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Draft Putnam County School District Curriculum Guide (8th-Collections) 2017-2018
The following curriculum guide is based on the Florida LAFS, which are included in this guide, as well as, the LAFS Access points, which are also included for
two reasons: 1) Differentiated Instruction, and 2) the planning of Learning Progressions. Both documents can be accessed at www.cpalms.org. The main
resource for the support of instruction is HMH Journeys, which can be accessed digitally at
http://my.hrw.com. Other supplemental resources may be used that align with the LAFS standards. Instruction should begin with the standard, a scale of
learning progression should be developed, and assessment should be used to inform subsequent instruction and monitor progress. The LAFS include
comprehension standards for both informational and literary text. Text in the 21st Century includes traditional, digital, visual, auditory, and tactile text. To
better understand the flow of the standards, we have organized these standards into three groups:
Key Ideas and Details: What does the text say?
Craft and Structure: How does it say it? What decisions did the author make in creating the text?
Integration of Knowledge and Ideas: What does it mean or how does it connect? We have gathered access points for each standard to help the teacher understand how to break down the standard into a learning progression. We have
bolded and labeled the actual standard LEVEL 3, as this is the goal in the gradual release model of learning progressions. In addition to comprehension
standards, the LAFS include language, speaking and listening, and writing standards. These standards must be integrated throughout all content instruction.
Application should take place within the context of reading, writing, or discussing. Students should be asked to find evidence from the text continually. This
textual evidence should be evident in writing, research, discussion, and presentation. Oral language development should be addressed explicitly in every
lesson through speaking and listening standards.
Assessments are suggested in the pacing guide. Regular formative assessment is necessary to inform instruction and determine the progress of students.
Additional common formative assessment at the grade and school level is available through the curriculum and encouraged. School and district assessments
will be conducted periodically. Additional assessment may be added as necessary
Now that we have a course developed in Canvas, we have also included the Canvas pacing guide
Teachers may elect to use this guide instead of the traditional guide. This guide has all the standards continuously integrating through Reading Complex
Text, Responding to Complex Text, and Performance Tasks. Please go to putnam.instructure.com to find this course titled 8th Grade ELA
“I never teach my pupils, I only attempt to provide the conditions in which they can learn.” -Albert Einstein
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Unit Planning Due to the importance placed on integration of ideas across multiple texts in the LAFS standards, students should draw on multiple readings and multiple
texts to complete both the lesson based performance tasks and an end of the unit performance task. For that reason, before the first lesson is taught in a
unit it is important to begin with a opening unit lesson, take time for an interim unit lesson, and plan for a culminating unit lesson that prepares students for
the final performance task.
Before Reading:
1. Introduction of unit theme
2. Introduction of unit standards and vocabulary associated with standards
3. Preview of texts within the unit
4. Preview of Final Performance Task
5. Predictive Writing
During Reading:
During the reading of the all texts, text interaction activities such as text marking, note taking, question generating and answering, graphic organizing, etc.…
should occur. At some point, students should revise their predictive writing with new information they have learned from the readings. This is called the
interim writing task. The interim writing will reinforce the central idea of the unit, and should contain textual evidence from the newly read selections for
demonstrate comprehension, and to fortify the analysis of the central idea of theme. Incorporating interim writing after text selection will show how the
central idea of theme is connected across multiple texts and prepare students for the type of writing required on the FSA. This should occur before the
final discussion and could be considered a summative assessment or summarizing strategy for each of the lessons taught before the final performance task is
completed.
After Reading:
The texts selected should examine different aspects of a specific topic. Before the performance task, students may need additional opportunities for
discussion and question generation to cement connections before they begin their final writing task. Students should be encouraged to use all of their
previous notes and interim writings to complete the final performance task.
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A word about the Language Standards. . . the language standards (L.) consist of several benchmarks (skills). We have listed only the standard in integrated standards. However, it is important that teachers instruct on each individual benchmark that falls under each standard. We encourage teachers to use interactive notebooks with their students as a key component of explicit instruction and student practice. The individual benchmarks (skills) could be printed on labels so students could add them to the correct page in their interactive notebook as each skill is taught and practiced. The notebooks can then serve as a reference guide for writing. Please see your coach for more information on teaching language standards.
