Your SlideShare is downloading. ×
0
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Eight Grade Reading Curriculum Map 2011 2012
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Eight Grade Reading Curriculum Map 2011 2012

1,512

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
1,512
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. 8th Grade Reading Curriculum Map Isaac School District No. 5Authors: School:Tuby Akinlosotu Pueblo del SolForrest Ashby Carl T. SmithStephanie Bartlett Isaac Middle SchoolPat Kilborn Morris K. UdallCaitlin McAndrew Morris K. UdallJuliet Rosales-Johnson Isaac Middle SchoolRationaleRationale for selected performance objectives is based on data from the AIMS blueprint. We have chosen strands that are the most heavily weighted onAIMS and are critical for students to master before promotion to ninth grade.Linking performance objectives are scaffolded to guide the student’s towards mastery of priority objective(s). Each quarter both expository text and literaryelements are spiraled and clustered according to the complexity of the objectives in order to introduce concepts and promote student mastery.As a team, we have determined a number of recurring concepts and performance objectives that are to be integrated throughout the year tosupport student mastery. These recurring performance objectives are listed in the Preamble, AND ARE SUBJECT TO TESTING WITHINANY QUARTER ON GALILEO.
  • 2. 8th Grade Reading Curriculum Map Isaac School District No. 5 PREAMBLE These POs will be integrated throughout the year: AZ Essential SkillsStandard Knowledge Skills COMPREHENSION STRATEGIESS1C6PO1 Text Content Prediction Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).S1C6PO2 Confirming Text Content Prediction Confirm predictions about text for accuracy.S1C6PO3 Clarifying Questions Generate clarifying questions in order to comprehend text. Graphic Organizers Use graphic organizers in order to clarify the meaning of the text.S1C6PO4 Connecting Text to ExperienceS1C6PO5 Connect information and events in text to experience and to related text and sources.S1C6PO6 Organizational Structures Apply knowledge of the organizational structures (e.g. chronological order, compare and contrast, cause and effect, logical order, classification) of text to aid comprehension.S1C6PO7 Reading Strategies Use reading strategies (e.g. drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text. VOCABULARY STRATEGIESS1C4PO1 Linguistic Roots and Affixes Use knowledge of root words and affixes to determine the meaning of unknown words.S1C4PO2 Context Clues for Unfamiliar Words Use context to determine the relevant meaning of a word.S1C4PO3 Context Clues for Multiple Words with Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of Multiple Meanings speech of words by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and Internet when available.* = POs previously introduced Bold = Priority PO 2Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 3. 8th Grade Reading Curriculum Map Isaac School District No. 5PKQuarter: 1Unit Name and Description: Plot DevelopmentCluster: 1Big Ideas/Enduring Understandings Essential Question(s)Literary elements contribute to the meaning and intent of a story. Why is conflict important in a story?Every story has plot development. Why are stories told from different points of view? How can a story change when one literary element is altered? AZ Essential Learning Key Performance Standard Knowledge Skills Vocabulary AssessmentS2C1PO1 Plot Development Analyze plot development (e.g., conflict, subplots, parallel New: Students create a episodes) to determine how conflicts are resolved. Plot development chart including elements of plot Exposition withS2C1PO3 Describe a Character Describe a character, based upon thoughts, words, and Rising Action accompanying actions of the character, the narrator’s description, and other Climax scene characters. illustrations. Falling Action External ConflictS2C1PO4 Point of View Contrast points of view (e.g., first vs. third, limited vs. Students read a Internal Conflict omniscient) in literary text. story and Subplot perform a skit* = POs previously introduced Bold = Priority PO 3Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 4. 8th Grade Reading Curriculum Map Isaac School District No. 5S2C1PO6 Style, Mood, and Meaning Draw conclusions about style, mood, and meaning of literary Parallel Episodes depicting text based on the author’s word choice. elements of plot. Review: Static Create a comicS1C6PO1-7 Reading Strategies See Preamble Dynamic strip depicting Conflict elements of plot.S1C4PO1-3 Vocabulary Strategies See Preamble Resolution 1st person Students create a 3rd person graphic Limited organizer that Omniscient highlights the important Style elements of plot Mood and conflict in a Meaning story. Literary Technique Literary Element Or a comparable assessment to be developed by teachers at site.