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6th Grade7th Grade8th GradeMS ELD
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Standard Unit Title(s) & Text(s)Standard Unit Title(s) & Text(s)Standard Unit Title(s) & Text(s)Standard Unit Title(s) & Text(s)
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Quarter 1RL6.3. - Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters repond or change as the plot moves toward a resolutionEL Module 1 Unit 1: Greek Mythology
-The Lightning Thief by Rick Riordan

ADVANCED TRACK: Use the common lit text pairings
https://www.commonlit.org/en/book-pairings/the-lightning-thief		Quarter 1RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.Claudette Colvin: Twice Toward Justice

ADVANCED TRACK:
-seperate doc w/ 8th grade questions
-Malala lit circle		Quarter 1RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.EL Module 1 Unit 1: Folklore of Latin America
-Summer of the Mariposas

ADVANCED TRACK: pair with The Odyssey		Quarter 1CCSS.ELA-LITERACY.CCRA.L.1: Demonstrate command of the conventions of standard Academic/Formal English grammar and usage when writing or speaking.
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RL6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings: analyze the impact of a specifc word choice on meaning and toneRL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.RL.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. " CCSS.ELA-LITERACY.CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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SL6.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly

focus on a & b		SL6.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly

focus on c		RL.8.6: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. CCSS.ELA-LITERACY.CCRA.SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
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RL6.9 - Compare and contrast texts in different forms or genres (e.g., storeis and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topicsEL Module 1 Unit 2: Greek Mythology
-Compare/Contrast Discussion

ADVANCED TRACK: Add one of the supplemental texts into the essay (compare/contrast Percy Jackson + film + supplement for a 5 paragraph essay)		W7.2: Write informative/explanation texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content

OR

W7.3: Write narratives to develop real or imagined expereinces or events using effective techniques, relevant descriptive details, and well-structures event sequences		W8.2: Write informative/explanation texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content

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W8.3: Write narratives to develop real or imagined expereinces or events using effective techniques, relevant descriptive details, and well-structures event sequences		EL Module 1 Unit 2 & 3: Folklore of Latin America

CHOICE OF FINAL PRODUCT (shift after lesson 5 of unit 2;
unit 2 = narrative
unit 3 = comparative essay

ADVANCED TRACK:
unit 2 = modernize 2 different characters & have them interact in your story
unit 3 = "What is the impact of Guadalupe Garcia McCall's modernization of La Llorona in Summer of the Mariposas & do you believe that this modernization is effective? Why or why not?" 		CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
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W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audienceW8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
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L.6.2: Demonstrate command of the conventions of standard English cpaitalization, punctuation, and spelling when writing

focus on b - spelling & capitalization (advanced track should also do a)		L7.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writingL.8.4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
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Quarter 2RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.EL Module 2 Unit 1: Critical Problems & Design Solutions
-The Boy Who Harnessed the Wind by William Kwamkwamba

ADVANCED TRACK: Regular version of the text		Quarter 2House on Mango Street by Sandra CisnerosQuarter 2RL8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects og a character, or provoke a decisionVoices of the Holocaust
-Night by Elie Weisel
-The Diary of Anne Frank by Frances Goodrich and Albert Hacket (play)

ADVANCED TRACK: Read 1 additonal text (Man's Search for Meaning, Maus I, The Diary of a Young Girl, I Never Saw Another Butterfly, Survivors: True Stories of Children in the Holocaust, The Boy on the Wooden Box: How the Impossible Became Possible....on Schindler's List, or another memoir)		Quarter 2
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RI.6.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.RI8.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts
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L.6.5: Demonstrate understanding of figuative language, word relationships, and nuances in word meanings

focus on a - figures of speech		RI8.3: Analyze how a text makes connections among and distrinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories)
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W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.EL Module 2 Units 2 & 3: Critical Problems & Design Solutions
-Research & Problem/Solution Essay

ADVANCED TRACK: Problem-solution essay but rather than research an innovator they should research a problem in their community and write an essay about potential solutions		House on Mango Street by Sandra CisnerosRL8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, includings its relationship to the characters, setting, and plot; provide an objective summart of the textVoices of the Holocaust
-argument essay (theme)
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W.6.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.W8.1: Write arguments to support claims with clear reasons and relevant evidence
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SL6.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly

L6.1 - Demonstrate command of the conventions of stadard English grammar and usage when writing or speaking (focus on pronouns)		L8.1: Detemonstrate command of the conventions of standard English and usage when writing or speaking
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Quarter 3RL6.6: Determine an author's point of view or purpose in a text and explain how it is conveyed in the textEL Module 3 Unit 1: American Indian Boarding Schools
-Two Roads by Joseph Bruchac

ADVANCED TRACK: pair with non-fiction		Quarter 3RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).EL Module 4 Unit 1 & 2 (8th grade): Lessons from Japanese Internment
-Farewell to Manzanar by James D. Houston and Jeanne Wakatsuki Houston

ADVANCED TRACK: CommonLit book pairings & use original 8th grade questions		Quarter 3RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text

RI.8.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. 		EL Module 2 Unit 1: Food Choices
-Omnivore's Dilemma by Michael Pollan

ADVANCED TRACK: Regular version of the text		Quarter 3
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RI6.6: Explain how an author develops the point of view of the narrator or speaker in a textRI.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and toneRI.8.7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
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L.6.2: Demonstrate command of the conventions of standard English cpaitalization, punctuation, and spelling when writing

use in both units		W.7.1: Write arguments to support claims with clear reasons and relevant evidence.
RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
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EL Module 3 Units 2 & 3: American Indian Boarding Schools
-Narrative letter
-Performance task

ADVANCED TRACK: literary argument essay in unit 3		RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.EL Module 4 Units 2 & 3 (8th grade): Lessons from Japanese Internment

ADVANCED TRACK: use original 8th grade questions/rubrics		W.8.1: Write arguments to support claims with clear reasons and relevant evidenceEL Module 2 Units 2: Food Choices
-Research
-Informative Essay
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W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6.)W.7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.W.8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
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SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.SL.7.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.W.8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
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Quarter 4RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.EL Module 4 Units 1 & 2: Accomplishments in Space
-Background info
-Hidden Figures by Margot Lee Shetterly

ADVANCED TRACK: Regular version of the text		Quarter 4RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.EL Module 3 Units 1 & 2: The Harlem Renaissance
-poetry from the Harlem Renaissance
-literary analysis essay

ADVANCED TRACK: Coach students toward more complex text selection for their 3 pieces		Quarter 4RL8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects og a character, or provoke a decisionEL Module 2B Units 1 & 2: The Comedy of Control
-A Midsummer Night's Dream by William Shakespeare

ADVANCED TRACK: Read on their own or attempt to translate Shakespeare to vernacular w/o using No Fear Shakespeare		Quarter 4
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RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.RL.7.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).RL8.4: Determine the menaing of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaing and tone, including analogies or allusions to other texts
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W6.1: Write arguments to support claims with clear reasons and relevant evidence

use in both units (focus on b in unit 1/2)		W.7.1: Write arguments to support claims with clear reasons and relevant evidence.
RL8.7: Analyze the text to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors
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EL Module 4 Unit 3: Accomplishments in Space
-Argument Essay
-Narrative Picture Book

ADVANCED TRACK: (intentional group for collaborative essay) "Which of the 3 Hidden Figures' accomplishments are the most remarkable and why?" 		RL.7.5: Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaningEL Module 3 Unit 3: The Harlem Renaissance
-Museum Artifact/Curator's Statement

ADVANCED TRACK: Intentional grouping so you can push their topic to more complexity		SL8.1: Egnage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher0led) with diverse partners on grade.8 topics, texts, and issues, building on others' ideas and expressing their own clearlyEL Module 2B, Unit 3: The Comedy of Control

suggestion: socratic seminar the essay topic & do the fun project to finish

ADVANCED TRACK: If suggestion above then have these kids still write the essay
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SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.SL.7.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.SL8.4: Present claims and findings, empasizing salient poitns in a focused, coherent, maner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation
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SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.L7.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
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English 1 (1 semester reading, 1 semester writing)World Literature I (sem 1) & II (sem 2)AP English LiteratureHS ELDTheatre as Literature
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Standard Unit Title(s) & Text(s)Standard Unit Title(s) & Text(s)Standard Unit Title(s) & Text(s)Standard Unit Title(s) & Text(s)Standard Unit Title(s) & Text(s)
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Quarter 1RL9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emergese and is shaped and refined by specific details' provide an objective summary of the textThe Great Gatsby: What is cannonical & why? (KIPP)Quarter 1RL9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipilate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surpriseBeowulf & The Wolf Leader

