ENGLISH LANGUAGE ARTS CURRICULUM - Diocese of...

English Language Arts 2012 i. Diocese of Raleigh Catholic Schools

ENGLISH LANGUAGE ARTS CURRICULUM

PHILOSOPHY Language Arts instruction is essential for a student to attain a high level of literacy and to function as an informed member of the school and broader community. To communicate effectively, a student must be able to apply skills in reading, writing, listening, and speaking. Because communication instruction crosses all disciplines, the opportunity to apply processes and skills must be provided in all content areas.

INTRODUCTION The English Language Arts Curriculum is intended for use in all Catholic elementary and middle schools in the Diocese of Raleigh. It is the framework for instruction that should assist teachers in identifying and implementing the appropriate instructional methodology in grades K through 8. The curriculum outlines the level of competency that is expected of students at each grade level. The primary goal of the Curriculum is to ensure that students are introduced to the language skills necessary to think critically, communicate effectively and reach high levels of literacy in all content areas. The curriculum is aligned to the Common Core Standards adopted by the North Carolina Department of Public Instruction, as well as 43 other states. Copies of the original Common Core and resources can be downloaded at http://corestandards.org/.

The curriculum is enhanced by specific Values and Attitudes unique to students in Catholic schools. Values and Attitudes highlight key principles that will guide

students in developing a critical conscience and viewing all content in the light of Gospel teachings. Values and Attitudes, which are not necessarily quantifiable but rather reflected in a student’s respect toward the content area, are the first Domain of every grade level. To effectively implement the curriculum the teacher must first be familiar with the terms of the format:

Strands are the five general areas of focus common to every grade.

Strand A Values and Attitudes Strand B Reading (Key Ideas and Details; Craft and Structure, Integration of Knowledge and Ideas; Range and level of Text Complexity; Print Concepts; Phonological Awareness; Phonics and Recognition; Fluency)

Strand C Writing (Text Types and Purposes; Production and Distribution of Writing; Research; Range; Handwriting) Strand D Speaking and Listening (Comprehension and Collaboration; Presentation of Knowledge and Ideas) Strand E Language (Conventions; Vocabulary Acquisition and Use)

Clusters (Column 1) divide each of the strands into specific subgroups that align competencies from Kindergarten through Grade 8.

Common Core Standards (Column 2) are the knowledge and skills all students need. (Note: The Diocesan Curriculum Committee added

a Handwriting Standard to the Writing Strand.)

Objectives (Column 3) further explain the intent of the Common Core Standards. Objectives from the former North Carolina Standard Course of Studies are acknowledged in parenthesis; e.g., (NC1) or (NC1.1).

Strategies (Column 4) found in Grades K-5 are suggested methods for a teacher to expand and enrich their instructional portfolio. Decisions about the

most effective method to teach the standard are left to the discretion of the teacher.

http://corestandards.org/

English Language Arts Curriculum 2012 ii. Diocese of Raleigh Catholic Schools

ACKNOWLEDGEMENTS The Catholic Schools Offices gratefully acknowledges the commitment of the Language Arts Committee. Their expertise, time, and input were invaluable in producing the revised Diocesan Language Arts Curriculum.

Core Committee

Diane McGrady Director of Curriculum Sacred Heart Cathedral School, Raleigh

Rosalie Innacelli Assistant Superintendent Catholic Schools Office

Lynn Magoon Principal St. Mary Catholic School, Goldsboro

Susan Parks Principal Annunciation Catholic School, Havelock

Connie Urbanski Principal Our Lady of Perpetual Help Catholic School, Rocky Mount

Teacher Committee Reviewers

Anna Barefoot St. Peter Catholic School, Greenville The Catholic Schools Office also acknowledges and thanks the following teachers for reviewing and commenting on the final draft: Tara Bartosik St. Paul Catholic School, New Bern

Cindi Carey Pope John Paul II Catholic School, Southern Pines Joye Deane St. Michael the Archangel Catholic School, Cary

Mike Chinneck The Franciscan School, Raleigh Diana Hurtado Sacred Heart Cathedral School, Raleigh

Jana Clever Immaculata Catholic School, Durham Christine O’Donnell Sacred Heart Cathedral School, Raleigh

