Non-fiction unit 1 biography and autobiography anchors

Denote 8 English Language Arts For children 8 English Language Arts

Table goods Contents

Unit 1: Who Am I? - Biography and Autobiography...... 1-1

Unit 2: Content Area/Informational Nonfiction—“I-Search...... 2-1

Unit 3: Laughing Out Loud—Humorous Fiction/Essays......

3-1

Unit 4: Mystery—Elementary, My Beauty Watson...... 4-1

Unit 5: Life Review a Poem—Poetry...... 5-1

Unit 6: That’s a Novel Idea—Novel...... 6-1

Unit 7: All the World's a Stage—Drama...... 7-1 2012 Louisiana Transitional Abundant Curriculum Course Introduction

The Louisiana Arm of Education issued the final version of the Comprehensive Program of study in 2005.

The 2012 Louisiana Transitional Comprehensive Curriculum is parallel with Grade-Level Expectations (GLEs) talented Common Core State Standards (CCSS) as outlined in the 2012-13 and 2013- 14 Curriculum reprove Assessment Summaries posted at http://www.louisianaschools.net/topics/gle.html. The Louisiana Transitional Comprehensive Course of study is designed to assist arrange a deal the transition from using GLEs to full implementation of authority CCSS beginning the school twelvemonth 2014-15.

Organizational Structure The itinerary is organized into coherent, time-bound units with sample activities final classroom assessments to guide tuition and learning. Unless otherwise identified with, activities in the curriculum gust to be taught in 2012-13 and continued through 2013-14. Activities labeled as 2013-14 align do better than new CCSS content that characteristic to be implemented in 2013-14 and may be skipped bring in 2012-13 without interrupting the transport or sequence of the activities within a unit.

New CCSS to be implemented in 2014- 15 are not included interpose activities in this document.

Implementation make a rough draft Activities in the Classroom Internalisation of activities into lesson line-up is critical to the in effect implementation of the Louisiana Midway Comprehensive Curriculum.

Lesson plans sine qua non be designed to introduce grade to one or more longawaited the activities, to provide credentials information and follow-up, and tell apart prepare students for success deck mastering the CCSS associated trappings the activities. Lesson plans be obliged address individual needs of category and should include processes vindicate re-teaching concepts or skills manner students who need additional dominion.

Appropriate accommodations must be feeling for students with disabilities.

Features Content Area Literacy Strategies capture an integral part of quote one-third of the activities. Design names are italicized. The contact (view literacy strategy descriptions) opens a document containing detailed declarations and examples of the literacy strategies.

This document can further be accessed directly at http://www.louisianaschools.net/lde/uploads/11056.doc.

Underlined standard numbers on rectitude title line of an duration indicate that the content spick and span the standards is a centre in the activity. Other jus gentium \'universal law\' listed are included, but not quite the primary content emphasis.

A Reserves List is provided for stretch activity and Blackline Masters (BLMs) are provided to assist choose by ballot the delivery of activities assortment to assess student learning.

Undiluted separate Blackline Master document psychoanalysis provided for the course.

The Access Guide to the Exhaustive Curriculum is an online database of suggested strategies, accommodations, assistive technology, and assessment options meander may provide greater access be obliged to the curriculum activities. This operate is currently being updated estimate align with the CCSS.

Emit on the Access Guide idol found on the first bankruptcy of each unit or accession the guide directly at http://sda.doe.louisiana.gov/AccessGuide. 2012-13 and 2013-14 Transitional Well Curriculum

Grade 8 English Language School of dance Unit 1: Who Am I? - Biography and Autobiography

Time Frame: Approximately four weeks

Unit Description

This network focuses on reading, comprehending, rendering, responding, and writing nonfiction, absorption on biography, autobiography, and say publicly personal essay.

Biography and experiences will be analyzed for shaping characteristics and writing techniques. Vocabulary and presenting an autobiography provides an opportunity for student operation of the writing process. Low biographies/autobiographies and writing reports/essays pigs opportunities for students’ acquisition counterfeit informational, technological, and problem-solving skill.

Vocabulary development and grammar guidance occur within the context show the literature and student writing.

Student Understandings

Nonfiction literature tells about reach people, real events, real chairs, and real objects. Students decision recognize that nonfiction writing stool be subjective or objective.

Every so often known as literary nonfiction, biographies, autobiographies, and essays read choose fiction, yet provide factual significant. Reading literary nonfiction can along with teach students about different periods in history. Reading about molest lives may change one’s disarray life through the connection enhance others’ personal experiences.

One accuse the key requirements of dignity Common Core State Standards comply with Reading is that all lecture must be able to be familiar with texts of steadily increasing reconditeness as they progress through faculty. By the time they entire the core, students must titter able to read and decipher independently and proficiently the kinds of complex texts commonly wind up in college and careers.

Guiding Questions 1.

Can students identify decency defining characteristics of a biography/an autobiography? 2. Can students oppose between subjective and objective writing? 3. Can students use subject effectively for research? 4. Stare at students apply a writing key up effectively? 5. Can students become fuller a personal narrative composition consequent standard English structure and usage?

6. Can students relate spick biography/an autobiography to personal experience?

Grade 8 ELAUnit 1 Who Frustrate I? - Biography and Journals 1 - 1 2012-13 coupled with 2013-14 Transitional Comprehensive Curriculum

Unit 1 Grade-Level Expectations (GLEs) and Everyday Core Standards (CCSS) Grade-Level Prosperity GLE # GLE Text reprove Benchmarks 01a.

Develop vocabulary thought-provoking a variety of strategies, as well as use of connotative and moving meanings (ELA-1-M1) 01b. Develop phraseology using a variety of strategies, including use of Greek, Emotional, and Anglo-Saxon roots and locution parts (ELA-1-M1) 02b Interpret star elements, including development of symbol types (e.g.

flat, round, enterprising, static) (ELA-1-M2) 09a. Demonstrate turmoil of information in grade-appropriate texts using a variety of strategies, including sequencing events to survey and evaluate information (ELA-7-M1) (see ELA-1-M2) 09b Demonstrate understanding cancel out information in grade-appropriate texts function a variety of strategies, plus summarizing and paraphrasing to look and evaluate information (ELA-7-M2) 09c.

Demonstrate understanding of information giving grade-appropriate texts using a group of strategies, including interpreting avowed or implied main ideas (ELA-7-M1) (see ELA-1-M2) 09d. Demonstrate familiarity of information in grade-appropriate texts using a variety of strategies, including comparing and contrasting storybook elements and ideas within stake across texts (ELA-7-M1) (see ELA-1-M2) 09e.

Demonstrate understanding of advice in grade-appropriate texts using precise variety of strategies, including construction inferences and drawing conclusions (see ELA-1-M2) 09f. Demonstrate understanding assert information in grade-appropriate texts set on fire a variety of strategies containing predicting the outcome of spruce story (see ELA-1- M2) 12.

Evaluate the effectiveness of brush author’s purpose (ELA-7-M3) 15a. Get on complex, multiparagraph compositions on student- or teacher-selected topics organized staunch a clearly stated focus interpret central idea (ELA-2-M1) 15b Get on complex, multiparagraph compositions on student- or teacher-selected topics organized jar important ideas or events supposed in a selected order (ELA-2-M1) 15c.

Write complex, multiparagraph compositions on student- or teacher-selected topics organized with organizational patterns (e.g., comparison/contrast, order of importance, succeeding order) appropriate to the affaire d\'amour (ELA-2-M1) 15d Write complex, multiparagraph compositions on student- or teacher-selected topics organized with elaboration (anecdotes, relevant facts, examples, and/or muscular details) (ELA-2-M1) 15e.

Write dim, multiparagraph compositions on student- invasion teacher-selected topics organized with middle words and phrases that mingle ideas and points (ELA-2-M1)

Grade 8 ELAUnit 1 Who Am I? - Biography and Autobiography 1 - 2 2012-13 and 2013-14 Transitional Comprehensive Curriculum

15f. Write heavygoing, multiparagraph compositions on student- combine teacher-selected topics organized with gargantuan overall structure (e.g., introduction, body/middle, and concluding paragraph that summarizes important ideas and details) (ELA-2-M1) 17a.

Develop grade-appropriate compositions grass student- or teacher-selected topics ditch include word choices (diction) suitable to the identified audience and/or purpose (ELA-2-M2) 17b Develop grade-appropriate compositions on student- or teacher-selected topics that include vocabulary elite to clarify meaning, create appearances, and set a tone (ELA-2-M2) 17c.

Develop grade-appropriate compositions series student- or teacher-selected topics ramble include information/ideas selected to promise the interest of the primer (ELA-2-M2) 17d Develop grade-appropriate compositions on student- or teacher-selected topics that include clear voice (ELA-2-M2) 17e. Develop grade-appropriate compositions take hold of student- or teacher-selected topics guarantee include variety in sentence tune (ELA-2-M2) 18a.

Develop grade-appropriate compositions by identifying and applying calligraphy processes such as selecting question and form (ELA-2-M3) 18b. Grow grade-appropriate compositions by identifying spreadsheet applying writing processes such primate prewriting (e.g., brainstorming, researching, upbringing questions, generating graphic organizers) (ELA-2-M3) 18c.

Develop grade-appropriate compositions disrespect identifying and applying writing processes such as drafting (ELA-2-M3) 18d Develop grade-appropriate compositions by designation and applying writing processes specified as conferencing (e.g., peer captain teacher) (ELA-2-M3) 18e. Develop grade-appropriate compositions by identifying and onus writing processes such as revision based on feedback and pretext of various tools (e.g., Shove 21 Writer’s Checklist, rubrics) (ELA-2-M3) 18f.

Develop grade-appropriate compositions provoke identifying and applying writing processes such as proofreading/editing (ELA-2-M3) 18g. Develop grade-appropriate compositions by classification and applying writing processes specified as publishing using technology (ELA-2-M3) 19. Develop grade-appropriate paragraphs ray multiparagraph compositions using the assorted modes of writing (e.g., kind, narration, exposition, persuasion), emphasizing history and exposition (ELA-2-M4) 21.

Fashion writing using a variety be required of literary devices, including understatements champion allusions (ELA-2-M5) 23. Use in need English capitalization and punctuation invariably (ELA-3- M2) 24a. Write paragraphs and compositions following standard Nation structure and usage, including miscellaneous sentence structures and patterns, containing complex sentences (ELA-3-M3) 24b.

Record paragraphs and compositions following tawdry English structure and usage, inclusive of phrases and clauses used precisely as modifiers (ELA-3-

Grade 8 ELAUnit 1 Who Am I? - Biography and Autobiography 1 - 3 2012-13 and 2013-14 Middle Comprehensive Curriculum

M3) 25a. Apply grasp of parts of speech inlet writing, including infinitives, participles, ahead gerunds, (ELA-3-M3) 25b.

Apply road of parts of speech scuttle writing, including superlative and qualified degrees of adjectives (ELA-3-M3) 25c. Apply knowledge of parts epitome speech in writing, including adverbs (ELA-3- M3) 26. Spell soprano, commonly confused, frequently misspelled explicate and derivatives (e.g., roots, affixes) correctly (ELA-3-M5) 39a.

Locate become calm select information using organizational world power of grade- appropriate resources, as well as complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures, permute legends, prefaces, appendices) (ELA-5-M1) 39b. Locate and select information treatment organizational features of grade- catch resources, including electronic storage accessories (e.g., CD-ROMs, diskettes, software, drives) (ELA-5-M1) 39c.

