Eighth Grade ELA G&T

10-29-11-02.docx

Syllabus ELA Gifted and Talented

2018-2019 Academic Year

Curriculum Overview with GCS Sandards

Daily Skills Incorporated in the Class:

Close-Reading, Critical Thinking, Problem Solving, Analyzing, Presenting, Project Based Learning, Presentation, Responding to Questions, Collaborating with a group, conferencing with teacher.

8th Grade English GT

Course Description:

This course is designed for academically gifted students to prepare them for the rigor of high school English. The curriculum is a genre study of major genres: drama, poetry, fiction and nonfiction. This course includes a focus on argumentative, informational, text dependent analysis and narrative writing. Opportunities for rich discussions and conversations will be provided regularly. Academic vocabulary, as well as other opportunities to explore the conventions of language, should occur frequently. Major literary selections will include classics as well as contemporary options. Grammar, mechanics, usage, and spelling will be taught through mini-lessons integrated with daily writing instruction. Mini Research projects will be intertwined throughout the curriculum. Students will responsibly utilize technology daily for means of research, collaboration and timely feedback. The course will fully prepare students for the rigor of English I.

Quarter 1

Literature Study: The Thrill of Horror (short stories)
Writing Focus: Narrative and Creative Writing

Quarter 2

Informational Text: Legacies from the Past
Literary Study: The Book Thief by Markus Zusak
Writing Focus: Expository Writing

Quarter 3

Informational Text: Children at Work:The Need for Social Reform
Writing Focus: Argumentative

Quarter 4

Literary Study/Drama:The Shakespeare Experience
Writing Focus: Literary Analysis

Typically all units are roughly 3+ weeks; however for the purpose of project based learning, collaboration with other subject areas- there may be times this order changes.

There may be times a Literary Unit and Writing Unit are intertwined (i.e. the topic for the writing may stem from the Literature or Info. text).

With the SC Reading Assessment focusing on the skill of text dependent analysis, we will spend much time practicing and focusing on TDA(s) throughout the year.

Google Classroom will be the primary source of housing curriculum items, practice, and assignments.

Communication:

sejackso@greenville.k12.sc.us
864-355-1935

Parents: You may email me with questions and concerns at sejackso@greenville.k12.sc.us or call me at 355-1935.

Tutoring/Extra Help- By appointment after school most any day

Teacher Planning Period(s): See above schedule. I can conference at 2:15 by appointment

Late Work: Students must talk to me before or after class the day they return to school regarding missed work. I will work with them to make up the work in a reasonable amount of time. This often depends on how many days they were absent and the type of work that was missed.

Organization:

With high school around the corner, organization is a key component for our class. The materials listed below are a requirement for the course.

*I understand other classes require students to obtain materials as well; therefore, if there is a reason a student cannot obtain materials (i.e. financial etc.) , please give me a call email & I am happy to help in any way I can.

My goal is to help your children feel comfortable and prepared :-)

2 inch binder w/ 3 dividers.

Device & Charger- we will use laptops on a daily basis for instruction. Chrome Books must be charged!

Homework: Homework is written on the board in our classroom & students are encouraged to have a place where they record it daily. Article of the Week, stems, and independent reading novels will be year-long homework assignments.

Class Materials: (always appreciated)

Tissues, Colored Markers (Washable), Whiteboard markers, and Hand sanitizer,

Procedural Routine:

Bring to Class:

1. Silent Reading Book

2. Paper, Pencil, Highlighter

3. ELA Notebook

4. Charged Chromebook

5. Novel, if applicable

Start of Class:

1. Be excused before coming into class!

2. Have materials ready before class starts

3. Sharpen pencils before class starts

During Class

1. Stay Seated During Class

2. During Instruction, raise hand to speak

3. During Discussion, participate politely.

4. Sit up! No heads on tables!

End of Class:

1. Turn in Work on time with first and last name, date, and class period!

2. Wait until instruction is complete to pack up.

3. Cleanup area.

4. Wait to be dismissed.

If you need extra help:

§ I am available for extra help outside of the classroom after most days school by appointment

8^th Grade GT Language Arts

Long Range Lesson Plans

(This information is subject to change)

Grammar (Throughout the year)

1. Nouns, Verbs, and Pronouns

2. Modifiers

3. Parts of a sentence- Subject, Predicate, Coordinating Conjunction

4. Clauses- Simple, Compound, Complex sentences, and Subordinating Conjunction

5. Prepositions

6. Phrases- Gerund, Infinitive, Prepositional, Participial

Inquiry as a habit (Throughout the year) –focused during argument and research Units

