martin Luther Kings I Have a Dream speech, write an
essay comparing the forms. Explain the advantage of one form over the other. Cite textual evidence from both works to support your
thinking. Your essay should be written for an audience that is familiar with both forms and should follow the standard conventions of
English. (RI.8.7, RI.8.9, W.8.1 & 2, L.8.4) I Have A Dream Speech Reproducible @ Innovative Classroom; I Have A Dream Full
Speech - YouTube; Short Version of I Have A Dream Speech - YouTube

Sample Activities

Argument-- Use the Double-Entry Response Strategy to compare and contrast how the presentation of the same information is different
depending on the media used. Have students read the articles Are Tanning Beds Safe for Teens and discuss the information shared
about teens and tanning beds. Watch the YouTube video: Letter to Sixteen-Year-Old-Me. Analyze both using the criteria of effective
argument. Students record thinking in the Literacy Notebook and develop an article presenting a logical argument for or against
regulations on tanning beds for the school online newsletter to parents. . (RI.8.1, RI.8.7, RI.8.8, SL.8.2)
Reciprocal Teaching Engage students in deep reading and reflection on texts. Students compare themes and characters from modern
works of fiction with those from folktales, legends, and myths, or analyze writings on the same topic written by different authors that contain
conflicting information. (RL.8.9, RI.8.9, W.8.2, L.8.1)
Understanding Active and Passive Voice: Have students read short passages or excerpts from complex texts (literary nonfiction or primary
source documents) to analyze word choice and structure. Have students discuss how language, sentence structure and active and
passive (link) voice is used to convey ideas. Have students identify topic sentences, supporting sentences, and concluding sentences and
analyze each sentences role in developing the key concept. (RI.8.5, L.8.1b, L.8.5)
While reading The Diary of Anne Frank, find examples of dialogue that reveals different qualities or character traits of characters, or prompt
characters to make a decision. Discuss examples of dialogue used to propel action and move the plot forward. (RL.8.3, SL 8. 1)
After reading the play, The Diary of Anne Frank, watch the movie version. Incorporate related nonfiction passages about this time period.
Have students read other works that depict courage in the face of adversity. Have students write articles for the school website about
overcoming adversity. (RL&RI.8.5, 8.6, 8.7, 8.8, 8.9)
After reading the drama, The Diary of Anne Frank, view select scenes from the film version and compare them to the scenes as written.
Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from a text, and evaluate how the use
of technical elements (i.e., staging, scenery, props, costumes, make-up, lighting, sound) and performance elements (acting, speaking,
nonverbal expression) create mood and believable characters and enhances the storyline. Using evidence from both presentations to
develop an argument for which form is best. (RL.8.7, W.8.1, RL.8.9, L.8.1, Arts and Humanities Connection)

Grade 8 Cycle 3
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Write-Around Strategy After reading the drama, The Diary of Anne Frank, have students read different excerpts from informational texts
about the Holocaust. Use the Write Around strategy to have students respond to questions that compare and contrast the different
viewpoints. RI.8.6, W.8.1, W.8.4)
Incorporate Socratic Circles/Seminar (Bringing Socratic Seminar to Life Teaching Channel Video) to engage students in discussion
around complex texts. After reading Abraham Lincolns Gettysburg Address (or use: The Gettysburg Address - Abraham Lincoln 1863 YouTube video with text), have students engage in a critical analysis of the speech, noting how language is used to create effect and
convey meaning throughout. Use this as part of the pre-writing process for a literary analysis. (R.8.9, W.8.2, L.8.1) Additional resources:
Lincoln's Gettysburg Address - YouTube (with Matthew Brady photos); Abraham Lincoln, Gettysburg Address by John Mansfield YouTube (reenacted)