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A Word about integrating reading and writing standards. . . "In literacy, reading supports writing and writing supports reading. When reading and writing are planned separately, each without regard for the other, the
resulting instruction fails to weave clear connections between these closely related language processes."
(Writers are Readers, Laminack & Wadsworth, 2015)
Students should have multiple opportunities to work through the five basic text structures (description, sequence, problem and solution, compare and
contrast, and cause and effect), weave meaning through the six commonly taught comprehension strategies (inference, summarizing, synthesizing, visualizing,
determining importance, making connections), and focus on the common elements of story (character, setting, plot, and point of view) using reading, writing,
speaking and listening. Students should have multiple opportunities to read and write to narrative, expository, and opinion-based text. Students should
practice making claims, practice pulling valid and reliable evidence, and practice creating coherence and clarity. In the first two quarters, students should be
taught how to manipulate sentences and paragraphs, writing mechanics, structures, and forms. Additionally, students should learn how to recount events and
include details to describe their actions, thoughts, and feelings (or practice elaboration) in preparation for the FSA writing test. For this reason, W.1.3 is
included in the first two quarters of the curriculum map to ensure students have opportunities to learn techniques for elaboration.
In the third nine weeks the focus standards flip to the production of FSA type texts integrating reading standards to comprehend and synthesize multiple
texts. At this point students are now formalizing their thought process on making connections between texts, generating their own ideas, and producing
polished writing examples. The reading standards practiced in the first two quarters are the tools used to analyze the text in preparation for writing.
Because of the inseparable relationship between reading and writing, practice and remediation of reading standards should still continue.
Although the teacher is certainly welcome to introduce all new text in conjunction with the writing standards; it may be beneficial to pull in some of the text
previously read as mentor text at the beginning of the third term. Students should be familiar with the structure and content of this text. Returning to a
familiar text or topic will ensure adequate background knowledge, familiarity with vocabulary, and structure of the mentor text. This means more of the
cognitive load can be placed on developing as a writer. However, unfamiliar text should be introduced as well so students will have practice making connections
between unfamiliar material and themes before the writing test.
In the fourth nine weeks, the focus standards flip to research-based learning or project based learning. Students are encouraged to delve deeper into topics
of interest to them as they integrate knowledge and ideas and conduct short research projects; which often provide intrinsic motivation during a time of the
year when motivation and engagement typically decrease.
Finally, Laminack & Wadsworth (2015) explain, “. . .think of the student’s existing language and concepts, background knowledge, and schema as an investment
account. Deposits are continuously made into that account as a student engages in reading and conversation, participates in experiences, and listens to
music…stories…and texts read aloud. Those deposits increase the holdings. . .through connections and associations as they link ideas together with existing
concepts and language, creating more thoughts and new possibilities. Speaking and writing draw upon what is on deposit; our vocabulary and our understanding
of how to organize text or speech pull from that account. Unlike a bank account, it isn’t diminished by use; rather it is increased. . .so we read aloud and host
robust conversations about content and text structure and strategies and language. . .we lift and make visible the mutually supportive roles of reading and
writing. . .” (pps. IX-X) and we do this all year long with every text we teach.
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Yearly Outlook
1st Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks Key Ideas and Details
LAFS.8.RI/RL.1.1: Cite several
pieces of textual evidence to
support analysis of what the text
says explicitly as well as
inferences drawn from the text.
LAFS.8.RI/RL.1.2: Determine a
themes or central idea in a text
and analyze their development
over the course of the text,
including its relationship to
supporting ideas (character, plot);
provide an objective summary of
the text.
LAFS.8.RI.1.3: Analyze how a
text makes connections among and
distinctions between individuals,
ideas, or events (e.g., through
comparisons, analogies, or
categories).
LAFS.8.RL.1.3: 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.
LAFS.8.W.1.3: Write narratives
to develop real or imagined
experiences or events using
effective technique, relevant
descriptive details, and well-
structured event sequences.
Craft and Structure
LAFS.8.RI/RL.2.4: 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.
LAFS.8.RI.2.5: 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.
LAFS.8.RL.2.5: 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.
LAFS.8.RI.2.6: 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.
LAFS.8.RL.2.6: 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
Writing Key Ideas
LAFS.8.W.1.1: Write arguments to
support claims with clear reasons and
relevant evidence.
LAFS.8.W.1.2: Write
informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
LAFS.8.RI.3.8: 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.