* = POs previously introduced Bold = Priority PO 4Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 5. 8th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Character DevelopmentCluster: 2Big Ideas/Enduring Understandings Essential Question(s)Authors use literary techniques to influence readers’ feelings and attitudes. What is the author’s purpose for using a literary technique?Reading is a crucial life skill that is used every day. What traits or motives of a character imitate life?Characters are created to imitate life. How can the characters we read about help us learn about ourselves?Setting can play a vital role in the meaning, mood, and tone of a story. How can the setting be like a character in a literary work?Compelling literature reflects struggles within a character, other characters,society, and nature. AZ Essential Learning Key Performance Standard Knowledge Skills Vocabulary AssessmentS2C1PO3 Characterization [Examine] a character, based upon the thoughts, words, and New: Students create a actions of the character, the narrator’s description, and Static visual other characters. representation Dynamic that analyzesS2C1PO1 Plot Development Analyze plot development (e.g., conflict, subplots, parallel Analyze character (e.g. episodes) to determine how conflicts are resolved. Conflict character T- Resolution shirt, characterS2C1PO4 Point of View Contrast points of view ( e.g., first vs. third, limited vs. Contrast sketch, poster). omniscient) in literary text. Point of View* = POs previously introduced Bold = Priority PO 5Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 6. 8th Grade Reading Curriculum Map Isaac School District No. 5S2C1PO6 Style, Mood, and Meaning Draw conclusions about the style, mood, and meaning of 1st person Students write a literary text based on the author’s word choice. 3rd person character analysis. LimitedS1C6PO1-7 Reading Strategies See Preamble Omniscient Or a comparable Tone performance Mood assessment to beS1C4PO1-3 Vocabulary Strategies See Preamble Style developed by Literary Technique teachers at Literary Element school site.* = POs previously introduced Bold = Priority PO 6Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 7. 8th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Identifying Main Idea in Expository TextCluster: 3Big Ideas/Enduring Understandings Essential Question(s)Good readers use context to determine the meaning and intended How does using context help you better understand the reading selection?meaning of unknown works and words with multiple meanings. What do good readers do to maintain comprehension throughout theThe author’s purpose controls the structure and details of a text. reading process?Understanding the main idea will aid in readers comprehension. Why is it important to identify the main idea when you read? AZ Essential Learning Key PerformanceStandard Knowledge Skills Vocabulary AssessmentS3C1PO1 Main idea and supporting details Restate the main idea (explicit or implicit) and New: Carousel supporting details in expository text. Expository text Students will read a variety of Writer’s purposeS3C1PO4 Author’s stated or implied purpose Identify the author’s stated or implied purpose(s) for short expository writing expository text. Implied passages and Supporting identify the mainS3C1PO2 Chronological, sequential, and Summarize the main idea (stated or implied) and details idea and logical order critical details of expository text, maintaining supporting Explicit chronological, sequential, or logical order. details. Implicit* = POs previously introduced Bold = Priority PO 7Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 8. 8th Grade Reading Curriculum Map Isaac School District No. 5S1C6PO1-7 Reading Strategies See Preamble Chronological Students will order create posters Sequential order that define and illustrate various Logical order purposes authorsS1C4PO-3 Vocabulary Strategies See Preamble Topic sentence can have. Prior knowledge Text features Students will Graphic create multi- Organizer media visual Organizational presentations that structures define and Compare and illustrate various contrast purposes authors can have. Cause and effect Logical order Classification Inference (infer)* = POs previously introduced Bold = Priority PO 8Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 9. 