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8th grade, technology literacy, grade technology, eighth grade, literacy assessment, student technology, department of education, school districts, educational technology standards, grade level, technology standards, enhancing education, michael p. flanagan, jennifer m. granholm, no child left behind
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Secondary Literacy Curriculum Map 1
Grade 8
Curriculum Map -- Grade 8 -- Literacy
Ongoing SLEs: To be emphasized throughout the year at teacher's discretion.
SLEs in blue cells and italicized denote items to be tested by TLI in Reading Modules 3 & 5.
SLEs in green cells and italicized denote items to be tested by TLI in Writing Modules 4 & 6.
These SLEs must be emphasized before each testing date.
Bold italicized items are emphasized throughout Grade 8.
Bold, non-italicized terms are defined in Glossary.
1. Enduring Essential Question 1a: What strategies do good readers use to understand text?
Understanding: Skills Learning Plan ELP (ESL)
Good readers (Student
learn to use Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
effective Expectations) Strategies Resources Vocabulary
strategies and R 9.8.1 *I will preview TLI R 3 & 5 *Reading *previewing N/A N/A N/A N/A
organizational Use previewing, text when *Observation with Workshop *prior knowledge
tools to activating prior reading. rubric *Reader's *Teacher modeling *predicting
understand knowledge, *I will activate Notebook *Guided *Mini- *questioning
various genres of
predicting prior knowledge discussion lesson/explicit *purpose for
text.
content of text, when reading. observation*Comp teach reading
formulation *I will predict rehension *Comprehension *genre
questions, and content of text monitoring strategies
establishing when reading. instruction *Read
purposes for *I will formulate Aloud
reading. questions when *Shared Reading
reading. *Guided Reading
*I will establish a *Reader's
purpose for Notebook
reading.
R 9.8.19 *I will use TLI R 3 & 5 *Reading *skimming Use study Use study Use study Use study
Use skimming, skimming as a *Observation with Workshop *scanning *note strategies to strategies to strategies to strategies to
scanning, note- study strategy. rubric *Teacher modeling taking *outlining determine determine determine determine
taking, outlining, *I will use *Guided *Mini-lesson *quesioning general overview general overview general overview general overview
and questioning scanning as a discussion /explicit teach *study strategies of text, with of text, (e.g., of text, (e.g., of text, (e.g.,
as study study strategy. *Comprehension *Read -Aloud teacher support locating key skimming and skimming and
strategies. *I will use note- monitoring *Guided Reading (e.g., locating words by scanning, note- scanning, note-
taking as a study *Summarizing, key words by skimming and taking, outlining, taking, outlining,
strategy. outlining, and note skimming and scanning, note- questioning) questioning)
*I will use taking activities scanning) taking, outlining,
outlining as a and strategies questioning)
study strategy. *QAR
*I will use
questioning as a
study strategy.
ELPR.4.6-8.24 Use study strategies to determine general overview of text
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 2
Grade 8
(continued) R 10.8.3 *I will change *Observation with *Reading *genre Identify various Determine Vary reading Vary reading
1. Enduring Vary reading reading strategies rubric *Guided Workshop *text structure reading appropriate strategies strategies
Understanding: strategies according to text. discussion *Teacher modeling strategies, using strategies according to text according to text
Good readers according to text *I will change *Comprehension *Mini- prior knowledge according to text and purpose and purpose
learn to use and purpose. reading strategies monitoring lesson/explicit and teacher and purpose,
effective according to teach support using prior
strategies and purpose. *Teacher modeling knowledge and
organizational *Comprehension teacher support
tools to strategies
understand instruction
various genres of *Read-Aloud
text. *Guided Reading
*Instruction in
metacognition
strategies
ELPR.5.6-8.3 Vary reading strategies according to text and purpose
R 10.8.5 *I will use *Observation with *Reading *skimming N/A N/A N/A N/A
Use skimming, skimming as a rubric Workshop *scanning *note
scanning, note- study strategy. *Guided *Teacher modeling taking *outlining
taking, outlining, *I will use discussion *Mini-lesson *study strategies
and questioning scanning as a *Comprehension /explicit teach
as study study strategy. monitoring *Read -Aloud
strategies. *I will use note- *Guided Reading
taking as a study *Summarizing,
strategy. outlining, and note
*I will use taking activities
outlining as a and strategies
study strategy. *QAR
*I will use
questioning as a
study strategy.
R 11.8.7 *I will determine *Observation with *Reading *relevant Recognize word Recognize words Use knowledge Use knowledge
Determine useful useful words. rubric *Guided Workshop parts as a class, with multiple of root words, of root words,
and relevant *I will determine discussion *Word Study with teacher meanings in affixes, and word affixes, word
words. relevant words. *Comprehension *Word Identification support short phrases, relationships to relationships,
monitoring *Teacher modeling with teacher determine and context to
*Cooperative support meaning, with determine
learning activities some teacher meaning
*Guided discussion support
*Reader's
Notebook or
Reader's Response
journal
ELPR.6.6-8.2 Use knowledge of root words, affixes, word relationships, and context to determine meaning
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 3
Grade 8
(continued) Essential Question 1b: What comprehension strategies are useful when reading different genre?
1. Enduring Skills Learning Plan ELP (ESL)
Understanding: (Student
Good readers Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
learn to use Expectations) Strategies Resources Vocabulary
effective R 10.8.6 *I will read *Observation with *Reading *essay Identify the Compare and Read a variety of Read a variety of
strategies and Read a variety of essays. rubric Workshop *Read- *play *drama characteristics of contrast different literature, literature,
organizational literature, *I will read plays. *Reading log Aloud *Guided *genre a variety of genres of including including
tools to including essays *I will read a *Guided Reading *Mini- nonfiction and literature nonfiction and nonfiction and
understand and plays. variety of discussion lesson *Literature fiction *historical *historical fiction fiction *historical fiction *historical
various genres of EMPHASIS: literature. *Comprehension circles fiction *autobiography fiction fiction
text. Essays, Plays, monitoring *Guided Discussion *autobiography *realistic fiction *autobiography *autobiography
*Cooperative *realistic fiction *short stories *realistic fiction *realistic fiction
learning activities *short stories *science fiction *short stories *short stories
*Reader's *science fiction *legends *myths *science fiction *science fiction
Notebook or *legends *myths *essays *legends *myths *legends *myths
Reader's Response *essays *plays *essays *essays
journal *plays *plays *plays
ELPR.5.6-8.7 Read a variety of literature, including nonfiction and fiction *historical fiction *autobiography *realistic fiction *short stories *science fiction *legends *myths *essays *plays
Essential Question 1c: How will understanding vocabulary from content area texts and other cultures build understanding of technical and specialized vocabulary?
Skills Learning Plan ELP (ESL)
(Student
Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
Expectations) Strategies Resources Vocabulary
R 11.8.6 *I will use *Observation with *Reading *dictionary Recognize word Recognize words Use knowledge Use knowledge
Use resources to resources to rubric *Guided Workshop *thesaurus parts as a class, with multiple of root words, of root words,
determine determine discussion *Word identification *technical with teacher meanings in affixes, and word affixes, word
meaning of meanings of *Comprehension *Mini- vocabulary support short phrases, relationships to relationships,
technical and technical monitoring lesson/explicit *specialized with teacher determine and context to
specialized vocabulary. teach *Teacher vocabulary support meaning, with determine
vocabulary. *I will use modeling some teacher meaning
resources to *Cooperative support
determine learning activities
meanings of *Guided discussion
specialized *Word wall
vocabulary.
ELPR.6.6-8.2 Use knowledge of root words, affixes, word relationships, and context to determine meaning
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 4
Grade 8
2. Enduring Essential Question 2a.: What is fluency?
Understanding: Essential Question 2b: What are the goals for eighth grade fluency?
Students can Skills Learning Plan ELP (ESL)
improve fluency (Student
through oral Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
practice and Strategies Resources Vocabulary
Expectations)
independent R 10.8.1 *I will read for a *Observation with *Reading *self-selected Identify Respond daily to Read for a Read for a
reading. Read for a significant rubric *Reading log Workshop *independent environmental environmental substantial substantial
substantial amount of time *Guided *Literature circles reading level print, personal print, personal amount of time amount of time
amount of time daily including discussion *Self-selected *instructional communications, communications, daily, including daily, including
daily, including assigned *Comprehension reading reading level and visually and visually assigned and assigned and
assigned and self- materials on my monitoring *Teacher modeling *assigned supported print, supported print, self-selected self-selected
selected independent *Mini-lesson with teacher/peer with teacher/peer materials at materials at
materials at reading level. *Teacher/student assistance assistance independent and independent and
independent and *I will read for a recommendations instructional instructional
instructional significant *Book talks levels levels
levels. amount of time
daily including
assigned
materials on my
instructional level
. *I will
read for a
significant
amount of time
daily including
self-selected
materials on my
independent
reading level.
*I will read for a
significant
amount of time
daily including
self-selected
materials on my
instructional
reading level.
ELPR.5.6-8.1 Read for a substantial amount of time daily, including assigned and self-selected materials at independent and instructional levels
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 5
Grade 8
(continued) R 11.8.1 *I will *Observation with *Reading *decode Read sight Decode words to Continue to Decode words
2. Enduring Automatically automatically rubric Workshop *Shared *automatically words as a focus on develop sight for
Understanding: decode words to recognize and *Comprehension reading *Word class, with comprehension words and to add comprehension,
Students can ensure focus on understand monitoring identification teacher support as a class, with content words to recognize sight
improve fluency comprehension. certain words *Fluency check *Observation teacher support sight vocabulary, words, and
through oral without sounding w/rubric with some develop
practice and them out while I *Fluency Checks teacher support academic
independent am reading. *Guided Reading vocabulary
reading. *Word Identification
ELPR.6.6-8.1 Decode words for comprehension, recognize sight words, and develop academic vocabulary
R 11.8.2 *I will continue to *Observation with *Reading *adequate *sight Read sight Decode words to Continue to Decode words
Continue to develop a body of rubric Workshop words words as a focus on develop sight for
develop and sight words. *Comprehension *Shared Reading *appropriate class, with comprehension words and to add comprehension,
maintain an *I will continue to monitoring *Word Identification teacher support as a class, with content words to recognize sight
adequate body of maintain an *Fluency check *Reader's teacher support sight vocabulary, words, and
sight words. appropriate Notebook *Mini- with some develop
amount of sight lesson/explicit teacher support academic
words. teach *Teacher vocabulary
Modeling
*Word identification
*Word walls
ELPR.6.6-8.1 Decode words for comprehension, recognize sight words, and develop academic vocabulary
R 11.8.3 *I will add *Observation with *Reading *content words Read sight Decode words to Continue to Decode words
Add content content rubric Workshop *Shared *sight words words as a focus on develop sight for
words to sight vocabulary to my *Comprehension Reading *Word class, with comprehension words and to add comprehension,
vocabulary. sight vocabulary. monitoring identification teacher support as a class, with content words to recognize sight
*Fluency check *Mini- teacher support sight vocabulary, words, and
lesson/explicit with some develop
teach *Word teacher support academic
Walls *Word vocabulary
identification
ELPR.6.6-8.1 Decode words for comprehension, recognize sight words, and develop academic vocabulary
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 6
Grade 8
3. Enduring Essential Question 3a: What strategies of writing can be used effectively to produce a quality product during the writing process?
Understanding: Skills Learning Plan ELP (ESL)
Good writers use (Student
Objective(s) Assessment Instructional Materials/ Essential
the writing process Learning Level 1 Level 2 Level 3 Level 4
to produce quality Expectations) Strategies Resources Vocabulary
writing. W.4.8.2 *I will organize *Observation with *Mini- *prewriting Participate with Participate with Organize ideas Organize ideas
Organize ideas ideas for my rubric *Writing lessons/explicit *formal outline class organizing class organizing by using such by using such
by using such writing by using samples *Writing teach *Writing *main topic ideas by using ideas by using graphic graphic
graphic charts and portfolio with rubric Workshop *subtopic *details such graphic such graphic organizers as organizers as
organizers as graphs. *Teacher modeling *graphic organizer organizers as organizers as webbing, webbing,
charts/graphs *I will organize *Interactive writing *webbing webbing, webbing, mapping, mapping,
and formal ideas for my *Cooperative *mapping *Venn mapping, mapping, charts/graphs, charts/graphs,
outlining with writing by using learning activities Diagrams charts/graphs, charts/graphs, and formal and formal
main topics, formal outlining *Graphic Venn diagrams, Venn diagrams, outlining with outlining with
subtopics, and with main topics, organizers and T-charts with and T-charts with main topics and main topics and
details. subtopics, and main topics main topics sub-topics sub-topics
details.
ELPW.7.6-8.2 Organize ideas using graphic organizers
W 4.8.3 * I will determine TLI W 4 & 6 *Mini- *focus Demonstrate an Demonstrate an Demonstrate an Demonstrate an
Select a focus a focus for my *Observation with lessons/explicit *organizational awareness of awareness of awareness of awareness of
and an writing based on rubric teach *Writing structure purpose and purpose and purpose and purpose and
organizational purpose, *Writing samples Workshop *purpose audience, using audience, using audience, with audience, with
structure based audience, length, *Writing portfolio *Teacher modeling *audience single words and single words or emphasis on emphasis on
on purpose, and required with rubric *Interactive writing *format illustrations phrases expository and expository and
audience, length, format. *Cooperative *expository letter writing letter writing
and required *I will develop an learning activities *narrative
format for organizational *Writer Response *descriptive
expository, structure for my groups *persuasive
narrative, writing based on
descriptive, and purpose,
persuasive audience, length,
writing. and required
format.
ELPW.7.6-8.3 Demonstrate an awareness of purpose and audience for all modes of written discourse
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 7
Grade 8
(continued) W 4.8.5 *I will create an *Observation with *Mini- *rough draft Illustrate and use Create a class Create a draft for Create a draft for
3. Enduring Create a draft organized draft rubric *Writing lessons/explicit *organizational graphic draft for expository expository
Understanding: with emphasis on for expository samples *Writing teach *Teacher structure *writing organizers, using expository writing with writing with
Good writers use persuasive and writing. portfolio with rubric modeling *Writing process *editing key vocabulary writing with emphasis on emphasis on
the writing process expository *I will create an Workshop *revision to convey central emphasis on organization by organization by
to produce quality organization. organized draft *Cooperative *polished work idea, with organization, sentence paragraphs
writing. for persuasive learning activities assistance using key *introduction *introduction
writing. *Graphic vocabulary to *main points *main points with
organizers *Writer convey central *conclusion some
Response groups idea and teacher elaboration
modeling *conclusion
ELPW.7.6-8.5 Create a draft for persuasive or expository writing
W 4.8.12 *I will establish *Observation with *Mini- *writing portfolio Maintain a Maintain a Maintain a Maintain a
Maintain a writing goals for growth rubric *Writing lessons/explicit *exhibits growth writing portfolio writing portfolio writing portfolio writing portfolio
portfolio that as a writer. samples *Writing teach *Writing *expectation that exhibits that exhibits that exhibits that exhibits
exhibits growth in *I will produce portfolio with rubric Workshop *rubric *reflection growth in growth in growth in growth in
meeting goals various types of *Student *Cooperative meeting goals meeting goals meeting goals meeting goals
and expectations. writing. Reflection paper learning activities and expectations and expectations and expectations and expectations
*I will evaluate my with rubric *Writer Response
progress in groups
meeting my
individual goals.
