The document outlines an 8th grade writing curriculum map for Isaac School District No. 5. It includes recurring concepts and performance objectives in writing that will be integrated throughout the year, such as generating ideas, determining purpose and audience, and using organizational strategies. The map also details the writing process, including objectives for prewriting, drafting, revising, editing, and publishing. It focuses on skills like developing main ideas, organizing writing, adding and deleting details, editing for grammar and mechanics, and preparing final writing products.
Grade 6 ela cst standards draft june 2010teamteach
Plan your year. Know when and where to master each standard. Know what to move ahead of testing. Know what to emphasize in each selection. See where you might need to augment. Use for backwards planning, report cards, collaboration.
Billerica Partners for Education grant recipient Dawn Baniewicz-Press, a teacher at the Marshall Middle School in Billerica, Massachusetts shared details of her use of a Promethean Board with the Partners at our Annual Meeting in May 2012.
This is a great project for teachers to use with the short story "Flowers for Algernon" by Daniel Keyes. It has students work in groups to extend their critical thinking about issues presented in the story.
Presentation detailing the various ways that technology can be integrated into a Language Arts classroom lesson, using a unit on literary themes as a focal point. Made for the Quinnipiac M.A.T. program using Microsoft PowerPoint 2013.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/brainstorm & http://shellyterrell.com/grammar
Grade 6 ela cst standards draft june 2010teamteach
Plan your year. Know when and where to master each standard. Know what to move ahead of testing. Know what to emphasize in each selection. See where you might need to augment. Use for backwards planning, report cards, collaboration.
Billerica Partners for Education grant recipient Dawn Baniewicz-Press, a teacher at the Marshall Middle School in Billerica, Massachusetts shared details of her use of a Promethean Board with the Partners at our Annual Meeting in May 2012.
This is a great project for teachers to use with the short story "Flowers for Algernon" by Daniel Keyes. It has students work in groups to extend their critical thinking about issues presented in the story.
Presentation detailing the various ways that technology can be integrated into a Language Arts classroom lesson, using a unit on literary themes as a focal point. Made for the Quinnipiac M.A.T. program using Microsoft PowerPoint 2013.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/brainstorm & http://shellyterrell.com/grammar
Why Kentucky teachers should embrace teaching writing using Scijourn - from the text Front Page Science. Scijourn aligns to PGES, writing program review, science content and critical thinking.
This document presents a Job Description for the role of an Instructional Designer followed by a Job Element Analysis and identifies the competencies required for this role. This document also records the BARS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. 8th Grade Writing Curriculum Map
Isaac School District No. 5
PREAMBLE
These POs will be integrated throughout the year:
AZ Essential Learning
Standard Knowledge Skills
PREWRITING
S1C1PO1 Prewriting strategies Generate ideas through a variety of activities (e.g., prior knowledge, discussion with others,
printed material or other sources).
S1C1PO2 Purpose for Writing Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to explain) of
an intended writing piece.
S1C1PO3 Audience Determine the intended audience of a writing piece.
S1C1PO4 Central idea of writing Establish a central idea appropriate to the type of writing.
S1C1PO5 Organizational strategies Use organizational strategies (e.g., outlines, charts, tables, graphs, Venn Diagrams, webs,
story map, plot pyramid) to plan writing.
S1C1PO6 Writing records Maintain a record (e.g., lists, journals, folders, notebooks) of writing ideas.
S1C1PO7 Time management Use time management strategies, when appropriate, to produce a writing product within a set
time period.
DRAFTING
S1C2PO1 Prewriting plan Use a prewriting plan to develop a draft with main idea(s) and supporting details.
S1C2PO2 Organized writing Organize writing into a logical sequence that is clear to the audience.
REVISING
S1C3PO1 Six traits Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence
fluency.
S1C3PO2 Details Add details to the draft to more effectively accomplish the purpose.
S1C3PO3 Irrelevant and/or redundant information in Delete irrelevant and/or redundant information from the draft to more effectively accomplish
writing the purpose.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO -1-
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
2. 8th Grade Writing Curriculum Map
Isaac School District No. 5
PREAMBLE
AZ Knowledge Skills
Standard
REVISING
Words, sentences and paragraphs to clarify Rearrange words, sentences, and paragraphs to clarify the meaning or to enhance the writing
S1C3PO4 style.
meaning
S1C3PO5 Transitional words, phrases and Add transitional words, phrases and/or sentences to clarify meaning or enhance the writing
style.