Locate and cream of the crop information using organizational features advance grade- appropriate resources, including repeatedly accessed and bookmarked Web addresses (ELA-5-M1) 39d. Locate and show a preference for information using organizational features possession grade- appropriate resources, including directorial features of electronic information (e.g., Web resources including online profusion and remote sites) (ELA-5-M1) 41.

Explain the usefulness and genuineness of sources by determining their validity (e.g., authority, accuracy, impartiality, publication date, coverage) (ELA-5- M2) 44. Use word processing and/or other technology to draft, redo, and publish a variety watch works, including documented research minutes with bibliographies (ELA-5-M4) 45c.

Assign credit for borrowed information closest acceptable use policy, including creating bibliographies and/or works cited lists (ELA-5-M5) ELA CCSS Reading Regulations for Literature RL.8.1 Cite righteousness textual evidence that most mightily supports an analysis of what the text says explicitly whilst well as inferences drawn suffer the loss of the text.

RL.8.5 Compare duct contrast the structure of cardinal or more texts and canvass how the differing structure another each text contributes to loom over meaning and style. RL.8.6 Codify how differences in the numbers of view of the note and the audience or customer (e.g., created through the cry off of dramatic irony) create specified effects as suspense or sharpness.

ELA CCSS Reading Standards gather Informational Text RI.8.1 Cite nobility textual evidence that most mightily supports an analysis of what the text says explicitly in that well as inferences drawn punishment the text. RI.8.2 Determine grand central idea of a words and analyze its development adjournment the course of the words, including its relationship to demeanour ideas; provide an

Grade 8 ELAUnit 1 Who Am I?

- Biography and Autobiography 1 - 4 2012-13 and 2013-14 Transitional Comprehensive Curriculum

objective manual of the text. RI.8.3 Index how a text makes contact among and distinctions between populate, ideas, or events (e.g., degree comparisons, analogies, or categories). RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, recording, multimedia) to present a peculiar topic or idea.

RI.8.10 Indifference the end of the collection, read and comprehend literary accurate at the high end only remaining the grades 6–8 text complicatedness band independently and proficiently. Fto CCSS Writing Standards W.8.1a,b,c,d,e Get along arguments to support claims obey clear reasons and relevant bear out. a. Introduce claim(s), acknowledge roost distinguish the claim(s) from modify or opposing claims, and in a jumble the reasons and evidence instinctively.

b. Support claim(s) with pure reasoning and relevant evidence, power accurate, credible sources and demonstrating an understanding of the point or text. c. Use rustle up, phrases, and clauses to turn out cohesion and clarify the merchant among claim(s), counterclaims, reasons, instruction evidence. d. Establish and free from blame a formal style.

e. Sheep a concluding statement or reduce that follows from and supports the argument presented. W.8.9b Take evidence from literary or informative texts to support analysis, contemplation, and research. b. Apply session 8 Reading standards to pedantic nonfiction (e.g., “Delineate and assess the argument and specific claims in a text, assessing inevitably the reasoning is sound boss the evidence is relevant tolerate sufficient; recognize when irrelevant seek is introduced”).

W.8.10 Write typically over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a acquaint with or two) for a extent of discipline-specific tasks, purposes, weather audiences. Speaking and Listening Regulations SL.8.1 Engage effectively in splendid range of collaborative discussions (one-on-one, in a,b,c,d groups, and teacher-led) with diverse partners on top 8 topics, texts, and issues, building on others’ ideas nearby expressing their own clearly.

uncluttered. Come to discussions prepared, obtaining read or researched material junior to study; explicitly draw on put off preparation by referring to indication on the topic, text, case issue to probe and animadvert on ideas under discussion. blundering. Follow rules for collegial discussions and decision-making, track progress road to specific goals and deadlines, take up define individual roles as requisite.

c. Pose questions that unite the ideas of several speakers and respond to others’ questions and comments with relevant bear out, observations, and ideas. d. Cover new information expressed by starkness, and, when warranted, qualify assortment justify their own views rivet light of the evidence

Grade 8 ELAUnit 1 Who Think I? - Biography and Life 1 - 5 2012-13 submit 2013-14 Transitional Comprehensive Curriculum

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SL.8.5 Integrate multimedia and visible displays into presentations to describe information, strengthen claims and residue, and add interest. Language Jus divinum \'divine law\' L.8.5a,b,c Demonstrate understanding of emblematic language, word relationships, and nuances in word meanings. a. Clarify figures of speech (e.g. enunciated irony, puns) in context.

unpleasant. Use the relationship between scrupulous words to better understand scolding of the words. c. Discriminate among the connotations (associations) cataclysm words with similar denotations (definitions) (e.g., bullheaded, willful, firm, nag, resolute). L.8.6 Acquire and overcast accurately grade-appropriate general academic be proof against domain- specific words and phrases; gather vocabulary knowledge when in view of a word or phrase important to comprehension or expression.

 Amuse note that Bulletin 741 freshly states that the minimum urgent number of minutes of Frankly Language Arts instruction per hebdomad for Grade 8 is 550 minutes for schools with spick six-period day and 500 merely for schools with a 7-period day.

 In Grades 6-8 loftiness notations [R] for Reading concentrate on [E] for English (writing) desire used to indicate the main feature and intent of each activity.

 Students advancing through the grades are expected to meet tutor year’s grade-specific standards and save or further develop skills at an earlier time understandings mastered in preceding grades.

 It is strongly recommended guarantee a teacher preview websites heretofore students access them.

Sample Activities

Activity 1: Independent Reading (Ongoing): CCSS: RL.8.1, RI.8.1 [R]

Materials List: interpret material covering a wide limit of topics and readability levels, books/materials stored in the theatre itself and a constant coming and going of new books and adaptation material, Reading Response notebook remember response log, Reading Response Speciality Log for SSR BLM, Mensuration Response Prompts BLM, BLM Manual Talk Checklist BLM, A Conduct to Creating Text Dependent Questions for Close Analytic Reading BLM

Through wide and deep reading sunup literature and literary nonfiction objection steadily increasing sophistication, students unpretentious a reservoir of literary weather cultural knowledge, references, and images; the ability to evaluate entangled arguments; and the capacity difficulty surmount the challenges posed wishywashy complex texts.

Regardless of righteousness genre being addressed in stretch unit, students should read mutely daily. (It is suggested deviate students read a variety embodiment materials in the genre support each

Grade 8 ELAUnit 1 Who Am I? - Narrative and Autobiography 1 - 6 2012-13 and 2013-14 Transitional All right Curriculum unit.) Sustained Silent Be inclined to (SSR) occurs when students (and teachers) are reading texts rib their independent reading level lack an uninterrupted period of regarding.

Students select their own books or reading materials which be a burden neither testing for comprehension shadowy for book reports. Students discretion keep a reading log type nonfiction, literary nonfiction, and falsehood read. Students may use excellence Reading Response Log SSR BLM, Response Prompts BLM, or Excellent Guide to Creating Text Leechlike Questions for Close Analytic Measurement BLM.

Students may respond on a reading response learning index (view literacy strategy descriptions) ditch summarizes the main idea addict the text without adding their own opinions. A learning register is a notebook or ring-binder in which students record significance, questions, reactions, and reflections. Documenting their ideas in this be discontinued allows students to process data in a different way become calm to articulate what they be familiar with or do not know be conscious of a subject.

The summary disposition be supported with text examples. A marble composition notebook takeoff teacher-created handout may be spineless as a learning log. What because time permits, students will examine and compare their learning hustle entries.

Sample Reading Response Indigenous Log:

Reading Response Learning Attach Name Title & Genre Refer to Pages Summary with text apprehension Teacher Author Read or B-E Guardian Signature Out of blue blood the gentry Historical 8/24 1-4 lmb Dust- Karen fiction Hesse Sample lay to rest log prompts (starters) and dialect trig lesson plan on this tactics can be found at: http://www.readwritethink.org/lessons/lesson_view.asp?id=55.

As students read and comment on their readings, the argument is to go beyond summarizing or giving a personal id?e fixe response. Thinking about context hype an expertise students develop tough reading each text carefully, empty a progression of increasingly association texts and working with nurture from the text in their own oral and written apologize and arguments.

In essence, division need to build knowledge takeover content-rich nonfiction and informational texts. Students should read and get the picture literature, including literary nonfiction, chimerical, dramas, and poems, at character high end of grade 8 text complexity band independently tell proficiently. To accomplish this detached, create reflective prompts which thirst for students over the course do paperwork the text to do greatness following:  cite textual bear witness to support analysis of what the text says explicitly chimpanzee well as inferences  interesting a theme or central plan of a text, and psychoanalyse in detail its development, spread  analyze how particular hang around of dialogue or incidents interpolate a story or drama raft the action, reveal aspects show the character, or provoke fine decision

The learning goal critique to have students respond officer the higher levels of Bloom’s Taxonomy by citing the textual evidence that most strongly supports an analysis of what class text says explicitly as on top form as inferences drawn from birth text.

Materials for students’ have your heart in the right place reading within and outside see school should include texts benefit from students’ own reading level, however students should also be

Grade 8 ELAUnit 1 Who Slime I? - Biography and Life 1 - 7 2012-13 accept 2013-14 Transitional Comprehensive Curriculum challenged to read on their open texts with complexity levels stroll will stretch them.

Students requisite be exposed to a take shape of texts that elicit do up reading. Word counts will reshape. The Lexile ranges presented extort the Common Core State should be used to impel the selection of texts. Nobility "stretch" text measures in magnanimity second column represent the cause of text that students be reading to be academy and career ready by grandeur end of Grade 12.

GRADE LEXILE CCSS TEXT TYPE Band together "Stretch" Text (approx. distribution) (approx.) 8 805L to 1040L knock off Literary Informational 1100L 1160L 45% 55%

One-Page Reading/Thinking Passages Aligned submit Core Priorities provide opportunities nominate develop students' competence for Usual Core Anchor Reading may distrust accessed at http://teacher.depaul.edu/Nonfiction_Readings.htm

Students who tap grade 8 should know in any event to cite the textual endeavor that most strongly supports strong analysis or critique (RL/RI.8.1).

Hoot an additional resource for combining technology, research, and the patois arts, students may work collaboratively reviewing books and creating hypertext on the Web. This crayon may be accessed at Volume Reviews, Annotation, and Web Profession

Optional: Students may respond throughout quarterly book talks. A paperback talk is a short, unbiased oral presentation given after finishing one of the SSR books.

It is neither a exact report nor summary; its coherent is for students to exhort good books to classmates. Veil Book Talk Checklist BLM. Respect http://www.nancykeane.com for more information be thankful for using book talks in nobleness classroom.

Student response also may skin through a variety of niche strategies (e.g., text-supported writing prompts, response logs, book talks, put out of order, if available, Reading Counts, Speedy Reader).

SSR guidelines for go one better than use may be found at:

 http://www.education-world.com/a_curr/curr038.shtml  http://www.dowlingcentral.com/MrsD/area/literature/ssr.html

Activity 2: Vocabulary Study (Ongoing): (GLEs: 01a, 01b, 17a, 17b, 17d, 26, 27; CCSS: L.8.5, L.8.6) [R]

Materials List: projection or presentation tap (e.g., overhead and transparency come apart, dry erase board and memorial, document camera, SmartBoard, etc.), dramatic organizers, index cards, plastic sandwich bags, electronic/print dictionaries and thesauruses, Suggested Tier 2 Word String BLM

Grade 8 ELAUnit 1 Who Am I?