A. Construct relevant questions for investigation (8-I 1.1)

B. Analyze text using close reading strategies (8-I 2.1)

C. Construct logical questions (8-I 2.1)

D. Present conclusions made within and between texts (8-I 2.1)

E. Recognize the effect of multiple perspectives (8-I 2.1)

F. Create a logical plan to guide inquiry (8-I 3.1)

G. Analyze context to further questioning (8-I 3.2)

H. Identify and gather relevant information from primary and secondary sources (8-I 3.3)

I. (See J)

J. Apply knowledge of perspective, validity, and bias to evaluate a source (8-I 3.3)

K. Organize ideas (8-I 3.4)

L. Use gathered information to revise ideas about the topic (8-I 3.4)

M. Report relevant findings using a variety of methods (8-I 3.4)

N. Explain how the conclusions are based on evidence (8-I 4.1)

O. Acknowledge alternative views (8-I 4.1)

P. Articulate findings and take appropriate action (8-I 4.2)

Q. Reflect on findings and generate additional questions for further inquiry (8-I 4.3)

R, S. Share knowledge and gather feedback from peers and adults to refine the inquiry process (8-I 5.1

T. Apply prior knowledge to the inquiry process (8-I 5.2)

T. Integrate present learning into inquiry process (8-I 5.2)

U. Evaluate inquiry process and incorporate findings into future inquiry (8-I 5.3)

(August-Sep)

Literary Theme: Argument Writing and Children at Work

Argumentative Writing

A, B, C. Cite textual evidence that most strongly supports analysis and inferences by annotating the text, marking key words and phrases, flagging pages, taking notes, and accurately citing text (8-RI 5.1)

D, E. Trace and evaluate an argument

--Identify the claim(s) in an argument

--Identify and appraise the reasons and evidence (8-RI 11.2)

F. Introduce claims (8-W 1.1a)

G. Acknowledge and distinguish the claims from alternate or opposing claims (counterclaims) (8-W 1.1a)

H. Organize reasons and evidence logically (8-W 1.1a)

I. Use relevant information from multiple print and multimedia sources (8-W 1.1b)

J. Support claims with valid reasoning and a variety of relevant evidence (8-W 1.1c)

K. Use accurate, verifiable sources (8-W 1.1c)

L. Organize information to provide unity and clarity among claims, counterclaims, reasons, and evidence in an argument (8-W 1.1d)

M. Choose effective transitional words within and between paragraphs to create unity and clarity among claims, reasons, and evidence (8-W 1.1d)

N. Develop the claim and counterclaims by providing credible evidence and data (8-W 1.1e)

O. Develop and strengthen writing as needed by planning, revising, editing, and rewriting (8-W 1.1f)

P. Paraphrase, summarize, and quote researched information appropriately (8-W 1.1g)

Q. Cite paraphrased, quoted, and summarized information to avoid plagiarism (8-W 1.1g)

R, S. Give credit to others using a standard format (MLA format) for in-text citations and Works Cited (8-W 1.1g)

T. Establish and maintain a formal style and objective tone (8-W 1.1h)

U. Provide a concluding statement or section that follows from and supports the argument (8-W 1.1i)

When writing or speaking:

V. Identify gerunds, participles, and infinitives and their functions in sentences (8-W 4.1a)

W. Form and use verbs in active and passive tense (8-W 4.1b)

X. Form and use verbs in indicative, imperative, interrogative, conditional and subjunctive moods (8-W 4.1c)

Y. Recognize and correct inappropriate shifts in verb voice and mood (8-W 4.1d)

Children at Work

A. Practice close reading strategies (see B and C)

B. Cite textual evidence that most strongly supports analysis and inferences by annotating the text, marking key words and phrases, flagging pages, taking notes, and accurately citing text (8-RI 5.1)

C. Cite textual evidence that most strongly supports analysis and inferences by annotating the text, marking key words and phrases, flagging pages, taking notes, and accurately citing text (8-RI 5.1)

D. Identify central idea (8-RI 6.1)

E. Avoid personal bias in summarizing ((8-RI 6.1)

F. Use identified supporting details to construct a summary of the central idea distinct from identified personal judgments or opinions (8-RI 6.1)

