Reading Pacing Guide 8

Reading/Writing Guide
Mapping/Alignment/Resources
Eighth Grade
Committee Members Introduction Grade 8 Language Arts Standard Course of Study Year Long Reading Instructional Plan Writing/Reading Alignment Grammar Vertical Alignment Assessments Reading Resources Link to Grade 8 Reading Comprehension Sample Selections & Items Additional Resources
Revised July 2008 2008-2011
6-8 Reading/Writing Guides Committee Members

Special recognition and acknowledgement to the dedicated professionals who prepared and revised the 6-8 Chatham County Reading/Writing Guides. Sixth Grade Team Trista Pyeatt, 8th Grade Language Arts Teacher, North Chatham School JoAnne Robb, K-8 Curriculum Coach, North Chatham School Seventh Grade Team Joelle Brummitt-Yale, 7th Grade Language Arts Teacher, Chatham Middle School Beth Campbell, 7th/8th Grade Language Arts Teacher, Chatham Middle School Ellen Hadley, 6th/7th/8th Grade Language Arts Teacher, Horton Middle School Eighth Grade Team Emily Collins, 6th/7th/8th Grade Language Arts Teacher, Bennett School Sherry Elmore, 7th/8th Grade Language Arts Teacher, Bonlee School Cindy Gurley, 6th/7th Grade Language Arts Teacher, Bonlee School Carrie Smith, 8th Grade Language Arts Teacher, Chatham Middle School Central Office Support Lillie Goldston, Clerical Assistant to K-8 Instruction, Horton Staff Development Building Sherri Homan, 6-8 Mathematics Teacher, Bennett School Kim Lilly, Administrative Assistant, Curriculum and Instruction, Central Office Spencer Register, K-12 Differentiation Resource Teacher, Horton Staff Development Building Elisabeth Rogers, EC Administrative Assistant, Central Office Carlene White, K-8 Language Arts Resource Teacher, Horton Staff Development Building Jean Blackmon-Brauer, Director of Elementary and Middle Grades, Central Office
2008-2011
Grades 6-8 Reading/Writing Alignment Guide Introduction

The North Carolina English/Language Arts Standard Course of Study establishes competency goals and objectives for the teaching and learning of language arts at each grade level. The goal is to ensure that all students learn how to use language effectively in order to function as individuals and contributing members of society. The Guide is separated into four nine weeks grading periods and encompasses reading and writing pacing guides, along with a yearly grammar study/focus. It aligns the Holt Elements of Literature Series with the North Carolina Language Arts Standard Course of Study (2004). In addition, the guide aligns with resources provided by the North Carolina Department of Public Instruction, includes teacher activities, and integrates with technology where appropriate. The sample essential questions and key vocabulary should be used to guide lessons and provide a focus for the students. Teachers must ensure that all objectives are covered. The Writing Guide is designed to guide teacher instruction in the writing workshop structure of a balanced literacy framework. Resources listed below and referenced in this document are available to Chatham County middle school language arts teachers to assist with implementing writing workshop within their classrooms: Lessons That Change Writers Nancie Atwell (classroom) Naming the World Nancie Atwell (classroom) Elements of Literature Holt, Rinehart and Winston (classroom) CRAFT Lessons, Teaching Writing, by JoAnn Portalupi and Ralph Fletcher (professional library in Media Center) NonFiction Craft Lessons, Teaching Information Writing K-8, by JoAnn Portalupi and Ralph Fletcher (professional library in Media Center) Teaching the Qualities of Writing, by JoAnn Portalupi and Ralph Fletcher (professional library in Media Center) NC Middle Grades Exemplars NCDPI (resources online at NCDPI) Writefor the Future, Jane Buckner and Melba Johnson (classroom) Teachers are required to provide writing samples in the writing portfolio for all middle grade students. See the Writing Portfolio Grades K-8 and Grade 6-8 Writing Portfolio Checklist located in this Guide behind the Assessment tab. Teachers may use a writing assessment system that includes authentic and/or on demand (prompt) writing assignments appropriate to the grade level. Teachers, with your colleagues, are encouraged to plan a mock writing assessment environment that includes the use of the North Carolina Scoring Rubric. Teachers may use writing prompts provided by the C&I Department or they may choose to write prompts to be administered as a practice tool and/or for at-risk students who did not reach proficiency in writing the previous year. Local student accountability standards (SAS) require that a reading performance level score of I, II, III, or IV be shared with parents a minimum of two times a year, once by the end of the second nine weeks, and again no later than the end of the third nine weeks. Teachers are required to include student performance scores, from each of the three quarterly reading assessments, in each students reading portfolio. A reading portfolio must be kept for every student in grades 3, 4, 5, 6, 7, and 8. No single literature or grammar textbook is completely aligned with the North Carolina Language Arts Standard Course of Study. A teacher should not teach the Holt Elements of Literature Series or any other textbook from cover to cover. Some entire chapters and portions of other chapters in the Holt Literature Series cover objectives that are not in the North Carolina Language Arts Standard Course of Study. Chatham County teachers are committed to teaching the North Carolina Language Arts Standard Course of Study, rather than teaching an entire textbook cover to cover!
English/Language Arts Eighth Grade