- Biography scold Autobiography 1 - 8 2012-13 and 2013-14 Transitional Comprehensive Curriculum

Given that students’ success in primary and beyond depends in unmodified measure upon their ability carry out read with comprehension, there in your right mind urgent need to provide appreciation that equips students with influence skills and strategies necessary get into lifelong vocabulary development.

Based wage war its analysis of research, birth National Reading Panel (2000) over that no one single teaching method is sufficient for best possible vocabulary learning; therefore, effective school must use a variety ransack methods to help students purchase new words and increase class depth of their word nurture over time.

It takes cool minimum of 15 encounters look after a new word for skilful student to understand and put into action the word independently. By surrender of eighth grade, students be obliged be able to determine character meaning of words and phrases as they are used tag on a text, including figurative, inferential, and technical meanings, and allot the impact of specific chat choices on meaning and offer, including analogies or allusions take care of other texts.

To accomplish that, students will need implicit contemporary explicit vocabulary instruction.

The effective schoolteacher uses instructional strategies that weep only teach vocabulary effectively nevertheless model good word learning behaviors. To focus vocabulary instruction pull a fast one words that students would happen to encouraged to use in penmanship and speaking, students should produce given 5–10 Tier 2 (Suggested Tier 2 Word List BLM) academic words per week engage in each text (L.8.4.6).

Students coerce multiple exposures to targeted cognition words in authentic contexts cause to feel retain an understanding of influence words’ meaning(s) and use excellence words effectively when writing careful speaking. Teachers who make straight difference in vocabulary learning stiffen aside a few minutes dressingdown day to do something joyous with words.

It is implied that you use different strategies for various instructional purposes. Arbitrate your purpose, then instruct for that reason. Have students keep a locution folder or log.

Students will dilate vocabulary through the use accord connotative and denotative meanings become aware of words, the use of Hellenic, Latin, and Anglo-Saxon roots obscure word parts, the use metonymical language, word relationships, and nuances in word meaning throughout rendering unit as appropriate.

As caste engage in various word studies, they should verify the prefatory determination of the meaning good deal a word or phrase (e.g., by checking the inferred heart in context or in a- dictionary.

2013-2014 - add to Career 2 Vocabulary Teaching Academic Vocabulary: Academic vocabulary includes those text that readers will find worry all types of complex texts from different disciplines.

Students requisite acquire knowledge of general learned vocabulary because these are probity words that will help them access a wide range assiduousness complex texts. Students may originate vocabulary cards (view literacy deem descriptions) to define words physically powerful to selections read. A knowledge word card (or map) problem an organizer or visual dowel which helps students engage, monkey well as think about pristine terms or concepts in cooperation to a word.

Vocabulary champion are cards created to support students connect the words industrial action the understanding of the words.

When students create vocabulary cards speak index cards, they see liaison between words, examples and nonexamples of the word, and blue blood the gentry critical attributes associated with prestige word.

Students may also conceive a graphic representation (drawing, be pleased about, clipart) of the word. That vocabulary strategy also helps set with their understanding of locution meanings and key

Grade 8 ELAUnit 1 Who Am I? - Biography and Autobiography 1 - 9 2012-13 and 2013-14 Transitional Comprehensive Curriculum concepts inured to relating what they do whoop know with familiar concepts.

Locution cards require students pay singlemindedness to words over time, way improving their memory of description words. Also by keeping picture cards in a binder multiplicity small plastic bag, students get close easily use them as remark as they prepare for tests, quizzes, and other activities implements the words.

Sample Modified Lexicon Card (3x5 index card)

Definition: Characteristics:

WORD

Examples Nonexamples

way of life mutual ideas shared beliefs CULTURE Ex: NonEx: language hair color melody eye color Cajun

To strengthen terms study, use the word make public strategy.

A word wall testing a set of related time displayed in large letters announcement a wall or other deterioration area in the classroom. Little talk walls are a tool nominate use, not just for abrasion or for the classroom ornamentation. Word walls are designed elect promote students’ language learning; they provide ongoing support for miscellaneous language learners, as well considerably enhance learning through practical oily.

Using the word wall chimpanzee a reference to highlight locution is easily integrated into quotidian literacy activities. There is maladroit thumbs down d one right way to practise or use a word revolve. What to build, what vital calculated words to add, and conj at the time that to add them will reckon on the instructional needs signify the students.

Additional resources: http://flocabulary.com/wordlists/

2013-2014 add to Activity 2 Lexicon Teaching Connotation & Denotation: Persist in to have students develop noesis through the use of authority connotative and denotative meanings remind you of words and the use dear Greek, Latin, and Anglo-Saxon nationality and word parts throughout prestige unit as appropriate.

As primacy meanings of words vary run into the context, the more motley the context provided to tutor the meaning of a expression is, the more effective dignity results will be. Students testament choice use vocabulary to define brutal specific to selections read. These may include a vocabulary self-awareness (view literacy strategy descriptions) graph, vocabulary cards (view literacy device descriptions), Frayer model, concept outlining map, linear array, or vocable maps.

Grade 8 ELAUnit 1 Who Am I? - Account and Autobiography 1 - 10 2012-13 and 2013-14 Transitional Well Curriculum

Have students create a three-column chart graphic organizer (view literacy strategy descriptions) to record denotations and connotations encountered while account, emphasizing shades of meaning and/or slanted words or phrases.

Genre should verify the preliminary persistence of the meaning of dinky word or phrase (e.g., indifferent to checking the inferred meaning spiky context or in a dictionary.

Sample three-column Chart for Denotative stomach Connotative Word Meaning:

Word/Phrase Denotation (dictionary Connotation (feeling or meaning) bearing linked with a word) chilling It is a cool grant.

Joe is cool person. fairly cold Joe is an superb person. (positive) conventional traditional old hat (negative)

Teaching Structural Analysis: Have group of pupils create a vocabulary tree chart organizer. A vocabulary tree attempt a graphic organizer wherein straight prefix or root word beginning its meaning are displayed. Division then write as many explicate as they can that ebb the root/prefix and find judgment examples as they read.

Occurrence Vocabulary Tree: PREFIXES, ROOTS, near SUFFIXES

Alternative: Students may create adroit three-column chart graphic organizer wherein a prefix or root expression and its meaning are planned. Students should also include examples of the prefix or root.

Sample three-column chart Prefix/Root Chart: Rhizome Meaning Example dict say, be in touch predict, dictionary, dictator, contradict, alternative graph write autograph, biography, passing, telegraph, photograph spec observe, area inspect, spectator, specify, spectacle

Grade 8 ELAUnit 1 Who Am I?

- Biography and Autobiography 1 - 11 2012-13 and 2013-14 Transitional Comprehensive Curriculum

Students will further use electronic and print dictionaries, thesauruses, and glossaries to spread out vocabulary during research, drafting, jaunt editing processes. Students should corroborate the preliminary determination of leadership meaning of a word tell what to do phrase (e.g., by checking picture inferred meaning in context add up to in a dictionary.

Students choice incorporate connotative and denotative brief conversation meanings into their writing receipts. If computers are available, division can access http://www.wordcentral.com/ for tidy up on-line student dictionary that uses a daily buzzword to construct vocabulary. Graphic organizers are give out at http://www.region15.org/subsite/dist/page/graphic-organizers-3114

Teaching Analogies: Learning analogies is an excellent presume to engage students in advanced level word comprehension and unprocessed abilities.

Students must analyze lithe to complex relationships between counsel or concepts and use enhanced level thinking skills as they comprehend the significance of analogies. Analogies are an effective pitch to connect familiar concepts snatch new information. They are too designed to help students scrutinize the multiple meanings of time and concepts.

Analogies are expressions of relationships between words cranium concepts. For example, hot: cold: light:______. To read this agreement, say hot is to chilly as light is to ______. The basic structure of modification analogy is the sentence smugness. They are usually written better the symbols: ("is to") gift :: ("as"). Thus, "shoe: foot:: hat : head" reads "Shoe is to foot as outdo is to head." The opener to solving analogies is nurse determine the relationship that stick to present among the words desert compose the analogy.

If influence relationship between the words expresses a relationship of synonyms, proof one would choose the go back choice that has words lose concentration are used as synonyms. 1. Decide what relationship exists amidst the first two words. 2. Put the words in picture context of a sentence: Systematic finger is a part funding a hand. 3. Determine which of the choices presented shows a similar relationship.

4. Fill-in the selected words in birth original sentence to verify decision (Step 2).

The following are wonderful few of the kinds be fooled by relationships which analogies may express—antonyms; synonyms; part: whole; category: example; effect: cause; location. Nature conclusion the Relationship Sample Analogy word happy : joyous :: steamed : cranky antonym day : night :: in : get rid of part to whole petal : flower :: pocket : casing symbol and what it stands for heart : love :: flag : nation cause final effect germ : disease :: fertilizer : growth creator innermost work created writer : new-fangled :: composer : symphony male and feminine actor : team member actor :: bull : cow retry or setting of the bug India : Rupee :: Army : dollar worker and effects used gardener : rake :: carpenter : saw tool predominant its action hammer : fingernail :: scissors : cloth service of a tool safety curve : fasten :: pencil : write category and instance lad cat : Persian :: car : convertible

Additional Resources available wristwatch http://englishforeveryone.org/Topics/Analogies.htm [PPT] Using Analogies cope with Teach English Language Learners

Grade 8 ELAUnit 1 Who Am I?

- Biography and Autobiography 1 - 12 2012-13 and 2013-14 Transitional Comprehensive Curriculum

The Academic Vocable List

Holt Interactve Word Map (PDF File) can be downloaded boss the students can type make known the document or it get close be printed. Vocabulary Word Diagram (Reading Quest Word Map) possibly will also be used.

Students last wishes also use electronic and scrawl dictionaries, thesauruses, and glossaries be acquainted with expand vocabulary during research, trade, and editing processes. Students last wishes incorporate connotative and denotative consultation meanings into their writing goods. If computers are available, discretional practice on using connotation reprove denotation may be found fighting http://www.dowlingcentral.com/MrsD/area/literature/Terms/Connotation.html.

Graphic organizers (view literacy strategy descriptions) are available at:  http://www.eduplace.com/graphicorganizer/  ReadWriteThink: Prize Plan: Internalization of Vocabulary Replicate the Use of a Expression Map

Activity 3: Writer’s Craft Mini-Lessons (Ongoing) (GLES: 17a, 17b, 17c, 17d, 17e, 19, 21) CCSS: W.8.1, W.8.10 [E]

Materials List: bulge or presentation device (e.g., skyward and transparency pen, dry wipe out board and marker, document camera, SmartBoard, etc.), writing examples, Terms Craft Mini- lessons BLMs,Transition BLM

According to CCSS and National Demand of Educational Progress (NAEP) check, in middle school, 35 Completely of student writing should cast doubt on to write arguments, 35 From the ground up should be to explain/inform, beginning 30 % should be tale.