G. Cite key supporting details found in the text (8-RI 6.1)

H. Integrate gathered information from various sources to further understand a topic or issue (8-RI 8.1)

I. Assess the benefits and drawbacks of various media types for presenting information (8-RI 8.1)

J. Recognize author’s purpose within a text (to entertain, to inform, to persuade) (8-RI 10.1)

K. Evaluate an author’s perspective, point of view, or stance on a topic (8-RI 10.1)

L. Evaluate an author’s response to conflicting evidence or viewpoints (8-RI 10.1)

M. Identify text features used to convey the author’s ideas and claim (8-RI 11.1)

N. Analyze how text structures are used to convey the author’s ideas and claim (8-RI 11.1)

O. Analyze connection between text structures and author’s ideas or claim (11.1)

P. Analyze connections between various authors’ positions on the same topic (8-RI 11.1)

Q. Identify the structural elements of an argument (8-RI 11.2)

R. Assess the effectiveness of an argument by evaluating the reasons and evidence given to support the claim (8-RI 11.2)

S. Prepare for conversations about complex ideas and texts (8-C1.1)

T. Use strategies to build coherent lines of thinking (8-C1.1)

U. Prepare for group discussions (8-C 1.2)

V. Follow guidelines for group discussions (8-C 1.2)

W. Share evidence in group discussions and connect and respond to the ideas of other speakers (8-C 1.2)

X. Apply effective communication techniques (8-C 1.3)

Y. Engage in collaborative discussions (8-C 1.4)

Z. Acknowledge new information expressed by others (8-C 1.4)

AA. Modify personal ideas as necessary (8-C 1.4)

BB. Consider multiple ideas and perspectives when forming opinions (8-C 1.5)

CC. Justify views with evidence (8-C 1.5)

Unit Overview

Students will read and analyze multiple literary texts representing the literary genres of mythology, prose, and poetry under the themed umbrella of Horror. While studying the literary texts, students examine each for various aspects of the author’s craft: characterization, setting, plot structure and development, use of figurative language, connections to historical context, and themes. Authors employ different tools to develop horror when they write. These include (but are not limited to) specific word choice, illogical circumstances, unusual settings, precise imagery, purposeful dialogue, shocking scenes, and suspense. A model unit plan for The Landlady is included, but teachers may choose any literary selections on the approved reading list or that meet the criteria for text selection. Students use the literary craft techniques learned in the unit to produce creative writing.

Remember, the habits of inquiry are taught year long. Keep these indicators in mind as you guide your students to approach each new text and task.

Standards

Inquiry

Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated

1.1 Develop a range of questions to frame inquiry for new learning and deeper understanding.

Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.

2.1 Formulate logical questions based on evidence, generate explanations, propose and present original conclusions, and consider multiple perspectives

Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.

3.1 Develop a plan of action by using appropriate discipline-specific strategies.
3.2 Examine historical, social, cultural, or political context to broaden inquiry.
3.4 Organize and categorize important information, revise ideas, and report relevant findings.

Standard 4: Synthesize integrated information to share learning and/or take action.

4.1 Employ a critical stance to demonstrate that relationships and patterns of evidence lead to logical conclusions, while acknowledging alternative views.
4.2 Determine appropriate disciplinary tools and develop a plan to communicate findings and/or take informed action.
4.3 Reflect on findings and pose appropriate questions for further inquiry.

Standard 5: Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively.

5.1 Acknowledge and value individual and collective thinking using feedback from peers and adults to guide the inquiry process.
5.2 Employ past and present learning in order to monitor and guide inquiry.
5.3 Assess the processes to revise strategies, address misconceptions, anticipate and overcome obstacles, and reflect on completeness of the inquiry.

Reading: Literary Text

Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Standard 6: Summarize key details and ideas to support analysis of thematic development.

6.1 Determine one or more themes and analyze the development and relationships to character, setting, and plot over the course of a text; provide an objective summary.

Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.

7.1 Analyze how a visual or audio adaptation of a narrative or drama modifies or embellishes the text.
7.2 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works, describing how the material is rendered new.

Standard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

8.1 Analyze how dialogue and/or incidents propel the action, reveal aspects of a character, or provoke a decision; determine the impact of contextual influences on setting, plot and characters.

Standard 9: Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts.

9.1 Determine the figurative and connotative meanings of words and phrases as they are used in text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Standard 10: Apply a range of strategies to determine the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.

10.1 Use context clues to determine meanings of words and phrases.

Standard 11: Analyze and provide evidence of how the author’s choice of point of view, perspective or purpose shapes content, meaning, and style.

11.1 Analyze how the author’s development of perspectives of the characters and the reader create suspense or humor.

Standard 12: Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader.

12.1 Compare and contrast the structure of two or more texts with similar topics or themes and analyze how the differing structure of each contributes to meaning.
12.2 Analyze the author’s choice of structures within the text and draw conclusions about how they impact meaning.

Standard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text over time.

13.1 Engage in whole and small group reading with purpose and understanding through teacher modeling and gradual release of responsibility.
13.2 Read independently for sustained periods of time to build stamina.
13.3 Read and respond to grade level text to become self-directed, critical readers, and thinkers.