Eighth grade students use oral language, written language, and other media and technology for expressive, informational, argumentative, critical, and literary purposes. They continue to refine their study of language and grammar in order to speak and write effectively. Although emphasis in eighth grade is placed on using information for a specific task, students also: Express individual perspectives through analysis and personal response. Refine understanding and use of argument. Critically analyze print and non-print communication. Use effective sentence construction and edit for improvements in sentence formation, usage, mechanics, and spelling. Interpret and evaluate a wide range of literature.
Strands: Oral Language, Written Language, and Other Media/Technology Competency Goal 1: The learner will use language to express individual perspectives through analysis, of personal, social, cultural, and historical issues.
1.01 Narrate an expressive account (e.g. memoir, narrative poem) which: creates a coherent, organizing structure appropriate to purpose, audience, and context. establishes a point of view and sharpens focus. uses remembered feelings. selects details that best illuminate the topic. connects events to self/society. 1.02 Explore expressive materials that are read, heard, and/or viewed by: monitoring comprehension for understanding of what is read, heard, and/or viewed. reviewing the characteristics of expressive works. determining the importance of literary effects on the reader/viewer/listener. making connections between works, self and related topics. drawing inferences. generating a learning log or journal. maintaining an annotated list of works that are read or viewed, including personal reactions. taking an active role in and/or leading formal/informal book/media talks. 1.03 Interact in group activities and/or seminars in which the student: shares personal reactions to questions raised. gives reasons and cites examples from text in support of expressed opinions. clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion. 1.04 Reflect on learning experiences by: evaluating how personal perspectives are influenced by society, cultural differences, and historical issues. appraising changes in self throughout the learning process. evaluating personal circumstances and background that shape interaction with text.
making connections to related topics/information. drawing inferences and/or conclusions. generating questions. extending ideas. 2.02 Use multiple sources of print and non-print information to explore and create research products in both written and presentational forms by: determining purpose, audience, and context. understanding the focus. recognizing and/or choosing a relevant topic. recognizing and/or selecting presentational format (e.g., video, essay, interactive technology) appropriate to audience. evaluating information for extraneous detail, inconsistencies, relevant facts, and organization. researching and organizing information to achieve purpose. using notes and/or memory aids to structure information. supporting ideas with examples, definitions, analogies, and direct references to primary and secondary sources. noting and/or citing sources used. recognizing the use of and/or employing graphics such as charts, diagrams, and graphs to enhance the communication of information.
Competency Goal 3: The learner will continue to refine the understanding and use of argument.
3.01 Explore and evaluate argumentative works that are read, heard and/or viewed by: monitoring comprehension for understanding of what is read, heard and/or viewed. analyzing the work by identifying the arguments and positions stated or implied and the evidence used to support them. identifying the social context of the argument. recognizing the effects of bias, emotional factors, and/or semantic slanting. comparing the argument and counter-argument presented. identifying/evaluating the effectiveness of tone, style, and use of language. evaluating the authors purpose and stance. making connections between works, self and related topics. responding to public documents (such as but not limited to editorials, reviews, local, state, and national policies/issues including those with a historical context). 3.02 Continue to explore and analyze the use of the problem-solution process by: evaluating problems and solutions within various texts and situations.
Competency Goal 2: The learner will use and evaluate information from a variety of sources.
2.01 Analyze and evaluate informational materials that are read, heard, and/or viewed by: monitoring comprehension for understanding of what is read, heard, and/or viewed. recognizing the characteristics of informational materials. summarizing information. determining the importance and accuracy of information.
Revised 12/2004 Implementation Year 2005-2006 (due to clarification revision only)
English/Language Arts Eighth Grade

utilizing the problem-solution process within various contexts/situations. constructing essays/presentations that respond to a given problem by proposing a solution that includes relevant details. recognizing and/or creating an organizing structure appropriate to purpose, audience, and context. 3.03 Evaluate and create arguments that persuade by: understanding the importance of the engagement of audience by establishing a context, creating a persona, and otherwise developing interest. noting and/or developing a controlling idea that makes a clear and knowledgeable judgement. arranging details, reasons, and examples effectively and persuasively. anticipating and addressing reader/listener concerns and counterarguments. recognizing and/or creating an organizing structure appropriate to purpose, audience, and context. discussing the effects of such literary devices as figurative language, dialogue, flashback, allusion, irony, and symbolism. analyzing and evaluating themes and central ideas in literature and other texts in relation to personal and societal issues. extending understanding by creating products for different purposes, different audiences, and within various contexts. analyzing and evaluating the relationships between and among characters, ideas, concepts, and/or experiences. 5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through: reading a variety of literature and other text (e.g., young adult novels, short stories, biographies, plays, free verse, narrative poems). evaluating what impact genre-specific characteristics have on the meaning of the text. evaluating how the authors choice and use of a genre shapes the meaning of the literary work. evaluating what impact literary elements have on the meaning of the text.
Competency Goal 4: The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials.
4.01 Analze the purpose of the author or creator and the impact of that purpose by: monitoring comprehension for understanding of what is read, heard, and/or viewed. evaluating any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques. evaluating the underlying assumptions of the author/creator. evaluating the effects of authors craft on the reader/viewer/listener. 4.02 Analyze and develop (with limited assistance) and apply appropriate criteria to evaluate the quality of the communication by: using knowledge of language structure and literary or media techniques. drawing conclusions based on evidence, reasons, or relevant information. considering the implications, consequences, or impact of those conclusions. 4.03 Use the stance of a critic to: consider alternative points of view or reasons. remain fair-minded and open to other interpretations. constructing a critical response/review of work/topic.
Competency Goal 6: The learner will apply conventions of grammar and language usage.
6.01 Model an understanding of conventional written and spoken expression by: using a variety of sentence types, punctuating properly, and avoiding fragments and run-ons. using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence. applying the parts of speech to clarify language usage. using pronouns correctly, including clear antecedents and case. using phrases and clauses correctly, including proper punctuation (e.g., prepositional phrases, appositives, dependent and independent clauses). determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words. extending vocabulary knowledge by learning and using new words. evaluating the use and power of dialects in standard/nonstandard English usage. applying correct language conventions and usage during formal oral presentations. 6.02 Continue to identify and edit errors in spoken and written English by: using correct spelling of words appropriate in difficulty for eighth graders and refining mastery of an individualized list of commonly misspelled words. producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and format. self correcting errors in everyday speech. independently practicing formal oral presentations.
Competency Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by: using effective reading strategies to match type of text. reading self-selected literature and other materials of interest to the individual. reading literature and other materials selected by the teacher. assuming a leadership role in student-teacher reading conferences. leading small group discussions. taking an active role in whole class seminars. analyzing the effects of elements such as plot, theme, characterization, style, mood, and tone.
Revised 12/2004 Implementation Year 2005-2006 (due to clarification revision only)
Year Long Reading Instructional Plan 2006-2007 Grade 8 Week # Skill Focus Related Skills Genre Focus
1.
Plot, setting, basic comprehension: details, sequence
2.
Add characterization, compare and contrast
Exposition, rising action, falling action, climax, internal conflict, external conflict, resolution, foreshadowing, flashback, sequence, setting Indirect characterization, direct characterization, modes of characterization (static, dynamic, minor, major, protagonist, antagonist, hero, heroine, flat and round First person, third person, omniscient, inform, entertain, persuade, explain, describe, mood, tone
Fiction: short story, fable, myth, legend, folktale, novel: fantasy, science fiction, realistic (contemporary), historical Same
3.
Point of view, authors purpose, vocabulary development (context clues)
Same
4.
Add theme, main idea, continue vocabulary (context clues) Reading for relevant information, continue theme, and irony (heavy emphasis in 7th & 8th grades) Book parts, continue main idea, vocabulary development (analogies), reading for relevant information
5.
Summarizing, generalizing, paraphrasing, retelling, inferences, note-taking, moral Situational irony, dramatic irony, verbal irony
Same
6.
Index, glossary, epilogue, forward, preface, illustrations, table of contents, subheadings, headings, subtitles, title page, graphs, charts, maps, tables, bold print, topics, subtopics, italics, graphic organizers, footnote
Non-fiction and fiction (include all from above)add biography, autobiography, memoirs, essay, editorial, diary, journal Same
7.
8. 9.
Continue book parts, continue analogies, cause and effect, predictions Review and assess reading Reviewing and assessing writing, remediating reading and writing as necessary
Graphic organizers, inferences, All of the above All of the above
Same
Same Same
10.
Fact and opinion, generalization, inference, and propaganda
Bias, stereotype, bandwagon, persuasive techniques, cause and effect, slogan, product comparison, testimonial, loaded language, snob appeal, symbols, allusion, emotional appeal, plain folks, satire, judgment
Informational
11.
Continue propaganda, continue inference, and Reference materials
Atlas, encyclopedia, internet, dictionary, thesaurus, primary and secondary sources, interviews, credibility, electronic database, biographies, text features, diagrams, and bibliographies
Same
12.
13.
Continue reference materials, summarizing, outlining, vocabulary development (multiple meaning words) Two day review and catchup week
Roman numerals, paraphrase, citation, direct quote, work cited, bibliography, chronological order, title page, summary All of the above
Same
Review
14.
15. 16. 17. 18. 19.
Cumulative study covering all elements of fiction, nonfiction, and research, including a research writing component. Examples include: novel study, literature circles, research project, thematic integrated unit, etc. Same as above Same as above Same as above Finish cumulative study and review and assess reading Remediate reading, review and assess writing
All of the above
Fiction, non-fiction, informational
Same as above Same as above Same as above All of the above All of the above
Same Same Same Review Review
20.
Vocabulary (roots, prefixes, suffixes); authors tone and mood
21.
22.
23.
Continue mood and tone, vocabulary continued (prefixes, suffixes, roots), introduce elements of poetry (structure) Types of poetry Ballad, epic, narrative, lyric, ode, sonnet, couplet, quatrain, free verse, limerick, haiku, concrete, elegy Continue types of poetry, Simile, metaphor, extended add figurative language metaphor, personification, hyperbole, imagery, symbolism
Affix (prefix, suffix), root word, tone, mood, voice, dialect, style, connotation, denotation, diction Line, stanza, speaker, rhyme, rhyme scheme, refrain, repetition, meter
Poetry
Same
Same
Same
24.
25.
26.
27. 28.
Continue types of poetry and Alliteration, assonance, figurative language, add onomatopoeia, dialect sound devices Writing assessment and/or All of the above portfolio writing examples (poetry response, compare and contrast, poetry notebook, poet study, etc.) Elements of drama Stage directions, act, scene, cast of characters, playwright, script, props, narrator, monologue, soliloquy, tragedy, comedy, suspense, skit, teleplay Continue elements of drama Same as above Finish elements of drama, All of the above review and assess reading
Same
Same
Drama
Same Cumulative review
29.
30.
Oral presentation: readers Tone, eye contact, gestures, theatre, public speaking, body language, voice monologues, storytelling, projection, visuals, props book talks, debates, poetry recitation, role play, radio/TV broadcast Genre review: fiction, review Short stories, narratives, sequence, elements of fiction novel, fantasies, fairy tales, and their impact folktales (legends, myths, tall tales, fables), science fiction, historical fiction, realistic fiction, mystery see first nine weeks
Drama
Fiction
31.
Genre review: nonfiction
32.
Genre review: informational texts Review main idea Review supporting details
33.
Genre review: drama Review authors purpose, mood and tone Genre review: poetry Review figurative language and sound devices
Expository nonfiction, narrative nonfiction (biography, autobiography), diary, journal, article, memoir, essay, editorial, interviews, letters see first nine weeks Content area texts, reference materials, maps, charts, graphs, recipes, manual, brochure, schedule, instructions, illustrations See second nine weeks See third nine weeks
Nonfiction
Informational
Drama
34.
See third nine weeks
Poetry
35.
36.
37. 38. 39.
Review inferences, drawing conclusions, generalizations, context clues Review compare and contrast, cause and effect, analogies EOG TESTING Teacher determined project and Gateway remediation Teacher determined project; close out school year
All of the above
All of the above
All of the above
All of the above
Eighth Grade First Nine Weeks Writing Focus