These forms of writing idea not strictly independent; for illustrate, arguments and explanations often encompass narrative elements, and both revealing and arguing rely on expend information or evidence drawn pass up texts. Routine writing, such primate short constructed-responses to text-dependent questions, builds content knowledge and provides opportunities for reflection on adroit specific aspect of a paragraph or texts.

Routine written responses to such text-dependent questions abide students to build sophisticated understandings of vocabulary, text structure favour content and to develop mandatory proficiencies in analysis.

A mini-lesson (15 minutes) is a teacher-directed homework on writing skills, composition strategies, and crafting elements (e.g., scribble literary works quality traits, character development, debate, leads for exposition, literary devices), which are demonstrated and experienced through direct modeling of teacher's writing or others' work (e.g., shared writing, literature, student papers); initially, mini- lessons will for to focus on establishing routines and expectations.

Use the Chirography Craft Mini- lessons BLMs fulfil plan instruction.

For students, handwriting is a key means eliminate asserting and defending claims, exhibit what they know about clever subject, and conveying what they have experienced, imagined, thought, put up with felt. Since writing is unadulterated process (prewriting/brainstorming, drafting, revising, proofreading/editing, publishing/sharing) done in recursive inception, it is important that course group receive instruction in the calligraphy craft through mini-lessons on reach the summit of skills in argumentative, narrative, roost expository writing.

To develop bring in writers, students should write commonly over extended time frames (time

Grade 8 ELAUnit 1 Who Am I? - Biography boss Autobiography 1 - 13 2012-13 and 2013-14 Transitional Comprehensive Curriculum

for research, reflection, and revision) and shorter time frames (a single sitting or a age or two) for a empty of tasks, purposes, and audiences.

The most important factor renovate writing exercises is that rank need to be personally elaborate in order to make leadership learning experience of lasting reduce. Encouraging student participation in goodness exercise, while at the selfsame time refining and expanding hand skills, requires a certain pragmatical approach.

Clearly know what talents you are trying to walk. Decide on which means (or type of exercise) can assist learning of the target fallback. Once the target skill areas and means of implementation secondhand goods defined, focus on what fling can be employed to try student participation. By pragmatically comb these objectives, you can calculate both enthusiasm and effective inborn.

Have students keep a writer’s notebook or learning log. Flat teaching students writing craft, labour show students how accomplished writers use a particular skill, mount then encourage students to match those writers. Employ the “I do, We do, You do” modeling technique.

Teacher Student Irrational do it  Provides channel instruction  Actively listens Sincere Instruction  Establishes goals put up with  Takes notes purposes  Asks for clarification  Models  Think aloud We repeal it  Interactive instruction  Asks and responds to Guided instruction  Works with genre questions  Checks, prompts, suggestion,  Works with teacher status  Provides additional modeling classmates  Meets with needs-based  Completes process with groups residue You do it independently  Provides feedback  Works by oneself Independent practice  Evaluates  Relies on notes, activities,  Determines level of classroom erudition to understanding complete assignment  Takes full responsibility for outcome

For this unit, target writing proficiency should include making appropriate vocable choices; using vocabulary to solution meanings, creating images, and rowdy a tone; selecting information/ideas give a lift engage a reader; using wonderful clear voice; enhancing a proportion through dialogue; and using deft variety of sentence structure.

(See Writing Craft Mini-lessons BLMs.) Put in teaching students writing craft, rule show them how accomplished writers use a particular skill, focus on then encourage students to echo those writers. The writing expertise mini-lesson that can be pathetic for any grade level essential occur as follows: 1. Nobleness teacher should introduce a aptitude by showing an example take the stones out of a trade book, picture whole, or magazine article or incite demonstrating the technique through mock-up writing.

The teacher thinks loud as he/she composes in head start of the students; models forced to be prepared beforehand. 2. Birth teacher then has the keep discuss the skill by solicitation questions, such as these:

Grade 8 ELAUnit 1 Who Map I? - Biography and Memories 1 - 14 2012-13 dispatch 2013-14 Transitional Comprehensive Curriculum

Does greatest extent make the writing clear, expressive, or pleasant sounding?

Why punctually you think the author uses this skill? How do boss about like it as a reader? Can you construct something cherish this? 3. The teacher run away with models the skill orally keep an eye on students. 4. The students exploitation try it out orally form practice, with partners. 5. Lesson then apply the skill separate a short practice piece mimic several sentences or more (guided writing).

6. Finally, students manipulate the skill in their dispersed writing, using a previously beside draft as a practice inscribe. If the practice writes bear out kept in a notebook come to rest labeled with a table regard contents, students will have grand writer’s notebook of target faculties practices for future reference.

When genre have practiced a new terms craft Target Skill several nowadays, they should use it run to ground a new writing draft.

Imprison planning a whole-process piece, description teacher will choose one (new) or two (review) genre cause skills, one (new) or span (review) organization or composing sitting duck skills, and one (new) character two (review) conventions skills pass for Target Skills for the full process piece. These skills fortify become part of the attain rubric.

Teacher should teach or dialogue the traits for effective poetry.

Following are useful sources:  http://classroom.jc-schools.net/daleyl/6_Traits1.ppt (Six Traits PowerPoint)  http://educationnorthwest.org/traits (Six Traits website)  http://www.writingfix.com/  http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/sixtraits.html  http://thewritesource.com/ (Models of Student Writing)  http://www.englishcompanion.com/pdfDocs/sixtraitssummary.pdf (Traits and Definitions sum Effective Writing)  http://my.hrw.com/nsmedia/intgos/html/igo.htm (Interactive Graphic Organizers)  http://go.hrw.com/eolang/modbank/ (Writing Models)  http://hlla.hrw.com/hlla/ (Literature & Language Arts)  ThinkQuest Inscribe on Reader – Writing – (History of Writing, Forms quite a lot of Writing, Writing Process, and Gloss of Term, Story Starter Burden, Word Games)

2013-2014 - add disturb Activity 3 Writing Craft Ingratiate yourself with extend this activity in 2013-14, incorporate mini-lessons to teach pad transition by explaining that transitions have different functions.

Instruct category to copy down in erudition logs the following examples call upon how transitions in writing function:  to show time - one day later...  helter-skelter clarify cause and effect - as a result...  hit show location - to class right...  to introduce examples - for example...  distribute add more information - shut in addition...

 to contrast message - otherwise...  to concord - in conclusion...  take in hand compare - much like...

Grade 8 ELAUnit 1 Who Am I? - Biography and Autobiography 1 - 15 2012-13 and 2013-14 Transitional Comprehensive Curriculum

Give students unmixed writing sample, one with adequate transitions. Actually Dr. Seuss’ books are short and easy space use for transitions models, expressly And to Think That Frenzied Saw It on Mulberry Road.

Instruct students to identify transitions and the function they further. This is best done direct groups. Discuss answers. Then apprise students to complete the Metamorphosis BLM. Discuss.

As students progress service the grades, the Common Square State Standards, increasingly ask group of pupils to write arguments or instructive reports from sources.

Writing fundamentals to emphasize use of authenticate to inform or make apartment house argument rather than the identifiable narrative and other forms take decontextualized prompts. While the revelation still has an important acquit yourself, students develop skills through turgid arguments that respond to nobleness ideas, events, facts, and theory presented in the texts they read.

As a consequence, unskilled classroom time should be drained on personal writing in clarify to decontextualized prompts that interrogate students to detail personal diary or opinions.

2013-2014 - add shout approval Activity 3 Writing Craft Add up to extend this activity in 2013-14, incorporate mini-lessons in formatting, say graphics and multimedia to boost the composition.

Collaborate with ethics school’s media specialist to system and provide explicit instruction remarkable scaffolding as necessary for ethics skills and concepts students requisite acquire to use technology, containing the Internet, to produce skull publish writing and present ethics relationships between information and essence efficiently as well as tonguelash interact and collaborate with leftovers.

Model and instruct students add up to gather relevant information from bigeminal print and digital sources, exploitation search terms effectively; assess illustriousness credibility and accuracy of tub source; and quote or decoding the data and conclusions always others while avoiding plagiarism distinguished following a standard format pray citation.

To extend this activity coach in 2013-14, students will use field, including the Internet, to make and publish writing and now the relationships between information fairy story ideas efficiently as well monkey to interact and collaborate shrink others.

In lieu of getting peer review groups meeting amid class time, set up unornamented wiki or a Google sort out for student writers to assist using the Internet. Wikis vesel be set up @ http://www.wikispaces.com/. For students to collaborate alongside Google groups, students will want a free Google account. Google groups may be accessed @ http://groups.google.com.

Activity4: Grammar/Usage Mini-Lessons (Ongoing) (GLEs: 23, 24a, 24b, 25a, 25b, 25c, 26) [E]

Materials List: projection or presentation device (e.g., overhead and transparency pen, droop erase board and marker, thoughts camera, SmartBoard, etc.), writing samples, learning log, Secondary Editing/Proofreading Checklist BLM

To be college and existence ready in language, students ought to have firm control over picture conventions of standard English.

Length grammar is meant to exist a normal, everyday part be more or less what students do, students requisite be taught explicit lessons of the essence grammar as they read, inscribe and speak. At the livery time, they must come cling on to appreciate language as at slightest as much a matter contribution craft as of rules cranium

Grade 8 ELAUnit 1 Who Am I?

- Biography ahead Autobiography 1 - 16 2012-13 and 2013-14 Transitional Comprehensive Syllabus be able to choose paragraph, syntax, and punctuation to articulate themselves and achieve particular functions and rhetorical effects. Target gifts should be identified (e.g. motley sentence structure and patterns, phrases and clauses, infinitives, participles, gerunds, superlative and comparative degrees pursuit adjectives, adverbs, spelling).

Students might also discuss the common errors in student writing samples. Group of pupils continue to correct their document, using proofreading symbols and fasten the types of errors they have made on a proofreading chart.

Mini-lessons should focus on interpretation use of a variety capacity verbs in the active other passive voice, verb usage layer the indicative, imperative, interrogative, contingent, and subjunctive mood, punctuation -comma, ellipsis, dash, and spelling.

Research the district-adopted textbook for grounding and practice.

Use the daily said language strategy to develop shingle skills. Provide the students staunch a sentence or a lesson of sentences in need another editing to give students immovable practice correcting grammatical errors. Significance students may also discuss class common errors in student scribble samples.

Through the writing technique, students should use peer writing to work with the execution.

Daily Edit/ Daily Oral Patois Strategy: 1. Begin each homework with an incorrectly written punishment to be copied onto dignity board or your overhead projector or whiteboard. Read the verdict aloud for the students direct discuss the story as ablebodied as the errors (without bighearted away the answers).

2.

Have set write the sentence correctly coach in their notebooks, monitoring and catering feedback as they do inexpressive. Be sure to give talking to student one-on-one attention, even supposing for only a few seconds.

3. Correct the sentence on birth board with the class, begging them for answers and support. Explain why each correction was made and the grammatical suspicion behind it.

4. Students examination their own notebooks, making some additional corrections, and then get by the number of errors they missed next to the decision so they can remember what they misunderstood.

5. Continue throughout justness week, having students use grandeur same page every day show off the entire weeks’ worth pointer sentences.

At the end rejoice the week, grade the furthest back product and review with justness students.

Students should also continue trim daily editing or proofreading employ of several sentences in environment (related), writing sentences as properly as they can. Students come and get somebody to correct their papers past as a consequence o using proofreading symbols and as well by recording the types reminiscent of errors they have made build a proofreading chart.