Writing

Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well- structured event sequences.

3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that:

a. develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences;

b. engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters;

c. organize an event sequence that unfolds naturally and logically;

d. use dialogue, pacing, manipulation of time, and reflection, to develop experiences, events, and/or characters;

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

f. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others;

g. use imagery, precise words and phrases, relevant descriptive details, and sensory language to capture the action, convey experiences and events, and develop characters; and

h. provide a conclusion that follows from and reflects on the narrated experiences or events.

Standard 4: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

4.1 When writing:

a. show knowledge of the function of gerunds, participles, and infinitives and their functions in particular sentences;

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

Standard 5: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

5.2 Use:

a. commas, ellipses, and dashes to indicate a pause, break, or omission

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain specific tasks, and for a variety of purposes and audiences.

Communication

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

1.1 Prepare for and engage in conversations to explore complex ideas, concepts, and texts; build coherent lines of thinking.
1.2 Participate in discussions; share evidence that supports the topic, text, or issue; connect the ideas of several speakers and respond with relevant ideas, evidence, and observations.
1.3 Apply effective communication techniques based on a variety of contexts and tasks.
1.4 Engage in a range of collaborative discussions about grade appropriate topics; acknowledge new information expressed by others and when necessary modify personal ideas.
1.5 Consider new ideas and diverse perspectives of others when forming opinions; qualify or justify views based on evidence presented regarding a topic, text, or issue.

Short Stories: "The Monkey's Paw"

“The Tell-Tale Heart” by Edgar Allen Poe

“The Outsider” by H. P. Lovecraft

Text Dependent Analysis (TDA)

A. Employ close reading strategies (see B and C)

B. Cite textual evidence that most strongly supports analysis and inferences by annotating the text, marking key words and phrases, flagging pages, taking notes, and accurately citing text (8-RL 5.1)

C. Cite textual evidence that most strongly supports analysis and inferences by annotating the text, marking key words and phrases, flagging pages, taking notes, and accurately citing text (8-RL 5.1)

D. Support theme(s) with details from the text (8-RL 6.1)

E. Trace development of theme throughout a text (8-RL 6.1)

F. Analyze the relationship of theme to character, setting, and plot (8-RL 6.1)

G. Provide an objective summary of the text using key ideas and supporting details (8-RL 6.1)

H. Analyze how dialogue propels the plot and reveals aspects of character (8-RL 8.1)

I. Recognize types of contextual influences, such as historical, cultural, social, or political (8-RL 8.1)

J. Explain the impact of contextual influences on setting, plot, and characters (8-RL 8.1)

K. Recognize types of figurative language within a text (8-RL 9.1)

L. Analyze the impact of analogies and allusions on meaning and tone in a text(8-RL 9.1)

M. Analyze how verbal, situational, and dramatic irony impact the meaning and tone of a text (8-RL 9.1)

N. Determine the figurative and connotative meaning of words and phrases as used in text (8-RL 9.1)

O. Analyze the impact of specific word choice on meaning, imagery, mood, and tone (8-RL 9.1)

P. Determine the meaning of unfamiliar words using context clues (8-RL 10.1)

Q. Analyze how the author’s choice of perspective creates suspense or humor (8-RL 11.1)

R. Cite text evidence to support analysis of author’s choices in shaping content, meaning, and style (8-RL 11.1)

S. Analyze author’s choice of structures within the text (8-RL 12.2)

T. Draw conclusions about how choice of text structures impacts meaning (8-RL 12.2)

Poetry:

A. Identify theme(s)(8-RL 6.1)

B. Analyze how plot, setting and characterization contributes to the development of the theme (8-RL6.1)

C. Analyze the ways that visual or audio adaptations modify or embellish the text (8-RL 7.1)

D. Analyze how dialogue propels the plot and reveals aspects of character (8-RL 8.1)

E. Recognize types of contextual influences, such as historical, cultural, social, or political (8-RL 8.1)

F. Explain the impact of contextual influences on setting, plot, and characters (8-RL 8.1)

G. Recognize types of figurative language within a text (8-RL 9.1)

H. Analyze the impact of analogies and allusions on meaning and tone in a text

I. Analyze how verbal, situational, and dramatic irony impact the meaning and tone of a text (8-RL 9.1)

J. Determine the figurative and connotative meaning or words and phrases as used in text (8-RL 9.1)

K. Analyze how the author’s choice of perspective creates suspense or humor (8-RL 11.1)

L Cite text evidence to support analysis of author’s choices and how they create suspense or humor (8-RL 11.1)