Sentence structures Use a variety of sentence structures (i.e., simple, compound, complex) to improve sentence
S1C3PO6
fluency in the draft.
S1C3PO7 Refinement tools and strategies
Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft.
S1C3PO8 Resources and reference materials Use resources and reference materials to select more precise vocabulary.
EDITING
S1C4PO1 Punctuation, spelling, grammar and usage Identify punctuation, spelling, and grammar and usage errors in the draft.
errors
S1C4PO2 Resources Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions.
S1C4PO3 Proofreading marks
Editing tools and strategies Apply proofreading marks to indicate errors in conventions.
S1C4PO4 Tools and strategies to edit
Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the draft.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO -2-
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
3. 8th Grade Writing Curriculum Map
Isaac School District No. 5
AZ PREAMBLE
Standard Knowledge Skills
PUBLISHING
S1C5PO1 Writing presentation Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to
audience and purpose.
S1C5PO2 Margins and spacing Use margins and spacing to enhance the final product.
Graphics for final product Use graphics (e.g., drawings, charts, graphs), when applicable, to enhance the final product.
S1C5PO3
Legible handwriting Write legibly.
S1C5PO4
WRITING CONVENTIONS Use apostrophes to punctuate:
S2C6PO6 Apostrophes a. contractions
b. singular possessives
c. plural possessives
S2C6PO7 High frequency words Spell high frequency words correctly.
S2C6PO8 Spelling patterns Use common spelling patterns/generalizations to spell words correctly.
S2C6PO9 Homonyms Use homonyms correctly in context.
S2C6PO13 Simple, compound, and complex sentences Use subject/verb agreement in simple, compound, and complex sentences.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO -3-
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
4. 8th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 1
Unit Name and Description: Writing and Personal Narratives
Cluster: 1
Big Ideas/Enduring Understandings Essential Question(s)
Why is it important to reflect on your own writing skills?
Narrative writing includes plot, developed characters, setting, dialogue and
figurative language.
How can being a good writer help you in other academic areas?
Good writers use the writing process as they write.
What are the benefits of including the six traits in your writing?
Good writers incorporate all six traits in their writing pieces.
Essential Learning Key Summative
AZ Standard
Knowledge Skills Vocabulary Assessment
Narrative writing Write a narrative that includes:
S3C1PO1 Narrative Writing
a. an engaging plot based on imagined or real
ideas, observations, or memories of an event or Six Traits
experience Plot
b. effectively developed characters
c. a clearly described setting Characters
d. dialogue, as appropriate Setting
e. figurative language, or descriptive words and
phrases to enhance style and tone Dialogue
Details Provide content and selected details that are well-suited to Figurative
S2C1PO2
audience and purpose. Language
S2C2PO2 Beginnings Develop a strong beginning or introduction that draws in
Reflect
the reader.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO -4-
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
5. 8th Grade Writing Curriculum Map
Isaac School District No. 5
S2C2PO6 Endings Create an ending that provides a sense of resolution or Content Areas
closure.
Academic Areas
S2C3PO2 Voice Convey a sense of identity through originality, sincerity,
liveliness, or humor appropriate to the topic and Engaging
application. Observations
S2C4PO1 Word choice Use accurate, specific, powerful words that effectively
convey the intended message. Well-suited
Resolution
S2C5PO2 Sentence fluency Create sentences that flow together and sound natural when
read aloud. Originality
Sincerity
Liveliness
S2C5PO4 Dialogue Use effective and natural dialogue when appropriate.
Humor
S2C6PO1 Capital Letters Intended message
Use capital letters correctly for:
a. proper nouns Convey
• holidays
• product names
• languages
• historical events
• organizations
• academic courses (e.g., algebra/Algebra I)
• place
• regional names (e.g., West Coast)
b. words used as names (e.g., Grandpa, Aunt Lyn)
c. literary titles (book, story, poem, play, song)
d. titles
e. abbreviations
f. proper adjectives
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO -5-
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
6. 8th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 2
Unit Name and Description: Expository Writing and Summaries
Cluster: 2
Big Ideas/Enduring Understandings Essential Question(s)
How does redundant or irrelevant information affect a summary?