*I will maintain a
writing portfolio
that exhibits my
growth.
ELPW.7.6-8.10 Maintain a writing portfolio that exhibits growth in meeting goals and expectations
W 4.8.13 *I will *Observation with *Mini- *publish *purpose Publish/share Publish/share Publish/share Publish/share
Publish/share publish/share my rubric *Writing lessons/explicit *audience according to according to according to according to
according to writing according samples *Writing teach *Writing purpose and purpose and purpose and purpose and
purpose and to purpose. portfolio with rubric Workshop audience audience audience audience
audience. *I will *Cooperative
publish/share my learning activities
writing according *Writer Response
to audience. groups *Author's
chair
ELPW.7.6-8.11 Publish/share according to purpose and audience
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 8
Grade 8
(continued) W 5.8.2 *I will select a TLI W 4 & 6 *Mini-lessons *intended Write to develop Write to develop Write to develop Write to develop
3. Enduring Select the form form of writing *Observation with /explicit teach *mode class poetry, and class poetry, and class poetry, and class poetry, and
Understanding: of writing that that speaks to rubric *Writing *Writing Workshop narrative, narrative, narrative, narrative,
Good writers use addresses the my intended samples *Writing *Cooperative expository, expository, expository, expository,
the writing process intended audience. portfolio with learning activities descriptive, and descriptive, and descriptive, and descriptive, and
to produce quality audience. rubric *Teacher modeling persuasive persuasive persuasive persuasive
writing. *Interactive writing pieces for pieces for pieces for pieces for
*Writer Response various various various various
groups audiences and audiences and audiences and audiences and
purposes, using purposes, using purposes, using purposes, using
illustrations and illustrations and illustrations, phrases, simple
simple words, simple words, simple words, paragraphs, and
with assistance with assistance phrases, and a a variety of
variety of techniques and
techniques and devices, with
devices, with assistance
assistance
ELPW.8.6-8.1 Write to develop poetry, narrative, expository, descriptive, and persuasive pieces for various audiences and purposes
W 5.8.3 *I will create *Observation with *Mini- *expository Write to develop Write to develop Write to develop Write to develop
Create expository writing. rubric *Writing lessons/explicit *narrative class poetry, and class poetry, and class poetry, and class poetry, and
expository, *I will create samples *Writing teach *Writing *descriptive narrative, narrative, narrative, narrative,
narrative, descriptive portfolio with rubric Workshop *narrative expository, expository, expository, expository,
descriptive, and writing. *Teacher modeling descriptive, and descriptive, and descriptive, and descriptive, and
persuasive *I will create *Interactive writing persuasive persuasive persuasive persuasive
writing. persuasive *Cooperative pieces for pieces for pieces for pieces for
writing. learning activities various various various various
*I will create *Graphic audiences and audiences and audiences and audiences and
descriptive organizers purposes, using purposes, using purposes, using purposes, using
writing. *Writer's Notebook illustrations and illustrations and illustrations, phrases, simple
simple words, simple words, simple words, paragraphs, and
with assistance with assistance phrases, and a a variety of
variety of techniques and
techniques and devices, with
devices, with assistance
assistance
ELPW.8.6-8.1 Write to develop poetry, narrative, expository, descriptive, and persuasive pieces for various audiences and purposes
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 9
Grade 8
(continued) W 5.8.7 *I will write with a *Observation with *Mini- *prompts *rubric Illustrate and Write words and Write, with and Write on
3. Enduring Write with and prompt for a rubric lessons/explicit *time frame write words with simple without prompts, demand, with
Understanding: without prompts specific period of *Writing samples teach *Writing *sustained a graphically sentences, with for a sustained and without
Good writers use for a sustained time. *Timed writing Workshop supported and without period of time prompts, for a
the writing process period of time. *I will write *Writing portfolio *Cooperative prompt for a prompts, for a sustained period
to produce quality without a prompt with rubric learning activities sustained period sustained period of time
writing. for a specific *Writer Response of time, with of time, with
period of time. groups *Writer's assistance assistance
Notebook
ELPW.8.6-8.4 Write for a sustained period of time
W 5.8.9 *I will write with a *Observation with *Mini- *on demand Illustrate and Write words and Write, with and Write on
Write on demand prompt for a rubric lessons/explicit *prompt *rubric write words with simple without prompts, demand, with
with or without certain amount of *Writing samples teach *Writing *time frame a graphically sentences, with for a sustained and without
prompt within a time. *Timed writing Workshop supported and without period of time prompts, for a
given time frame. *I will write *Writing portfolio *Timed writing prompt for a prompts, for a sustained period
without a prompt with rubric *Writer's Notebook sustained period sustained period of time
for a certain *Cooperative of time, with of time, with
amount of time. learning activities assistance assistance
ELPW.8.6-8.4 Write for a sustained period of time
W 7.8.11 *I will evaluate my *Observation with *Mini- *rubric N/A N/A Self-evaluate Self-evaluate
Self-evaluate own writing. rubric lessons/explicit *revision writing, using writing, using
writing. *Writing samples teach *Writing checklist or checklist or
*Student Workshop scoring scoring
Reflection paper *Teacher modeling guides/rubric, guides/rubrics
*Student *Cooperative with teacher
Reflection learning activities and/or group
checklist *Rubric scoring support
*Writing portfolio activities
with rubric
ELPW.10.6-8.10 Self-evaluate writing, using checklist or scoring guides/rubrics
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 10
Grade 8
(continued) Essential Question 3b: How can revising and editing improve the finished piece?
3. Enduring Skills Learning Plan ELP (ESL)
Understanding: (Student
Good writers use Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
the writing process Expectations) Strategies Resources Vocabulary
to produce quality W 4.8.8 *I will revise my TLI W 4 & 6 *Mini-lessons *revision N/A N/A N/A N/A
writing. Revise style for writing style for *Observation with /explicit teach *sentence variety
sentence variety, sentence variety. rubric *Writing Workshop *tone
tone (e.g., *I will revise my *Writing samples *Teacher modeling *voice
sense of writing style for *Writing portfolio *Interactive writing *style
audience, etc.), tone. with rubric *Cooperative *selected
voice *I will my writing learning activities vocabulary
(specificity, revise style for *Peer editing *selected
vividness, rhythm voice. *Writer Response information
of piece, writer's *I will revise my groups *sense of
attitude and writing style for audience
presence, etc.), selected *specificity
selected vocabulary. *vividness
vocabulary, and *I will revise my *rhythm of piece
selected writing style for *writer's attitude
information. selected *writer's presence
information.
W 6.8.7 *I will spell words TLI W 4 & 6 *Mini-lessons Identify correctly Spell simple high Spell high Spell words
Spell words correctly in my *Observation with /explicit teach spelled words, frequency words frequency and correctly in
correctly in all writing. rubric *Writing Workshop with teacher correctly, with known simple writing, with
writing. *Writing samples *Cooperative support teacher support words correctly assistance
*Writing portfolio learning activities
with rubric
ELPW.9.6-8.2 Spell words correctly in writing
W 6.8.8 *I will apply TLI W 4 & 6 *Mini-lessons *conventional Apply Apply Apply Apply
Apply correct *Observation with /explicit teach *capitalization conventional conventional conventional conventional
conventional capitalization in rubric *Writing Workshop rules of basic rules of basic rules of rules of
rules of my writing. *Writing samples *Cooperative capitalization in capitalization in capitalization in capitalization in
capitalization in *Writing portfolio learning activities writing, with writing, with writing writing
writing. with rubric teacher support teacher support
ELPW.9.6-8.3 Apply conventional rules of capitalization in writing
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 11
Grade 8
(continued) Essential Question 3c: How can revising and editing improve the finished piece?
3. Enduring Learning Plan ELP (ESL)
Skills
Understanding:
(Student
Good writers use Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
the writing process Strategies Resources Vocabulary
Expectations)
to produce quality
writing. W 6.8.9 *I will apply TLI W 4 & 6 *Mini-lessons *conventional Apply grade- Apply grade- Apply grade- Apply
Apply correct *Observation with /explicit teach *punctuation appropriate appropriate appropriate conventional
conventional punctuation in my rubric *Writing Workshop conventional conventional conventional rules of
rules of writing. *Writing samples *Cooperative rules of rules of rules of capitalization in
punctuation in *Writing portfolio learning activities punctuation in punctuation in punctuation in writing and
writing. with rubric writing, with writing, with writing, with editing, with
teacher support teacher support assistance assistance
ELPW.9.6-8.4 Apply grade-appropriate conventional rules of punctuation in writing and editing
W 7.8.2 *I will use a TLI W 4 & 6 *Mini-lessons *conjunction Copy a variety of Copy and use a Use a variety of Use a variety of
Use a variety of variety of *Observation with /explicit teach *sentence simple sentence variety of simple sentence types sentence types
sentence types sentence types. rubric *Writing Workshop combining types, with sentence types, and lengths, with and lengths, with
and lengths. *I will use a *Writing samples *Cooperative *compound teacher support with teacher frequent errors some errors
variety of *Writing portfolio learning activities sentence *voice support
sentence lengths. with rubric *Student graphing *style
of sentence types
& lengths *Writer
Response groups
ELPW.10.6-8.2 Use a variety of sentence types and lengths
4. Enduring Essential Question 4a: How can technology be used to communicate?
Understanding: Essential Question 4b: What oral/visual skills will be used when making a presentation and evaluating presentations?
To collect and Skills Learning Plan ELP (ESL)
share research (Student
requires skills Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
from all areas of Strategies Resources Vocabulary
Expectations)
Language Arts. W 4.8.11 *I will use *Observation with *Mini- *available Use available Use available Use available Use available
Use available available rubric *Writing lessons/explicit *technology technology for technology for technology for technology for
technology to technology to samples *Writing teach *Writing *product sharing and/or sharing and/or sharing and/or sharing and/or
create a product create a product. portfolio with rubric Workshop *Media/ *communicate publication publication publication publication
and communicate *I will use Technology Center
knowledge. available *Cooperative
technology to learning activities
communicate
knowledge.
ELPW.7.6-8.9 Publish, using available technology
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 12
Grade 8
(continued) OV 1.8.5 *I will use correct *Observation with *Mini- *pronunciation N/A Practice correct Practice correct Practice correct
4. Enduring Use correct pronunciation to rubric *Structured lessons/explicit *inflection pronunciation, pronunciation, pronunciation,
Understanding: pronunciation and communicate discussion teach *modulation using single using short, using complete
To collect and inflection/modulat ideas and performance with *Reading/Writing *communicate words or phrases complete sentences
share research ion to information rubric Workshop sentences
requires skills communicate *I will use correct *Vocabulary
from all areas of ideas and inflection/ discussion
Language Arts. information. modulation to *Cooperative
communicate learning activities
ideas and *Structured
information. discussions
ELPS.2.6-8.6 Use correct pronunciation to communicate ideas and information
OV 1.8.10 *I will evaluate *Observation with *Mini- *critique *preset Accept support Accept support Accept support Accept support
Critique oral oral presentations rubric lesson/explicit criteria *rubric of teacher and of teacher and of teacher and of teacher and
presentations of of my friends *Structured teach peers to self peers to self peers to self peers to self
self and peers on using a rubric. discussion *Reading/Writing evaluate to evaluate to evaluate to evaluate to
preset criteria. *I will evaluate my evaluation with Workshop improve improve improve improve
oral presentation rubric *Structured speaking speaking speaking speaking
using a rubric. *Oral presentation discussions performance, performance, performance, performance,
with rubric *Teacher modeling based on preset based on preset based on preset based on preset
criteria criteria criteria criteria
ELPS.2.6-8.11 Accept support of teacher and peers to self evaluate to improve speaking performance, based on preset criteria
OV 2.8.1 *I will *Observation with *Mini- *exhibiting *body Demonstrate Demonstrate Demonstrate Demonstrate
Demonstrate demonstrate rubric lesson/explicit language effective effective effective effective
effective listening effective listening *Guided teach listening skills by listening skills by listening skills by listening skills by
skills by skills by using discussion *Reading/Writing exhibiting exhibiting exhibiting exhibiting
exhibiting appropriate body *Structured Workshop appropriate body appropriate body appropriate body appropriate body
appropriate body language. discussion *Guided discussion language language language language
language. performance with *Structured
rubric (i.e., Inner discussions (i.e.,
Circle/Outer Circle) Inner Circle/Outer
*Oral presentation Circle) *Teacher
with rubric modeling
ELPL.1.6-8.1 Demonstrate effective listening skills by exhibiting appropriate body language
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 13
Grade 8
(continued) OV 2.8.4 *I will show *Observation with *Mini- *attentive Demonstrate Demonstrate Demonstrate Demonstrate
4. Enduring Demonstrate attentive rubric *Guided lesson/explicit reflective effective effective effective effective
Understanding: attentive reflective listening discussion teach *speaker's listening skills by listening skills by listening skills by listening skills by
To collect and reflective listening skills to respond *Structured *Reading/Writing message exhibiting exhibiting exhibiting exhibiting
share research skills to respond and interpret the discussion Workshop appropriate body appropriate body appropriate body appropriate body
requires skills to and interpret speaker's performance with *Guided discussion language language language language
from all areas of speaker's message. rubric *Structured
Language Arts. message. *Comprehension discussions (i.e.,
monitoring Socratic Seminar)
*Teacher modeling
ELPL.1.6-8.1 Demonstrate effective listening skills by exhibiting appropriate body language