8th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Main Idea and DetailsCluster: 4Big Ideas/Enduring Understandings Essential Question(s)Good readers use organizational structures to aid comprehension. How do readers understand what they read?Authors write for different purposes. What do readers do to maintain comprehension throughout the reading process?Identifying main idea and details are helpful for a reader to understand thetext and the author’s purpose. How is the main idea used to help summarize? How and why do good readers draw conclusions/make inferences? How and why do good readers identify cause/effect relationships? AZ Essential Learning Key Performance Standard Knowledge Skills Vocabulary Assessment*S3C1PO2 Main Idea & Details [Differentiate] main idea (stated or implied) and critical New: Read a passage details of expository text maintaining chronological, Differentiate of expository sequential, or logical order. text and use a Expository text graphic*S3C1PO1 Main Idea & Details Restate the main idea (explicit or implicit) and supporting Interpret organizer that details in expository text. shows main idea Review: and details.*S3C1PO4 Author’s Purpose Identify the author’s stated or implied purpose(s) for writing Chronological expository text. Sequential* = POs previously introduced Bold = Priority PO 9Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 10. 8th Grade Reading Curriculum Map Isaac School District No. 5S3C1PO9 Organizational Structures Apply knowledge of organizational structures (e.g., Logical Create a graphic chronological order, comparison and contrast, cause and effect Organizational organizer that relationships, logical order, classification schemes) of structures demonstrates the expository text to aid comprehension. organizational chronological order structure used in comparison & a text:S3C1PO10 Inference [Interpret] relevant inferences about expository text, contrast chronological, supported by text evidence. cause & effect sequential, or relationships logical orderS1C6PO1-7 Reading Strategies See Preamble logical order classification Mock news scheme reportS1C4PO1-3 Vocabulary Strategies See Preamble Main idea Main idea, stated Or comparable Main idea, implied performance Inference assessment to be developed by Author’s purpose teachers at site* = POs previously introduced Bold = Priority PO 10Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 11. 8th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Cultures - Folklore/MythsCluster: 5Big Ideas/Enduring Understandings Essential Question(s)Literature can reveal cultural values and beliefs. How can literature help us connect to history or another culture?Good readers extract meaning about culture from the text. In what ways does a myth echo the values of a society?Folklore and myths contain an underlying theme. How does an author manipulate language in order to impact the reader? Why is setting important in folklores and myths? AZ Essential Learning Key Performance Standard Knowledge Skills Vocabulary AssessmentS2C2PO2 Folklore and myths [Examine] common structures and stylistic elements in New: Carousel or literature, folklore, and myths from a variety of cultures. Folklore Gallery Walk with focus on Myth variousS2C2PO1 Historical and cultural aspects [Evaluate] the historical and cultural aspects found in cross- Culture/Cultural attributes of cultural works of literature. Symbol folkloreS2C1PO7 Characteristics/Elements of poetic Analyze the characteristics and structural elements (essential Review: In groups, forms attributes) of a variety of poetic forms (e.g., epic, lyric, sonnet, students will Theme read different ballad, elegy, haiku, free verse). Setting myths and then*S2C1PO1 Plot development Analyze plot development (e.g., conflict, subplots, parallel Structure present a episodes) to determine how conflicts are resolved. Plot development summaries to* = POs previously introduced Bold = Priority PO 11Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 12. 8th Grade Reading Curriculum Map Isaac School District No. 5*S2C1PO2 Themes Compare (and contrast) themes across works of prose, poetry, Exposition the class. and drama. Students will Rising action create their own Climax written*S2C1PO3 Characterization Describe a character, based upon the thoughts, words, and Falling action folktales/myths/ actions of the character, the narrator’s description, and other Resolution legends characters. Subplot Conflict Or comparable*S2C1PO6 Style, Mood, and Meaning Draw conclusions about style, mood, and meaning of literacy performance Internal assessment to be text based on the author’s word choice. External developed byS1C6PO1-7 Reading Strategies See Preamble Conflict resolution teachers at site CharacterizationS1C4PO1-3 Vocabulary Strategies See Preamble Mood Tone Epic Lyric Sonnet Ballad Elegy Haiku Free verse* = POs previously introduced Bold = Priority PO 12Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 13. 