Possible LDC Template Tasks

[Insert question} After reading (literature or informational texts), write (essay or substitute) that addresses the question and support your
answers with evidence from the text(s). Be sure to acknowledge other viewpoints. Give examples from past or current events or issues to
illustrate and clarify your position. (Argumentation/Analysis)
[Insert question] After reading (literature or informational texts), write (essay or substitution) that compares (content or topic) and argues
(content). Be sure to support your position with evidence from the text(s). (Argumentation/Comparison)
[Insert question] After reading (literature or informational texts), write (essay or substitute) that discusses (content or topic) and evaluates
(the content or topic) (Argumentation/Evaluation)
After reading Are Tanning Beds Safe for Teens and watching the video: Letter to Sixteen-Year-Old-Me, write and essay that addresses
this question: Should teens be allowed to use tanning beds? Support your position with evidence from the text, video, and additional
research. Be sure to acknowledge competing views. RI.8.7, RI.8.8, W.8.1, (Argument/Analysis)
How do the film versions of stories stay true to or depart from the written text? After reading the drama, The Diary of Anne Frank, and
viewing selected scenes from the film version, write an essay that addresses the questions and analyzes the differences between the film
and written versions of the story. Provide examples from the movie and the text to support your analysis. (RL.8.7, W.8.1, RL.8.9)
(Informational or Explanatory/Comparison)

JCPS COMMON ASSESSMENTS

Refer to the JCPS Middle School ELA Assessment Calendar for assessment timelines. Use common assessments to formatively assess
students understanding of content. Use the data from this analysis for instructional planning and to guide and involve students in setting goals.
Regroup students as needed for intervention to address gaps in learning.

ONGOING STANDARDS
Ongoing KCAS Standards are embedded in instruction delivered throughout the year.
Strand
Ongoing
KCAS
Standards

Reading
Literature and
Informational
1 cite textual
evidence/make inferences
2 -- determine theme/central
idea, objective summary
3 analyze how individuals,
events and/or ideas develop
and interact in text
4 determine meanings of
words and phrases
10 range of reading

Writing
4 clear, coherent
writing to task
5 writing process
9 draw evidence
to support
10 range of
writing

Click on this link for a printout of grade level Ongoing Standards

Grade 8 Cycle 3
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Monday, June 01, 2015

Language

Speaking and Listening

1, 2 conventions of 1 prepare and participate

standard English in
2 integrate and evaluate
writing and speaking information presented
*Refer to
progressions for
interventions
achieve mastery by
end of year.
4, 5, 6 vocabulary
acquisition and use.

FOCUS STANDARDS AND LEARNING TARGETS

READING
CRAFT AND
STRUCTURE
LITERATURE
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.
RL.8.6: 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.

LEARNING TARGETS
I can
* compare (analyze the similarities) and contrast (analyze the differences) the structures found in two or more texts.
* analyze the differing structures of two or more texts and determine how the differences affect the overall meaning
and style of each text.
* infer why an author chose to present his/her text using a particular structure.
* recognize how an author develops the points of view of characters and narrators by revealing thoughts, feelings,
actions, and spoken words.
* recognize how the point of view of characters and audience or reader can be different.
* analyze how differing points of view can create various effects (e.g., dramatic irony When the audience or reader
knows something that the characters do not, the text can suspenseful or humorous.)

INFORMATIONAL
RI.8.5: 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.
RI.8.6: Determine an authors
point of view or purpose in a
text and analyze how the
author acknowledges and
responds to conflicting
evidence or viewpoints.

* analyze the structure of a specific paragraph in a text and determine how this paragraph helps to develop or refine
a key concept.
* analyze and explain how the role of particular sentences (e.g., topic sentence, supporting detail) helps to develop
and refine the authors key concept.
* define point of view as how the author feels about the situation/topic of a text.
* determine an authors point of view (What do I know about the authors opinions, values, and/or beliefs?) and
explain his/her purpose for writing the text.
* analyze how an author acknowledges and responds to conflicting evidence or viewpoints (How does the author
respond? Does he/she use information, evidence, statistics, etc. to strengthen his/her own viewpoint?).

INTEGRATION OF KNOWLEDGE AND IDEAS

LITERATURE
I can
RL.8.7: Analyze the extent to
which a filmed or live
production of a story or drama
stays faithful to or departs from
the text or script, evaluating the
choices made by the director or
actors.
RL.8.9: Analyze how a modern
work of fiction draws upon
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.