Narrative, Literary Response, Review Problem-Solution & Evaluative
Eighth Grade 1st 9 Weeks Emphasis SCOS OBJECTIVES

1.01, 1.02, 3.02, 3.03, 6.01, 6.02 Sample Resources/Texts Personal Narrative - EOL p.16 40 (Ch. 1) - HL p. 116 - HL p. 239 The Green Mamba (example) - HL p. 250 In Trouble (example) Narrative Leads - Atwell p.50 61 (Lesson 12) Fiction - Atwell p. 21 25 (Lesson 5) - Atwell p. 101 120 A Course of Study Character Analysis - HL p. 602 607
set up writing routines, review writing process/criteria (focus, support/elaboration, style, conventions)
Modes Narrative
Conventions Diagnostic test (verbal or written) End-marks Sentence Types (declarative, interrogative, exclamatory, imperative) Fragments/run-ons
Literary Response
Refer to Tab in Notebook - See selection questions and ancillary materials HL p. 809 817 HL p. 835 840 Refer to Tab EOL p. 116 142 (Ch. 4) Atwell p. 166 171 (Book Reviews)
Problem-Solution
Evaluative
Nonfiction
Memoir - Atwell p. 14 16 (Lesson 3) - Atwell p. 44 47 (Lesson 10) - Atwell p. 93 100 (Lesson 27)
Key: EOL = Holt: Elements of Language, HL = Holt Literature, Atwell Lessons that Change Writers
8TH GRADE
SCOS Suggested Specific Skills
5.02 Plot Setting
Chatham County Schools Reading/Writing Guide
Week # 1 Genre Focus - Fiction
short story, fable, myth, legend, folk tale, novel, fantasy, science fiction, realistic, contemporary, historical
Sample Essential Questions

How does understanding literary elements make you a good reader?
Suggested Instructional Strategies

The Legend of Sleepy Hollow (from Adventures in Literature old text p.168) good for teaching mood/atmosphere, suspense, foreshadowing
Sample Resources/Texts
Introduction- pg. 2-3 in Holt *EOL Focus on summarizing plot pg. 4 *EOL Suggested Stories: *EOL The Wise Old Woman pg. 5 *EOL Retelling story pgs. 14,15 *EOL Broken Chain pg. 17 *EOL letter writing pg. 26 *EOL grammar link (apostrophes) pg. 28 *EOL Analyzing Proposition and Support pgs. 29-31 *EOL Story Elements Resources pg. 98 Flowers for Algernon pg. 32 *EOL to teach summarizing (see handout for summarizing progress reports) Resources pgs. 99-100 The Landlady pg. 72 *EOL teach foreshadowing The Monkeys Paw pg. 84 *EOL The Third Wish pg. 101 *EOL (both teach motif and compare & contrast both stories pg. 109 *EOL) The Tell-Tale Heart (from Collection 5) good for teaching suspense, mood, irony, foreshadowing, character motivations.
Key Vocab/Phrases
Exposition (introduction), rising action, falling action, climax, conflict (internal, external), resolution, foreshadowing, flashback, sequence, setting
1.01, 5.01, 5.02 Basic comprehension: details, sequence
How do good readers use details to understand a selection?
Students can begin writing a narrative (tie in with Young Authors stories); focus on story elements: What makes a good story? Catchy opener, vivid story details, suspense, students can share stories. Graphic organizers Retell Teacher modeling Role play Small group instruction Whole group
8TH GRADE
5.01 Add: characterization 5.02, 1.01 Compare contrast

How do good readers analyze characters? Why do good readers compare and contrast when reading?

