Reading Informational Text
Franklin County Community School Corporation - Brookville, Indiana
Curriculum Map
Course Title: ELA8 / Quarter: 1 / Academic Year: 2011-2012Essential Questions for this Quarter:
1. How can using context clues to understand unfamiliar words improve my reading comprehension?2. Why is it important for me to make connections between structural elements of literature and the mood and tone the author is trying to convey?
3. How do my reading strategies differ when the purpose of my reading changes?
4. How can mastery of standard English conventions contribute to future academic and career opportunities?
Unit/Time Frame / Standards / Content / Skills / Assessment / Resources
Reading Informational Text
Textbook: McDougal Littell Literature 2008 edition
Unit 8:
“The Spider Man behind Spider-Man”
“Over the Top: The True Adventures of a Tornado Chaser”
“Robo-Legs/Eureka: Scientific Twists of Fate”
“An American Plague: The True and Terrifying Story of the Yellow Fever Epidemic of 1793”
Unit 9:
“Zoos: Myth and Reality/Zoos Connect us to the Natural World”
“Position on Dodgeball in Physical Education/The Weak Shall Inherit the Gym”
“The Sanctuary of School”
“Educating Sons/The First Americans” / CC.8.RI.1 (8.2.9)
CC.8.RI.2
CC.8.RI.2.a
CC.8.RI.2.b
CC.8.RI.2.c
CC.8.RI.2.d
CC.8.RI.3
CC.8.RI.3.a
CC.8.RI.3.b
CC.8.RI.4
CC.8.RI.4.a
CC.8.RI.4.b
CC.8.RI.5
CC.8.RI.6
CC.8.RI.6.a (8.2.2)
CC.8.RI6.b (8.2.2)
CC.8.RI.6.c
CC.8.RI.6.d
CC.8.RI.6.e
CC.8.RI.7
CC.8.RI.8 (8.2.6)
CC.8.RI.8.a
CC.8.RI.8.b
CC.8.RI.8.c
CC.8.RI.8.d
CC.8.RI.8.e
CC.8.RI.9 (8.2.3)
CC.8.RI.10 / Vocabulary:
Context: literal meaning
figurative meaning
idiom
analogy
inference
ballad
lyric
couplet
epic
elegy
ode
sonnet
subplots
parallel episode
theme
dialect
symbolism
irony
third person limited pt. of view
third person omniscient pt. of
view
subjective point of view objective point of view transitions
paraphrase
inferences
parallelism
juxtaposition
subordination
coordination
noun phrases
infinitives
participles
active voice
passive voice
compound-complex sentences / · Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
· 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.
· Identify ideas that support the central idea.
· Recognize the relationship of ideas that support the central idea.
· Analyze the development of the central idea over the course of the text.
· Provide an objective summary that includes the relationship of supporting ideas to the development of the central idea.
· Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
· Compare how individuals, ideas, and/or events are connected (including classification and analogies).
· Contrast the distinctions between individuals, ideas, and/or events within a text (including classification and analogies).
· 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.
· 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.
· 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.
· Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
· Identify evidence the author uses to support his or her viewpoints/position.
· Identify conflicting evidence or viewpoints presented by the author in a given text.
· Compare and contrast the author’s evidence and/or viewpoints to the conflicting evidence and/or viewpoints.
· Analyze the techniques the author uses to respond to conflicting evidence.
· Support your analysis with examples from the text.
· Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
· 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.
· Define and identify examples of relevant and irrelevant evidence, sufficient evidence, and sound reasoning in informational text.
· Classify arguments and claims in informational text as either relevant or irrelevant.
· Classify reasoning in informational text as sound or unsound.
· Classify evidence as sufficient or insufficient.
· Evaluate an argument in a text based on sound reasoning, and relevant and sufficient evidence.
· Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
· 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. / Textbook Assignments
Worksheet Assignments
Tests
Quizzes
Oral Responses
Observations
End of the Year Exam
Placement Tests
Acuity
Star Reader
Accelerated Reader
Skills Tudor
Writing Prompts
Writing Rubrics
Oral Presentations
Research Papers
Essays
Book Reports
ISTEP+
Checklists
Teacher-Generated Worksheets
Read Alouds
Textbook-Generated Quizzes and Tests / Textbook: McDougal Littell Literature 2008 Edition
Language Network 2001 Edition
Vocabulary Workshop: First, Second, and Third Courses
Wordly Wise: Book One and Two
Reading Literature
Textbook: McDougal Littell Literature 2008 edition
Unit 1
“Raymond’s Run”
“The Ransom of Red Chief”
“Clean Sweep”
“The Tell-Tale Heart”
“The Hitchhiker”
“My First Free Summer”
“The Great Rat Hunt”
“Paul Revere’s Ride”
“The Other Riders” / 8.3.1a
8.3.1b
8.3.1c
8.3.2a
8.3.2b
8.3.2c
8.3.2d
8.3.4
8.3.5
8.3.6a
8.3.6a
8.3.6b
8.3.6c
8.3.7a
8.3.7b
8.3.8a
8.3.8b
8.3.8c
CC.8.RL.1
CC.8.RL.2 (8.5.5)
CC.8.RL.3 (8.3.2)
CC.8.RL.4
CC.8.RL.5
CC.8.RL.6
CC.8.RL.7
CC.8.RL.9
CC.8.RL.10 / Vocabulary
Context: literal meaning, figurative meaning, inference
Idiom
Analogy
Poetry: ballad, lyric, couplet, epic, elegy, ode, sonnet,
Plot: subplots, parallel episode
Theme
Dialect
Symbolism
Irony
Point of View: third person limited point of view, third person omniscient point of view, subjective point of view, objective point of view,
Writing: transitions,
Paraphrase, parallelism,
subordination, coordination, noun phrases, infinitives, participles, active voice, passive voice, compound-complex sentences / · Define ballad, lyric, couplet, epic, elegy, ode, haiku, and sonnet.
