8th+Curriculum+Map

Eighth grade curriculum



** Tonawanda ** **Grade 8 Operational Curriculum Map 2007-2008, T. Schultz** ** City School District ** · **  Substituted this year for “Biography of a Student” was “Expanding Simple Sentences Using Adverbs, Adjectives, and Synonyms” and “How to Use a Thesaurus.” These units prepare students for their writing portfolios. See corresponding performance indicators, resources/activities etc. below for Writing Portfolio. ** Introduce Writing Portfolio *NOTE: ANY STUDENT PIECES WRITTEN THROUGHOUT THE YEAR WILL BE USED IN PORTFOLIO. Spelling Units 1-2 || Understand and utilize spelling and vocabulary words correctly when isolated, in sentences, and in context while using a thesaurus/dictionary Understand and utilize all grammar rules effectively || 2.10 =  = ||  Eighth grade spelling lists as developed by M. Miller/ T. Schultz Cloze passages based on spelling/ vocabulary words || Weekly oral spelling quizzes/pretests || Students will achieve 85% mastery or better on spelling assessments/cloze passages || Accelerated Reader Program (Started in September; conducted through entire school year) Daily Oral Language activities (Started in September; conducted as sponge activities throughout the year) || Construct questions for and conduct an interview of a classmate in order to create his/her biography Utilize writer’s workshop and portfolios to hone writing process skills Hone speaking skills by giving an effective oral presentation to the class Interview peer to find out information about his/her life. Review another student’s writing and discuss strengths and weaknesses Work together in cooperative groups Use proper tone, voice inflection, and eye contact during class oral presentations Speak appropriately to another classmate during class activities Utilize writing process from start to finish to complete all types of writing Write expository pieces based on writing guidelines that have been established in prior lessons Use a wide variety of graphic organizers while developing writing pieces according to the writing process Present finished works or research in front of peers Read and comprehend a nonfiction or fiction book of his/her choice Read 4+ books of his/her choice per marking period and complete on-line quizzes for each that highlight specifics of the works read. May be fiction or nonfiction Demonstrate reading comprehension and an understanding of the genre being read Complete on-line quizzes that focus plot development, character development, climax, resolution, rising and falling action, conflict and theme Understand and utilize all grammar rules effectively || 1.1  2.10, 3.1  3.8  4.1  4.2  4.4  4.6  1.12  1.6  1.3  1.7  1.1  2.1, 2.2  2.6   2.7  2.10 =   = || “Biography of a Classmate” directions, notes for writing a good introduction paragraph and thesis statement, interview question graphic organizer, proofreader’s checklist/ comment sheet, teacher’s rubric, notes for what makes a good oral presentation, presentation rubric, teacher models, and note cards for student use. Notes for proper presentation etiquette, presentation guidelines for “Biography of a Classmate,” and presentation rubric Accelerated Reader program on lap top computers Accelerated quizzes (focusing on story elements, characterization, sequencing, summarizing, isolating main events from extraneous information, focusing on key points of nonfiction works) Daily Oral Language activities which focus on: · Capitalization rules · Punctuation rules · Proper spelling · Proper nouns · Parts of Speech · Proper notation of titles for long and short works · Verb tense · Proper citations for bibliographies || Comment sheet/Teacher’s rubric for written biography Comment sheet/Teacher’s rubric for oral presentation Student rubric/ proofreader’s checklist for written biography Completed on-line quizzes handed in four times per marking period Student participation in teacher-guided correction sessions || Student’s completed “Biography of a Classmate” and presentation Students will receive 100 points per quiz each for a total of 4 grades per quarter Active student participation || · **   Miller covers ELA test practice in September; Schultz covers it in a separate unit in January. **  // Outsiders // vocabulary S.E. Hinton Reading Comprehension Biography Activity // Outsiders // study guide question packet // Outsiders // character trait activity Oral reading of the novel //The Outsiders// “Gang Life” poetry activity // Outsiders // journal entries // Outsiders // “What if...?” Dialogue assignment “Beatles vs. Elvis?” song lyrics activity “Trial By Fire” newspaper article activity // Outsiders // simile/metaphor worksheet All //Outsiders// tests and quizzes // Outsiders/Rebel Without a Cause // Compare/contrast activity “Getting the Message” symbolism and theme activity for //The Outsiders// Step up to Writing Power/Number and Occasion/Position Thesis Statement Activity Step up to Writing Block Format Activity for Compare/Contrast Essay Writing || Understand and utilize vocabulary words correctly when isolated, in sentences, and in context Complete ELA parallel task short response and multiple choice questions based on reading Speak appropriately to another classmate or the teacher during class activities Participate in teacher-guided question and answer sessions which focus on plot development, character development, climax, resolution, rising and falling action, conflict and theme Use a wide variety of note taking strategies in order to categorize and organize the elements of a story Speak appropriately to another classmate during class activities Use a wide variety of graphic organizers to categorize characters Read aloud dramatic roles using expression and voice tone Understand vocabulary for //The Outsiders// as it is used in the context of the story Complete ELA parallel task short response/ multiple-choice questions based on poetry analysis Analyze poetry related to real world issues Analyze literature in various types of writing, including