OV 3.8.1 *I will look at a *Observation with *Mini- *visually N/A N/A N/A N/A
View a variety of variety of visuals rubric lesson/explicit presented
visually to understand a *Guided teach
presented topic. discussion *Reading/Writing
materials for *Comprehension Workshop
understanding of monitoring *Guided discussion
a specific topic. *Guided practice
*Teacher modeling
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 14
Grade 8
5. Enduring Essential Question 5: How does active participation in class affect student achievement?
Understanding: Skills Learning Plan ELP (ESL)
Active (Student
participation as a Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
learner is vital to Strategies Resources Vocabulary
Expectations)
student OV 1.8.6 *I will contribute *Observation with *Mini- Participate Participate orally Participate orally Participate orally
achievement. Contribute appropriately to rubric lesson/explicit nonverbally in in class in class in class
appropriately to class *Guided teach class discussions, discussions, discussions,
class discussion. discussions. discussion *Reading/Writing discussions using single using short, using complete
*Structured Workshop words or phrases complete sentences
discussion *Guided discussion sentences
performance with *Structured
rubric discussions
*Comprehension *Teacher modeling
monitoring
ELPS.2.6-8.7 Participate appropriately in oral group performances, class discussions, and sharing
OV 2.8.2 *I will establish a *Observation with *Mini- Respond to Respond to Respond to Respond to
Establish purpose purpose for rubric lesson/explicit simple questions simple simple and some increasingly
for listening. listening. *Guided teach non-verbally questions, using complex complex
discussion *Reading/Writing one- or two-word questions, using questions
*Structured Workshop answers or short simple
discussion *Guided discussion phrases sentences
performance with *Structured
rubric discussions
*Comprehension *Teacher modeling
monitoring
ELPL.1.6-8.4 Respond to complex and content-related questions about newly learned information
OV 2.8.3 Listen *I will listen *Observation with *Mini- *attentively Listen to acquire Listen for Identify the main Identify key
attentively to attentively to rubric lesson/explicit *summarize new vocabulary specific idea and some concepts and
summarize. summarize. *Guided teach from oral stories information from details from oral details from oral
discussion *Reading/Writing and verbal oral stories and stories and stories and
*Structured Workshop information verbal verbal verbal
discussion *Guided discussion information information information
performance with *Structured
rubric discussions
*Comprehension *Teacher modeling
monitoring *Graphic
organizers for
summarizing
ELPL.1.6-8.6 Listen for information to summarize and demonstrate understanding of grade-level content
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 15
Grade 8
Curriculum Map -- Grade 8 -- Literacy
First Quarter
6. Enduring Essential Question 6a: How will developing a better vocabulary improve reading?
Understanding: Skills Learning Plan ELP (ESL)
Good readers (Student
Objective(s) Assessment Instructional Materials/ Essential
learn to use Learning Level 1 Level 2 Level 3 Level 4
effective Strategies Resources Vocabulary
Expectations)
strategies and R 11.8.4 *I will use my *Observation with *Reading *root words Recognize word Recognize words Use knowledge Use knowledge
organizational Use knowledge of knowledge of root rubric *Guided Workshop *Mini- *affixes parts as a class, with multiple of root words, of root words,
tools to root words and words to figure discussion lesson/explicit *word with teacher meanings in affixes, and word affixes, word
understand affixes and word out meaning. *Comprehension teach *Word relationships support short phrases, relationships to relationships,
various genres of relationships to *I will use my monitoring Walls *Word with teacher determine and context to
text. determine knowledge of Study support meaning, with determine
meaning. prefixes and *Vocabulary teacher support meaning
suffixes to figure discussion
out meaning. *Nonlinguistic
*I will use my representations
knowledge of *Reader's
word relationships Notebook
to figure out
meaning.
ELPR.6.6-8.2 Use knowledge of root words, affixes, word relationships, and context to determine meaning
R 11.8.5 *I will use context *Observation with *Reading *context *multiple Recognize word Recognize words Use knowledge Use knowledge
Use context to clues to find out rubric Workshop meaning parts as a class, with multiple of root words, of root words,
determine the meaning of a *Guided *Word identification with teacher meanings in affixes, and word affixes, word
meaning of word that has discussion *Mini- support short phrases, relationships to relationships,
multiple meaning more than one *Comprehension lesson/explicit with teacher determine and context to
words. meaning. monitoring Teach support meaning, with determine
*Teacher modeling teacher support meaning
*Word Walls
*Graphic
organizers
*Reader's
Notebook
ELPR.6.6-8.2 Use knowledge of root words, affixes, word relationships, and context to determine meaning
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 16
Grade 8
(continued) Essential Question 6b: How will understanding vocabulary from content area texts and other cultures build understanding of multiple meaning and relevant words?
6. Enduring Skills Learning Plan ELP (ESL)
Understanding: (Student
Objective(s) Assessment Instructional Materials/ Essential
Good readers Learning Level 1 Level 2 Level 3 Level 4
learn to use Strategies Resources Vocabulary
Expectations)
effective R 11.8.9 *I will identify how *Observation with *Reading *cultures Recognize word Recognize words Use knowledge Use knowledge
strategies and Identify how words from other rubric *Guided Workshop *Mini- *incorporated parts as a class, with multiple of root words, of root words,
organizational words from other cultures have discussion lesson/explicit *Standard English with teacher meanings in affixes, and word affixes, word
tools to cultures have become a part of *Comprehension teach support short phrases, relationships to relationships,
understand been English monitoring *Word Walls with teacher determine and context to
various genres of incorporated in vocabulary *Word Study support meaning, with determine
text. English usage. *Vocabulary teacher support meaning
vocabulary discussion
usage. *Word identification
*Graphic
organizers
*Reader's
Notebook
ELPR.6.6-8.2 Use knowledge of root words, affixes, word relationships, and context to determine meaning
OV 1.8.1 *I will use *Observation with *Reading/Writing *content area N/A N/A N/A N/A
Use vocabulary vocabulary from rubric *Guided Workshop *Guided texts
from content content area discussion discussion
area texts and texts. *Comprehension *Mini-lesson
reading/ * I will use monitoring *Teacher modeling
literature. vocabulary from *Word identification
my reading. *Word Walls
* I will use
vocabulary from
literature that I
have read.
Essential Question 6c: What strategies do good readers use to understand text?
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 17
Grade 8
(continued) Skills Learning Plan ELP (ESL)
6. Enduring (Student
Objective(s) Assessment Instructional Materials/ Essential
Understanding: Learning Level 1 Level 2 Level 3 Level 4
Good readers Strategies Resources Vocabulary
Expectations)
learn to use R 9.8.2 *I will evaluate the *Observation with *Reading *interrelations Make Understand Infer interrelation- Analyze the
effective Evaluate the relationships rubric *Reader Workshop *connection connections to connections ships of texts, interrelation-
strategies and interrelations of between text and Response journal *Comprehension strategies text, using within text, using world issues, ships of text,
organizational text and world world events by *Reader's strategies visuals and elements of the and events, world issues,
tools to issues/events by applying Notebook *Guided instruction *Mini- teacher support text using main ideas and events by
understand applying connection discussion lesson/explicit and key applying
various genres of connection strategies. *Structured teach on concepts connection
text. strategies. discussion (i.e., connection strategies
Inner Circle/Outer strategies
Circle) *Graphic
performance with organizers
rubric *Literature circles
*Comprehension *Structured
monitoring discussion
*Guided discussion
*Reader's
Notebook
ELPR.4.6-8.2-Analize the interrelationships of text, world issues, and events by applying connection strategies
R 9.8.6 *I will apply pre- TLI R 3 & 5 *Reading *monitor *modify Observe Peer-monitor Peer-monitor Self-monitor
Monitor reading reading *Observation with Workshop *Mini- *reading modeling of reading reading reading
strategies strategies. rubric Lesson/explicit strategies reading strategies strategies strategies
including pre- *I will use *Reading teach *Teacher strategies including including including
reading, using questioning. Response journal modeling *Read- including rereading, using rereading, using rereading, using
resources and *I will use other /Reader's Aloud rereading, using resources and resources and resources and
questions, and resources during Notebook *Comprehension resources and questions, and questions, and questions, and
modify them reading. *Guided strategies questions, and modifying modifying modifying
when *I will modify my discussion instruction modifying questions to aid questions to aid questions to aid
understanding reading *Comprehension *Instruction in questions to aid comprehension comprehension comprehension
breaks down. strategies when I monitoring metacognition comprehension
have a lack of strategies *Guided
understanding. Reading
*Reader's
Notebook /Reader
Response journal
ELPR.4.6-8.8 Self-monitor reading strategies including rereading, using resources and questions, and modifying questions to aid comprehension
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 18
Grade 8
(continued) R 9.8.7 *I will make text- *Observation with *Reading workshop *background N/A N/A N/A N/A
6. Enduring Connect own to-self rubric *Comprehension knowledge *prior
Understanding: background connections to *Reading strategies knowledge
Good readers knowledge and make inferences Response journal instruction *inferences
learn to use personal about new /Reader's *Metacognition
effective experience to information in Notebook instruction
strategies and make inferences texts. *Guided *Explicit Teach
organizational and to respond to *I will make text- discussion *Mini-lesson over
tools to new information, to-self *Comprehension connections
understand presented in text. connections to monitoring *Teacher modeling
various genres of respond to new *Guided discussion
text. information in *Reading
text. Response
journal/Reader's
Notebook
*Graphic
organizers
*Literature circles
R 9.8.15 *I will identify the TLI R 3 & 5 *Reading *main idea Recognize, Identify, decode, Identify main Identify main
Identify main main ideas in *Observation with Workshop *supporting decode, and and pronounce ideas and ideas and
ideas and short stories. rubric *Reading *Comprehension evidence *genre pronounce key key words in supporting supporting
supporting *I will identify the Response strategies *short story words in short short passages evidence in short evidence in short
evidence in short main ideas in journal/Reader's instruction *novel passages from from stories and reading reading
stories and novels. Notebook *Instruction in *novella short stories and novels passages passages
novels. *I will identify *Guided metacognition novels, with
supporting discussion strategies teacher support
evidence in short *Comprehension *Mini-lesson
stories. monitoring /explicit teach
*I will identify *Teacher modeling
supporting *Guided
evidence in Discussion
novels. *Literature circles
ELPR.4.6-8.20 Identify main ideas and supporting evidence in short reading passages
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 19
Grade 8
(continued) R 9.8.16 *I will use the text *Observation with *Reading *text features Identify text Identify and use Identify and use Identify and use
6. Enduring Use the text features to locate rubric *Reading Workshop *Mini- *text organizers features and cue text features, text features, text features,
Understanding: features to locate information. Response lesson/explicit words, with cue words, and cue words, and cue words, and
Good readers and recall *I will use the text journal/Reader's teach visual assistance key phrases, key phrases, key phrases,
learn to use information, with features to Notebook *Guided *Comprehension and teacher with emphasis with emphasis with emphasis
effective emphasis on text remember discussion strategies support on text on text on text
strategies and organizers. information. *Comprehension instruction organizers and organizers and organizers and
organizational *I will pay close monitoring *Teacher modeling graphics with graphics graphics
tools to attention to text *Cooperative teacher support
understand organizers. learning activities
various genres of *Graphic
text. organizers
ELPR.4.6-8.21 Identify and use text features, cue words, and key phrases, with emphasis on text organizers and graphics
R 9.8.17 *I will decide *Observation with *Reading *text structure Identify various Identify various Use knowledge Use knowledge
Determine text which text rubric *Guided Workshop *Mini- *enhance *genre text structures, text structures, of text of text
structure(s) to structures help discussion lessons/explicit *fiction with emphasis with emphasis structure(s) to structure(s) to
enhance me understand a *Comprehension teach *nonfiction on cause/effect, on cause/effect, enhance enhance
understanding. text. monitoring *Comprehension compare/ compare/ understanding, understanding,
strategies contrast, and contrast, and with emphasis with emphasis
instruction problem/ problem/ on cause/effect, on cause/effect,
*Teacher modeling solution, using solution, using compare/ compare/
*Cooperative visuals and visuals and contrast, and contrast, and
learning activities graphics with graphics with problem/ solution problem/ solution
*Reader's teacher support teacher support
Notebook
ELPR.4.6-8.22 Use knowledge of text structure(s) to enhance understanding, with emphasis on cause/effect, compare/contrast, and problem/solution
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 20
Grade 8
7. Enduring Essential Question 7a: What strategies for writing can be used effectively to produce a quality product during the writing process?
Understanding: Skills Learning Plan ELP (ESL)
Good writers use (Student
Objective(s) Assessment Instructional Materials/ Essential
the writing process Learning Level 1 Level 2 Level 3 Level 4
to produce quality Expectations) Strategies Resources Vocabulary
writing. W 4.8.1 *I will choose an TLI W 4 & 6 *Mini-lessons *self-select *pre- Generate ideas Generate ideas Generate ideas Generate ideas
Self-select and appropriate pre- *Observation with /explicit teach writing strategy by selecting and by selecting and by selecting and by selecting and
apply an writing strategy to rubric *Writing Workshop *interviewing applying applying applying applying
appropriate pre- create ideas for a *Writing samples *Teacher modeling *data appropriate appropriate appropriate appropriate
writing strategy variety of *Writing portfolio *Guided practice *brainstorming prewriting prewriting prewriting prewriting
for a variety of different types of with rubric *Cooperative *focused free strategies, which strategies, which strategies, which strategies, which
writing purposes writing. learning activities write *unfocused shall include shall include shall include shall include
across the *Graphic freewrite observing observing observing reading,
curriculum, with organizers *reading log through the use through the use through the use discussing,
emphasis on *learning log of visual aids of of observing,
interviewing, and copying *visual aids *visual aids brainstorming,
note-taking, and notes from the *copy notes from *copy notes from focused and
gathering data . board the board the board unfocused free-
*simple words *simple words writing, and
and phrases and phrases reading/learning
*reading/ *reading/ logs
learning logs learning logs
*interview *interview
classmate and classmate and
take notes take notes *write
a brief paragraph
ELPW.7.6-8.1 Generate ideas by selecting and applying appropriate prewriting strategies
W 5.8.10 *I will write about *Observation with *Mini- *prompt N/A N/A N/A N/A
Write across the all subject areas. rubric *Writing lessons/explicit
curriculum. samples *Writing teach *Writing
portfolio with rubric Workshop
*Cooperative
learning activities
*Writer Response
groups
W.7.8.10 *I will use scoring *Observation with *Mini- *scoring guide N/A Use a checklist Use teacher- Use writer's
Use scoring guides or rubrics rubric *Writing lessons/explicit *pre-selected with explicit guided checklist checklist or
guides or rubrics to improve the samples *Writing teach *Writing criteria support and to improve scoring
to improve all quality of my portfolio with rubric Workshop *rubric direction written work guides/rubrics to
aspects of written writing. *Teacher modeling improve written
projects. *Guided practice work
*Cooperative
learning activities
*Writer Response
groups
ELPW.10.6-8.9 Use writer's checklist and/or scoring to improve written work guide/rubrics
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 21
Grade 8
(continued) Essential Question 7b: How can revising and editing improve the finished piece?