Tracy Cordon St. Mary Catholic School, Wilmington Art Milowic Sacred Heart Cathedral School, Raleigh

Jane Ellenberg St. Michael the Archangel Catholic School, Cary Lis Pfeiffer St. Mary Magdalene Catholic School, Apex

Beth Fletcher St. Mary Catholic School, Goldsboro Kim Ross Sacred Heart Cathedral School, Raleigh

Shelley Fowler St. Peter Catholic School, Greenville Dana Sampson St. Michael the Archangel Catholic School, Cary

Lisa Hribar St. Raphael Catholic School, Raleigh Peggy Sharp Sacred Heart Cathedral School, Raleigh

Betty Lee St. Paul Catholic School, New Bern Kimberly Wheeler Sacred Heart Cathedral School, Raleigh

Susan Leising St. Mary Magdalene Catholic School, Apex

Amy Reitz St. Mary Magdalene Catholic School, Apex

Laura Rudiger St. Michael the Archangel Catholic School, Cary

Dan Schwankel Immaculata Catholic School, Durham

Cheryl Stevens The Franciscan School, Raleigh

Kathy Sutphen St. Catherine of Siena Catholic School, Wake Forest

Lori Tushar St. Catherine of Siena Catholic School, Wake Forest

Elizabeth White St. Mary Catholic School, Wilmington

Grade 8 ~ English Language Arts 2012 1 of 13 Diocese of Raleigh Catholic Schools

GRADE 8 ENGLISH LANGUAGE ARTS

STRAND A Value and Attitudes

Catholic Schools exist so that curriculum may be taught in the light of Gospel teachings. Teachers must reinforce Gospel truths and values so that students may serve as witnesses to their Catholic faith. The values listed below will help students develop a critical conscience in every content area. Values and Attitudes are not necessarily quantifiable but rather identified in a student’s respect toward the content area.

All people are created with minds and the gift to reason.

God makes each of us as a unique individual.

Recognize our talents and share them with one another in order to do God’s will.

Recognize and articulate Gospel values in literature.

Develop an appreciation for stories from other cultures and religions.

Recognize social justice themes.

Listen and speak with respect.

Writing must reflect a respect for others consistent with Christian values.

(The first three bullets are common to all areas of curriculum.)


STRAND B Reading for Literature

COMMON CORE STANDARD OBJECTIVE STRATEGIES

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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.

Explore expressive materials that are read, heard, and viewed by drawing

inferences. (NC1.02)

Explain how details support the main idea.

Make judgments and draw conclusions based on concrete evidence.

Explore and analyze expressive and argumentative works that are read, heard, and viewed by:

Drawing inferences and/or conclusions.

Determining the main idea and/or significance of events. (NC1.02)

When appropriate, exploring examples that demonstrate a firm control of sound judgments, audience awareness, clear idea/theme, and the use of relevant and coherent reasons for support. (NC3.01)

Increase fluency, comprehension, and insight through a meaningful and

comprehensive reading program by:

Analyzing and evaluating themes and central ideas in literature and other texts in relation to personal and societal issues.

Analyzing the effects of such elements as plot, theme, point of view, characterization, style, mood and tone. (NC5.01)

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.

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.

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4. 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.

Analyze the purpose of the author or creator and the impact of that purpose

by evaluating the effects of author’s craft on the reader/viewer/listener. (NC4.01)

Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:

Analyzing and evaluating themes and central ideas in literature and other texts in relation to personal and societal issues.

Analyzing and evaluating the relationships between and among characters, ideas, concepts, and/or experiences.

Analyzing the effects of such elements as plot, theme, point of view, characterization, mood and style. (NC5.01)

5. 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.


STRAND B Reading for Literature (continued)

COMMON CORE STANDARD OBJECTIVE STRATEGIES

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.

Study the characteristics of literary genres through reading a variety of

literature and other texts (e.g., young adult novels, short stories, biographies, plays, free verse, narrative poems).

Evaluating what impact genre-specific characteristics have on the meaning of the text.

Evaluating how the author’s choice and use of a genre shapes the meaning of the literary work.