M,N. Compare and contrast the structure of two or more texts with similar topics or themes (8-RL 12.1)

O. Analyze the effect of differing text structure on meaning (8-RL 12.1)

Literary Analysis

D. Identify central ideas (8-RI 6.1)

E, F. Use identified supporting details to construct a summary of the central ideas

distinct from identified personal judgments or opinions (8-RI 6.1)

G. Cite key supporting details found in the text (8-RI 6.1)

H. Appraise an author’s perspective, point of view, or stance on a topic (8-RI 10.1)

I. Develop a topic with relevant facts, definitions, concrete details, quotations, or other information and examples (8-W 2.1f)

J. Revise writing individually and with help from peers and edit for grammar, mechanics and spelling errors (8-W 2.1g)

K. When appropriate, use paraphrasing, summarizing, and direct quotations from sources for support while avoiding plagiarism (8-W 2.1h)

L. Use a specified format for citation when applicable (8-W 2.1i)

M. Choose effective transitional words within and between paragraphs to clarify relationships among ideas (8-W 2.1j)

N. Choose precise language and domain-specific vocabulary to inform or explain a topic (8-W 2.1k)

O.Write a conclusion that relates to the ideas in the informative/explanatory text and leaves the audience thinking (8-W2.1m)

P. Use gerunds, participles, and infinitives correctly in sentences (8-W 4.1a)

Q. Form and use verbs in active and passive tense (8-W 4.1b)

R. Form and use verbs in indicative, imperative, interrogative, conditional and subjunctive moods (8-W 4.1c)

S.Recognize and correct inappropriate shifts in verb voice and mood (8-W 4.1d)

T. Use commas, ellipses and dashes to indicate a pause, break, or omission (8-W 5.2a, b)

(Dec-Feb)

Literary Theme: Learning Styles, Research, Legacies from our past: Anne Frank

Learning Styles

A. Employ close reading strategies (8-RI 5.1)

B. Cite textual evidence that most strongly supports analysis and inferences by annotating the text, marking key words and phrases, flagging pages, taking notes, and accurately citing text (8-RI 5.1)

C. Cite textual evidence that most strongly supports analysis and inferences by annotating the text, marking key words and phrases, flagging pages, taking notes, and accurately citing text (8-RI 5.1)

D. Identify central idea (8-RI 6.1)

E. Construct a summary without using personal bias (8-RI 6.1)

F. Use identified supporting details to construct a summary of the central idea (8-RI 6.1)

G. Cite key supporting details found in the text (8-RI 6.1)

H. Determine the figurative meanings of words and phrases in text. (8-RI 8.1)

I. Determine the connotative/denotative (technical meanings) of words and phrases in a text (8-RI 8.1)

J. Analyze the impact of word choice and its effect on meaning and tone (8-RI 8.1)

K. Recognize author’s purpose within a text (to entertain, to inform, to persuade) (8-RI 10.1)

L. Appraise an author’s perspective, point of view, or stance on a topic (8-RI 10.1)

M. Evaluate an author’s response to conflicting evidence or viewpoints (8-RI 10.1)

N. Identify the structural elements of an argument (8-RI 11.2)

O. Assess the effectiveness of an argument by evaluating the reasons and evidence given to support the claim (8-RI 11.2)

P. Prepare for conversations about complex ideas and texts (8-C1.1)

Q. Use strategies to build coherent lines of thinking (8-C1.1)

R. Prepare for group discussions (8-C 1.2)

S. Follow guidelines for group discussions (8-C 1.2)

T. Share evidence in group discussions and connect and respond to the ideas of other speakers (8-C 1.2)

U. Apply effective communication techniques (8-C 1.3)

V. Engage in collaborative discussions (8-C 1.4)

W. Acknowledge new information expressed by others (8-C 1.4)

X. Modify personal ideas as necessary (8-C 1.4)

Y. Consider multiple ideas and perspectives when forming opinions (8-C 1.5)

Z. Justify views with evidence (8-C 1.5)

Writing Unit:Research

A, B, C. Cite textual evidence that most strongly supports analysis and inferences byannotating the text, marking key words and phrases, flagging pages, taking notes, and accurately citing text (8-RI 5.1)

D. Identify central ideas (8-RI 6.1)

E, F. Use identified supporting details to construct a summary of the central ideas distinct from identified personal judgments or opinions (8-RI 6.1)

G. Cite key supporting details found in the text (8-RI 6.1)

H. Recognize author’s purpose within a text (to entertain, to inform, to persuade) (8-RI 10.1)

I. Appraise an author’s perspective, point of view, or stance on a topic (8-RI 10.1)

J. Evaluate an author’s response to conflicting evidence or viewpoints (8-RI 10.1)

K,M. Identify text features used to convey the author’s ideas and claim (8-RI 11.1)

