7th Grade Mathematics � 1st Quarter at a Glance by eYhL5doH

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									                                                    8th Grade English Language Arts Pacing Guide At-a-Glance
                                                                                                                                                             Instructional Window
      Code                                                                       Standard
                                                                                                                                                         1    2 3 4 5 6 7 8
                                                                                     Reading Standards
                        Determine the denotative and or connotative meaning of words or phrases in a passage, using definitions, synonyms,
KCK11R080112            antonyms, restatements, examples, descriptions, comparison-contrast, or clue words. (▲R8.1.3.1, R8.1.3.5, CC.RL.4,
                        CC.RI.4, 106/110, ACT)                                                                                                                             X
                        Determine the meaning of words in a passage through structural analysis (root words, prefixes and suffixes). (▲R8.1.3.3,
KCK11R080114
                        CC.RL.4, CC.RI.4, 108)                                                                                                                                 X
                        Make inferences and draw conclusions about characters, people, ideas, details, or other elements, citing contextual
KCK11R080116
                        evidence. (▲R8.1.4.5, CC.RL.1, CC.RI.1, 115, ACT).                                                                                         X           X    X
KCK11R080117            Summarize and paraphrase information clearly preserving the author’s intent. (▲R8.1.4.9, CC.RI.1, CC.RI.2, 119, ACT)             X         X           X          X
                        Compare and contrast the author’s position in persuasive and informational passages, evaluating the effectiveness and
KCK11R080118            credibility of propaganda techniques, fact/opinion statements, biases, or stereotypes the author uses to support that
                        position. (▲R8.1.4.14, CC.RI.6, CC.RI.8, 117/124a/125a/125b, ACT)                                                                              X
                        Determine the purpose of text features and use these features to locate information in and to gain meaning from grade-level
KCK11R080120
                        appropriate passages. (▲R8.1.4.2, 112, ACT)                                                                                                X
                        Cite textual evidence that supports the theme of passages from a variety of cultures. (▲R8.1.4.10, R8.2.1.4, CC.RL.2,
KCK11R080121
                        117/118120/130, ACT)                                                                                                                               X              X
                        Cite textual evidence that supports the main idea of passages from a variety of cultures. (▲R8.1.4.10, R8.2.1.4, CC.RI.2,
KCK11R080122
                        CC.RI.3, 117/118120/130, ACT)                                                                                                    X             X
                        Describe the different character types (e.g., protagonist, antagonist, round, flat, dynamic, or static) and, considering cause
                        and effect relationships, analyze how they develop throughout a passage. Compare and contrast character development
KCK11R080123
                        within a particular text and among various pieces of literature. (▲R8.2.1.1, CC.RL.2, CC.RL.3, CC.RL.6, CC.RI.3,
                        117/118/126a/126b, ACT)                                                                                                                            X        X
                        Determine and explain the cause and effect of major and minor elements of plot, and explain how one event gives rise to
KCK11R080124
                        another. (▲R8.2.1.2, CC.RL.2, CC.RL.3, CC.RI.3, 118/128a/128b, ACT)                                                              X                 X
                        Analyze the effects of the setting and compare/contrast the setting by making connections with other story elements within
KCK11R080125
                        and between passages. (▲R8.2.1.2, CC.RL.2, 117/127a, ACT)                                                                      X                                X
                        Analyze the meaning of figurative language.
                             a.   similes
                             b.   metaphors
                             c.   analogies
                             d.   hyperbole
KCK11R080126                 e.   onomatopoeia
                             f.   personification
                             g.   idioms
                            h.    imagery
                        (▲R8.1.3.4, CC.RL.4, CC.RI.4, 109, ACT)                                                                                              X                      X
                        Analyze and explain how the author utilizes literary devices.
KCK11R080129                 a.   Foreshadowing
                             b.   Flashback                                                                                                                  X                 X
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                             c.   irony
                             d.   tone
                             e.   mood
                             f.   symbolism
                        (▲R8.1.4.11, R8.2.1.5, CC.RL.6, 121, ACT)
                                                                                      Writing Standards
                        Write arguments to support claims with clear reasons and relevant evidence.
KCK11W080201            (W8.1.4.1, W8.1.4.3, W8.1.4.8, W8.1.4.9, W8.1.4.10, W8.1.4.12, W8.1.4.13, CC.W.1, 202/203/208/209/213/214/215,
                        ACT)                                                                                                                                    X   X
                        Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
KCK11W080202
                        organization, and analysis of relevant content. (W8.1.2.1, W8.1.2.2, CC.W.2, 201/202/203/207/208/209/213/214/215)                               X   X    X     X
                        Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details,
KCK11W080203            and well-structured event sequences (W8.1.1.1, W8.1.1.2, W8.1.1.3, W8.1.1.6, W8.1.1.7, W8.1.1.8, W8.1.1.9, W8.1.1.10,
                        W8.1.2.9, W8.1.2.11, W8.1.2.13, W8.1.2.14, CC.W.3, 201/202/203/207/208/209/211/213/214/215)                                   X   X
                        Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
KCK11W080204
                        audience. (W8.1.1.1, W8.1.1.3, W8.1.1.6, W8.1.1.8, W8.1.2.1, W8.1.2.9, W8.1.4.3, W8.1.4.8, CC.W.4, 206, ACT)                            X   X   X   X    X     X
                        With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
KCK11W080205            editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (CC.W.5,
                        205/224/225/226/227/228)                                                                                                      X   X     X   X   X   X    X     X
                        Use technology, including the Internet, to produce and publish writing and present the relationships between information
KCK11W080206
                        and ideas efficiently as well as to interact and collaborate with others. (CC.W.6)                                            X   X     X   X   X   X    X     X
                        Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and
KCK11W080207
                        generating additional related, focused questions that allow for multiple avenues of exploration. (CC.W.7)                               X   X
                        Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
KCK11W080208            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. (W8.1.1.4, W8.1.2.5, W8.1.2.6, W8.1.2.7, W8.1.4.6, CC.W.8, 204/221/222/223)                   X   X   X   X    X     X
KCK11W080209            Draw evidence from literary or informational texts to support analysis, reflection, and research. (CC.W.9, 223)               X   X     X   X   X   X    X     X
                                                                                     Language Standards
                        Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
KCK11L080301
                        (W8.1.1.17, W8.1.2.20, W8.1.4.19, CC.L.1, 216, ACT)                                                                               X
                        Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
KCK11L080302
                        (W8.1.1.16, W8.1.1.19, W8.1.2.19, W8.1.2.22, W8.1.4.18, CC.L.2, 217, ACT)                                                                           X
                        Use knowledge of language and its conventions when writing, speaking, reading, or listening. (W8.1.1.11, W8.1.1.12,
KCK11L080303
                        W8.1.1.13, W8.1.2.15, W8.1.2.16, W8.1.2.17, W8.1.4.14, W8.1.4.15, W8.1.4.16, CC.L.3, ACT)                                                   X




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                                                                    8th Grade Literacy Pacing Guide
        Unit of Study                                KCKPS Standards Instructional Window 1                                                          Resources
SHORT STORY UNIT                           KCK11R080117* Summarize and paraphrase information clearly                       PRIMARY RESOURCES:
                                           preserving the author’s intent.
Summary Overview:                          (▲R8.1.4.9, CC.RI.1, CC.RI.2, 119, ACT)                                          Text:
This unit will focus on                                                                                                     Elements of Literature
understanding the elements of a            KCK11R080122* Cite textual evidence that supports the main idea of               Publisher: Holt
short story such as plot                   passages from a variety of cultures.
elements, theme, setting, and              (▲R8.1.4.10, R8.2.1.4, CC.RI.2, CC.RI.3, 117/118120/130, ACT)                    KCK10R080120 (Main Idea and Theme)
characters. Students will
                                                                                                                            “Stop the Sun,” p. 266-279
identify, describe, and explain            KCK11R080124* Determine and explain the cause and effect of major
the purpose of the author’s use            and minor elements of plot, and explain how one event gives rise to
                                                                                                                            Holt Collection #3 Teacher Resources
of figurative language and                 another.
literary devices. Students will            (▲R8.2.1.2, CC.RL.2, CC.RL.3, CC.RI.3, 118/128a/128b, ACT)                       KCK11R080119(Paraphrasing and Summarizing)
also summarize, paraphrase,                                                                                                 “Tell-Tale Heart” p. 376-384
and cite textual evidence that             KCK11R080125* Analyze the effects of the setting and compare/contrast            “Steam Rising” p. 456-461
supports the main idea of a                the setting by making connections with other story elements within and
passage.                                   between passages.                                                               Publisher: Holt
                                           (▲R7.2.1.2, CC.RL.2, 117/127a, ACT)                                              KCK10R080127a (Setting)
Students will practice narrative                                                                                            “The Treasure of Lemon Brown”pp.14-29
writing throughout the unit with           KCK11W080203 Write narratives to develop real or imagined experiences            Holt: Collection #1 Teacher Online Resources
a demonstrated command of                  or events using effective technique, relevant descriptive details, and well-
conventions.                                                                                                                 “The Circuit” pp. 404-415 (Setting Review p. 413)
                                           structured event sequences.
                                                                                                                            “The Inn of Lost Time” pp. 30-51 (Setting Lit. Focus p.31)
                                           a. Engage and orient the reader by establishing a context and point of view
Teachers will embed                        and introducing a narrator and/or characters; organize an event sequence         (Setting p.49) Holt: Collection #1 Teacher Online
appropriate informational                  that unfolds naturally and logically.                                            Resources
passages and poetry throughout             b. Use narrative techniques, such as dialogue, pacing, description, and          “ Flowers for Algernon” Holt: Collection #1 Teacher Online
the unit.                                  reflection, to develop experiences, events, and/or characters.                   Resources
                                           c. Use a variety of transition words, phrases, and clauses to convey
Recommended Time Frame:                    sequence, signal shifts from one time frame or setting to another, and show      TARGETSTRATEGIES:
17 instructional days                      the relationships among experiences and events.                                  KCK 10R080120 (Main Idea and Theme)
                                           d. Use precise words and phrases, relevant descriptive details, and sensory      KCK10R080119A
                                           language to capture the action and convey experiences and events.                KCK10R080119B
                                           e. Provide a conclusion that follows from and reflects on the narrated
                                           experiences or events.
                                           (W8.1.1.1, W8.1.1.2, W8.1.1.3, W8.1.1.6, W8.1.1.7, W8.1.1.8, W8.1.1.9,           ADDITIONAL RESOURCES:
                                           W8.1.1.10, W8.1.2.9, W8.1.2.11, W8.1.2.13, W8.1.2.14, CC.W.3,
                                           201/202/203/207/208/209/211/213/214/215)                                         TARGETFUNDAMENTALS:

                                           KCK11W080205 With some guidance and support from peers and adults,               Online Writing Resources:
                                           develop and strengthen writing as needed by planning, revising, editing,         http://kckliteracycurriculum.wikispaces.com/Appendix+D+-
▲ (delta) – assessed on state assessment                                            * (asterisk) – assessed on Checkpoint                                     Last updated 9/16/2012   3
                                           rewriting, or trying a new approach, focusing on how well purpose and             +Writing+Resources
                                           audience have been addressed.
                                           (CC.W.5, 205/224/225/226/227/228)

                                           KCK11W080206 Use technology, including the Internet, to produce and
                                           publish writing and present the relationships between information and
                                           ideas efficiently as well as to interact and collaborate with others.
                                           (CC.W.6)

                                           KCK11W080209 Draw evidence from literary or informational texts to
                                           support analysis, reflection, and research.
                                           a. Apply grade 8 Reading standards to literature (e.g. “Analyze how a
                                           modern work of fiction draws on themes, patterns of events, or character
                                           types from myths, traditional stories, or religious works such as the Bible,
                                           including describing how the material is rendered new”).
                                           b. Apply grade 8 Reading standards to literary nonfiction (e.g. “Delineate
                                           and evaluate the argument and specific claims in a text, assessing whether
                                           the reasoning is sound and the evidence is relevant and sufficient;
                                           recognize when irrelevant evidence is introduced”).
                                           (CC.W.9, 223)
                                                                               End of Instructional Window 1




▲ (delta) – assessed on state assessment                                             * (asterisk) – assessed on Checkpoint                        Last updated 9/16/2012   4
                                                                   8th Grade Literacy Pacing Guide
        Unit of Study                               KCKPS Standards Instructional Window 2                                                            Resources
SHORT STORY UNIT                           KCK11R080126* Analyze the meaning of figurative language,                         PRIMARY RESOURCES:
(CONTINUED)                                including:
                                            c. analogies                                                                     Text:
Summary Overview:                           f. personification                                                               Elements of Literature
This unit will focus on                     g. idioms                                                                        Publisher: Holt
understanding the elements of               h. imagery.
a short story such as plot                 (▲R8.1.3.4, CC.RL.4, CC.RI.4, 109, ACT)                                           KCK10R080109 (Figurative Language)
elements, theme, setting, and
                                           KCK11R080129* Analyze and explain how the author utilizes literary                “The Cremation of Sam McGee”pp. 715-724 (Hyperbole)
characters. Students will
identify, describe, and explain            devices including:                                                                “The Circuit” pp. 404-415 (Foreshadowing, Irony)
the purpose of the author’s use             a. foreshadowing                                                                 “Smart Cookie” pp. 372-375 (Irony)
of figurative language and                  e. tone                                                                          “The Tell-Tale Heart” pp. 376-387 (Irony)
literary devices. Students will             f. mood.                                                                         “The Inn of Lost Time” pp. 30-51 (Mood)
also summarize, paraphrase,                (▲R8.1.4.11, R8.2.1.5, CC.RL.6, 121, ACT)                                         “Stop the Sun” pp. 266-279 (Flashback)
and cite textual evidence that                                                                                               “Analyzing Symbol and Theme” pp. 766-775 (Symbolism)
supports the main idea of a                KCK11W080203 Write narratives to develop real or imagined
passage.                                   experiences or events using effective technique, relevant descriptive             TARGETSTRATEGIES:
                                           details, and well-structured event sequences.                                     KCK 10R080121 (Flashback)
Students will practice narrative           a. Engage and orient the reader by establishing a context and point of
writing throughout the unit                view and introducing a narrator and/or characters; organize an event
                                                                                                                             ADDITIONAL RESOURCES:
with a demonstrated command                sequence that unfolds naturally and logically.
of conventions.                            b. Use narrative techniques, such as dialogue, pacing, description, and
                                                                                                                             TARGETFUNDAMENTALS:
                                           reflection, to develop experiences, events, and/or characters.
Teachers will embed                        c. Use a variety of transition words, phrases, and clauses to convey
                                           sequence, signal shifts from one time frame or setting to another, and            Online Writing Resources:
appropriate informational
passages and poetry                        show the relationships among experiences and events.                              http://kckliteracycurriculum.wikispaces.com/Appendix+D+-
throughout the unit.                       d. Use precise words and phrases, relevant descriptive details, and               +Writing+Resources
                                           sensory language to capture the action and convey experiences and
Recommended Time Frame:                    events.
17 instructional days                      e. Provide a conclusion that follows from and reflects on the narrated
                                           experiences or events.
                                           (W8.1.1.1, W8.1.1.2, W8.1.1.3, W8.1.1.6, W8.1.1.7, W8.1.1.8, W8.1.1.9,
                                           W8.1.1.10, W8.1.2.9, W8.1.2.11, W8.1.2.13, W8.1.2.14, CC.W.3,
                                           201/202/203/207/208/209/211/213/214/215)

                                           KCK11W080205 With some guidance and support from peers and
                                           adults, develop and strengthen writing as needed by planning, revising,
                                           editing, rewriting, or trying a new approach, focusing on how well
                                           purpose and audience have been addressed.

▲ (delta) – assessed on state assessment                                             * (asterisk) – assessed on Checkpoint                                        Last updated 9/16/2012   5
                                           (CC.W.5, 205/224/225/226/227/228)

                                           KCK11W080206 Use technology, including the Internet, to produce and
                                           publish writing and present the relationships between information and
                                           ideas efficiently as well as to interact and collaborate with others.
                                           (CC.W.6)

                                           KCK11W080209 Draw evidence from literary or informational texts to
                                           support analysis, reflection, and research.
                                           a. Apply grade 8 Reading standards to literature (e.g. “Analyze how a
                                           modern work of fiction draws on themes, patterns of events, or character
                                           types from myths, traditional stories, or religious works such as the Bible,
                                           including describing how the material is rendered new”).
                                           b. Apply grade 8 Reading standards to literary nonfiction (e.g.
                                           “Delineate and evaluate the argument and specific claims in a text,
                                           assessing whether the reasoning is sound and the evidence is relevant and
                                           sufficient; recognize when irrelevant evidence is introduced”).
                                           (CC.W.9, 223)

                                           KCK11L080301* Demonstrate command of the conventions of standard
                                           English grammar and usage when writing or speaking.
                                           a. Explain the function of verbals (gerunds, participles, infinitives) in
                                           general and their function in particular sentences.
                                           b. Form and use verbs in the active and passive voice.
                                           c. Form and use verbs in the indicative, imperative, interrogative,
                                           conditional, and subjunctive mood.
                                           d. Recognize and correct inappropriate shifts in verb voice and mood.
                                           (W8.1.1.17, W8.1.2.20, W8.1.4.19, CC.L.1, 216, ACT)
                                                                              End of Instructional Window 2