LAFS.8.W.3.9- Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
Reading and Writing Integration
through project-based learning
LAFS.8.W.3.7- 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.
LAFS.8.W.3.8- 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.
LAFS.8.W.3.9- Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
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LAFS.8.RI.3.7: Evaluate the
advantages and disadvantages of
using different mediums (e.g.,
print or digital text, video,
multimedia) to present a particular
topic or idea.
LAFS.8.RL.3.7: 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.
LAFS.8.RL.3.9: 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.
LAFS.8.RI.3.9: 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.
effects as suspense or humor.
LAFS.8.W.1.3- Write narratives
to develop real or imagined
experiences or events using
effective technique, relevant
descriptive details, and well-
structured event sequences.
LAFS.8.RI.3.7: Evaluate the
advantages and disadvantages of
using different mediums (e.g., print
or digital text, video, multimedia) to
present a particular topic or idea.
LAFS.8.RL.3.7: 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.
LAFS.8.RL.3.9: 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.
LAFS.8.RI.3.9: 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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LAFS.8.W.1.2: Write
informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through
the selection, organization, and
analysis of relevant content.
Integrated Standards
LAFS.8.RI/RL2.4,
LAFS.8.RI/RL.2.5,
LAFS.8.RI/RL2.6,
LAFS.8. R. 4.10,
LAFS.8.W.1.1
LAFS.8. W.2.4,
LAFS.8. W.2.5
LAFS.8. W.2.6, LAFS.8. W.4.10
All Language/Speaking & Listening
standards
Integrated Standards
LAFS.8.RI/RL.1.1,
LAFS.8.RI/RL.1.2,
LAFS.8.RI/RL.1.3
LAFS.8. R. 4.10,
LAFS.8.W.1.2
LAFS.8. W.2.4,
LAFS.8. W.2.5
LAFS.8. W.2.6,
LAFS.8. W.4.10
All Language/Speaking & Listening
standards
Integrated Standards
LAFS.8.RI/RL.1.1, LAFS.8.RI/RL.1.2,
LAFS.8.RI/RL.1.3, LAFS.8.RI/RL2.4,
LAFS.8.RI/RL.2.5, LAFS.8.RI/RL2.6,
LAFS.8.RI/RL.3.7, LAFS.8. RI/RL 3.8,
LAFS.8. RI/RL 3.9, LAFS.8. R. 4.10,
LAFS.8.W.2.4, LAFS.8.W.2.5,
LAFS.8.W.2.6, LAFS.8.W.4.10
All Language/Speaking & Listening
standards
Integrated Standards
LAFS.8.RI/RL.1.1, LAFS.8.RI/RL.1.2,
LAFS.8.RI/RL.1.3, LAFS.8.RI/RL2.4,
LAFS.8.RI/RL.2.5, LAFS.8.RI/RL2.6,
LAFS.8. R. 4.10, LAFS.8.W.2.4, LAFS.8.
W.2.5, LAFS.8. W.2.6, LAFS.8. W.4.
Language/Speaking & Listening
standards
Rationale Quarter 1- Collection 4 Rationale
The theme of Collection 4 is “Approaching Adulthood,” an appropriate topic for students that have entered their teen years, yet they are not in high school.
The opening text selection, “Marigolds” was chosen because of the focus on theme and making inferences about characters and because of the sympathy
students feel for the main character. The first marking period focuses on Characters, Themes, Inferences, Central Ideas, Details, Citing Evidence, Purpose,
Claims, and Arguments. Collection 4 has been selected to cover these skills because of student interest, to engage students in a topic pertinent to their
everyday lives, and to encourage collaboration and discussion. Related material has been selected from both Collection 4 and Collection 6 to ensure students
cover the concepts of Tone and Irony and for the use of the Collection 6 Performance Task. The final Performance Task for the marking period is an
argumentative essay taken from Collection 6 on students gaining work experience during their school years.
Quarter 2- Collection 5 Rationale
Collection 5 focused on Anne Frank’s Legacy. The second marking period shifts focus to the Interaction of Elements, Author’s Viewpoint, Tone, Word Choice,
Sound Devises, Rhythm, and Persuasive Techniques while still practicing RI/L 1.1-1.3. Collection 5 has been selected to cover these skills because of student
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interest, interact with a relevant historical topic, and access to film to introduce RI/L 3.7-9. The final Performance Task for Collection 5 is an expository
essay on the conditions in the annex where the Franks hid.