Share examples of narrative poems. Students write narrative poems. Novel Study: The Outsiders Focus heavily on theme/character study/point-of-view; students can write an essay on what they perceive as the theme of the novel. Write a character sketch of favorite character and make a collage using pictures from magazines to symbolize their chosen character (character collage). Graphic organizers Retell Teacher modeling Role play Small group instruction Whole group
Collection 2 (Character) *EOL pgs. 133-135 Suggested stories Harriet Tubman pg. 142 *EOL (inferences, character traits) Barbara Frietchie pgs. 64-71 *EOL (narrative poem) Collection 3 Analyzing Setting and Its Influence on Mood and Tone pgs. 235-237 *EOL Inferences pg. 238 *EOL Suggested stories The Green Mamba pg. 239 *EOLIn Trouble pg. 251 *EOL focus on cause/effects There Will Come Soft Rains pg. 265 *EOL (Science Fiction) Understanding Text Structures: A Magazine pgs. 275-279 *EOL
Key Vocab/Phrases
Indirect character, direct character, modes of character, (static, dynamic, minor, major, protagonist/ antagonist, hero, heroine, flat, round)
8TH GRADE
4.03, 5.01, 5.02 Point of View

How and why do good readers determine point of view? What strategies do good readers use to determine authors purpose? How do good readers use context clues to determine the meanings of unfamiliar words?

Graphic organizers Retell Teacher modeling Role play Small group instruction Whole group
(see Mock Trial Script B.B. Wolf (a/k/a Big Bad Wolf) v. Curly Pig) Resources pgs. 101-109 SCOPE magazine
Key Vocab/Phrases
1st person, 3rd person, omniscient, inform, entertain, persuade, explain, describe, mood, tone
4.01 Authors purpose
6.01 Vocabulary development (context clues)
8TH GRADE
5.01, 5.02 Theme 1.02, 2.01, 3.01, 5.02 Main idea 6.01 Continue vocabulary development (context clues)

How do good readers determine theme of a selection? What strategies do good readers use to determine main idea?

Story Elements Resources pgs. 110-112
Key Vocab/Phrases
Summarizing, generalizing, paraphrasing, retelling, inferences, notetaking, moral
8TH GRADE
2.01 Reading for relevant information
Week # 5 Genre Focus Nonfiction, Fiction
Fiction continues, Nonfiction: biography, auto biography, memoirs, essay, editorial, diary, journal

What strategies do good readers use to determine relevant information in selections? How do good readers determine theme of a selection? How does understanding types of irony provide good readers with a deeper level of understanding?

Key Vocab/Phrases
5.01, 5.02, 1.02, 3.01 Continue theme
5.01 Irony
(see handout on Irony) http://www.ezl.com/~f ireball/Disaster01.htm or Goggle it: Sinking of the Sultana
Situational irony, dramatic irony, verbal irony
8TH GRADE
2.01 Book parts
Week # 6 Genre Focus - Nonfiction, Fiction

How do good readers use book parts to increase their understanding and locate information? What strategies do good readers use to determine main idea? How do good readers interpret the structure of analogies?

Key Vocab/Phrases
Index, glossary, epilogue, forward, preface, illustrations, table of contents, subheadings, headings, subtitles, title page, graphs, charts, maps, tables, bold print, topics, subtopics, italics, graphic organizers, bridge map, foot note
1.02, 3.01, 5.02 Main idea (continued)
4.02 Vocabulary development analogies Reading for relevant information
see Daily Language Notebook - Analogies
8TH GRADE
2.01 Book parts continued

What strategies do good readers use to determine relevant information in selections? What strategies do good readers use to determine relationships in analogies? Why do good readers analyze cause and effect relationships in selections? Why is it important for good readers to make predictions?

Key Vocab/Phrases
Graphic organizers, inferences
4.02 Analogies continued
1.02, 2.01 Cause and effect
2.01, 3.01 Prediction
8TH GRADE
1.01, 1.02, 2.01, 3.01, 4.01 4.02, 4.03, 5.01, 5.02, 6.01


Key Vocab/Phrases
Review and assess reading
8TH GRADE
Review and assess writing Remediate reading and writing if necessary
Week # 9 Genre Focus - Review



Key Vocab/Phrases
Eighth Grade Second Nine Weeks Writing Focus

Informational Research and Persuasive Writing
2nd 9 Weeks Emphasis

review criteria (focus, support/elaboration, style, conventions), review writing process
SCOS OBJECTIVES
Modes Informational Research 1.01, 1.02, 2.01, 2.02, 3.02, 3.03, 4.01, 4.02, 6.01, 6.02 Sample Resources/Texts Persuasive EOL p. 156 191 (Ch. 5) HL p. 218 223 Atwell p. 172 186 - Effective Essays Atwell p. 30 32 Refer to Tab in notebook EOL p. 202 229 (Ch. 6) HL p. 338 343 Refer to Tab in notebook Conventions
Diagnostic test (verbal or written) End-marks Sentence Types (declarative, interrogative, exclamatory, imperative) Fragments/run-ons
8TH GRADE
2.01, 2.02 Fact/opinion
Week # 10 Genre Focus - Informational

How do good readers distinguish between facts and opinions? Why should good readers generalize information? How do good readers use inferences to develop critical thinking? Why is it important for good readers to recognize propaganda techniques?

