SSK Unit 4.2 Planning Guide

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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
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Page 3 and 4: College and Career Readiness Standa
Page 5 and 6: Instructional ConsiderationsHISD PL
Page 9 and 10: Instructional Strategies / Activiti
Page 11: ResourcesPlacement Strategies, 2004
Page 21 and 22: Unit 3: Examining Persuasive Texts
Page 23 and 24: Instructional ConsiderationsBackgro
Page 31 and 32: ResourcesSkills: Dictionaries p. 89
Page 33 and 34: • Poetic forms and poetic techniq
Page 35 and 36: Instructional ConsiderationsInterpr
Page 37: Resources Paul Revere’s Ride p. 1

SSK Unit 4.2 Planning Guide

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