7. Enduring Skills Learning Plan ELP (ESL)
Understanding: (Student
Good writers use Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
the writing process Expectations) Strategies Resources Vocabulary
to produce quality
W 4.8.7 *I will revise the TLI W 4 & 6 *Mini-lessons *revise Revise basic Revise basic Revise content Revise
writing.
Revise content content of my *Observation with /explicit teach *central idea content for content for and style, using content/style for
for central idea, writing for central rubric *Writing Workshop *organization central idea, central idea and phrases and *sentence variety
organization, idea. *Writing samples *Teacher modeling *unity using key style, using key simple *tone
unity, *I will revise the *Writing portfolio *Interactive writing *elaboration vocabulary, with vocabulary and sentences, for *voice
elaboration, and content of my with rubric *Conference *clarity assistance single words and *central idea *central idea
clarity. writing for *Cooperative *voice phrases, with *organization *organization
organization. learning activities assistance *unity *unity
*I will revise the *Peer editing *elaboration *elaboration
content of my *Writer Response (e.g., (e.g.,
writing for unity. groups explanation, explanation,
*I will revise the examples, examples,
content of my description) description)
writing for *clarity, with *clarity
elaboration. teacher *sentence variety
*I will revise the assistance, peer *selected
content of my collaboration, vocabulary,
writing for clarity. and/or checklist using peer
and/or teacher
collaboration,
checklists,
ELPW.7.6-8.7 Revise content and style rubrics, and/or
W 4.8.9 *I will revise my *Observation with *Mini- *revise Revise basic Revise basic Revise content Revise
Revise writing writing by working rubric *Writing lessons/explicit *peer content for content for and style, using content/style for
using various with my peers. samples *Writing teach *Writing collaboration central idea, central idea and phrases and *sentence variety
tools/methods, *I will revise my portfolio with rubric Workshop *teacher using key style, using key simple *tone
such as peer writing by working *Teacher modeling collaboration vocabulary, with vocabulary and sentences, for *voice
and/or teacher with my teacher. *Conference *revision checklist assistance single words and *central idea *central idea
collaboration, a *I will revise my *Cooperative *rubric *reference phrases, with *organization *organization
revision checklist writing by using a learning activities materials assistance *unity *unity
rubric, and/or revision checklist. *Peer editing *thesaurus *elaboration *elaboration
reference *I will revise my *Writer Response (e.g., (e.g.,
materials (i.e., writing by using groups explanation, explanation,
dictionary, reference examples, examples,
thesaurus, etc.) materials. description) description)
*clarity, with *clarity
teacher *sentence variety
assistance, peer *selected
collaboration, vocabulary,
and/or checklist using peer
and/or teacher
collaboration,
checklists,
rubrics, and/or
ELPW.7.6-8.7 Revise content and style
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 22
Grade 8
(continued) W 4.8.10 I will edit during TLI W 4 & 6 *Mini- *edit Edit for Edit for Edit for Edit for
7. Enduring Edit individually the writing *Observation with lessons/explicit *conventions appropriate appropriate appropriate appropriate
Understanding: or in groups for process for rubric *Writing teach *Writing *sentence grade-level grade-level grade-level grade-level
Good writers use appropriate sentence samples *Writing Workshop formation *fused conventions with conventions with conventions with conventions with
the writing process grade-level formation. portfolio with *Teacher modeling sentence assistance assistance assistance assistance
to produce quality conventions, *I will edit during rubric *Conference *subordination
writing. within the the writing *Cooperative *modifiers
following process for learning activities *usage
features: usage. *Peer editing *inflection
sentence *I will edit during *mechanics
formation the writing *formatting
(completeness, process for *embedded
absence of fused mechanics.
sentences,
expansion
through standard
subordination
and modifiers,
embedding
through standard
subordination
and modifiers,
and standard
word order)
usage (standard
inflections,
agreement, word
meaning,
conventions),
and mechanics
(capitalization,
punctuation,
formatting,
spelling).
ELPW.7.6-8.8 Edit for appropriate grade-level conventions
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 23
Grade 8
(continued) W 6.8.1 *I will use simple TLI W 4 & 6 *Mini-lessons *sentence Illustrate simple Illustrate and Use a variety of Use a variety of
Enduring Vary sentence sentences. *Observation with /explicit teach structure *simple sentences write simple simple simple and
Understanding: structure by *I will use rubric *Writing *Writing Workshop sentence sentences using sentences, with compound
Good writers use using simple, compound samples *Writing *Teacher modeling *compound pictograph assistance sentences,
the writing process compound, sentences. portfolio with *Interactive writing sentence *declarative including
to produce quality complex, and *I will use rubric *Cooperative *compound *imperative compound
writing. compound- complex learning activities sentence *interrogative subjects and
complex sentences. *Student graphing *complex *exclamatory predicates, with
sentences and *I will use of sentence type & sentence assistance
different kinds different kinds of structure *Writer *compound- *declarative
of sentences sentences Response groups complex *imperative
(declarative, (declarative, sentence *interrogative
interrogative, interrogative, *declarative *exclamatory
imperative, and imperative, and *interrogative
exclamatory). exclamatory). *imperative
*exclamatory
*style
ELPW.8.6-8.7 Use a variety of simple, compound, and complex sentences
W 6.8.3 *I will use TLI W 4 & 6 *Mini-lessons *clause *phrase N/A N/A Identify, Identify and
Use clauses and phrases and *Observation with /explicit teach *verbal manipulate, and create natural
phrases, clauses including rubric *Writing *Writing Workshop *invert *sentence create natural and inverted
including verbal, verbal to invert samples *Writing *Teacher modeling order *emphasis and inverted sentences for
to invert sentence order portfolio with *Interactive writing *variety sentences for emphasis and
sentence order for emphasis. rubric *Conference emphasis and variety in a group
for emphasis and *I will use *Cooperative variety, with
variety. phrases and learning activities teacher support
clauses including *Peer editing
verbal to invert *Writer Response
sentence order groups
for variety.
ELPW.8.6-8.8 Use inverted sentences for emphasis and variety
W 6.8.4 *I will correct TLI W 4 & 6 *Mini- *fragment N/A N/A Identify Identify and
Correct fragments in my *Observation with lessons/explicit *run-on fragments, run- correct
fragments, run- writing. rubric teach *Writing *comma splice ons, comma fragments, run-
ons, comma *I will correct run- *Writing samples Workshop *fused sentence splices, and ons, comma
splices, and ons in my writing. *Writing portfolio *Teacher modeling *voice fused sentences, splices, and
fused sentences. *I will correct with rubric *Guided practice *style depending on fused sentences,
comma splices in *Conference grade level, with depending on
my writing. *Cooperative assistance grade level, with
*I will correct learning activities assistance
fused sentences *Peer editing
in my writing
ELPW.8.6-8.9 Identify and correct fragments, run-ons, comma splices, and fused sentences
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 24
Grade 8
(continued) W 6.8.6 *I will use correct TLI W 4 & 6 *Mini- *conventions Apply basic Apply basic Apply grade- Apply grade-
7. Enduring Apply grammar in my *Observation with lessons/explicit agreement conventions of conventions of appropriate appropriate
Understanding: conventions of writing with rubric *Writing teach *Writing *antecedent grammar, with grammar, with conventions of conventions of
Good writers use grammar with emphasis on samples *Writing Workshop *sentence teacher support teacher support grammar, with grammar
the writing process emphasis on the agreement. portfolio with *Teacher modeling patterns or in small assistance
to produce quality following: *I will use correct rubric *Guided practice *conjugation groups
writing. agreement grammar in my *Conference regular verb form
(subject-verb, writing with *Cooperative *progressive verb
parts of speech, emphasis on learning activities form *emphatic
pronoun and parts of a *Peer editing verb form
antecedent sentence and *verbal
agreement), sentence *voice
parts of a patterns. *style
sentence and *I will use correct
sentence grammar in my
patterns (S-V, S- writing with
V-DO, S-V-IO- emphasis on
DO, S-LV-PN, S- verb
LV-PA), conjugations.
conjugation in
regular,
progressive, and
emphatic verb
forms, and
verbals.
ELPW.9.6-8.1 Apply grade-appropriate conventions of grammar
Essential Question 7c: What techniques do good writers use to emphasize style and voice?
Skills Learning Plan ELP (ESL)
(Student
Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
Strategies Resources Vocabulary
Expectations)
W 5.8.1 *I will develop *Observation with *Mini- *mode *discourse Write to develop Write to develop Write to develop Write to develop
Develop multiple several forms of rubric *Writing lessons/explicit class poetry, and class poetry, and class poetry, and class poetry, and
works in a variety narrative writing. samples *Writing teach *Writing narrative, narrative, narrative, narrative,
of modes of *I will develop portfolio with rubric Workshop expository, expository, expository, expository,
discourse. several forms of *Teacher modeling descriptive, and descriptive, and descriptive, and descriptive, and
INTRODUCED: expository writing. *Interactive writing persuasive persuasive persuasive persuasive
discourse *I will develop *Conference pieces for pieces for pieces for pieces for
several forms of *Cooperative various various various various
persuasive learning activities audiences and audiences and audiences and audiences and
writing. *Writer Response purposes, using purposes, using purposes, using purposes, using
*I will develop groups illustrations and illustrations and illustrations, phrases, simple
several forms of simple words, simple words, simple words, paragraphs, and
persuasive with assistance with assistance phrases, and a a variety of
writing. variety of techniques and
techniques and devices, with
devices, with assistance
assistance
ELPW.8.6-8.1 Write to develop poetry, narrative, expository, descriptive, and persuasive pieces for various audiences and purposes
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 25
Grade 8
(continued) W 6.8.2 *I will write TLI W 4 & 6 *Mini-lessons *effective Illustrate simple Illustrate and Use a variety of Use a variety of
7. Enduring Write effective effective *Observation with /explicit teach *compound sentences write simple simple simple and
Understanding: sentences by sentences by rubric *Writing *Writing Workshop elements sentences using sentences, with compound
Good writers use using all using all samples *Writing *Teacher modeling *embedded pictograph assistance sentences,
the writing process compound compound portfolio with *Interactive writing clause *declarative including
to produce quality elements and by elements. rubric *Guided practice *embedded *imperative compound
writing. embedding *I will write *Conference prepositional *interrogative subjects and
clauses and effective *Cooperative phrase *exclamatory predicates, with
prepositional and sentences by learning activities *embedded assistance
appositive, and inserting clauses. *Peer editing appositive phrase *declarative
verbal phrases. *I will write *embedded *imperative
effective verbal phrase *interrogative
sentences by *voice *exclamatory
inserting *style
prepositional
phrases.
*I will write
effective
sentences by
inserting
appositive
phrases.
*I will write
effective
sentences by
inserting verbal
phrases.
ELPW.8.6-8.7 Use a variety of simple, compound, and complex sentences
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 26
Grade 8
8. Enduring Essential Question 8: What techniques do good writers use to emphasize style and voice?
Understanding: Skills Learning Plan ELP (ESL)
Authors of (Student
Objective(s) Assessment Instructional Materials/ Essential
narratives use a Learning Level 1 Level 2 Level 3 Level 4
variety of Strategies Resources Vocabulary
Expectations)
techniques to W 4.8.6 *I will create an *Observation with *Mini- *lead paragraph Create an Create an Create a lead Create an
emphasize voice Create an effective lead rubric *Writing lessons/explicit *quote introductory introductory paragraph with effective lead
and style in effective lead paragraph by samples *Writing teach *Writing *thesis paragraph by paragraph as a simple paragraph with
writing. paragraph by using a quote. portfolio with rubric Workshop *voice using basic class by using sentences, using the last sentence
using quotes, *I will create an *Teacher modeling *rhetorical dialogue, dialogue, dialogue, as a thesis
description, or effective lead *Interactive writing question description of a description of a description of a statement
questions with paragraph by *Conference character, character, character,
the last sentence using a *Cooperative setting, or setting, quotes, setting, quotes,
as a thesis description. learning activities questions, with or questions or questions
sentence. *I will create an *Writer Response assistance
effective lead by groups
using a rhetorical
question.
*I will create an
effective lead
paragraph by
making the last
sentence the
thesis statement.
ELPW.7.6-8.6 Create an effective lead paragraph by using dialogue, description of a character, setting, quotes, or questions, and with the last sentence as a thesis statement
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 27
Grade 8
9. Enduring Essential Question 9: How does the author effectively use flashbacks or time transitions to move the plot or develop character?
Understanding: Skills Learning Plan ELP (ESL)
Authors use a (Student
variety of Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
techniques to Strategies Resources Vocabulary
Expectations)
move the plot and
W.7.8.7 *I will use *Observation with *Mini- *purposefully Narrow the time Narrow the time Narrow the time Narrow the time
develop character.
Use flashbacks/time rubric *Writing lessons/explicit shaped focus of a piece focus of a piece focus of a piece focus of a piece
flashback/time transitions in my samples *Writing teach *Writing *controlled of writing of writing of writing (e.g., of writing
transitions. writing. portfolio with rubric Workshop language simple past,
*Teacher modeling *flashback personal
*Interactive writing *time transition experience
*Conference
*Cooperative
learning activities
*Writer Response
groups
ELPW.10.6-8.7 Narrow the time focus of a piece of writing
W 7.8.4 *I will use TLI W 4 & 6 *Mini-lessons *transition word Copy transition Copy transition Use transition Use transition
Use transition transition words *Observation with /explicit teach *transition phrase words words words and words and
words/phrases. and phrases in rubric *Writing *Writing Workshop *voice phrases phrases
my writing. samples *Writing *Teacher modeling
portfolio with *Interactive writing
rubric *Conference
*Cooperative
learning activities
*Writer Response
groups
ELPW.10.6-8.4 Use transition words/phrases
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 28
Grade 8
10. Enduring Essential Question 10a: What oral/visual skills will be used when making a presentation and evaluating presentations?
Understanding: Skills Learning Plan ELP (ESL)
To collect and (Student
Objective(s) Assessment Instructional Materials/ Essential
share research Learning Level 1 Level 2 Level 3 Level 4
requires skills Strategies Resources Vocabulary
Expectations)
from all areas of OV 1.8.2 *I will use correct *Observation with *Reading *Standard English N/A N/A N/A N/A
Language Arts. Use standard grammar in class rubric *Student Workshop
English in discussions. presentations with *Mini-
classroom *I will use correct rubric lesson/explicit
discussion and grammar in class *Structured teach
presentations. presentations. discussions (i.e., *Teacher modeling
Socratic Seminar) *Literacy circles
with rubric *Cooperative
learning activities
*Structured
discussions
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 29
Grade 8
(continued) Essential Question 10b: How are inquiry and research processes used to address questions, to make judgments about creditability, and to communicate ideas in ways that suit the
10. Enduring purpose and audience?
Understanding: Skills Learning Plan ELP (ESL)
To collect and (Student
share research Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
requires skills Strategies Resources Vocabulary
Expectations)
from all areas of
IR 12.8.3 *I will *Observation with *Reading/Writing *inquiry skill N/A N/A N/A N/A
Language Arts.
