SSK Unit 4.2 Planning Guide

HOUSTON ISD SUMMER SCHOOL – PLANNING FLOW CHART – 2013 PROGRAM1. Pre-AssessmentAdminister content-area preassessment(s)only for the contentarea(s) in which the student needsadditional support (i.e., reason forsummer school attendance).6. Monitoring / Re-evaluationMonitor progress of individual studentsto ensure that learning gaps areappropriately addressed using teacherdevelopedformative assessments andresources in the planning guides.7. Adjust / RegroupAdjust instruction and regroupstudents as needed to ensure thatstudents' learning gaps are addressedwith effective instruction.2. Data DisaggregationReview Student Cumulative LearningProfiles, pre-assessment results,students' self-analysis/reflection forms,and other student performance data todetermine individual student needsand flexible student groups.5. Instructional Planning & DeliveryDevelop mini-lessons and work stationactivities by TEKS/Student Expectationsto target specific needs based on datadisaggregation.8. Post-AssessmentAdminister post-assessment(s)for every pre-assessment given.3. Summer SchoolInstructional Planning GuidesReview the summer school planningguide(s) for the appropriate grade andcontent area(s) to identify instructionalconsiderations, strategies, andresources for instructional delivery.4. Lesson PlanningUse appropriate strategies andresources from the planning guides todevelop lessons that target theidentified TEKS/Student Expectationsfor individual students.9. Follow-upComplete a CumulativeLearning Profile for eachstudent to be delivered to hisor her teacher in the fall.See Summer School Handbook for additional informationregarding Summer School Promotion Standards (requires login;contact HISD eLearn Technical Support if you do not know yourpassword).NOTE: Teacher is responsible for documenting instruction for 2013 summerschool session on GradeSpeed. The pre- and post-assessments serve as one pieceof evidence in the body of student work accomplished in the summer session.

Unit 1: Examining Elements of FictionUnit OverviewHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLPlanning Guide User InformationTime AllocationsUnit 11 weekExamining Elements of Fiction- In this unit, students examine the elements of fiction through the genre of short story.Students also continue to focus on how to punctuate a sentence correctly.Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) (district clarifications/elaborations in italics)VocabularyR ELA.8.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or otherlinguistic roots and affixes.R ELA.8.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings,syllabication, pronunciations, alternate word choices, and parts of speech of words.ReadingELA.8.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; makingtextual,.R ELA.8.Fig19D Make complex inferences about text and use textual evidence to support understanding.personal, and world connections; visualizing).R ELA.8.Fig19F Make intertextual links among and across texts, including other media (e.g., film, play, music, printmedia), and provide textual evidenceS ELA.8.3A Analyze literary works that share similar themes across cultures, and support using textual evidence.S ELA.8.3C Explain how the values and beliefs of particular characters are affected by the historical and culturalsetting of the literary work.R ELA.8.6A Summarize plot and analyze linear plot developments (e.g., conflict, rising action, falling action,resolution/denouement, subplots) to determine whether and how conflicts are resolved.R ELA.8.6B Analyze how the central characters’ qualities influence the theme of a fictional work and resolution of thecentral conflict.S ELA.8.6C Analyze different forms of point of view, including limited versus omniscient, subjective versus objective,and their affect upon a story.WritingELA.8.20A Use conventions of capitalization correctly and consistently.ELA.8.20B.i Recognize and use correct punctuation marks, including commas after introductory words and phrasesand dependent adverbial clauses, and correct punctuation of compound and complex sentences.ELA.8.20B.ii Use correct punctuation marks, including semicolons, colons, hyphens, parentheses, brackets, ellipses,and quotations. English Language Proficiency Standards (ELPS)• ELPS C.1a Use prior knowledge and experiences to understand meanings in English.• ELPS C.2c Learn new language structures, expressions, and basic and academic vocabulary heard duringclassroom instruction and interactions.• ELPS C.3a Practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters,and consonant clusters to pronounce English words in a manner that is increasingly comprehensible.• ELPS C.4d Use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabularyand other prereading activities to enhance comprehension of written text.• ELPS C.5a Learn relationships between sounds and letters of the English language to represent sounds when writingin English. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 1 of 10

College and Career Readiness Standards (CCRS)• CCRS 2.B3 Use reference guides to confirm the meanings of new words or concepts.Key Concepts• author’s style• characterization• comprehension strategiesAcademic Vocabulary• climax• conflict• elements of fiction• genre-fiction (short story)• word derivation• imagery• plotEssential Understandings / Guiding QuestionsHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOL• word meaning• writing process• writing traits• protagonist• Word roots and affixes provide the foundation to discover the meaning of unfamiliar words.1. What are affixes?2. What is the difference between a prefix and a suffix?3. What effect do affixes have on the meaning of a word?4. Why is it important to understand the root of a word?• Authors create believable characters and conflicts to connect to their audience.1. How do authors connect to their readers?2. What does it mean to connect to a text?3. Why is it important to remember your audience when writing?4. What is conflict, and why is it important?• The values and beliefs of a character may be reflective of the cultural and historical contexts of the time.1. Where do writers get their ideas for their characters?2. What are cultural/historical contexts?3. How does culture/history affect a writer or a piece of writing?4. What are values/beliefs?5. Why is it important for a character to have values/beliefs?Assessment Connections• Students answer a question at the end of the class period to ascertain their knowledge of a previously taughtconcept.Formative Assessment- 3-2-1 Slips• Students determine the main events that best complete a Plot Line Diagram.Formative Assessment- The Plot Line Diagram• Students use released STAAR items to gain familiarity with stems.Released STAAR Items : Reading (Selection 1, Item 6)Texas English Language Proficiency Assessment System (TELPAS): End-of-year assessment in listening,speaking, reading, and writing for all students coded as LEP (ELL) and for students who are LEP but have parentaldenials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide five writingsamples – one narrative about a past event, two academic (from science, social studies, or mathematics), and twoothers.Instructional ConsiderationsThis Curriculum Unit Planning Guide is designed to support HISD teachers in planning daily lessons that meet the needsof students based on data generated during the school year. Teachers should utilize data to individualize instruction andto select focus genres and objectives. To ensure effective planning and instruction, refer to the components outlined bythe Houston ISD Instructional Practice Rubric.VocabularyPrerequisitesStudents should be able to independently note unfamiliar words when listening to/reading selections and to initiate - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 2 of 10

Instructional Considerationsfurther inquiry into their meaning(s). Students should also possess basic dictionary skills.HISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLBackground Knowledge for TeacherAddress the vocabulary objectives throughout this unit. Introduce affixes and word roots though analysis of familiarwords. As the unit progresses, introduce further affixes through mini-lessons. See Literature Grade 8, Prefix and SuffixBookmarker, and Resource Manager Grade 8, Unit 1 in Resources. (ELA.8.2A)Develop students’ vocabulary through the use of Vocabulary Notebooks. Encourage students to record new words,word parts, and content area words in a notebook to be used throughout the year. See ELA Best Practices MS inResources. Vocabulary Notebooks are highly recommended for ELLs. Add Words to Know from Literature Grade 8 toWord Walls and Vocabulary Notebooks. (ELA.8.2E)Instructional Accommodations for Diverse Learners For ELLs who are literate in their first language, the study of cognates can greatly accelerate progressin acquiring English. For ELLs, the knowledge of affixes and word roots is imperative for languagedevelopment. Utilize small group instruction and begin with a discussion regarding the nature of affixesand word roots. Show the animated Brain POP introduction to prefixes and suffixes. See Brain POP andPrefixes and Suffixes website in Resources. For ELLs who are struggling with affixes and word roots, useword parts columns as an alternative. See Resources for Word Study: Prefixes Chart and Word Study:Suffixes Chart. (ELPS C.4d) For ELLs who are struggling with the concepts of vocabulary squares in the Vocabulary Notebooks,use differentiated vocabulary maps as an alternative. See Resources for Differentiated Vocabulary Maps. Use role-play, gestures, realia, or visual representations to enhance comprehension. See LiteracyLeads the Way Best Practices- ELLs in Resources.Use Marzano’s Six-Step Process to introduce vocabulary pertinent to student understanding. See ELA Best PracticesMS in Resources.Use Word Walls to assist students in learning new vocabulary. Post vocabulary on a Word Wall and give students theopportunity to add words. To expand the Word Wall, create word webs or lists of other words with similar affixes and thepotential meanings of these words. See The Word Wall: Teaching Vocabulary Through Immersion in Resources.Instructional Accommodations for Diverse Learners Adding affixes to a Word Wall is very helpful for ELL students. Create a visual representation for ELLstudents. See Visual Representation of Roots and Affixes in Instructional Strategies.Review terms throughout the unit using Vocabulary Notebooks, class discussions, warm-ups, Word Walls, etc.ReadingPrerequisitesStudents should be able to identify and analyze use of literary devices within the context of specific literature. Studentsshould have prior experience in identifying plot, characters, and the modes of characterization. Students should haveprior knowledge of comparing and contrasting stories.Background Knowledge for TeacherThis unit focuses on fictional text with an emphasis on the short story. For selected texts, see Literature Grade 8 inResources.Use Read-Aloud strategies as a means for students to develop and exhibit fluency. See Instructional Strategies forRead-Aloud strategies for ELLs. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 3 of 10

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLRemind students that good readers use reading strategies during reading, including monitoring comprehension throughsummarizing and interacting with a text through annotations. Encourage students to stop and summarize what theyhave read, using character names and setting.Encourage students to create Literacy Notebooks to collect information during reading and monitor readingcomprehension. See ELA Best Practices MS in Resources.Use Reading Conferences as a means to monitor students’ reading comprehension. Conferences can also be used toplan instruction. See ELA Best Practices MS in Resources.Instructional Accommodations for Diverse Learners Activate prior knowledge for ELLs through the use of Anticipation Guides. An Anticipation Guideprovides students with a structured series of statements before they read a text. Students choose toeither agree or disagree with the statement. After instruction, students revisit the statements to decide ifthey have changed their minds about the statements, based on what they have learned. See Navigatingthe ELPS in the English Language Arts and Read Classroom in Resources. (ELPS C.1a) Provide ELLs with the opportunity to practice producing sounds from newly acquired vocabulary.Fluency Workshops are one method to allow ELLs to practice these sounds. In a Fluency Workshop,students have three opportunities to talk and listen to another student about the same topic. Studentsalternate between listening and speaking. When listening, students may ask questions, but cannotcontribute to an opinion on the speaker’s words. After the activity, students reflect on their level of fluencyin the first and third discussion. See Navigating the ELPS in the English Language Arts and ReadClassroom in Resources. (ELPS C.3a)Have students practice identifying elements of plot using a plot graphic organizer. See Instructional Strategies for PlotLine Diagram and Story Notes. A Reader’s Workshop on plot and conflict can be found in Literature Grade 8 inResources.Conduct mini-lessons focused on plot during in-class reading. Use probing questions. See Instructional Strategies forPlot Analysis Questions. See Resource Manager Grade 8, Unit 1 in Resources. (ELA.8.6A)Instructional Accommodations for Diverse Learners For ELLs, use the Somebody Wanted But So strategy to scaffold summarizing. See InstructionalStrategies.Review the various types of conflict and provide examples. Conduct mini-lessons focused on conflict during in-classreading. See Resources for Types of Conflict and Resource Manager Grade 8, Unit 1. (ELA.8.6B)Instructional Accommodations for Diverse Learners For ELLs or struggling readers, display visuals of the types of conflict to support, review and promotediscussion. Have students create a visual representation collaboratively. This chart can be posted in theclassroom. See Resources for Visual Representations: Types of Conflict.As an extension on plot, use Media Smart DVD-ROM Media Study: Analyzing Storytelling Techniques in Film- from TheSisterhood of the Traveling Pants in Resources.Formative Assessment- To ascertain if students are able to determine the main events that best complete a Plot LineDiagram, have students complete Formative Assessment- The Plot Line Diagram in Assessment Connections. Then,determine what areas need to be re-addressed in mini-lessons.Review point of view. Remind students of the various points of view. For a mini-lesson that integrates point of view in areading selection, see Resource Manager Grade 8, Unit 2 in Resources. (ELA.8.6C) - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 4 of 10