8th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: PoetryCluster: 6Big Ideas/Enduring Understandings Essential Question(s)Authors write in a variety of forms to express their feelings. How can authors express their feelings?Authors use themes to convey messages to the reader. What is poetry?Figurative language brings a narrative selection to life. How does figurative language enhance literature? AZ Essential Learning Key Performance Standard Knowledge Skills Vocabulary Assessment*S2C1PO7 Poetic Elements and Forms Analyze the characteristics and structural elements New: Students create a (essential attributes) of a variety of poetic forms (e.g., epic, Epic visual lyric, sonnet, ballad, elegy, haiku, free verse). representation of Lyric figurative vs.*S2C1PO2 Theme Compare (and contrast) themes across works of prose, poetry, Sonnet literal language. and drama. Ballad Haiku*S2C1PO4 Point of View Contrast points of view (e.g., first vs. third, limited vs. Elegy omniscient) in literary text. Free Verse Theme* = POs previously introduced Bold = Priority PO 13Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 14. 8th Grade Reading Curriculum Map Isaac School District No. 5*S2C1PO6 Style, Mood, and Meaning Draw conclusions about style, mood, and meaning of literary Figurative Students read text based on the author’s word choice. Language two poetry Simile selections and contrast (or compare) Metaphor themes. Idiom Personification Students write Hyperbole an original poem Technical adhering to the Language attributes of that poetic form Review: Compare Create a poetry poster that Contrast highlights the Point of View poetic elements 1st person found in a 3rd person particular poem Limited Omniscient Students will find a unique Style way to present a Mood poem and its Tone elements to the class Or comparable performance assessment to be developed by teachers at site* = POs previously introduced Bold = Priority PO 14Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 15. 8th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Functional TextCluster: 7Big Ideas/Enduring Understandings Essential Question(s)Functional text is structured in many ways to communicate different What is the purpose of functional text?messages. How do the elements of functional text help a reader to determine its purposeFollowing a sequence of activities will aid in carrying out a procedure. and relevance?It is important to be able to read and understand functional text in order to How do we use functional text in everyday life?succeed in real world situations. AZ Essential Learning Key PerformanceStandard Knowledge Skills Vocabulary AssessmentS3C2PO1 Sequence of activities Use information from text and text features to determine New: Students will sequence of activities needed to carry out a procedure. Functional text create their own Evaluate board game and Extraneous write the step-S3C2PO2 Extraneous information Determine what information (e.g., steps in directions, legend, Adequacy by-step supplies needed, illustrations, diagram, sequence) is directions for extraneous in functional text. Review: playing the Sequence game.S3C2PO3 Details from a variety of functional Interpret details from a variety of functional text (e.g., Text features text for a specific purpose warranties, product information, technical manuals, Interpret Students will instructional manuals, consumer safety publications) for a Purpose write a process specific purpose (e.g., to follow directions, to solve problems, analysis (how to to perform procedures, to answer questions). do something).* = POs previously introduced Bold = Priority PO 15Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 16. 8th Grade Reading Curriculum Map Isaac School District No. 5S3C2PO4 Adequacy of details and facts from Evaluate the adequacy of details and facts from functional text Students will functional text. to achieve a specific purpose. read a follow a recipe. Students will read a process (how to) functional text and prepare a presentation to teach that process to their classmates Or comparable performance assessment to be developed by teachers at site* = POs previously introduced Bold = Priority PO 16Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 17. 