Evaluating what impact literary elements have on the meaning of the text. (NC5.02)

Analyze and develop (with limited assistance) and apply appropriate criteria

to evaluate the quality of the communication by using knowledge of language structure and literary or media techniques. (NC4.02)

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7. 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 the purpose of the author or creator and the impact of that purpose

by evaluating the effects of author’s craft on the reader/viewer/listener. ( NC4.01)

Analyze and develop (with limited assistance) and apply appropriate criteria to evaluate the quality of the communication by:

Using knowledge of language structure and literary or media techniques.

Drawing conclusions based on evidence, reasons, or relevant information. (NC4.02)

Explore expressive materials that are read, heard, and viewed by making

connections between works and related topics. (NC1.02)

8. Not applicable to literature

9. 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.

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10. 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.


comprehensive reading program . (NC5.01)

Study the characteristics of literary genres. (NC5.02)


STRAND B Reading for Informational Text

COMMON CORE STANDARD OBJECTIVES STRATEGIES

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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.

Analyze and evaluate informational materials that are read, heard, and/or

viewed by:

Determining the importance of information.

Drawing inferences.

Making connections to related topics/information.

Generating questions.

Extending ideas. (NC2.01) Evaluate the unity, coherence, logic, internal consistency, and structural

patterns of text.

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.

3. Analyze how a text makes connections among

and distinctions between individuals, ideas, or events (e.g. through comparisons, analogies, or categories).

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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.


viewed by recognizing the characteristics of informational materials. (NC2.01)

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.

6. 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.


STRAND B Reading for Informational Text (continued)


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7. Evaluate the advantages and disadvantages of

using different media (e.g. print or digital text, video, multimedia) to present a particular topic or idea.

Explore and evaluate argumentative words that are read, heard, and/or

viewed by:

Analyzing the work by identifying the arguments and positions stated or implied and the evidence used to support them.

Recognizing bias, emotional factors, and/or semantic slanting. (NC 3.01)


viewed by:

Determining the importance and accuracy of information.

Drawing inferences and/or conclusions. (NC2.01)

Use and evaluate information from a variety of sources.

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.

9. 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.

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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.


comprehensive reading program. (NC5.01)


STRAND C Writing


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1. Write arguments to support claims with clear

reasons and relevant evidence. 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 the argument presented.

Explore and analyze the problem-solution process by recognizing and/or

creating an organizing structure appropriate to purpose/audience and context. (NC 3.02)

Evaluate and create arguments that persuade by recognizing and/or creating an organizing structure appropriate to purpose, audience, and context. (NC 3.03)

Recognize and introduce counter-arguments in persuasion/argument.

Achieve an effective balance between researched information and original ideas.

Offer critical opinions, analysis of reading or alternate points of view in writing.

2. Write informative/explanatory texts to examine a

topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to

follow; organize ideas, concepts, and information into broader categories, include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

b. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

c. Use precise language and domain-specific vocabulary to inform about or explain the topic.

d. Establish and maintain a formal style. e. Provide a concluding statement or section that

follows from and supports the information or explanation presented.


STRAND C Writing (continued)


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3. Write narratives to develop real or imagined

experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by

establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing and description, and reflection to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another and show the relationships among experiences and events.

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

e. Provide a conclusion that follows from the narrated experiences or events.

Write responses to literature that demonstrate critical thinking skills:

Exhibit careful reading and insight in their interpretations.

Connect the student’s own responses to the writer’s techniques and to specific textual references.

Draw supported inferences about the effects of a literary work on its audience.

Support judgments through references to the text, other works, other authors, or to personal knowledge.




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4. Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose, and audience. (Grade specific expectations from writing types are defined in standards 1-3.)

Determine the purpose of the author or creator by:

Exploring any bias, apparent or hidden messages, emotional factors, or propaganda techniques.

Identifying and exploring the underlying assumptions of the author/creator. (NC4.01)

Use a variety of effective and coherent organizational patterns, including

comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.

Use critical thinking skills and create criteria to evaluate text and multimedia.

Use technology to develop and produce informational materials.

Create a written response that uses acceptable sentence structure, word choices, grammar and punctuation.

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, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8).

6. Use technology, including the Internet, to

produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.