Summaries include a topic sentence, supporting details, and relevant
information.
What are the essential elements of a summary?
A summary is a form of expository writing.
Why are these elements necessary when writing a summary?
A well written summary contains only relevant details.
When writing a summary, what should the writer first be able to do?
Summaries are a synopsis, a shorter version of an original, and written in your
own words.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C2PO2 Summary Write a summary based on the information gathered that Summary
• Topic sentence include(s): Topic Sentence
• Details a. a topic sentence
Supporting Details
b. supporting details
c. relevant information Relevant
S1C3PO2 Details Add details to the draft to more effectively accomplish the Irrelevant
purpose. Redundant
Perspective
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO -6-
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
7. 8th Grade Writing Curriculum Map
Isaac School District No. 5
S2C1PO1 Ideas and Details Use clear, focused ideas and details to support the topic. Originality
Identity
Humor
S2C1PO4 Ideas and Details Include ideas and details that show original perspective.
Sincerity
Liveliness
*S2C5PO2 Sentence Fluency Create sentences that flow together and sound natural when Effectiveness
read aloud.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO -7-
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
8. 8th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 2
Unit Name and Description: Functional Writing:
Cluster: 3
Big Ideas/Enduring Understandings Essential Question(s)
Functional text is an integral part of our daily lives. What are different types of functional text?
Why is it important to be able to interpret specific information in functional
There are different types of functional text.
text?
Graphic features help the reader better understand functional text. How do graphic elements (such as illustrations, graphs, charts, maps,
Friendly letters and business letters differ in structure, content, and audience. diagrams, and graphic organizers) provide information for the reader?
The purpose of including a return address, as well as a recipient’s address, on How does the audience of a formal letter differ from that of a friendly letter?
an envelope. Why is punctuation important in letter writing?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C3PO1 Functional text Write a variety of functional texts. (e.g., directions, recipes, Functional text
procedures, rubrics, labels, posters, graphs/tables). Directions
S3C3PO3 Friendly Letter Write a friendly letter that includes a: Labels
a. heading Formal Letter
b. salutation Audience
c. body Format
d. closing Correspondence
e. signature Return address
S3C3PO4 Formal Letter, Business Write a formal letter that follows a conventional business
Recipient
letter format.
Colons
S2C2PO1 Organization Use a structure that fits the type or writing (e.g., letter format, Salutations
narrative, play, essay).
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO -8-
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
9. 8th Grade Writing Curriculum Map
Isaac School District No. 5
S3C3PO5 Envelope, Address Address an envelope for correspondence that includes: Awareness
a. an appropriate return address Style
b. an appropriate recipient address Enhance
S2C3PO1 Audience Show awareness of the audience through word choice, style, Clauses
and an appropriate connection with, or distance from, the Interrupters
audience.
Appositives
S2C4PO2 Word Choice Use words that consistently support style and type of writing.
Friendly letter
S1C3PO3 Irrelevant and/or redundant Delete irrelevant and/or redundant information from the draft Heading
information in writing to more effectively accomplish the purpose. Closing
S2C5PO3 Sentence fluency Vary sentence beginnings, lengths, and patterns to enhance Signature
the flow of the writing. Irrelevant
S2C6PO2 Commas Redundant
Use commas to correctly punctuate:
a. items in a series Functional text
b. greetings and closings of letters
c. introductory words and clauses
d. direct address
e. interrupters
f. compound sentences
g. appositives
h. dialogue
S2C6PO5 Colons Use colons to punctuate business letter salutations.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO -9-
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
10. 8th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 2
Unit Name and Description: Expressive Writing
Cluster: 4
Big Ideas/Enduring Understandings Essential Question(s)
How can you generate ideas for expressive writing?
Poetry is an outlet for expressing one’s emotions and feelings.
What is the purpose in using figurative language in writing?
There are a variety of expressive forms of writing.
How can expressive writing also be considered as entertainment?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C1PO2 Poetry, Skit, Figurative Write in a variety of expressive forms(e.g.. poetry, skit) that, Expressive
Language, Rhythm, according to mode, employ:
Skit
Characterization, Plot a. figurative language
b. rhythm Employ
c. dialogue Figurative
d. characterization Language
e. plot Rhythm
f. appropriate format Characterization
S1C1PO1 Prewriting Generate ideas through a variety of activities (e.g., prior
knowledge, discussion with others, printed material or other Dialogue
sources).