*compare and contrast (analyze the similarities and differences) a filmed or live production of a story or drama to its
original text or script.
* identify the various techniques (e.g., lighting, camera angles, etc.) used in a filmed or live production of a story or drama.
* analyze how the various techniques (e.g., lighting, camera angels, etc.) used in a filmed or live production add to or
change the experience of the audience.
* evaluate why a director chose to stay faithful to or depart from the original text and/or script.

INFORMATIONAL

I can

RI.8.7: Evaluate the

advantages and disadvantages
of using different mediums
(e.g., print or digital text, video,
multimedia) to present a
particular topic or idea.

* explain how informational text is presented in different mediums (e.g. audio, video, multimedia).
* analyze a particular topic or idea and explore how authors use different mediums of presentations (e.g., video diary,
PowerPoint, visual display).
* evaluate the advantages and disadvantages of presenting a topic or idea in different mediums.

Grade 8 Cycle 3
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* identify themes, patterns of events, or character types from myths, traditional stories, or religious works that are found in
modern works of fiction (e.g., a traditional fairy tale that is re-created with modern problems, settings, and characters).
* identify the similarities and differences between a modern work of fiction, and a myth, a traditional story or a religious
work.
* compare and contrast (analyze the similarities and differences) the themes, patterns of events, character types of
modern works fiction, with those of myth, traditional stories, or religious work and determine how they are rendered or
interpreted in a new way.

RI.8.8: Delineate 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
irrelevant evidence is introduced.
RI.8.9: 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.

*
*
*
*
*

identify the side of an argument an author presents in a text.

determine the credibility of the author and his/her purpose (who wrote it, when it was written, and why it was written).
identify claims that are supported by fact(s) and those that are based on opinion(s).
recognize when an author introduces irrelevant evidence (unrelated or unnecessary evidence) to his/her argument
delineate and evaluate an argument using the evidence an author provides and determine if the evidence provided is
relevant and sufficient enough to support the claim.

*
*
*
*
*

recognize how two or more texts can provide conflicting information on the same topic.
identify where two or more texts disagree on facts or interpretation of information on the same topic.
analyze how authors interpret and emphasize different evidence when writing about the same topic.
compare and contrast (analyze the similarities and differences) how two or more texts communicate the same topic.
describe how one authors interpretation of a topic can be different from anothers depending on how the facts are
interpreted.

WRITING
Text Types and Purposes
I can
W.8.1: 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.

* choose a side of the argument and identify reasons that support my

choice (claim).
* determine the credibility of a source (who wrote it, when it was written,
and why it was written) and the accuracy of the information presented.
* support my argument with textual evidence (word for word support)
found in credible (reliable) sources.
* acknowledge counterclaims (opposing claims) in my argument
* present my argument in a formal style that included an introduction,
supporting details with transitions, and a conclusion that supports my
argument.

PRODUCTION AND DISTRIBUTION OF WRITING (Year-Long)

Research to Build and Present Knowledge
I can

W.8.7: 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.

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.

Grade 8 Cycle 3
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* define research and distinguish how research differs from other types of writing.
* focus my research around a central question that is provided or determine my own research
worthy question (e.g., How did Edgar Allan Poes life experiences influence his writing
style?).
* chose several sources (e.g., biographies, non-fiction texts, online encyclopedia) and gather
information to answer my research question.
* analyze the information found in my sources and determine if it provides enough support to
answer my question.
* create additional focused questions that relate to my original topic and allow for further
investigation.
* determine the credibility and accuracy of a source by reviewing who wrote it, when it was
written, and why it was written.
* use search terms effectively to gather information needed to support my research.
* define plagiarism (using someone elses words/ideas as my own).
* determine when my research data or facts must be quoted (directly stated word for word)
in my writing.
* avoid plagiarism by paraphrasing (putting in my own words) and/or summarizing my research
findings.
* follow a standard format for citation to create a bibliography for sources that I paraphrased or
quoted in my writing.

LANGUAGE STANDARDS
Knowledge of Language
I can
L.8.2: Demonstrate command of the convents
of standard English capitalization, punctuation,
and spelling when writing.
a. Use punctuation (comma, ellipsis,
dash) to indicate a pause or break.
b. Use an ellipsis to indicate an
omission.
c. Spell correctly.
L.8.3: 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 actions; expressing
uncertainty or describing a state contrary to
facts).

