LCMR SCHOOL DISTRICT -8TH GR LANGUAGE ARTS CURRICULUM
English Language Arts Grade 8
Curriculum
This curricula and accompanying instructional materials have been developed to align with the NJSLS and in accordance with the NJ Department of Education’s guidelines to include: Curriculum designed to meet grade level expectations, integrated accommodations and modifications for students with IEPs, 504s, ELLs, and gifted and talented students, assessments including benchmarks, formative, summative, and alternative assessments, a list of core instructional and supplemental materials, pacing guide, interdisciplinary connections, integration of 21st century skills, integration of technology, and integration of 21st Century Life and Career standards.
About the Standards
In 1996, the New Jersey State Board of Education adopted the state's first set of academic standards called the Core Curriculum Content Standards. The standards described what students should know and be able to do upon completion of a thirteen-year public school education. Over the last twenty years, New Jersey's academic standards have laid the foundation for local district curricula that is used by teachers in their daily lesson plans.
Revised every five years, the standards provide local school districts with clear and specific benchmarks for student achievement in nine content areas. Developed and reviewed by panels of teachers, administrators, parents, students, and representatives from higher education, business, and the community, the standards are influenced by national standards, research-based practice, and student needs. The standards define a "Thorough and Efficient Education" as guaranteed in 1875 by the New Jersey Constitution. Currently the standards are designed to prepare our students for college and careers by emphasizing high-level skills needed for tomorrow's world.
The New Jersey Student Learning Standards include Preschool Teaching and Learning Standards, as well as nine K-12 standards for the following content areas: 21st Century Life and Careers, Comprehensive Health and Physical Education, English Language Arts, Mathematics, Science, Social Studies, Technology, Visual and Performing Arts, World Languages
The most recent review and revision of the standards occurred in 2014. However, the standards in language arts and math underwent an additional review in 2015 with adoption by the New Jersey State Board of Education in May 2016.
Lower Cape May Regional School District
Language Arts
8th Grade
Interdisciplinary Connections | ||
6.1.8.CivicsDP.3.a: | Use primary and secondary sources to assess whether or not the ideals found in the Declaration of Independence were fulfilled for women, African Americans, and Native Americans during this time period. | |
6.1.8.CivicsHR.3.c | Construct an argument to explain how the expansion of slavery violated human rights and contradicted American ideals. | |
Integration of Technology |
9.4.8.TL.1: Construct a spreadsheet in order to analyze multiple data sets, identify relationships, and facilitate data-based decision-making. 9.4.8.TL.2: Gather data and digitally represent information to communicate a real-world problem (e.g., MS-ESS3-4, 6.1.8.EconET.1, 6.1.8.CivicsPR.4). 9.4.8.TL.3: Select appropriate tools to organize and present information digitally. 9.4.8.TL.4: Synthesize and publish information about a local or global issue or event (e.g., MSLS4-5, 6.1.8.CivicsPI.3). 9.4.8.TL.5: Compare the process and effectiveness of synchronous collaboration and asynchronous collaboration. • 9.4.8.TL.6: Collaborate to develop and publish work that provides perspectives on a real-world problem. |
21st Century Skills |
9.4.8.CI.1: Assess data gathered on varying perspectives on causes of climate change (e.g., crosscultural, gender-specific, generational), and determine how the data can best be used to design multiple potential solutions (e.g., RI.7.9, 6.SP.B.5, 7.1.NH.IPERS.6, 8.2.8.ETW.4). 9.4.8.CI.2: Repurpose an existing resource in an innovative way (e.g., 8.2.8.NT.3). 9.4.8.CI.3: Examine challenges that may exist in the adoption of new ideas (e.g., 2.1.8.SSH, 6.1.8.CivicsPD.2). 9.4.8.CI.4: Explore the role of creativity and innovation in career pathways and industries. 9.4.8.CT.1: Evaluate diverse solutions proposed by a variety of individuals, organizations, and/or agencies to a local or global problem, such as climate change, and use critical thinking skills to predict which one(s) are likely to be effective (e.g., MS-ETS1-2). 9.4.8.CT.2: Develop multiple solutions to a problem and evaluate short- and long-term effects to determine the most plausible option (e.g., MS-ETS1-4, 6.1.8.CivicsDP.1). 9.4.8.CT.3: Compare past problem-solving solutions to local, national, or global issues and analyze the factors that led to a positive or negative outcome. 9.4.8.DC.1: Analyze the resource citations in online materials for proper use. 9.4.8.DC.2: Provide appropriate citation and attribution elements when creating media products (e.g., W.6.8). 9.4.8.DC.3: Describe tradeoffs between allowing information to be public (e.g., within online games) versus keeping information private and secure. 9.4.8.DC.4: Explain how information shared digitally is public and can be searched, copied, and potentially seen by public audiences. 