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO - 10 -
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
11. 8th Grade Writing Curriculum Map
Isaac School District No. 5
S2C4PO3 Word choice Use vocabulary that is original, varied, and natural.
S2C4PO4 Literal/Figurative Language Use literal and figurative language where appropriate to
purpose.
S2C6PO3 Quotation Marks Use quotation marks to punctuate:
a. dialogue
b. titles of short works (e.g., chapter, story, article, song,
poem)
c. exact words from sources
S2C6PO12 Parts of Speech Use the following parts of speech correctly in simple
sentences:
a. nouns
b. action/linking verbs
c. personal pronouns
d. adjectives
e. adverbs
f. conjunctions
g. prepositions
h. interjections
S2C6PO4 Italics in Writing Use italics (in typed copy) and underlining (in handwriting) to
indicate titles of longer works (e.g., books, plays, magazines,
movies, TV series).
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO - 11 -
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
12. 8th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Narrative Writing
Cluster: 5
Big Ideas/Enduring Understandings Essential Question(s)
How might a clearly described setting be important when writing a narrative?
Narrative writing includes plot, developed characters, setting, dialogue and
figurative language.
Why do authors use dialogue in their writing?
Good writers use the writing process as they write.
What types of things capture your attention when you begin reading a story?
Dialogue can enhance the plot of a written story. What are the benefits of including the six traits in your writing?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
*S3C1PO1 Narrative Writing Write a narrative that includes: Narratives
a. an engaging plot based on imagined or real ideas, Engaging
observations, or memories of an event or
Dialogue
experience
b. effectively developed characters Figurative
c. a clearly described setting Language
d. dialogue, as appropriate Literal Language
e. figurative language, or descriptive words and Original
phrases to enhance style and tone
*S2C1PO2 Ideas Provide content and selected details that are well-suited to
audience and purpose.
S2C3PO3 Voice Use language appropriate for the topic and purpose.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO - 12 -
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
13. 8th Grade Writing Curriculum Map
Isaac School District No. 5
*S2C4PO4 Literal/Figurative Language Use literal and figurative language where appropriate to Perspective
purpose.
Resolution
Quotation Marks
*S2C5PO4 Dialogue Use effective and natural dialogue when appropriate.
Short Works
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO - 13 -
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
14. 8th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Persuasive Text
Cluster: 6
Big Ideas/Enduring Understandings Essential Question(s)
The purpose of a persuasive text is to change or alter the viewpoint of the How does word choice impact persuasive text?
reader to agree with the author’s perspective.
What are some persuasive techniques a writer can employ?
An argument must be formulated and defended.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C4PO1 Persuasive Text Write persuasive text (e.g., essay, paragraph, written Persuasive Text
communications) that:
Evidence
a. establishes and develops a controlling idea
b. supports arguments with detailed evidence Persuasive
c. includes persuasive techniques Techniques
d. excludes irrelevant information Arguments
e. attributes sources of information when appropriate Attributes
Perspective
S1C1PO2 Purpose Determine the purpose (e.g., to entertain, to inform, to
communicate, to persuade, to explain) of an intended writing Controlling Idea
piece. Exclude
S1C1PO3 Audience Determine the intended audience of a writing piece.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO - 14 -
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
15. 8th Grade Writing Curriculum Map
Isaac School District No. 5
S2C2PO3 Details Place details appropriately to support the main idea.
*S2C3PO3 Voice Use language appropriate for the topic and purpose.
*S2C4PO1 Word Choice Use accurate, specific, powerful words that effectively convey
the intended message.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO - 15 -
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
16. 8th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Expository Writing and Essays
Cluster: 7
Big Ideas/Enduring Understandings Essential Question(s)
What can a writer to do draw in the attention of the reader?
Explanatory essays include a thesis statement, details, introduction, body, and
conclusion.
How can the use of organizational strategies help you in planning an
explanatory essay?
An Explanatory essay is a form of expository writing.
What is the purpose of using transition words within an essay?