* determine when to capitalize words.

* determine when to use a comma or commas to indicate a pause or a break (e.g., introductory words, direct
address, parenthetical elements).
* determine when to use an ellipsis to indicate a pause or a break (e.g., a pause in the flow of the sentence;
Im wondering.... Ali said, bemused.)
* determine when to use a dash or dashes to indicate a pause or a break to show a sudden break or change
in thought or speech (e.g., to show a sudden break or change in the thought or speech; Our friend, Cesar
an expert in paint .told us to always use a primer.)
* use an ellipsis to show when words I am quoting are left out in the middle or at the end of a sentence (e.g.,
President Mahoney said, Teachers are importantto educate our future generations.).
* identify misspelled words and use resources to assist me in spelling correctly.
* explain the difference between verbs in the active voice and the passive voice (the subject performs the
action of the verb).
* create sentences with verbs in the active voice (The dog bit Alan.) and in the passive voice (Alan was
bitten by the dog.) to achieve a particular effect.
* explain the difference between verbs in the conditional mood (verbs used to express uncertainty) and
subjunctive mood (verbs used to describe a state contrary to fact).
* create sentences with verbs in the conditional mood (e.g., Bill might close the door.) and subjunctive mood
(e.g., If Bill closes the door, the window may open) to create a particular effect.

SPEAKING AND LISTENING STANDARDS

Comprehension and Collaboration
I can
SL.8.3: Delineate a speakers argument and
specific claims, evaluating the soundness of the
reasoning and relevance and sufficiency of the
evidence and identifying when irrelevant
evidence is introduced.

* identify the side of an argument a speaker presents.

* determine the credibility of a speaker and his/her purpose.
* identify claims that are supported by fact(s) and those that are opinion(s).
* evaluate if a speakers argument is reasonable (sound) using evidence he/she provides to support his/her
claims.
* identify if a speaker has introduced irrelevant evidence when presenting his/her claim.
* determine if a speaker has provided enough relevant evidence to support his/her claim or argument.

SL.8.4: Present claims and findings,

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.

* determine salient (important/key) points and emphasize them when presenting my claims and/or findings.
* support my claims and/or findings with relevant evidence, sound valid reasoning, and well-chosen details.
* present my information in a logical sequence using appropriate eye contact, adequate volume, and clear
pronunciation.

SL.8.5: Integrate multimedia and visual displays

into presentations to clarify information,
strengthen claims and evidence, and add
interest.
SL.8.6: Adapt speech to a variety of contexts
and tasks, demonstrating command of formal
English when indicated or appropriate. (See
grade 8 Language standards 1 and 3 for specific
expectations.)

* identify the parts of my presentation, including claims and evidence, that could use clarification,
strengthening, and/or additional interest.
* integrate appropriate media component or visual display to improve my presentation.
*identify different reasons for speaking (e.g., informational, descriptive, formal, informal).
*determine when speaking tasks require a formal structure.
* compose a formal speech that demonstrates a command of grade 8 Language standards.

Learning Targets adapted from The Common Core, Align, Assess, Achieve, LLC and Maryland Common Core State Curriculum Framework for ELA

Grade 8 Cycle 3
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Monday, June 01, 2015

Kentucky Core Academic Standards for English Language Arts Binder

Writing:

Reading:

Informative/Explanatory defined (Appendix A p. 112)

Student Sample: Grade 7, Argument Video Cameras in
Classrooms (Appendix C p. 49)
Student Sample: Grade 8, Informative/Explanatory, Football and
The Old Man and the Sea (Appendix C pgs 56 and 58)

Range of Text Types for 6-12 (Standards for ELA 6-12, p.57
defines Literature and Informational Text, including Literary
nonfiction)
Text Examples (Appendix B)
Sample Performance Tasks for Stories, Drama, and Poetry
(Appendix B)
Sample Performance Tasks for Informational Texts (Appendix B)

Kentucky Department of Education

Addressing the Three Modes of Writing: Kentucky Core Academic
Standards in the 21st Century
Kentucky On-demand Scoring Rubric
Kentucky Literacy Link site for archived newsletters

