8th Grade Curriculum Map

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Purpose of Curriculum MapEnglish Language Artsth8 GradeCurriculum MapThe English Language Arts Curriculum Map is a tool for organizingwhat students should know and be able to do in literacy each year.Each document lists the main concepts and skills for each grade levelof the Common Core State Standards for English Language Arts. Asyou can imagine, a two- dimensional map cannot capture the rich,multi-dimensional curriculum we teach. In fact, the ELA CommonCore State Standards themselves define what is most essential, theydo not describe all that can or should be taught. Nonetheless, thedocuments serve as a tool that can guide teachers to plan and paceinstructional experiences in order to ensure a guaranteed and viablecurriculum for all students.The Common Core State Standards for English Language Arts &Literacy in History/Social Studies, Science, and Technical SubjectsThe K-12 grade-specific standards define end-of-year expectationsand a cumulative progression designed to enable students to meetcollege and career readiness expectations no later than the end ofhigh school. Students advancing through the grades are expected tomeet each year’s grade –specific standards, retain or further developskills and understanding mastered in preceding grades.Common Core State Standards for English Language Arts & Literacyin History/Social Studies, Science, Technical Subjects

Organization and Use of the Curriculum MapFlorida Coding SchemaThe ELA Curriculum Map is organized into 3 sections: Systematic &Explicit Literacy Instruction, Writing and Language Development, andResearch Projects. The standards are organized within the sections inorder to serve as a guide for teaching, planning, and pacing focusedon the selected standards in each quarter. Each section includes afocus on the strands of the ELA CCSS. The organization of the ELACCSS Strands within the SLPS Curriculum Map is illustrated below:Systematic & ExplicitLiteracy Instruction*Reading Literature(RL.1-10)*Reading Informational Text(RI.1-10)*Language(L.4-6)*Speaking and Listening(SL.1-3)Writing andLanguageDevelopment* Writing(W.1-6 & W.9-10)*Language(L.1-3)Research ProjectsScales & Checklists*Writing(W.1-2 & W.4-9)*Speaking and Listening(SL.4-6)Scales are utilized as instructional resources in order to monitor andtrack student progress and mastery of the ELA Common Core StateStandards. Scales are matched to the instructional target identified bythe teacher that is most closely aligned to the content of the text.Scales may be posted/provided for a unit, week, or daily instructiondepending on data and learning target.Grade 8 English Language Arts ScalesWhile the Standards and the Curriculum Map are divided into thesesections for conceptual clarity, the processes are closely connected.The Standards delineate specific expectations within these strands;each need not be a separate focus for instruction and assessment.Often several standards can be addressed by a single rich task.Checklists are utilized as instructional resources in order to monitorand track student progress and mastery of the ELA Common CoreState Standards. Checklists are located in the instructional resourcessections of Foundational Skills, Language, and Speaking & Listening.Grade 8 English Language Arts Checklists

Grade 8 Content FrameworkGrade 8English Language Arts Scope and SequencePARCC Grade 8 Model Content FrameworkIn grade 8, the Common Core State Standards call for students to grapple with highquality, complex nonfiction texts and great works of literature. Starting in grade 8,the focus of informational texts begins to shift from narrative to exposition.Systematic & ExplicitLiteracy InstructionWriting & LanguageDevelopmentReading ComplexTextWriting to TextsResearch ProjectsStudents who leave grade 8 know how to cite the textual evidence that moststrongly supports an analysis or critique. Students in grade 8 are primed to questionan author’s assumptions and assess the accuracy of his or her claims, and by theend of grade 8, they are adept at reading closely and uncovering evidence to use inW.1-6 & W.9-10their own writing. Students can, for instance, analyze in writing two or more textsthat provide conflicting information on the same topic and identify whether thedisagreement is over facts or interpretation. They can analyze how point of viewcan be manipulated to create specific effects such as dramatic irony and investigateCite EvidenceRI.1 & RL.1how particular passages within a text connect to one another to advance the plot,reveal a character, or highlight an idea.Students are to draw explicitly on their reading and research in discussions. TheyRL.2-9 & RI.2.94-6 Analysesand ideas. By grade 8, students have developed a rich vocabulary of academicIn addition, grade 8 students write with increasing sophistication, focusing onIntegrateKnowledge fromSources whenComposingAnalyze Contentrespond to questions constructively by offering up relevant evidence, observations,words, which they use to speak and write with more precision.Routine WritingDevelop & ConveyUnderstandingFocus on Opinions &Informing/ ExplaningStudy & ApplyVocabularyL.4-6organizing ideas, concepts, and information into broader categories; choosing1-2 Narrativesrelevant facts well; and using varied transitions to clarify or show the relationshipsamong elements. Students should be able to distinguish their claims from alternateor opposing claims and use words and phrases to clarify the relationships andConduct DiscussionsSL.1-3Convey Experiences,Events, and/orProceduresSL.4-6transitions among claim(s), counterclaims, reasons, and evidence.The Grade 8 Content Framework outlines the guiding principles/practicesof integrated literacy.Reading FoundationalSkillsReportingFindingsStudy and ApplyGrammar