Give students different ads and have groups go through the ads to find examples of persuasion. Then have students decide which propaganda techniques are being used by putting examples onto chart paper labeled with techniques Handout for students to analyze TV ads looking for propaganda techniques Propaganda Project Give students a product and two audiences and have students design ads for their product based on the audience Teacher model Whole group instruction Introduction The Diary of Anne Frank What is Propaganda? Resources pgs. 113-114 Persuasive Techniques handout (to introduce types of techniques used) Write to the Future handout Resources pgs. 116-119 Writing the Persuasive Essay, use to teach persuasive writing Resources readwritethink pgs. 120-123 Resources Persuasive Writing Webquest pgs. 124-129 Resources Persuasion Through Advertising Scholastic.com pg. 130
Drawing Inferences, Drawing Conclusions, and Making Inferences, pgs. 294-296, Holt The Circuit, pgs. 280286, Holt The Green Mamba, pg. 238, Holt Holt Literacy Book, pgs. 996-997 Persuasive Images in the Media Media Images, video from United Streaming The Diary of Anne Frank The Holt Reader, pgs. 124 & 145 (good page to help teach generalizations) Internet site on propaganda: http//propaganda.mrdonn.or g/techniques/html
Key Vocab/Phrases
Bias, stereotype, band wagon, persuasive techniques, cause and effect, slogan, product comparison, testimonial, loaded language, snob appeal, symbols, allusion, emotional appeal, plain folks, satire, judgment
2.01, 4.02 Generalizations
1.02, 2.01, 4.02 Inference
4.01 Propaganda
8TH GRADE
4.01 Propaganda continued

Sample Essential Questions Suggested Instructional Strategies
Do the Right Thing project where students research a person (famous or not) who made good decisions (ex. Abraham Lincoln) Divide students into groups to make up an advertisement using persuasive techniques; students perform advertisements in class (video record) Persuasive Writing continued Internet research Encyclopedia/books research Teach that a diary is a primary source Students will research a World War II topic (see handout for suggested topics) Resources pg. 133
Worksheet Advertisement Resources pg. 131 Persuasive Techniques handout Resources pg. 115 Propaganda and Advertisement worksheet (from Anne Frank) Resources pg. 132 Begin drama The Diary of Anne Frank Holt (literacy book), pg. 364 or The Holt Readers, pg. 124 (for scenes 1 & 2)
Key Vocab/Phrases
Atlas, encyclopedia, internet, dictionary, thesaurus, primary and secondary sources, interviews, credibility, electronic database, biographies, text features, diagrams, bibliography
1.02, 2.01, 4.02 Inference continued 2.01, 2.02 Reference materials How do good readers use reference materials to locate information?
8TH GRADE
2.01, 2,02 Reference materials continued 2.01 Summarizing 2.01, 2.02 Outlining 6.01 Vocabulary: multiple meaning of words How do good readers organize and summarize information found in reference materials? How do good readers use strategies to define words with multiple meanings?

Worksheets for Beginning a Research Project Write for the Future handouts, Resources pgs. 134139 Bibliography Listing Resources pg. 140 Citing the Internet Resources pgs. 141142
Continue research of World War II topic Continue with drama of Anne Frank
Key Vocab/Phrases
Roman numerals, paraphrase, citation, direct quote, works cited, bibliography, chronological order, title page, summary
8TH GRADE
Two day review and catch up week

Graphic organizer focus on summarizing and outlining information collected from research
Continue research of World War II topic Continue reading The Diary of Anne Frank
Key Vocab/Phrases
8TH GRADE
1.03, 1.04, 2.01, 2.02, 3.01 Cumulative study covering all elements of fiction, non-fiction, and research including a researched writing component Examples: novel study, literature circles, research project, thematic/integrated unit
Week # 14 Genre Focus Fiction, Nonfiction, Informational

Where the Lilies Bloom portfolio project where students are responsible for setting evaluations, character journal, character evaluations, research wildcrafting, etc.) Where the Lilies Bloom book club (begin)
Folk Tales: Prentice Hall book Where the Lilies Bloom Finish drama of Anne Frank Begin drafting stage of research report/project
Key Vocab/Phrases
8TH GRADE
Continue

Continue novel study and portfolio
Continue drafting stage of research project Watch video (The Diary of Anne Frank) as a follow up of the study and reading of the play
Key Vocab/Phrases
8TH GRADE
Continue

Continue novel study and portfolio Persuasive writing see handout Sincerely, Santa Resources pg. 143 Students choose a persuasive topic to write about
Finalize research reports (edit/revise; present final copy of report)
Key Vocab/Phrases
8TH GRADE
Continue

Continue novel study and portfolio Introduction multimedia Power Point project; students will organize information from research projects and create a power point to present to class. Students will learn about each others topic and research findings
See handout on power point directions,
Key Vocab/Phrases
8TH GRADE
Finish cumulative study Review and assess nine weeks

Complete novel study Complete portfolio project
Continue with power point projects
Key Vocab/Phrases
8TH GRADE
Remediate reading Review: writing Nine week assessment
Week # 19 Genre Focus - None

Sample Essential Questions Suggested Instructional Strategies Sample Resources/Texts
Present multi-media projects if finished
Key Vocab/Phrases
8TH GRADE
6.01 Vocabulary: roots, prefixes, suffixes 5.01, 3.01 Authors tone/mood
Week # 20 Genre Focus - Poetry

How does knowledge of word parts help good readers grow? How do good readers identify authors tone and mood?

Students will write important prefixes/suffixes to know (from pg. 315) in notebook and learn these for a test. (see handout of prefixes/suffixes for ex. test)
Elements of Literature (Holt) pg. 315
Key Vocab/Phrases
Affixes (prefix, suffix), root word, tone, mood, voice, dialect, style, connotation, denotation, diction
Eighth Grade Third Nine Weeks Writing Focus

Poetry, Continue With Response to Literature
3rd 9 Weeks Emphasis

review criteria, review writing process
SCOS OBJECTIVES
Modes Poetry 1.02, 5.01, 5.02, 6.01, 6.02 Sample Resources/Texts HL p. 688 693 Atwell p. 17 20 (Lesson 4) Atwell p. 26 29 (Lesson 6) Atwell p. 121 165 HL p. 616 697 Refer to Tab in notebook Refer to Tab in notebook Fragments/run-ons Conventions Diagnostic test (verbal or written) End-marks Sentence Types (declarative, interrogative, exclamatory, imperative)
Response to Literature
8TH GRADE
3.01, 4.01, 5.01 Mood and Tone continued

How does authors mood and tone impact the meaning of a selection? How does a knowledge of word parts help good readers grow?

Have students bring in a poem that represents what they think poetry should be. In groups, have students read their poem and tell why they chose it. As a group, they will then come up with a list of what they think poetry is and what it can do. Then discuss as a whole group.
Ode to Pablos Tennis Shoes discuss mood, form and figurative language Cottontail form, imagery, word choice Read How to Read a Poem by Kylene Beers (pg. 919 in literacy book). Read Riding Lessons (pg. 620) and complete Using the Strategy prompts. Collection 6 pg. 615 (from Holt Literacy book) Elements of Poetry pgs. 616-617 How to Read a Poem pg. 619 Using the Strategy Riding Lesson pgs. 620-621 Poetry: Sound and Sense (Holt Reader) pg. 205
Key Vocab/Phrases
Line, stanza, speaker, rhyme, rhyme scheme, refrain, repetition, meter
6.01 Vocabulary continued (prefixes, suffixes, and root words)
5.02 Introduction of elements of poetry (structure)
Why is it important for good readers to understand the structure of poetry?
Introduce poetry (whole group)
8TH GRADE
5.01 5.02 Types of poetry

How does the form of a poem affect its meaning?