Quarter 3- Collection 2 Rationale
The third marking period will focus on writing standards including Narrative, Expository, and Argumentative. Collection 2, “The Thrill of Horror,” has been
selected not only for widespread student interest, but also for the final Performance Task assessments, which include both argumentative (Is 8th grade an
appropriate age group to read “The Tell-Tale Heart?) and expository writing (Explain how “The Monkey’s Paw” meets Sharon Russell’s criteria for the horror
genre). The opening text, “Scary Tales” will introduce the topic and prompt students to compose their own horror narrative. This unit continues the study of
RI.1.1-3.7 & RL.1.1- 3.7.
Quarter 4- Collection 3 Rationale
Focus in the last marking period will be on research, speaking, listening, and multimedia presentation using Collection 3, “The Move Toward Freedom.” The unit
reviews previous standards covered while asking student to research topics and present ideas in a variety of forms related to the American Civil War. This
unit also aligns with 8th Grade U.S. History coverage of the Civil War. A supplemental reading and activity has been added in the Resources below to include a
short film (The Twilight Zone) and short story (“An Occurrence at Owl Creek Bridge” by Ambrose Bierce) to cover Standards RI.3.7 & RL.3.7.
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Quarterly Outlook
1st Quarter (8/10-10/12) Suggested Materials Suggested Assessments Planning Tools/Rationale/Resources
Key Ideas and Details
LAFS.8.RI/RL.1.1: Cite several
pieces of textual evidence to
support analysis of what the text
says explicitly as well as
inferences drawn from the text.
LAFS.8.RI/RL.1.2: Determine a
themes or central idea in a text
and analyze their development
over the course of the text,
including its relationship to
supporting ideas (character, plot);
provide an objective summary of
the text.
LAFS.8.RI.1.3: Analyze how a
text makes connections among and
distinctions between individuals,
ideas, or events (e.g., through
comparisons, analogies, or
categories).
LAFS.8.RL.1.3: 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
LAFS.8.W.1.3: Write narratives
to develop real or imagined
experiences or events using
effective technique, relevant
descriptive details, and well-
structured event sequences.
Collection 4/6
Marigolds p. 213
The Whistle (Close Reader)
Hanging Fire & Teenagers p.
230
Tom Sawyer p. 395
Much Too Young to Work So
Hard (Close Reader)
When do Kids Become
Adults p. 235
Teens Need Jobs & Teens at
Work p. 419
Collections Performance Tasks
o Collection 4 Pretest
o Writing Activity: Essay p. 226
o Writing Activity: Comparison p.
233
o Writing Activity: Analysis p.
402
o Collection 6 Performance Task
B-Argument p. 441
o Collection 4 Post-Test
*Ongoing assessment with HMH
Reading Comprehension Tests
I-Ready Mastery Assessments:
1. LAFS.8.RI.1.1-Cite evidence to
support inferences
2. LAFS.8.RI.1.2-Central Ideas and
Summaries
3. LAFS.8.RI.1.3-Analyze Connections
4. LAFS.8.RL.1.1-Support inferences in
literary text
5. LAFS.8.RL.1.2-Themes and
Summaries
6. LAFS.8.RL.1.3-Analyze stories and
drama
Integrated Standards:
Cluster Placemat
Vertical Alignment
http://fsassessments.org//wp-
content/uploads/2015/03/Grade
-8-ELA-Test-Item-
Specifications.pdf
http://fsassessments.org/wp-
content/uploads/2015/11/FSA_8
R_Practice-Test_approved.pdf
http://fsassessments.org/wp-
content/uploads/2015/11/FSA_8
R_Practice-Test_Answer-
Key_PBT_approved.pdf
http://fsassessments.org/wp-
content/uploads/2015/11/FSA_8
W_Practice-
Test_Rubric_approved.pdf
http://fsassessments.org/
wp-
content/uploads/2015/11/
FSA_8W_Practice-
Test_approved_v2.pdf
Film- Marigolds
https://vimeo.com/102165695
A & E Biography Mark Twain
http://www.biography.com/people/mar
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Integrated Standards:
LAFS.8.RI/RL2.4,
LAFS.8.RI/RL.2.5,
LAFS.8.RI/RL2.6,
LAFS.8. RI/RL 3.8
LAFS.8. R. 4.10, LAFS.8.W.1.1-1.2
LAFS.8. W.2.4, LAFS.8. W.2.5
LAFS.8. W.2.6, LAFS.8. W.4.10
All language and speaking listening
standards
LAFS.8.L.1.1 Grammar and Usage
LAFS.8.L.1.2 Punctuation
LAFS.8.L.2.3 Use verbs for effect
LAFS.8.L.3.4 Context, roots, and
reference materials
LAFS.8.L.3.5 Word relationships
District:
I-Ready Diagnostic 1
August 14-September 8
I-Ready Progress Monitoring
October 2-27
k-twain-9512564/ videos/mark-
twain-full-episode-2074654020
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2nd Quarter (10/13-12/21) Suggested Materials Suggested Assessments Planning Tools/Rationale/Resources
LAFS.8.RI/RL.2.4: 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.