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLAllow students to use an interactive website to review the elements of short story. The Annenberg Media- Literaturewebsite allows students to control the information of short stories as a method to review the elements of plot. SeeResources for Annenberg Media- Literature Interactive website.Model annotating a text for specific elements (plot, setting, similes, and metaphors). Using sticky notes to annotate atext serves as a means for teachers to monitor student comprehension and note where difficulties occurred. See ELABest Practices MS in Resources. (ELA.8.Fig19C)Formative Assessment- Exit Slips are a way to determine which students understand a concept in reading and whichrequire more instruction. By assessing the responses on Exit Slips, instruction can be adjusted to accommodatestudents’ needs for the next class period. See Formative Assessment: 3-2-1 Slips in Assessment Connections.Hold an informal whole class discussion on characters. Ask students to think about the effects of characters on a textand audience. Have students respond to the following questions: Where do authors get ideas for their characters? Why are characters important to a story? What are some of your favorite characters and why? If you were to create a character, what would your character represent and why?A Reader’s Workshop on character and point of view can be found in Literature Grade 8 in Resources.Develop further questions to guide students to an understanding that characters are often representative of a specifictime period and can offer a commentary on a cultural or historical event, issue, tradition, or value. Students need tounderstand that authors create characters to affect and connect to their audience. For a Reader’s Workshop onhistorical and cultural contexts, see Literature Grade 8 in Resources. For a mini-lesson that integrates cultural contextsin a reading selections, see Resource Manager Grade 8, Unit 7 in Resources. (ELA.8.3C)Encourage students to analyze characters in cooperative groups. Students can practice describing a character byplaying the Name that Character Game. Students are given passages from a text and asked to match the passage withdescription words based on a character described in the text. See Resources for Name that Character Game.Students can work together to deeply analyze a character and his/her personality through his/her actions, thoughts, andspeech. See Instructional Strategies for Laying the Foundation: A Resource and Planning Guide and Laying theFoundation Style Analysis: Linking Characterization to Meaning lessons, such as Post-Mortem of a Protagonist,Character Analysis- Edna’s Ruthie, and Character and Relationships- Ender’s Game. (ELA.8.Fig19D)Use a media clip to understand characterization in film. See Media Smart DVD-ROM Media Study: Understandingcharacterization in Film: Whale Rider in Resources. (ELA.8.Fig19F)Instructional Accommodations for Diverse Learners ELLs need the opportunity to practice using new language, expressions, and academic vocabularylearned during instruction. Provide Oral Scaffolding for students to do this through the use of sentencesstems such as:• I heard the new word/phrase…• One new phrase I used was…See Navigating the ELPS in the English Language Arts and Read Classroom in Resources. (ELPS C.2c)Remind students that the actions of characters often lead the audience to an understanding of the theme of a story.Readers can learn about the world around them by experiencing the conflicts and resolutions in a work of fiction. Thisunderstanding begins with the ability to analyze characters by making inferences about their thoughts, actions, speech,etc. See Instructional Strategies for an Attribute Web and Character Map.To assist students in further analyzing theme, have students answer probing questions. Questions may include: What happened to the main characters? What do they learn from their experience? What do you learn about people, values, or society from this story? - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 5 of 10

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOL What hints does the title give you about the author’s possible message? What is the main message, or theme, of this story? Do you agree with the theme or message expressed in the story? Why or why not? Is the theme a realistic observation about human nature, or does it seem too optimistic, too negative, or toonarrow-minded?See Best Practices Toolkit in Resources for theme analysis frames.Have students compare and contrast the short stories read. Begin by comparing characters from the short stories. Asstudents become comfortable, move them to comparing the themes or points of view of the stories and commenting onthe effects of each on the story or audience. See Venn Diagram in Instructional Strategies. (ELA.8.3A)Instructional Accommodations for Diverse Learners For ELLs, have students compare and contrast cultures to build background knowledge and createconnections to a text. See Culture Comparison in Instructional Strategies.As a pre-assessment for writing, have students create a RAFT writing piece (a letter). This is an informal writing piece tomeasure the students’ preliminary strengths and areas of difficulties. See Instructional Strategies for RAFT.WritingInstructional Accommodations for Diverse Learners In considering a RAFT, teach sequence words needed by ELLs to make the order of events clear:yesterday, last week, first, second, third, at that point, soon, next, after that, then, and finally.PrerequisitesStudents should have prior knowledge of sentence construction.Background Knowledge for TeacherReading and writing are not separate elements of Language Arts and should be integrated throughout the unit.To assist students in learning to correctly punctuate dialogue, use comic strips. Allow students to create new dialoguefor the characters of the Peanuts comic strip. See Resources for Comic.com website and Dialogue Tags. (ELA.8.20B.ii)Review capitalization and various forms of punctuation through mini-lessons in Writer’s Notebook. (ELA.8.20A,ELA.8.20B.i)Instructional Accommodations for Diverse Learners ELLs need to learn the relationship between sounds and letters in the English language to assist intheir writing. Allow them to practice through Homophone/Homograph Sorts. The teacher prepareshomophone/homograph cards, listing words that sound the same, but are spelled differently such as:know/no, hear/here. The teacher asks the students to group the words that sound the same together andthen explain the meanings of each. See Navigating the ELPS in the English Language Arts and ReadClassroom in Resources. (ELPS C.5a)A student receiving special education services may receive instructional and assessment accommodations. TheARD/IEP committee must document instructional and assessment accommodations in the student’s IEP. TheTexas Student Assessment Accommodations information is located on the Texas Education Agency website. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 6 of 10

Instructional Strategies / ActivitiesVocabularyHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLInstructional Accommodations for Diverse LearnersCues, Questions, and Advance OrganizersGraphic Organizer- Visual Representation of Roots and AffixesUse graphic organizers to help students generate a range of associations with a word.Root Words with/withoutPrefixhappyunhappyVisual Representation of Roots and AffixesSynonym/ Example Definition (Meaning) Visual Representation(Picture)pleasedcontentsadbluedownSee Visual Representation: Roots and Affixes #1 in Resources.ReadingDescribes feelings ofpleasure or delightUnhappy means nothappy.Instructional Accommodations for Diverse LearnersSetting Expectations and Providing Feedback Read-Aloud Strategies for ELLsRead-Alouds increase reading fluency (rate, accuracy, expression, appropriate phrasing) and provide models forcorrect speech. Use various methods of Read-Alouds to develop fluency. Read text to students- Model fluency; add visual support; periodically paraphrase. Choral Reading- Students read whole group with teacher. Echo Reading- Teacher reads; then students repeat same sentence(s) or following sentence(s). Cloze Reading- Teacher begins reading and then stops; students read next word or sentence. Paired Reading- Students read aloud in pairs. Readers’ Theater- Assign roles; use props.Nonlinguistic RepresentationPlot Line DiagramBegin by reviewing the elements of plot, including setting and conflict. Then, have students create visualrepresentations of the elements of plot to reinforce vocabulary development. See Plot Line Diagram, Best PracticesToolkit, and a Plot Line Diagram Accommodated for ELLs in Resources.Cues, Questions, and Advance OrganizersGraphic Organizers- Story NotesUse graphic organizers to illustrate and summarize narrative elements: plot line, conflicts, setting, and characters.See Resources for Story Notes, Burke’s Tools for Thought, and the English Companion website.Cues, Questions, and Advance OrganizersPlot Analysis QuestionsHave students answer the following questions: What happens in the story? Is the plot believable? What aspects of the plot worked best? What conflicts develop? Which are internal, and which are external? What is the main conflict? How is it resolved? What larger ideas might the conflict represent (evil vs. good, love vs. hate)? - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 7 of 10

Instructional Strategies / ActivitiesSee Best Practices Toolkit in Resources for Plot Analysis Frames.HISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLInstructional Accommodations for Diverse LearnersCues, Questions, and Advance OrganizersGraphic Organizers- Somebody Wanted But SoThis summarization strategy is excellent for ELLs. Students complete a summary sentence by identifying the‘somebody’ (subject), the ‘wanted’ (motivation), the ‘but’ (conflict), and the ‘so’ (outcome). See Resources for aSomebody Wanted But So chart.Somebody Wanted But SoCues, Questions, and Advance OrganizersGraphic Organizers- Attribute WebThis graphic organizer assists students in visualizing the various methods of characterization authors use. Studentsplace the character’s name in the center of the web and then describe the character based on the methods ofcharacterization (physical description, behavior, thoughts, statements, fear, and others’ actions). See Resources for anAttribute Web.Cues, Questions, and Advance OrganizersGraphic Organizers- Character MapThis graphic organizer assists students in identifying character traits and organizing textual evidence. Students placethe character’s name in the center of the map and then list three traits and provide textual evidence and page numbers.See Resources for a Character Map.Cooperative LearningPost-Mortem of a ProtagonistThis cooperative learning opportunity takes students to a deeper understanding of a central character in a story.Students record a protagonist’s traits and personality on a life-size outline of a body. Students work together to analyzethe actions, thoughts, and speech of a character and provide textual evidence. See Laying the Foundation: A Resourceand Planning Guide in Resources.Cue, Questions and Advance OrganizersCharacter Analysis- Edna’s RuthieThis examination of character utilizes sentence stems and a graphic organizer to evaluate the character of Ruthie.Students not only participate in annotating a text, but also practice using sentence stems to develop commentary. SeeLaying the Foundation Style Analysis: Linking Characterization to Meaning in Resources.Cue, Questions and Advance OrganizersCharacter and Relationships- Ender’s GameThis explores the various characters within an excerpt from “Ender’s Game” through the use of graphic organizers,symbolic representations, and sentence stems. See Laying the Foundation Style Analysis: Linking Characterization toMeaning in Resources. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 8 of 10

