2nd Six Weeks Newsletter - Region 13

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$Grade 8 Math STAAR and STAAR-M Fall 2012 by Objective$

2010—2011 Second Six Weeks PreviewEnglish Language Arts4 th GradeUnit 2: Understanding Literary Nonfiction. In Grade 3, students became more fluent, automatic, and purposeful intheir reading and writing. They examined points of view in autobiographies and biographies and described, explained,and related structural elements of poetry and drama. Students continued to compose texts using the fundamentals of thewriting process (planning, revising, editing, and publishing). During this unit, students continue to examine autobiographiesand biographies by comparing and contrasting them with a fictional adaptation. Students explore poetry and dramaby describing and explaining how structural elements relate to the genre as oral and written expression becomes morefluent, authentic, and focused. They continue to identify and select comprehension strategies before, during, and afterreading and continue to use literary features to make inferences and create new perspectives. Students use the writingprocess and the conventions of written expression to write about important personal experiences. As they compose textto express their ideas and feelings, students become more thorough writers by learning from the text structure and applyingthe writer’s craft. The writer’s craft involves applying strategies that lead to depth, voice, and focus. Sensory language,such as simile and metaphors, is identified in text and explored in writing to create an experience that appeals tothe senses. Vocabulary development increases with the exploration of analogies and idioms as students generate a newperspective and appreciation for literature. Word study is inclusive of genre specific vocabulary, literary terms, and appropriatevocabulary from the literature.5 th GradeUnit 2: Appreciating Literary Nonfiction. In Grade 4, students examined autobiographies and biographies by comparingand contrasting them with a fictional adaptation. Students explored poetry and drama by describing and explaininghow structural elements relate to the genre. Oral and written expression became more fluent, authentic, and focused.Students continued to compose text using the fundamentals of the writing process (planning, revising, editing, and publishing).During this unit, students continue their exploration of autobiographies, biographies, and poetry by examiningthe use of language and literary techniques used to portray the events in characters’ lives and meaning in poetry. Soundeffects such as alliteration, rhyme scheme, and onomatopoeia are analyzed in a variety of poetic forms, while the use ofsensory language, imagery, and figurative language are examined in literary nonfiction. Dramatic text is compared andcontrasted with an original text representing the same story. Students continue to identify and select comprehensionstrategies before, during, and after reading and continue to use literary features to make inferences, summarize/paraphrase, and create new perspectives. Students use the writing process and the conventions of written language towrite about important personal experiences. As students compose text to express their ideas and feelings, they becomemore thorough writers by learning from the text structure and applying the writer’s craft. The writer’s craft involves applyingstrategies that lead to depth, voice, and focus. Sensory language is identified in text and explored in writing to createan experience that appeals to the senses. Vocabulary development increases with the exploration of analogies and idiomsas students generate a new perspective and appreciation for literature. Word study is inclusive of genre-specificvocabulary, literary terms, and appropriate vocabulary from the literature.6 th GradeUnit 2: Exploring Fiction. In Grade 5, students sequenced and summarized the plot’s main events identifying plot asthe sequence of events that included problem and solution and described the structural elements particular to dramaticliterature. During this unit, elements of plot in various works of fiction and dramatic literature are examined. Plot elementsfocus on exposition, rising action, climax, falling action and denouement. Students continue to examine the effect of literarytechniques on interpretation of literature. Literary text is composed using the fundamentals of the writing process toexpress ideas and feelings about real or imagined people, events, and ideas. Vocabulary, spelling, punctuation, capitalization,and grammar are studied throughout the unit to support comprehension and oral and written communication.Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature. InGrade 7, students examine the influence of literary elements on plot development and begin to examine the impact ofdialogue and stage direction in the interpretation of drama.7 th GradeUnit 2: Understanding Fiction, Drama, and Poetry. In Grade 6 student distinguished theme from topic, compared andcontrasted historical and cultural settings of two literary works, summarized the elements of plot development, recognizeddialect, and described different points of view. During this unit, students describe multiple themes in a work of fiction,analyze how the setting influences the theme or message of a literary work, explain the influence of setting on plotdevelopment, analyze plot development through the internal and external responses of the characters, and analyze differentforms of point of view. Students explain the use of dialogue and staging in drama. Students compose text usingthe fundamentals of the writing process. Vocabulary, spelling, punctuation, capitalization, and grammar are studied8