8th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Themes across works of prose, poetry, and dramaCluster: 8Big Ideas/Enduring Understandings Essential Question(s)Theme across literary works is crucial to understanding what they reading. What is theme? Theme is the universal tool used to connect the reader to the work of How can I use the theme of a literary work to help me better understand theliterature. reading?Comparing and contrasting is an important skill used to analyze themes across Why is theme important in prose, poetry, and drama?literary works. How can theme be expressed in various poetic forms?The theme is not always stated. How does the author’s word choice help me understand the style, mood, and meaning of the literary work? AZ Essential Learning Key Performance Standard Knowledge Skills Vocabulary Assessment*S2C1PO2 Themes across works Compare (and contrast) themes across works of prose, New: Students read poetry, and drama. Prose two poetry selections to Drama compare andS3C1PO11 Central ideas and concepts Compare (and contrast) the central ideas and concepts from Concept contrast themes. selected readings on a specific topic.* = POs previously introduced Bold = Priority PO 17Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 18. 8th Grade Reading Curriculum Map Isaac School District No. 5*S2C1PO7 Characteristics and structural Analyze the characteristics and structural elements (essential Review: Write a poem elements of poetic forms attributes) of a variety of poetic forms (e.g., epic, lyric, sonnet, with a specific Compare/Contrast ballad, elegy, haiku, free verse). theme. Theme Analyze Draw a picture Characteristics representing the Structural Elements mood or tone in Attributes a specific work. Lyric Sonnet Ballad Elegy Haiku Free Verse Figurative Lang. Simile Metaphor Personification Idiom Hyperbole Definition Example Restatement Synonym Conclusions Style Mood Author’s word choice* = POs previously introduced Bold = Priority PO 18Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 19. 8th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Expository TextCluster: 9Big Ideas/Enduring Understandings Essential Question(s)People read expository text for information and knowledge. Why do people read expository text?People come across expository text in every area of their lives. What are some organizational features of expository text that increase our understanding? How do we encounter expository text in our daily life? AZ Essential Learning Key Performance Standard Knowledge Skills Vocabulary Assessment*S3C1PO9 Organizational Structures [Evaluate] knowledge of organizational structures (e.g., New: Provide students chronological order, comparison and contrast, cause and Reference Source with real life effect relationships, logical order, classification schemes) situations to find Primary Source of expository text to aid comprehension. information and Secondary Source identify the Review: appropriate Extraneous resource used Adequate and whether it’s primary or Differentiate secondary. Interpret Evaluate Write a three Chronological paragraph Order expository article using a specific* = POs previously introduced Bold = Priority PO 19Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 20. 8th Grade Reading Curriculum Map Isaac School District No. 5S3C1PO5 Organizational Features Locate specific information by using organizational features Compare/Contrast organizational (e.g., table of contents, headings, captions, bold print, italics, structure, 3-5 Cause and Effect glossaries, indices, key/guide words, topic sentences, organizational concluding sentences, end notes, footnotes, bibliographic Logical Order features, and 2-4 references) in expository text. Classification graphic features.S3C1PO6 Reference Sources Locate appropriate print and electronic reference sources Graphic Features (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, Expository Text Or comparable periodical, CD-ROM, website) for a specific purpose. performance assessment to beS3C1PO7 Primary & Secondary Sources Differentiate between primary and secondary source developed by materials. teachers at siteS3C1PO8 Graphic Features Interpret graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines, graphs) of expository text.*S3C2PO2 Extraneous Information [Evaluate] what information (e.g., steps in directions, legend, supplies needed, illustrations, diagram, sequence) is extraneous in functional text.*S3C2PO3 Functional Text Details Interpret details from a variety of functional text (e.g., warranties, product information, technical manuals, instructional manuals, consumer safety publications) for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions).*S3C2PO4 Adequate Details and Facts Evaluate the adequacy of details and facts from functional text to achieve a specific purpose.*S1C6PO1-7 Reading Strategies See Preamble*S1C4PO1-3 Vocabulary Strategies See Preamble* = POs previously introduced Bold = Priority PO 20Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 21. 