9.4.8.DC.5: Manage digital identity and practice positive online behavior to avoid inappropriate forms of self-disclosure. • 9.4.8.DC.6: Analyze online information to distinguish whether it is helpful or harmful to reputation. 9.4.8.DC.7: Collaborate within a digital community to create a digital artifact using strategies such as crowdsourcing or digital surveys. 9.4.8.DC.8: Explain how communities use data and technology to develop measures to respond to effects of climate change (e.g., smart cities). 9.4.8.GCA.1: Model how to navigate cultural differences with sensitivity and respect (e.g., 1.5.8.C1a). • 9.4.8.GCA.2: Demonstrate openness to diverse ideas and perspectives through active discussions to achieve a group goal. 9.4.8.IML.1: Critically curate multiple resources to assess the credibility of sources when searching for information. 9.4.8.IML.2: Identify specific examples of distortion, exaggeration, or misrepresentation of information. 9.4.8.IML.3: Create a digital visualization that effectively communicates a data set using formatting techniques such as form, position, size, color, movement, and spatial grouping (e.g., 6.SP.B.4, 7.SP.B.8b). 9.4.8.IML.4: Ask insightful questions to organize different types of data and create meaningful visualizations. • 9.4.8.IML.5: Analyze and interpret local or public data sets to summarize and effectively communicate the data. 9.4.8.IML.6: Identify subtle and overt messages based on the method of communication. 9.4.8.IML.7: Use information from a variety of sources, contexts, disciplines, and cultures for a specific purpose (e.g., 1.2.8.C2a, 1.4.8.CR2a, 2.1.8.CHSS/IV.8.AI.1, W.5.8, 6.1.8.GeoSV.3.a, 6.1.8.CivicsDP.4.b, 7.1.NH. IPRET.8). 9.4.8.IML.8: Apply deliberate and thoughtful search strategies to access high-quality information on climate change (e.g., 1.1.8.C1b). 9.4.8.IML.9: Distinguish between ethical and unethical uses of information and media (e.g., 1.5.8.CR3b, 8.2.8.EC.2). 9.4.8.IML.10: Examine the consequences of the uses of media (e.g., RI.8.7). 9.4.8.IML.11: Predict the personal and community impact of online and social media activities. 9.4.8.IML.12: Use relevant tools to produce, publish, and deliver information supported with evidence for an authentic audience. 9.4.8.IML.13: Identify the impact of the creator on the content, production, and delivery of information (e.g., 8.2.8.ED.1). 9.4.8.IML.14: Analyze the role of media in delivering cultural, political, and other societal messages. • 9.4.8.IML.15: Explain ways that individuals may experience the same media message differently. |
Career Education |
9.2.8.CAP.1: Identify offerings such as high school and county career and technical school courses, apprenticeships, military programs, and dual enrollment courses that support career or occupational areas of interest. 9.2.8.CAP.2: Develop a plan that includes information about career areas of interest. 9.2.8.CAP.3: Explain how career choices, educational choices, skills, economic conditions, and personal behavior affect income. 9.2.8.CAP.4: Explain how an individual’s online behavior (e.g., social networking, photo exchanges, video postings) may impact opportunities for employment or advancement. 9.2.8.CAP.5: Develop a personal plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an educational plan. 9.2.8.CAP.6: Compare the costs of postsecondary education with the potential increase in income from a career of choice. 9.2.8.CAP.7: Devise a strategy to minimize costs of postsecondary education. 9.2.8.CAP.8: Compare education and training requirements, income potential, and primary duties of at least two jobs of interest. 9.2.8.CAP.9: Analyze how a variety of activities related to career preparation (e.g., volunteering, apprenticeships, structured learning experiences, dual enrollment, job search, scholarships) impacts postsecondary options. 9.2.8.CAP.10: Evaluate how careers have evolved regionally, nationally, and globally. 9.2.8.CAP.11: Analyze potential career opportunities by considering different types of resources, including occupation databases, and state and national labor market statistics. 9.2.8.CAP.12: Assess personal strengths, talents, values, and interests to appropriate jobs and careers to maximize career potential. 9.2.8.CAP.13: Compare employee benefits when evaluating employment interests and explain the possible impact on personal finances. 9.2.8.CAP.14: Evaluate sources of income and alternative resources to accurately compare employment options. 9.2.8.CAP.15: Present how the demand for certain skills, the job market, and credentials can determine an individual’s earning power. 9.2.8.CAP.16: Research different ways workers/ employees improve their earning power through education and the acquisition of new knowledge and skills. 9.2.8.CAP.17: Prepare a sample resume and cover letter as part of an application process. 9.2.8.CAP.18: Explain how personal behavior, appearance, attitudes, and other choices may impact the job application process. 9.2.8.CAP.19: Relate academic achievement, as represented by high school diplomas, college degrees, and industry credentials, to employability and to potential level 9.2.8.CAP.20: Identify the items to consider when estimating the cost of funding a business. |
Lower Cape May Regional School District 8th Grade Language Arts Curriculum | |||
Content Area: Language Arts | |||
Course Title: English Language Arts | Grade level:8 | ||
Unit 1: Is the Truth the Same for Everyone?