Released Items K-PREP released questions and OnDemand Prompts

Teaching Tools KDE Resources

SUGGESTED INSTRUCTIONAL TEXTS AND RESOURCES

Link to suggested units from HOLT
Link to suggested units from MCDOUGALL-LITTELL
Link to COLLECTIONS Crosswalk Document
Search texts and resources by TOPIC:
Gheens website ELA Middle Instructional Resources Texts and Resources by Topic

Analyzing Arguments:
The following issue briefs present claims and provide short summaries of arguments and counter arguments of some popular issues. These
resources can be used to introduce students to the concept of argument and to provide a model for developing an argument. Students may analyze
the claim and the argument and counterargument first, or they may go to the resources in which the arguments were extracted to see how points
were taken from several sources.
Tablets versus Textbooks ProCon.org
Schools should not support competitive interscholastic sports. http://www.middleschooldebate.com/documents/Schoolsports.pdf
State lotteries should be ended. http://www.middleschooldebate.com/documents/Statelotteries.pdf
Schools should be year long. http://www.middleschooldebate.com/documents/yearroundschool.pdf
Websites for Student Research:
For United States News The New York Times: www.nytimes.com
For International News British Broadcasting Company: news.bbc.co.uk
For Government Issues and Documents University of Michigan Library: www.lib.umich.edu/govdocs/docnews.html
For Legal News Findlaw: www.findlaw.com Legal Information Institute: www.law.cornell.edu
Sources for Facts
o Fact Monster: www.factmonster.com (MS)
o Reference Desk: www.refdesk.com
o Nation Master: www.nationmaster.com
Kentucky Virtual Library (research) Contact your school librarian for instructional support and password

Grade 8 Cycle 3
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Internet Sources
YouTube video connections to Reading Standard 7:
George Wallaces Inaugural Speech 1963 (text only)
My Country 'Tis Of Thee - First two verses (With lyric annotations) - YouTube
America (My Country 'Tis Of Thee) - YouTube (with text, children singing)
http://www.innovativeclassroom.com/Files/Worksheets/GettysburgAddress.pdf

INTERDISCIPLINARY CONNECTIONS

Social Studies: Expansion (Lewis & Clark, Manifest Destiny, American Southwest, etc.) States Rights
Science: Ecosystem Dynamics, Biodiversity, Natural Resources
Math: Pythagorean Theorem (triangles)

ENGLISH LANGUAGE LEARNERS

INSIDE ESL students continue Levels B, C, and D

INTERVENTION
Resources for In-Class Individual and Small-Group Intervention
Interventioncentral.org:
o Keywords: A Memorization Strategy: In this mnemonic (memorization) technique, students select the central idea of a passage and
summarize it as a 'keyword'. Next, they recode the keyword as a mental picture and use additional mental imagery to relate other important
facts to the keyword
o Question-Generation: Students are taught to boost their comprehension of expository passages by (1) locating the main idea or key ideas
in the passage and (2) generating questions based on that information.
o Reading Comprehension Fix-up Skills: A Classroom Toolkit - Presented here are a series of fix-up skill strategies that can help struggling
students to better understand difficult reading assignments.
For support teaching expository text structure awareness:
o Center on Instruction- Module 2- grades 6-12: examples of informational text structures.

INDEPENDENT READING

During independent reading time, conduct one-on-one conferences with students to monitor and provide feedback on Student-Developed Reading
Plans. Allow students to revisit and revise plans to gradually increase the length and complexity of what they read, moving toward the level of text
complexity in the grade 6-8 text complexity band. Use information gleaned from conferences to identify students reading interests and guide
students in making book selections. (To view models of conferencing, go to: A best-practice tip about how to conference when teaching in
small groups - YouTube and Conferring with Student - YouTube.) NCTE/ILA position paper on independent/leisure reading

Suggested books with Lexiles from the Independent Reading classroom libraries for Cycle 4. (RL.8.10, RI.8.10)
Fiction
Nonfiction
Linger (770)
All in the Family, A Look-It-Up Guide to the In-laws,
Outlaws, and Offspring of Olympus (880)
Night (590)
An American Plague, The True and Terrifying Story of
Shiver
the Yellow Fever Epidemic (1130)
Summer Ball (910)