poems Listen to, read, and evaluate various poems and compare with works of literature or movie versions Answer journal questions that relate literature being taught to real-world issues. Complete journal entries utilizing all steps of the writing process Understand different points of view that may exist for any given situation Utilize writing process from start to finish to complete a dialogue piece based on the literature being read in class Speak appropriately to other students while proofreading peer work, and work together in cooperative groups Actively listen and review suggestions for improving dialogue piece Understand different points of view that may exist for any given situation Identify and utilize significant literary elements (i.e. dialogue) in literary works Analyze poetry/songs related to real-world issues Understand the differences in audience, purpose, and message Read and song lyrics Select and analyze song lyrics that contain examples of symbolism and figurative language, as well as interpreting thematic development Analyze symbols that are found in various song lyrics Listen to, read, and evaluate song lyrics Work together in cooperative groups to analyze and discuss lyrics Create a newspaper article based on the facts given for an event in the novel Utilize the writing process from start to finish to complete an expository news article Identify and utilize significant elements in literary works (i.e. third person point of view) Analyze and interpret a literary event using the 5 W’s Use standard English and follow proper format to effectively construct a newspaper article Complete ELA parallel task short-response/ multiple choice questions based on types of figurative language Read, identify, analyze, and understand examples of figurative language as it is presented in literature Develop and support arguments using knowledge and understanding of figurative language Use knowledge and understanding of literature studied in class to answer various ELA parallel task questions including but not limited to: multiple choice, matching, short/ extended response questions Compare and contrast the development of characters in two separate works Write expository pieces based on writing guidelines which have been established in prior lessons (i.e. Step up to Writing format) and utilizing all steps of the writing process Analyze and interpret thematic development in various types of writing, and understanding different points of view that may exist for any given situation Analyze and create examples of each type of thesis statement Select three similarities and differences to utilize in a compare/contrast essay that follows the Step up to Writing Block Format ||     2.10, 4.6      1.5, 2.10      4.6      2.7      1.3      4.6      1.3      2.5      2.10      1.5      1.12      2.4      3.1      1.5      1.8      3.3      1.12      4.6, 4.2      4.1      3.3      2.3      1.5, 1.12      1.6      2.1      2.3, 2.4      2.8      3.1, 3.4      4.2, 4.6      1.4, 1.5      1.6, 1.8, 1.12      2.3, 3.3      2.4      2.10, 3.7      1.5      2.1, 2.3, 2.4      3.6      1.4, 1.5, 1.6, 1.8, 1.9, 1.12, 2.1, 2.2, 2.3, 2.4, 2.8, 2.10, 3.1, 3.3, 3.7      1.2      1.6, 1.8, 1.2, 2.4      3.3, 2.9, 2.4     1.3, 1.6, 1.12, 2.9, 3.7,4.6    1.2, 1.5, 1.6, 1.8, 1.12, 2.4, 3.7       ||   Class set of dictionaries, //Outsiders// novels, vocabulary sheets S.E. Hinton biography copies, multiple choice questions // Outsiders // study guide packets and novels // Outsiders // character graphic organizer, and novels // Outsiders // novels // “Gang Life” // poem and related ELA parallel task questions // Outsiders // novels and journal questions // Outsiders // novels, notes on writing dialogue, dialogue assignment, proofreader’s checklist, grading rubric Song lyrics and CD’s for “In The Ghetto” performed by Elvis and “Baby You Can Drive My Car” performed by the Beatles, and ELA parallel task short-response questions // Outsiders // novels, “Trial By Fire” activity directions, the 5 W’s graphic organizer, and grading rubric // Outsiders // simile/ metaphor worksheet. Various tests and quizzes designed by the teacher for the various parts of the unit // Rebel Without a Cause // movie, Venn diagrams, Step up to Writing compare/contrast essay format, student sets of markers for Step up to Writing, compare/contrast essay proofreader’s checklist, grading rubric “Getting the Message” symbolism and theme activity sheets and //Outsiders// novels “What is a Thesis Statement?” worksheet, Occasion/Position and Power/Number worksheet and overheads Compare/Contrast Block Format graphic organizer, and other essay information || ELA parallel task multiple choice tests/quizzes to further demonstrate comprehension Hand in completed packet for a class work grade Students will hand in completed study guides for a quiz grade Students will complete graphic organizer with detailed descriptions of each character from the text Student volunteers will read text aloud under teacher supervision, and after proper modeling of voice tone/ inflection by teacher Vocabulary exercises and quizzes After reading poem aloud and silently, students will complete poetry analysis questions independently After reading poem aloud and silently, students will complete poetry analysis questions independently *same as above Student journals will be graded on ability to relate the journal questions to a real life situation Student rough drafts will be assessed by peers, and final copies will be assessed by teacher using dialogue grading rubric Proofreader’s checklist will be completed for student rough drafts Answers to questions will be assessed by teacher during teacher guided question and answer session Students will create newspaper articles using the third person point of view that discusses the church fire on Jay ‘s Mountain. Students will complete short-answer/ multiple choice questions based on their knowledge of //The Outsiders// and their understanding of similes and metaphors Students will follow directions to