Instructional Strategies / ActivitiesHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLIdentifying Similarities and DifferencesGraphic Organizers- Venn DiagramStudents can organize their thinking about the similarities and differences of two or more short stories by completing aVenn Diagram. Compare various elements of short stories (plot, point of view, characters, and theme).Example:Character 1 Character 2See Resources for a Venn Diagram template and Best Practices Toolkit.Cooperative LearningGraphic Organizers- Culture ComparisonAsk students to compare and contrast not only story elements, but also cultural aspects. Pair students for a student read aloud. Have students create a Venn Diagram. Students record the similarities and differences of the cultures within the story and US culture on a Venn Diagram. Pairs share ideas with class and post their work.Extension Students compare text events with their own experience.Homework and PracticeRAFTThis strategy allows students to process information by writing in a nontraditional format. R- ROLE A- AUDIENCE F- FORMAT T- TOPICStudents can write as any persona, in any format, for any audience on any topic the teacher chooses. Have studentswrite a letter as a character, as a setting, or other literary element in regards to one of the short stories read during theunit. This can serve as a formative assessment not only of the reading objectives, but also as a pre-assessment of astudent’s writing abilitiesResourcesAdopted Instructional Materials• Best Practices Toolkit. Illinois: HoltMcDougal, 2010. Plot Diagram p. D12. Plot Analysis Frames p. D32-D33. Theme Analysis Frames p. D34-D35. Venn Diagram p. A26• Laying the Foundation: A Resourceand Planning Guide for Pre-APEnglish Grade Eight. Texas:Advanced Placement Strategies,2004.• Laying the Foundation StyleAnalysis: Linking Characterization toMeaning. Texas: AdvancedSupporting Resources• Attribute Web• Character Map• Dialogue Tags• Differentiated Vocabulary Map• ELA Best Practice MS• Literacy Leads the Way BestPractices- ELLs• Name that Character Game• Plot Line Diagram• Plot Line Diagram Accommodatedfor ELLs• Prefix and Suffix Bookmark• Somebody Wanted But So Chart• Story Notes• Types of Conflict - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting StandardProfessional Texts• Burke, Jim. Tools for Thought.New Hampshire: Heinemann,2002.• Green, Joseph. The Word Wall:Teaching Vocabulary ThroughImmersion. Ontario: PippinPublishing, 2003.• Seidlitz, John. Navigating theELPS. San Clemente, California:Seidlitz Education Center, 2008Online Resources• Annenberg Media- Literature(Website allows students tocontrol the information of short© Houston ISD Curriculum2013 – 2014Page 9 of 10

ResourcesPlacement Strategies, 2004.• Literature Grade 8. Illinois: HoltMcDougal, 2010:Short Story: Clean Sweep p. 66 The Ransom of Red Chief p. 50 Raymond’s Run p. 36Skills: Affixes and Roots p. 64, 78, 244,498 Plot and Conflict: Reader’sWorkshop p. 28-35. Character and Point of View:Reader’s Workshop p. 170-175. History, Culture, and the Author:Reader’s Workshop p. 782-787.• Media Smart DVD-ROM. Illinois:Holt McDougal, 2010. Media Study: UnderstandingCharacterization in Film: WhaleRider Media Study: AnalyzingStorytelling Techniques in FilmfromThe Sisterhood of theTraveling Pants• Resource Manager Grade 8. Illinois:Holt McDougal, 2010 Unit 1 , p. 2-74 Unit 2• Venn Diagram• Visual Representation of Roots andAffixes• Visual Representation of Types ofConflict• Word Study: Prefixes Chart• Word Study: Suffixes ChartHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLstories as a method to review theelements of plot)• Brain POP: Roots, Prefixes, andSuffixes(Website with an animatedintroduction with quiz)• Comic.com(Website with comic strips to helpstudents learn to punctuatedialogue)• English Companion(Website based on the work ofJim Burke)• Texas Student AssessmentAccommodations information(Website with information onaccommodations specialeducation students are allowed tohave during states testing) - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 10 of 10

Unit 2: Examining Expository Texts and Expository WritingUnit OverviewHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLPlanning Guide User InformationTime AllocationsUnit 21 weekExamining Expository Texts and Expository Writing- Students examine the genre of expository text, focusing oninformational texts. Students begin prewriting and drafting for the expository essays, as well as focusing on creatingvariety in the sentence structure while writing.Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) (district clarifications/elaborations in italics)VocabularyR ELA.8.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or otherlinguistic roots and affixes.R ELA.8.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings,syllabication, pronunciations, alternate word choices, and parts of speech of words.ReadingR ELA.8.Fig19F Make intertextual links among and across texts, including other media (e.g., film, play, music, printmedia), and provide textual evidenceS ELA.8.9A Analyze works written on the same topic and compare how the authors achieved similar or differentpurposes, and support using textual evidence.R ELA.8.10A Summarize the main ideas, supporting details, and relationships among ideas in text succinctly in waysthat maintain meaning and logical order.R ELA.8.10C Make subtle inferences and draw complex conclusions about the ideas in text and their organizationalpatterns (e.g., proposition-and-support, problem-and-solution, cause-effect, compare-contrast, inductive, deductive,chronological orderR ELA.8.10D Synthesize and make logical connections between ideas within a text and across two or three textsrepresenting similar or different genres and support those findings with textual evidence.WritingELA.8.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience,determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests,interviews), and developing a thesis or controlling idea.ELA.8.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, causeeffect,compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing.ELA.8.17A.i Write a multi-paragraph essay to convey information about a topic that presents effective introductionsand concluding paragraphs.ELA.8.17A.ii Write a multi-paragraph essay to convey information about a topic that contains a clearly statedpurpose or controlling idea.ELA.8.17A.iii Write a multi-paragraph essay to convey information about a topic that is logically organized withappropriate facts and details and includes no extraneous information or inconsistencies.ELA.8.17A.iv Write a multi-paragraph essay to convey information about a topic that accurately synthesizes ideasfrom several sources.ELA.8.19C Identify, use and understand the function of a variety of complete sentences (e.g., simple, compound,complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistenttenses. English Language Proficiency Standards (ELPS)• ELPS C.1h Develop and expand repertoire of learning strategies such as reasoning inductively or deductively,looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learningexpectations. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 1 of 9

HISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOL• ELPS C.2h Understand implicit ideas and information in increasingly complex spoken language commensurate withgrade-level learning expectations• ELPS C.3h Narrate, describe, and explain with increasing specificity and detail as more English is acquired.• ELPS C.4h Read silently with increasing ease and comprehension for longer periods.• ELPS C.5f Write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combinephrases, clauses, and sentences in increasingly accurate ways as more English is acquired.College and Career Readiness Standards (CCRS)• CCRS 2.B1 Identify new words and concepts acquired through study of their relationships to other words andconcepts.• CCRS 3.B1 Participate actively and effectively in one-on-one oral communication situations.• CCRS 4.B2 Listen actively and effectively in one-on-one communication situations.Key Concepts• genre- nonfiction expository• word meaningAcademic Vocabulary• conclusion• inferences• writing processEssential Understandings / Guiding Questions• organizational patterns• writing traits• purpose• Word roots and affixes provide the foundation to discover the meaning of unfamiliar words.1. What are affixes?2. What is the difference between a prefix and a suffix?3. What effect do affixes have on the meaning of a word?4. Why is it important to understand the root of a word?• Informational and procedural texts have specific organizational patterns to support the author’s purpose.1. What are some examples of informational texts/ procedural texts?2. What is author’s purpose?3. How do organizational patterns affect texts?• Valid inferences and conclusions are based on textual evidence.1. What is an inference?2. How do you draw conclusions?3. How will textual evidence help you make an inference or a conclusion?Assessment Connections• Performance Expectation- Students plan and draft an expository essay of sufficient length that includes organizedand accurately conveyed information, effective introductory and concluding paragraphs and a variety of sentencestructures, a controlling idea or thesis, an organizing structure (e.g. inductive/deductive, compare/contrast)appropriate to purpose, audience, and context, relevant information and valid inferences, rhetorical devices, andtransitions between paragraphs.Formative Assessment- Expository Essay Rubric• Students preview vocabulary that they encounter in the text to ascertain their knowledge and familiarity.Formative Assessment- Knowledge Rating Scale• Students use released STAAR items to gain familiarity with the stems.STAAR Released Items: Reading (Selection 1, Items 1-5, 7 and Selection 2, Items 4, 6, 7)Texas English Language Proficiency Assessment System (TELPAS): End-of-year assessment in listening,speaking, reading, and writing for all students coded as LEP (ELL) and for students who are LEP but have parentaldenials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide five writingsamples – one narrative about a past event, two academic (from science, social studies, or mathematics), and twoothers. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 2 of 9

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLThis Curriculum Unit Planning Guide is designed to support HISD teachers in planning daily lessons that meet the needsof students based on data generated during the school year. Teachers should utilize data to individualize instruction andto select focus genres and objectives. To ensure effective planning and instruction, refer to the components outlined bythe Houston ISD Instructional Practice Rubric.VocabularyPrerequisitesStudents should be able to independently note unfamiliar words when listening to/reading selections and to initiatefurther inquiry into their meaning(s). Students should also possess basic dictionary skills.Background Knowledge for TeacherContinue to develop students’ vocabulary through the use of Vocabulary Notebooks. Encourage students to record newwords, word parts, and content area words in a notebook to be used throughout the year. See ELA Best Practices MSin Resources. (ELA.8.2E)Students are to record affixes/roots/bases addressed by the teacher throughout the unit in their Vocabulary Notebooks.Focus on a small number of basic affixes. Introduce their meanings and provide a few examples of other wordscontaining the studied prefix/suffix. (ELA.8.2A)Prefixes and Example WordsMeaningre = back, again rewrite, repay, reheatun = notunhappy, unhealthypre = beforedis = not,oppositepreview, pretestdislike, disagreeSee the website Prefixes and Suffixes and Resource Manager Grade 8, Unit 1 and Unit 2 in ResourcesInstructional Accommodations for Diverse Learners Adding affixes to a Word Wall is very helpful for ELL students. Create a visual representation for ELLstudents. See The Word Wall: Teaching Vocabulary Through Immersion in Resources.Formative Assessment- Have students preview vocabulary that they will encounter in the text. Students can use agraphic organizer to rate their knowledge of these words. See Formative Assessment- Knowledge Rating Scale inAssessment Connections.ReadingPrerequisitesStudents should have previous experience reading expository texts.Background Knowledge for TeachersThis unit focuses on expository texts with an emphasis on informational texts. For suggested texts, see Literature Grade8 in Resources.The main focus of these objectives is to create an understanding of an author’s purpose in selecting a specificorganizational pattern and how the author’s purpose is furthered by his/her use of facts and opinions. Thisunderstanding is based on a student’s ability to read, understand, synthesize, and evaluate an expository text.Begin by reviewing text features and organizational patterns present in expository texts. Focus instruction on utilizingthe structures and organizational aids to locate and organize information for recall, study, and further analysis. SeeOrganizational Patterns for Expository Texts and Literature Grade 8 in Resources. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 3 of 9