Use The Holt Reader; apply and understand the characteristics of lyric poetry. Use specific strategies (pg. 206) to read a poem Intro. Narrative Poetry Compare a narrative (story) to a narrative poem. Students will write a narrative poem. Explain a mock-heroic poem. Understanding Summaries using Casey At the Bat, pgs. 654-656, good for analyzing summaries by comparing the original text with the summary.
The Holt Reader pgs. 206-209 Valentine for Ernest Mann Focus Lyric Poetry Narrative Poetry The Holt Reader pgs. 210-218 Paul Revcres Ride Story Map pg. 217 Comprehension quest. pg. 218 Casey At the Bat (Holt Elements of Lit.) pgs. 650653 A Little Girls Poem by Gwendolyn Brooks. have students read as a choral poem where one person plays the pare of the narrator and the other gives the responses. discuss how the emotion changes by reading it this way. The Red Gloves form, structure, imagery, figurative language. The Telling Tree imagery and word choice A Room In the Past character, figurative language, sound devices.
Key Vocab/Phrases
Ballad, epic, narrative, lyric, ode, sonnet, couplet, quatrain, free verse, limerick, haiku, concrete, elegy
8TH GRADE
5.01, 5.02 Types of poetry continued

How does the form of a poem affect its meaning?

Analyze the various literary devices, including figurative language, imagery, and symbolism Analyzing characteristics of different types of poetry, including an epic. Share examples of odes; student will write an ode for Valentines Day. - Give each group a different poem. Have them go through the poem and identify figurative language, imagery, sound devices, etc. They will then present their findings to the class by reading their poem to the class and explaining what the poem is talking about and poetic devices.
Holt Elements of Literature pgs. 636-641 The Cremation of Sam McGee, The Dying Cowboy, and Maiden Savin Sam. (examples of tall tale and ballads)
Key Vocab/Phrases
Simile, metaphor, extended metaphor, personification, hyperbole, imagery, symbolism
5.01, 5.02
Figurative language
How does figurative language enhance the meaning of a selection?
Holt - Elements of Literature pgs. 647-649 (from Beowulf) - pgs. 657-659 Holt literacy book - Buckle Down (poetry) - O Captain! My Captain!, I Hear America Singing, and I Too discuss the figurative language used and the similarities in themes across the poems. - Casey at the Bat (pg. 650 literacy book) - Paul Reveres Ride (pg. 629 literacy book)
8TH GRADE
5.01, 5.02 Types of poetry continued 5.01, 5.02 Figurative language continued 5.01, 5.02 Sound devices How do sound devices enhance the meaning of a selection?

Explain/show the different sound devices in these poems (alliteration, onomatopoeia, imagery, figures of speech, and rhythm). Explain how a sonnet poem has a different form. Use internet to locate examples of poems not in text or other poetry books. - Students can do a poetry scavenger hunt using the internet.
Holt Elements of Literature has examples of a sonnet, elegy, extended metaphor, and free verse poems. (pgs. 662-672) The Road Not Taken by Robert Frost model paraphrasing The Centaur narrative poetry
Key Vocab/Phrases
Alliteration, assonance, onomatopoeia, dialect
8TH GRADE
1.02, 5.01, 5.02 Third nine weeks writing assessment and/or portfolio writing examples: poetry, response, compare/contrast, poetry notebook, poet study

Sample Essential Questions Suggested Instructional Strategies Sample Resources/Texts Key Vocab/Phrases
8TH GRADE
5.01, 5.02 Elements of drama
Week # 26 Genre Focus - Drama

How do the elements of drama assist a good reader in understanding the genre of drama?

Begin The Diary of Anne Frank (pg. 369 literacy book) students will make play bills based on the scenes and acts of the play.
The Governess (pgs. 176-181 old literacy book)
Key Vocab/Phrases
Stage directions, act, scene, cast of characters, playwright, script, props, narrator, monologue, soliloquy, tragedy, comedy, suspense, skit, teleplay
8TH GRADE
5.01, 5.02 Elements of drama continued

Continue with The Diary of Anne Frank and play bills
Key Vocab/Phrases
8TH GRADE
Finish elements of drama Review and assess third nine weeks
Week # 28 Genre Focus - Cumulative Review

Complete The Diary of Anne Frank watch video
Key Vocab/Phrases
8TH GRADE
1.02, 1.03 Oral presentation: Readers Theatre Public Speaking Monologues Story Telling Book Talks Debates Poetry Recitation Role Play Radio/T.V. Broadcast

What strategies enhance oral presentations?
Key Vocab/Phrases
Tone, eye contact, gestures, body language, voice projection, visuals, props
Eighth Grade Fourth Nine Weeks Writing Focus

Creative Writing
4 9 Weeks Emphasis
Teachers Choice: Refer to Writing Portfolio Checklist
th
SCOS OBJECTIVES
Modes Teacher determined Depends on choice of writing Sample Resources/Texts Refer to Tabs and/or portfolio checklist Conventions Diagnostic test (verbal or written) End-marks Sentence Types (declarative, interrogative, exclamatory, imperative) Fragments/run-ons
8TH GRADE
5.01, 5.02 Review genre: fiction Review: sequence Review: elements of fiction and their impact

The Ransom of Red Chief story mapping (review elements of a short story) Irony (point out examples of irony from story) Use lessons to reteach literacy skills.
Holt lit. book pg. 579
Key Vocab/Phrases
Short stories, narratives, novel, fantasy, fairy tales, folk tales (legends, myths, tall tales, fables), science fiction, historical fiction, realistic fiction, mystery See first nine weeks
Holt lit. book pg. 843A (reteaching lessons) Test Prep workbook from Holt NC End of Grade Coach Analyzing Characters, Analyzing Plots, Authors Craft, Literacy Devices Broken Chain (pg. 17: Holt)
8TH GRADE
5.01, 5.02 Review genre: nonfiction 2.01, 2.02, 5.01, 5.02 Review elements of nonfiction
Week # 31 Genre Focus - Nonfiction

Buckle Down Coach (supplementary materials/books) Test Prep workbook from Holt
Key Vocab/Phrases
Expository nonfiction, narrative non-fiction, (biography and auto biography), diary, journal, article, memoir, essay, editorial, interviews, letters See first nine weeks
8TH GRADE
2.01, 2.02 Review genre: informational text 1.02, 2.01, 2.02 Review main idea Review supporting details

Use unit to read, analyze, and explain informational articles.
Reading for Life Collection 8 pgs. 799834 Holt Literature book
Key Vocab/Phrases
Content area texts, reference materials, maps, charts, graphs, recipes, manual, brochure, schedule, instructions, illustrations
8TH GRADE
5.01, 5.02 Review genre: drama 3.01, 4.01, 5.01, 5.02 Review: authors purpose, tone, mood