L, M. Analyze how text structures are used to convey the author’s ideas and claim (8-RI 11.1)

N. Analyze connections between various authors’ positions on the same topic (8-RI 11.1)

O. Narrow a topic for writing. (8-W 2.1a)

P. Write an introduction that captures the attention of the audience and clearly communicates a focused topic (8-W 2.1a)

Q. Gather information from multiple sources (print and digital) (8-W 2.1b)

R. Use keywords, phrases and search engines to conduct online searches (8-W 2.1b)

S. Select and implement the most appropriate organizational pattern for writer’s purpose (8-W 2.1c)

T. Assess credibility of selected sources for research (8-W 2.1d)

U. Include appropriate formatting, graphics, and multimedia to help clarify and emphasize important information (8-W 2.1e)

V. Develop a topic with relevant facts, definitions, concrete details, quotations, or other information and examples (8-W 2.1f)

W. Revise writing individually and with help from peers and edit for grammar, mechanics and spelling errors (8-W 2.1g)

X. When appropriate, use paraphrasing, summarizing, and direct quotations from sources for support while avoiding plagiarism (8-W 2.1h)

Y. Use a specified format for citation when applicable (8-W 2.1i)

Z. Choose effective transitional words within and between paragraphs to clarify relationships among ideas (8-W 2.1j)

AA. Choose precise language and domain-specific vocabulary to inform or explain a topic (8-W 2.1k)

BB. Adapt speech based on context (8-W 2.1l)

--Identify different ways of speaking based on situation and audience (8-W 2.1l)

--Use formal English (no slang, proper grammar and pronunciation) in classroom setting (8-W2.1l)

CC. Write a conclusion that relates to the ideas in the informative/explanatory text and leaves the audience thinking (8-W2.1m)

DD. Use gerunds, participles, and infinitives correctly in sentences (8-W 4.1a)

EE. Form and use verbs in active and passive tense (8-W 4.1b)

FF. Form and use verbs in indicative, imperative, interrogative, conditional and subjunctive moods (8-W 4.1c)

GG. Recognize and correct inappropriate shifts in verb voice and mood (8-W 4.1d)

HH. Use commas, ellipses and dashes to indicate a pause, break, or omission (8-W 5.2a, b)

Legacies from our Past: Anne Frank

A. Support theme(s) with details from the text (8-RL 6.1)

B. Trace development of theme throughout a text (8-RL 6.1)

C. Analyze the relationship of theme to character, setting, and plot (8-RL 6.1)

D. Provide an objective summary of the text using key ideas and supporting details (8-RL 6.1)

E. Identify how ideas, themes, or topics are presented differently in different formats

F. Analyze the ways that visual or audio adaptations modify or embellish the text (8-RL 7.1)

G. Analyze how dialogue propels the plot and reveals aspects of character (8-RL 8.1)

H. Recognize types of contextual influences, such as historical, cultural, social, or political (8-RL 8.1)

I. Explain the impact of contextual influences on setting, plot, and characters (8-RL 8.1)

(Feb-April)

Literary Theme: Shakespeare Drama

A. Support theme(s) with details from the text (8-RL 6.1)

B. Trace development of theme throughout a text (8-RL 6.1)

C. Analyze the relationship of theme to character, setting, and plot (8-RL 6.1)

D. Provide an objective summary of the text using key ideas and supporting details (8-RL 6.1)

E. Identify the different presentation of ideas, themes, or topics in different texts

( 8-RL 7.1)

F. Analyze the ways that visual or audio adaptations modify or embellish the text (8-RL 7.1)

G. Analyze how modern works of fiction draw on source material for themes, patterns, and characters (8-RL 7.2)

H. Analyze how modern works take source material and render it new (8-RL 7.2)

I. Analyze how dialogue propels the plot and reveals aspects of character (8-RL 8.1)

J. Recognize types of contextual influences, such as historical, cultural, social, or political (8-RL 8.1)

K. Explain the impact of contextual influences on setting, plot, and characters (8-RL 8.1)

L. Recognize types of figurative language within a text (8-RL 9.1)

M. Analyze the impact of analogies and allusions on meaning and tone in a text

N. Analyze how verbal, situational, and dramatic irony impact the meaning and tone of a text

O. Determine the figurative and connotative meaning or words and phrases as used in text (8-RL 9.1)

P. Analyze the impact of specific word choice on meaning, imagery, mood, and tone (8-RL 9.1)

Q. Analyze how the author’s choice of perspective creates suspense or humor (8-RL 11.1)

R. Cite text evidence to support analysis of author’s choices in shaping content, meaning, and style (8-RL 11.1)

Writing Unit: Literary Analysis

D. Identify central idea (8-RI 6.1)

E, F. Use identified supporting details to construct a summary of the central idea distinct from identified personal judgments or opinions (8-RI 6.1)