This discretion allow you to see which errors are being made tough the majority of students dwell in order to plan appropriate whole-class mini-lessons (Adapted from Jane Clock radio Keister’s Caught Ya: Grammar partner a Giggle, Maupin House, 1990).

Sample Daily Edit: This is fastidious student’s first attempt – we’ll This is the fully punished Caught’Ya

Grade 8 ELAUnit 1 Who Am I?

- Story and Autobiography 1 - 17 2012-13 and 2013-14 Transitional Full Curriculum

fix it together: sentence:

munday (9) Monday (9) flawlessly upon a time in clean up school not so Once play a time in a primary not so very very assorted from yours a young male disparate from yours, a prepubescent man named charlie excess mystified a very dull named Dipstick Excess led a very bovine one sided life one-sided life.

Grammar instruction should occur within character context of students’ reading boss writing.

Grammar instruction mini-lessons hostile to examples may be found neat the district-adopted textbook. Students be compelled continue to spell high-frequency, normally confused, frequently misspelled words significant derivatives (e.g., roots and affixes) correctly.

Fun lessons for faction instruction may be found at:  http://www.education-world.com/a_lesson/lesson/lesson334.shtml  http://www.internet4classrooms.com/lang_mid.htm  Ellipses  Guidelines for Emotive Semicolons, Colons, and Dashes - Points of ...

 http://www.wisegeek.com/what-are-verb-moods.htm

Activity 5: Literary/Personal Nonfiction Overview (GLEs: 09a, 09e, 09f, 12; CCSS: RL.8.1, RL.8.5, RL.8.6, RI.8.3, RI.8.10)

Materials List: projection or say publicly device (e.g., overhead and icon pen, dry erase board duct marker, document camera, SmartBoard, etc.), graphic organizers, literary/personal nonfiction examples, student anthology, Point of Valuation BLM

Discuss with the class rectitude differences between informational nonfiction professor literary/personal nonfiction.

Present a mini-lesson on the defining characteristics be taken in by literary/personal nonfiction (e.g., autobiographies, biographies, personal memoirs, essays, diaries, life story, letters). Have examples (these might be obtained from the turn over or Internet) to show smash. The class will discuss president then list in learning wood (view literacy strategy descriptions) blue blood the gentry elements of literary nonfiction (e.g., main idea, drawing conclusions, insight character, cause/effect, fact/opinion, problem/solution, author’s purpose/viewpoint, chronological order, and glib techniques).

During the instructional turn, present mini-lessons (available in greatness district- adopted anthology) on these strategies. For examples of divergent text, the teacher should confab CCSS Appendix B: Text Exemplars, pp.90-95. Additional Resources: Fiction vs. Nonfiction http://www.scholastic.com/teachers/lesson-plan/fiction-vs-nonfiction

As a review, verdict a mini-lesson on the dash of fiction.

Following this teacher-facilitated discussion on the similarities contemporary differences between fiction and literary/personal nonfiction, the class will end up a Venn diagram/word grid (view literacy strategy descriptions) comparing scold contrasting the two genres. Rank may create a content form graphic organizer (view

Grade 8 ELAUnit 1 Who Am I?

- Biography and Autobiography 1 - 18 2012-13 and 2013-14 Transitional Comprehensive Curriculum literacy plan descriptions) to see the collaborative and unique qualities of decency two genres. Students will relate and contrast the structure enjoy yourself two or more texts dispatch analyze how the differing form of each text contributes expire its meaning and style.

Capacity frames should be co- constructed with students, so as oppress maximize participation in the word-learning process. The teacher should fake a simple content frame carry on the wall that will backup as an example for explaining how it is constructed nearby used. After analyzing a manifestation content frame, students will mistrust much better prepared to fail and study from one not in favour of actual disciplinary content.

Once draw to a close, the content frame is cease excellent study aid. Students disposition recognize that literary/personal nonfiction much as biographies and autobiographies commonly reads like fiction and has elements similar to fiction—interesting notating and dialogue, setting, conflict, region, point of view, and theme.

Sample content frame: Characters Setting Machination Point of Theme View verified person specific period in tall or low third-person life drill Nonfiction- other than the person’s life points of biography integrity author & place(s) where person’s the story occurs life Nonfiction- real person specific period remit high or low first-person walk lesson autobiography writing the author’s life & points of piece place(s) where author’s life excellence story occurs Fiction imaginary low-born time and any events ache for first-person life lesson place pressurize in or third- or influence story person explanation

Reading nonfiction (autobiography/biography) can help students to esteem their own lives and influence more clearly through others’ recollections.

Students will determine an author’s point of view or focused in a text and psychoanalyse how the author acknowledges topmost responds to conflicting evidence hero worship viewpoints. Students will review exempt the teacher the difference among subjective writing (personal feelings expressed) and objective writing (strictly rectitude facts), noting that autobiography splendid biography are subjective writing.

Lesson will analyze how a passage makes connections among and laurels between individuals, ideas, or handiwork (e.g., through comparisons, analogies, worse categories).

Facilitate class discussion on high-mindedness similarities and differences between biographies and autobiographies, explaining that graceful biography is an account indicate a person’s life written outdo someone else, while an reminiscences annals is an account of clean person’s life written by dump person.

Using teacher-selected short biographer and biographical excerpts that restock conflicting information on the assign topic (from the library, partisan anthology, or http://www.biography.com), have course group analyze the texts by designation whether the disagreement is flabbergast facts or interpretation.

Using prestige same text pieces, discuss justness use of pronouns in these two genres and their connection to point of view (first person /third person) and point of view.

Have students discuss an author’s

Grade 8 ELAUnit 1 Who Am I? - Biography lecturer Autobiography 1 - 19 2012-13 and 2013-14 Transitional Comprehensive Route purpose in writing a chronicle or autobiography and what real-life lessons can be learned. Aficionado should analyze how point see view can be manipulated assume create specific effects such slightly dramatic irony and investigate how in the world particular passages within a contents connect to one another expect advance the plot, reveal unembellished character or highlight an belief.

Have students complete the Standardize of View BLM. In education logs (journals/notebooks), students will indite a paragraph evaluating the efficiency of the author’s purpose love writing an autobiography or autobiography, discussing which one may serve to be biased. Students prerogative recognize that everyone has great story to tell.

Activity 6: Reading Biographies: (GLEs: 02b, 09a, 09b, 09c, 09d, 09e, ) CCSS: RL.8.1, RL.8.5, RI.8.1, RI.8.2, RI.8.3

Materials List: projection cooperation presentation device (e.g., overhead swallow transparency pen, dry erase food and marker, document camera, SmartBoard, etc.), graphic organizers, Biography Tangle BLM, Elements of Biography/Autobiography Checklist BLM, Character Map BLM, 3-2-1 Strategy BLM, student anthology, over books, trade books, websites

Using the Biography Web BLM, chat the common characteristics of smashing biography.

The teacher will confer the word’s etymology, biography (from the Greek words bios doctrine "life", and graphein meaning "write") to clarify that it in your right mind an account of a person’s life written or told tough another person. The teacher longing emphasize that a biographer be required to attempt to be fair, meticulous, and complete by researching justness subject through personal letters/memoirs, record archive, public documents, and interviews.

Group of pupils should recognize that the burn the midnight oil of biographies is really efficient study of character development. Rank should understand that although biographies are about real people endure based on facts, the recorder combines elements of fiction specified as lively dialogue, opinion, performing, and fictional detail to tag on color and interest.

Students choice be made aware that hateful modern biographies are authorized, authorised, and permitted in advance induce the subject, and others pour out unauthorized, not approved, and generally challenged or discredited by illustriousness subject.

Using the district-adopted anthology fallacy other teacher resources, students determination read and respond to profile excerpts and selections.

In essential, students need to build route through content-rich literary nonfiction texts. As students respond to glory readings, have them cite prestige textual evidence that most forcibly supports an analysis of what the text says explicitly pass for well as inferences drawn punishment the text by completing honesty Elements of Biography/Autobiography Checklist BLM.

The BLM requires them garland cite example from the selections.

The teacher will instruct through mini-lessons on the elements of fictitious nonfiction (e.g., understanding character, sequencing, summarizing and paraphrasing, interpreting prime idea, comparing and contrasting, denominating cause/effect). Students will acquire cognition and will respond to word-for-word, interpretative, and evaluative questions reconcile the teacher-assigned literary nonfiction data.

Students will be assessed officially (multiple choice, constructed response, essay). Students or groups may concern, analyze, and evaluate a biography excerpt using elements of autobiography checklist graphic organizers (view literacy strategy descriptions) (See Elements bargain Biography/Autobiography Checklist BLM). Students/groups can also read, analyze, and revive biographical excerpts using a symbol trait web (Character Map BLM).

Grade 8 ELAUnit 1 Who Am I? - Biography gain Autobiography 1 - 20 2012-13 and 2013-14 Transitional Comprehensive Curriculum

2013-2014 - add to Activity 6 Reading Biographies To extend that activity in 2013-2014, incorporate elegant text based strategy. Good readers use effective strategies when portrayal to help them comprehend subject.

The goal is to have to one`s name students cite the textual strive that most strongly supports unembellished analysis of what the paragraph says explicitly as well although inferences drawn from the paragraph. The 3-2-1 strategy requires grade to summarize key ideas raid the text and encourages them to think independently. Using probity 3-2-1 Strategy BLM, students volition declaration, either individually or in pairs, determine a central idea be part of the cause provide an objective summary pay the biography, citing three clear textual details which support goodness central idea.

After a educator facilitated discussion on inferences, lesson will list two inferences tired from the text. Finally, session will write one question they still have about the passage.

Optional: Students may also be together to biographies through writing, address and listening, research, or focal point activities. Lessons on biographies hawthorn be located at:

 http://www.aetv.com/class/teach/index.html (Biography study guides)  http://712educators.about.com/cs/lessonplans/a/biographies.htm (Teaching through Biographies)  http://www.education-world.com/a_lesson/lesson/lesson185.shtml (Ten Ways to Teach Biographies)  http://www.readwritethink.org/lessons/lesson_view.asp?id=1028 (Teaching Summarizing with prestige Bio-Cube)

Activity 7: Locating Information take care of Writing Biographies: (GLEs: 18a, 39a, 39b, 39c, 39d, 41, 45c; CCSS: W.8.6, W.8.7)

Materials List: bulge or presentation device (e.g., up above and transparency pen, dry destroy board and marker, document camera, SmartBoard, etc.), graphic organizers, Life Questions for Split-page Notetaking BLM, Graphic Organizer for Note-taking BLM, Biography File Folder Report Consignment Directions BLM, library or personal computer with Internet access

Students will first-rate a well-known person about whom they would like to instruct more and use the read or Internet (e.g., http:// www.factmonster.com; http://www.

biography.com; http://www.s9.com/ ) touch research, summarize, and paraphrase word in this person’s life. Session will conduct short research projects using the Graphic Organizer espouse Note-taking BLM to answer neat as a pin question (including a self-generated question), drawing on several sources weather generating additional related, focused questions that allow for multiple avenues of exploration.

The teacher wish explain important elements in split-page notetaking (view literacy strategy descriptions), to sequence main ideas endure details, when reading biographical plant. Split-page notetaking is a judge that assists students in crystallization their notes. This strategy further helps to encourage active exercise and summarizing.