Anne Frank: Diary of a Young Girl (1080)

The Adventures of Huckleberry Finn (990)
Behind Enemy Lines (810)
The Adventures of Ulysses (860)
Escape, Children of the Holocaust
The Bar Code Tattoo (720)
Favorite Greek Myths (870)
The Giver (760)
Greek Myths and Legends (950)
The Raven, and Other Poems
My Thirteenth Winter (1050)
Toby Wheeler, Eighth Grade Benchwarmer (680)
The Girl Who Survive (910)
Grade 8 Cycle 3
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Monday, June 01, 2015

KCAS KEY VOCABULARY

Authors point of view

Authors purpose
Connotative/Denotative Meaning
Delineate
Dramatic irony
Evaluate
Explicit

Inference
Literal Language
Modern Fiction
Perspective
Point of view
Rebuttal

Render
Salient
Suspense
Text Structure
Textual Evidence
Verbal irony

Vocab Ahead interactive videos to teach SAT and GRE vocabulary.

GROWTH MONITORING
Link to Progression of Standards for Content Gap Analysis
Teachers will
analyze the results of formative and summative assessments to determine next steps in content instruction and conference
with students to provide feedback on their progress.

collaborate with teachers in all content areas to conduct regular Literacy Reviews of students reading and writing growth.
conduct one-on-one reading conferences to monitor student growth/accountability with the focus on self-selected independent reading.
provide feedback (written and oral) on strengths and areas of growth in reading, writing, language, and speaking and listening.

Students will

establish personal learning goals, monitor growth with self-assessments, and track their progress toward specific goals and deadlines.
analyze results of formative and summative assessments to determine areas of strength and growth and use the information to revise goals
and take ownership of learning.

Grade 8 Cycle 3
Page 9 of 11
Monday, June 01, 2015

SUGGESTED WEEKLY FOCUS

Week 1-3

Teacher Note: Link to JCPS Lesson Planning Template: Throughout the 6-weeks, plan standards-based lessons using suggested texts,
resources, and instructional strategies provided on this map. Use classroom libraries to support independent reading. Students continue to use the
literacy notebook to respond to and record reading reflections, citing text to support thinking
Cycle 3 - Introduce the Big Idea and student friendly learning targets for this cycle.
Use information from common assessments to guide students in self-analysis and setting personal learning goals.
Use formative assessments throughout the learning cycle to determine students mastery of standards.
Students will analyze a variety of texts presented in different formats. Standard RL.9 will require students examine how
modern works of fiction draw upon themes, events, character types from myths and traditional stories or religious works
(like the Bible).
Students will develop writing to support analysis of various literary and informational forms, therefore, continue focus on
research and developing claims for argumentation.
The literacy notebook will play in integral role in capturing students thinking and reflections throughout the unit and should
be reviewed frequently.
Writing arguments is the focus of this instructional cycle. Students should have opportunities to write for varying purposes
and timeframes including the on-demand structure. Be sure to review the procedures for On-Demand writing, including the
timeframes, strategies for planning, and the page limitations.
Continue to focus on students selecting texts from Classroom Libraries and other sources at the high end of the 6-8 text
complexity band. Monitor text selections through weekly or bi-weekly reading conferences.
Use in-class time to group students for intervention work using suggested intervention resources for specific skill
acceleration.

Use selections from the recommended list or from school resources that are also available in media formats to engage
students in comparing and contrasting the differences in presentations and format. (Teacher Note: the drama The Diary of
Anne Frank is the major text selection. Additional informational texts and ancillary materials are also included for research
and deeper understanding of the time period.)