It is essential to choose an appropriate topic and support it with a substantial
amount of details.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C2PO3 Explanatory Essay Write an explanatory essay that includes: Explanatory
a. a thesis statement
Thesis
b. supporting details
c. introductory, body, and concluding paragraphs Introductory
Concluding
S1C1PO4 Central Idea Establish a central idea appropriate to the type of writing. Transitional
Enhance
S1C1PO5 Organizational Strategies Use organizational strategies (e.g., outlines, charts, tables, Exploration
graphs, Venn Diagrams, webs, story map, plot pyramid) to Simple Sentences
plan writing.
S2C1PO3 Ideas Develop a sufficient explanation or exploration of the topic.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO - 16 -
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
17. 8th Grade Writing Curriculum Map
Isaac School District No. 5
S2C2PO4 Transitions Include effective transitions among all elements (sentences,
paragraphs, ideas).
S2C2PO5 Paragraphs Construct paragraphs by arranging sentences with an
organizing principle (e.g., to develop a topic, to indicate a
chronology).
S2C5PO1 Simple, compound and complex Write simple, compound, and complex sentences.
sentences
S2C6PO10 Conventions Use resources to spell correctly.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO - 17 -
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
18. 8th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 3 (Post AIMS)
Unit Name and Description: Research
Cluster: 8
Big Ideas/Enduring Understandings Essential Question(s)
Why are time management skills necessary when completing a research
A research report has a similar organizational structure as an explanatory
paper?
essay.
What organizational structure will be used when writing a research paper?
The appropriate way to cite and list sources used so that plagiarism is not
committed.
Why should you include a list of sources in a research report?
A research report consists of a summary of relevant information taken from
How can you determine if a source is reliable?
several reliable sources.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C6PO2 Report Write an informational report that includes: Relevant
a. a focused topic Concluding
b. appropriate facts and relevant details Sources
c. a logical sequence Paraphrasing
d. a concluding statement Central Idea
e. a list of sources used
Experts
S3C6 PO1 Summary Write a summary of information from sources (e.g.,
encyclopedias, websites, experts) that includes: Convey
a. paraphrasing to convey ideas and details from Logical
the source
b. main idea(s) and relevant details
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO - 18 -
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
19. 8th Grade Writing Curriculum Map
Isaac School District No. 5
*S2C2PO1 Organization Use a structure that fits the type of writing (e.g., letter format,
narrative, play, essay).
S2C6PO11 Paragraph Breaks Use paragraph breaks to indicate an organizational structure.
S3C2PO1 Writing Records/Information Record information (e.g., observations, notes, lists, charts,
map labels and legends) related to the topic.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO - 19 -
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
20. 8th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 4 The POs in the following cluster(s) are 8th Grade Performance Objectives
Unit Name and Description: Literary Response
Cluster: 9
Big Ideas/Enduring Understandings Essential Question(s)
A response paper is a critical evaluation and/or intellectual personal response What must a literary response include?
to a piece of writing.
How does a literary response foster better reading?
A literary response includes a careful examination of the use of literary
devices, characters, plot, and theme and how they help to convey the overall
meaning of the work.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C5PO1 Response to Literature Write a response to literature that: Literary Response
a. presents several clear ideas
Inferences
b. supports inferences and conclusions with
examples from the text, personal experience, Conclusions
references to other works, or reference to non- Non-print media
print media Logical
c. relates own ideas to supporting details in a clear Adequate
and logical manner
d. provides support adequate to the literary Convey
selection (e.g. short poem vs. novel) Originality
Sincerity
*S1C1PO1 Prewriting Generate ideas through a variety of activities (e.g., prior Liveliness
knowledge, discussion with others, printed material or other
sources). Perspective
Academic
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO - 20 -
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010
21. 8th Grade Writing Curriculum Map
Isaac School District No. 5
*S2C3PO2 Voice Convey a sense of identity through originality, sincerity, Discourse
liveliness, or humor appropriate to the topic and application.
*S2C1PO1 Ideas Use clear, focused ideas and details to support the topic.
*S2C1PO4 Ideas Include ideas and details that show original perspective.
S2C3PO4 Voice Choose appropriate voice (e.g., formal, informal, academic
discourse) for the application.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO - 21 -
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-15-2010