G. Cite key supporting details found in the text (8-RI 6.1)

H. Narrow a topic for writing. (8-W 2.1a)

I. Write an introduction that captures the attention of the audience and clearly communicates a focused topic (8-W 2.1a)

J. Gather information from multiple sources (print and digital) (8-W 2.1b)

K. Use keywords, phrases and search engines to conduct online searches (8-W 2.1b)

L. Select and implement the most appropriate organizational pattern for writer’s purpose (8-W 2.1c)

M. Assess credibility of selected sources for research (8-W 2.1d)

N. Include appropriate formatting, graphics, and multimedia to help clarify and emphasize important information (8-W 2.1e)

O. Develop a topic with relevant facts, definitions, concrete details, quotations, or other information and examples (8-W 2.1f)

P. Revise writing individually and with help from peers and edit for grammar, mechanics and spelling errors (8-W 2.1g)

Q. When appropriate, use paraphrasing, summarizing, and direct quotations from sources for support while avoiding plagiarism (8-W 2.1h)

R. Use a specified format for citation when applicable (8-W 2.1i)

S. Choose effective transitional words within and between paragraphs to clarify relationships among ideas (8-W 2.1j)

T. Choose precise language and domain-specific vocabulary to inform or explain a topic (8-W 2.1k)

U. Adapt speech based on context (8-W 2.1l)

--Identify different ways of speaking based on situation and audience (8-W 2.1l)

--Use formal English (no slang, proper grammar and pronunciation) in classroom setting (8-W2.1l)

V. Write a conclusion that relates to the ideas in the informative/explanatory text and leaves the audience thinking (8-W2.1m)

When writing or speaking:

W. Use gerunds, participles, and infinitives correctly in sentences (8-W 4.1a)

X. Form and use verbs in active and passive tense (8-W 4.1b)

Y. Form and use verbs in indicative, imperative, interrogative, conditional and subjunctive moods (8-W 4.1c)

Z. Recognize and correct inappropriate shifts in verb voice and mood (8-W 4.1d)

AA. Use commas, ellipses and dashes to indicate a pause, break, or omission (8-W 5.2a, b)

(April- May)

Literary Theme: The Thrill of Horror, Narrative Writing

A. Support theme(s) with details from the text (8-RL 6.1)

B. Trace development of theme throughout a text (8-RL 6.1)

C. Analyze the relationship of theme to character, setting, and plot (8-RL 6.1)

D. Provide an objective summary of the text using key ideas and supporting details (8-RL 6.1)

E. Analyze how dialogue propels the plot and reveals aspects of character (8-RL 8.1)

F. Recognize types of contextual influences, such as historical, cultural, social, or political (8-RL 8.1)

G. Explain the impact of contextual influences on setting, plot, and characters (8-RL 8.1)

H. Recognize types of figurative language within a text (8-RL 9.1)

I. Analyze the impact of analogies and allusions on meaning and tone in a text

J. Analyze how verbal, situational, and dramatic irony impact the meaning and tone of a text

K. Determine the figurative and connotative meaning or words and phrases as used in text (8-RL 9.1)

L. Analyze the impact of specific word choice on meaning, imagery, mood, and tone (8-RL 9.1)

M. Analyze how the author’s choice of perspective creates suspense or humor (8-RL 11.1)

N. Cite text evidence to support analysis of author’s choices in shaping content, meaning, and style (8-RL 11.1)

Narrative Writing

A. Apply effective narrative techniques for developing real or imagined experiences or events (8-W 3.1a)

B. Incorporate strategies to develop narrative leads (8-W 3.1b)

C. Use logical story structure to organize experiences and/or events (8-W 3.1 c)

D. Use writer’s craft to develop the narrative (8-W 3.1d)

E. Incorporate relevant transition words, phrases, and clauses (8-W 3.1e)

F. Guide writing by generating a plan, making necessary revisions, and editing in order to build ideas (8-W 3.1f)

G. Incorporate figurative language precise vocabulary, and sensory language (8-W3.1g)

H. Incorporate strategies to logically conclude a narrative (8-W3.1h)

When writing or speaking:

I. Use gerunds, participles, and infinitives correctly in sentences (8-W 4.1a)

J. Form and use verbs in active and passive tense (8-W 4.1b)

K. Form and use verbs in indicative, imperative, interrogative, conditional and subjunctive moods (8-W 4.1c)

L. Recognize and correct inappropriate shifts in verb voice and mood (8-W 4.1d)

The Gifted and Talented Education Standards will also be implemented throughout the year. They are as follows:

Gifted and Talented Education

Goal II: To develop understanding of concepts, themes, and issues which are fundamental to the disciplines as well as society and to develop an appreciation for interrelationships among the disciplines.