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLInstructional Accommodations for Diverse Learners Present ELLs with mini-lessons on how nonfiction writers organize their ideas into text structures. ELLsneed to learn the signal words that show how an author has organized his/her work. Post in theclassroom and distribute to students. See Resources for Signal Words and Graphic Organizers forIdentifying Text Structure.Introduce students to Literature Circles as a means to discuss and interact with the text. Provide opportunities duringLiterature Circles for hands-on experience to reinforce the content. Activities with sentence strips or index cards can bedesigned and used to categorize or combine information, to distinguish importance of information, or to arrangeinformation or events in a sequence or other organizational pattern. Provide short newspaper articles for students tocategorize based on organizational patterns. See Resource Manager Grade 8, Unit 8 in Resources.Instructional Accommodations for Diverse Learners To encourage ELLs to read silently for longer periods, have them complete reviews of texts read inclass that can be published for others to read. See Navigating the ELPS in the English Language Artsand Reading Classroom in Resources. (ELPS C.4h)Review main ideas and supporting details. Model the process of discerning main idea from supporting details throughThink-Alouds. See Main Idea Web in Instructional Strategies. See Best Practices Toolkit and Resource Manager Grade8, Unit 8 in Resources. (ELA.8.10A, ELPS C.2h,)Next, review the process of creating summaries with students. Remind students of the differences between main ideasand summaries. Teach students to analyze and use organizational patterns when creating summaries. For example, ifthe overall pattern is cause and effect, the summary should have a cause and effect structure. Use Summary Frames toassist students in creating effective summaries. See Marzano’s Classroom Instruction that Works in Resources. SeeInstructional Strategies for Summary Frames.Focus on students using summarization skills to identify information from which to make inferences. Remind studentsthat an inference is a combination of what the text tells the reader and the knowledge and experiences of a reader.Instruct students to use text evidence to support an assertion or inference. Model how to locate and extract textevidence through Think-Alouds. This mental process is more important initially than a formal written response. Thefocus should be on why a particular piece of text evidence was chosen and what logical inferences or conclusions canbe drawn. See Inference Chart and Making Inferences in Instructional Strategies. (ELA.8.10C)Provide students with a checklist to assist in making inferences. Include: Did I make sure my inference relies mainly on the author’s words rather than my experiences or feelings? Did I check to see if my inference is contradicted by any statements in the text? Can I identify statements that lead to my conclusion/ inference?Review facts and opinions and have students practice identifying facts and opinions. See Instructional Strategies forFact Vs. Opinion Chart. See Resources for Finding Facts and Opinions.Draw students’ attention to the author’s use of facts and opinions in a text. Explain that the reason an author uses a factor an opinion is to further support his/her claim or assertion. Have students make inferences and draw conclusions as tothe author’s purpose behind including particular facts and opinions. Encourage students to ask themselves: Does the author use facts or opinions to explain their thinking? What are these facts and opinions suppose to make me think? How effective are they in achieving the author’s goal?Remind students to keep all work pertaining to reading in their Literacy Notebooks. See Instructional Strategies for Factor Opinion and Author’s Purpose. See Best Practices Toolkit in Resources for Distinguishing Fact and Opinion.(ELA.8.9A)Instructional Accommodations for Diverse Learners ELLs need the opportunity to explain their thinking. The Numbered Heads Strategy enables all - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 4 of 9

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLstudents to share with the class over time. See Navigating the ELPS in the English Language Arts andReading Classroom in Resources. (ELPS C.3h)Have students read various examples of expository texts on current social or political issues. Students are nowexpected to note and evaluate the different methods authors used to explain and support their position on a subject,including the authors’ use of: Organizational patterns Use of details and inferences Use of facts and opinions Use of graphics and diagrams Use of text featuresStudents are to compare and contrast the authors’ use of these elements and their effect upon a text and audience.Encourage students to complete a graphic organizer to organize their thinking and plan their discussion. Have studentscomplete this comparison through their Literature Circles. For information on Literature Circles, see ELA Best PracticesMS in Resources. (ELA.8.Fig19F, ELA.8.10D)WritingInstructional Accommodations for Diverse Learners Literature Circles allows ELLs the opportunity to develop and expand their repertoire of learningstrategies. See Navigating the ELPS in the English Language Arts and Reading Classroom in Resources.(ELPS C.1h)PrerequisitesStudents should understand the writing process and how to use it to develop a piece of writing.Background Knowledge for TeacherRemind students of the writing process and emphasize the need to plan their essays by using effective prewritingstrategies. Allow students to choose a variety of graphic organizers to help with this process. See the GraphicOrganizers website in Resources.Use the 6+1 Traits of writing to discuss writing and writing improvement with your students. This provides a commonlanguage for students and creates powerful, effective writers. Focus on one or two traits each writing project. See ELABest Practices MS in Resources.Have students keep a Writer’s Notebook to collect all writing ideas and projects. This notebook should be written in on adaily basis, and students use this as a method of collecting ideas for later development. Entries within a Writer’sNotebook can include lists of ideas and topics, suggestions on how to begin writing, collections of questions or pictures,etc. A Writer’s Notebook is a place for authentic, student-driven writing. (ELA.8.14A)Use a teacher’s Writer’s Notebook as a means of modeling- providing samples of various response formats, includingdifferent organizational patterns. Teachers can anticipate where student problems may occur, and develop ‘implanted’entries to guide students to solve writing issues as they arise. Be sure to model each step of the writing process forstudents.Introduce expository writing. Share the guidelines and rubric with students early in the writing process. The rubric canbe used to develop mini-lessons and serves as a formative assessment. See Formative Assessment- Expository Essayrubric in Assessment Connections. Continue to review the rubric as students progress through their writing. Havestudents link the characteristics of the texts read to the required attributes in this writing project in writing groups.Explain that to write an effective essay or article, authors synthesize information from reliable sources. Therefore, tocomplete this writing project, students may need to conduct research. Set aside time for students to go to the library orcomputer lab to research their topic. See Resources for Literature Grade 8. See Instructional Strategies for Rubrics.(ELA.8.17A.iv)The first aspect of organization to consider is a thesis statement. Review the function of a thesis and provide examples - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 5 of 9

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLfor students. Model how to create effective thesis statements based on the information gathered through research.Consider modeling this process through the use of a teacher’s Writer’s Notebook. See Instructional Strategies forCreating Effective Thesis Statements. (ELA.8.17A.ii)Remind students that providing enough support for a thesis or idea development is an important part of drafting.Appropriate support includes facts and details from reliable and valid sources. Have students brainstorm what valid andreliable sources are and how using these sources impact essays. Instruct students to create outlines or webs to verifythat each idea is fully supported. See Outline Notes in Instructional Strategies. (ELA.8.14B, ELA.8.17A.iii )Explain to students that essays/articles have a specific structure/organization: Thesis Introduction Body paragraphs ConclusionProvide mini-lessons and model organizational structure in your teacher’s notebook.Provide students with a list of introduction and conclusion ideas. Instruct students to keep this list in their Writer’sNotebooks. See Introductions and Conclusion in Instructional Strategies. See Resources for Lane’s The Reviser’sToolbox and Culham’s 6+1 Traits of Writing: Grades 3 and Up. (ELA.8.17A.i)Use mentor texts to provide examples of effective introductions and conclusions. Instruct students to use the followingquestions to analyze sample introductions: Does this introduction catch the reader’s attention? Does this introduction contain the thesis statement?Instruct students to use the following questions to critique sample conclusions: Does this conclusion sum up the essay? Does this conclusion give the reader something more to think about?Instructional Accommodations for Diverse Learners Provide background information in English rhetoric and discourse patterns to promote anunderstanding of organizational patterns. Rhetoric evolves from logic and logic evolves from culture.Knowing that there are differences in rhetoric among various cultures is important for both teachers andstudents. Be aware of these differences when teaching paragraph structure, whether in terms of readingor composition. Discourse patterns are culturally specific. In terms of paragraph structure, differentcultures express information in different ways. The most striking difference is the directness of Englishdiscourse, a characteristic that is rude in most other languages. As a result of our training in English,teachers are prone to ask questions or make comments of ELL’s writing that are indicative of their nativediscourse patterns. You’re going around in circles. (Asian discourse) Why did you inject this story into your writing? It’s off topic. (Latin) You have two parallel compositions here. Narrow the topic. (Arabic) You’re digressing too much. (Russian)Your thesis goes at the beginning, not the end. (all languages except English) To provide ELLs the opportunity to practice their sentence structure, use Dialogue Journals. ADialogue Journal is exchanged between the student and teacher or between two or more students. SeeNavigating the ELPS in the English Language Arts and Reading Classroom in Resources. (ELPS C.5f)Explain that strong sentence fluency involves varied sentence structures, including complex sentences. Through theuse of mini-lessons, review the parts of a sentence and complex and compound sentences. See Instructional Strategiesfor Sentence Structure Basics. (ELA.8.19C, ELPS C.5f)A student receiving special education services may receive instructional and assessment accommodations. TheARD/IEP committee must document instructional and assessment accommodations in the student’s IEP. TheTexas Student Assessment Accommodations information is located on the Texas Education Agency website. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 6 of 9