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Dates for Units- September & October | ||
Unit 2: Can All Conflicts Be Resolved?
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Dates for Units: November & December | ||
Unit 3: Is it Our Differences or Similarities that Matter Most?
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Dates for Units: January & February | ||
Unit 4: How Much Information is Enough? |
Dates for Units: March & April | ||
Unit 5: What is the Secret to Reaching Someone with Words? | Da Dates for Units: May & June | ||
Date Created: 08/2017 Date Revised: 07/2019 | Board Approved On: 09/26/19 | ||
Lower Cape May Regional School District 8th Language Arts Curriculum Unit 1 Overview | |||||||||||||||||||||||||||
Content Area: Language Arts | |||||||||||||||||||||||||||
Unit Title: Is the Truth the Same for Everyone? | |||||||||||||||||||||||||||
Target Course/Grade Level: 8 | |||||||||||||||||||||||||||
Unit Summary: Stories are linked to a common theme: truth. Students read and analyze how an individual’s experiences can change their truth about themselves and the world around them. Prentice Hall Literature Common Core Edition Grade 8:
Extended Text: The Red Kayak Optional Readings:
Optional Resources: Prestwick House, Inc. Preparation for State Reading Assessment Level 8:
Vocabu-Lit Building Vocabulary Through Reading Level G
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Interdisciplinary Connections:
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Primary Focus Standards:
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Learning Targets | |||||||||||||||||||||||||||
CPI # | Cumulative Progress Indicators (CPI) for Unit | ||||||||||||||||||||||||||
Varies per level | Unit 1 Benchmark: Star Assessment #1 | ||||||||||||||||||||||||||
RL.CR.8.1 RL.CI.8.2 RL.IT.8.3 RL.TS.8.4 RL.PP.8.5 SL.PE.8.1A-D SL.PI.8.4 SL.AS.8.6 L.VL.8.3 A,C,E L.VI.8.4 W.IW.8.2 W.WP.8.4 W.WR.8.5 W.RW.8.7 CRP 1, 2, 4, 6, 9, 11 | Red Kayak
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RI.CR.8.1 RI.CI.8.2 RI.IT.8.3 RI.TS.8.4 RI.PP.8.5 L.VL.8.3 W.IW.8.2 W.RW.8.7 | Celiac Disease: Informational Text, 5 Multiple Choice Questions & Short Response
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RI.CR.8.1 RI.CI.8.2 RI.IT.8.3 RI.TS.8.4 RI.PP.8.5 L.VL.8.3 W.IW.8.2 W.RW.8.7 | Gold, Greed and Grief: Informational Text, 5 Multiple Choice Questions & Short Response | ||||||||||||||||||||||||||
RI.CR.8.1 RI.CI.8.2 RI.IT.8.3 RI.TS.8.4 RI.PP.8.5 L.VL.8.3 | The Pachyderm: Informational Text, 6 Multiple Choice Questions | ||||||||||||||||||||||||||
RI.CR.8.1 RI.CI.8.2 RI.IT.8.3 RI.TS.8.4 RI.PP.8.5 L.VL.8.3 | Lewis and Clark: Informational Text, 6 Multiple Choice Questions | ||||||||||||||||||||||||||
W.IW.8.2 W.WP.8.4 W.SE.8.6 CRP 11 | Research/Writing: Use information gathered through reading informational text, “Celiac “Disease” or “Raymond’s Run” to prompt further research. AND/OR Gather pertinent background information relevant to novel, Red Kayak, to | ||||||||||||||||||||||||||
L.VL.8.3 A,C,D,E L.KL.8.2A W.IW.8.2 W.RW.8.7 CRP 2 | Vocabu-LIT Lesson 16: Informational 6 Exercises: context clues, words in context, sentence completion, related words and meanings, analogies 1 Short Response | ||||||||||||||||||||||||||
L.VL.8.3 A,C,D,E L.KL.8.2A W.IW.8.2 W.RW.8.7 CRP2 | Vocabu-LIT Lesson 17: Fiction 6 Exercises: context clues, synonyms, sentence completion, root Word families, idioms and sayings 1 Short Response | ||||||||||||||||||||||||||
Bell ringer activities that reinforce Language and Reading standards through n Independent Reading Projects | |||||||||||||||||||||||||||
Unit Enduring Questions:
● | Unit Enduring Understandings: ● “Truth” is related to perspective, so the truth can not be the same for everyone. ● Your experiences and interactions with others can change your “truth” overtime. ● Close observation is imperative throughout your daily life.