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                                                             8th Grade Literacy Pacing Guide
            Unit of Study                       KCKPS Standards Instructional Window 3                                                         Resources
RESEARCH/INFORMATIONAL                     KCK11R080116* Make inferences and draw conclusions about                   PRIMARY RESOURCES:
TEXT UNIT                                  characters, people, ideas, details, or other elements, citing
                                           contextual evidence.                                                       Text:
Summary Overview:                          (▲R8.1.4.5, CC.RL.1, CC.RI.1, 115, ACT).                                   Elements of Literature
This unit will focus on the elements                                                                                  Publisher: Holt
of informational writing, as well as       KCK11R080117* Summarize and paraphrase information clearly
understanding how text features can        preserving the author’s intent.                                            Introduction to Nonfiction:
aid in the comprehension of a text.        (▲R8.1.4.9, CC.RI.1, CC.RI.2, 119, ACT)                                            Literary Focus p.486-487;
During this unit, students will
                                                                                                                              Informational Text Focus p.598-599
identify the main idea in a text,          KCK11R080120* Determine the purpose of text features and use
summarize, and paraphrase the              these features to locate information in and to gain meaning from
passage.                                   grade-level appropriate passages.                                          KCK11R080116 Infer / Draw Conclusions
                                           (▲R8.1.4.2, 112, ACT)                                                         “Camp Harmony” p.512-521
Students will be able to differentiate                                                                                     Graphic Organizers:
between fact and opinion. Students         KCK11W080201 Write arguments to support claims with clear                        -Collection 5 Resources p.13
will use evidence from an                  reasons and relevant evidence.                                                   -Reading and Writing Transparencies
argumentative text to make                 a. Introduce claim(s), acknowledge and distinguish the claim(s)                   -Graphic Organizers
inferences, draw conclusions, and use      from alternate or opposing claims, and organize the reasons and                    -Inference Chart
that knowledge to explain the              evidence logically.
author’s position.                         b. Support claim(s) with logical reasoning and relevant evidence,
                                                                                                                      KCK11R080117 Summarize and Paraphrase
                                           using accurate, credible sources and demonstrating an
Students will write arguments to           understanding of the topic or text.                                           “Steam Rising: The Revolutionary Power
support claims with clear reasons,         c. Use words, phrases, and clauses to create cohesion and clarify                of Paddleboats” p. 456-461
relevant evidence, and a                   the relationships among claim(s), counterclaims, reasons, and                    (Holt Reader p.190-197)
demonstrated command of                    evidence.                                                                     “from Harriet Tubman Conductor on the
conventions.                               d. Establish and maintain a formal style.                                        Underground Railroad”p.497-509
                                           e. Provide a concluding statement or section that follows from and               (Holt Reader p. 202-215)
Recommended Time Frame:                    supports the argument presented.                                                Graphic Organizers:
17 instructional days                      (W8.1.4.1, W8.1.4.3, W8.1.4.8, W8.1.4.9, W8.1.4.10, W8.1.4.12,                   -Collection 5 Resources p.7
                                           W8.1.4.13, CC.W.1, 202/203/208/209/213/214/215, ACT)
                                                                                                                            -Reading and Writing Transparencies
                                           KCK11W080204 Produce clear and coherent writing in which the                      -Graphic Organizers
                                           development, organization, and style are appropriate to task,                       -Key Points and Details Chart
                                           purpose, and audience.                                                              -Questioning Chart
                                           (W8.1.1.1, W8.1.1.3, W8.1.1.6, W8.1.1.8, W8.1.2.1, W8.1.2.9,                  Analyzing Your Skills – Choices p.511
                                           W8.1.4.3, W8.1.4.8, CC.W.4, 206, ACT)                                            -Summarize a Biography
                                                                                                                         Advertisement and Contract for
                                           KCK11W080205 With some guidance and support from peers                           “WarpSpeedNet” p.626-627
                                           and adults, develop and strengthen writing as needed by planning,
                                                                                                                            (utilize Element and Features boxes to
▲ (delta) – assessed on state assessment                                      * (asterisk) – assessed on Checkpoint                                        Last updated 9/16/2012   7
                                           revising, editing, rewriting, or trying a new approach, focusing on                 summarize the information)
                                           how well purpose and audience have been addressed.
                                           (CC.W.5, 205/224/225/226/227/228)                                          KCK11R080120 Purpose of Text Features
                                                                                                                         Text Structures p.108-125
                                           KCK11W080206 Use technology, including the Internet, to
                                           produce and publish writing and present the relationships between
                                                                                                                           -“Physical Science” p.108-116
                                           information and ideas efficiently as well as to interact and                      (Holt Reader p.40-47)
                                           collaborate with others.                                                        -“Hawaiian Teen Named Top Young
                                           (CC.W.6)                                                                          Student” p.117-120
                                                                                                                           -“The Scientific Method” p.121-125
                                           KCK11W080207 Conduct short research projects to answer a                      Reading Focus p.602-603
                                           question (including a self-generated question), drawing on several            “GPS Documents” p.604-608 (606)
                                           sources and generating additional related, focused questions that
                                                                                                                         Reading Focus p.611
                                           allow for multiple avenues of exploration.
                                           (CC.W.7)                                                                      Reading Focus p.625
                                                                                                                         “WarpSpeedNet Instructional Manuel”
                                           KCK11W080208 Gather relevant information from multiple print                    p.628-629
                                           and digital sources, using search terms effectively; assess the               “SweetPlayer Documents” p.632-637
                                           credibility and accuracy of each source; and quote or paraphrase                (Holt Reader p.234-239)
                                           the data and conclusions of others while avoiding plagiarism and              “Guide to Computers” p.640-647
                                           following a standard format for citation.                                       (Holt Reader p.240-247)
                                           (W8.1.1.4, W8.1.2.5, W8.1.2.6, W8.1.2.7, W8.1.4.6, CC.W.8,
                                           204/221/222/223)
                                                                                                                      TARGETSTRATEGIES:
                                           KCK11W080209 Draw evidence from literary or informational                  KCK10R080115 (Infer / Draw Conclusions)
                                           texts to support analysis, reflection, and research.                       KCK10R080119b (Summarize and Paraphrase)
                                           a. Apply grade 8 Reading standards to literature (e.g. “Analyze
                                           how a modern work of fiction draws on themes, patterns of events,          ADDITIONAL RESOURCES:
                                           or character types from myths, traditional stories, or religious
                                           works such as the Bible, including describing how the material is          TARGETFUNDAMENTALS:
                                           rendered new”).                                                            R8.9 Evidence Supporting a Conclusion
                                           b. Apply grade 8 Reading standards to literary nonfiction (e.g.            R8.12 Draw a Reasonable Conclusion
                                           “Delineate and evaluate the argument and specific claims in a text,        R8.18 Summarize
                                           assessing whether the reasoning is sound and the evidence is
                                           relevant and sufficient; recognize when irrelevant evidence is             Online Reading Resources:
                                           introduced”).                                                              NONFICTION
                                           (CC.W.9, 223)                                                                  Holt Online Resources (http://my.hrw.com)
                                                                                                                             -TAB Teacher Resources
                                                                                                                                -Media Resources Side
                                                                                                                                -Multimedia Presentations
                                                                                                                                -POWERNOTES DOWNLOADS
                                                                                                                                -Collection 5
▲ (delta) – assessed on state assessment                                      * (asterisk) – assessed on Checkpoint                                      Last updated 9/16/2012   8
                                                                                                -What is Nonfiction?

                                                                                   KCK11R080116 Infer / Draw Conclusions
                                                                                       Holt Online Resources (http://my.hrw.com)
                                                                                            -TAB Student Resources
                                                                                            -Media Resources Side
                                                                                            -Online Extras
                                                                                            -INTERACTIVE GRAPHIC ORGANIZERS
                                                                                             -Determining Main Idea and Drawing
                                                                                   Conclusions
                                                                                             -Drawing Conclusions from Information
                                                                                             -Conclusions Chart
                                                                                             -LITERATURE LINKS (Additional
                                                                                   Resources)
                                                                                              -Literature Links and Projects / Activities
                                                                                              -Camp Harmony
                                                                                              -SPANISH SUMMARIES
                                                                                              -Collection 5
                                                                                              -Camp Harmony

                                                                                   KCK11R080117 Summarize and Paraphrase
                                                                                            Holt Online Resources (http://my.hrw.com)
                                                                                             -TAB Teacher Resources
                                                                                               -Media Resources Side
                                                                                               -Multimedia Presentations
                                                                                               -POWERNOTES DOWNLOADS
                                                                                               -Collection 4
                                                                                               -Steam Rising: The Revolutionary Power
                                                                                                  of Paddleboats / Summary of “Steam
                                                                                   Rising”
                                                                                                -Collection 5
                                                                                                -from Harriet Tubman Conductor on the
                                                                                                  Underground Railroad
                                                                                                -Collection 6
                                                                                                -WarpSpeedNet Documents /
                                                                                                  SweetPlayer Documents
                                                                                             -TAB Student Resources
                                                                                               -Media Resources Side
                                                                                               -Online Extras
▲ (delta) – assessed on state assessment   * (asterisk) – assessed on Checkpoint                                       Last updated 9/16/2012   9
                                                                                            -SELECTION AUDIO DOWNLOADS
                                                                                            -Steam Rising: The Revolutionary Power
                                                                                              of Paddleboats
                                                                                            -Summaries of “Steam Rising”
                                                                                            -LITERATURE LINKS (Additional
                                                                                   Resources)
                                                                                            -Literature Links and Projects / Activities
                                                                                            -from Harriet Tubman Conductor on the
                                                                                               on the Underground Railroad
                                                                                           -SPANISH SUMMARIES
                                                                                            -Collection 4
                                                                                            -Steam Rising: The Revolutionary Power of
                                                                                               Paddleboats
                                                                                            -Collection 5
                                                                                            -from Harriet Tubman Conductor on the
                                                                                                Underground Railroad
                                                                                            -Collection 6
                                                                                            -WarpSpeedNet Documents