complete a variety of test and quiz formats Students will watch //Rebel Without a Cause// and complete a compare/contrast essay comparing the movie to the novel //The Outsiders//. Must use Step up to Writing format Students will complete questions for class work that analyze the symbols and themes for //The Outsiders//. Students will review definition of thesis statement and further discuss the various types (i.e. occasion/position and power/number). Students will also identify the two types of thesis statements and create a statement of each type. Students organize their similarities and differences in compare/contrast essay format following the block format outline || Students will achieve 85% mastery or better on vocabulary assessments Review answers during teacher guided question and answer trade and grade session Appropriate language is expected during all class communication Students will achieve 85% mastery or better on study guide questions Appropriate Language is expected during all teacher guided question and answer sessions. Review answers during teacher guided question and answer session Teacher observation and verbal critique based on popcorn reading method and round robin reading method Students will achieve 85% mastery or better on vocabulary exercises/ quizzes Review answers during teacher guided question and answer session Review answers during teacher guided question and answer session *same as above Students will demonstrate ability to use proper grammar and punctuation as well as relate character’s situation to their own lives Students will demonstrate proficiency in writing a dialogue piece using proper voice and point of view Review answers during teacher guided question and answer session Articles will be assessed for the 5’s and third person point of view using a teacher created rubric Review student comprehension during a teacher guided question and answer session. Also collect for a homework grade Students will demonstrate understanding of unit material by achieving an 85% or better mastery Compare/ contrast essays will be graded for proper use of Step up to Writing format and proper English using a grading rubric Review student comprehension during a teacher guided question and answer session. Also collect for a class work grade Teacher will review comprehension during teacher-guided question and answer session Essays will be graded using a teacher-created rubric that focuses on the Step up to Writing objectives and proper block format || Edgar Allan Poe Biography Reading Comprehension Activity // “Tell-Tale Heart” // vocabulary // “Tell-Tale Heart” // pre-reading activity focusing on plot development // “Tell-Tale Heart” // Understanding Mood activity (Looks like/ Sounds like) Reading of //“The Tell-Tale Heart”// and //“The// //Landlady”// and completion of plot pattern graphic organizers // “The Raven” // poetry analysis activity Comparison of the written version of “The Raven” and **The Simpsons** version. // “The Tell-Tale Heart” // video and corresponding comprehension questions Poe/Dahl mini-unit quiz ||  Use a highlighter to highlight key elements of Poe’s life as given in his biography Distinguish between actual fact and opinion in the text while completing ELA short-response/extended response questions Read aloud biography with proper diction, tone, and inflection Participate in teacher guided question and answer sessions and will utilize prior knowledge of chronological elements of a biography to answer ELA parallel task questions. Read appropriately to other classmates Understand and utilize vocabulary words correctly when isolated, in  Answer ELA parallel short and extended response questions based on all genres of literature and complete graphic organizers for all genres Use understanding of mood and irony to complete “Tell-Tale Heart” t-charts describing the mood of the short story Read aloud the short stories using proper tone, diction, and inflection. Demonstrate comprehension and understanding of plot developments by completing plot pattern graphic organizers Using the Ruby Payne Method, read and dissect the meaning of the poem //“The Raven.”// Demonstrate reading comprehension and an understanding of the genre being read by answering questions based on “The Raven” while working in cooperative groups Listen to, read, evaluate and compare literary works to movie versions. Complete ELA parallel task short-answer questions while watching the video version of Poe’s // “Tell-Tale Heart”// Use understanding of literature studied in class to answer various ELA parallel task questions including but not limited to: multiple choice, matching, short/extended responses || 1.3     1.4, 1.5, 1.6      2.5      2.7, 2.8      4.6      2.10, 4.6      1.5, 2.2, 2.5, 1.3, 2.7      1.3, 2.2, 2.5, 2.6, 2.7, 2.10, 4.6      1.3, 2.2, 2.5, 2.6, 2.7, 2.10, 4.6      2.5, 2.8, 2.10, 3.1, 4.1, 4.2, 4.6      3.1      1.2, 1.4, 1.12, 4.6      1.4, 1.5, 1.6, 1.8, 1.9, 1.12, 2.1, 2.2, 2.3, 2.4, 2.8, 2.10, 3.1, 3.3, 3.7        ||   Edgar Allan Poe biography, highlighter, pen, and accompanying questions // “Tell-Tale Heart” // vocabulary worksheets, class set of dictionaries // “Tell-Tale Heart” // pre-reading activity focusing on plot development // “Tell-Tale Heart” // Understanding Mood Worksheet, plot pattern worksheet Copies of //“The Tell-Tale Heart”,// copies of //“The Landlady,”// and plot pattern graphic organizer sheets. Index cards for the Ruby Payne Method of reading comprehension, copies of “The Raven,” ELA parallel task short answer questions for the poem Copies of “The Raven” poem by Edgar Allan Poe, Ruby Payne index cards, highlighter Copies of “The Raven” poem, **The Simpsons** version of “The Raven” on video “The Tell-Tale Heart” video and corresponding questions Quiz designed by the teacher for the various parts of the unit ||  Students will work diligently during the class period to complete task Students will complete ELA parallel task questions based on Edgar Allan Poe’s biography *see above ELA multiple choice parallel tasks