Instructional Strategies / ActivitiesReadingHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLNonlinguistic RepresentationsGraphic Organizer- Main Idea WebUse graphic organizers to capture key points, main ideas, and supporting details.SupportingDetailSupportingDetailMain IdeaSupportingDetailSupportingDetailFor a Main Idea Web, see Resources.Summarizing and Note-TakingSummary FramesSummary Frames are a series of stems or questions designed to highlight important information within a text. Theframes are specific to the type of text. Students must discern the organizational pattern before applying a SummaryFrame. See Resources for Summary Frames.Cues, Questions, and Advance OrganizersGraphic Organizer- Inference ChartInstruct students to record the details or facts (text evidence) that support the inference or conclusion they discovered.Inference/Conclusion ChartDetail/FactDetail/FactDetail/FactInferences/ConclusionSee Resources for an Inference/Conclusion Chart.Cues, Questions, and Advance OrganizersGraphic Organizers- Making InferencesTell students that as they read, they are looking for clues in the text that help them better understand what they arereading. These clues are called text evidence. Tell students they can use their own previous experiences to interpretthe clues.Text EvidenceWhat I Know from Experience InferenceSee Resources for Making Inferences from Text Evidence Chart.Nonlinguistic RepresentationsGraphic Organizers- Fact Vs. Opinion ChartThis basic level fact and opinion chart reviews the practice of identifying facts and opinions. Students are to find detailsfrom a text and explain why the details are facts or opinions. See Resources for a Fact Vs. Opinion Chart - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 7 of 9

Instructional Strategies / ActivitiesHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLNonlinguistic RepresentationsGraphic Organizers- Fact or Opinion and Author’s PurposeThis graphic organizer allows for students to record the facts and opinions in an expository text, and then promptsstudents to see the correlation between the facts, opinions and author’s purpose.FactsOpinionsSee Laying the Foundation: A Resources and Planning Guide in Resources.WritingSetting Objectives and Providing FeedbackRubricsProvide students with the rubric during the introduction of the project. Explain the characteristics of an effectiveexpository essay/article, and have students apply the rubric or aspects of the rubric to the texts previously read in class.Remind students that a response essay includes: Topic/Thesis Statement Effective and Appropriate Organizational Pattern Effective Introductions/Conclusions Details to Support ThesisCues, Questions, and Advance OrganizersCreating Effective Thesis StatementsThis strategy illustrates how to form thesis sentences through the use of cues and questions to prompt student thought.Students identify subjects and then form a thesis based on their opinions about the subject. See Laying the Foundation:A Resource and Planning Guide and Resource Manager Grade 8 in Resources.Cues, Questions, and Advance OrganizersGraphic Organizers- Outline NotesHave students complete an outline to organize and visually measure the amount of support each for idea. Remindstudents that an effectively supported idea has several details and facts to support it. After completing the outline,instruct students to answer the following questions: Do I have sufficient evidence to support my ideas? Do I need to change the order of my major points?See Resources for Outline Notes and WriteSmart DVD-ROM.Setting Objectives and Providing FeedbackIntroductions and ConclusionsIllustrate the characteristics of effective introductions and conclusions through critics of previously read texts and othermentor texts. Bring in the sports section of the newspaper. Have students write down read the introduction andconclusion. After reading several, students discuss which ones are most effective. Then, students create anadvertisement for the article. See Laying the Foundation: A Resource and Planning Guide in Resources.Cooperative LearningSentence Structure BasicsThis cooperative learning opportunity allows students to physically manipulate sentences. Words, phrases, and othersentence parts are placed on sentence strips. Students then move and shift these parts to see sentence structure inaction. See Laying the Foundation: A Resource and Planning Guide in Resources.ResourcesAdopted Instructional Materials• Best Practices Toolkit. Illinois: HoltMcDougal, 2010. Main Idea and Details p. B6Supporting Resources• ELA Best Practices MS• Facts Vs. Opinion Chart• Finding Facts and OpinionsProfessional Texts• Culham, Ruth. 6+1 Traits ofWriting: The Complete GuideGrades 3 and Up. Connecticut: - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 8 of 9

Resources Distinguishing Fact and Opinionp. A6• Laying the Foundation: A Resourceand Planning Guide for Pre-APEnglish Grade Eight. Texas:Advanced Placement Strategies,2004.• Literature Grade 8. Illinois: HoltMcDougal, 2010:Expository Text: Basic Blues: An American ArtForm p. 192 Musicians Know the BluesFirsthand p. 194 Letter from New Orleans:Leaving Desire p. 419Skills: Affixes and Roots p. 64, 78, 244,498 Expository Writing : Compareand Contrast Essay p. 438• Resource Manager Grade 8. Illinois:Holt McDougal, 2010. Unit 1- Affixes Unit 2 pg. 3-7, 33-46 Unit 3 p. 3-10, 111-132 Organizing Ideas- Unit 8 Main Ideas- Unit 8• WriteSmart DVD-ROM. Illinois: HoltMcDougal, 2010.• Graphic Organizers for IdentifyingText Structure• Inference/Conclusion Chart• Main Idea Web• Making Inferences from TextEvidence• Outline Notes• Signal Words• Summary FramesHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLScholastic, Inc., 2003.• Green, Joseph. The Word Wall:Teaching Vocabulary ThroughImmersion. Ontario: PippinPublishing, 2003.• Lane, Barry. Reviser’s Toolbox.Vermont: Discover Writing Press,1999.• Marzano, Robert. ClassroomInstruction that Works. NewJersey: Pearson, 2001.• Seidlitz, John. Navigating theELPS. San Clemente, California:Seidlitz Education Center, 2008.Online Resources• Graphic Organizers(Website with various graphicorganizers)• Prefixes and Suffixes(Website with information onprefixes and suffixes)• Texas Student AssessmentAccommodations information(Website with information onaccommodations specialeducation students are allowed tohave during states testing) - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 9 of 9

Unit 3: Examining Persuasive Texts and Expository WritingUnit OverviewHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOL - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting StandardPlanning Guide User InformationTime AllocationsUnit 31 weekExamining Persuasive Texts and Expository Writing- In this unit, students examine persuasive texts, focusing onrhetorical devices. Students continue to focus on expository essays, specifically the revising and editing process.Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) (district clarifications/elaborations in italics)VocabularyR ELA.8.2B Use context (within a sentence and in larger sections of text) to determine or clarify the meaning ofunfamiliar words, ambiguous words, or words with novel meanings.ReadingS ELA.8.Fig19D Make complex inferences about text and use textual evidence to support understanding.R ELA.8.Fig19F Make intertextual links among and across texts, including other media (e.g., film, play, music, printmedia), and provide textual evidenceS ELA.8.7A Analyze passages in well-known speeches for the author’s use of literary devices and word and phrasechoice (e.g., aphorisms, epigraphs) to appeal to the audience.S ELA.8.11A Compare and contrast persuasive texts that reached different conclusions about the same issue andexplain how the authors reached their conclusions through analyzing the evidence each presents.S ELA.8.11B Describe and analyze the use of such rhetorical and logical fallacies as loaded terms, caricatures,leading questions, false assumptions, and incorrect premises in persuasive texts.WritingELA.8.14C Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple,compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinkinghow well questions of purpose, audience, and genre have been addressed.ELA.8.14D Edit drafts for grammar, mechanics, and spelling.ELA.8.19A.ii Identify, use and understand the function of appositive phrases in the context of reading, writing, andspeaking. English Language Proficiency Standards (ELPS)• ELPS C.1g Demonstrate an increasing ability to distinguish between formal and informal English and an increasingknowledge of when to use each one commensurate with grade-level learning expectations.• ELPS C.2g Understand the general meaning, main points, and important details of spoken language ranging fromsituations in which topics, language, and contexts are familiar to unfamiliar.• ELPS C.3f Ask and give information ranging from using a very limited bank of high-frequency, high-need, concretevocabulary, including key words and expressions needed for basic communication in academic and social contexts,to using abstract and content-based vocabulary during extended speaking assignments.• ELPS C.4e Read linguistically accommodated content area material with a decreasing need for linguisticaccommodations as more English is learned.• ELPS C.5e Employ increasingly complex grammatical structures in content area writing commensurate with gradelevelexpectations, such as:(iii) using negatives and contractions correctly.College and Career Readiness Standards (CCRS)• CCRS 2.A9 Identify and analyze the audience, purpose, and message of an informational or persuasive text.Key Concepts• genre- nonfiction expository(persuasive texts-• persuasion• rhetorical devices• writing process• writing traits© Houston ISD Curriculum2013 – 2014Page 1 of 11

speeches/essays)Academic Vocabulary• word meaning• audience • inferences • toneEssential Understandings / Guiding QuestionsHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOL• Context clues and reference sources assist readers in determining the connotation and denotation of unfamiliarwords.1. What are some types of context clues?2. How is connotation different from denotation?• Authors use rhetorical devices, diction, and a variety of evidence to persuade their audience.1. What are rhetorical devices?2. How do rhetorical devices affect a piece of writing?3. Why is it important for an author to know his audience?Assessment Connections• Performance Expectation- Students revise and edit an expository essay of sufficient length that includes organizedand accurately conveyed information, effective introductory and concluding paragraphs and a variety of sentencestructures, a controlling idea or thesis, an organizing structure (e.g. inductive/deductive, compare/contrast)appropriate to purpose, audience, and context, relevant information and valid inferences, rhetorical devices, andtransitions between paragraphs.Formative Assessment- Expository Essay Rubric• Students use a graphic organizer find a words meaning through the use of context clues.Formative Assessment- Word Detective• Students read two persuasive pieces that take opposite sides of an issue and then answer questions thatcompare/contrast the two pieces and analyze the rhetorical devices used.Formative Assessment- Vending Machines: Yea or Nay?• Students formulate an argument in groups to use in a debate.Formative Assessment- Should P.E. Be Required?• Students conduct a cold read on a speech and answer questions that require them to use inference skills, analyzeliterary devices, and identify the meaning of an unknown word using context clues.Formative Assessment- Let Freedom Reign• Students actively discuss a topic that is thematically connected to a text or about the text itself.Formative Assessment- Inner/Outer Circle Rubric• Students use released STAAR items to gain familiarity with the stems.Released STAAR Items Reading (Selection 1, Items 1-4, 7 and Selection 2, Items 4, 6, 7)Texas English Language Proficiency Assessment System (TELPAS): End-of-year assessment in listening,speaking, reading, and writing for all students coded as LEP (ELL) and for students who are LEP but have parentaldenials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide five writingsamples – one narrative about a past event, two academic (from science, social studies, or mathematics), and twoothers.Instructional ConsiderationsThis Curriculum Unit Planning Guide is designed to support HISD teachers in planning daily lessons that meet the needsof students based on data generated during the school year. Teachers should utilize data to individualize instruction andto select focus genres and objectives. To ensure effective planning and instruction, refer to the components outlined bythe Houston ISD Instructional Practice Rubric.VocabularyPrerequisitesStudents should possess dictionary skills, be able to use context clues (Definition/Description, Compare and Contrast,Example, Classification) to ascertain meaning and demonstrate ability to make meaning of text. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 2 of 11