LAFS.8.RI.2.5: 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.
LAFS.8.RL.2.5: 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.
LAFS.8.RI.2.6: 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.
LAFS.8.RL.2.6: 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.
Collection 5
Anne Frank p. 369
The Diary of a Young Girl p.
355
The Diary of Anne Frank*
(Close Reader)
The Diary of Anne Frank p.
279
There But for the Grace p.
386
After Auschwitz p.379
Collections Performance Tasks
Collection 5 Pretest
Writing Activity: Analysis p. 376
Writing Activity: Character Sketch p.
354
Writing Activity: Analysis p. 388
Performance Task- Expository Essay p.
389
Collection 5 Post-Test
*Ongoing assessment with HMH Reading Comprehension Tests I-Ready Mastery Assessments:
1. LAFS.8.RI.2.4-Word meaning and
word choice
2. LAFS.8.RI.2.5-Analyze paragraph
structures
3. LAFS.8.RI.2.6-Determine author’s
point of view
4. LAFS.8.RL.2.4-Word meanings and
word choices in literary text
5. LAFS.8.RL.2.5-Compare and
contrast text structure
6. LAFS.8.RL.2.6-Analyze Point of View
Integrated Standards:
LAFS.8.L.1.1 Grammar and Usage
LAFS.8.L.1.2 Punctuation
LAFS.8.L.2.3 Use verbs for effect
LAFS.8.L.3.4 Context, roots, and
reference materials
LAFS.8.L.3.5 Word relationships
Additional Resources
http://fsassessments.org//wp-
content/uploads/2015/03/Grade-8-
ELA-Test-Item-Specifications.pdf
http://fsassessments.org/wp-
content/uploads/2015/11/FSA_8R_Prac
tice-Test_approved.pdf
http://fsassessments.org/wp-
content/uploads/2015/11/FSA_8R_Prac
tice-Test_Answer-
Key_PBT_approved.pdf
http://fsassessments.org/wp-
content/uploads/2015/11/FSA_8W_Pra
ctice-Test_Rubric_approved.pdf
http://fsassessments.org/wp-
content/uploads/2015/11/FSA_8W_Pra
ctice-Test_approved_v2.pdf
Resources
Film- Anne Frank: The Whole
Story (2001)
http://www.imdb.com/title/
tt0246430/?ref_=fn_al_tt_1
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LAFS.8.W.1.3- Write narratives
to develop real or imagined
experiences or events using
effective technique, relevant
descriptive details, and well-
structured event sequences.
LAFS.8.RI.3.7: Evaluate the
advantages and disadvantages of
using different mediums (e.g.,
print or digital text, video,
multimedia) to present a particular
topic or idea.
LAFS.8.RL.3.7: 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.
LAFS.8.RL.3.9: 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.
LAFS.8.RI.3.9: 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.
I-Ready Progress Monitoring
October 2-27
I-Ready Diagnostic 2
December 1-December 15
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LAFS.8.W.1.2: Write
informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through
the selection, organization, and
analysis of relevant content.