                                                                                   KCK11R080120 Purpose of Text Features
                                                                                      Holt Online Resources (http://my.hrw.com)
                                                                                        -TAB Teacher Resources
                                                                                          -Media Resources Side
                                                                                          -Multimedia Presentations
                                                                                          -POWERNOTES DOWNLOADS
                                                                                          -Collection 6
                                                                                           -What Skills Help You Read Informational
                                                                                             Text
                                                                                           -Collection 1
                                                                                           -Physical Science
                                                                                           -Collections 6
                                                                                            -WarpSpeedNet Documents /
                                                                                             SweetPlayer Documents

                                                                                          -TAB Student Resources
                                                                                            -Media Resources Side
                                                                                            -Online Extras

                                                                                            -SELECTION AUDIO DOWNLOADS
▲ (delta) – assessed on state assessment   * (asterisk) – assessed on Checkpoint                                    Last updated 9/16/2012   10
                                                                                                  -Physical Science
                                                                                                  -Hawaiian Teen Named Top
                                                                                                   Young Scientist
                                                                                                  -The Scientific Method
                                                                                                 -SPANISH SUMMARIES
                                                                                                   -Collection 1
                                                                                                   -Physical Science
                                                                                                   -Hawaiian Teen Named Top
                                                                                                    Young Scientist
                                                                                                   -The Scientific Method
                                                                                                   -Collection 6
                                                                                                   -Global Positioning System
                                                                                                   -WarpSpeedNet Documents /
                                                                                                    SweetPlayer Documents
                                                                                                   -Guide to Computers

                                                                                        Online Writing Resources:
                                                                                        http://kckliteracycurriculum.wikispaces.com/Appendix+D+-
                                                                                        +Writing+Resources



                                           End of Instructional Window 3




▲ (delta) – assessed on state assessment        * (asterisk) – assessed on Checkpoint                                     Last updated 9/16/2012   11
                                                             8th Grade Literacy Pacing Guide
            Unit of Study                      KCKPS Standards Instructional Window 4                                                           Resources
RESEARCH/INFORMATIONAL                     KCK11R080118* Compare and contrast the author’s position                    PRIMARY RESOURCES:
TEXT UNIT (CONTINUED)                      in persuasive and informational passages, evaluating the
                                           effectiveness and credibility of propaganda techniques,                     Text:
Summary Overview:                          fact/opinion statements, biases, or stereotypes the author uses to          Elements of Literature
This unit will focus on the elements       support that position.                                                      Publisher: Holt
of informational writing, as well as       (▲R8.1.4.14, CC.RI.6, CC.RI.8, 117/124a/125a/125b, ACT)
understanding how text features can                                                                                    KCK11R080118 Compare / Contrast Author’s Position:
aid in the comprehension of a text.        KCK11R080122* Cite textual evidence that supports the main                  Propaganda, Fact/Opinion, Bias, Stereotypes
During this unit, students will            idea of passages from a variety of cultures.
identify the main idea in a text,          (▲R8.1.4.10, R8.2.1.4, CC.RI.2, CC.RI.3, 117/118120/130,
                                                                                                                           Reading Focus (Introduction to Terms) p.491
summarize, and paraphrase the              ACT)                                                                               -Compare / Contrast
passage.                                                                                                                      -Fact / Opinion
                                           KCK11W080201 Write arguments to support claims with clear                       Informational Skills Review p.590-591
Students will be able to differentiate     reasons and relevant evidence.                                                     Graphic Organizer:
between fact and opinion. Students         a. Introduce claim(s), acknowledge and distinguish the claim(s)                     -Reading and Writing Transparencies
will use evidence from an                  from alternate or opposing claims, and organize the reasons and                        -Graphic Organizers
argumentative text to make                 evidence logically.                                                                      -Proposition and Support Outline
inferences, draw conclusions, and use      b. Support claim(s) with logical reasoning and relevant
                                                                                                                           “The Gettysburg Address” and “I Have a Dream”
that knowledge to explain the              evidence, using accurate, credible sources and demonstrating an
author’s position.                         understanding of the topic or text.
                                                                                                                                p.525-531
                                           c. Use words, phrases, and clauses to create cohesion and                          Graphic Organizer:
Students will write arguments to           clarify the relationships among claim(s), counterclaims,                           Collection 5 Resources p.19
support claims with clear reasons,         reasons, and evidence.                                                          Proposition and Support p.564-573
relevant evidence, and a                   d. Establish and maintain a formal style.                                          “Fragment on Slavery, 1854” p.566
demonstrated command of                    e. Provide a concluding statement or section that follows from                       (Holt Reader p.216-217)
conventions.                               and supports the argument presented.                                               “from What to the Slave Is the Fourth of July?”
                                           (W8.1.4.1, W8.1.4.3, W8.1.4.8, W8.1.4.9, W8.1.4.10,                                  p.567-569 (Holt Reader p.218-223)
Recommended Time Frame:                    W8.1.4.12, W8.1.4.13, CC.W.1, 202/203/208/209/213/214/215,                         “Apologies for Past Actions Are Still
13 instructional days                      ACT)
                                                                                                                                Appropriate Today” p. 570-573
                                           KCK11W080204 Produce clear and coherent writing in which                           Graphic Organizer:
                                           the development, organization, and style are appropriate to task,                   -Reading and Writing Transparencies
                                           purpose, and audience.                                                                -Graphic Organizers
                                           (W8.1.1.1, W8.1.1.3, W8.1.1.6, W8.1.1.8, W8.1.2.1, W8.1.2.9,                            -Proposition and Support Outline
                                           W8.1.4.3, W8.1.4.8, CC.W.4, 206, ACT)                                           Using Information to Solve a Problem p.610-617
                                                                                                                              Memorandum “Skateboard Park Documents” p.612
                                           KCK11W080205 With some guidance and support from peers                             (Holt Reader p.228-229)
                                           and adults, develop and strengthen writing as needed by                            Newspaper Column “The City Beat” p.613-614
                                           planning, revising, editing, rewriting, or trying a new approach,
                                                                                                                              (Holt Reader p.230-231)
▲ (delta) – assessed on state assessment                                       * (asterisk) – assessed on Checkpoint                                        Last updated 9/16/2012   12
                                           focusing on how well purpose and audience have been                              Document “Consumer Product Safety Commission:
                                           addressed.                                                                                     Document 93” p.616
                                           (CC.W.5, 205/224/225/226/227/228)                                                Graphic Organizers:
                                                                                                                             -Reading and Writing Transparencies
                                           KCK11W080206 Use technology, including the Internet, to
                                                                                                                               -Graphic Organizers
                                           produce and publish writing and present the relationships
                                           between information and ideas efficiently as well as to interact                      -Key Points and Details Chart
                                           and collaborate with others.                                                          -Proposition and Support Outline
                                           (CC.W.6)                                                                       “Leash-Free Dog Run Documents” p.618-623
                                                                                                                             (web sites and a letter)
                                           KCK11W080207 Conduct short research projects to answer a                         Graphic Organizers:
                                           question (including a self-generated question), drawing on                        -Reading and Writing Transparencies
                                           several sources and generating additional related, focused                          -Graphic Organizers
                                           questions that allow for multiple avenues of exploration.                             -Key Points and Details Chart
                                           (CC.W.7)
                                                                                                                                 -Proposition and Support Outline
                                           KCK11W080208 Gather relevant information from multiple                         Student Draft of Business Letter p.653
                                           print and digital sources, using search terms effectively; assess                (also used for writing)
                                           the credibility and accuracy of each source; and quote or                        -Reading and Writing Transparencies
                                           paraphrase the data and conclusions of others while avoiding                        -Graphic Organizers
                                           plagiarism and following a standard format for citation.                              -Proposition and Support Outline
                                           (W8.1.1.4, W8.1.2.5, W8.1.2.6, W8.1.2.7, W8.1.4.6, CC.W.8,                     “The First Americans” p.776-780
                                           204/221/222/223)                                                            KCK11R080122 Main Ideas/Supporting Details
                                                                                                                          Reading Focus p.490
                                           KCK11W080209 Draw evidence from literary or
                                           informational texts to support analysis, reflection, and research.
                                                                                                                             -Finding the Main Idea
                                           a. Apply grade 8 Reading standards to literature (e.g. “Analyze                   -Analyzing Details
                                           how a modern work of fiction draws on themes, patterns of                      “from Harriet Tubman Conductor on the
                                           events, or character types from myths, traditional stories, or                    Underground Railroad” p.497-509
                                           religious works such as the Bible, including describing how the                    (Holt Reader p. 202-215)
                                           material is rendered new”).                                                      Graphic Organizers:
                                           b. Apply grade 8 Reading standards to literary nonfiction (e.g.                    -Collection 5 Resources p.7
                                           “Delineate and evaluate the argument and specific claims in a                      -Reading and Writing Transparencies
                                           text, assessing whether the reasoning is sound and the evidence                      -Graphic Organizers
                                           is relevant and sufficient; recognize when irrelevant evidence is
                                           introduced”).
                                                                                                                                  -Key Points and Details Chart
                                           (CC.W.9, 223)                                                                          -Questioning Chart
                                                                                                                          “The Border: A Glare of Truth” p.534-541
                                           KCK11L080303* Use knowledge of language and its                                  Graphic Organizer:
                                           conventions when writing, speaking, reading, or listening.                         - Collection 5 Resources p. 25
                                           a. Use verbs in the active and passive voice and in the                        Proposition and Support p.564-573
                                           conditional and subjunctive mood to achieve particular effects                   “Fragment on Slavery, 1854” p.566
                                           (e.g., emphasizing the actor or the action; expressing                             (Holt Reader p.216-217)
▲ (delta) – assessed on state assessment                                       * (asterisk) – assessed on Checkpoint                                    Last updated 9/16/2012   13
                                           uncertainty or describing a state contrary to fact).                           “from What to the Slave Is the Fourth of July?”
                                           (W8.1.1.11, W8.1.1.12, W8.1.1.13, W8.1.2.15, W8.1.2.16,                          p.567-569 (Holt Reader p.218-223)
                                           W8.1.2.17, W8.1.4.14, W8.1.4.15, W8.1.4.16, CC.L.3, ACT)                       “Apologies for Past Actions Are Still
                                                                                                                            Appropriate Today” p.570-573
                                                                                                                          Graphic Organizers:
                                                                                                                           -Reading and Writing Transparencies
                                                                                                                             -Key Points and Details Chart
                                                                                                                             -Questioning Chart
                                                                                                                         Literary Skills Review
                                                                                                                          “from The Power of Nonviolence” p.586-589
                                                                                                                          Graphic Organizers:
                                                                                                                           -Reading and Writing Transparencies
                                                                                                                             -Key Points and Details Chart
                                                                                                                             -Questioning Chart