Instructional ConsiderationsBackground Knowledge for TeacherExplicitly teach how to use a dictionary and thesaurus. See Literature Grade 8 in Resources.HISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLInstructional Accommodations for Diverse Learners The regular use of a bilingual dictionary leads to faster acquisition of English. Develop vocabulary bylistening to selections read aloud. See Instructional Strategies for Read-Aloud strategies for ELLs. The use of Brick and Mortar Cards can help ELLs with the acquisition of vocabulary. Students aregiven five “brick” cards with academic vocabulary and are instructed to organize them in a way they thinkmakes sense. Afterward, students have to link the cards together using their primary language or English.They write the language they are using on “mortar” cards that tie the concepts together. See Navigatingthe ELPS in the English Language Arts and Reading Classroom in Resources. (ELPS C.1g)Concentrate on the use of context clues and word analysis. Draw students’ attention to any informal language andidioms encountered in the reading selections. Assist students in using context clues to discover the author’s intendedmeaning. Use Think-Alouds to model proper use of context clues and self-questioning. See Self-Questioning inInstructional Strategies. For information on Think-Alouds, see ELA Best Practices MS, Literature Grade 8, and CommonContext Clues in Best Practices Toolkit in Resources. (ELA.8.2B)Formative Assessment- Have students work in groups to play a game that utilizes context clues. This allows studentsto practice their skills and affords an opportunity to assess student progress. See Formative Assessment- WordDetective in Assessment Connections.ReadingPrerequisitesStudents should have background knowledge of persuasive texts and rhetorical devices.Background Knowledge for TeachersThis unit focuses on persuasive texts. For suggested texts, see Literature Grade 8 in Resources.Students may require more practice making inferences. Be sure to model extensively how to make inferences throughThink-Alouds. See ELA Best Practices MS in Resources. (ELA.8.Fig19D)Instructional Accommodations for Diverse Learners For ELLs, provide a graphic organizer to accompany inference Think-Alouds. See Observation andInference Chart in Instructional Strategies.Remind students of the SMELL strategy for taking notes. Explain to students that similar questions can be used to beginanalyzing and evaluating a speech. These questions assist students in discovering the context of a persuasive text. Besure to model all strategies. For struggling students, fill in various areas of the Determining Context Chart. SeeInstructional Strategies for SMELL Note-taking and Determining Context Chart. (ELA.8.7A)Instructional Accommodations for Diverse Learners Allow ELLs the opportunity to read linguistically adapted texts as needed. (ELPS C.4e)Once students have determined the context, assist students in analyzing the text. Review rhetorical devices. Explainthat some rhetorical devices are stylistic (diction, repetition aphorisms, epigraphs, allusions, caricatures, tone, similes,metaphors, imagery, syntax) and others are content-based (facts, opinions, statistics, testimonials, false assumptions,incorrect premises). Introduce and explain persuasive appeals: pathos, logos, and ethos. Have students identify andcomment on the appeals found in persuasive texts. Reiterate that the purpose of all devices is to influence an audience.Have students begin reading excerpts from contemporary speeches that contain examples of specific elements andappeals. Explain that analyzing a text requires more than identifying elements or devices. Students must also be able toprovide commentary. See Instructional Strategies for Find the Appeals in Contemporary Speeches. See Resource - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 3 of 11

Instructional ConsiderationsManager Grade 8, Unit 9 in Resources. (ELA.8.11B)HISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLFormative Assessment- Divide students into two groups and announce that students will debate the topic: Should P.E.Be Required? Assign one group to be for and one to be against. Give groups time to construct and make note of theirarguments. When time is up, have both groups present. Then, have groups discuss the similarities and differences intheir arguments. See Formative Assessment- Should P.E. Be Required?Formative Assessment- To ascertain if students are able to independently compare and contrast two persuasivepieces and analyze the use of rhetorical strategies, have students complete the following assessment. Students aregiven two pieces that take both side of an issue and then answer multiple choice questions. See FormativeAssessment- Vending Machines- Yea or Nay? in Assessment Connections.Instructional Accommodations for Diverse Learners ELLs may need support during shared reading or when retelling or summarizing what they have read.Use the following sentence stems to support ELLS:• Can you help me understand…?• Would you please repeat that?• It’s about…• The main idea is…See Navigating the ELPS in the English Language Arts and Reading Classroom in Resources.(ELPS C.2g)Provide students with sentence starters to help scaffold inferences and commentary. Sentence starters can include: The speech appeals to _____________ because ___________. The author’s use of _____________ creates a sense of ___________. By stating _________, the author ______________. The word __________ suggests ______________. The image __________ suggests _____________.Instructional Accommodations for Diverse Learners This type of scaffolding is essential to building the academic success of ELLs. Post these and othersentence starters in the classroom and remind ELLs to start with these when they are making inferences.As students become more independent in analyzing how an author influences an audience, encourage the use ofDialectical Journals. Dialectical Journals offer students a means to develop their thinking about the rhetorical devicesand appeals and create commentary and interpretation. Reiterate to students that it is not enough to identify a particularrhetorical device. Students must be able to evaluate the effects of the devices. For more information on DialecticalJournals, see ELA Best Practices MS in Resources. See “I Have a Metaphor” in Resources.Dialectical Journals may be too difficult for some students. Have struggling students begin with a simpler graphicorganizer to develop their evaluation skills. Instead of having students identify the rhetorical devices being used, providea chart with the devices already listed. See Evaluation Chart in Resources.Instructional Accommodations for Diverse Learners For ELLs who are struggling with analysis, use an accommodation that limits the analysis to somebasic characteristics. See Speech Analysis Chart in Resources.Explain that authors of persuasive texts use rhetorical devices, tone, and perspective to influence an audience. Reviewtone and author’s perspective and give examples from model texts. Provide opportunities for students to work in groupsto analyze perspective. See Understanding Author’s Perspective in Instructional Strategies.Instructional Accommodations for Diverse Learners To allow ELLs the opportunity to ask and give information, allow them to use Interview Grids. InterviewGrids help students record other student’s responses to various questions. Students wander around the - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 4 of 11

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLroom and search for their partners who respond to their questions. See Navigating the ELPS in theEnglish Language Arts and Reading Classroom in Resources. (ELPS C.3f)Explain that authors create tone through various methods, including diction, images, details, and syntax. Review eachof the elements with students. Provide students with a list of tone words. Recommend that students keep the list in theirLiteracy Notebooks. In Literature Circles, have students analyze the author’s tone in a persuasive text. Instruct studentsto address the following questions:S Who is the speaker?O What is the occasion?A Who is the intended audience?P What is the speaker’s purpose?S What is the subject?Tone What is the author’s attitude toward the subject?See SOAPS Tone Method and About Tone in Resources.Encourage student to compare texts and media. Have students view some of the speeches they have already read.Videos of speeches can be found at the American Rhetoric Online Speech Bank website in Resources. See the schoollibrarian for videos of famous speeches.Have students compare a written speech with its video component. Have students discuss how the affect of the speechdiffered. Encourage students to provide evidence for their thinking. Encourage students to consider: Sound and audio effects Location Audience’s reactions Speaker’s inflectionsHave students compare speeches on similar issues or for similar occasions or purposes (i.e., Obama’s 2004Democratic Convention Speech and Schwarzenegger’s 2004 Republican Convention Speech). Have students discussvarious elements in their Literature Circles. Provide students with a list of focus questions to guide their discussion. SeeLiterature Circles- Comparison Guiding Questions in Instructional Strategies. (ELA.8.Fig19F)Instructional Accommodations for Diverse Learners For ELLs, utilize speeches for comparison from those the students can experience in a variety of ways,i.e., listen to, watch, and read.Formative Assessment- Use the following assessment to ascertain if students are able to make inferences aboutspeeches as well as analyze literary devices and identify unknown words using context clues. Have students conduct acold read on a speech and answer questions. See Formative Assessment- Let Freedom Reign in AssessmentConnections.Formative Assessment- Allow students to participate in an Inner/Outer Circle Discussion using question studentsdevelop focused when comparing two speeches. This strategy helps students: teach one another about what they find in their reading. take risks rather than rely on teacher validation. evaluate literature orally and at a more complex level. form assertions and supporting with textual evidence. ability to take notes effectively from listening.See ELA Best Practices MS in Resources. See Formative Assessment- Inner/Outer Circle in Assessment Connections.Once students have discussed the elements of each speech, encourage students to record their thinking on a VennDiagram. See Instructional Strategies for Venn Diagram. (ELA.8.11A)Have students complete a web quest on Rhetorical Devices. See Resources for the Persuasive Techniques WebQuest. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 5 of 11

Instructional ConsiderationsWritingHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLPrerequisitesStudents should understand the writing process and how to use it to develop a piece of writing.Background Knowledge for TeacherReview the expectations for the Expository Essay. The rubric can be used to develop mini-lessons and serves as aformative assessment. See Formative Assessment- Expository Essay rubric in Assessment Connections. Continue toreview the rubric as students progress through their writing. Have students link the characteristics of the texts read tothe required attributes in this writing project in writing groups.Remind students that the revision process is the best place to improve sentence fluency in a writing piece. Explain thatstrong sentence fluency involves varied sentence structures, including complex sentences using subordinateconjunctions. Review the parts of a sentence and complex and compound sentences. Also, focus on the use ofappositive phrases to improve sentence fluency. See Instructional Strategies for a Sentence Structure Basics strategy.(ELA.8.14C, ELA.8.19A.ii)Have students do peer reviews through which they learn to review and revise their own work. See InstructionalStrategies for a Peer Review activity.Encourage students to revise transitions if necessary. Conduct revisions of transitions in the same pairs as the PeerReview. Instruct students to switch essays/articles and underline or highlight transition words. Next, ask students toclassify these words and place them on a graphic organizer to return to their partner. Partners then use the chart toverify the number of transitions used throughout the essay/article and suggest areas to improve organization by addingspecific transitions. See Resources for a Transition Chart and WriteSmart DVD-ROM in Resources.Instructional Accommodations for Diverse Learners ELLs and struggling writers may require more basic paragraph revision. Use the Paragraph Overhaulstrategy in Instructional Strategies as a guide for students.Review capitalization. Remind students that all proper nouns, initials, abbreviations, and acronyms must be capitalized.(ELA.8.14D)Instructional Accommodations for Diverse Learners ELLs need to use correct verb tense, use possessive and contractions correctly, and use negativesappropriately. Provide mini-lessons on these topics as needed. Also, provide sentence stems whendiscussing these topics such as:• A subject of a sentence is…• A verb is…• An apostrophe is…• Apostrophes are used to show...• The word (no/not/none) is used when…• An example of a sentence with (no/not/none) is…See Navigating the ELPS in the English Language Arts and Reading Classroom in Resources.(ELPS C.5e)Remind students that during the editing process, all capitalization, punctuation, usage and spelling (CUPS) are to bereviewed. Review the aspects of conventions with students, emphasizing the correct usage of commas with phrases,compound, and compound-complex sentences.Instructional Accommodations for Diverse Learners For ELLs, create a visual reminder of the elements of a well-organized paper. See Wall Charts inInstructional Strategies. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 6 of 11