Use print and independently rubric *Writing Workshop
electronic use research and portfolio with rubric *Mini-
sources inquiry skills to *Student research lesson/explicit
independently to get information, project with rubric teach
locate using print and *Teacher modeling
information. electronic *Cooperative
reference learning activities
sources. *Guided practice
Essential Question10c: What strategies do good readers use to research a variety of texts?
Skills Learning Plan ELP (ESL)
(Student
Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
Strategies Resources Vocabulary
Expectations)
IR 12.8.2 *I will use *Observation with *Reading *reference N/A N/A N/A N/A
Use appropriate reference rubric *Reading Workshop *Mini- features
reference features to Response journals lesson/explicit *text features
features and text access *Guided Teach *access
features to information. discussion *Teacher modeling
access *I will use text *Comprehension *Reading
information features to monitoring Response
effectively. access journals/Reader's
information. Notebook
*Cooperative
learning activities
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 30
Grade 8
Curriculum Map -- Grade 8 -- Literacy
Second Quarter
11. Enduring Essential Question 11a: What strategies do good readers use to understand a text and make inferences from a text?
Understanding: Skills Learning Plan ELP (ESL)
Good readers (Student
Objective(s) Assessment Instructional Materials/ Essential
learn to use Learning Level 1 Level 2 Level 3 Level 4
effective Expectations) Strategies Resources Vocabulary
strategies and R.9.8.4 *I will justify *Observation with *Reading *defend Observe class Observe and Generate simple Generate and
organizational Defend questions questions I have rubric *Reading Workshop *Mini- *formulate formation of simulate questions to revise questions
tools to formulated and asked as I have Response lesson/explicit questions to questions to establish to establish
understand the purposes read a work. * journal/Reader's teach *Teacher establish establish purpose for purposes for
various genres of established for I will justify the Notebook *Guided modeling purpose for purpose for reading reading
text. reading. purpose I have discussion *Read-Aloud reading reading
decided on before *Comprehension *Guided reading
reading a work. monitoring *Literacy circles
*Cooperative
learning activities
*QAR/leveled
questions
ELPR.4.6-8.4 Generate and revise questions to establish purposes for reading, and prioritize and defend questions
R.9.8.5 *I will create *Observation with *Reading *generate Observe class Observe and Generate simple Generate and
Generate and questions to rubric *Guided Workshop *interpret formation of simulate questions related prioritize
define questions interpret the discussion *Mini- *monitoring questions related questions related to universal questions related
related to meaning of the *Comprehension lesson/explicit *universal theme to universal to universal themes to to universal
universal themes universal themes monitoring teach *Guided themes to themes to interpret themes to
to interpret in a text. *Student writing reading *Teacher interpret interpret meaning interpret
meaning. *I will define the with rubric modeling meaning meaning meaning
questions I have *Literacy circles
used to interpret *Cooperative
the meaning of learning activities
the universal *QAR/leveled
theme in a text. questions
*Reader's
ELPR.4.6-8.6 Generate, revise, and prioritize questions related to universal themes to interpret meaning
R.9.8.8 *I will infer how TLI R 3 & 5 *Mini- *theme Draw Make inferences Make inferences Make inferences
Infer a the role of a *Observation with lesson/explicit *plot conclusions about characters' and draw and draw
character's role character in the rubric *Reading teach *Reading *antagonist about characters' traits and actions conclusions conclusions
in development plot Response Workshop *protagonist traits and actions based on plot about characters' about characters'
of plot and development. journal/Reader's *Teacher modeling *traits based on setting, and setting traits and actions traits and actions
theme. *I will infer how Notebook *Guided *Guided using visual based on plot, based on plot,
the role of the discussion discussion assistance setting, and infer setting, motives,
character *Comprehension *Literature circles characters' and responses
influences the monitoring *Read-Aloud impact on plot to other
theme. *Student writing *Guided reading development characters, and
with rubric *Structured infer characters'
discussion (i.e., impact on plot
Inner Circle/Outer development
Circle)
*Reader's
Notebook
ELPR.4.6-8.10 Make inferences and draw conclusions about characters' traits and actions based on plot, setting, motives, and responses to other characters, and infer characters'
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 31
Grade 8
(continued) R.9.8.9 *I will recognize TLI R 3 & 5 *Mini- *mood Develop Use vocabulary Infer mood of Infer mood and
11. Enduring Infer mood and the mood of a *Observation with lessons/explicit *theme vocabulary to to infer mood text theme of text
Understanding: theme of text. text. rubric *Reading teach *Reading infer mood
Good readers *I will recognize Response Workshop
learn to use the theme of a journal/Reader's *Teacher modeling
effective text. Notebook *Guided
strategies and *Guided discussion
organizational discussion *Literature circles
tools to *Comprehension *Read-Aloud
understand the monitoring *Book talks
various genres of *Student writing *Guided reading
text. with rubric *Reader's
Notebook
*Structured
discussion
ELPR.4.6-8.11 Infer mood and theme of text
R.9.8.18 *I will organize *Observation with *Mini- *categorize Classify and Classify and Classify and Classify and
Organize information from rubric lesson/explicit *simple outline organize text organize text organize text organize text
information, my reading by *Guided teach *Reading information using information by information by information by
including simple creating a simple discussion Workshop graphic using graphic using organizers using organizers
outlining. outline. *Comprehension *Teacher modeling organizers, with organizers and and by and by
monitoring *Guided practice teacher support determining determining determining
*Student outlines *Cooperative topics and subtopics of subtopics of
with rubric learning activities subtopics of information information
information, with
teacher support
ELPR.4.6-8.23 Classify and organize text information by using organizers and by determining subtopics of information
R.10.8.2 *I will read texts *Observation with *Reading *reflect Identify the Review texts that Read texts that Read texts that
Read texts that that show the rubric *Reading log Workshop *contributions contributions of reflect reflect reflect
reflect contributions of *Guided *Literacy circles *multicultural different cultural contributions of contributions of contributions of
contributions of different cultural discussion *Read-Aloud *genre groups, with different cultural different cultural different cultural
different cultural groups. *Comprehension *Cooperative teacher/peer groups, with groups groups
groups. monitoring learning activities assistance teacher support
*Independent
reading of self-
selected text
*Book talks
ELPR.5.6-8.2 Read texts that reflect contributions of different cultural groups
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 32
Grade 8
(continued) W.4.8.2 *I will organize *Observation with *Mini- *prewriting Participate with Participate with Organize ideas Organize ideas
11. Enduring Organize ideas ideas in my rubric *Writing lessons/explicit *formal outline class organizing class organizing by using such by using such
Understanding: by using such writing by using samples *Writing teach *Writing *graphic organizer ideas by using ideas by using graphic graphic
Good readers graphic charts and portfolio with rubric Workshop *formal outline such graphic such graphic organizers as organizers as
learn to use organizers as graphs. *Student prewriting *Teacher modeling *main topic organizers as organizers as webbing, webbing,
effective charts/graphs *I will organize *Cooperative *subtopic webbing, webbing, mapping, mapping,
strategies and and formal ideas in my learning activities *webbing mapping mapping charts/graphs, charts/graphs,
organizational outlining with writing by creating *Graphic *mapping *Venn charts/graphs, charts/graphs, and formal and formal
tools to main topics, a formal outline organizers Diagrams Venn diagrams, Venn diagrams, outlining with outlining with
understand the subtopics, and with a main topic, *Guided practice and T-charts with and T-charts with main topics and main topics and
various genres of details. subtopics, and *Writing main topics main topics sub-topics sub-topics
text. details. conferences
ELPW.7.6-8.2 Organize ideas using graphic organizers
W.5.8.8 *I will *Observation with *Mini- *interpret Illustrate a Respond to Write responses Write responses
Write responses demonstrate rubric *Writing lessons/explicit *Reading response to literature, using to literature that to literature that
to literature that understanding of samples *Writing teach *Writing Response journal literature illustrations and demonstrate demonstrate
demonstrate literature by portfolio with rubric Workshop *Reader's basic sentence understanding or understanding or
understanding or writing a *Reading *Teacher modeling Notebook structure, with interpretation, interpretation
interpretation. response. Response *Interactive writing assistance with assistance
*I will interpret a journal/Reader's *Cooperative
piece of literature Notebook learning activities
by writing a *Writer Response
response. groups *Reading
Response
journal/Reader's
Notebook
ELPW.8.6-8.5 Write responses to literature that demonstrate understanding or interpretation
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 33
Grade 8
(continued) Essential Question 11b: How do good readers learn to recognize bias or propaganda in the media?
11. Enduring Skills Learning Plan ELP (ESL)
Understanding: (Student
Good readers Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
learn to use Expectations) Strategies Resources Vocabulary
effective
R.10.8.13 *I will analyze *Observation with *Reading *critical analysis Interpret Analyze Analyze Analyze
strategies and
Analyze newspaper rubric *Guided Workshop *editorial message selections selections advertisements
organizational
newspaper articles for bias. discussion *Mini- *bias through pictures, through text, through text, for bias and
tools to
articles and *I will analyze *Comprehension lesson/explicit *propaganda images, and images, and images, and propaganda
understand the
editorials for bias newspaper monitoring teach *genre photographs photographs for photographs for
various genres of
and propaganda. editorials for bias. *Student *Teacher modeling a given purpose, a given purpose
text.
*I will analyze presentations with *Guided practice with teacher
newspaper rubric *Student *Cooperative support
articles for writing with rubric learning activities
propaganda. *Newspapers in
*I will analyze Education lessons
newspaper
editorials for
propaganda.
ELPR.5.6-8.9 Analyze newspaper articles and editorials for bias and propaganda
OV.3.8.2 *I will evaluate a *Observation with *Mini- *media N/A N/A N/A N/A
Evaluate a media media source for rubric *Guided lessons/explicit *bias
source for bias bias. discussion teach *Reading *propaganda
and propaganda, *I will evaluate a *Comprehension Workshop *censorship
and censorship. media source for monitoring *Teacher modeling *genre
propaganda. *Student *Guided practice
*I will evaluate a presentations with *Reading
media source for rubric *Student Response
censorship. writing with rubric journal/Reader's
Notebook
*Cooperative
learning activities
*Media/Technology
lab
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 34
Grade 8
12. Enduring Essential Question 12a: How do the literary elements affect conflict and theme?
Understanding: Skills Learning Plan ELP (ESL)
An author (Student
manipulates the Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
elements of a Expectations) Strategies Resources Vocabulary
story to develop
R.9.8.11 *I will analyze TLI R 3 & 5 *Reading *plot (rising Acquire Identify literary Analyze literary Analyze literary
conflict and
Analyze the plot. *Observation with Workshop *Mini- action, falling vocabulary to elements of elements of elements with
theme.
literary elements *I will analyze rubric *Reading lessons/explicit action, resolution) describe character, plot, character, plot, emphasis on plot
of fiction with subplot. Response teach *subplot *climax character, plot, and setting and setting development
emphasis on *I will analyze journal/Reader's *Teacher modeling (turning point) and setting
plot, subplot, and climax. Notebook *Guided *Graphic organizer *conflict
climax, and *I will analyze the discussion (plot diagram) (resolved,
explain the way conflict *Comprehension *Literature circles unresolved)
in which conflicts resolution. monitoring *Reading *conflict (man vs.
are resolved or *Student writing Response man, man vs.
unresolved. with rubric journal/Reader's nature, man vs.
Notebook fate, man vs.
*Book talks self, etc.)
*Guided reading *literary elements
ELPR.4.6-8.13 Analyze literary elements of character, plot/plot development, and setting
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 35
Grade 8
(continued) Essential Question 12b: How does the author's choice of techniques affect the theme?
12. Enduring Skills Learning Plan ELP (ESL)
Understanding: (Student
An author Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
manipulates the Expectations) Strategies Resources Vocabulary
elements of a
R.9.8.12 *I will compare TLI R 3 & 5 *Reading *inference Demonstrate Identify the Identify, Compare and
story to develop
Compare and and contrast *Observation with Workshop *interpretation understanding of vocabulary of compare, and contrast first
conflict and
contrast points points of view in rubric *Reading *Mini- *points of view author's points of points of view in contrast points of person, limited,
theme.
of view , such as a text. Response lesson/explicit (first person, view, using adapted literary view and explain and omniscient
first person, *I will explain the journal/Reader's teach limited, visual aids words the effect on the third person
limited, and effect of point of Notebook *Guided *Teacher modeling omniscient third overall theme of points of view,
omniscient third view on the discussion *Guided reading person) a literary work and explain the
person, and theme of a *Comprehension *Reading *theme effect on the
explain the effect literary work. monitoring Response overall theme of
on the overall *Student writing journal/Reader's a literary work
theme of a with rubric Notebook
literary work. *Literature circles
*Graphic organizer
(T-chart with
comparison of two
texts in different
points of view)
*Cooperative
learning activities
ELPR.4.6-8.15 Compare and contrast points of view and explain the effect on the overall theme of a literary work
13. Enduring Essential Question 13: How do the organization and writing conventions of drama differ from other text structures?
Understanding: Skills Learning Plan ELP (ESL)
Authors craft (Student
dramas using the Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
dramatic Expectations) Strategies Resources Vocabulary
conventions of
R.10.8.8 *I will identify the *Observation with *Reading' *critical analysis N/A N/A N/A N/A
stagecraft and
Identify the basic basic parts of rubric *Guided Workshop *Mini- *drama
dramatic
parts of drama. drama. discussion lesson/explicit *script
organization
*Comprehension teach *Literature *staging
forms.
monitoring circles *acts
*Nonlinguistic *Nonlinguistic *scenes
representations representation *exposition
*Guided discussion *rising action
*Cooperative *falling action
learning activities *climax
*resolution
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 36
Grade 8
(continued) R.10.8.9 *I will describe *Observation with *Reading' *critical analysis N/A N/A N/A N/A
13. Enduring Describe how how stage rubric *Guided Workshop *Mini- *stage directions
Understanding: stage directions directions help discussion lessons/explicit
Authors craft help the reader the reader *Comprehension teach
dramas using the understand a understand a monitoring *Teacher modeling
dramatic play. play. *Student writing *Guided discussion
conventions of with rubric *Cooperative
stagecraft and learning activities
dramatic *Staging of a scene
organization
forms.