Readers Theater - students will read aloud
Use Scope from Scholastic to review drama. Buckle Down Coach (supplementary materials) Test Prep workbook
Key Vocab/Phrases
See third nine weeks
8TH GRADE
5.01, 5.02 Review genre: poetry 5.01 Review: figurative language, sound devices

Buckle Down Coach Test Prep workbook
Key Vocab/Phrases
8TH GRADE
1.02, 2.01 Review: inferences, drawing conclusions/general izations 6.01 Review context clues
Week # 35 Genre Focus - All

Group Activity: give each group a scenario to role play (teenagers at a concert they love, at a piano recital they hate, etc.) Each group will act out their scenarios and the rest of the class will draw conclusions based on their clues and then make generalizations.
Buckle Down Coach Test Prep workbook
Key Vocab/Phrases
8TH GRADE
1.02, 2.01 Review: compare contrast, cause effect 6.01 Review: analogies

Buckle Down Coach EOG released test from DPI Test Prep workbook
Key Vocab/Phrases
8TH GRADE

EOG
Testing
8TH GRADE
Teacher determined projects/gateway remediation
Week # 38 Genre Focus Teacher Choice

8TH GRADE
Teacher determined projects/close out school year
Week # 39 Genre Focus Teacher Choice

Reading Portfolios Grades K-8

Grade of Student K-2 3rd 4th 5th 6th 7th 8th
Reading Portfolio
Yes (Red Literacy File) Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Math Portfolio
Writing Portfolio Yes (Red Literacy File) Yes Yes Yes Yes Yes Yes
Who Should Have a Reading Portfolio in Chatham County Schools? All students in grades K- 8 should have a reading portfolio. What is a Reading Portfolio and what should be included in a Chatham County Reading Portfolio? A reading portfolio is a collection of a students reading across subject areas. It should include a variety of reading samples that demonstrate how the students reading has developed over time. Portfolio information may be used to support promotion/retention decisions. A Reading Portfolio should include Personalized Education Plan (PEP) if a student is at-risk for academic failure in reading. Grades K-2 Literacy/Writing Portfolio: K-2 teachers should complete the required literacy assessments for each K-2 student. The literacy assessments serve as a portfolio to guide instruction. The red, pocketed K-2 Literacy Portfolio/File is designed to hold K, 1st, and 2nd grade Literacy Profile folder and work samples. Grades 3-8 Reading Portfolio: In addition to the reading samples in the reading portfolio for all grade 3-8 students, any student who is working below grade level and is in danger of scoring a level I or II on the North Carolina Reading EOG Test in grade 3-8, should have a Personalized Education Plan that addresses reading. Three Developmental Reading Assessments (DRA) should be included in the Reading Portfolio of at-risk-students. (See PEP Section for Guidelines of the Chatham County Student Accountability Procedure Manual).
Following are some suggested items to include in a Reading Portfolio that should show an accurate reflection of the students work, document growth, demonstrate that a student is/is not performing on grade level (level III+): Nine week reading assessments and/or performance level Teacher-made assessments Response to literature Commercial-made assessments At least two DRA Teacher Observation Guides (for at-risk student only, one at the beginning of the school year and another at end of the school year).
Drafted 7/17/08
Grades K-8 Reading Portfolio Checklist for Student Work Samples Chatham County Schools Directions for Reading Portfolio: K-8 Reading portfolios must be kept for all K-8 students. K-2 Literacy assessments in grades K-2 act as literacy portfolios; however, for at-risk students, additional documents may be added. For grades 3-8 Use the following checklist as a guide; however, for at-risk students, additional documents may be added. All 3-8 students, at risk of failing reading must have a Personal Education Plan (PEP). PEP should be placed in the front of the student reading portfolio. Samples should show student performance over time in a variety of content areas. Papers must be scored and placed in chronological order with the most recent work on top. Required Assessment Items: Curriculum ______At least two DRA Reading Assessments (for at-risk students only, one at the beginning of the school year and another at end of the school year) ______At least one teacher-made assessment per nine weeks ______Score sheets for Chatham County Nine Week Reading Benchmarks (1st, 2nd, 3rd nine weeks) ______At least one commercial-made assessment per nine weeks (examples) Scott Foresman Reading Street (Assessment Handbook, Unit Benchmarks, Selection Tests) Holt Elements of Literature (Skills Review, Supplemental Materials (choose at least one) ______Study Island ______ClassScape ______Blast-Off, Buckle Down, Competitive Edge ______Other Language Arts/or Other Content Areas ______response to literature ______book report/review ______retelling profile ______any other pertinent sample to show growth in reading Optional ______reading quizzes (examples: Weekly Reader, Scholastic News, Time for Kids) ______technical reading assignment This portfolio is intended to: Be an accurate reflection of students work Demonstrate that a student is/is not performing on grade level (level III+) Document growth (7/16/08)
Writing Portfolios Grades K-8