Instructional ConsiderationsHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLA student receiving special education services may receive instructional and assessment accommodations. TheARD/IEP committee must document instructional and assessment accommodations in the student’s IEP. TheTexas Student Assessment Accommodations information is located on the Texas Education Agency website.Instructional Strategies / ActivitiesVocabularyCues, Questions, and Advance OrganizersSelf-QuestioningUse a self-questioning technique to build students’ capacity to construct the meanings of unfamiliar words on their own.Model using this technique using a Think-Aloud. Encourage students to ask themselves: How do I pronounce this word? Upon reflection, do I know this word? Does this word remind me of other, similar words? Is there information in the passage/paragraph that will help me figure out this word? What do I know that will help me figure out this word? (structural clues) What definitions for this word make sense in this sentence? What reference sources should I use if I can’t figure out the meaning on my own?ReadingInstructional Accommodations for Diverse Learners Observation and Inference ChartUse a graphic organizer to record observations and inferences.My Observation (O)Clue I Got from the TextInformation (I)What I Can Infer(Educated Guess) Fill in the Observation and Inference Chart using an overhead projector or white board. Pair students and allow them to take turns reading. Tell students to stop often and make an observation from thetext. Ask students to write their observation on the chart. Pairs then discuss and write the information they infer from their observation. Assist, encourage, and monitor student progress.See Observation and Inference Chart in ResourcesSummarizing and Note TakingSMELL Note TakingInstruct students to use the SMELL acronym to take notes and analyze a speech. SMELL represents:S- Sender/receiver relationship: Who is the speaker? Who is the audience?M- Message: What is the content or claim?E- Evidence: What kind of evidence is given and to what extent?L- Logic: Is the reasoning sufficient? What types of appeals are being used?L- Language: What stylistic and rhetorical devices are being employed? - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 7 of 11

Instructional Strategies / ActivitiesHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLCues, Questions, and Advanced OrganizersGraphic Organizers- Determining Context ChartHave students begin analysis by considering the context of a persuasive text before beginning deeper analysis.Questions Answer EvidenceWhat is the writer’s/speaker’spurpose?Who is the audience?What assumptions about theaudience does thewriter/speaker make?What authority does thewriter/speaker have?What claims does thewriter/speaker make?What issues are addressed orignored?See Laying the Foundation: Argument and Persuasion: Understanding the Appeals in Resources.Instructional Accommodations for Diverse Learners Success with this strategy for ELLs depends to a great extent on how well tapping prior knowledge andbuilding background were executed.Cues, Questions, and Advance OrganizersGraphic Organizers- Finding the Appeals in Contemporary SpeechesUse a graphic organizer to help students develop their thoughts about an author’s use of appeals. Students begin byreading an excerpt from a contemporary speech. Next, students answer the question, “How do you feel when you readthis passage?” Finally, students use a diagram to illustrate how portions of the excerpt create a specific appeal.textcommentarycommentarySee Laying the Foundation: Argument and Persuasion: Understanding the Appeals in Resources.Cooperative LearningUnderstanding Author’s PerspectiveUse Literature Circles for students to analyze author’s perspective. First, have students identify:1. The title2. Specific words and phrases used to persuade (rhetorical devices)3. Examples of anecdotesThen, have students make inferences about WHY the writer chose to use the words in that specific way. Providestudents with a chart to record their thinking. Below is an example from MLK’s I Have a Dream.Text: Paragraph 6 of MLK SpeechWords/Phrases Now is the time to rise from the dark and desolate valley of segregation to the sunlitpath of racial justice. Now is the time to lift our nation from the quick sands of racialinjustice to the solid rock of brotherhood.PerspectiveKing is making a comparison between being stuck in quicksand and racial injustice.He also contrasts this desperate situation to the hope of the solid rock ofbrotherhood. His view is that hope is not enough, that we must take action now, notlater. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 8 of 11

Instructional Strategies / ActivitiesHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLCooperative LearningLiterature Circles- Comparison Guiding QuestionsEncouraging students to discuss their interpretations and evaluations creates a deeper understanding of a text. Providestudents with guiding questions. Questions can include:1. Which speaker do you prefer?2. Who seems more credible? Likeable? Intelligent?3. What was your reaction to the speeches?4. Which had a greater impact on you?5. Did either of the speakers’ diction seem too formal? Informal?6. What were some main themes of the speeches? Were the themes appropriate for the occasion?7. What rhetorical devices did each speaker use? Were they effective?8. Did the speakers use humor? How did humor affect your opinion of the speaker?9. How did the speakers defend their positions?10. How did the conclusions of each speaker differ?11. Overall, which speech did you prefer? Why?See Miller’s Strange Bedfellows in Resources.Similarities and DifferencesGraphic Organizers- Venn DiagramOnce students have discussed and analyzed a speech, instruct them to create a visual representation of the similaritiesand differences of rhetorical devices in the speeches. This can serve as a closing to the Literature Circle Discussions.Speech #1 Speech #2See Resources for a Venn Diagram template.WritingCooperative LearningSentence Structure BasicsThis cooperative learning opportunity allows students to physically manipulate sentences. Words, phrases, and othersentence parts are placed on sentence strips. Students then move and shift these parts to see sentence structure inaction. See Laying the Foundation: A Resource and Planning Guide for Pre-AP Grade 8 in Resources.Cooperative LearningPeer ReviewIn pairs, have students read each other’s essay/article. Provide students with a list of questions to address as they read.Students use the responses from their partner to improve their writing. Questions include:1. Are the topic and purpose of the writing clear?2. How could I improve my thesis?3. What idea should I develop further? What do you want to know more about?4. What did you like best and least about the essay?5. Which sections are clear?6. Which sections are unclear?7. What changes should be made to the introduction?8. What changes should be made to the conclusion?9. Where should I add more specific details?10. Where should I add more transitions?See Resources for Peer Review. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 9 of 11

Instructional Strategies / ActivitiesHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLInstructional Accommodations for Diverse LearnersCues, Questions, and Advanced OrganizersGraphic Organizers-The Paragraph OverhaulThis strategy can be used to help ELLs revise their writing and the writing of others. It allows students to break downeach paragraph in order to focus on one section at a time. Pair students and have students exchange papers. Each student will complete Paragraph Overhaul chart as a guide.The Paragraph OverhaulWrite each individual sentence in the paragraph on the lines.1._______________________________________2._______________________________________3._______________________________________ Revise your partner’s original sentences by combining sentences. You may combine twosentences into one compound sentence or one complex sentence. Return the revised copy to your partner. Read your partner’s revisions. Copy your new sentences into a paragraph.For a Paragraph Overhaul template, see Resources.Instructional Accommodations for Diverse LearnersSetting Expectations and Providing FeedbackWall Charts For ELLs, it is important to provide models and writing reminders in the form of Wall Charts; these charts can behelpful in jumpstarting and improving writing. Create small Wall Charts to put up around the room. Students can help inthe creation of these charts.Utilixe the following types: Transition words and phrases Good openings Good conclusions Examples of elaborated or detailed sentences descriptive phrases, etc.ResourcesAdopted Instructional Materials• Best Practices Toolkit. Illinois: HoltMcDougal, 2010. Context Clues p. E16-E18.• Laying the Foundation a Resourceand Planning Guide for Pre-APGrade 8. Texas: AdvancedPlacement Strategies, Inc, 2004.• Laying the Foundation: Argumentand Persuasion: Understanding theAppeals. Texas: AdvancedPlacement Strategies, Inc, 2004.• Literature Grade 8. Illinois: HoltMcDougal, 2010.Persuasive Text: Zoos Connect Us to the NaturalWorld p. 994 Position on Dodgeball inPhysical Education p. 1004 The Weak Shall Inherit the Gymp. 1008Supporting Resources• About Tone• Common Context Clues• ELA Best Practices MS• Evaluation Chart• “I Have a Metaphor”• Observation and Inference Chart• Peer Review• Paragraph Overhaul• SOAPS Tone Method• Speech Analysis Chart• Transition Chart• Venn DiagramProfessional Texts• Miller, Carol Rawlings. StrangeBedfellows. New Hampshire:Heinemann, 2008.• Seidlitz, John. Navigating theELPS. San Clemente, California:Seidlitz Education Center, 2008.Online Resources• American Rhetoric Online SpeechBank(Website with a bank of manyfamous American speeches)• Persuasive Techniques WebQuest(Web Quest that teaches studentpersuasive techniques throughmedia literacy)• Texas Student AssessmentAccommodations information(Website with information on - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 10 of 11

ResourcesSkills: Dictionaries p. 89,368, 485 Context Clues p. 19, 37, 134,• Resource Manager Grade 8. Illinois:Holt McDougal, 2010 Unit 9: Persuasive Appeals andRhetorical Devices• WriteSmart DVD-ROM. Illinois: HoltMcDougal, 2010.HISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLaccommodations specialeducation students are allowed tohave during states testing). - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 11 of 11

Unit 4: Examining Elements of Poetry and Expository WritingUnit OverviewHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOL - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting StandardPlanning Guide User InformationTime AllocationsUnit 41 weekExamining Elements of Poetry and Expository Writing- In this unit, students examine elements of poetry andpublish their expository essay.Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) (district clarifications/elaborations in italics)VocabularyR ELA.8.2B Use context (within a sentence and in larger sections of text) to determine or clarify the meaning ofunfamiliar words, ambiguous words, or words with novel meanings.ReadingELA.8.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhancecomprehension.S ELA.8.4A Compare and contrast the relationship between the purpose and characteristics of different poetic forms(e.g., epic poetry, lyric poetry).S ELA.8.8A Analyze and explain the effect of similes and extended metaphors in literary text.WritingELA.8.14E Revise final draft in response to feedback from peers and teacher and publish written work for appropriateaudiences. English Language Proficiency Standards (ELPS)• ELPS C.1c Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing,contrasting, and reviewing to acquire basic and grade-level vocabulary.• ELPS C.2a Distinguish sounds and intonation patterns of English with increasing ease.• ELPS C.3j Respond orally to information presented in a wide variety of print, electronic, audio, and visual media tobuild and reinforce concept and language attainment.• ELPS C.5e Employ increasingly complex grammatical structures in content area writing commensurate with gradelevelexpectations.• ELPS C.4k Demonstrate English comprehension and expand reading skills by employing inferential skills such aspredicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources,and finding supporting text evidence commensurate with content area needs.College and Career Readiness Standards (CCRS)• CCRS 2.B1 Identify new words and concepts acquired through study of their relationships to other words andconcepts.• CCRS 2.A8 Compare and analyze how generic features are used across texts.Key Concepts• author’s style• elements of poetry• genre-poetryAcademic Vocabulary• word derivation• word meaning• writing process• writing traits• graphic elements • poetic form • sound devicesEssential Understandings / Guiding Questions• Context clues and reference sources assist readers in determining the connotation and denotation of unfamiliarwords.1. What are some types of context clues?2. How is connotation different from denotation?© Houston ISD Curriculum2013 – 2014Page 1 of 6