2010—2011 Second Six Weeks PreviewEnglish Language Artsthroughout the unit to support comprehension of oral and written expression. Word study is inclusive of genre specificvocabulary, literary terms, and appropriate vocabulary from the literature. In Grade 8, students analyze literary works thatshare similar themes across cultures, explain how values and beliefs of particular characters are affected by the historicaland cultural setting, analyze linear plot development to determine conflict resolution, analyze how the central characters’qualities influence the theme and resolution of the conflict, and analyze more complex forms of point of view.8 th GradeUnit 2: Analyzing Nonfiction and Poetry. In Grades 6 and 7, students identified literary language and techniques,structural patterns, and features of nonfiction narrative texts and wrote personal narratives that effectively conveyed theirown experiences. During this unit, students continue to analyze literary nonfiction texts and poetry along with passagesfrom well-known speeches focusing on the author’s use of literary devices/techniques and word and phrase choice. Theycontinue to write personal narratives and poetry by applying more complex literary skills. The study of vocabulary, spelling,punctuation, capitalization, and grammar throughout the unit supports comprehension and oral and written communication.Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature.In Grade 9, students analyze how literary essays interweave personal examples and ideas with factual informationalong with the effects of diction and imagery in poetry. They continue to write a variety of literary texts including stories,poems, and scripts with increasing complexity.English IUnit 2A: Continuing the Journey through Poetry. In Grade 7 and Grade 8, students identified graphical elements andcompared and contrasted purposes and characteristics of a variety of poetic forms. During this unit, students use skillsacquired in analysis of fiction to support their understanding and analysis of the effects of literary techniques (e.g., diction,imagery) in poetry. They write poetry utilizing effective structural elements and figurative language. Students listenresponsively and give effective presentations using appropriate conventions for purpose and audience. Using writing forthe comparison of themes across fictional literature and poetry fosters reading and writing connections and allows fordevelopment of more complex reading interpretation strategies. Word study is inclusive of genre specific vocabulary,literary terms, and appropriate vocabulary from the literature. The emphasis of writing conventions and vocabulary providea foundation for continued reflection on communicative accuracy. In English II, students identify and analyze theeffects of structure and graphic elements used in poetry.Unit 2B: Moving Forward with Drama. In Grade 8, students analyzed how playwrights characterized their protagonistand antagonist through the use of dialogue and staging. During this unit, dramatic forms (conventions) including monologue,soliloquy, and dramatic irony are identified and explained for their effect on text. Students write a script with aclear theme using techniques that communicate an understandable mood and tone. Using writing for the comparison ofthemes across fictional literature, poetry, and drama fosters reading and writing connections and allows for developmentof more complex reading interpretation strategies. Word study is inclusive of genre specific vocabulary, literary terms,and appropriate vocabulary from the literature. The emphasis of writing conventions and vocabulary provide a foundationfor continual reflection on communicative accuracy. In English II, students analyze the role of elements (e.g., archetypes)and structure (e.g., motifs) in plot development.English IIUnit 2A: Analyzing Poetic Structure. In English I, students understood and analyzed the effects of literary techniquesin poetry such as diction and imagery. They wrote poems including ballads and sonnets using structural elements andfigurative language. During this unit, students identify and analyze the purpose of structure in prosody (e.g., meter,rhyme scheme) and graphic element structures (e.g., line length, punctuation, word position) used in poetry and explainthe effects of literary techniques studied in Unit 1. Using writing for the comparison of themes across fictional literatureand poetry fosters reading and writing connections and allows for development of more complex reading interpretationstrategies. Word study is inclusive of genre and literary vocabulary, appropriate academic vocabulary, and vocabularyfrom the literature. The emphasis of writing conventions and word meaning provide a foundation for continual reflectionon communicative accuracy and clarity. In English III, students explore American poetry by analyzing the effects of metricsand rhyme schemes.Unit 2B: Deeper Analysis through Drama. In English I, students examined dramatic forms (conventions) includingmonologue, soliloquy, and dramatic irony and identified and explained their effects on text meaning. During this unit, studentscontinue to analyze specific elements (e.g., archetypes) and techniques (e.g., motifs) in a variety of literary works9
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Page 3 and 4: IGNITE! LEARNING PARTNERS WITH CSCO
Page 5 and 6: Scientific InvestigationsThe world
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2nd Six Weeks Newsletter - Region 13

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