Integrated Standards:
LAFS.8.RI/RL.1.1,
LAFS.8.RI/RL.1.2,
LAFS.8.RI/RL.1.3
LAFS.8. R. 4.10, LAFS.8. W.2.4,
LAFS.8. W.2.5,LAFS.8. W.2.6,
LAFS.8. W.4.10
All language and speaking and
listening standards
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3rd Quarter (1/6-3/14) Suggested Materials Suggested Assessments Planning Tools/Rationale/Resources
Writing Key Ideas
LAFS.8.W.1.1: Write arguments
to support claims with clear
reasons and relevant evidence.
LAFS.8.W.1.2: Write
informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through
the selection, organization, and
analysis of relevant content.
LAFS.8.RI.3.8: 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.
LAFS.8.W.3.9- Draw evidence
from literary or informational
texts to support analysis,
reflection, and research.
Integrated Standards:
All language and speaking and
listening standards
*These should be assessed in
strand or cluster assessments.
Integrated Standards
LAFS.8.RI/RL.1.1,
LAFS.8.RI/RL.1.2,
LAFS.8.RI/RL.1.3,
LAFS.8.RI/RL2.4,
LAFS.8.RI/RL.2.5,
LAFS.8.RI/RL2.6,
Collection 2
Scary Tales p. 99
The Tell-Tale Heart p. 89
The Outsider* (Close
Reader)
The Monkey's Paw p. 105
What is the Horror Genre?
P. 125
Collection Performance Tasks
o Collection 2 Pre-test
o Student Scary Tale
o Writing Activity: Profile p. 96
o Performance Task A-
Persuasive Speech (written) p.
133
o Performance Task B- Literary
Analysis p. 137
o Media Activity: Storyboard p.
124
o Collection 2 Post-Test
*Ongoing assessment with HMH
Reading Comprehension Tests
*Timed Cold Write FSA Practice Test
to be completed before testing, dates
are flexible.
Integrated Standards:
LAFS.8.L.1.1 Grammar and Usage
LAFS.8.L.1.2 Punctuation
LAFS.8.L.2.3 Use verbs for effect
LAFS.8.L.3.4 Context, roots, and
reference materials
LAFS.8.L.3.5 Word relationships
State FSA Writing (120 minutes)
March 1-9
Computer-based test
Additional Resources
http://fsassessments.org//wp-
content/uploads/2015/03/Grade
-8-ELA-Test-Item-
Specifications.pdf
http://fsassessments.org/wp-
content/uploads/2015/11/FSA_8
R_Practice-Test_approved.pdf
http://fsassessments.org/wp-
content/uploads/2015/11/FSA_8
R_Practice-Test_Answer-
Key_PBT_approved.pdf
http://fsassessments.org/wp-
content/uploads/2015/11/FSA_8
W_Practice-
Test_Rubric_approved.pdf
http://fsassessments.org/wp-
content/uploads/2015/11/FSA_8
W_Practice-
Test_approved_v2.pdf “Annabel Lee” by Edgar. A. Poe
http://www.poetryfoundation.org/poe
ms-and-poets/poems/detail/44885
“The Raven” by Edgar. A. Poe
http://www.poetryfoundation.org/poe
ms-and-poets/poems/detail/48860
A&E Biography Edgar. A. Poe
http://www.biography.com/people/edg
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LAFS.8.RI/RL.3.7, LAFS.8. RI/RL
3.8, LAFS.8. R. 4.10, LAFS.8.W.2.4,
LAFS.8.W.2.5,
LAFS.8.W.2.6, LAFS.8.W.4.10
All language and speaking and
listening standards
ar-allan-poe-9443160/videos/edgar-
allan-poe-full-episode-2104513528
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4th Quarter (3/15-5/26) Suggested Materials Suggested Assessments Planning Tools/Rationale/Resources
Reading and Writing Integration
through project-based learning
LAFS.8.W.3.7- 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.
LAFS.8.W.3.8- 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.
LAFS.8.W.3.9- Draw evidence
from literary or informational texts
to support analysis, reflection, and
research. Integrated Standards
LAFS.8.RI/RL.1.1, LAFS.8.RI/RL.1.2,
LAFS.8.RI/RL.1.3,
LAFS.8.RI/RL2.4,
LAFS.8.RI/RL.2.5,
LAFS.8.RI/RL2.6,
LAFS.8.RI/RL 3.7, 3.9, LAFS.8. R.