• Poetic forms and poetic techniques often reflect the poem’s purpose.1. What are some of the poetic forms?2. What are some examples of poetic techniques?3. How do authors reveal the purpose of a poem?Assessment ConnectionsHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOL• Performance- Students publish an expository essay of sufficient length that includes organized and accuratelyconveyed information, effective introductory and concluding paragraphs and a variety of sentence structures, acontrolling idea or thesis, an organizing structure (e.g. inductive/deductive, compare/contrast) appropriate to purpose,audience, and context, relevant information and valid inferences, rhetorical devices, and transitions betweenparagraphs.Formative Assessment- Expository Essay Rubric• Students select poetry of various forms and write introductions to ascertain their knowledge of various forms ofpoetry.Formative Assessment- May I Introduce You• Students complete a cold read and assessment to ascertain their skills at making inferences while reading poetry andanalyzing figurative language.Formative Assessment- Barter• Students make connections between two poems to ascertain their ability to make connections across texts.Formative Assessment- Don’t Quit and Don’t Give Up• Students use released STAAR items to gain familiarity with the stems.STAAR Released Items: Reading (Selection 1, Items: 1-4, 7 and Selection 2, Items: 4, 6, 7)Texas English Language Proficiency Assessment System (TELPAS): End-of-year assessment in listening,speaking, reading, and writing for all students coded as LEP (ELL) and for students who are LEP but have parentaldenials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide five writingsamples – one narrative about a past event, two academic (from science, social studies, or mathematics), and twoothers.Instructional ConsiderationsThis Curriculum Unit Planning Guide is designed to support HISD teachers in planning daily lessons that meet the needsof students based on data generated during the school year. Teachers should utilize data to individualize instruction andto select focus genres and objectives. To ensure effective planning and instruction, refer to the components outlined bythe Houston ISD Instructional Practice Rubric.VocabularyPrerequisitesStudents should possess dictionary skills, be able to use context clues to ascertain meaning, and demonstrate ability tomake meaning of text.Background Knowledge for TeacherExplicitly teach how to use a dictionary and thesaurus. See Literature Grade 8 and Common Context Clues in BestPractices Toolkit in Resources.Instructional Accommodations for Diverse Learners The regular use of a bilingual dictionary leads to faster acquisition of English.Continue to use Vocabulary Notebooks. Develop vocabulary by listening to selections read aloud.Vocabulary integration allows students to learn and understand new vocabulary through creating personal meaning.Vocabulary integration includes: Choral pronunciation Contextual read-alouds Graphic organizers - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 2 of 6

Instructional Considerations Contextual analysis/SyntaxHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLThis unit concentrates on the use of context clues and word analysis. Draw students’ attention to any informal languageand idioms encountered in the reading selections. Assist students in using context clues to discover the author’sintended meaning. Use Think-Alouds to model proper use of context clues and self-questioning. See Resources forLiterature Grade 8. (ELA.8.2B)ReadingInstructional Accommodations for Diverse Learners Another method to assist ELLs with acquiring vocabulary is Concept Mapping. Concept Mapping is atechnique for making a visual diagram of the relationship between concepts. See Navigating the ELPS inthe English Language Arts and Reading Classroom in Resources. (ELPS C.1c)PrerequisitesStudents should be able to identify and analyze the use of literary devices and poetic elementsBackground Knowledge for TeachersThis unit focuses on poetry. For suggested texts, see Literature Grade 8 in Resources.Students may not be familiar with poetic forms, techniques, and graphic elements. Explicitly teach each term andprovide examples. Focus on similes and metaphors. (ELA.8.8A)Remind students that authors write for a specific purpose. Review author’s purpose. (ELA.8.Fig19A)Review poetic forms: sonnet, sestina, ode, haiku, ballad, limerick, free verse, epic poem, lyric poem, etc. Explain thevarious purposes each form has (epic poems tell the story of a hero, limericks are humorous, etc.). See InstructionalStrategies for a Poetic Forms Chart. (ELA.8.4A)Instructional Accommodations for Diverse LearnersTo assist ELLs with distinguishing sounds and intonation patterns use CCAP. CCAP (CommunicativeCognitive Approach to Pronunciation) is a five-step process for assisting ELLs in improving pronunciation.See Navigating the ELPS in the English Language Arts and Reading Classroom in Resources. (ELPSC.2a)Remind students that in addition to form, poets also use punctuation and structure to express their purpose and theme.This includes the use of capital and lower-case letters, commas, periods, dashes, and even stanzas and lines. SeeResource Manager Unit 5, Grade 8 in Resources.Begin by introducing the poetic technique of sound devices (alliteration, assonance, consonance, onomatopoeia,rhyme, rhyme scheme, rhythm). Use mentor texts that have clear examples of these devices (e.g., The Witch by JackPrelutsky). Remind students to make connections between the sound devices in a poem and their effect on meaning.See Sound Devices in Instructional Strategies.Instructional Accommodations for Diverse Learners Dialectical Journals are an effective method for assisting ELLs in comprehending difficult texts. SeeNavigating the ELPS in the English Language Arts and Reading Classroom in Resources. (ELPS C.4k)Next, review graphic elements: line length, word position, capital letters, etc. Provide examples of poems that utilizethese elements (e.g., poems by e.e. cummings, Shel Silverstein, John Grandits). See Resource Manager Grade 8, Unit5 in Resources. For a Reader’s Workshop on Poetry, see Literature Grade 8 in Resources.Students often have difficulty understanding poetry; they become distracted by the unfamiliar structure and elements.Provide a guide for students to follow. Not all students will require step-by-step instructions. See Strategies for - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 3 of 6

Instructional ConsiderationsInterpreting Poetry in Instructional Strategies.HISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLWritingInstructional Accommodations for Diverse Learners Allow ELLs to respond orally to information presented in poetry. To assist ELLs in understanding theconcepts being addressed in poetry use Concept Attainment. This Jerome Bruner strategy instructsteachers to provide examples and non-examples of concepts to students. See Navigating the ELPS in theEnglish Language Arts and Reading Classroom in Resources. (ELPS C.3j)PrerequisitesStudents should understand the writing process and how to use it to develop a piece of writing.Background Knowledge for TeacherReview the publishing step of the writing process for students. Remind students that as this is the final step, the writingpiece should be as near to perfect as possible. Instruct students to complete a final check of their work. See Checklist inInstructional Strategies. (ELA.8.14E)Instructional Accommodations for Diverse Learners ELLs need to use correct verb tense, use possessive and contractions correctly, and use negativesappropriately. Provide mini-lessons on these topics as needed. Also, provide sentence stems whendiscussing these topics such as:• A subject of a sentence is…• A verb is…• An apostrophe is…• Apostrophes are used to show...• The word (no/not/none) is used when…• An example of a sentence with (no/not/none) is…See Navigating the ELPS in the English Language Arts and Reading Classroom in Resources.(ELPS C.5e)Have students answer reflective questions. The information gathered through these questions can be used to developmini-lessons, conference foci, and whole class discussions. See Reflections in Instructional Strategies.Have students submit essays to be published through an online teen magazine.A student receiving special education services may receive instructional and assessment accommodations. TheARD/IEP committee must document instructional and assessment accommodations in the student’s IEP. TheTexas Student Assessment Accommodations information is located on the Texas Education Agency website.Instructional Strategies / ActivitiesReadingSimilarities and DifferencesGraphic Organizers- Poetic Forms ChartAs students encounter poems of various forms, have them create a chart of poetic forms and purposes. Encouragestudents to create this chart within their Writer’s Notebooks.Title Form Purpose EffectSee Resources for Poetic Forms Chart template. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 4 of 6

Instructional Strategies / ActivitiesHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOLInstructional Accommodations for Diverse Learners ELLs need to see this modeled by the teacher or a peer tutor. Allow ELLs to work collaboratively toscaffold independence.Homework and PracticeGraphic Organizers- Sound DevicesThis strategy encourages students to review excerpts from famous poets and analyze the effects of sound devices:alliteration, assonance, consonance, onomatopoeia, rhyme, rhyme scheme, rhythm. Encourage students to record theirthinking in the form of a Dialectical Journal.Sound DeviceEffectSee Resources for a Sound Device Dialectical Journal and Laying the Foundation: A Resource and Planning Guide inResources.Setting Objectives and Providing FeedbackStrategies for Interpreting PoetryExplicitly model how to interpret poetry. Provide students with directions for making meaning of a poem. The followingsteps are adapted from Laying the Foundation.1. Read the poem at least twice (once silently, once orally).2. Notice the title and connect the title to the poem.3. Identify the speaker.4. Paraphrase what happens in the poem, step by step. Paraphrase by sentences, not lines.5. Identify the subject of the poem and the author’s attitude toward the subject (tone).6. Identify evidence to support your idea of the author’s tone.7. Think about how the poem related to you. Complete the sentence “This poem tells the reader _____________ aboutlife.”See Laying the Foundation: A Resource and Planning Guide in Resources.WritingSetting Objectives and Providing FeedbackChecklistHave students complete a final checklist independently. This checklist should contain any last minute CUPS andformatting guidelines. See Resources for Final Checklist.Setting Objectives and Providing FeedbackReflectionsEncourage students to reflect on their writing and any difficulties or successes they had. Reflective questions mayinclude:1. How well do I understand organizational patterns?2. What area of this writing project did I find most difficult?3. What more support or instruction do I need to be a better writer?4. How well did the peer review process work for me?ResourcesAdopted Instructional Materials• Laying the Foundation a Resourceand Planning Guide for Pre-APGrade 8. Texas: AdvancedPlacement Strategies, Inc, 2004.• Literature Grade 8. Illinois: HoltMcDougal, 2010.Poetry:Supporting Resources• Common Context Clues• Final Checklist• Poetic Forms Chart• Sound Device Dialectical JournalOnline Resources• Texas Student AssessmentAccommodations information(Website with information onaccommodations specialeducation students are allowed tohave during states testing). - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 5 of 6

Resources Paul Revere’s Ride p. 136 Barbara Frietchie p. 290 John Henry p. 296Skills: Dictionaries p. 89,368, 485 Context Clues p. 19, 37, 134 Appreciating Poetry: Reader’sWorkshop p. 604-609• Resource Manager Grade 8. Illinois:Holt McDougal, 2010 Unit 5: Rhyme scheme, rhythm,and meter.HISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOL - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2013 – 2014Page 6 of 6