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Unit Objectives: Students will know… “A Retrieved Reformation” (Raymond’s Run) ● Literary Analysis- Plot ● Reading Skill-Making Predictions “The Adventure of the Speckled Band”
“From An American Childhood”
Red Kayak
Writing Unit 1: RACECAR Students will know… RACECAR:
Literary Analysis: Theme
| Unit Objectives: Students will be able to…
Exposition: basic information about the characters and situation Conflict: struggle between two opposing forces in the story Rising Action: events that increase the tension Climax: the high point of the story, usually the point at which the eventual outcome of the conflict is revealed Falling Action: events that follow the climax Resolution: the final outcome, during which any remaining conflicts are resolved or left open
Writing Unit 1: Students will be able to… RACECAR
of answer Literary Analysis Theme
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Modifications for ELL’s, Special Education, 504, and Gifted and Talented Students: ● Teacher tutoring ● Peer tutoring ● Cooperative Learning Groups ● Modified Assignments Modified texts ● Differentiated Instruction ● Response to Intervention (www.help4teachers.com) ● Follow all IEP and 504 modifications Adaptive Technology | |||||||||||||||||||||||||||
Lower Cape May Regional School District 8th Grade Language Arts Curriculum Unit 2 Overview | |||||||||||||||||||||||||||
Content Area: Language Arts | |||||||||||||||||||||||||||
Unit Title: Can all conflicts be resolved? | |||||||||||||||||||||||||||
Target Course/Grade Level: 8 | |||||||||||||||||||||||||||
Unit Summary: Stories are linked to a common theme: conflict. Students analyze texts for how the characters react when faced with conflict(s). Prentice Hall Literature Common Core Edition Grade 8: The Tell Tale -Heart pg. 294 Thank you M’am pg. 388 Extended Text: Flowers for Algernon pg. 347 Optional Resources: Prestwick House, Inc. Preparation for State Reading Assessment Level 8 Buried Alive pg. 70 6LL3 pg. 50 Vocabu-Lit Building Vocabulary Through Reading Level G Lessons 21 & 29
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Interdisciplinary Connections:
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Primary Focus Standards:
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Learning Targets | |||||||||||||||||||||||||||
CPI # | Cumulative Progress Indicators (CPI) for Unit | ||||||||||||||||||||||||||
Varies by level
| Unit 2 Benchmark: Stars Assessment #2 | ||||||||||||||||||||||||||
W.AW.8.1 A-E W.IW.8.2 W W.WP.8.4 W.RW.8.7 L.SS.8.1A-G L.KL.8.2 L.VI.8.4 CRP 4, 11 | Argument Writing: Debate on Flowers for Algernon | ||||||||||||||||||||||||||
RL.CR.8.1 RL.CI.8.2 RL.IT.8.3 RI.AA.8.7 RI.CT.8.8 SL.PE.8.1 A-D SL.ES.8.3 SLPI..8.4 SL.AS.8.6 CRP 1,4,9 | Oral Debate: topics linked to Flowers for Algernon (Optional) | ||||||||||||||||||||||||||
RI.CR.8.1 RI.CI.8.2 RI.IT.8.3 RI.TS.8.4 RI.PP.8.5 L.VL.8.3 | Buried Alive: Informational Text- 6 multiple choice questions | ||||||||||||||||||||||||||
RI.CR.8.1 RI.CI.8.2 RI.IT.8.3 RI.TS.8.4 RI.PP.8.5 L.VL.8.3 W.IW.8.2 W.RW.8.7 | 6LL3: Informational Text- 5 multiple choice questions, 1 short response | ||||||||||||||||||||||||||
L.VL.8.3 A,C,D,E L.KL.8.2A W.I W.8.2 W.RW.8.7 CRP 2 | Vocabu-LIT Lesson 21: Fiction 6 Exercises: context clues, synonyms & antonyms, sentence completion, related words and meanings, root word families 1 Short Response | ||||||||||||||||||||||||||
L.VL.8.3 A,C,D,E L.KL.8.2A W.IW.8.2 W.RW.8.7 CRP 2 | Vocabu-LIT Lesson 29: Fiction 6 Exercises: context clues, using context clues, synonyms and antonyms, sentence completion, shades of meaning, analogies 1 Short Response | ||||||||||||||||||||||||||
| Bell ringer activities that reinforce Language and Reading standards t through Independent Reading Projects | ||||||||||||||||||||||||||