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7. Conduct short research projects to answer a

question (including a self-generated question), and to generate additional related, focused questions that allow for multiple avenues of exploration.

Independently select research topic and evaluate sources.

Select presentation vehicle based on audience and purpose.

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.

9. Draw evidence from literary or informational texts

to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature

(e.g. “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”).

b. Apply grade 8 Reading standards to literary nonfiction (e.g. “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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10. Write routinely over extended item frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

11. Emphasize the process in all writing tasks:

pre-write, draft, revise publish. (DOR)

Understand and use the writing process. (Note: all assignments do not

have to complete entire writing process.)


STRAND D Speaking and Listening


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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.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Interact in group activities and/or seminars in which the student:

Shares personal reactions to questions.

Gives reasons and cites examples from text in support of expressed opinions.

Clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion. (NC 1.03)

Understand context from which speaker presents information.

Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by leading small group discussions. (NC5.01)

Understand how graphics, illustrations, etc. may affect listener

impressions and opinions.

2. Analyze the purpose of information presented

in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

3. Delineate a speaker’s argument and specific

claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.


STRAND D Speaking and Listening (continued)


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4. Present claims and findings, emphasizing salient

points in a focused, coherent manner with relevant evidence, valid reasoning, and well chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Create arguments that persuade:

Engage the audience by establishing a context, creating a persona, and otherwise developing interest.

Develop a controlling idea that makes a clear and knowledgeable judgment.

Arrange details, reasons, and examples effectively and persuasively.

Anticipate and address reader/listener concerns and counter-arguments.

Recognize and/or create an organizing structure appropriate to purpose, audience, and context. (NC3.03)

Use multiple sources of print and non-print information to explore and

create a research product in both written and presentational form acknowledging the importance and impact of the position printed. (NC 2.02)

5. Integrate multimedia and visual displays in

presentations to clarify information, strengthen claims and evidence, and add interest.

6. Adapt speech to a variety of contexts and tasks,

demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)


STRAND E Language


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1. Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds,

participles, infinitives) in general and their function in particular sentences.

b. Form and use verbs in the active and passive voice.

c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

d. Recognize and correct inappropriate shifts in verb voice and mood.*

Note: Students are expected to meet each year’s grade specific standards while retaining or further developing all language skills from earlier grades. An asterisk (*) indicates skills identified by Common Core Standards that are likely to require additional focus in upper grades as writing tasks become increasingly more complex and sophisticated.

2. Demonstrate command of the conventions of

standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis dashes)

to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly.

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3. Use knowledge of language and its conventions

when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice

and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact.

Model an understanding of conventional written and spoken expression and

apply correct language conventions and usage during formal oral presentations. (NC6.01)


STRAND E Language (continued)


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4. Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a

sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

5. Demonstrate understanding of figurative language,

word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., verbal irony,

puns) in context. b. Use the relationship between particular words

(e.g., cause/effect, part/whole, item/category) to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute.

6. Acquire and use accurately grade-appropriate

general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension of expression.

CONVENTIONS ~ GRADES 6-8

English Language Arts 2012 Diocese of Raleigh Catholic Schools

STRAND E LANGUAGE (CC.1) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

6 7 8 Ensure that pronouns are in the proper case (subjective, objective, possessive).

Explain the function of phrases and clauses in general and their function in specific sentences.

Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

Use intensive pronouns (e.g., myself, ourselves).

Choose among simple, compound-complex sentences to signal differing relationships among ideas.

Form and use verbs in the active and passive voice.

Recognize and correct inappropriate shifts in pronoun number and person.*

Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

Recognize and correct inappropriate shifts in verb voice and mood.*

Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.*

STRAND E LANGUAGE (CC.2) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use punctuation (commas, parentheses, dashes) that set off nonrestrictive/parenthetical elements.*

Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie – but not- He wore and old(,) green shirt)

Use punctuation (comma, ellipsis dashes) to indicate a pause or break.

Spell correctly. Spell correctly. Spell correctly.

Note: An asterisk (*) indicates skills identified by Common Core Standards that are likely to require additional focus in upper grades as writing tasks become increasingly more complex and sophisticated.

Use an ellipsis to indicate an omission.

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