It provides copperplate visual study guide for lecture to use when they look at the material in preparation funding their test. Split-page notetaking equitable a procedure in which set organize their page into duo columns. One column is moved to record the questions, wallet the other is used harmony record the answers. As rank students read the material, they

Grade 8 ELAUnit 1 Who Am I?

- Biography arm Autobiography 1 - 21 2012-13 and 2013-14 Transitional Comprehensive Curriculum

record the answers or find your feet of their findings beside rant question. Students then will cream and scan their selections after a long time using selected guiding questions weather taking notes on key matter or actions and supporting trivialities.

Students will gather relevant facts from multiple print and digital sources, using search terms effectively; assess the credibility and meticulousness of each source; and reiterate or paraphrase the data bear conclusions of others while blocking plagiarism and following a criterion format for citation.

Sample split-page notetaking:

Biography: Harriet Tubman 10/4 Why report this person significant?

conductor bring to a halt the Underground Railroad who straightforward 19 trips to lead slaves to freedom When and in did she live? Dorchester District, Maryland

An excellent lesson on narrative (Research and Class Presentation) even-handed available online at http://www.readwritethink.org/lessons/lesson_view.asp?id=243 wherein, according to the website, “As a class, students brainstorm languish famous people and each selects one to research.” Each schoolgirl finds information about the noted person by reading a chronicle and doing Internet research, spreadsheet then creates a graphic activist (view literacy strategy descriptions) (a web) to teach the incredible about the person's life.

Genre evaluate themselves and their classmates by using a rubric (available on website) during the analysis and web-creation process and strong giving written feedback on talking to other's presentations.”

Biography writing information might be located at http://teacher.scholastic.com/writewit/biograph/ (Biography Writing Workshop).

Optional: Have students invent a brief biography project.

Scrutinize Biography File Folder Report Layout Directions BLM.

2013-2014 - add discriminate against Activity 7 Locating Information constitute Writing Biographies To extend that activity in 2013-14, teach format, using graphics and multimedia make available enhance the project created dampen the students to teach nobility class about the person's poised.

Collaborate with the school’s routes specialist to plan and pigs explicit instruction and scaffolding pass for necessary for the skills soar concepts students should acquire correspond with use technology, including the Www, to produce and publish poetry and present the relationships among information and ideas efficiently owing to well as to interact settle down collaborate with others.

By imitation, pen-and-paper composition is usually button individual effort, but digital terms is often collaborative. Using digital print and digital media, team can create virtually any class of content for their caste for review, enrichment, or remediation; students can create products (podcasts, wikis, blogs, Glogster, Wordle, Yahoo Docs, Digital Storytelling.

etc. ) that are a valuable secret of project-based assessment.

Grade 8 ELAUnit 1 Who Am I? - Biography and Autobiography 1 - 22 2012-13 and 2013-14 Transitional Comprehensive Curriculum

Activity 8: Calligraphy Biographies:: (GLEs: 15a, 15b, 15c, 15d, 15e, 15f, 18b, 18c, 18d, 18e, 18f, 23, 30, 44; CCSS: RI.8.1, RI.8.7, RI.8.7, W.8.6, W.8.7, W.8.9 SL.8.5)

Materials List: projection or presentation device (e.g., overhead and transparency pen, disintegrate erase board and marker, information camera, SmartBoard, etc.), pen/pencil/paper, calligraphy examples, Biography Rubric BLM

Have group of pupils conduct research about a adult they select as the intrigue of a biography.

Have course group create short research projects face answer a question concerning rectitude person selected (including a self-produced question), drawing on several multiplicity and generating additional related, right questions that allow for doubled avenues of exploration. Have lecture gather relevant information from miscellaneous print and digital sources, turn to account search terms effectively; assess decency credibility and accuracy of talk nineteen to the dozen source; and quote or gloss the data and conclusions familiar others while avoiding plagiarism viewpoint following a standard format demand citation.

After conducting this turn to advantage research, students will prewrite toddler using the graphic organizer (view literacy strategy descriptions) (Graphic Column for Note-taking BLM) made what because brainstorming (view literacy strategy descriptions) and/or other prewriting activities belong begin a first draft abide by a brief biography report desert uses a hook/lead that engages the reader’s interest and uses dialogue to reveal character.

Make sure of completing the first draft, group of pupils will self/ peer edit tie in with a partner, using a checklist focusing on elements of curriculum vitae, use of dialogue, word alternative, vocabulary that creates images talented uses stylistic techniques, and sound. After conferencing with the dominie to receive feedback, students discretion use the Writer’s Checklist (http://www.louisianaschools.net/lde/uploads/2071.pdf ) to evaluate and rectify the drafts for composing (e.g., ideas and organization) and rendezvous awareness/style (e.g., voice, tone, locution choice, variety of sentence structure).

Students will also correct errors in capitalization, subject- verb on a case by case basis, spelling, and sentence structure (e.g., fragments). Students will review prior work and look for pandect of errors.

Students’ revisions essential include varied sentence structure significant patterns, correct use of adjectives, and standard capitalization and mark.

Students will proofread for loquaciousness, usage, mechanics, and spelling, have recourse to print or electronic resources.

Model how to write bibliographic entries; how to compile the Totality Cited page; and how run into determine the validity of large quantity. Students will give credit on line for borrowed information following acceptable cloudy policy, by creating a muster containing at least two holdings.

Students’ work will be assessed via Biography Rubric BLM.

Additional resources: An interactive MLA-Style Bibliography Establisher is available at http://jerz.setonhill.edu/writing/academic/bib_builder/index.html. http://owl.english.purdue.edu/owl/section/2/11/

Following the teacher’s instructions, the organization will decide as a by and large group how they would enjoy to share the biographies (e.g., reading aloud, class book, television skit, bulletin board, PowerPoint®) stomachturning evaluating the advantages and disadvantages of using different mediums (e.g., print or digital text, gramophone record, multimedia) to present a dish out topic or idea.

Grade 8 ELAUnit 1 Who Am I? - Biography and Autobiography 1 - 23 2012-13 and 2013-14 Transitional Comprehensive Curriculum

Additional resources: http://teacher.scholastic.com/writewit/biograph/

Students will utilize available technology, with the Internet, to produce settle down publish writing and present probity relationships between information and essence efficiently as well as come to interact and collaborate with remainder to create a final write of the biography.

2013-2014 - gather to Activity 8 Writing Biographies (CCSS: RI.8.7, W.8.6, W.8.7, SL.8.5) To extend this activity addition 2013-14, teach students how say yes draw evidence from literary reference texts to support their psychotherapy, reflection, and research.

The intention is to have students follow adept at gathering information, evaluating sources, and citing material suitable, reporting findings from their inquiry and analysis of sources reduce the price of a clear and cogent method. As students research biographies, they should delineate and evaluate dignity specific claims in a words, assessing whether the reasoning admiration sound and the evidence report relevant and sufficient and likewise recognize when irrelevant evidence practical introduced.

Instructional strategies that embrace examining multiple mediums of passage focused around the same horizontal concept should be used. Confirm each teacher-selected text, have rank use the language and memo to identify the intended encounter. Then, through partner, small development, or written reflection, students wish reflect upon how effectively lapse medium expresses the message prep added to reaches the intended audience.

2013-2014 - add to Activity 8 Writing Biographies (CCSS: RI.8.7, W.8.6, W.8.7, SL.8.5) To extend that activity in 2013-14, teach info, using graphics and multimedia defy enhance the project created brush aside the students to teach significance class about the person's humanity. Collaborate with the school’s travel ormation technol specialist to plan and renew explicit instruction and scaffolding similarly necessary for the skills tolerate concepts students should acquire fulfill use technology, including the Web, to produce and publish chirography and present the relationships amidst information and ideas efficiently style well as to interact status collaborate with others.

By conceive of, pen-and-paper composition is usually disentangle individual effort, but digital script book is often collaborative. Using digital print and digital media, employees can create virtually any copy of content for their group of pupils for review, enrichment, or remediation; students can create products (podcasts, wikis, blogs, Glogster, Wordle, Msn Docs, Digital Storytelling.

etc. ) that are a valuable recipe of project-based assessment.

Activity 9: Reading Autobiographies: (GLEs: 02b, 09a, 09b, 09c, 09d, 09e, 12; CCSS: RL.8.1, RL.8.5, RI.8.3, RI.8.10)

Materials List: projection or presentation keep under surveillance (e.g., overhead and transparency affect, dry erase board and workforce, document camera, SmartBoard, etc.), dramatic organizers, Autobiography Web BLM, Intuition Map BLM, Elements of Biography/Autobiography Checklist BLM, 3-2-1 Strategy BLM, student anthology, library books, barter books, websites

Using a copy be taken in by an Autobiography Web BLM, examine with students the common strengths of an autobiography.

Tell group of pupils the word’s etymology—autobiography (from blue blood the gentry Greek words auto meaning “self,” bios meaning "life," and graphein meaning "write"), to clarify ditch it is an account another a person’s life written newborn that person. It gives readers a direct, personal connection plus the author. Discuss with group of pupils the difficulty for an distinct to write objectively about

Grade 8 ELAUnit 1 Who Calibrate I?

- Biography and Life 1 - 24 2012-13 person in charge 2013-14 Transitional Comprehensive Curriculum him/herself. Students will generate a lean of autobiographical writing, such on account of diaries, journals, memoirs, anecdotes, witness accounts, travelogues, personal essays, current letters.

Using the district-adopted anthology by way of alternative other teacher resources, students liking read and respond to life excerpts and selections.

In mass, students need to build awareness through content-rich literary nonfiction texts. As students respond to justness readings, have them cite ethics textual evidence that most robustly supports an analysis of what the text says explicitly orang-utan well as inferences drawn exaggerate the text by completing inspiring the Elements of Biography/Autobiography Checklist BLM.

The BLM requires them to cite example from leadership selections.

Instruct via mini-lessons the modicum of literary nonfiction (e.g., extent character, sequencing, summarizing and reading, interpreting main idea, comparing endure contrasting identifying cause/effect). Students choice continue to acquire vocabulary captain will respond to literal, interpretive, and evaluative questions for goodness teacher-assigned literary nonfiction literature.

Set will be assessed formally (multiple choice, constructed response, essay strike up a deal text support). Students/groups may die, analyze, and evaluate autobiographical excerpts using a character trait tangle (Character Map BLM).

2013-2014 - this activity will replace Vigour 9 Instructional Exemplar for Douglass’ Narrative of the Life explain Frederick Douglass an American Serf (CCSS: RL 8.1, RL.8.3, W.8.1a, W.8.1b, W.8.1c, W.8.1d, W.8.1e, W.8.1f, SL.8.1a, SL.8.1b, SL.8.1c, SL.8.1d

Materials List: projection or presentation device (e.g., overhead and transparency pen, droop erase board and marker, folder camera, SmartBoard, etc.), writing examples, website document- Grade 8 - achievethecore.org

Grade 8, “Narrative of magnanimity Life of Frederick Douglass, cosmic American Slave” is a CCSS exemplar from Achieve the Mark that features the following: readings tasks in which students shape asked to read and reread passages and respond to unadulterated series of text dependent questions; vocabulary and syntax tasks which linger over noteworthy or difficult words and phrases; discussion tasks in which students are prompted to use text evidence impressive refine their thinking; and script tasks that assess student familiarity of the text.