Unit Enduring Questions: ● What is conflict? ● Is there a resolution for every conflict? ● Did the character make the right decision? ● | Unit Enduring Understandings: ● Conflicts can be both internal and external. ● The word resolution does not always have a positive connotation. ● Decisions are made based on both prior experiences and morals/ethics- yet all decisions have consequences. | ||||||||||||||||||||||||||
Unit Objectives: Students will know… ”Flowers for Algernon”
“Tell-Tale Heart”
“Thank you, Ma’m”
Writing Unit 2: Research and Argument
| Unit Objectives: Students will be able to……
Writing Unit 2: Research and Argument
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Modifications for ELL’s, Special Education, 504, and Gifted and Talented Students: ● Teacher tutoring ● Peer tutoring ● Cooperative Learning Groups ● Modified Assignments Modified Texts ● Differentiated Instruction ● Response to Intervention (www.help4teachers.com) ● Follow all IEP and 504 modifications Adaptive Technology | |||||||||||||||||||||||||||
Lower Cape May Regional School District 8th Grade Language Arts Curriculum Unit 3 Overview | |||||||||||||||||||||||||||
Content Area: Language Arts | |||||||||||||||||||||||||||
Unit Title: Is it our differences or our similarities that matter most? | |||||||||||||||||||||||||||
Target Course/Grade Level: 8 | |||||||||||||||||||||||||||
Unit Summary: Stories are linked to a common theme: tolerance. Students will examine the concept of tolerance through drama, memoir and historical / non fiction writings. Prentice Hall Literature Common Core Edition Grade 8: From Anne Frank Remembered pg. 975 Extended Text: The Diary of Anne Frank pg. 855 Lucy Calkins: Memoir Unit Optional Readings: News Release, p. 962 Holocaust Museum, pg. 963 From Anne Frank The Diary of a Young Girl pg. 970 Close read: Character, Action and Theme pg. 808 Anne Frank’s Diary the Graphic Adaptation (SE) Optional Resources: Vocabu-Lit Building Vocabulary Through Reading Level G
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Interdisciplinary Connections:
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Primary Focus Standards:
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Learning Targets | |||||||||||||||||||||||||||
CPI # | Cumulative Progress Indicators (CPI) for Unit | ||||||||||||||||||||||||||
W.WN.8.3 A-E W.WP.8.4 W W.WR.8.5 W.RW.8.7 L.SS.8.1 L.KL.8.2 CRP 2, 6, 11 | Lucy Calkins Memoir Writing | ||||||||||||||||||||||||||
W.IW.8.2 A-F W.WP.8.4 W.SE.8.6 SLPE.8.1 A-D SL.II.8.2 SL.PI.8.4 SL.UM.8.5 SL.AS.8.6 CRP 2, 11 | Research Project: Use information gathered through reading “Diary of Anne Frank” and other related texts to prompt further research. | ||||||||||||||||||||||||||
L.SS.8.1 L.KL.8.2 L.8.3 A,C,D,E W.IW.8.2 W.RW.8.7 CRP 2 | Vocabu-LIT Lesson 1: Autobiography 6 Exercises: context clues, synonyms & antonyms, sentence Completion, shades of meaning, analogies 1 Short Response | ||||||||||||||||||||||||||
L.SS.8.1 L.KL.8.2 L. L.8.3 A,C,D,E W.IW.8.2 W.RW.8.7 CRP 2 | Vocabu-LIT Lesson 7: Non Fiction 6 Exercises: context clues, synonyms & antonyms, sentence completion, using words with multiple meanings, analogies 1 Short Response | ||||||||||||||||||||||||||
1.4.8.Re7a 1.4.8.Re7b 1.4.8.Re8a 1.4.8.Re8b 1.4.8.Re8c 1.4.8.Re9a 1.4.8.Re9b 1.4.8.Re9c 1.4.8.Cn10a 1.4.8.Cn11a 1.4.8.Cn11b | Visual and Performing Arts- Theatre Standards- By the End of Grade 8 | ||||||||||||||||||||||||||
| Bell ringer activities that reinforce Language and Reading standards through Independent Reading Projects | ||||||||||||||||||||||||||
Unit Enduring Questions: ● How does the structure of the text influence a reader’s comprehension? ● What is a memoir? ● | Unit Enduring Understandings: ● In order to comprehend any text, the reader must understand the structure. ● Memoir is the telling of a personal event one has experiences and the inner lesson/truth one has gained as a result.