· Explain the characteristics and features of ballads, lyrics, couplets, epics, elegies, odes,
· Describe the relationship between the purposes and characteristics of each form of poetry.
· Define subplots and parallel episodes.
· Identify the elements of the plot of a text, including any subplots and parallel episodes.
· Evaluate the development of the plot of a text.
· Evaluate the ways in which conflicts are or are not resolved.
· Analyze how the setting impacts the mood, tone, and meaning of the text and its importance.
· Identify and analyze recurring themes (such as good versus evil) that appear in traditional and contemporary literature.
· Define dialect and irony.
· Identify important literary devices such as metaphor, symbolism, dialect, quotations, and irony.
· Explain how these devices define a writer's style and affect interpretations of the work.
· Locate examples of an author's heritage, traditions, attitudes, and beliefs in a work of literature.
· Critique how an author’s heritage, traditions, attitudes, and beliefs influence a work of literature.
· Identify points of view in various narrative texts (first person, third person, third person limited and third person omniscient, and subjective and objective). Description: - First person: the narrator tells the story from the "I" perspective.
- Third person: the narrator tells the story from an outside perspective.
- Limited narration: the narrator does not know all thoughts of all characters.
- Omniscient narration: the narrator knows all thoughts of all characters.
- Subjective: the point of view involves a personal perspective.
- Objective: the point of view is from a distanced, informational perspective, as in a news report.
· Contrast points of view in various texts.
· Explain how the point of view in a narrative text impacts the theme.
· Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
· 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
· 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.
· Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
· Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
· 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.
· Analyze the extent 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.
· Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
· By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
Writing
Textbook: McDougal Littell Literature 2008 edition
Unit 8:
Problem-Solution Essay
Expository Essay
Unit 9:
Persuasive Essay
Unit 1:
Personal Narrative
Compare/Contrast Essay / 8.4.1a
8.4.1b
8.4.1c
8.4.2
8.4.3a
8.4.3b
8.4.4
8.4.6a
8.4.6c
8.4.6d
8.4.7
8.4.7c
8.4.8a
8.4.8b
8.4.9a
8.4.9c
8.4.9d
8.4.10a
8.4.10b
8.4.10c
8.4.11a
8.4.11b
8.4.11c
8.5.1a
8.5.1b
8.5.1c
8.5.2a
8.5.2b
8.5.2c
8.5.2d
8.5.6
8.5.7a
8.5.7b
CC.8.W.1
CC.8.W.2 (8.4.2)
CC.8.W.3
CC.8.W.4 (8.4.9, 8.5.7)
CC.8.W.5 (8.4.1, 8.4.7, 8.4.8, 8.4.9, 8.4.10)
CC.8.W.6 (8.4.6a, b) CC.8.W.7 (8.4.11, 8.5.3)
CC.8.W.8 (8.4.4, 8.4.5, 8.5.3)
CC.8.W.9 (8.5.3
CC.8.W.10 / · Share ideas for writing.
· Create and maintain a list or notebook of ideas for writing.
· Plan writing by use of graphic organizers.
· Create compositions that have a clear message, a coherent thesis (a statement of position on the topic), and end with a clear and well-supported conclusion.
· Define paraphrase.
· Include various devices such as analogies, paraphrases, quotations, and opinions from experts to support main ideas in theses and conclusions.
· Plan and conduct multiple-step information searches using computer networks.
· Use a computer to word-process documents.
· Use publishing programs to create documents.
· Create simple databases to manage information and prepare reports.
· Create simple spreadsheets to manage information and prepare reports.
· Review and revise writing for meaning and clarity using a variety of strategies.
Description: Examples of review strategies include, but are not limited to, peer review, editing checklist, teacher conference, consulting reference resources, and oral readings.
· Evaluate writing for meaning and clarity using a variety of strategies.
· Revise writing for meaning and clarity using a variety of strategies.
· Use an editing checklist with specific examples of corrections of frequent errors to edit and proofread the writing of others.
· Use an editing checklist with specific examples of corrections of frequent errors to edit and proofread one’s own writing
· Revise writing for word choice using a variety of strategies.
· Revise writing for appropriate organization using a variety of strategies.
· Revise writing for consistent point of view using a variety of strategies.
· Revise writing for transitions among paragraphs, passages, and ideas using a variety of strategies.
· Use organizational tools such as outlines and graphic organizers to structure ideas for writing.
· Use effective transitions between sentences to connect ideas.
· Organize ideas and transitions to create a unified composition.
· Identify topics leading to inquiry, investigation, and research.
· Ask and evaluate questions leading to inquiry, investigation, and research.
· Develop ideas leading to inquiry, investigation, and research.
· Assemble well-chosen details to describe an incident, event, or situation when writing biographies, autobiographies, and short stories.
· Explain the significance of, or the writer’s attitude about, the subject when writing biographies, autobiographies, and short stories.
· Apply narrative and descriptive strategies (including relevant dialogue, specific action, physical description, background description, and comparison or contrast of characters) when writing biographies, autobiographies, and short stories.
· Demonstrate careful reading and insight into interpretations in written response to literature.
· Make connections to the writer’s techniques and to specific textual references when writing responses to literature.
· Support inferences about the effects of a literary work on its audience when writing responses to literature.
· Support statements with evidence from the text when writing responses to literature.
· Write using precise word choices to make writing interesting and exact.
· Write for different purposes, adjusting tone and style as necessary.
· Write to a specific audience or person, adjusting tone and style as necessary.
· Write arguments to support claims with clear reasons and relevant evidence.
Description: a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.