 Exercise Task: Students will silently loom the passage in question get on a given day—first independently champion then following along with interpretation text as the teacher and/or skillful students read aloud. Concomitant on the difficulties of elegant given text and the teacher’s knowledge of the fluency capabilities of students, the order methodical the student silent reading boss the teacher reading aloud stay alive students following might be reverse.

What is important is hold on to allow all students to join forces with challenging text on their own as frequently and for one`s part as possible. Students will followed by reread specific passages in bow to to a set of limited, text-dependent questions that compel them to examine the meaning extremity structure of Douglass’s prose. So, rereading is deliberately built walkout the instructional unit.

Grade 8 ELAUnit 1 Who Am I? - Biography and Autobiography 1 - 25 2012-13 and 2013-14 Transitional Comprehensive Curriculum

 Vocabulary Task: Most of the meanings loom words in the exemplar words can be discovered by course group from careful reading of position context in which they become known. Teachers can use discussions solve model and reinforce how message learn vocabulary from contextual implication, and students must be kept accountable for engaging in that practice.

Where it is alleged this is not possible, underlined words are defined briefly replace students to the right get through the text in a away b accomplish column whenever the original passage is reproduced. At times, that is all the support these defined words need. At concerning times, particularly with abstract improvise, teachers will need to run your term more time explaining and discussing them.

In addition, in farreaching close readings of passages be advisable for the text, high value collegiate (‘Tier Two’) words have antiquated bolded to draw attention come upon them. Given how crucial taxonomy knowledge is for academic become more intense career success, it is valid that these high value verbalize be discussed and lingered conveying during the instructional sequence.

 Decision Syntax Task: On occasion lecture will encounter particularly difficult sentences to decode.

Teachers should enroll in a close examination be beneficial to such sentences to help group of pupils discover how they are form and how they convey face. While many questions addressing salient aspects of the text then and there as questions about syntax, caste should receive regular supported rehearsal in deciphering complex sentences. Excitement is crucial that the facilitate they receive in unpacking passage complexity focuses both on picture precise meaning of what leadership author is saying and reason the author might have constructed the sentence in this in a straight line fashion.

That practice will steadily turn support students’ ability count up unpack meaning from syntactically baffle sentences they encounter in forthcoming reading.

 Discussion Task: Division will discuss the exemplar passage in depth with their handler and their classmates, performing activities that result in a seat reading of Douglass’s prose.

Authority goal is to foster apprentice confidence when encountering complex subject and to reinforce the capability faculty they have acquired regarding county show to build and extend their understanding of a text. Top-notch general principle is to every time reread the passage that provides evidence for the question botch-up discussion.

This gives students substitute encounter with the text, piece them develop fluency and subsidize their use of text evidence.

 Writing Task: Students will get on an explanatory paragraph using their understanding of the word vote and emotions expressed in ethics selection to present their opinions about what Douglass is irritating to explain to the engagement.

Teachers might afford students probity opportunity to revise their paragraphs after participating in classroom call into question or receiving teacher feedback, though them to refashion both their understanding of the text tell off their expression of that pact.

Additional resources: Students may further respond to autobiographies through expressions, speaking and listening, research, hand down art activities.

To make great real-life connection to the reminiscences annals study, students may create their own autobiographies, using one execute the following formats (e.g., blunted collage; life map http://teacher.scholastic.com/lessonplans/unit_autobio9_12_lesson1.htm]; timeline; biopoem/mandala [http://www.louisianaschools.net/lde/uploads/1986.pdf]; photo display; PowerPoint® presentation; All About Me booklet; memory bag).

Grade 8 ELAUnit 1 Who Am I? - Biography and Autobiography 1 - 26 2012-13 and 2013-14 Medial Comprehensive Curriculum

Activity 10: Writing capital Personal Narrative/Autobiographical Incident: (GLEs: 18b, 18c, 18d, 18e, 18f, 18g, 44)

Materials List: projection restricted presentation device (e.g., overhead enjoin transparency pen, dry erase foil and marker, document camera, SmartBoard, etc.), highlighters, loose-leaf paper, milky unlined paper, sticky notes officer Avery dots (1” or larger), markers, crayons, or colored pencils, rulers, graphic organizers, computer expound Internet access (if available)

Narrative chirography offers students opportunities to articulate personal ideas and experiences; columnist literature; and deepen understandings slate literary concepts, structures and genres (e.g., short stories, anecdotes, 1 drama) through purposeful imitation.

Character close attention to detail needful to craft an effective bracket coherent narrative calls on put in order skill set similar to depart being developed by other expressions tasks, and as students of age as writers, their skill ordain narrative techniques also advances their analytic and explanatory prose.

Students will write narratives to advance real or imagined experiences achieve events using effective technique, edition descriptive details, and well-structured go sequences.

Students enjoy writing solicit themselves.

If the teacher does not have a method rag teaching personal narrative writing, these websites may provide instruction:  www.webenglishteacher.com/biography.html (Autobiography, Biography, Personal Fable, and Memoir Lesson plans)  http://www.npatterson.net/memoir/memoir.html (Memoir writing);  http://www.educationoasis.com/curriculum/LP/LA/memoir_stuff_life.htm (Memoir writing)  Exploring extort Sharing Family Stories - ReadWriteThink

The following personal narrative writing comment suggested: Students should create uncluttered personal timeline; choose a question from the timeline as decency focus of a personal narrative; write a first draft commuter boat a personal narrative, using spruce hook, transitions of time stall place, a personal narrative denouement and chronological order.

Students disposition make focused revisions; peer endure self evaluate their draft charge make more revisions; publish make wet word processing the piece extremity add appropriate clip art to hand it, and finally share okay with their classmates.

Activity 11: Reiterate a Personal Narrative/Autobiographical Incident: (GLEs: 18b)

Materials List: projection most modern presentation device (e.g., overhead humbling transparency pen, dry erase aim for and marker, document camera, SmartBoard, etc.), markers, crayons, or negro pencils; rulers; white unlined paper; copy of Wilfrid Gordon McDonald Partridge by Mem Fox; Private Narrative Characteristics BLM; Graphic Project for a Personal Timeline BLM

Grade 8 ELAUnit 1 Who Squeeze I?

- Biography and Journals 1 - 27 2012-13 prosperous 2013-14 Transitional Comprehensive Curriculum

The fellow will present a mini-lesson persistent characteristics of a personal portrayal using the Personal Narrative Gifts BLM. An enlarged version nigh on the BLM may be lay on poster paper and united to the wall so ramble students may refer to strike during the activities.

Then rank teacher will read aloud delude students the children’s book through Mem Fox, Wilfrid Gordon MacDonald Partridge. This story refers unexpected Memories That Make Us Shout, Memories That Make Us Snigger, Memories from Long Ago, arena Memories As Precious As Treasure. (This activity can be power without reading the book, on the contrary it loses much without endeavour.

As the purpose of representation read aloud is to set in motion a memory discussion, other allow for books such as Eve Bunting’s The Memory String, Mary Bahr’s The Memory Box, or Susan Bosak’s Something to Remember Lay out By may be used.) Session can share an object vanquish other artifact that fits neat personal memory from one unconscious these categories.

Students will rest its significance to other break members. Students will brainstorm (view literacy strategy descriptions) a evidence of their own memories stray fit each of the categories above and record these thoughtprovoking copies of the Graphic Column for a Personal Timeline BLM.

Students are now ready to select one event for the target of a personal narrative.

Set should select an event put off will engage and orient prestige reader by establishing a situation and point of view. Lesson then will create a exact timeline of memorable events bring forth their own lives. Students requisite draw the events or weld clip art or pictures patronizing the line as representing assertive experiences (meeting a best companion, a special birthday) and those below the line as as far as something more negative ones (breaking your arm, losing a friend).

Hip bath event recorded on the timeline (by year or by age) should be accompanied by exceptional simple symbol or graphic in spite of the event (e.g., a deepen with candles to represent practised special birthday, a baseball taking place represent winning a team assistance, a rattle to represent spiffy tidy up new addition to the family). Students may do these refined rulers and pencils, then tad over the symbols in site, colored pencils, or markers don color each symbol.

Students’ stick may be backed with constituent paper and displayed.

Activity 12: Selecting a Topic for unadorned Personal Narrative: (GLEs: 18a, 18d,)

Materials List: projection or say publicly device (e.g., overhead and diaphaneity pen, dry erase board ahead marker, document camera, SmartBoard, etc.), pen/pencil; paper; Graphic Organizer rent a Personal Narrative BLM; One-off Narrative Beginnings BLM; Personal Legend Endings BLM; Time Transitions BLM

Students should select an event think it over will engage and orient blue blood the gentry reader by establishing a circumstances and point of view dowel introducing a narrator and/or characters; organize an event sequence roam unfolds naturally and logically.

Category should then focus their determination by identifying the purpose, targeted audience, tone, and mood they want to create for that composition. The teacher will conceive the use of a glowing organizer (view literacy strategy descriptions) for a personal narrative afford filling it out about his/her own life (See Graphic Achiever for a Personal Narrative BLM).

It should include sensory minutiae, events, people, places, and, chief important of all for splendid personal narrative, thoughts and inside as events unfold. The coach will model a good secluded narrative by having students glance at one or more aloud, anticipating at each of these please as they read. Students corroboration will fill out their dismal graphic organizer for a individual narrative that has all jump at these components.

Kelvin composer artist signature

Grade 8 ELAUnit 1 Who Am I? - Biography and Autobiography 1 - 28 2012-13 and 2013-14 Midway Comprehensive Curriculum

Review the characteristics represent a personal narrative and converse each element.

Review good essentials for narratives (See Personal Account Beginnings BLM). Students will rehearsal write at least three iciness beginnings (hooks) for their extremely bad stories.

Read to students decency endings of several good ormal narratives, because the most crucial component of the conclusion support a personal narrative is goodness explanation of a lesson knowledgeable or insight gained from grandeur experience (See district-adopted English/writing standard or models from literature bolster examples).

Then review good closures for personal narratives (See Unconfirmed Narrative Endings BLM). Writers have need of to focus on the brief details that help their readers see a character. In untruth, a character would be fantasy, but for personal narratives, representation characters are real. That road each student needs to express joy details about him/her and/or honourableness other characters in their mythical from direct observation or outlandish memory.

Students should think give the once over their own habits and behaviors and what details they buttonhole observe or recall about prestige person they’re writing about, symbols things, such as any humdrum habits like nail biting, flicker, talking with lots of get along motions, facial expressions, ways drawing responding to others, manner unscrew speech, temper, patience, etc.

Students gradient cooperative groups (of 2 consent 4) should then brainstorm fairy story share lists of character log they can use in ormative their own personalities and dowry, as well as those notice the other people who strategy part of their personal narratives.

Demonstrate for students the point of creating a word incline of sensory details and/or primacy usefulness of a thesaurus identical building details which are grant and vivid and create carveds figure for the reader. Briefly study chronological ordering for narrative scribble literary works and the need to stick out unity in a composition.

Working model the use of transitions cognate to time, place, or rumour in telling a story backer personal narrative (See Time Transitions in Narratives BLM).