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Unit Objectives: Students will know… “The Diary of Anne Frank” Act I
“Diary of Anne Frank” Act II
“News Release” and “Holocaust Museum”
“from Anne Frank” and “from Anne Frank and Me”
● Lucy Calkins Memoir Writing
| Unit Objectives: Students will be able to… ●Use Background information to link historical causes and effects. ●Analyzing how dialogue develops characters, establishes tone and meaning, and propels the plot. Note what characters and audience know. ●Determine character’s possible motivations for actions he or she takes. ●Examine details, noting how they are arranged and whether the arrangement makes sense. ●Compare information and the sources using details in the text that suggest the author’s opinions and attitudes. Note primary and secondary sources. Lucy Calkins Memoir Writing
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Lower Cape May Regional School District 8th Gr Language Arts Curriculum Unit 4 Overview | |||||||||||||||||||||||||||
Content Area: Language Arts | |||||||||||||||||||||||||||
Unit Title: How much Information is enough? | |||||||||||||||||||||||||||
Target Course/Grade Level: 8th | |||||||||||||||||||||||||||
Unit Summary: Stories are linked to a common theme: rights and freedoms. Students will analyze the pursuit of freedom throughout the history of our country. Prentice Hall Literature Common Core Edition Grade 8 Excerpts from Harriet Tubman: Conductor on the Underground, pg. 486 Emancipation from Lincoln: A Photobiography pg. 600 Brown vs. Board of Education pg. 605 Extended Text: To Be A Slave: Optional Readings: On Woman’s Right to Suffrage pg. 566 From Sharing the American Dream pg. 576 From I Know Why the Caged Bird Sings pg. 514 Optional Resources: Preparation for State Reading Assessments Level 8 An Influential Talk Show Host pg. 22 Harriet Tubman: The Moses of Her People pg. 46 Maya Angelou pg. 40 The Underground Railroad Primary Sources (modified for SE) Vocabu-Lit Building Vocabulary Through Reading Level G
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Interdisciplinary Connections:
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Primary Focus Standards:
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Learning Targets | |||||||||||||||||||||||||||
CPI # | Cumulative Progress Indicators (CPI) for Unit | ||||||||||||||||||||||||||
Varies by level | Unit 4 Benchmark: Stars Assessment # | ||||||||||||||||||||||||||
W.IW.8.2 A-F W.WP.8.4 W.SE.8.6 W.RW.8.7 L.SS.8.1 A-G CRP2 CRP7 | Research Paper | ||||||||||||||||||||||||||
RL.CR.8.1 RL.CL.8.2 RL.TS.8.4 RL.PP.8.5 W.IW.8.2 A-F SL.PE.8.1 A-D SL.II. 8.2 SL.PI.8.4 SL.UM.8.5 L.VL.8.3 | To Be a Slave Analysis And/ Or Project | ||||||||||||||||||||||||||
RI.CR.8.1 RI.CI.8.2 RI.IT.8.3 RI.TS.8.4 RI.PP.8.5 L.VL.8.3 W.IW.8.2 W.RW.8.7 | An Influential Talk Show Host: Informational Text- 5 multiple choice questions, 1 short response | ||||||||||||||||||||||||||
RI.CR.8.1 RI.CI.8.2 RI.IT.8.3 RI.TS.8.4 RI.PP.8.5 L.VL.8.3 | Harriet Tubman: The Moses to Her People Informational Text- 6 multiple choice questions | ||||||||||||||||||||||||||
RI.CR.8.1 RI.CI.8.2 RI.IT.8.3 RI.TS.8.4 RI.PP.8.5 L.VL.8.3 W.IW.8.2 W.RW.8.7 | Maya Angelou Informational Text- 5 multiple choice questions, 1 short answer | ||||||||||||||||||||||||||
L.VL.8.3 A,C,D,E L.KL.8.2A W.IW.8.2 W.RW.8.7 CRP 2 | Vocabu-LIT Lesson 6: Informational 6 Exercises: context clues, using context clues, synonyms and antonyms, sentence completion, shades of meaning, analogies 1 Short Response | ||||||||||||||||||||||||||
L.VL.8.3 A,C,D,E L.KL.8.2A W.IW.8.2 W.RW.8.7 CRP 2 | Vocabu-LIT Lesson 9: Fiction Poetry 6 Exercises: context clues, using context clues, using synonyms, sentence completion, shades of meaning, analogies 1 short response | ||||||||||||||||||||||||||
| Bell ringer activities that reinforce Language and Reading standards through Independent Reading Projects | ||||||||||||||||||||||||||
Unit Enduring Questions: ● How much information is enough? ● What is the American Dream? ● What is theme and how is it expressed in a piece of writing?
● | Unit Enduring Understandings: ● It is quality of information that is important, not quantity. ● The American Dream has changed over time and means different things to groups of people. ● A story’s theme is the lasting lesson the author wants the reader to take away from the text. Theme is often implied rather than directly stated.