4.10, LAFS.8.W.2.4, LAFS.8. W.2.5,
LAFS.8. W.2.6, LAFS.8. W.4.10
All language and speaking and
listening standards
Collection 3
The Mystery of
Heroism (Close
Reader)
Bloody Times p. 177
Captain, My Captain p.
199
Narrative of the Life
of Frederick Douglass
p. 143
My Friend Douglass
(Close Reader)
Collection Performance Tasks
o Collection 3 Pre-test
o Respond in Writing
(poster) p. 196
o Speaking Activity:
Choral Reading p. 202
o Writing Activity:
Literary Analysis p. 149
o Performance Task A-
Visual Presentation p.
203
o Project-based Learning
Research Paper for
Performance Task A
I-Ready Mastery Assessments
1. LAFS.8.RI.3.7-Evaluate media
2. LAFS.8.RI.3.8-Evaluate
arguments
3. LAFS.8.RI.3.9-Analyze
conflicting Information
4. LAFS.8.RL.3.7-Compare media
5. LAFS.8.RL.3.9-Analyze
elements of modern fiction
I-Ready Diagnostic 3
April 23-May 22
State FSA ELA (170 minutes)
April 16-May 11
Computer-based Reading
Additional Resources
http://fsassessments.org//wp-
content/uploads/2015/03/Grade-8-ELA-
Test-Item-Specifications.pdf
http://fsassessments.org/wp-
content/uploads/2015/11/FSA_8R_Practice-
Test_approved.pdf
http://fsassessments.org/wp-
content/uploads/2015/11/FSA_8R_Practice-
Test_Answer-Key_PBT_approved.pdf
http://fsassessments.org/wp-
content/uploads/2015/11/FSA_8W_Practice-
Test_Rubric_approved.pdf
http://fsassessments.org/wp-
content/uploads/2015/11/FSA_8W_Practice-
Test_approved_v2.pdf The Twilight Zone (1964)
https://www.youtube.com//watch?v=
EHqnSX4SJ_A
“An Occurrence at Owl Creek Bridge” by
Ambrose Bierce
http://fiction.eserver.org/short/
occurrence_at_owl_creek.html
17
All About Using the Canvas Course Pacing Guide Canvas Pacing Guide-Please READ If you plan on using the 8th Grade Collections Canvas Course, this is the pacing guide you will follow. There are 5 units planned for the year. Unit I is the introductory unit. The other units can be followed in any order. The guide is organized into three domains-Reading Complex Text, Responding to Complex Text, and Performance Tasks. The standards are not singled out--they are all integrated into the Reading, Writing, and Assessment of this unit. The teacher is responsible for isolating the current focus standard and developing the scale (some canvas courses scales you can use). Some standards are foundational standards and they will be present in all lessons. They are in the gray box at the bottom of the table. These include citing evidence, analyzing content, studying and applying grammar, studying and applying vocabulary, conducting discussions, reading complex text and reporting findings. All the other standards would be posted as the focus standard as you teach them. This will include all standards in Key Ideas and Details (Cluster 1), Craft and Structure (Cluster 2), Integration of Ideas (Cluster 3), Presentation of Knowledge and Ideas (Speaking and Listening 7.2-7.6). The Essential questions are text-based EQs. It is important you begin with these and end with them. You will need to construct a standards-based EQ based on the focus standard for the current instruction for your common board configuration. Canvas courses are designed for borrowing. By all means look through this Canvas course and others in Commons and pull items you like to include in your own course. You can add to it all year. In fact, the designer of this course might continually add content and if you place her course on your dashboard you will get updates when that occurs. To download a full-page copy of the pacing guide, go to the Canvas course-8th grade by Lisa Massy.
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Standards and Access Points
8.RL.1.1 8.RL. 1.2
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.
Access Points LAFS.8.RL.1.AP.1a: Refer to details and examples in a text when explaining what the text says explicitly. LAFS.8.RL.1.AP.1b: Use two or more pieces of evidence to support inferences, conclusions or summaries of text. LAFS.8.RL.1.AP.1c: Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries of text.
Access Points LAFS.8.RL.1.AP.2a: Determine the theme or central idea of a text. LAFS.8.RL.1.AP.2b: Analyze the development of the theme or central idea over the course of the text, including its relationship to the characters, setting and plot. LAFS.8.RL.1.AP.2c: Provide/create an objective summary of a text.
8.RL.1.3 8.RL.2.4
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.
