Common Core 8 Performance Common Core 8 Performance

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EnglishLanguageArtsEnglish Language ArtsMathematicsEnglish Language Artscom mon core8Did you know that the firstPerformanceCoachmodern snowboard was invented in1965 and called a “Snurfer” (combining“snow” with “surfer”)? PerformanceCoach was invented in 2014 to help youcombine preparation and confidence inorder to do your best on your tests!8common corePerformanceCoachcom mon core8PerformanceCoachStudent Editionwww.triumphlearning.comPhone: (800) 338-6519 Fax: (866) 805-5723 E-mail: customerservice@triumphlearning.comSample LessonTo order, call 800-338-6519 orvisit www.triumphlearning.com.ISBN-13: 978-1-62362-846-8900009 781623 628468Performance Coach L8 ELA SE FULL.indd 1339NASEPerformance Coach1/15/14 12:15 PM

CONTENTSStandardsLetter to the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ivSTRAND 1: Working with Literature . . . . . . . . . .1Lesson 1Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2RL.8.1, RL.8.2, RL.8.3, RL.8.4, RL.8.5,RL.8.6, L.8.4.aLesson 2Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16RL.8.1, RL.8.4, RL.8.5, RL.8.6, L.8.5.a,L.8.5.cLesson 3Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28RL.8.1, RL.8.2, RL.8.3, RL.8.4, RL.8.5,RL.8.6, L.8.4, L.8.5.aLesson 4Analyze Literature . . . . . . . . . . . . . . . . . . . . . . . 42RL.8.1, RL.8.2, RL.8.4, RL.8.5, RL.8.9,L.8.4.a–b, L.8.5.bStrand 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Lesson 5Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68RI.8.1, RI.8.2, RI.8.4, RI.8.5, RI.8.6,L.8.4.b, RST.6–8.7Lesson 6Persuasive Texts . . . . . . . . . . . . . . . . . . . . . . . . . 82RI.8.4, RI.8.5, RI.8.6, RI.8.8, RH.6–8.8,RST.6–8.8Lesson 7Historical Texts . . . . . . . . . . . . . . . . . . . . . . . . . . 98RI.8.4, RI.8.5, RI.8.6, RI.8.7, L.8.6,RH.6–8.1, RH.6–8.2, RH.6–8.3,RH.6–8.4, RH.6–8.5, RH.6–8.6,RH.6–8.7, RH.6–8.9Lesson 8Scientific and Technical Texts . . . . . . . . . . . . . 112RI.8.4, RI.8.5, RI.8.6, RI.8.7, L.8.6,RST.6–8.1, RST.6–8.2, RST.6–8.3,RST.6–8.4, RST.6–8.5, RST.6–8.6,RST.6–8.7, RST.6–8.8, RST.6–8.9,RST.6–8.10Lesson 9Analyze Informational Texts . . . . . . . . . . . . . . 126RI.8.2, RI.8.3, RI.8.4, RI.8.8, RI.8.9,L.8.6, RST.6–8.8Lesson 10Analyze Texts Across Genres . . . . . . . . . . . . . . 138RL.8.5, L.8.5.bStrand 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . .152Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161Duplicating any part of this book is prohibited by law. 2015 Triumph Learning, LLCSTRAND 2: Working with informational texts 67ii339NASE ELA G8 PDF.indd 208/01/14 10:24 AM

StandardsSTRAND 3: Writing . . . . . . . . . . . . . . . . . . . . . . . . . .163Lesson 11Writing Foundations . . . . . . . . . . . . . . . . . . . . 164W.8.1.a, W.8.1.c–e, W.8.2.a–f,W.8.3.a–e, W.8.4, W.8.5, L.8.1.a, L.8.3.aLesson 12Write a Response to Literature . . . . . . . . . . . . 180W.8.9, L.8.2.bLesson 13Write a Narrative . . . . . . . . . . . . . . . . . . . . . . . 196W.8.3.a–e, L.8.2.aLesson 14Research Skills . . . . . . . . . . . . . . . . . . . . . . . . . 214W.8.7, W.8.8, W.8.9, L.8.2Lesson 15Write an Informative or Explanatory Text . . . 234W.8.2.a–f, L.8.1.b, L.8.3.aLesson 16Write an Argument . . . . . . . . . . . . . . . . . . . . . 248W.8.1.a–e, L.8.1.c, L.8.1.d, L.8.3.aLesson 17Revise and Edit . . . . . . . . . . . . . . . . . . . . . . . . . 264W.8.5, L.8.1, L.8.2, L.8.3Strand 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . .282Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290STRAND 4: listening . . . . . . . . . . . . . . . . . . . . . . . .293Lesson 18Listen to Informational Presentations . . . . . . 294SL.8.2, SL.8.3, L.8.4.c, L.8.4.dLesson 19Listen to Persuasive Presentations . . . . . . . . . 306RI.8.3, RI.8.4, SL.8.2, SL.8.3Strand 4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . .318Duplicating any part of this book is prohibited by law. 2015 Triumph Learning, LLCPerformance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327iii339NASE ELA G8 PDF.indd 308/01/14 10:24 AM

