|
English 8th Grade
|
November
|
Reading Literary Nonfiction and Fiction
|
How are true stories important in understanding significant events of the past?
|
| (1) |
RI.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. |
| (1) |
RI.8.10 |
By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. |
| (1) |
RI.8.2 |
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. |
| (1) |
RI.8.3 |
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). |
| (1) |
RI.8.4 |
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. |
| (1) |
RI.8.5 |
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. |
| (1) |
SL.8.1 |
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. |
| (1) |
SL.8.1.a |
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. |
| (1) |
SL.8.1.b |
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. |
| (1) |
SL.8.1.c |
Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. |
| (1) |
SL.8.1.d |
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. |
| (1) |
SL.8.1.e |
Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds. |
| (1) |
SL.8.5 |
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. |
|
- Inference
- Conclusion
- Main Idea and Supporting Details
- Summary
- Compare and Contrast
- Word Choice and Tone
- Connotation and Denotion
- Context Clues
- Figurative vs. Literal Language
- Engage in Collaboration and Discussion
|
Vocabulary words that appear in the passages
Rev-it up vocabulary workbook
|
Reading assessments: text-based answers.
Writing assessments: writing from sources.
Academic vocabulary, particularly determining words in context.
Assessments designed to be opportunities to practice the types of skills needed on state assessments.
Selected response (multiple-choice questions)
Short constructed-response (short-answer questions of the type that is scored using the New York State 2-point rubric)
Extended response (longer writing or essays of the type that is scored using the New York State 4-point rubric) (either on-demand or supported)
Speaking and listening (discussion or oral presentation)
Scaffolded essay (involving planning, drafting, and revision)
Reading Comprehnsion
- An Unbreakable Code
- Bridges with a History
- Brave Bessie Coleman
Comprehension Checks
Entrance?Exit Tickets
Group Discussions and Questions
Notes
Answers Supported with Details
|
The Boy in the Striped Pajamas
Inside Out and Back Again
Common Core Coach English Language 8
McDougal Littell Literature
Engageny.org
|