Access Points LAFS.8.RL.1.AP.3a: 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. LAFS.8.RL.1.AP.3b: Identify the use of literary techniques within a text. LAFS.8.RL.1.AP.3c: Explain how the use of literary techniques within a text advances the plot or reveals aspects of a character.
Access Points LAFS.8.RL.2.AP.4a: Identify and interpret an analogy within a text. LAFS.8.RL.2.AP.4b: Determine the meaning of words and phrases as they are used in a text, including figurative (i.e., metaphors, similes and idioms) and connotative meanings.
8.RL.2.5 8.RL.2.6
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.
Access Points LAFS.8.RL.2.AP.5a: Compare and contrast the structure of two or more texts. LAFS.8.RL.2.AP.5b: Explain how language use contributes to the meaning of a poem or drama.
Access Points LAFS.8.RL.2.AP.6a: Analyze how differences in points of view create such effects as suspense or humor.
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8.RL. 3.7 8.RL.3.9
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.
Access Points LAFS.8.RL.3.AP.7a: Compare and contrast content presented in text, media and live performance.
Access Points LAFS.8.RL.3.AP.9a: Compare modern works of literature to the texts from which they draw ideas.
8.RI.1.1 8.RI.1.2
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.
Access Points LAFS.8.RI.1.AP.1a: Use two or more pieces of evidence to support inferences, conclusions or summaries of text. LAFS.8.RI.1.AP.1b: Determine which piece(s) of evidence provide the strongest support for inferences, conclusions or summaries of text.
Access Points LAFS.8.RI.1.AP.2c: Provide/create an objective summary of a text. LAFS.8.RI.1.AP.2a: Determine two or more central ideas in a text. LAFS.8.RI.1.AP.2b: Analyze the development of the central ideas over the course of the text.
8.RI.1.3 8.RI.2.4
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
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.
Access Points LAFS.8.RI.1.AP.3a: Use comparisons provided by the text to identify relationships between people or events. LAFS.8.RI.1.AP.3b: Determine how analogies in the text create relationships between people or events.
Access Points LAFS.8.RI.2.AP.4a: Identify and interpret an analogy within a text. LAFS.8.RI.2.AP.4b: Determine the meaning of words and phrases as they are used in a text, including figurative (i.e., metaphors, similes and idioms) and connotative meanings. LAFS.8.RI.2.AP.4c: Analyze how the use of figurative, connotative or technical terms affects the meaning or tone of text.
8.RI.2.5 8.RI.2.6
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.
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Access Points LAFS.8.RI.2.AP.5a: Use signal words as a means of locating information. LAFS.8.RI.2.AP.5b: Outline the structure (i.e., sentence that identifies key concept(s), supporting details) within a paragraph. LAFS.8.RI.2.AP.5c: Determine the structure of a text (e.g., chronological order, compare/contrast, cause/effect, problem/solution). LAFS.8.RI.2.AP.5d: Determine how the information in each section contributes to the whole or to the development of ideas.
Access Points LAFS.8.RI.2.AP.6a: Determine an author’s purpose for writing the text.
8.RI.3.7 8.RI.3.8
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.
Access Points LAFS.8.RI.3.AP.7a: Identify and evaluate advantages of different mediums. LAFS.8.RI.3.AP.7b: List and evaluate the disadvantages of different mediums. LAFS.8.RI.3.AP.7c: Evaluate the advantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Access Points LAFS.8.RI.3.AP.8a: Identify an argument or claim that the author makes. LAFS.8.RI.3.AP.8b: Evaluate the claim or argument to determine if it is supported by evidence. LAFS.8.RI.3.AP.8c: Identify irrelevant evidence and claims.
8.RI.3.9 8.RI.4.10
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.
Access Points LAFS.8.RI.3.AP.9a: Analyze a case in which two or more texts provide conflicting information on the same topic. LAFS.8.RI.3.AP.9b: Identify where the texts disagree on matters of fact or interpretation.
Access Points LAFS.8.RI.4.AP.10a: Read or listen to a variety of texts, including historical novels, periodicals, biographies, essays, speeches, journals, news articles and nonfiction novels. LAFS.8.RI.4.AP.10b: Use a variety of strategies (e.g., use context, affixes and roots, use reference materials to derive meaning from a variety of print/non-print texts).