Objective A: Gifted and talented students will demonstrate comprehension of a discipline as a system of knowledge.

Demonstrate comprehension of a discipline as a system of knowledge.

Objective B: Gifted and talented students will analyze the content of a discipline in terms of major concepts, themes, and issues of that discipline.

Analyze the content of a discipline in terms of major concepts, themes, and issues of that discipline.

Objective C: Gifted and talented students will analyze a concept, theme, problem, or issue within and across disciplines by using the different perspectives of those disciplines.

Analyze a concept, theme, problem, or issue within and across disciplines by using the different perspectives of those disciplines.

Objective D: Gifted and talented students will analyze the ethical dimensions of ideas, issues, problems, and themes.

Analyze the ethical dimensions of ideas, issues, problems, and themes.

Objective E: Gifted and talented students will explain the dynamic nature of knowledge and the interaction between culture and knowledge.

Explain the dynamic nature of all knowledge and the interaction between culture and knowledge.

Goal III: To develop inquiry skills at a level of complexity, abstractness, and depth appropriate for gifted learners.

Objective A: Gifted and talented students will demonstrate inquiry skills.

1. Identify a topic, problem, or issue and formulate questions for research.

2. Select and apply a research methodology appropriate for the topic, problem, or issue.

3. Access information from worldwide primary and secondary sources by using a variety of print, electronic, and other media.

4. Assess the validity, reliability, and relevance of the information collected.

5. Organize and analyze data.

6. Synthesize and interpret data.

7. Develop conclusions and implications in the light of the problem.

8. Select an appropriate medium to communicate the results of research.

Objective B: Gifted and talented students will demonstrate management skills.

1. Plan, pace, implement, and evaluate research projects.

2. Demonstrate effective allocation of time and resources.

Objective C: Gifted and talented students will apply ethical standards in conducting and reporting research.

Apply ethical standards in conducting and reporting research.

Goal IV: To develop the skills of critical and creative thinking, problem solving, and decision-making at a level of complexity, abstractness, and depth appropriate for gifted learners.

Objective A: Gifted and talented students will demonstrate effective use of critical and creative thinking skills.

1. Apply the cognitive processes of application, analysis, synthesis, and evaluation.

2. Apply basic argument forms (i.e., induction and deduction).

3. Reason logically (define the central issue, analyze assumptions, select appropriate data or evidence, determine central concepts, distinguish points of view, develop valid inferences, determine purpose, and analyze implications).

Paul, 1992.

4. Apply the divergent thinking processes of fluency, flexibility, elaboration, and originality.

Objective C: Gifted and talented students will evaluate the quality and appropriateness of arguments, lines of reasoning, and solutions in terms of both ethical and intellectual standards.

Evaluate the quality and appropriateness of arguments, lines of reasoning, and solutions in terms of both ethical and intellectual standards.

Objective D: Gifted and talented students will analyze the content, structure, value, aesthetic qualities, and historical context of products of creative thinking.

Analyze the content, structure, value, aesthetic qualities, and historical context of products of creative thinking.

Goal V: To develop proficiency in communicating abstract and complex ideas, relationships, and issues.

Objective A

1. Demonstrate proficiency in multiple communication forms and technologies.

2. Select means of communication appropriate to both content and audience.

3. Communicate substantive ideas and information effectively.

Objective B

1. Analyze the content, structure, historical context, value, and aesthetic quality of products and presentations.

2. Identify, define, and defend criteria for aesthetic preferences and judgments and apply those criteria to evaluate products and presentations.

Objective D: Gifted and talented students will apply intellectual standards and aesthetic criteria to assess the quality of their research products and presentations.

1. Apply intellectual standards to assess the quality of their research projects.

2. Compare and contrast expressive products in terms of aesthetic qualities.

3. Identify, define, and defend criteria for aesthetic preferences and judgments and apply these criteria to evaluate products and presentations.

Objective B: Gifted and talented students will demonstrate effective use of problem-solving and decision-making strategies.

1. Apply a variety of models of problem solving (e.g., creative problem solving) and decision making.

2. Apply ethical standards in problem solving and decision making.