to further demonstrate comprehension Complete ELA parallel task questions based on how the plot of a horror story develops. Students will demonstrate their understanding of mood and irony and how they are used in literature to convey feeling Students will demonstrate their understanding of the elements of a story by completing the plot pattern graphic organizers (focusing on rising action, falling action, climax, resolution, conflict, etc.) In order to properly analyze each stanza of the poem, students will use the Ruby Payne Method of reading comprehension to help them answer ELA parallel task short answer questions in cooperative pairs Students will create Venn Diagram or T-chart to list similarities and differences Students will answer video comprehension questions that compare and contrast the movie version to the written version while viewing the movie Students will follow directions to complete a variety of quiz formats ||  Teacher will circulate around the room to make sure students are following proper procedure and are on task Questions will be collected for a class work grade, and answers will be reviewed during a teacher guided question and answer session Teacher will monitor and adjust student pace/ pronunciation while student volunteers read aloud *see above Students’ vocabulary comprehension will be assessed during a teacher guided question and answer session of vocabulary worksheet Answers will be discussed during a teacher guided question and answer session and collected for a class work grade Answers will be discussed during a teacher guided question and answer session and collected for a class work grade Story developments will be discussed as students read the stories in class Answers will be discussed during a teacher guided question and answer session and collected for a class work grade Answers will be discussed during a teacher guided question and answer session and collected for a class work grade Questions will be collected and graded for a homework grade Students will demonstrate understanding of unit material by achieving an 85% or better mastery || Introduction to Figurative Language/Poetry Unit “Travelin’ Soldier” song lyric analysis focusing on narrative poetry “Fly Like an Eagle” and “Annie’s Song” songs lyric analysis focusing on simile “I Am a Rock” song lyric analysis focusing on metaphor “Beep Beep (The Little Nash Rambler)” song lyric analysis focusing on onomatopoeia “Everything to Everyone” song lyric analysis focusing on alliterations “Three Little Birds” and “The Trees” songs lyric focusing on personification “I Can See For Miles and Miles” song lyrics focusing on hyperbole Figurative Language Final Performance Task Figurative Language/Poetry Unit Final test ||  Identify and utilize significant literary elements in written works, and identify and analyze examples of figurative language as it is presented in literature as well as poetry. Using the Ruby Payne Method, read and dissect the meaning of the song lyrics while actively listening to song selections in order to analyze figurative language and symbols as they are used in the lyrics. Complete ELA parallel task short-response and multiple choice questions based on literature being discussed in class, and analyze poetry related to real-world issues Using the Ruby Payne Method, read and dissect the meaning of the song lyrics while actively listening to song selections in order to analyze figurative language and symbols as they are used in the lyrics Complete ELA parallel task short-response and multiple choice questions based on literature being discussed in class, and analyze poetry related to real-world issues *See objectives for “Travelin’ Soldier,” “Fly Like an Eagle,” and “Annie’s Song” *See objectives for “Travelin’ Soldier,” “Fly Like an Eagle,” and “Annie’s Song” *See objectives for “Travelin’ Soldier,” “Fly Like an Eagle,” and “Annie’s Song” *See objectives for “Travelin’ Soldier,” “Fly Like an Eagle,” and “Annie’s Song” *See objectives for “Travelin’ Soldier,” “Fly Like an Eagle,” and “Annie’s Song” Students will construct a poster which includes: -an essay that analyzes the figurative and literal meanings of a song of their choosing or a poem of their choosing -essay must include a paragraph with background information about the band, song artist, or poet -a song/poem that has at least two types of figurative language -two symbols which represent aspects of the song/poem -two pictures which relate to the song/poem, its meaning, or the band Present song and information to peers during a class presentation. Use understanding of Ruby Payne Method, figurative language terms, and poetry/song analysis techniques studied in class to answer various ELA parallel task questions including but not limited to: multiple choice, matching, short/extended responses. ||     2.3      3.1, 4.1      1.5, 1.12, 2.1, 2.4, 2.9, 3.5, 4.1      3.1, 4.1      1.5, 1.12, 2.1, 2.4, 2.9, 3.5, 4.1      *Same performance indicators as “Travelin’ Soldier,” “Fly Like and Eagle,” and “Annie’s Song” activities *Same performance indicators as “Travelin’ Soldier,” “Fly Like and Eagle,” and “Annie’s Song” activities *Same performance indicators as “Travelin’ Soldier,” “Fly Like and Eagle,” and “Annie’s Song” activities *Same performance indicators as “Travelin’ Soldier,” “Fly Like and Eagle,” and “Annie’s Song” activities *Same performance indicators as “Travelin’ Soldier,” “Fly Like and Eagle,” and “Annie’s Song” activities 3.1, 4.1, 1.5, 1.12, 2.1, 2.4, 2.9, 3.5, 4.1     3.8, 4.4      1.4, 1.5, 1.6, 1.8, 1.9, 1.12, 2.1, 2.2, 2.3, 2.4, 2.8, 2.9, 2.10, 3.1, 3.3, 3.5, 3.7, 4.1        ||   Introduction to Figurative Language/ Poetry Unit packet with terms (mood, theme, hyperbole, simile, metaphor, personification, alliteration, onomatopoeia) Copies of “Travelin’ Soldier” lyrics and ELA parallel task questions, index cards with the Ruby Payne Method of reading comprehension. Copies of “Fly Like an Eagle” and “Annie’s Song” lyrics and ELA parallel task questions, index cards with the Ruby Payne