                                                                                                                   KCK11W080201 Writing Arguments
                                                                                                                      Writing Workshop – Persuasive Writing p.574-583

                                                                                                                   TARGETSTRATEGIES:
                                                                                                                   KCK10R080117a (Compare/Contrast)
                                                                                                                   KCK10R080124a (Author’s Position)
                                                                                                                   KCK10R080124b (Propaganda)
                                                                                                                   KCK10R080125a (Fact & Opinion)
                                                                                                                   KCK10R080125b (Bias & Stereotypes)
                                                                                                                   KCK10R080120 (Main Idea)

                                                                                                                   ADDITIONAL RESOURCES:

                                                                                                                   TARGETFUNDAMENTALS:
                                                                                                                   R8.10 Main Idea
                                                                                                                   R8.11 Differentiate between Main Idea
                                                                                                                                 and Supporting Details

                                                                                                                   Online Reading Resources:
                                                                                                                   KCK11R080118 Compare / Contrast Author’s Position:
                                                                                                                   Propaganda, Fact/Opinion, Bias, Stereotypes
                                                                                                                       Holt Online Resources (http://my.hrw.com)
                                                                                                                          -TAB Teacher Resources
                                                                                                                           -Media Resources Side

▲ (delta) – assessed on state assessment                                   * (asterisk) – assessed on Checkpoint                                           Last updated 9/16/2012   14
                                                                                      -Multimedia Presentations
                                                                                       -POWERNOTES DOWNLOADS
                                                                                        -Collection 5
                                                                                         -from What to the Slave Is the Fourth
                                                                                           of July?
                                                                                        -Collection 6
                                                                                         -Skateboard Park Documents /
                                                                                           Leash-Free Dog Run Documents
                                                                                   -TAB Student Resources
                                                                                    -Media Resources Side
                                                                                     -Online Extras
                                                                                      -INTERACTIVE GRAPHIC ORGANIZERS
                                                                                       -Evaluating and Making Decisions
                                                                                        -Decision Chart (Pros / Cons)
                                                                                       -Persuasive and Supporting a Position
                                                                                        -Persuasive Planner
                                                                                        -Controversial Issue
                                                                                        -Supporting a Position
                                                                                      -SELECTION AUDIO DOWNLOADS
                                                                                       -The Gettysburg Address
                                                                                       -Fragment on Slavery, 1854
                                                                                       -from What to the Slave is the Fourth of July?
                                                                                       -Apologies for Past Actions Are Still
                                                                                         Appropriate Today
                                                                                       -The City Beat
                                                                                       -The First Americans
                                                                                      -LITERATURE LINKS
                                                                                       -Literature Links and Projects / Activities
                                                                                        -The Gettysburg Address
                                                                                        -from I Have a Dream

                                                                                    -SPANISH SUMMARIES
                                                                                     -Collection 5
                                                                                      -The Gettysburg Address
                                                                                      -from I have a Dream
                                                                                      -Fragments on Slavery, 1854 /
                                                                                       from What to the Slave is the Fourth of July?
                                                                                      -Apologies for Past Actions Are Still
                                                                                        Appropriate Today
▲ (delta) – assessed on state assessment   * (asterisk) – assessed on Checkpoint                                 Last updated 9/16/2012   15
                                                                                             -Collection 6
                                                                                              -Skateboard Park Documents /
                                                                                               Leash-Free Dog Run Documents
                                                                                             -Collection 7
                                                                                              -The First Americans

                                                                                   KCK11R080122 Main Ideas/Supporting Details
                                                                                      Holt Online Resources (http://my.hrw.com)
                                                                                        -TAB Teacher Resources
                                                                                         -Media Resources Side
                                                                                          -Multimedia Presentations
                                                                                           -POWERNOTES DOWNLOADS
                                                                                            -Collection 5
                                                                                             -from Harriet Tubman Conductor
                                                                                               on the Underground Railroad
                                                                                             -from What to the Slave Is the Fourth of July?
                                                                                        -TAB Student Resources
                                                                                         -Media Resources Side
                                                                                          -Online Extras
                                                                                           -INTERACTIVE GRAPHIC ORGANIZERS
                                                                                            -Miscellaneous Organizers
                                                                                             -All-Purpose Planner
                                                                                            -Determining Main Idea and Drawing Conclusions
                                                                                             -Determining Main Idea Chart
                                                                                             -Main Idea Chart
                                                                                             -Main Idea and Details Chart
                                                                                           -SELECTION AUDIO DOWNLOADS
                                                                                            -The Border: A Glare of Truth
                                                                                            -Fragment on Slavery, 1854
                                                                                            -from What to the Slave Is the Fourth of July?
                                                                                            -Apologies for Past Actions Are Still
                                                                                              Appropriate Today
                                                                                           -LITERATURE LINKS
                                                                                            -Literature Links and Projects / Activities
                                                                                             -from Harriet Tubman Conductor on the
                                                                                               Underground Railroad
                                                                                           -SPANISH SUMMARIES
                                                                                            -Collection 5
                                                                                             -from Harriet Tubman Conductor
▲ (delta) – assessed on state assessment   * (asterisk) – assessed on Checkpoint                                       Last updated 9/16/2012   16
                                                                                                       on the Underground Railroad
                                                                                                      -The Border: A Glare of Truth
                                                                                                      -Fragments on Slavery, 1854 /
                                                                                                       from What to the Slave is the Fourth of July?
                                                                                                      -Apologies for Past Actions Are Still
                                                                                                       Appropriate Today

                                                                                        Persuasive Arguments
                                                                                        http://find.galegroup.com/ovrc/start.do?prodId=OVRC&userGroupName=kans44498


                                                                                        Online Writing Resources:
                                                                                        http://kckliteracycurriculum.wikispaces.com/Appendix+D+-
                                                                                        +Writing+Resources



                                           End of Instructional Window 4




▲ (delta) – assessed on state assessment        * (asterisk) – assessed on Checkpoint                                                  Last updated 9/16/2012         17
                                                              8th Grade Literacy Pacing Guide
       Unit of Study                   KCKPS Standards Instructional Window 5                                                       Resources
NOVEL UNIT                            KCK11R080112* Determine the denotative and or                   PRIMARY RESOURCES:
                                      connotative meaning of words or phrases in a passage,
Summary Overview:                     using definitions, synonyms, antonyms, restatements,            Text:
This unit will focus on the           examples, descriptions, comparison-contrast, or clue            The City of Ember
elements of a novel such as           words.                                                          Monster
character development, plot,          (▲R8.1.3.1, R8.1.3.5, CC.RL.4, CC.RI.4, 106/110,                To Kill A Mockingbird
and literary devices. Using           ACT)
multiple strategies, students                                                                         TARGETSTRATEGIES:
will also determine the               KCK11R080121* Cite textual evidence that supports the           KCK10R080110 (Denotative / Connotative Meaning)
meaning of unknown words.             theme of passages from a variety of cultures.                   KCK10R080117a/b (Character Types and Development)
                                      (▲R8.1.4.10, R8.2.1.4, CC.RL.2, 117/118120/130,                 KCK11R080128b (Plot Element Connections)
Students will infer and use           ACT)
evidence to identify the                                                                              ADDITIONAL RESOURCES:
theme and paraphrase the              KCK11R080123* Describe the different character types
passage.                              (e.g., protagonist, antagonist, round, flat, dynamic, or        TARGETFUNDAMENTALS:
                                      static) and, considering cause and effect relationships,
                                                                                                      R8.3 Multiple Meanings of Words
Throughout the unit,                  analyze how they develop throughout a passage.
students will practice writing        Compare and contrast character development within a             R8.4 Context Clues
informative/explanatory               particular text and among various pieces of literature.         R8.7 Author’s Use…(Characterization)
texts to examine and analyze          (▲R8.2.1.1, CC.RL.2, CC.RL.3, CC.RL.6, CC.RI.3,                 R8.7 Author’s Use of Literary Elements
the content of the novel.             117/118/126a/126b, ACT)
                                                                                                      Online Reading Resources:
Teachers will embed                   KCK11R080124* Determine and explain the cause and               The City of Ember
appropriate non-fiction               effect of major and minor elements of plot, and explain              Unit Support
passages and poetry                   how one event gives rise to another.                            http://www.mce.k12tn.net/reading52/city_of_ember.htm
throughout the unit.                  (▲R8.2.1.2, CC.RL.2, CC.RL.3, CC.RI.3,
                                      118/128a/128b, ACT)
                                                                                                      Monster
Recommended Time
Frame:                                                                                                    Literacy Device Support
                                      KCK11W080202 Write informative/explanatory texts to
16 instructional days                 examine a topic and convey ideas, concepts, and                 lib.store.yahoo.net/lib/monkeynote/pmMonsterSample.pdf
                                      information through the selection, organization, and
                                      analysis of relevant content.                                   To Kill a Mockingbird
                                      a. Introduce a topic clearly, previewing what is to follow;          Studying To Kill a Mockingbird
                                      organize ideas, concepts, and information into broader          http://www.universalteacher.org.uk/gcse/mockingbird.htm
                                      categories; include formatting (e.g., headings), graphics            Unit Support
                                      (e.g., charts, tables), and multimedia when useful to           www.glencoe.com/sec/literature/litlibrary/.../to_kill_mockingbird.pdf
                                      aiding comprehension.
                                      b. Develop the topic with relevant, well- chosen facts,
                                      definitions, concrete details, quotations, or other             Online Writing Resources:

▲ (delta) – assessed on state assessment                                           * (asterisk) – assessed on Checkpoint                                Last updated 9/16/2012   18
                                      information and examples.                                       http://kckliteracycurriculum.wikispaces.com/Appendix+D+-
                                      c. Use appropriate and varied transitions to create             +Writing+Resources
                                      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 style.
                                      f. Provide a concluding statement or section that follows
                                      from and supports the information or explanation
                                      presented.
                                      (W8.1.2.1, W8.1.2.2, CC.W.2,
                                      201/202/203/207/208/209/213/214/215)

                                      KCK11W080204 Produce clear and coherent writing in
                                      which the development, organization, and style are
                                      appropriate to task, purpose, and audience.
                                      (W8.1.1.1, W8.1.1.3, W8.1.1.6, W8.1.1.8, W8.1.2.1,
                                      W8.1.2.9, W8.1.4.3, W8.1.4.8, CC.W.4, 206, ACT)

                                      KCK11W080205 With some guidance and support from
                                      peers and adults, develop and strengthen writing as
                                      needed by planning, revising, editing, rewriting, or trying
                                      a new approach, focusing on how well purpose and
                                      audience have been addressed.
                                      (CC.W.5, 205/224/225/226/227/228)

                                      KCK11W080206 Use technology, including the
                                      Internet, to produce and publish writing and present the
                                      relationships between information and ideas efficiently
                                      as well as to interact and collaborate with others.
                                      (CC.W.6)

                                      KCK11W080208 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.
                                      (W8.1.1.4, W8.1.2.5, W8.1.2.6, W8.1.2.7, W8.1.4.6,
                                      CC.W.8, , 204/221/222/223)

                                      KCK11W080209 Draw evidence from literary or
                                      informational texts to support analysis, reflection, and
▲ (delta) – assessed on state assessment                                           * (asterisk) – assessed on Checkpoint                               Last updated 9/16/2012   19
                                      research.
                                      a. Apply grade 8 Reading standards to literature (e.g.
                                      “Analyze how a modern work of fiction draws on
                                      themes, patterns of events, or character types from
                                      myths, traditional stories, or religious works such as the
                                      Bible, including describing how the material is rendered
                                      new”).
                                      b. Apply grade 8 Reading standards to literary
                                      nonfiction (e.g. “Delineate and evaluate the argument
                                      and specific claims in a text, assessing whether the
                                      reasoning is sound and the evidence is relevant and
                                      sufficient; recognize when irrelevant evidence is
                                      introduced”).
                                      (CC.W.9, 223)
                                                                           End of Instructional Window 5




▲ (delta) – assessed on state assessment                                           * (asterisk) – assessed on Checkpoint   Last updated 9/16/2012   20
                                                              8th Grade Literacy Pacing Guide
       Unit of Study                   KCKPS Standards Instructional Window 6                                                       Resources
NOVEL UNIT                            KCK11R080114* Determine the meaning of words in a               PRIMARY RESOURCES:
(CONTINUED)                           passage through structural analysis (root words, prefixes
                                      and suffixes).                                                  Text:
Summary Overview:                     (▲R8.1.3.3, CC.RL.4, CC.RI.4, 108)                              The City of Ember
This unit will focus on the                                                                           Monster
elements of a novel such as           KCK11R080116* Make inferences and draw                          To Kill A Mockingbird
character development, plot,          conclusions about characters, people, ideas, details, or
and literary devices. Using           other elements, citing contextual evidence.                     TARGETSTRATEGIES:
multiple strategies, students         (▲R8.1.4.5, CC.RL.1, CC.RI.1, 115, ACT)                         KCK10R080115 (Infer / Draw Conclusions)
will also determine the                                                                               KCK10R080119a/b (Summarize / Paraphrase)
meaning of unknown words.             KCK11R080117* Summarize and paraphrase                          KCK10R080121a/b (Literary Devices)
                                      information clearly preserving the author’s intent.
Students will infer and use           (▲R8.1.4.9, CC.RI.1, CC.RI.2, 119, ACT)                         ADDITIONAL RESOURCES:
evidence to identify the
theme and paraphrase the              KCK11R080129* Analyze and explain how the author                TARGETFUNDAMENTALS:
passage.                              utilizes literary devices including:                            R8.5
                                       b. flashback                                                   R8.9 Infer
Throughout the unit,                   c. irony
students will practice writing                                                                        R8.12 Draw Reasonable Conclusions
                                       d. symbolism
informative/explanatory               (▲R8.1.4.11, R8.2.1.5, CC.RL.6, 121, ACT)                       R8.16 Make Inferences
texts to examine and analyze                                                                          R8.18 Summarize
the content of the novel.             KCK11W080202 Write informative/explanatory texts to
                                      examine a topic and convey ideas, concepts, and                 Online Reading Resources:
Teachers will embed                   information through the selection, organization, and            The City of Ember
appropriate non-fiction               analysis of relevant content.                                        Unit Support
passages and poetry                   a. Introduce a topic clearly, previewing what is to follow;     http://www.mce.k12tn.net/reading52/city_of_ember.htm
throughout the unit.                  organize ideas, concepts, and information into broader
                                      categories; include formatting (e.g., headings), graphics       Monster
Recommended Time
                                      (e.g., charts, tables), and multimedia when useful to               Literacy Device Support
                                      aiding comprehension.
Frame:                                b. Develop the topic with relevant, well- chosen facts,
                                                                                                      lib.store.yahoo.net/lib/monkeynote/pmMonsterSample.pdf
17 instructional days                 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          To Kill a Mockingbird
                                      concepts.                                                            Studying To Kill a Mockingbird
                                      d. Use precise language and domain-specific vocabulary          http://www.universalteacher.org.uk/gcse/mockingbird.htm
                                      to inform about or explain the topic.                                Unit Support
                                      e. Establish and maintain a formal style.
▲ (delta) – assessed on state assessment                                           * (asterisk) – assessed on Checkpoint                                Last updated 9/16/2012   21
                                      f. Provide a concluding statement or section that follows       www.glencoe.com/sec/literature/litlibrary/.../to_kill_mockingbird.pdf
                                      from and supports the information or explanation
                                      presented.
                                      (W8.1.2.1, W8.1.2.2, CC.W.2,                                    Online Writing Resources:
                                      201/202/203/207/208/209/213/214/215)
                                                                                                      http://kckliteracycurriculum.wikispaces.com/Appendix+D+-
                                      KCK11W080204 Produce clear and coherent writing in              +Writing+Resources
                                      which the development, organization, and style are
                                      appropriate to task, purpose, and audience.
                                      (W8.1.1.1, W8.1.1.3, W8.1.1.6, W8.1.1.8, W8.1.2.1,
                                      W8.1.2.9, W8.1.4.3, W8.1.4.8, CC.W.4, 206, ACT)

                                      KCK11W080205 With some guidance and support from
                                      peers and adults, develop and strengthen writing as
                                      needed by planning, revising, editing, rewriting, or trying
                                      a new approach, focusing on how well purpose and
                                      audience have been addressed.
                                      (CC.W.5, 205/224/225/226/227/228)

                                      KCK11W080206 Use technology, including the
                                      Internet, to produce and publish writing and present the
                                      relationships between information and ideas efficiently
                                      as well as to interact and collaborate with others.
                                      (CC.W.6)

                                      KCK11W080208 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.
                                      (W8.1.1.4, W8.1.2.5, W8.1.2.6, W8.1.2.7, W8.1.4.6,
                                      CC.W.8, , 204/221/222/223)