Culminating Project = narrative		Quarter 1See Scope and Sequence within the Course/Exam Description on page 27Quarter 1CCSS.ELA-LITERACY.CCRA.L.1: Demonstrate command of the conventions of standard Academic/Formal English grammar and usage when writing or speaking.
Quarter 3
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RL.9-10.3: Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the themeRL9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emergese and is shaped and refined by specific details' provide an objective summary of the textCCSS.ELA-LITERACY.CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, includimg figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place;how it sets a formal or informal tone)RL9-10.4: Determine the meaning of words and prhases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)CCSS.ELA-LITERACY.CCRA.SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
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SL.9-10.3: Evaluate a speaker's point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidenceSL9-10.1: Initiaite and participate effectively in a range of collaborative discussions (one-on-onem in groupsmm and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persusively CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
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W9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences
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Quarter 2RL9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emergese and is shaped and refined by specific details' provide an objective summary of the textShort Story unit (KIPP)Quarter 2RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the textAntigonick: A new Translation by Anne Carson.
The Burial at Thebes: A version of Sophocles’
Antigone by Seamus Heaney
Romeo and Juliet, or Macbeth, or Hamlet by William Shakespeare

Culminating project = persuasive presentation		Quarter 2Quarter 2
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RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g. parallel plots), and manipulate time (e.g. pacing, flashbacks) create such effects as mystery, tension, and surpriseRL9-10.4: Determine the meaning of words and prhases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)Quarter 4
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SL.9-10.1:Initiaite and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher0led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasivelyRL11-12.7: Analyze mutliple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text
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L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning, and to comprehend more fully when reading or listeningStudent Choice: Formative Literature and the Modern WorldSL9-10.1: Initiaite and participate effectively in a range of collaborative discussions (one-on-onem in groupsmm and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persusively
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L.9-10.4 Determine/clarify the meaning of unknown and multiple-meaning words/phrases based in grades 9-10 reading and content, choosing flexibly from a range of strategiesSL11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks
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L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meaningsW11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
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Quarter 3W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Argumentative Writing: When "Like, whatever" doesn't work

(unit 6)		Quarter 3RL11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)Quarter 3Quarter 3
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RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says epxlicitly as well as inferences drawn from the textRI11-12.6: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text
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L.9-10.2: Demonstrate command of the onventions of standard English capitalizations, punctuation, and spelling when writingRL11-12.9: Demonstrate knowledge of eigteenth-, nineteenth, & early-twentieth-century foundational works of {American} literature, including how two or more texts from the same period treat similar themes or topics
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W.9-10.3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. Personal Narratives: It IS All About Me

(unit 2)		W11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
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W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audienceL11-12.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
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L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speakingSL9-10.1: Initiaite and participate effectively in a range of collaborative discussions (one-on-onem in groupsmm and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persusively
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Quarter 4W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Informational Writing: Just Get to the Facts

(unit 5)		Quarter 4SL9-10.1: Initiaite and participate effectively in a range of collaborative discussions (one-on-onem in groupsmm and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persusively Quarter 4Quarter 4
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W.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard form for citationSL11-12.3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used
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L.9-10.2: Demonstrate command of the onventions of standard English capitalizations, punctuation, and spelling when writingRL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
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W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Writing for Podcasts: Give Your Writing an Actual Audience

(unit 7)		RL.11-12.5: Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to being or end a story, the choice to provide a coedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
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W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audiencceW11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective slection, organization, and analysis of content
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W.9-10.6: Use technology, including the internet to produce, publish, and update individual or shared writing products, taking advanctage of technology's capacity to link to other information and to display informatio flexibly and dynamicallyW11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated quetion) or solve a problem; narrow or boraden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation
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