Method of reading comprehension. Copies of “I Am a Rock” song lyrics and ELA parallel task questions, index cards with the Ruby Payne Method of reading comprehension Copies of “Beep Beep (The Little Nash Rambler)” song lyrics and ELA parallel task questions, index cards with the Ruby Payne Method of reading comprehension. Copies of “Everything to Everyone” song lyrics and ELA parallel task questions, index cards with the Ruby Payne Method of reading comprehension. Copies of “Three Little Birds” and “The Trees” song lyrics and ELA parallel task questions, index cards with the Ruby Payne Method of reading comprehension. Copies of “I Can See For Miles and Miles” song lyrics and ELA parallel task questions, index cards with the Ruby Payne Method of reading comprehension. Figurative Language Final Performance Task Directions and Rubric, construction paper, mobile lap top cart with internet access to locate song lyrics, class markers Test designed by the teacher for the various parts of the unit || Students will review terms during teacher guided question and answer session. In order to properly analyze each stanza of the poem, students will use the Ruby Payne Method of reading comprehension to help them answer ELA parallel task short answer questions. In order to properly analyze each stanza of the poem, students will use the Ruby Payne Method of reading comprehension to help them answer ELA parallel task short answer questions. *See student evidence for aforementioned songs *See student evidence for aforementioned songs *See student evidence for aforementioned songs *See student evidence for aforementioned songs *See student evidence for aforementioned songs Completed Performance Task components Students will follow directions to complete test format || Teacher will determine whether students demonstrate understanding based on responses Answers will be discussed during a teacher guided question and answer session and collected for a class work grade Answers will be discussed during a teacher guided question and answer session and collected for a homework grade *See student evidence for aforementioned songs *See student evidence for aforementioned songs *See student evidence for aforementioned songs *See student evidence for aforementioned songs *See student evidence for aforementioned songs Performance Task components will be graded according to a teacher created rubric focusing on the literal and figurative meanings of the song/poem and presentation skills Students will demonstrate understanding of unit material by achieving an 85% or better mastery || · **  Figurative Language was taught for the past two years using active class participation and concrete real world examples derived by students to master the terms simile, metaphor, etc. Students did not do a final project, but took a rather extensive unit test in which they had to identify terms and recognize them in sentences. Students were also asked to write their own examples. ** ·  In addition, short formative reading comprehension assessments were given daily based on student weaknesses in vocabulary, inferencing, drawing conclusions, sequencing and cause and effect. This helped to revise curriculum to the needs of my students. ELA 2006-2007 Practice Session 2- Reading/Writing and Practice Session 1- Reading Comprehension and Listening // Outsiders // video comparison to novel Mid-term exam utilizing Writing Portfolio ||  Utilize a wide variety of graphic organizers while developing writing pieces according to the writing process (Step up to Writing). Use a wide variety of note-taking strategies in order to categorize and organize the elements of a story (Ruby Payne) Distinguish between actual fact and opinion in the text while completing ELA short-response/extended response questions Complete ELA exam short-response, multiple choice, and extended response questions based on exam material Write expository, narrative, descriptive, and persuasive pieces based on writing guidelines that have been established in prior lessons in order to answer exam questions. Also understand the differences in audience, purpose, and messages in nonfiction and fiction pieces Complete all types of writing using the writing process to create short-response and extended response pieces Complete short-answer/ extended response questions to support their argument or thesis statement based on the text they have read Analyze and interpret the thematic development in various types of writing, including poems and short stories. Also analyze symbols that are found in various literary pieces contained in the exam Utilize writer’s workshop and Step up to Writing Method when answering short-response /extended response questions contained in the exam Utilize the writing process and the Step up to Writing Method from start to finish to complete all types of writing contained in the exam Read and/or listen to and understand various expository pieces and answers related to comprehension questions contained in the exam Refine oral presentation skills by presenting short-answer/ extended responses for peer evaluation and feedback based the New York State 6 point rubric Review another student’s short and extended responses and discuss the strengths and weaknesses of the pieces. Also actively listen to passages from prior ELA exams in order to successfully complete graphic organizers, short-answer responses, and extended responses Use proper tone, voice inflection, and eye contact while presenting short/ extended responses to peers Compare and contrast development of characters using a t-chart or Venn Diagram to categorize similarities and differences between novel version and movie version Revise prior expository, narrative, descriptive and persuasive pieces based on guidelines that have been established in prior lessons Complete different types of writing utilizing the writing process, including but not limited to: narrative pieces, dialogues, news articles, journal entries, and friendly letters Organize information according to an identifiable