                                      KCK11W080209 Draw evidence from literary or
                                      informational texts to support analysis, reflection, and
                                      research.
                                      a. Apply grade 8 Reading standards to literature (e.g.
                                      “Analyze how a modern work of fiction draws on
                                      themes, patterns of events, or character types from
                                      myths, traditional stories, or religious works such as the
                                      Bible, including describing how the material is rendered
                                      new”).
▲ (delta) – assessed on state assessment                                           * (asterisk) – assessed on Checkpoint                               Last updated 9/16/2012   22
                                      b. Apply grade 8 Reading standards to literary
                                      nonfiction (e.g. “Delineate and evaluate the argument
                                      and specific claims in a text, assessing whether the
                                      reasoning is sound and the evidence is relevant and
                                      sufficient; recognize when irrelevant evidence is
                                      introduced”).
                                      (CC.W.9, 223)

                                      KCK11L080302* Demonstrate command of the
                                      conventions of standard English capitalization,
                                      punctuation, and spelling when writing.
                                      a. Use punctuation (comma, ellipsis, dash) to indicate a
                                      pause or break.
                                      b. Use an ellipsis to indicate an omission.
                                      (W8.1.1.16, W8.1.1.19, W8.1.2.19, W8.1.2.22,
                                      W8.1.4.18, CC.L.2, 217, ACT)
                                                                           End of Instructional Window 6




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                                                              8th Grade Literacy Pacing Guide
      Unit of Study                  KCKPS Standards Instructional Window                                                          Resources
                                                      7
DRAMA UNIT                          KCK11R080116* Make inferences and draw                     PRIMARY RESOURCES:
                                    conclusions about characters, people, ideas, details,
Summary Overview:                   and other elements, citing contextual evidence.            Text:
In this unit, students will          (▲R8.1.4.5, CC.RL.1, CC.RI.1, 115, ACT).                  Elements of Literature
read a piece of drama and
                                                                                               Publisher: Holt
identify the theme by citing        KCK11R080123* Describe the different character
textual evidence. Students          types (e.g., protagonist, antagonist, round, flat,
will identify examples of                                                                      Introduction to Drama:
                                    dynamic, or static) and, considering cause and effect
figurative language, as well        relationships, analyze how they develop throughout a          Literary Focus p. 800-801
as determine the meaning            passage. Compare and contrast character
of the figurative language          development within a particular text and among             KCK11R08116 Infer and Draw Conclusions
examples. Students will             various pieces of literature.
use their knowledge of              (▲R8.2.1.1, CC.RL.2, CC.RL.3, CC.RL.6, CC.RI.3,                      Reading Focus p. 804-805
comprehension strategies to         117/118/126a/126b, ACT)                                              Reading Model: Alice in Wonderland excerpt p. 806-810
compare and contrast
                                                                                                         Pyramus & Thisbe (excerpt from Midsummer Night’s Dream)
varying aspects of                  KCK11R080126* Analyze the meaning of figurative
characters in a text, make                                                                                    o Extend the Discussion TE 823 (interpreting)
                                    language, including:
inferences, and draw                                                                                          o Applying Your Skills/Literary Focus p. 829
                                     a. similes
conclusions about                    b. metaphors                                                        The Diary of Anne Frank p. 832-912
information within the play          d. hyperbole                                                          (Holt Reader Adapted Version p. 234-255)
and supporting passages.             e. onomatopoeia                                                          o Reading Focus p. 833, 913
                                    (▲R8.1.3.4, CC.RL.4, CC.RI.4, 109, ACT)                                   o Meet the Write/Building background p834-836
Throughout the unit,                                                                                          o Guide Practice: Model and Apply
students will practice              KCK11W080202 Write informative/explanatory                                    TE p. 860, 864, 872, 876, 882, 886, 898, 802, 906, 910
writing                             texts to examine a topic and convey ideas, concepts,                      o Extending the Discussion
informative/explanatory             and information through the selection, organization,                         TE p. 867, 871, 873, 875, 885, 889, 897, 899, 903, 912
texts to examine and                and analysis of relevant content.
analyze the content of the                                                                                    o Applying Your Skills p. 869-884
                                    a. Introduce a topic clearly, previewing what is to                       o Collection 8 Resources (workbook) p. 13
drama.                              follow; organize ideas, concepts, and information into               “A Tragedy Revealed: A Heroine’s Last Days”
                                    broader categories; include formatting (e.g.,
Teachers will embed                                                                                           o Extend the Discussion p. TE 935, 937, 939, 941, 943, 945
                                    headings), graphics (e.g., charts, tables), and
appropriate non-fiction             multimedia when useful to aiding comprehension.                      Collection 8 Resources: Summative Test (section on Inference) p. 47
passages and poetry                 b. Develop the topic with relevant, well- chosen facts,
throughout the unit.                definitions, concrete details, quotations, or other        KCK11R08123 Description and Development of Character
                                    information and examples.
Recommended Time
Frame:
                                    c. Use appropriate and varied transitions to create                  The Diary of Anne Frank p. 832-912
                                    cohesion and clarify the relationships among ideas                        o Extend the Discussion (character relationships) p. TE 859
17 instructional days               and concepts.
▲ (delta) – assessed on state assessment                                          * (asterisk) – assessed on Checkpoint                                   Last updated 9/16/2012   24
                                    d. Use precise language and domain-specific                                 o  Extend the Discussion (character motivation) p. TE 861
                                    vocabulary to inform about or explain the topic.                            o  Guided Practice: Model and Apply p. TE 920
                                    e. Establish and maintain a formal style.                             Pryamus & Thisbe (excerpt from Midsummer Night’s Dream)
                                    f. Provide a concluding statement or section that                          o Extend the Discussion:
                                    follows from and supports the information or
                                                                                                                        TE 825 (analyzing character)
                                    explanation presented.
                                    (W8.1.2.1, W8.1.2.2, CC.W.2,                                                        TE 827 (compare/contrast character actions)
                                    201/202/203/207/208/209/213/214/215)                                  Comparing Characters & Conflict
                                                                                                               o Literary & Reading Focus p. 917
                                    KCK11W080204 Produce clear and coherent writing                            o Collection 8 Resources (workbook) p. 22-23
                                    in which the development, organization, and style are                 “ The Diary of a Young Girl” p. 919-921
                                    appropriate to task, purpose, and audience.                                o Reading Focus & Literary Focus p. 922
                                    (W8.1.1.1, W8.1.1.3, W8.1.1.6, W8.1.1.8, W8.1.2.1,                    excerpt “My Childhood Under Fire”
                                    W8.1.2.9, W8.1.4.3, W8.1.4.8, CC.W.4, 206, ACT)                            o Reading Focus and Literary Focus p.
                                                                                                          “A Tragedy Revealed: A Heroine’s Last Days” p. 930-946
                                    KCK11W080205 With some guidance and support
                                                                                                               o Extend the Discussion p. TE 933
                                    from peers and adults, develop and strengthen writing
                                    as needed by planning, revising, editing, rewriting, or                    o Extend the Discussion (cause/effect) p. TE 947
                                    trying a new approach, focusing on how well purpose
                                    and audience have been addressed.
                                    (CC.W.5, 205/224/225/226/227/228)                           Re-teaching Lessons Appendix:

                                    KCK11W080206 Use technology, including the                            Characterization p. 975D
                                    Internet, to produce and publish writing and present                  Comparing and Contrasting Characters p. 975H
                                    the relationships between information and ideas
                                                                                                          Comparing Texts p. 975O
                                    efficiently as well as to interact and collaborate with
                                    others.
                                    (CC.W.6)
                                                                                                Applicable Graphic Organizers (www.my.hrw.com in Student Resources)
                                    KCK11W080208 Gather relevant information from
                                    multiple print and digital sources, using search terms                Comparison-Contrast Chart
                                    effectively; assess the credibility and accuracy of                   Cause-Effect Chart
                                    each source; and quote or paraphrase the data and
                                                                                                          Drawing Conclusions from Information
                                    conclusions of others while avoiding plagiarism and
                                                                                                          Conclusions Chart
                                    following a standard format for citation.
                                    (W8.1.1.4, W8.1.2.5, W8.1.2.6, W8.1.2.7, W8.1.4.6,
                                    CC.W.8, , 204/221/222/223)
                                                                                                TARGETSTRATEGIES:
                                    KCK11W080209 Draw evidence from literary or                 KCK10R08115 (Infer/Draw Conclusions)
                                    informational texts to support analysis, reflection, and    KCK10R08117a/b (Character Description and Development)
                                    research.                                                   KCK10R08109a/b (Meaning of Figurative Language in Context)
                                    a. Apply grade 8 Reading standards to literature (e.g.
                                    “Analyze how a modern work of fiction draws on
▲ (delta) – assessed on state assessment                                           * (asterisk) – assessed on Checkpoint                                  Last updated 9/16/2012   25
                                    themes, patterns of events, or character types from       ADDITIONAL RESOURCES:
                                    myths, traditional stories, or religious works such as
                                    the Bible, including describing how the material is       TARGETFUNDAMENTALS:
                                    rendered new”).
                                                                                              R8.1 Literal and non-literal language
                                    b. Apply grade 8 Reading standards to literary
                                    nonfiction (e.g. “Delineate and evaluate the argument
                                                                                              R8.12 Draw reasonable conclusions
                                    and specific claims in a text, assessing whether the      R9.13 Cause and effect relationships
                                    reasoning is sound and the evidence is relevant and       R8.16 Inferences based on stated/implied information
                                    sufficient; recognize when irrelevant evidence is
                                    introduced”).                                             Online Reading Resources:
                                    (CC.W.9, 223)
                                                                                              PowerNotes (on disc and at http://my.hrw.com ):