8th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Persuasive textCluster: 10Big Ideas/Enduring Understandings Essential Question(s)Knowing persuasive strategies and propaganda techniques will help you make What are persuasive strategies and propaganda techniques?informed decisions. How can persuasive techniques be effectively used to influence the opinionsPersuasion is all around us. or actions of others?Authors use effective facts to support their argument and persuade readers. AZ Essential Learning Key Performance Standard Knowledge Skills Vocabulary AssessmentS3C3PO2 Effectiveness of facts Evaluate the effectiveness of facts used to support author’s New: Create an argument regarding a particular idea, subject, concept, or Effectiveness advertisement object. Argument using one orS3C3PO1 Author’s purpose Determine the author’s specific purpose for writing persuasive Persuasive text more text. Persuasive propaganda strategies technique. PropagandaS3C3PO3 Intended effect [Analyze] the intended effect of persuasive strategies and Bandwagon propaganda techniques (e.g., bandwagon, peer pressure, Create and Peer pressure present a repetition, testimonial, transfer, loaded words) that an author Repetition uses. persuasive Testimonial speech.S3C3PO4 Specific instances of bias Identify specific instances of bias in persuasive text. Transfer Read a Loaded words persuasive text Bias* = POs previously introduced Bold = Priority PO 21Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 22. 8th Grade Reading Curriculum Map Isaac School District No. 5S3C1PO3 Fact and Opinion Distinguish fact from opinion in expository text, providing Emotional appeal and write a supporting evidence from text. Counter argument counter Opposing argument.S3C1PO12 Author’s elements Explain how author’s elements (e.g., language choice, viewpoint organization) of expository text to achieve their purposes. claim Write a letter of complaint or request for action to a community or school leader. Or comparable performance assessment to be developed by teachers at site* = POs previously introduced Bold = Priority PO 22Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 23. 8th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following clusters are from the subsequent grade level (9th grade)Unit Name and Description: Literary Elements in a NovelCluster: 11Big Ideas/Enduring Understandings Essential Question(s)We read for information, enjoyment and gaining understanding of the world How does understanding character motivation increase your understanding ofaround us. the theme?Reading expands your imagination. Why do we read novels?Reading novels helps us better understand characterization, theme and point Why would being able to identify elements of fiction, theme and point ofof view. view help to understand the novel as a whole? Why do some schools ban certain novels? AZ Essential Learning Key PerformanceStandard Knowledge Skills Vocabulary AssessmentS2C1PO1 Literary elements Describe the author’s use of literary elements: New: Literary element • theme (moral, lesson, meaning, message, view or Symbolism analysis essay comment on life), • point of view (e.g., first vs. third, limited vs. Allusion omniscient), Imagery Students will create and write • characterization (qualities, motives, actions, thoughts, Dialogue an alternative dialogue, development, interactions), Emphasis ending for the • setting (time of day or year, historical period, place, Interaction novel situation), and • plot (exposition, conflict, rising action, climax, falling action, and resolution). Review: Literary elements* = POs previously introduced Bold = Priority PO 23Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District
  • 24. 8th Grade Reading Curriculum Map Isaac School District No. 5S2C1PO2 Figurative Language Explain different elements of figurative language, including Theme Students will simile, metaphor, personification, hyperbole, symbolism, create a graphic Point of view allusion, and imagery in a literary selection. organizer that First person Compare interactions among major characters and minor sequences theS2C1PO4 Major and minor character Third person characters in literary text with emphasis upon how the plot is key plot and development revealed through action of the dialogue. Limited conflict Omniscient elements of the Characterization novel Major character Students will create and write Minor character the script for a Setting talk show in Plot which major Exposition characters of the novel are the Conflict guests. Internal conflict External conflict Students will Rising action compare and Climax contrast the Falling action theme or a character in the Resolution novel with a Figurative theme or language character in a Simile song they select. Metaphor Personification Or comparable Hyperbole performance assessment to be developed by teachers at site.* = POs previously introduced Bold = Priority PO 24Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11Underlining = Cognitive rigor Isaac School District

×