structure, such as general to specific Utilize writing process from start to finish to complete assignments according to format Utilize writing portfolio to isolate specific weaknesses in writing skills and improve these areas. Utilize portfolios to hone writing process skills and understand and utilize all grammar rules effectively Assess his/her own written works Communicate his/her writing progress throughout the year using the portfolio author’s note || = =   1.3      1.4      1.5      1.6      1.8      1.9      2.8      2.10      1.12      3.1      3.8      4.1      4.4      1.2, 1.3      1.6      1.8      1.9      1.11      1.12      2.10      3.1      4.5   ||   Copies of the ELA 2006-2007 exam, highlighters for each student, pens, paper, New York State 6 point rubric (modified for easier student understanding) Copies of T-Chart or Venn Diagram graphic organizers, copy of //The Outsiders// video, and copies of the novel for student reference Writing Portfolio folders containing student selected pieces for revision, Mid-term exam rubric, Mid-term exam directions, author’s note format (friendly letter) ||  Students will read various passages and answer comprehension questions using the Ruby Payne Method. Students will also answer various extended and short-response questions based on readings using the Step up to Writing Method Students will discuss their answers during an active participation session Students will revise a journal, an expository piece, a narrative piece and a piece of their choice and also create an author’s note that discusses how their writing has improved using the friendly letter format || Students will evaluate their own responses during a teacher-guided question and answer session using a modified version of the 6-point state rubric Graphic organizers will be evaluated by teacher during class discussion Student pieces will be assessed using teacher-created rubric || · **  Student teacher this year taught both //The Call of the Wild// and //“To Build a Fire”.//  ** Jack London Unit- Jack London Biography Listening Activity // “To Build a Fire” // character situation journal entry // “To Build a Fire” // study guide packets // “To Build a Fire” // read-aloud // “To Build a Fire” // conflict worksheet // Call of the Wild // journal entries “What do you know about the Yukon?” research activity // Call of the Wild // vocabulary // Call of the Wild // read-aloud // Call of the Wild // study guide question packet “Buck’s Teammates” characterization activity Jack London Unit- chapter quizzes and final test // Call of the Wild // persuasive essay ||  Use a wide variety of note-taking strategies in order to categorize and organize the events in a person’s life Read and/or listen to and understand various expository pieces and answer related comprehension questions Actively listen to author biographies and retain information about his/her life Analyze character development related to real-world issues Complete journal entry utilizing the writing process Write various journal entries that demonstrate and exemplify understanding of symbolism, theme, figurative language, and voice. Understand different points of view that may exist for any given situation Use a wide variety of graphic organizers and note-taking strategies in order to categorize and organize the plot development of a short story Participate in teacher-guided question and answer sessions which focus on plot development, character development, climax, resolution, rising and falling action, conflict and theme Also, utilize knowledge and understanding of literary elements to answer parallel ELA task questions Speak appropriately to another classmate during class activities Read aloud dramatic roles in realistic fiction Read aloud with proper diction, tone, and inflection Demonstrate reading comprehension and an understanding of the genre being read Understand all vocabulary words as they are used in the context of the story Identify and utilize significant literary elements in written works Analyze and interpret conflict in various types of writing during teacher guided question and answer session Develop and support arguments for types of conflict with evidence from the story using appropriate communication with peers Analyze character development related to real-world issues Complete journal entry utilizing the writing process and Step up to Writing format (focusing on use of quotes) Write various journal entries that demonstrate and exemplify understanding of symbolism, theme, figurative language, and voice. Understand different points of view that may exist for any given situation Utilize informative text from the Internet and the LMC research books in order to complete a research activity Utilize appropriate web sites to complete research activities Answer ELA short-response questions based on research gathered from various expository texts and web sites Complete all types of writing, including citations and bibliographies Understand and utilize vocabulary words correctly when isolated, in sentences, and in context Read aloud dramatic roles in realistic fiction Read aloud with proper diction, tone, and inflection Demonstrate reading comprehension and an understanding of the genre being read Understand all vocabulary words as they are used in the context of the story Use a wide variety of graphic organizers and note-taking strategies in order to categorize and organize the plot development of a short story Participate in teacher-guided question and answer sessions which focus on plot development, character development, climax, resolution, rising and falling action, conflict and theme Also, utilize knowledge and understanding of literary elements to answer parallel ELA task questions Speak appropriately to another classmate during class activities Complete ELA parallel task short-response and multiple choice questions based upon literature being discussed in class Identify and utilize significant literary elements in written works. Participate in teacher-guided question