As students analyze text formats, examine how writers make intentional decisions on use of language, sentence structure,
and form to address the audience and to convey meaning. Begin by examining the written text and the critical academic
vocabulary all students must know to enter the text. Focus on Tier 2 vocabulary (see Appendix A, pp. 121-124 for
information on vocabulary tiers).
Continue focus on the modes of writing, noting that some forms, such as literary non-fiction, incorporate narrative
structures to tell the informational story. (The close analytical reading text in week 3 is an example of such a structure.)
Jim Anderson discusses the importance of exposing students to well-written text.
Embed language instruction within the context of reading using strategies from Mechanically Inclined and Everyday
Editing. Have students identify mentor sentences from the text as touchstone texts for understanding writing structure,
grammar and mechanics. Create a Mentor Text section to display examples of texts students identify during the course
of reading. (For more in depth thoughts on the use of mentor texts and Editing Invitations, view Jeff Andersons video.)

Weeks 4-6

Grade 8 Cycle 3
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Monday, June 01, 2015

Implement a suggested Close Reading Lesson every third or fourth week or prior to assessment to engage students with
rich, complex text and to formatively assess students ability to apply learning from instruction. Continue comparison of
written texts to those in other media. Use the YouTube and other video clips throughout to analyze how the presentation
techniques alter or enhance the message, how lighting, sound, music, color, setting, etc., create effect. Use textdependent questions to analyze the different points of view of characters and how they react to events.
Students should write daily to reflect on learning, record research, and respond to text using a variety of forms within the
modes of writing required in the standards. Use sample writing from various sources (professional writing, student writing
from previous years, and your own writing) to teach the criteria of effective writing. Have students work in groups to read
and sort writing examples into piles (good, okay, not so good, etc.).
Have students identify the characteristics evident in the examples and develop a descriptor for each category. Refer to
the JCPS Process Writing Criteria as a beginning point for developing a rubric around the language of the standards.
Use one of the sample performance tasks, or create your own, to engage students in writing in response to text. Use the
rubric created by the class to engage students in analysis of performance task writing.
Conference with students about writing from timed On-Demand assessments and performance tasks to set goals for
improvement.
Continue mini-lessons on writing and language skills, including understanding active and passive voice throughout the
unit.

Weeks 6 9

Grade 8 Cycle 3
Page 11 of 11
Monday, June 01, 2015

Continue mini-lessons on the criteria of effective writing. Point out examples of appropriate use of active and passive voice
to use as mentor sentences. Students use the Literacy Notebook to respond to questions about texts, record thinking and
reflect on learning throughout the cycle.
To be College and Career ready, students must engage in close analytical reading of complex texts. This is critical at this
juncture in the school year, as students are preparing for the transition to high school. To this end, students must develop
as readers of complex text and strengthen skills in encountering informational texts. The lesson plan for The Long Night
of the Little Boats, a true account during WWII, will take 2 to 3 days to complete. (Link to access lesson plan.)
Students respond to text dependent questions and learn academic vocabulary through contextual clues throughout the
reading. Two writing tasks are included: one showing basic understanding (the summary) and one showing analytical
understanding (the argument essay). This writing is NOT used as an assessment rather, it is an essential part of the
instruction, helping students both to crystallize their understanding of the text and to write clearly and coherently.
After conducting writing conferences (peer and teacher), students revise the argument essay developed in weeks 4-6.
As students continue examination of form and structure, they note how point of view shapes how characters respond in
literary text and how authors differ in approach to similar topics in informational/explanatory texts. Identify conflicting
information on the same topic; identify where the texts disagree on matters of fact or interpretation. Analyze the differences
in the approach to the subject and how the organizational structure enhances the information presented. Identify modern
works of fiction that draw upon themes, patterns of events, or character types from myths, traditional stories, or religious
works such as the Bible.
Students prepare short book talks or other brief presentations to highlight experiences with texts during this cycle.
Review speaking and listening standards before students present.
Continue focus on text dependent questions during and after reading.
Provide opportunities for students to revisit and discuss entries made in the Literacy Notebook. Guide conversations about
themes presented in the texts read throughout the grading period.
Review procedures for reading like a detective and writing like reporter required on the RPA. Revisit the structure for short
answer and extended response reminding students that they must write within space provided
Administer appropriate assessments according to the District Assessment Schedule. Involve students in analysis of data
through individual goal-setting conferences. Make adjustments, as needed, to address gaps in learning identified by
reusing the RDA and RPA texts for re-teaching