Lesson10Analyze Texts Across GenresStudent Edition pages 134–151Lesson overviewStandardsObjectivesRL.8.5, W.8.2.a, L.8.5.bStudents will: demonstrate their understanding of the differences betweenfiction and nonfiction.Key erflashbackheading compare and contrast two texts on the same subject. cite the text evidence that most strongly supports an analysis. explain how the differing structures of two texts contribute toeach text’s meaning and style. understand word relationships.Discussion Questionshistorical fictionliterarynonfictionmemoirscience fictionsynonymWhy do people read fiction? Why do they read nonfiction?What elements are common to all types of writing?Why might someone read two texts on the same topic?DifferentiationLesson Extension As a creative writing activity,have students make up their own pourquoi story thatexplains a natural phenomenon, such as the apparentmovement of the sun across the sky. Ask them toidentify elements in their stories that are based in factand elements that are fanciful.Lesson Support Have students who struggle withidentifying text structures read each passage twice.On the second read, suggest that they take notes in asimple graphic organizer or outline to help them clarifythe text structure.Students who have trouble finding commonalities in thetwo passages can skim “Persephone and the Seasons”and highlight information that they know is the same asin real life. Then they can compare just that informationto the content of “Why Does Earth Have Seasons?”1Getting the ideaAnalyze Texts Across GenresIn this lesson, students will be asked to compare,contrast, and synthesize information from two texts,one literary and one informational. As you reviewthis lesson, help students break down any analysis orsynthesis tasks into manageable steps, emphasizingthe topic, organization, and author’s purpose.42 Strand 2: Working with Informational TextsHave students identify as many traits of fiction andnonfiction as they can. Record their answers on theboard, and review the similarities and differencesbetween genres. Then, choose a story the class hasread together, and have students identify a nonfictiontext that covers the same material.Duplicating any part of this book is prohibited by law. 2015 Triumph Learning, LLC339NATE ELA G8 2R.indd 4224/01/14 8:20 PMGantec4/c1RX roduction