14. Enduring Essential Question 14: How can revising and editing improve the finished piece?
Understanding: Skills Learning Plan ELP (ESL)
Good writers use (Student
the writing process Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
to produce quality Expectations) Strategies Resources Vocabulary
writing.
W.6.8.5 *I will evaluate TLI W 4 & 6 *Mini-lessons *evaluate Identify effective Identify and Construct and Use knowledge
Evaluate my sentence *Observation with /explicit teach *repetition sentence construct analyze of the parts of
personal, peer, formation for rubric *Writing *Writing Workshop *transitive (active formation, using effective sentences for speech to
or literature- effective use of samples *Writing *Teacher modeling and passive) parts of speech, sentences, using effective use of construct and
based sentence the parts of portfolio with *Interactive writing *intransitive with teacher parts of speech, parts of speech, analyze effective
formation for speech. rubric *Conference linking support with teacher in groups, with sentences, with
effective use of *I will evaluate *Cooperative *intransitive support assistance assistance
the parts of peer sentences learning activities complex
speech (precise for effective use *Writer Response *coordinating
nouns; pronouns of parts of groups conjunction
to avoid speech. *Peer editing *correlative
repetition; *I will evaluate conjunctions
transitive active; literature-based *subordinating
transitive sentences for conjunctions
passive, effective use of
intransitive parts of speech.
linking, and
intransitive
complex verbs;
adjectives, and
other adverbs;
coordinate,
correlative, and
subordinate
conjunctions;
interjections for
excitement; and
prepositions to
indicate
relationships).
ELPW.8.6-8.10 Use knowledge of the parts of speech to construct and analyze effective sentences
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 37
Grade 8
(continued) W.6.8.10 *I will edit my own *Observation with *Mini- *rubric Apply grade- Apply grade- Apply grade- Apply grade-
14. Enduring Edit own and and peer papers rubric *Writing lessons/explicit *punctuation appropriate appropriate appropriate appropriate
Understanding: peer papers with with emphasis on samples *Writing teach *editing conventional conventional conventional conventional
Good writers emphasis on all all end marks. portfolio with rubric *Writing Workshop *peer rules of rules of rules of rules of
incorporate the end marks, *I will edit my own *Peer editing *Teacher modeling *end marks punctuation in punctuation in punctuation in punctuation in
writing process to commas, dash, and peer papers response sheets *Guided practice *emphasis writing, with writing, with writing, with writing and
produce quality hyphen, double with emphasis on *Cooperative *comma teacher support teacher support assistance editing, with
writing. and single commas. learning activities *dash assistance
quotation marks, *I will edit my own *Peer editing *hyphen
parentheses, and peer papers *quotation marks
semicolons, and with emphasis on *parentheses
colons. dashes. *semicolons
*I will edit my own *colons
and peer papers
with emphasis on
hyphens.
*I will edit my own
and peer papers
with emphasis on
double and single
quotation marks.
*I will edit my own
and peer papers
with emphasis on
semicolons.
*I will edit my own
and peer papers
with emphasis on
colons.
ELPW.9.6-8.4 Apply grade-appropriate conventional rules of punctuation in writing and editing
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 38
Grade 8
15. Enduring Essential Question 15: How does an author effectively use flashbacks or time transitions to move the plot or develop character?
Understanding: Skills Learning Plan ELP (ESL)
Authors of (Student
narratives use a Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
variety of Expectations) Strategies Resources Vocabulary
techniques to W.7.8.7 *I will write, using *Observation with *Mini- *flashback N/A N/A Identify effective Create effective
move the plot and Use flashbacks/time rubric *Writing lessons/explicit *time transitions topic sentence topic sentence
develop character flashback/time transitions. samples *Writing teach placement, with placement and
transitions. portfolio with rubric *Writing Workshop teacher support simple grade-
*Teacher modeling level emphasis
*Interactive writing techniques, with
*Conference teacher support
*Cooperative
learning activities
*Writer Response
groups
ELPW.10.6-8.8 Vary the placement of topic sentences, and use grade-level emphasis techniques effectively
16. Enduring Essential Question 16: How are inquiry and research processes used to address questions, to make judgments about credibility, and to communicate ideas in ways that suit the
Understanding: purpose and audience?
To collect and
Skills Learning Plan ELP (ESL)
share research
(Student
requires skills Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
from all areas of Strategies Resources Vocabulary
Expectations)
language arts.
IR.12.8.7 *I will use notes *Observation with *Mini- *note taking N/A N/A N/A N/A
Use notes to to narrow a topic rubric *Guided lesson/explicit *strategies
narrow a topic to to develop a discussion teach *interpret *narrow
develop a thesis thesis statement. *Comprehension *Writing Workshop a topic *thesis
statement. monitoring *Teacher modeling statement *thesis
*Student research *Guided practice sentence
plan *Cooperative
learning activities
IR.12.8.8 *I will create a *Observation with *Mini- *formal topic N/A N/A N/A N/A
Create a formal formal topic rubric *Writing lesson/explicit outline
topic outline of outline of thesis, samples *Writing teach *Writing *thesis
thesis, main main topic, sub- portfolio with rubric Workshop *main idea
topic, sub-topics, topic, and details. *Student topic *Teacher modeling *sub-topics
and details. outline with rubric *Guided practice *details
EMPHASIS: *Cooperative
Formal outline learning activities
with thesis *Graphic organizer
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 39
Grade 8
Curriculum Map -- Grade 8 -- Literacy
Third Quarter
17. Enduring Essential Question 17: What strategies do good readers use to understand a text and make inferences from a text?
Understanding: Learning Plan ELP (ESL)
Skills
Interactive
(Student
participation as a Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
learner is vital to Strategies Resources Vocabulary
Expectations)
students'
achievement. R.9.8.3 *I will connect, *Observation with *Reading *theme Connect ideas Connect and Connect, Connect,
Connect, compare, and rubric *Reading Workshop *Mini- *issues and key compare ideas compare, and compare, and
compare, and contrast ideas Response Journal lesson/explicit concepts across and key contrast ideas contrast ideas,
contrast ideas, across texts. *Reader's teach texts, using concepts across and key themes, and
themes, and *I will connect, Notebook *Guided *Guided reading visuals texts, using concepts across issues across
issues across compare, and discussion *Literature circles visuals and texts texts
texts. contrast themes *Structured *Graphic teacher support
across texts. discussion organizers (i.e., T-
*I will connect, performance with chart, Venn
compare, and rubric diagram)
contrast issues *Comprehension *Teacher modeling
across texts. monitoring *Structured
discussions
*Reading
Response journal
*Reader's
Notebook
ELPR.4.6-8.3 Connect, compare, and contrast ideas, themes, and issues across texts
R.9.8.10 *I will use literary *Observation with *Reading *literary elements Acquire Identify literary Identify literary Use literary
Use literary elements to infer rubric *Reading Workshop *historical context vocabulary for elements elements and elements and
elements and author's point. Response journal *Literature circles *author's intent understanding historical context historical context
historical context *I will use *Reader's *Mini- literary elements to infer author's
to infer author's historical context Notebook *Guided lesson/explicit intent
intent. to infer author's discussion teach
intent. *Structured *Teacher modeling
discussion *Reader's
performance with Notebook
rubric *Guided discussion
*Comprehension *Structured
monitoring discussions
*Reading
Response journal
ELPR.4.6-8.12 Use literary elements and historical context to infer author's purpose
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 40
Grade 8
(continued) R.9.8.21 *I will examine TLI R 3 & 5 *Reading' *plot Use visual aids Identify facts identify Distinguish
17. Enduring Evaluate conflicts that *Observation with Workshop *theme *conflicts and actions to supported by inferences among facts and
Understanding: conflicts, affect the plot or rubric *Reading *Mini- *motivations identify facts in evidence in text supported by inferences
Interactive motivations, theme. Response journal lessons/explicit *points of view an illustrated evidence and supported by
participation as a points of view, *I will examine *Reader's teach story with opinions in text evidence and
learner is vital to and changes that motivations that Notebook *Teacher modeling adapted text opinions in text
students' affect the plot or affect the plot or *Structured *Guided reading
achievement. theme. theme. discussion *Literature circles
*I will examine performance with *Graphic
points of view rubric *Guided organizers
that affect plot or discussion *Cooperative
theme. *Comprehension learning activities
*I will examine monitoring *Structured
changes that discussions
affect the plot or *Reading
theme. Response journal
*Reader's
Notebook
ELPR.4.6-8.16 Evaluate the accuracy and appropriateness of facts and inferences supported by evidence and opinions in text
R.10.8.4 *I will examine the *Observation with *Reading *author's Identify key Review texts that Read texts that Examine the
Examine the author's credibility rubric *Reading Workshop credibility words and express a variety convey an author's
author's to evaluate Response journal *Mini- *text structure phrases that of authors' author's credibility, word
credibility, use of message. *Structured lesson/explicit *viewpoint convey an viewpoints, with viewpoint choice,
text structure, *I will examine the discussion teach author's teacher support through word text/language
word choice and author's use of performance with *Word identification viewpoint, using choice and structure, and
viewpoint to text structure to rubric *Guided *Teacher modeling prior knowledge language viewpoint to
evaluate evaluate discussion *Vocabulary study and teacher structure evaluate
message. message. *Comprehension *Structured support message
*I will examine the monitoring discussions
author's word *Guided reading
choice to *Cooperative
evaluate learning activities
message.
*I will examine the
author's viewpoint
to evaluate
message.
ELPR.5.6-8.5 Examine the author's credibility, word choice, text/language structure, and viewpoint to evaluate message
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 41
Grade 8
(continued) R.10.8.7 *I will evaluate TLI R 3 & 5 *Reading' *evaluate N/A N/A N/A N/A
17. Enduring Evaluate the the credibility of *Observation with Workshop *credibility
Understanding: credibility of the the narrator. rubric *Reading *Mini- *narrator
Interactive narrator. Response journal lesson/explicit
participation as a *Reader's teach
learner is vital to Notebook *Literature circles
students' *Structured *Teacher modeling
achievement. discussion *Cooperative
performance with learning activities
rubric *Guided *Structured
discussion discussions
*Comprehension *Guided reading
monitoring *Reader's
Notebook
*Reading
Response journal
R.10.8.12 *I will read and *Observation with *Mini- *functional texts Identify Compare and Read and use Read and use
Read and utilize use manuals. rubric *Guided lesson/explicit *practical texts characteristics of contrast functional or functional or
functional/practic *I will read and discussion teach *Reading *manuals functional or functional or practical texts practical texts
al texts, including use memos. *Comprehension Workshop *memos *career practical texts practical texts (e.g., (e.g.,
manuals, memos, *I will read and monitoring *Teacher modeling guides *job (e.g., (e.g., advertisements, advertisements,
job applications, use job *Guided practice applications advertisements, advertisements, slogans, slogans,
and career applications. *Read-Aloud slogans, slogans, brochures, brochures,
guides. *I will read and *Cooperative brochures, brochures, timelines, forms, timelines, forms,
EMPHASIS: use career learning activities timelines, forms, timelines, forms, reports, cover reports, cover
Manuals, guides. *Cross-curricular reports, cover reports, cover letters, letters,
Memos, Job teach letters, letters, letterheads, letterheads,
Applications, letterheads, letterheads, business letters, business letters,
Career Guides business letters, business letters, manuals, manuals,
manuals, manuals, memos, job memos, job
memos, job memos, job applications, applications,
applications, applications, career guides) career guides)
career guides), career guides)
with teacher
support
ELPR.5.6-8.8 Read and use functional/practical texts
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 42
Grade 8
(continued) R.11.8.8 *I will identify and TLI R 3 & 5 *Mini- *similes Recognize word Recognize words Use knowledge Use knowledge
17. Enduring Identify and explain similes. *Observation with lesson/explicit *metaphors parts as a class, with multiple of root words, of root words,
Understanding: explain similes, *I will identify and rubric teach *Reading *personification with teacher meanings in affixes, and word affixes, word
Interactive metaphors, explain *Reading Workshop *Read- *hyperbole support short phrases, relationships to relationships,
participation as a personification, metaphors. Response journal Aloud *analogy *literal with teacher determine and context to
learner is vital to hyperboles, and *I will identify and *Guided *Teacher modeling meaning support meaning, with determine
students' analogies to infer explain discussion *Cooperative *figurative teacher support meaning
achievement. the literal and personification. *Structured learning activities meaning
figurative *I will identify and discussion *Guided reading
meanings of explain performance with *Structured
phrases. hyperboles. rubric discussions
*I will identify and *Comprehension
explain monitoring
analogies. *Student writing
*I will distinguish with rubric
the literal and
figurative
meanings of
phrases.
ELPR.6.6-8.2 Use knowledge of root words, affixes, word relationships, and context to determine meaning
R.11.8.10 *I will use context *Observation with *Mini- *connotation Recognize word Recognize words Use knowledge Use knowledge
Use context, to determine the rubric *Guided lesson/explicit *denotation parts as a class, with multiple of root words, of root words,
structure, and meaning of words discussion teach *Reading *context with teacher meanings in affixes, and word affixes, word
denotations and and phrases. *Comprehension Workshop support short phrases, relationships to relationships,
connotations to *I will use monitoring *Read-Aloud with teacher determine and context to
determine structure to *Teacher modeling support meaning, with determine
meaning of words determine the *Guided practice teacher support meaning
and phrases. meaning of words *Cooperative
and phrases. learning activities
*I will use
definitions to
determine
meaning of words
and phrases.
ELPR.6.6-8.2 Use knowledge of root words, affixes, word relationships, and context to determine meaning
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 43
Grade 8
18. Enduring Essential Question 18a: How can revising and editing improve the finished piece?
Understanding: Skills Learning Plan ELP (ESL)
Good writers use (Student
a writing process, Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
including Expectations) Strategies Resources Vocabulary
prewriting,
W.4.8.6 *I will create an *Observation with *Mini- *thesis sentence Create an Create an Create a lead Create an
revision, and
Create an effective lead rubric *Writing lessons/explicit *lead paragraph introductory introductory paragraph with effective lead
editing to produce
effective lead paragraph by samples *Writing teach *Writing *rhetorical paragraph by paragraph as a simple paragraph with
quality writing.
paragraph by using a quote. portfolio with rubric Workshop question using basic class by using sentences, using the last sentence
using quotes, *I will create an *Teacher modeling dialogue, dialogue, dialogue, as a thesis
description, or effective lead *Interactive writing description of a description of a description of a statement
questions with paragraph by *Conference character, character, character,
the last sentence using description. *Cooperative setting, or setting, quotes, setting, quotes,
as a thesis *I will create an learning activities questions, with or questions or questions
sentence. effective lead *Writer Response teacher
paragraph by groups assistance
using a rhetorical
question. *I will
create an
effective lead
paragraph by
making the last
sentence my
thesis statement.