and answer sessions that focus on character development to answer parallel ELA short-response and multiple choice questions Use knowledge and understanding of literature studied in class to answer various ELA parallel task questions including but not limited to: multiple choice, matching, short/ extended response questions Write a persuasive essay that defends/supports student’s point of view (i.e. Was Buck smarter than his masters? Why or why not?). Use the block format graphic organizer while developing writing piece according to the Step up to Writing Program and the writing process ||     1.3      3.1      4.1      1.5      1.8      2.9      3.3      1.3      2.7      4.6      1.6      2.5      2.1, 2.6      2.10      2.3      2.7, 2.8      3.6, 4.6      1.5      1.8      2.9      1.1, 3.1      4.7      2.2      1.8      2.10, 4.6      1.6      2.5      2.1, 2.6      2.10      1.3      2.7      4.6      1.12, 2.2      2.3      2.7      1.4, 1.5, 1.6, 1.8, 1.9, 1.12, 2.1, 2.2, 2.3, 2.4, 2.8, 2.10, 3.1, 3.3, 3.7      1.3, 1.5, 1.6, 1.8, 1.9, 1.10, 1.11, 1.12, 2.10, 3.1, 3.3, 3.4, 3.5 3.6, 3.7        ||   Teacher copy of Jack London biography, copies of ELA parallel task multiple choice and short-answer questions Copies of journal entries Copies of //“To Build a Fire,”// copies of study guide questions Copies of //”To Build a Fire”// and study guide question packets // “To Build a Fire” // conflict worksheets, copies of //“To Build a Fire”// “What do you know about the Yukon?” research activity directions, LMC resources, Internet resources, proper bibliography format sheets Class set of dictionaries, //Call of the Wild// novels, vocabulary sheets Copies of //Call of the Wild// and study guide question packets Copies of //The Call of the Wild,// copies of study guide questions Copies of “Buck’s Teammates” characterization activity, copies of //Call of the Wild// Various tests and quizzes designed by the teacher for the various parts of the unit. Persuasive essay directions, copies of persuasive essay block format based on Step up to Writing Method, copies of //Call of the Wild// || Based on individual preference for note-taking, students will create and fill in their own graphic organizers with information from Jack London’s biography They will then use this information to complete comprehension questions based on the biography Students will complete journal entries and place them in their portfolios Students will complete study guide questions while class reads and discusses //“To Build a Fire”// Student volunteers will read sections of the short story out loud Students will understand different types of conflict that can occur in literature (i.e. man vs. man, man vs. nature, man vs., himself) and will present evidence from the text supporting the types of conflict they found within the story Students will complete journal entries and place them in their portfolios Students will answer, “What do you know about the Yukon?” questions that utilize their ability to read maps and pull together information from various sources. Students will also complete a Works Cited/Bibliography sheet that details research sites used ELA multiple-choice parallel tasks to further demonstrate comprehension (i.e. vocabulary tests and quizzes) Student volunteers will read sections of the short story out loud Students will complete study guide questions while class reads and discusses //Call of the Wild// Students will analyze characters in //Call of the Wild// in order to successfully answer all questions for activity Students will follow directions to complete a variety of test and quiz formats Students will utilize Step up to Writing Block format, quotes and information from //Call of the Wild,// and the writing process to complete rough drafts and final copies of the persuasive essay ||     Students will receive a class work grade based on the number of correct answers Students will receive a writing grade based on their responses Students will hand in completed study guide questions for a quiz grade Teacher will monitor student reading for proper pronunciation, voice inflection, and tone. Also, teacher will point out relevant vocabulary, and stop at key points in the story for class discussion Teacher will collect and grade student responses Students will receive a writing grade based on their responses Students will receive a quiz grade based on their answers to the research questions and their completed Works Cited sheets Students will achieve 85% mastery or better on vocabulary assessments Teacher will monitor student reading for proper pronunciation, voice inflection, and tone. Also, teacher will point out relevant vocabulary, and stop at key points in the story for class discussion Students will hand in completed study guide questions for a quiz grade Teacher will assess student understanding of characters by reviewing student responses for a homework grade Students will demonstrate understanding of unit material by achieving an 85% or better mastery Teacher will use persuasive essay rubric to grade students persuasive essay for proper use of quotes to support thesis statement, as well as proper use of Step up to Writing Method and conventional standards || Holocaust/ Anne Frank Pre-reading activity and discussion “Rise of Hitler” Listening Activity “Master Race” video and corresponding questions Poems from …I never saw another butterfly… (written by children in the Terezin Concentration Camp) “Sounds of Silence” song lyric activity “Silence of the Bystander” poem and universal theme activity using poems from the book “ // Daniel’s Story // by Carol Matas ||    Utilize prior knowledge to answer ELA parallel task short-answer and multiple-choice questions Use a wide variety of note-taking strategies in order to categorize and organize the events in a person’s life Read and/or listen to and understand various expository pieces and answer related comprehension questions Actively listen to Hitler chronology and retain information about his/her life Use understanding of