                                                                                                        “What Do You Need to Know about Drama?”
                                                                                                        “What Reading Skills Help You Understand Drama?”
                                                                                                        “Anne Frank Diary”
                                                                                                        “A Tragedy Revealed: A Heroine’s Last Days”

                                                                                                        http://www.wsherc.org/PDF/AnneFrank-IntimanGuide%205-08.pdf

                                                                                                        www.scribd.com/doc/45467787/Holocaust-Readers-Theater

                                                                                                        “Will and Max: A Holocaust Story”
                                                                                                         http://www.californiayoungreadermedal.org/2009_PBORReadersTheate
                                                                                                         r.pdf

                                                                                                        “The White Rose” by J. Cripps
                                                                                                         http://www.wsherc.org/PDF/JCripps_Lessons/10_WhiteRose.pdf

                                                                                                        Lesson Plan Support for “The White Rose”
                                                                                                         http://www.wsherc.org/PDF/JCripps_Lessons/10_ReadTheater.pdf

                                                                                              “Upstanders” Readers’ Theater - Genocide
                                                                                              http://www.chgs.umn.edu/educational/pdf/Upstanders,%207-08.pdf

                                                                                              Online Writing Resources:
                                                                                              http://kckliteracycurriculum.wikispaces.com/Appendix+D+-
                                                                                              +Writing+Resources


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                                           End of Instructional Window 7




▲ (delta) – assessed on state assessment        * (asterisk) – assessed on Checkpoint   Last updated 9/16/2012   27
                                                                 8th Grade Literacy Pacing Guide
         Unit of Study                             KCKPS Standards Instructional Window 8                                                           Resources
DRAMA UNIT                                 KCK11R080117* Summarize and paraphrase information clearly                      PRIMARY RESOURCES:
(CONTINUED)                                preserving the author’s intent.
                                           (▲R8.1.4.9, CC.RI.1, CC.RI.2, 119, ACT)                                         Text:
Summary Overview:                                                                                                          Elements of Literature
In this unit, students will read a         KCK11R080121* Cite textual evidence that supports the theme of
                                                                                                                           Publisher: Holt
piece of drama and identify the            passages from a variety of cultures.
theme by citing textual evidence.          (▲R8.1.4.10, R8.2.1.4, CC.RL.2, 117/118120/130, ACT)
Students will identify examples                                                                                            KCK11R08117 Summarize & Paraphrase
of figurative language, as well as         KCK11R080125* Analyze the effects of the setting and
determine the meaning of the               compare/contrast the setting by making connections with other story                   The Diary of Anne Frank p. 832-912 (Holt Reader
figurative language examples.              elements within and between passages.                                                Adapted Version, p. 234-255)
Students will use their                    (▲R7.2.1.2, CC.RL.2, 117/127a, ACT)                                                        o Extend the Discussion (Finding Details) p.
knowledge of comprehension                                                                                                                TE 838, 839
strategies to compare and                  KCK11W080202 Write informative/explanatory texts to examine a                              o Extend the Discussion (Summarizing) p.
contrast varying aspects of                topic and convey ideas, concepts, and information through the
                                                                                                                                          TE 843, 881, 911
characters in a text, make                 selection, organization, and analysis of relevant content.
inferences, and draw conclusions                                                                                                 excerpt The Diary of a Young Girl
                                           a. Introduce a topic clearly, previewing what is to follow; organize
about information within the               ideas, concepts, and information into broader categories; include                          o Extend the Discussion (Finding Details)p.
play and supporting passages.              formatting (e.g., headings), graphics (e.g., charts, tables), and                              TE 919, 923, 939, 941
                                           multimedia when useful to aiding comprehension.                                       “Walking with Living Feet” p. 949-952
Throughout the unit, students              b. Develop the topic with relevant, well- chosen facts, definitions,                       o Extend the Discussion (Finding Main
will practice writing                      concrete details, quotations, or other information and examples.                               Ideas) p. TE 949
informative/explanatory texts to           c. Use appropriate and varied transitions to create cohesion and clarify
examine and analyze the content            the relationships among ideas and concepts.                                     KCK11R08121 Support for Theme
of the drama.                              d. Use precise language and domain-specific vocabulary to inform
                                           about or explain the topic.
Teachers will embed appropriate            e. Establish and maintain a formal style.                                             Applying your Skills/ Literary Skills Review:
non-fiction passages and poetry            f. Provide a concluding statement or section that follows from and                     Theme p. 884
throughout the unit.                       supports the information or explanation presented.
                                           (W8.1.2.1, W8.1.2.2, CC.W.2, 201/202/203/207/208/209/213/214/215)               KCK11R08121 Effects of Setting
Recommended Time Frame:
17 instructional days                      KCK11W080204 Produce clear and coherent writing in which the                          The Diary of Anne Frank p. 832-912 (Holt Reader
                                           development, organization, and style are appropriate to task, purpose,
                                                                                                                                  Adapted Version, p. 234-255)
                                           and audience.
                                           (W8.1.1.1, W8.1.1.3, W8.1.1.6, W8.1.1.8, W8.1.2.1, W8.1.2.9,                               o Extend the Discussion (comparing setting)
                                           W8.1.4.3, W8.1.4.8, CC.W.4, 206, ACT)                                                         p. TE 945

                                           KCK11W080205 With some guidance and support from peers and                      CP 8 Applicable “Reteaching Lessons” in Appendix:
                                           adults, develop and strengthen writing as needed by planning, revising,

▲ (delta) – assessed on state assessment                                           * (asterisk) – assessed on Checkpoint                                        Last updated 9/16/2012   28
                                           editing, rewriting, or trying a new approach, focusing on how well
                                           purpose and audience have been addressed.                                              Relevance of Setting p. 975L-M
                                           (CC.W.5, 205/224/225/226/227/228)                                                      Recurring Themes p. 975J-K
                                                                                                                                  Summaries p. 975P
                                           KCK11W080206 Use technology, including the Internet, to produce
                                           and publish writing and present the relationships between information
                                           and ideas efficiently as well as to interact and collaborate with others.        CP 8 Applicable Graphic Organizers (www.my.hrw.com in
                                           (CC.W.6)                                                                         Teacher Reources)

                                           KCK11W080208 Gather relevant information from multiple print and                       Main Ideas and Details Chart
                                           digital sources, using search terms effectively; assess the credibility                Main Idea Chart
                                           and accuracy of each source; and quote or paraphrase the data and
                                                                                                                                  Determining Main Idea
                                           conclusions of others while avoiding plagiarism and following a
                                                                                                                                  All-Purpose Planner
                                           standard format for citation.
                                           (W8.1.1.4, W8.1.2.5, W8.1.2.6, W8.1.2.7, W8.1.4.6, CC.W., ,
                                           204/221/222/2238)                                                                TARGETSTRATEGIES:
                                                                                                                            KCK10R08119a/b (Summarize & Paraphrase)
                                           KCK11W080209 Draw evidence from literary or informational texts                  KCK10R08120 Support for Theme
                                           to support analysis, reflection, and research.
                                           a. Apply grade 8 Reading standards to literature (e.g. “Analyze how a            ADDITIONAL RESOURCES:
                                           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”).           TARGETFUNDAMENTALS:
                                           b. Apply grade 8 Reading standards to literary nonfiction (e.g.                  R8.7 Author’s use of the main literary elements. R8.10
                                           “Delineate and evaluate the argument and specific claims in a text,              Main idea of a nonfictional passage
                                           assessing whether the reasoning is sound and the evidence is relevant            R8.11 Main idea and supporting ideas in a passage.
                                           and sufficient; recognize when irrelevant evidence is introduced”).              R8.15 Identify purpose, audience, and main idea
                                           (CC.W.9, 223)                                                                    R8.18 Author’s use of the main literary elements

                                                                                                                            Online Reading Resources:

                                                                                                                            PowerNotes (on disc and a http://my.hrw.com):

                                                                                                                                  “What Do You Need to Know about Drama?”
                                                                                                                                  “What Reading Skills Help You Understand
                                                                                                                                   Drama?”
                                                                                                                                  “Anne Frank Diary”
                                                                                                                                  “A Tragedy Revealed: A Heroine’s Last Days”

                                                                                                                            On the Internet
                                                                                                                                 http://www.shakespeare-online.com/plays/

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                                                                                              http://www.flocabulary.com/muchado.html
                                                                                              http://www.flocabulary.com/macbeth.html

                                                                                            Additional resource you may wish to obtain:
                                                                                        Simply Shakespeare: Readers Theater for Young People
                                                                                        13 adapted Shakespeare plays for the Editors of Read
                                                                                        Magazine

                                                                                        Online Writing Resources:
                                                                                        http://kckliteracycurriculum.wikispaces.com/Appendix+D+-
                                                                                        +Writing+Resources
                                           End of Instructional Window 8




▲ (delta) – assessed on state assessment        * (asterisk) – assessed on Checkpoint                                     Last updated 9/16/2012   30

								
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