Explicit Literacy Instruction Utilizing Grade Level Complex TextSystematic & Explicit LIteracy InstructionWhen designinglearningexperiences forstudents, gradelevel complex textshould be utilizedwhere students areto cite evidencewhen analyzingcontent andparticipating indiscussions abouttext.Read ComplexTextCite EvidenceAnalyzeContentConductDiscussionsStudy andApplyVocabularyVocabulary is chosen inorder to developstudents’ use andunderstanding of gradeappropriate terms.

Systematic & Explicit Literacy InstructionReading Complex Texts:Exposing students to grade-level texts of appropriate complexity lies at theheart of ELA CCSS. The modules reflect the balance of informational texts(literary nonfiction in ELA classes) and literature that students are expected toread. Fulfilling the ELA standards for grades 6-12 requires much greaterattention to a specific category of informational text — literary nonfiction —than has been traditionally taught. Because the ELA classroom must focus onliterature (stories, drama, and poetry) as well as literary nonfiction, a greatdeal of informational reading in grades 6-12 must take place in other classesto meet the demands of the standards.LACC.8.RL.4.10 By the end of the year, read and comprehend literature,including stories, dramas, and poems, at the high end of grades 6–8 textcomplexity band independently and proficiently.Three to five short texts from across the curriculum:One extended text:Educators can create coherence within the curriculum as a whole by choosingshort texts to complement the extended text described, by focusinginstruction on similar standards and skills across multiple genres, and bychoosing informational texts that build the background knowledge needed toread and comprehend other texts students will study. (Shorter texts can bechosen from Elements of Literature, Science Fusion, DBQ, Appendix B, Etc.)This should be an extended, full-length work of literature (such as a novel or aplay) or longer informational text. Like the others, this text would be alignedwith the complexity and range specifications of the standards. As with shortertexts, students would perform a close, analytic reading of the extended text;compare and synthesize ideas across other related texts; conduct text-focuseddiscussions; and produce written work aligned with the standards.LACC.8.RI.4.10 By the end of the year, read and comprehend literary nonfictionat the high end of the grades 6–8 text complexity band independently andproficiently.Cite Evidence:The goal of close, analytical reading is to be able to discern and cite evidence from the text to support assertions. In grade 8, students should refer explicitly tothe text as the basis for answers. The ability to cite evidence and refer to the text as a basis for answers should be incorporated into all lessons, units, andlearning experiences.LACC.8.RL.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.LACC.8.RI.1.1 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 Content:The content of each text should determine which standards (RL/RI.2-9) to target, allowing teachers to focus instruction and ensure that all the standardshave been taught by the end of the year.LACC.8.RL.1.2 Determine a theme or central idea of a text and analyze itsdevelopment over the course of the text, including its relationship to thecharacters, setting, and plot; provide an objective summary of the text.LACC.8.RI.1.2 Determine a central idea of a text and analyze its developmentover the course of the text, including its relationship to supporting ideas;provide an objective summary of the text.LACC.8.RL.1.3 Analyze how particular lines of dialogue or incidents in a story ordrama propel the action, reveal aspects of a character, or provoke a decision.LACC.8.RI.1.3 Analyze how a text makes connections among and distinctionsbetween individuals, ideas, or events (e.g., through comparisons, analogies, orcategories).LACC.8.RL.2.4 Determine the meaning of words and phrases as they are usedin a text, including figurative and connotative meanings; analyze the impact ofspecific word choices on meaning and tone, including analogies or allusions toother texts.LACC.8.RL.2.5 Compare and contrast the structure of two or more texts andanalyze how the differing structure of each text contributes to its meaning andstyle.LACC.8.RL.2.6 Analyze how differences in the points of view of the charactersand the audience or reader (e.g., created through the use of dramatic irony)create such effects as suspense or humor.LACC.8.RI.2.4 Determine the meaning of words and phrases as they are usedin a text, including figurative, connotative, and technical meanings; analyze theimpact of specific word choices on meaning and tone, including analogies orallusions to other texts.LACC.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 keyconcept.LACC.8.RI.2.6 Determine an author’s point of view or purpose in a text andanalyze how the author acknowledges and responds to conflicting evidence orviewpoints.LACC.8.RL.3.7 Analyze the extent to which a filmed or live production of a storyor drama stays faithful to or departs from the text or script, evaluating theLACC.8.RI.3.7 Evaluate the advantages and disadvantages of using differentchoices made by the director or actors.mediums (e.g., print or digital text, video, multimedia) to present a particulartopic or idea.LACC.8.RL.3.9 Analyze how a modern work of fiction draws on themes,patterns of events, or character types from myths, traditional stories, orLACC.8.RI.3.8 Delineate and evaluate the argument and specific claims in areligious works such as the Bible, including describing how the material istext, assessing whether the reasoning is sound and the evidence is relevantrendered new.and sufficient; recognize when irrelevant evidence is introduced.LACC.8.RI.3.9 Analyze a case in which two or more texts provide conflictinginformation on the same topic and identify where the texts disagree onmatters of fact or interpretation.