Grade of Student K-2 3rd 4th 5th 6th 7th 8th Reading Portfolio Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Math Portfolio
Writing Portfolio
Yes (Red Literacy File) Yes Yes Yes Yes Yes Yes
Who Should Have a Writing Portfolio in Error! Contact not defined.? All students in grades K- 8 should have a writing portfolio. What is a Writing Portfolio and what should be included in a Chatham County Writing Portfolio? A writing portfolio is a collection of a students writing across subject areas. It should include a variety of writing samples that demonstrate how the students writing has developed over time. Portfolio information may be used to support promotion/retention decisions. A Writing Portfolio should include a Personalized Education Plan (PEP) if a student is at-risk for academic failure in writing. Grades K-2 Literacy/Writing Portfolio: K-2 teachers should complete the required writing assessments for each K-2 student. The writing assessments serve as a portfolio to guide instruction. The red, pocketed K-2 Literacy Portfolio/File is designed to hold K, 1st, and 2nd grade Literacy Assessment Profile Sheet and work samples. Grades 3-8 Writing Portfolio: In addition to the writing samples in the writing portfolio for all grade 3-8 students, any student whose proficiency in writing is below grade level (levels I or II), should have a Personalized Education Plan that addresses writing. When a student shows competent growth and proficiency in writing (level III or IV) either through on demand writing (timed prompt) or authentic writing, the teacher can declare a student proficient. In that case, the teacher should place the proficient writing sample in the students cumulative folder to document proficiency. At this point the student no longer needs a PEP but must have an active portfolio. However, if at any point during grades 3 8 a student struggles with writing assignments, the student needs a PEP as well as the active portfolio to document intervention and growth. Writing portfolios are to be kept and passed to the next teacher until students demonstrate writing proficiency. During gateway years 5 and 8, a Review Committee considers a students writing score and portfolio if that student has not passed the reading EOG. A checklist to guide the collection of writing samples to include in the writing portfolio in grades 3-8 is provided.
(7/16/08)
Grades 6, 7, and 8 Writing Portfolio Checklist Student Work Samples Chatham County Schools
Directions for Writing Portfolio: Checklist(s) and PEP (if needed) should be attached to the front of the student writing portfolio. Writing samples should show student performance over time in a variety of content areas. At least six different types of writing samples should be included with a maximum of eight samples. Some writing samples should be chosen from the Writing Workshop Units. Three teacher-administered, teacher-scored, timed writing tests (on demand) for grades 6, 7, and 8 may be used for practice and or intervention throughout the school year (October, January, and February/April). At least one of these may be used as a writing sample. Writing Sample Expressive (Choose two) Narrative/fictional account Friendly letter Journal Diary Poetry News story Autobiography Self-evaluation Personal response Historical episode Informational (Choose one) Article Report Interview Business letter Caption Classified advertisement Essay Magazine or newspaper article Survey Pamphlet/brochure Diagram Argumentative (Choose two) Letter to editor Letter of complaint Essay Debate Speech Presentation Newspaper article Critical Environment (Choose one) Media reviews Book reviews Product reviews Essays --Critical analysis Date Completed _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ Score/Grade _____ _____ _____ _____ _____ _____ _____ _____ _____ _____
_________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________
_____ _____ _____ _____ _____ _____ _____ _____ _____ _____
__________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________
_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____
(7/17/08)
Reading EOG Sample Items at NCDPI
Web Resources http://www.webenglishteacher.com/writing.html http://www.readwritethink.org/ Printing press in read write and think website for making brochures, booklets, etc http://interactives.mped.org/view_interactive.aspx?id=110&title= http://www.writingfix.com/ http://www.ttms.org/ http://www.nytimes.com/learning/index.html http://www.learnnc.org/ Writing workshops and research ideas are available here http://www2.scholastic.com/ http://trackstar.4teachers.org www.actden.com.pp/ Comprehensive grammar site http://chompchomp.com/terms.htm http://www.kimskorner4teachertalk.com/grammar/menu/html http://rubistar.4teachers.org http://thewritesource.com/ http://www.dpi.state.nc.us/accountability/testing/ http://www.onestopenglish.com Writing Fix: 6 Trait Writing Lessons Inspired by Picture Books http://writingfix.com/picture_book_prompts.htm Best Practices for Effective Writing Instruction www.ncrel.org/enguage/resource/techno/whatworks/sec2.htm Using Writing to Teach Course Content www.mwp.hawaii.edu/resources/workshop_teachcontent2001spring.pdf Writing an approach paper for To Kill a Mockingbird http://www.studyguide.org/approachpaper.htm Process for writing a summary http://lea.stcloudstate.edu/acadwrite/summary.html Database of narratives, oral histories, etc http://www.inthefirstperson.com/firp/index.shtml 139
Caucusing in the middle school classroom http://www.learnnc.org/lp/editions/artspersuade/633 Reviews of various kinds http://www.pluggedinonline.com and at http://teenink.com/Reviews/ Reviews written by students http://www.student.com/allreviews.php Text Resources The Comprehensive Expository Writing Guide (Narrative and Persuasive available also). Mariconda, B. and Auray, Dea Paoletta. Empowering Writers. 2nd Edition. Lessons are designed to teach specific skills of a good writer. Skill lessons are scaffolded in logical sequence and cover focus, elaboration, effective introductions, well-deveoped paragraphs, and powerful conclusions. Lessons are coded to targeted grade levels. Teaching the Qualities of Writing, Portalupi, J. and Fletcher, R. Heinemann Publishers. 2004. Teacher guide provides information as to different ways you can use lesson cards in writing classes. Lessons are provided by pre-arranged cycles or teachers can build their own lessons based on the needs of the students. Teachers guide and cards can be found in schools media center. See sample lesson at Narrative Tab. Other Resources Used in this document are available to all Chatham County 6 8 language arts teachers: Lessons That Change Writers Nancie Atwell Naming the World Nancie Atwell Elements of Literature Holt, Rinehart and Winston CRAFT Lessons, Teaching Writing by JoAnn Portalupi and Ralph Fletcher NC Middle Grades Exemplars NCDPI Write for the Future Jane Buckner and Melba John
140

Reading Pacing Guide 8

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Reading/Writing Guide

Revised July 2008 2008-2011

6-8 Reading/Writing Guides Committee Members

Grades 6-8 Reading/Writing Alignment Guide Introduction

English/Language Arts Eighth Grade

Revised 12/2004 Implementation Year 2005-2006 (due to clarification revision only)

English/Language Arts Eighth Grade

Revised 12/2004 Implementation Year 2005-2006 (due to clarification revision only)

Plot, setting, basic comprehension: details, sequence

Add characterization, compare and contrast

Point of view, authors purpose, vocabulary development (context clues)

Graphic organizers, inferences, All of the above All of the above

Fact and opinion, generalization, inference, and propaganda

Continue propaganda, continue inference, and Reference materials

15. 16. 17. 18. 19.

All of the above

Fiction, non-fiction, informational

Same Same Same Review Review

Vocabulary (roots, prefixes, suffixes); authors tone and mood

Same Cumulative review

Genre review: nonfiction

See third nine weeks

37. 38. 39.

All of the above

All of the above

All of the above

All of the above

Eighth Grade First Nine Weeks Writing Focus

Eighth Grade 1st 9 Weeks Emphasis SCOS OBJECTIVES

Chatham County Schools Reading/Writing Guide

Week # 1 Genre Focus - Fiction

Sample Essential Questions

Suggested Instructional Strategies

1.01, 5.01, 5.02 Basic comprehension: details, sequence

How do good readers use details to understand a selection?

Chatham County Schools Reading/Writing Guide

Week # 2 Genre Focus - Fiction

Sample Essential Questions

Suggested Instructional Strategies

Chatham County Schools Reading/Writing Guide

Week # 3 Genre Focus - Fiction

Sample Essential Questions

Suggested Instructional Strategies

4.01 Authors purpose

6.01 Vocabulary development (context clues)

Chatham County Schools Reading/Writing Guide

Week # 4 Genre Focus - Fiction

Sample Essential Questions

Suggested Instructional Strategies

Chatham County Schools Reading/Writing Guide

Week # 5 Genre Focus Nonfiction, Fiction

Sample Essential Questions

Suggested Instructional Strategies

5.01, 5.02, 1.02, 3.01 Continue theme

Situational irony, dramatic irony, verbal irony

Chatham County Schools Reading/Writing Guide

Week # 6 Genre Focus - Nonfiction, Fiction

Sample Essential Questions

Suggested Instructional Strategies

1.02, 3.01, 5.02 Main idea (continued)

4.02 Vocabulary development analogies Reading for relevant information

see Daily Language Notebook - Analogies

Chatham County Schools Reading/Writing Guide