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Unit Objectives: Students will know… “From Harriet Tubman: Conductor on the Underground Railroad”
“Emancipation from Lincoln: A Photobiography” and “Brown vs Board of Education”
“On Women’s Right to Suffrage” “from Sharing in the American Dream”
“From I Know Why the Caged Bird Sings”
To Be a Slave
Research Paper
● | Unit Objectives: Students will be able to… ●Use structure of key paragraphs to find details to identify the implied main idea ●Analyze how setting influences the way the characters think, speak, act, and mood of story. ●Decipher author’s purpose to then compare tone between two texts ●Differentiate between a fact and opinion and a generalization and overgeneralization ●Link topic sentences to see how the main idea helps develop the key concepts ●Differentiate between the elements that create an autobiography vs. a biography Research Paper
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Lower Cape May Regional School District 8th Gr Language Arts Curriculum Evidence of Learning | |
Specific Formative Assessments Utilized in Daily Lessons: ●Observation, Self-Assessment, Exit cards, 3 Minute Pause, Student Conference, KWL, One Questions/ One Comment, Journal Entry, Choral Response, Debriefing, Think-Pair-Share, Oral Questioning, 3-2-1, and Say Something are some of the daily Formative Assessments that may be used in class. Link here for ideas. More ideas and here. ● Kahoot, Socrative and quizlet may be used as online assessment platforms.
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Summative Assessment Utilized throughout Units: ● Benchmarks listed above per unit. | |
Modifications for ELL’s, Special Education, 504, and Gifted and Talented Students: ● Teacher tutoring ● Peer tutoring ● Cooperative Learning Groups ● Modified Assignments Modified Texts including Interactive Reader ● Differentiated Instruction ● Response to Intervention (www.help4teachers.com) ● Follow all IEP and 504 modifications Adaptive Technology ●
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Teacher Notes: ● As required by the NJ Department of Education, teachers in all content areas will integrate the 21st Century Life and Careers Standards. As the NJDOE indicates, “Providing New Jersey students with the life and career skills needed to function optimally within this dynamic context is a critical focus and organizing principle of K-12 public education. New Jersey has both an obligation to prepare its young people to thrive in this environment, and a vested economic interest in grooming an engaged citizenry made up of productive members of a global workforce that rewards innovation, creativity, and adaptation to change.” The links below indicate the CPIs for grade ranges and need to be addressed throughout the units of study:
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Project-based Learning Tasks: ●Unit 1: Students will explore the real life problem of living with a disability, creating their own questions and researching accordingly. Findings will be presented to class.
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Vocabulary: ● In-text vocabulary should be incorporated into every unit. Word journals, vocabulary walls, and/or various other activities should be utilized by the instructor to teach vocabulary. | |
The Research Process: ● The research process must be integrated within each course curriculum. Student will be provided with opportunities to investigate issues from thematic units of study. As the NJSLS indicate, students will develop proficiency with MLA or APA format as applicable. ● Link Research resources here. | |
Technology: ● Students must engage in technology applications integrated throughout the curriculum. Applicable technology utilized in this curricula are included below: Google Docs, Google Slides, internet research, Newsela, YouTube, Safari Montage, Online Assessment Platforms like:Kahoot,Vizzle, Socrative and Quizlet, Google Forms through Google Classroom ● | |
Resources: ● Ancillary resources and materials used to deliver instruction are included below: Materials vary by teacher. | |
Differentiation Strategies
Differentiation strategies can require varied amounts of preparation time. High-prep strategies often require a teacher to both create multiple pathways to process information/demonstrate learning and to assign students to those pathways. Hence, more ongoing monitoring and assessment is often required. In contrast, low-prep strategies might require a teacher to strategically create process and product choices for students, but students are allowed to choose which option to pursue given their learning profile or readiness level. Also, a low-prep strategy might be focused on a discrete skill (such as vocabulary words), so there are fewer details to consider. Most teachers find that integration of one to two new low-prep strategies and one high-prep strategy each quarter is a reasonable goal.
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Low Prep Strategies (add to list as needed) | |
Varied journal prompts, spelling or vocabulary lists | Students are given a choice of different journal prompts, spelling lists or vocabulary lists depending on level of proficiency/assessment results. |
Anchor activities | Anchor activities provide meaningful options for students when they are not actively engaged in classroom activities (e.g., when they finish early, are waiting for further directions, are stumped, first enter class, or when the teacher is working with other students). Anchors should be directly related to the current learning goals. |
Choices of books | Different textbooks or novels (often at different levels) that students are allowed to choose from for content study or for literature circles. |
Choices of review activities | Different review or extension activities are made available to students during a specific section of the class (such as at the beginning or end of the period). |
Homework options | Students are provided with choices about the assignments they complete as homework. Or, students are directed to specific homework based on student needs. |
Student-teacher goal setting | The teacher and student work together to develop individual learning goals for the student. |
Flexible grouping | Students might be instructed as a whole group, in small groups of various permutations (homogeneous or heterogeneous by skill or interest), in pairs or individual. Any small groups or pairs change over time based on assessment data. |
Varied computer programs | The computer is used as an additional center in the classroom, and students are directed to specific websites or software that allows them to work on skills at their level. |
Multiple Intelligence or Learning Style options | Students select activities or are assigned an activity that is designed for learning a specific area of content through their strong intelligence (verbal-linguistic, interpersonal, musical, etc.) |
Varying scaffolding of same organizer | Provide graphic organizers that require students to complete various amounts of information. Some will be more filled out (by the teacher) than others. |
Think-Pair-Share by readiness, interest, and/or learning profile | Students are placed in predetermined pairs, asked to think about a question for a specific amount of time, then are asked to share their answers first with their partner and then with the whole group. |
Mini workshops to re-teach or extend skills | A short, specific lesson with a student or group of students that focuses on one area of interest or reinforcement of a specific skill. |
Games to practice mastery of information and skill | Use games as a way to review and reinforce concepts. Include questions and tasks that are on a variety of cognitive levels.