Study and Apply Vocabulary:Focus vocabulary instruction on words that students would be encouraged to use in writing and speaking. Students should be given 5–10 Tier 2 academic wordsper week for each text. Students require multiple exposures to targeted vocabulary words in authentic contexts to retain an understanding of the words’meaning(s) and use the words effectively when writing and speaking.LACC.8.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexiblyfrom 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 orphrase.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 general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of aword 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).LACC.8.L.3.5 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 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).LACC.8.L.3.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge whenconsidering a word or phrase important to comprehension or expression.Conduct Discussions:Students should engage in a range of collaborative discussions (one-on-one, small group, teacher-led), enabling them to ask questions to check theirunderstanding and stay on topic while explaining their own understanding in light of the discussion.LACC.8.SL.1.1 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 researched material under study; explicitly draw on that preparation by referring to evidence on the topic,text, or issue to probe and reflect on ideas under discussion.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, andideas.d.) Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

LACC.8.SL.1.2 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.LACC.8.SL.1.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence andidentifying when irrelevant evidence is introduced.

Writing and Language DevelopmentWriting to TextsRoutine Writing4-6 Analyses1-2 NarrativesStudy and ApplyGrammar

Writing and Language DevelopmentWriting to Texts:To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstratingunderstanding of the subjects they are studying and conveying real or imagined experiences and events. They learn to appreciate that a key purpose of writing isto communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particulartask and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informationalsources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time framesthroughout the year.The balance of student writing at this level is 70 percent analytical (35 percent argument and 35 percent to explain/inform) and 30 percent narrative, with a mixof on-demand and review-and-revision writing assignments. Building student competence and confidence with technology should be part of instruction.Routine Writing:Routine writing, such as short constructed-responses to text-dependent questions, builds content knowledge and provides opportunities for reflection on aspecific aspect of a text or texts. Routine written responses to such text-dependent questions allow students to build sophisticated understandings ofvocabulary, text structure, and content and to develop needed proficiencies in analysis.LACC.8.W.1.1 Write arguments to support claims with clear reasons and relevant evidencea.) 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.LACC.8.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, andanalysis 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 comprehensionb.) Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.c.) Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.d.) Use precise language and domain-specific vocabulary to inform about or explain the topic.e.) Establish and maintain a formal stylef.) Provide a concluding statement or section that follows from and supports the information or explanation presented.

LACC.8.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structuredevent sequences.a.) Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence thatunfolds naturally and logically.b.) Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.c.) Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show therelationships among experiences and events.d.) Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.e.) Provide a conclusion that follows from and reflects on the narrated experiences or events.LACC.8.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.LACC.8.W.2.6 Use technology, including the Internet, to produce and pu

8th Grade Curriculum Map Purpose of Curriculum Map The English Language Arts Curriculum Map is a tool for organizing what students should know and be able to do in literacy each year. Each document lists the main concepts and skills for each grade level of the

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