literature studied in class to answer various ELA parallel task questions including but not limited to: multiple choice, matching, short/extended responses Using the Ruby Payne Method, students will read and dissect the poem in order to analyze figurative language and symbols as they are used in the thematic development of the stanzas Complete ELA task short-response and multiple-choice questions based on the poems discussed in class Also, analyze poetry related to real-world issues Read aloud with proper diction, tone, and inflection Participate in teacher-guided question and answer sessions that focus on conflict and theme and utilize prior knowledge and understanding of literary elements to answer parallel ELA short-response questions Analyze and interpret the thematic development in various types of writing, including poems, and analyze the symbols that are found in them Understand vocabulary words correctly when isolated in sentences and in context. Understand different points of view that may exist for any given situation. Synthesize and develop his/her own ideas and opinions based on the poem. Actively listen to a poem and retain key information about it   Using the Ruby Payne Method, read and dissect the meaning of the song lyrics while actively listening to song selections in order to analyze figurative language and symbols as they are used in the lyrics. Complete ELA task short-response and multiple-choice questions based on the poem being discussed in class. Also, analyze poetry related to real-world issues. Read aloud with proper diction, tone, and inflection. Participate in teacher-guided question and answer sessions that focus on conflict and theme and utilize prior knowledge and understanding of literary elements to answer parallel ELA short-response questions. Analyze and interpret the thematic development in various types of writing, including poems, and analyze the symbols that are found in them Understand vocabulary words correctly when isolated in sentences and in context Understand different points of view that may exist for any given situation Synthesize and develop his/her own ideas and opinions based on the poem Actively listen to a poem and retain key information about it   Using the Ruby Payne Method, read and dissect the meaning of the poem while actively listening to stanzas in order to analyze figurative language and symbols as they are used in the stanzas *see above protocol for // The Outsiders // and // The Call of the Wild // // *see above protocol for mid-term  // || 2.7     1.3      3.1      4.1      1.2, 1.4, 1.12, 4.6      3.1, 2.1, 2.3, 2.4, 2.6      1.5, 1.12, 2.2      2.5, 4.4      2.7      2.8      2.10      3.3      3.5      4.1      3.1, 2.1, 2.3, 2.4, 2.6      1.5, 1.12, 2.2      2.5, 4.4      2.7      2.8      2.10      3.3      3.5      4.1      3.1, 2.1, 2.3, 2.4, 2.6      *see above protocol for // The Outsiders // and // The Call of the Wild // // *see above protocol for mid-term // || Copies of Holocaust/ Anne Frank Pre-unit quiz and teacher key Copies of “Rise of Hitler” timeline, copies of Holocaust chronology, teacher notes for Hitler lecture, whiteboard and markers Copy of “Master Race” video and corresponding questions // Simon and Garfunkel’s Greatest Hits // CD, copies of “Sounds of Silence” lyrics, copies of “Sounds of Silence” questions, Ruby Payne index cards, highlighters. Copies of “Silence of the Bystander” poem, copies of the Universal theme worksheet, Universal theme definitions overhead. Worksheet tying “Silence of the Bystander” and “Sounds of Silence” to the Universal theme *see above protocol for // The Outsiders // and // The Call of the Wild // // *see above protocol for mid-term  // || Students will use prior knowledge to determine what they already know about the Holocaust and Anne Frank, as well as the definitions for stereotype and discrimination Students will utilize the timeline provided to take notes during the chronological lecture on Hitler’s rise to power. Students will then utilize the notes on this timeline to successfully answer the listening comprehension questions Students will demonstrate ability to use information that they extracted from the video to answer corresponding questions Students will demonstrate understanding of poems and universal theme by successfully completing their own analysis of what each poem means Students will demonstrate understanding of “Sounds of Silence” lyrics and universal theme by successfully completing questions. Students will understand the concept of a Universal theme, and will be able to determine the Universal theme of the Holocaust unit and relate it to the “Silence of the Bystander” and “The Sounds of Silence” by successfully completing the ELA parallel task short-answer questions *see above protocol for // The Outsiders // and // The Call of the Wild // // *see above protocol for mid-term // ||    Student knowledge base will be determined during a teacher-guided review of the questions on the pre-unit quiz Students listening comprehension will be assessed by grading ELA parallel task short-answer and multiple choice questions for a quiz grade Questions will be collected and graded for a homework grade Teacher will evaluate student answers using a teacher created rubric Answers will be discussed during a teacher-guided question and answer session and counted as a class work grade. Answers will be discussed during a teacher-guided question and answer session and counted as a class work grade *see above protocol for // The Outsiders // and // The Call of the Wild // // *see above protocol for mid-term   // || || ||  || || ||   ||
 * == CONTENT == || ** SKILLS ** || ** PERFORMANCE INDICATORS ** || ** RESOURCES/ACTIVITIES ** || ** ASSESSMENT ** || ** STUDENT EVIDENCE ** ||
 * ** SEPTEMBER **
 * “Biography of a Classmate” Unit
 * ** SEPTEMBER/OCTOBER/NOVEMBER **
 * ** NOVEMBER/DECEMBER **
 * ** DECEMBER **
 * ** JANUARY **
 * ** FEBRUARY/MARCH **
 * APRIL/MAY/JUNE **
 * APRIL/MAY/JUNE **
 * Portfolio Final Exam “Survival Theme Essay” **