Tell students that the Little House on the Prairieseries is an example of historical fiction, and askthem to name others. Discuss elements that arebased on historical fact. Repeat for science fiction,citing examples that students are familiar with, suchas I, Robot and Ender’s Game. Discuss examples ofliterary nonfiction (biographies, autobiographies,and memoirs) and have students explain what thosetypes of nonfiction have in common with fiction. ELL SupportFor English language learners whohave difficulty with this lesson’s academic vocabulary,display books or articles in different genres one at atime. Ask them to repeat after you: “This book is a[biography]. This is a [science article].”u Analyze Subject MatterAsk students to read the short passages on StudentEdition page 139 and underline details about thesubject matter that are similar (women, female,soldier, and Union). Students should write down theways in which these passages are different. Ask forvolunteers to give their answers, and compile a listof differences on the board. (“The Secret History.”:factual overview, no opinions, broad third-personpoint of view, knowledgeable writer; “Susannah.”:fictional soldier, third-person limited point of view,expresses emotion, sensory language)Use students’ responses to the Student Editionprompts to discuss how the nonfiction and fictionpassages relate. Ask, “How does reading the firstpassage help you understand the second passage?”and vice versa. (For the nonfiction passage, a readermay wonder what it was like to be a female Civil Warsoldier. The fiction passage tells what one authorenvisioned. A reader of the fiction passage maywonder about other women who were secret soldiersand can find out by reading the nonfiction passage.)Duplicating any part of this book is prohibited by law. 2015 Triumph Learning, LLCFinally, have students consider the question at thebottom of Student Edition page 139: “How might [thepassage] be different if it were written as a memoirfrom Sarah Edmonds’s point of view?” (Studentsshould suggest that it would read more like “SusannahSteps Up,” revealing Edmonds’s thoughts and feelings.It would give a more personal perspective.)u Analyze OrganizationAfter discussing the information on Student Editionpage 140 with students, ask them to describe typicaltext structures for nonfiction and fiction. Record theirresponses on the board. Discuss how each structurecontributes to a text’s meaning and purpose. (Fictionis often told in chronological order so readers canfollow the events. Sometimes flashbacks tell about thepast. Nonfiction can use text and graphic features, suchas headings and charts, to organize information.) Common Errors The text structure of anonfiction passage may not be easily identifiable forstudents, especially if the author has used differentorganizational methods throughout the passage.Remind students to think about the purpose of thewriting to help them determine its structure. Theyshould select the most dominant structure. Forexample, an article that compares two animals willprobably have a compare-and-contrast structure.u Further Your UnderstandingStudents might find it challenging to analyze twodifferent texts. Remind them to break down each textinto manageable parts. This will aid in comprehension.Explain that analyzing multiple texts can give readersa more thorough understanding of the topic, sinceeach text can provide new ideas and additionalinformation. Encourage students to seek outadditional sources for clarification. Journal PromptWhen we are young, webelieve many stories we later find out are fiction.Write a paragraph that retells a story you knewgrowing up. Then write a nonfiction paragraphrevealing the truth behind that story.Lesson 10: Analyze Texts Across Genres 43STRAND 2u Fiction vs. NonfictionAfter students review the chart on Student Editionpage 138 to identify the features that fiction andnonfiction have in common, explain that thereare several types of texts that fall into a gray areabetween fiction and nonfiction. It might be moredifficult to determine the exact genre of these texts.Understanding the purposes and features will helpstudents know what to look for.

Standards FocusLanguage Spotlight Synonyms andAntonymsIntegrate Multimedia and Visuals To supportstandard W.8.2.a, suggest that students integratemultimedia and visual displays into their essays about”Why Does Earth Have Seasons?” and “Persephoneand the Seasons.” Have them do Web searches to findappropriate visuals and interactive displays, such as avideo of the myth or an animation of Earth’s orbit throughthe seasons. Students can use presentation software topublish their essays and embed these interactive elementsto illustrate their comparisons.Have students read the paragraph. Tell them tocircle a synonym (blazing) and draw a box aroundan antonym for sizzling (frigid).Remind students that when good readers comeacross an unfamiliar word, they look for synonymsand antonyms in the text to use as clues to theword’s meaning. For example: Sizzling is anadjective that describes heat in the sentence. Theword frigid describes cold, so we know that frigidand sizzling have opposite meanings. The wordblazing is mentioned in contrast to the frigid night,so it is probably a synonym for sizzling. So sizzlingmeans “blazing” or “very hot.”2COACHED EXAMPLEUsing the PassageAnswersStudents will read a nonfiction article about howthe rotation and tilt of Earth cause the four seasons.Encourage students to draw on what they learned inGetting the Idea to analyze a text before comparingand contrasting it with a text in a different genre.1. This item has two parts. Students will identify thetext structure used for the paragraph and to findtextual evidence to support their choice.Part A AThe first two sentences tell what people thoughtfor thousands of years. The last two sentences tellwhat changed in the early 1540s.Text Complexity Details“Why Does Earth Have Seasons?”Part B A, D, FThe paragraph uses time-order words throughout,including “for thousands of years,” “Then, in theearly 1540s,” and “first step.”QualitativeLowMiddle LowMiddle HighHighImplied purpose, but easy to identify based on context; largelyexplicit connections between ideas; generally follows theconventions of the genre; text and graphic features enhancethe reader’s understanding of content; somewhat complexlanguage that is occasionally domain-sp

common core Performance common core Coach Performance Coach Performance Coach 8 English Language Arts Mathematics English Language Arts 8 common core Performance Coach 8 Student Edition www.triumphlearning.com Phone: (800) 338-6519 Fax: (866) 805-5723 E-mail: customerservice@triumphlearning.com ISBN-13: 978-1-62362-846-8 9 781623 628468 .

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