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Multiple levels of questions | Teachers vary the sorts of questions posed to different students based on their ability to handle them. Varying questions is an excellent way to build the confidence (and motivation) of students who are reluctant to contribute to class discourse. Note: Most teachers would probably admit that without even thinking about it they tend to address particular types of questions to particular students. In some cases, such tendencies may need to be corrected. (For example, a teacher may be unknowingly addressing all of the more challenging questions to one student, thereby inhibiting other students’ learning and fostering class resentment of that student.) |
High Prep Strategies (add to list as needed) | |
Cubing | Designed to help students think about a topic or idea from many different angles or perspectives. The tasks are placed on the six sides of a cube and use commands that help support thinking (justify, describe, evaluate, connect, etc.). The students complete the task on the side that ends face up, either independently or in homogenous groups. |
Tiered assignment/ product | The content and objective are the same, but the process and/or the products that students must create to demonstrate mastery are varied according to the students’ readiness level. |
Independent studies | Students choose a topic of interest that they are curious about and wants to discover new information on. Research is done from questions developed by the student and/or teacher. The researcher produces a product to share learning with classmates. |
4MAT | Teachers plan instruction for each of four learning preferences over the course of several days on a given topic. Some lessons focus on mastery, some on understanding, some on personal involvement, and some on synthesis. Each learner has a chance to approach the topic through preferred modes and to strengthen weaker areas |
Jigsaw | Students are grouped based on their reading proficiency and each group is given an appropriate text on a specific aspect of a topic (the economic, political and social impact of the Civil War, for example). Students later get into heterogeneous groups to share their findings with their peers, who have read about different areas of study from source texts on their own reading levels. The jigsaw technique allows you to tackle the same subject with all of your students while discreetly providing them the different tools they need to get there. |
Multiple texts | The teacher obtains or creates a variety of texts at different reading levels to assign strategically to students. |
Alternative assessments | After completing a learning experience via the same content or process, the student may have a choice of products to show what has been learned. This differentiation creates possibilities for students who excel in different modalities over others (verbal versus visual). |
Modified Assessments | Assessments can be modified in a variety of ways – for example by formatting the document differently (e.g. more space between questions) or by using different types of questions (matching vs. open ended) or by asking only the truly essential questions. |
Learning contracts or Personal Agendas | A contract is a negotiated agreement between teacher and student that may have a mix of requirements and choice based on skills and understandings considered important by the teacher. A personal agenda could be quite similar, as it would list the tasks the teacher wants each student to accomplish in a given day/lesson/unit. Both Learning contracts and personal agendas will likely vary between students within a classroom. |
Compacting | This strategy begins with a student assessment to determine level of knowledge or skill already attained (i.e. pretest). Students who demonstrate proficiency before the unit even begins are given the opportunity to work at a higher level (either independently or in a group). |
Literature circles | Flexible grouping of students who engage in different studies of a piece of literature. Groups can be heterogeneous and homogeneous. |
Learning Centers | A station (or simply a collection of materials) that students might use independently to explore topics or practice skills. Centers allow individual or groups of students to work at their own pace. Students are constantly reassessed to determine which centers are appropriate for students at a particular time, and to plan activities at those centers to build the most pressing skills. |
Tic-Tac-Toe Choice Board (sometimes called “Think-Tac-Toe” | The tic-tac-toe choice board is a strategy that enables students to choose multiple tasks to practice a skill, or demonstrate and extend understanding of a process or concept. From the board, students choose (or teacher assigns) three adjacent or diagonal. To design a tic-tac-toe board: - Identify the outcomes and instructional focus - Design 9 different tasks - Use assessment data to determine student levels - Arrange the tasks on a tic-tac-toe board either randomly, in rows according to level of difficulty, or you may want to select one critical task to place in the center of the board for all students to complete. |
Curriculum development Resources/Instructional Materials: | |
List or Link Ancillary Resources and Curriculum Materials Here: ● | |
Board of Education Approved Text(s) | |
● Listed in curriculum within units | |
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