ELPW.7.6-8.6 Create an effective lead paragraph by using dialogue, description of a character, setting, quotes, or questions, and with the last sentences a thesis statement
W.4.8.8 *I will revise my *Observation with *Mini- *style *revision Revise basic Revise basic Revise content Revise
Revise style for style for sentence rubric *Writing lessons/explicit *strategy *variety content for content for and style, using content/style for
sentence variety, variety. samples *Writing teach *Writing *tone *sense of central idea, central idea and phrases and * sentence
tone (e.g., sense *I will revise my portfolio with rubric Workshop audience using key style, using key simple variety *tone
of audience, etc.) style for tone. *Teacher modeling *vividness vocabulary, with vocabulary and sentences, for *voice *central
voice (specificity, *I will revise my *Guided practice *rhythm of piece assistance single words and *central idea idea
vividness, rhythm style for voice. *Conference *writer's attitude phrases, with *organization *organization
of piece, writer's *I will revise my *Cooperative *writer's presence assistance *unity *unity
attitude and style for selected learning activities *elaboration *elaboration
presence, etc.), vocabulary. *Peer editing (e.g., (e.g.,
selected *I will revise my *Writer Response explanation, explanation,
vocabulary, and style for selected groups examples, examples,
selected information. description) description)
information. *clarity, with *clarity *selected
teacher vocabulary,
assistance, peer using peer
collaboration, and/or teacher
and/or checklist collaboration,
checklist, rubric,
and/or reference
materials
ELPW.7.6-8.7 Revise content and style
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 44
Grade 8
(continued) W.5.8.3 *I will create *Observation with *Mini- *varied Write to develop Write to develop Write to develop Write to develop
18. Enduring Create expository writing. rubric *Writing lessons/explicit *topics class poetry, and class poetry, and class poetry, and poetry, narrative,
Understanding: expository, *I will create samples *Writing teach *Writing *forms narrative, narrative, narrative, expository,
Good writers use narrative, narrative writing. portfolio with rubric Workshop *expository expository, expository, expository, descriptive, and
a writing process, descriptive, and *I will create *Teacher modeling *narrative descriptive, and descriptive, and descriptive, and persuasive
including persuasive persuasive *Interactive writing *descriptive persuasive persuasive persuasive pieces for
prewriting, writing . writing. *Conference *persuasive pieces for pieces for pieces for various
revision, and *I will create *Cooperative various various various audiences and
editing to produce descriptive learning activities audiences and audiences and audiences and purpose, using
quality writing. writing. *Writer Response purpose, using purpose, using purpose, using phrases, simple
groups illustrations and illustrations and illustrations and paragraphs, and
simple words, simple words, simple words, a variety of
with assistance with assistance phrases, and a techniques and
variety of devices, with
techniques and assistance
devices, with
assistance
ELPW.8.6-8.1 Write to develop poetry, narrative, expository, descriptive, and persuasive pieces for various audiences and purposes
W.6.8.2 *I will write TLI W 4 & 6 *Mini-lessons *varied Illustrate simple Illustrate and Use a variety of Use a variety of
Write effective effective *Observation with /explicit teach *compound sentences write simple simple simple and
sentences by sentences by rubric *Writing *Writing Workshop element sentences, using sentences, with compound
using all using all samples *Writing *Teacher modeling *embedding, pictograph assistance sentences,
compound compound portfolio with *Guided practice clause *declarative including
elements and by elements. rubric *Conference *embedding *imperative compound
embedding *I will write *Cooperative prepositional *interrogative subjects and
clauses and effective learning activities phrase *exclamatory predicates, with
prepositional and sentences by *Writer Response *embedding assistance
appositive, and using clauses. groups appositive *declarative
verba l phrases. *I will write *embedding *imperative
effective verbal phrase *interrogative
sentences by *exclamatory
using
prepositional
phrases.
*I will write
effective
sentences by
using appositive
phrases.
*I will write
effective
sentences by
using verbal
phrases.
ELPW.8.6-8.7 Use a variety of simple, compound, and complex sentences
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 45
Grade 8
(continued) W.6.8.3 *I will use TLI W 4 & 6 *Mini-lessons *varied sentence N/A N/A Identify, Identify and
18. Enduring Use clauses and clauses to invert *Observation with /explicit teach formation manipulate, and create natural
Understanding: phrases, sentence order. rubric *Writing *Writing Workshop *clause create natural and inverted
Good writers use including verbal, *I will use samples *Writing *Teacher modeling *phrase and inverted sentences for
a writing process, to invert phrases to invert portfolio with *Interactive writing *verbal sentences for emphasis and
including sentence order sentence order. rubric *Conference *invert emphasis and variety in a group
prewriting, for emphasis and *I will use verbal *Cooperative variety, with
revision, and variety. phrases to invert learning activities teacher support
editing to produce sentence order. *Peer editing
quality writing.
ELPW.8.6-8.8 Use inverted sentences for emphasis and variety
W.7.8.1 *I will use *Observation with *Mini- *figurative N/A N/A Use simple Use figurative
Use figurative figurative rubric *Writing lessons/explicit language figurative language with
language language to affect samples *Writing teach *Writing *alliteration language with grade-level
purposefully, the reader. portfolio with rubric Workshop *assonance frequent errors emphasis with
such as *I will use *Teacher modeling *shape language some errors
alliteration and alliteration to *Interactive writing *control language
assonance, to affect readers. *Conference
shape and control *I will use *Cooperative
language to affect assonance to learning activities
readers. affect readers. *Writer Response
EMPHASIS: groups
alliteration, *Writer's Notebook
assonance
ELPW.10.6-8.1 Use figurative language purposefully with grade-level emphasis
W.7.8.5 *I will write using *Observation with *Mini- *tone Write key Write key Use purposeful Use vocabulary
Use purposeful purposeful rubric *Writing lessons/explicit vocabulary vocabulary vocabulary for for emphasis
vocabulary with vocabulary to samples *Writing teach *Writing developing grade- developing grade-
emphasis on develop tone. portfolio with rubric Workshop level appropriate level appropriate
developing tone. *Teacher modeling voice, with style, voice, or
*Interactive writing teacher support tone
*Conference
*Cooperative
learning activities
*Writer Response
groups *Word
Walls *Writer's
Notebook
ELPW.10.6-8.5 Use purposeful vocabulary for developing grade-level appropriate style, voice, or tone
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 46
Grade 8
(continued) W.7.8.6 *I will create an *Observation with *Mini- *lead *conclusion N/A Through Create a lead Create an
18. Enduring Create an attention-getting rubric *Writing lessons/explicit *effective illustration and and conclusion, effective lead
Understanding: effective lead and lead. samples *Writing teach *Writing single words, using simple and conclusion
Good writers use conclusion. *I will create an portfolio with rubric Workshop create a lead sentences
a writing process, effective *Teacher modeling and conclusion
including conclusion. *Interactive writing
prewriting, *Conference
revision, and *Cooperative
editing to produce learning activities
quality writing.
ELPW.10.6-8.6 Create an effective and strong lead and conclusion
W.7.8.7 *I will use *Observation with *Mini- *flashback Narrow the time Narrow the time Narrow the time Narrow the time
Use flashback/time rubric *Writing lessons/explicit transition focus of a piece focus of a piece focus of a piece focus of a piece
flashback/time transitions in my samples *Writing teach *Writing *time transition of writing of writing of writing (e.g., of writing
transitions. writing. portfolio with rubric Workshop simple past,
*Teacher modeling personal
*Interactive writing experience)
*Conference
*Cooperative
learning activities
ELPW.10.6-8.7 Narrow the time focus of a piece of writing
W.7.8.8 *I will use TLI W 4 & 6 *Mini-lessons *dialogue N/A N/A Identify effective Create effective
Use dialogue dialogue *Observation with /explicit teach topic sentence topic sentence
effectively. effectively in my rubric *Writing *Writing Workshop placement, with placement and
writing . samples *Writing *Teacher modeling teacher support simple grade-
portfolio with *Interactive writing level emphasis
rubric *Conference techniques, with
*Cooperative teacher support
learning activities
*Writer Response
groups *Writer's
Notebook
ELPW.10.6-8.8 Vary the placement of topic sentences, and use grade-level emphasis techniques effectively
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 47
Grade 8
(continued) W.7.8.9 *I will use *Observation with *Mini-lessons *anecdotes N/A N/A Identify effective Create effective
18. Enduring Use anecdotes anecdotes in my rubric *Writing /explicit teach *quotes topic sentence topic sentence
Understanding: and quotes. writing. samples *Writing *Writing Workshop placement, with placement and
Good writers use *I will use quotes portfolio with rubric *Teacher modeling teacher support simple grade-
a writing process, in my writing. *Interactive writing level emphasis
including *Conference techniques, with
prewriting, *Cooperative teacher support
revision, and learning activities
editing to produce *Writer Response
quality writing. groups *Writer's
Notebook
ELPW.10.6-8.8 Vary the placement of topic sentences, and use grade-level emphasis techniques effectively
Essential Question 18b: How does active participation in class affect student achievement?
Skills Learning Plan ELP (ESL)
(Student
Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
Expectations) Strategies Resources Vocabulary
OV.1.8.9 *I will participate *Observation with *Mini- *oral N/A N/A N/A N/A
Participate in a in a variety of rubric lessons/explicit communication
variety of speaking *Student teach *Reading
speaking activities taken presentation/perfor Workshop
activities taken from literature. mance with rubric *Teacher modeling
from literature or *I will participate Guided discussion
research. in a variety of *Reader's Theater
speaking *Panel discussions
activities taken *Structured
from research. discussions
*Performances of
scenes
*Recitation of prose
or poetry
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 48
Grade 8
Curriculum Map -- Grade 8 -- Literacy
Fourth Quarter
19. Enduring Essential Question 19: What parts do form and word choice have in developing a theme in poetry?
Understanding: Skills Learning Plan ELP (ESL)
Authors craft (Student
poetry in specific Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
forms and precise Expectations) Strategies Resources Vocabulary
word choices to
R.10.8.10 *I will read a *Observation with *Mini- *critical analysis Identify the Compare and Read a variety of Read a variety of
express theme.
Read a variety of variety of poetry. rubric *Reading log lessons/explicit *evaluation *free characteristics of contrast different literature, literature,
poetry, with an *I will read free *Guided teach *Reading verse *metrical a variety of genres of including including
emphasis on free verse. discussion Workshop pattern *poetic nonfiction and literature nonfiction and nonfiction and
verse. *Comprehension *Teacher modeling line *theme fiction *historical *historical fiction fiction *historical fiction *historical
EMPHASIS: monitoring *Guided reading *symbol *meter fiction *autobiography fiction fiction
Free Verse *Guided discussion *rhythm *rhyme *autobiography *realistic fiction *autobiography *autobiography
*Read -Aloud *poetic line *realistic fiction *short stories *realistic fiction *realistic fiction
*Literature circles *repetition *short stories *science fiction *short stories *short stories
*Independent *science fiction *legends *myths *science fiction *science fiction
reading of self- *legends *myths *essays *plays *legends *myths *legends *myths
selected poetry *essays *plays *essays *plays *essays *plays
ELPR.5.6-8.7 Read a variety of literature, including nonfiction and fiction *historical fiction *autobiography *realistic fiction *short stories *science fiction *legends *myths *essays *plays
R.10.8.11 *I will interpret *Observation with *Mini- *poetry N/A N/A N/A N/A
Interpret poetry, poetry by paying rubric *Reading lessons/explicit *critical analysis
noting distinctive attention to Response journal teach *Reading *interpreting
poetic devices. distinctive poetic *Guided Workshop *poetry devices
devices. discussion *Teacher modeling *theme *symbol
*Comprehension *Guided reading *meter *rhythm
monitoring *Guided discussion *rhyme *poetic
*Read -Aloud line *repetition
*Literature circles
*Independent
reading of self-
selected poetry
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 49
Grade 8
(continued) W.5.8.4 *I will write *Observation with *Mini- *poetic forms Write to develop Write to develop Write to develop Write to develop
19. Enduring Write poems poems, especially rubric lessons/explicit *poetic class poetry, and class poetry, and class poetry, and class poetry, and
Understanding: using a variety of free verse, using *Comprehension teach techniques narrative, narrative, narrative, narrative,
Authors craft techniques/ a variety of monitoring *Writing Workshop *poetic devices expository, expository, expository, expository,
poetry in specific devices, with techniques. *Writing portfolio *Teacher modeling *free verse descriptive, and descriptive, and descriptive, and descriptive, and
forms and precise emphasis on free with rubric *Interactive writing *theme *symbol persuasive persuasive persuasive persuasive
word choices to verse. *Student poetry *Writer Response *meter *rhythm pieces for pieces for pieces for pieces for
express theme. EMPHASIS: with rubric groups *rhyme *poetic various various various various
Free verse *Pattern poem line *repetition audiences and audiences and audiences and audiences and
composition purposes, using purposes, using purposes, using purposes, using
*Author's chair illustrations and illustrations and illustrations phrases, simple
simple words, simple words, simple words, paragraphs, and
with assistance with assistance phrases, and a a variety of
variety of techniques and
techniques and devices, with
devices, with assistance
assistance
ELPW.8.6-8.1 Write to develop poetry, narrative, expository, descriptive, and persuasive pieces for various audiences and purposes
W.5.8.6 *I will write to *Writing samples *Mini- *multicultural Illustrate to Illustrate and Illustrate and Write to reflect
Write to reflect reflect *Writing portfolio lessons/explicit *universal themes reflect ideas/ write to reflect write to reflect ideas/
ideas/interpretatio ideas/interpretatio teach *Writing *universal interpretations of ideas/ ideas/ interpretations of
ns of multicultural n of multicultural Workshop concepts multicultural and interpretations of interpretations of multicultural and
and universal themes and *Teacher modeling universal themes multicultural and multicultural and universal themes
themes and concepts. *Interactive writing and concepts, universal themes universal themes and concepts
concepts. *I will write to *Conference with assistance and concepts, and concepts
reflect *Writer Response with assistance
ideas/interpretatio groups
n of universal
themes and
concepts.
ELPW.8.6-8.3 Write to reflect ideas/interpretations of multicultural and universal themes and concepts
W.7.8.3 *I will use *Writing samples *Mini- *repetition N/A Use word Use word or Use word or
Use repetition for repetition for *Writing portfolio lessons/explicit repetition for sentence sentence
effect. effect in my teach *Writing effect repetition for repetition for
writing. Workshop effect, with effect
*Teacher modeling teacher support
*interactive writing
*Conference
*Author's chair
*Writer Response
groups
ELPW.10.6-8.3 Use word or sentence repetition for effect
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 50
Grade 8
20. Enduring Essential Question 20: How does the organization and writing conventions of drama differ from other text structures?
Understanding: Skills Learning Plan ELP (ESL)
Authors craft (Student
poetry using the Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
dramatic Expectations) Strategies Resources Vocabulary
conventions of
stagecraft and R.10.8.8 *I will identify the *Observation with *Mini- *drama *script N/A N/A N/A N/A
dramatic Identify the basic basic parts of a rubric *Reading lessons/explicit *staging
organization parts of drama. drama. Response journal teach *Teacher *exposition
forms. *Guided modeling *rising action
discussion *Reading *climax
*Comprehension Workshop *falling action
monitoring *Guided discussion *resolution
*Guided reading *protagonist
*Structured *antagonist
discussions *dramatic
conventions
R.10.8.9 *I will describe *Observation with *Mini- *stage directions N/A N/A N/A N/A
Describe how how stage rubric *Reading lessons/explicit *stagecraft
stage directions directions help Response journal teach *Teacher *dramatic
help the reader the reader *Guided modeling conventions
understand a understand a discussion *Reading
play. play. *Comprehension Workshop
monitoring *Guided discussion
*Guided reading
*Structured
discussions
*Staging a scene
from a play
21. Enduring Essential Question 21a: What strategies do good readers use to research a variety of texts?
Understanding: Skills Learning Plan ELP (ESL)
To collect and (Student
share research Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
requires skills Expectations) Strategies Resources Vocabulary
from all areas of
Language Arts. R.9.8.13 *I will distinguish TLI R 3 & 5 *Mini- *inferences Communicate Apply acquired Identify stated Distinguish
Distinguish among stated *Observation with lessons/explicit *interpretations understanding of vocabulary to fact and opinion between stated
among stated fact, reasoned rubric *Reading teach *Reading *stated fact the difference identify stated in text fact and opinion
fact, reasoned judgment, and Response journal Workshop *reasoned between fact and fact and opinion in text
judgment, and opinion in text. *Guided *Teacher modeling judgment opinion, using in text
opinion in text. discussion *Guided *opinion visual props and
*Comprehension discussion actions
monitoring *Guided reading
*Student writing *Literature circles
with rubric *Structured
discussions
ELPR.4.6-8.17 Distinguish between stated fact and opinion in text
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 51
Grade 8
(continued) R.9.8.14 *I will classify *Observation with *Mini- *classify Classify Apply acquired Classify and Classify and
21. Enduring Classify and information from rubric *Graphic lessons/explicit *organizational information from vocabulary to organize organize
Understanding: organize more than one organizers *Guided teach *Reading structure text, using classify and information from information from
To collect and information from text, based on discussion Workshop *purpose visuals with organize various texts, more than one
share research more than one purpose. *Comprehension *Teacher modeling assistance information from based on text, based on
requires skills text, based on *I will classify monitoring *Guided discussion text, based on purpose and/or purpose and/or
from all areas of purpose and/or from more than *Guided practice purpose or level level of level of
Language Arts level of one text, based *Graphic of importance of importance importance
importance. on level of organizers information
importance.
*I will organize
information from
more than one
text, based on
purpose.
*I will organize
information from
more than one
text, based on
level of
importance.
ELPR.4.6-8.19 Classify and organize information from more than one text, based on purpose and/or level of importance
R.9.8.20 *I will read and *Observation with *Mini- *summary Locate key Locate key Summarize the Synthesize
Synthesize synthesize rubric *Guided lessons/explicit *synthesis words and short words and short content of a text, information from
information from information from discussion teach *Reading *compile phrases to phrases to using graphic multiple texts
multiple texts and different texts and *Comprehension Workshop *evidence of summarize summarize organizers and provide
provide evidence provide evidence monitoring *Teacher modeling support content of text, content of text, evidence to
of support. of support for my *Student *Guided discussion with visual with teacher support, using
interpretation. presentations with *Graphic assistance and support graphic
rubric *Student organizers teacher support organizers
writing with rubric
ELPR.4.6-8.25 Synthesize information from multiple texts and provide evidence to support
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 52
Grade 8
(continued) R.9.8.22 *I will evaluate *Observation with *Mini- Identify personal, Identify personal, Determine the Evaluate
21. Enduring Evaluate personal issues rubric *Guided lessons/explicit social, and social, and impact of personal, social,
Understanding: personal, social, as presented in discussion teach *Reading political issues, political issues personal, social, and political
To collect and and political text. *I will *Comprehension Workshop with teacher presented in text, and political issues presented
share research issues as evaluate social monitoring *Teacher modeling support with teacher issues presented in text
requires skills presented in text. issues as *Student *Guided discussion support in text
from all areas of presented in text. presentations with *Graphic
Language Arts *I will evaluate rubric *Student organizers
political issues as writing with rubric
presented in text.
ELPR.4.6-8.27 Evaluate personal, social, and political issues as presented in text
R.11.8.11 *I will read grade *Observation with *Mini- *fluency Read text Read text Read grade-level Read grade-level
Read grade level level texts with an rubric lessons/explicit adapted for adapted for text orally, with text orally with
texts with an approximate rate *Fluency check teach *Reading individual individual support as accuracy and
approximate rate of 171 words per *Student graphing Workshop readability level readability level needed expression
of 171 words per minute. of words per *Teacher modeling with emphasis with emphasis
minute. minute *Repeated reading on grade level, on grade level,
*Choral reading with support with teacher
support as
needed
ELPR.6.6-8.4 Read grade-level text orally with accuracy and expression
R.11.8.12 *I will read grade *Observation with *Mini- *fluency Read text Read text Read grade-level Read grade-level
Read grade level level texts orally rubric lessons/explicit *accuracy adapted for adapted for text orally, with text orally with
texts orally with with accuracy and *Comprehension teach *Reading *expression individual individual support as accuracy and
accuracy and expression. monitoring Workshop readability level readability level needed expression
expression. *Fluency check *Teacher modeling with emphasis with emphasis
*Echo reading on grade level, on grade level,
*Choral reading with support with teacher
*Reader's Theater support as
needed
ELPR.6.6-8.4 Read grade-level text orally with accuracy and expression
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 53
Grade 8
(continued) Essential Question 21b: What strategies do good writers use to research a variety of texts?
21. Enduring Skills Learning Plan ELP (ESL)
Understanding: (Student
To collect and Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
share research Expectations) Strategies Resources Vocabulary
requires skills
from all areas of W.4.8.4 *I will use *Observation with *Mini- *Internet *data Use available Use available Use available Use available
Language Arts. Use available available rubric *Writing lessons/explicit base *keywords technology to technology to technology to technology to
technology to technology to samples *Writing teach *Writing *search engine access access access access
access access portfolio with rubric Workshop information information information and information and
information and information. *Teacher modeling to document to document
to document *I will use *Media/ interviews, in interviews
interviews. available Technology lab simple phrases
technology to *Guided discussion and sentences
document *Guided practice
interviews.
ELPW.7.6-8.4 Use available technology
W.5.8.5 *I will write *Writing samples *Mini- *research report Research topics, Research topics, Write simple Write research
Write research research reports *Writing portfolio lesson/explicit *thesis using using research reports, reports, using a
reports that that include a with rubric teach *Writing *source illustrations for illustrations and using variety of source,
include a thesis thesis statement. Workshop *paraphrase support, with simple phrases, paraphrasing, paraphrasing,
and use a variety *I will write *Teacher modeling *summarize assistance with assistance with assistance and
of sources. research reports *Writer Response *plagiarism summarizing,
EMPHASIS: that use a variety groups *copyright with assistance
thesis of sources. *Media/
Technology lab
ELPW.8.6-8.2 Write research reports, using a variety of sources, paraphrasing, and summarizing
IR.12.8.1 *I will formulate *Observation with *Mini- *formulate N/A N/A N/A N/A
Formulate original questions rubric *Student lessons/explicit *research
original questions to explain a topic research plan teach *Writing *topic
to explain and for research. *Writing samples Workshop
select a topic for *I will formulate with rubric *Teacher modeling
research. original questions *Student *Guided practice
to select a topic presentation with *Media/
for research. rubric Technology lab
*Guided discussion
IR.12.8.4 *I will gather *Observation with *Mini- *source N/A N/A N/A N/A
Gather information from rubric lessons/explicit *interview
information from more than one * Writing samples teach *Writing *lab notes
more than one type of source with rubric Workshop *Internet
type of source (interviews, *Student *Teacher modeling
(e.g., interviews, Internet, lab presentation with *Media/
Internet, lab notes, etc.) rubric Technology lab
notes, etc.) *Guided practice
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 54
Grade 8
(continued) IR.12.8.5 *I will self-select *Observation with *Mini- *self-select N/A N/A N/A N/A
21. Enduring Self-select credible sources rubric lessons/explicit *credible *reliable
Understanding: credible sources appropriate to my * Writing samples teach *Writing
To collect and appropriate to purpose. with rubric Workshop
share research purpose and *I will self-select *Student *Teacher modeling
requires skills topic. credible sources presentation with *Media/
from all areas of appropriate to my rubric Technology lab
Language Arts. topic. *Guided practice
IR.12.8.6 *I will create *Observation with *Mini- *interpretation N/A N/A N/A N/A
Create visual visual graphics to rubric lessons/explicit *visual graphics
graphics to interpret * Writing samples teach *Writing
interpret information. with rubric Workshop
information. *Student *Teacher modeling
presentation with *Media/
rubric Technology lab
*Guided practice
IR.12.8.9 *I will use *Observation with *Mini- N/A N/A N/A N/A
Use research to research to rubric lessons/explicit
create one or create an oral, *Oral presentation teach *Writing
more oral, written, or visual with rubric Workshop
written, or visual presentation. *Written *Teacher modeling
presentations/ presentation with *Media/
products. rubric Technology lab
*Visual *Guided practice
presentation with
rubric
Essential Question 21c: How do Oral/Visual skills improve a presentation?
Skills Learning Plan ELP (ESL)
(Student
Objective(s) Assessment Instructional Materials/ Essential
Learning Level 1 Level 2 Level 3 Level 4
Strategies Resources Vocabulary
Expectations)
OV.1.8.3 *I will speak for *Observation with *Mini- *purpose Communicate Practice simple Participates in Initiate and
Speak for and to and to various rubric lessons/explicit *audience nonverbally conversations oral group participate in
various purposes purposes. *Student teach with peers or performances, conversation
and audiences. *I will speak for presentation with *Writing/Reading adults about class with peers and
and to various rubric Workshop topics of shared discussions, and adults, using
audiences. *Teacher modeling interest, using sharing, using language and
*Guided discussion single words or short, complete vocabulary
*Structured phrases sentences appropriate to
discussions audience, topic,
or purpose,
using complete
sentences most
of the time
ELPS.2.6-8.4 Participate in conversations with peers and adults, using language appropriate to situations, participants, and topics
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 55
Grade 8
(continued) OV.1.8.4 *I will *Observation with *Mini- *eye contact N/A Begin to Demonstrate Demonstrate
21. Enduring Demonstrate demonstrate rubric lessons/explicit *posture *volume demonstrate appropriate eye appropriate eye
Understanding: appropriate eye appropriate eye *Student teach *physical gestures appropriate eye contact, posture, contact, posture,
To collect and contact, posture, contact. presentation with *Writing/Reading contact, posture, and volume and volume
share research volume, and *I will rubric Workshop and volume
requires skills physical demonstrate *Teacher modeling
from all areas of gestures. appropriate *Guided discussion
Language Arts. posture. *Guided practice
*I will *Structured
demonstrate discussions
appropriate
volume.
*I will
demonstrate
appropriate
physical gestures.
ELPS.2.6-8.5 Demonstrate appropriate eye contact, posture, and volume
OV.1.8.7 *I will deliver oral *Observation with *Mini- N/A Begin to use Begin to use Use grade-level
Deliver oral presentation rubric lessons/explicit grade-level grade-level appropriate
presentations using available *Student teach appropriate appropriate standard English
using available technology. presentations with *Writing/Reading standard English standard English to communicate
technology. rubric (i.e., Workshop to communicate to communicate with others in
PowerPoint *Teacher modeling with others in with others in complete
presentations, *Technology lab single words and short, complete sentences most
video *Guided discussion phrases (e.g., sentences (e.g., of the time (e.g.,
presentations) *Guided practice classroom classroom classroom
discussion, oral discussion, oral discussion, oral
presentations) presentations) presentations)
ELPS.2.6-8.8 Use grade-level appropriate standard English to communicate with others
OV.1.8.8 *I will report *Observation with *Mini- N/A N/A N/A N/A
Report results of results of rubric *Guided lessons/explicit
interviews, interviews, discussion teach *Writing
research, etc. research, etc. *Student Workshop
presentations with *Teacher modeling
rubric *Student *Technology lab
writing with rubric *Guided discussion
Fort Smith Schools
2009-2010
Secondary Literacy Curriculum Map 56
Grade 8
(continued) OV.1.8.10 *I will self-critique *Observation with *Mini- *critique *preset N/A N/A N/A N/A
21. Enduring Critique oral my own oral rubric *Student lessons/explicit criteria *rubric
Understanding: presentations of presentations Reflection papers teach *peer evaluation
To collect and self and peers on using preset *Student *Writing/Reading
share research preset criteria. criteria. Reflection Workshop
requires skills *I will critique my checklists *Teacher modeling
from all areas of peers' oral *Written *Guided discussion
Language Arts. presentations critiques/evaluatio *Guided practice
using preset ns *Collaborative
criteria. learning activities
OV.2.8.5 *I will evaluate *Observation with *Mini- *criteria Identify Identify Identify use of Identify use of
Evaluate presentations rubric lessons/explicit *purpose characters, characters, literary devices literary devices
presentations using established *Student teach *Teacher *content setting and plot setting and plot in passages read in passages read
using established criteria/rubrics. evaluation of modeling *organization from orally from orally orally (e.g., orally (e.g.,
criteria/rubrics presentation, using *Guided discussion *delivery presented presented setting, plot, setting, plot,
(e.g., purpose, rubric *Guided practice *rubric literature, using literature rhyming, rhyming,
content, *Collaborative *technology nonverbal cues alliteration) alliteration)
organization, and learning activities
delivery).
ELPL.1.6-8.7 Analyze and evaluate orally presented literature
OV.3.8.3 *I will design *Observation with *Mini- *media visuals N/A N/A N/A N/A
Design presentations that rubric lessons/explicit *incorporate
presentations incorporate media *Student teach *graphics *non-
that incorporate visuals. presentation with *Writing/Reading print media
media visuals. rubric Workshop
*Teacher modeling
*Guided discussion
*Collaborative
learning activities
Fort Smith Schools
2009-2010
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