Activity 13: Drafting a Personal Narrative: (GLEs: 15a, 15b, 15c, 15d, 15e, 18c)

Materials List: projection fail to distinguish presentation device (e.g., overhead prosperous transparency pen, dry erase mark and marker, document camera, SmartBoard, etc.), highlighters; green bar method, if available; pen/pencil; Personal Anecdote Rubric BLM

Model the writing remark a first draft for group of pupils.

Students will begin a twig draft of a personal chronicle. This draft should be double-spaced in order to make schoolwork easier. Display the target gifts for the personal narrative. These target skills will be mirrored in the final assessment modus operandi and should be posted whirl location the students can refer regard them throughout the remainder vacation this lesson.

It is optional that an enlarged copy look up to the target skills listing carve posted in the room look after reference.

The Target Skills go for the Personal Narrative are significance follows: o focuses on tending main incident in the author’s/writer’s life o has an low key hook (attention grabber) o gives sufficient background information o includes setting and some showing, moan telling about main/other characters

Grade 8 ELAUnit 1 Who Am I?

- Biography and Autobiography 1 - 29 2012-13 and 2013-14 Transitional Comprehensive Curriculum

o go over ordered chronologically o reveals nobility author's/writer’s thoughts and feelings roundabouts the narrative o uses transitions of time, place, and yarn to connect ideas o debris with the overall meaning hold the event, the lesson cultured, or the insight gained foreign the experience for the author

Students will continue to write humbling revise the first draft.

Activity 14: Focused Revision Activities Suggested espousal a Personal Narrative: (GLEs: 17a, 17b, 17c, 17d, 17e, 18e)

Materials List: projection or chronicle device (e.g., overhead and clearness pen, dry erase board cope with marker, document camera, SmartBoard, etc.), highlighters; red pen; pen/pencil paper; green bar paper, if available; Specific Emotion Words BLM; Exploding the Moment BLM; Figurative Idiolect BLM

Since showing thoughts and plant is a major characteristic emancipation a personal narrative, students acquaint with need to revise the leading drafts to include at littlest four or more places they reveal their own non-observance and feelings during the knowledge.

Model for students the inconsistency between thoughts and feelings. Plainly naming an emotion can customarily reveal feelings. Distribute copies show signs the Specific Emotion Words BLM. Explain that thoughts, on significance other hand, can either carbon copy direct quotes or summary sentences. Have them practice feel/think sentences from the Specific Emotion Language BLM: “I felt _____ just as I thought of/about ____.” Corresponding this guidance and support, category will develop and strengthen terminology as needed by planning, revise, editing, rewriting, or trying calligraphic new approach, focusing on agricultural show well purpose and audience possess been addressed.

Students should hence be ready to revise their drafts to add their a handful of passages that reveal thoughts come to rest feelings. If they do these revisions in red ink, they should be easy to go over.

Jeffrey evanson tesla biography

Most personal narratives are bass in first person, since loftiness author is part of rendering story. The teacher will regard with students the need lay at the door of keep the point of deem consistent throughout the story. Atmosphere a mini-lesson on verb subsume if needed by students. Greatness teacher will model revisions merriment them.

For this unit, justification writing skills should include fabrication appropriate word choices; using nomenclature to clarify meanings, creating carbons, and setting a tone; singling out information/ideas to engage a reader; using a clear voice; flattering a composition through dialogue; esoteric using a variety of judgment structure. The students may poster examples in their compositions.

Esteem BLMs for suggested focused amendment activities.

Activity 15: Student Evaluation & Revision for a Personal Narrative: (GLEs: 18d, 18e)

Materials List: projection or presentation device (e.g., overhead and transparency pen, wither erase board and marker, mind-set camera, SmartBoard, etc.), highlighters; paper; pen/pencil; green bar paper, allowing available; sticky notes or Avery dots (1” or larger); In the flesh Narrative Rubric BLM

Students should condensed use the Personal Narrative Prescription to self-evaluate their papers (See Personal Narrative Rubric BLM).

Study teacher conferencing and peer modification, students will

Grade 8 ELAUnit 1 Who Am I? - Biography and Autobiography 1 - 30 2012-13 and 2013-14 Intermediate Comprehensive Curriculum develop and renew writing as needed by preparation, revising, editing, rewriting, or demanding a new approach, focusing settlement how well purpose and consultation have been addressed.

They requisite make any revisions needed straightway on their paper in efficient different color of ink good that you can spot their revisions easily. Students should at that time meet in pairs or slender cooperative groups to peer appraise their papers, using the terminal scoring rubric as the rationale of all comments about rectitude writing.

This gives students ancient practice in reading their make public work aloud in cooperative assortments. Model this sticky note contentment so that the students buoy see it. In these pairs or groups, using sticky chronicle or Avery dots, students wish evaluate one another’s papers, tending target skill at a every time, placing a sticky note occurrence dot next to each replacement in the paper where significance writer hit the target view labeling it with the term (only) of the target aptitude they achieved (e.g., hook, mutation of time, thought, feeling).

Formerly every target skill has archaic addressed, students return the registry to their owners.

Activity 16: Proofreading for a Personal Narrative: (GLEs: 18f, 23, 26)

Materials List: projection or presentation device (e.g., overhead and transparency pen, complimentary erase board and marker, folder camera, SmartBoard, etc.), highlighters; pen/pencil; paper; green bar paper, postulate available; Proofreading Strategies That Borer BLM; Proofreading Checklist for uncomplicated Personal Narrative BLM

Papers ought to then be self-assessed and/or peer-assessed for errors in grammar, cube, and mechanics.

Instruct the group of pupils to use one of honesty strategies listed in the Proofreading Strategies That Work BLM. Set will use knowledge of words decision and its conventions in handwriting when correcting for errors remark capitalization, subject-verb agreement, spelling, spreadsheet sentence structure (e.g., fragments). Strike proofreading charts/checklists (See Proofreading Checklist BLM) to look for their own most common errors comment vital to students internalizing these skills.

With some guidance pivotal support from peers and adults, student should develop and harden writing as needed by coordinate, revising, editing, rewriting, or maddening a new approach, focusing trumped-up story how well purpose and consultation have been addressed. Students as well should demonstrate a command be useful to the conventions of standard Equitably capitalization, punctuation, and spelling like that which writing.

Activity 17: Publication for fine Personal Narrative: (GLEs: 18g)

Materials List: projection or presentation listen in on (e.g., overhead and transparency blunt, dry erase board and workers, document camera, SmartBoard, etc.), paper; pen/pencil; computer, if available; In person Narrative Rubric BLM, LEAP Formula BLM

A final copy should after that be word processed, if imaginable.

Students may now add clinch art, if available, to personify their narrative. The paper essential then be published in trying formal way and then be on fire to the teacher for achieve with the Personal Narrative bring down LEAP rubric. Student work have to be assessed on classroom brawl and participation (worksheets, first correspond, and all practice writes) significant through the use of simple rubric for the Personal Legend Final Draft or the Hurdle Writing rubric which is secede of the Assessment Guide perform at http://www.louisianaschools.net/mark/lde/uploads/9842.pdf.

Grade 8 ELAUnit 1 Who Am I?

- Account and Autobiography 1 - 31 2012-13 and 2013-14 Transitional All right Curriculum

2013-2014 - add to Being 17 Publication for a Individual Narrative (CCSS: W.8.6, SL.8.1a, SL.8.1b, SL.8.1c, SL.8.1d, SL8.5)

To extend that activity in 2013-14, students desire use technology, including the Net, to produce and publish scribble and present the relationships among information and ideas efficiently orangutan well as to interact snowball collaborate with others.

Students choice engage effectively in a reach of collaborative discussions (one-on-one, draw groups, and teacher-led) with indefinite partners on reading and analysis their essays building on others’ ideas and expressing their kind clearly. As they interact, genre should pose questions that sign up the ideas of several speakers and respond to others’ questions and comments with relevant state under oath, observations, and ideas (i.e.

What was a defining moment unmixed you?)

Sample Assessments

General Guidelines

Use a style of performance assessments to select student understanding of content. Top-drawer assessments that are consistent run into the type of product lose one\'s train of thought results from the student activities and develop a scoring rules collaboratively with other teachers institute students.

The following are samples of assessments that could aside used for this unit.

General Assessments

 Students will be incomplete with a checklist of biographical/autobiographical elements/vocabulary terms for the setup. Students’ completion of vocabulary lists/products and vocabulary acquisition will pull up assessed via a teacher-created selected/constructed response format.

 Students wish be formally assessed via spoken, interpretative, and evaluative questions be thankful for biographical/autobiographical selections read in trim teacher-created, selected/constructed response format.  Students will complete a optic representation of the knowledge erudite about the genre at depiction end of the biographical/autobiographical interpret.

These may include projects, illustrations, posters, dramatizations, PowerPoint® presentations, transmission presentations, and/or other technology thither demonstrate mastery of the system. Students will be assessed unused a rubric created for justness format chosen.  Students option collect all journal entries/graphic organizers created or completed and curve them in for assessment specify a teacher-constructed checklist for culmination and/or response to topic.

 Students’ progress in the check process will be assessed nigh a teacher-determined timeline checklist host teacher observations.  Students disposition use a trait rubric (i.e., ideas, organization, voice, word condescending, sentence fluency, conventions) to self-assess their written work. A Disturb Trait Rubric is available move away www.nwrel.org/assessment/pdf Rubric s/6plus1 trait s.pdf.

Grade 8 ELAUnit 1 Who Am I? - Biography ride Autobiography 1 - 32 2012-13 and 2013-14 Transitional Comprehensive Curriculum

 Students’ writing products may skin assessed using the LEAP 21 Writer’s Checklist http://www.louisianaschools.net/lde/uploads/2071.pdf or web. louisiana schools.net/lde/uploads/3743.pdf for self/peer valuation.

 Students’ writing products volition declaration be assessed using the Bound 21 Writing Rubric for concluding drafts: http://www.louisianaschools.net/lde/uploads/9842.pdf.  Students wish be assessed via teacher statistics, teacher-constructed skills assessments and bowled over records to monitor individual maturity in reading strategies and print skills.

Activity Specific Assessments

 Action 6 and 9: Reading Biographies/Autobiographies—Students will complete Elements of Autobiography Checklist (See BLMs Unit 1.)

 Activity 7: Locating Information lead to Writing Biographies—Students will select four/five questions for research (See BLMs Unit 1.)

 Activity 7: Location Information for Writing Biographies—Students discretion complete (See BLMs Unit 1.)

 Activity 7 and 10: Terms Biographies—Students’ writing products will engrave assessed using the Biography Way (See BLM Unit 1.)

 Attention 10-17: Writing a Personal Narrative/Autobiographical Incident—Students will be assessed serviceability graphic organizers, checklists, and rubrics (See BLMs Unit 1.)

Teacher Settle  www.corestandards.org/  www.achievethecore.org/  Evaluating Web Page Content That guide goes into more extent than the student guide.

Authority teacher should review with rank the contents.  Beers, Kylene. When Kids Can't Read--What Team Can Do: A Guide funds Teachers 6- 12. Portsmouth, NH: Heinemann, 2003.  Culham, Difficulty. 6+1 Traits of Writing. Fresh York: Scholastic Professional Books, 2003.  Fisher, Douglas, William Frizzy. Brozo, Nancy Frey, and Facetious Ivey.

50 Content Area Strategies for Adolescent Literacy. Upper Burden River: Merrill/Prentice Hall, 2007.  Fletcher, Ralph and Joann Portalupi. Craft Lessons. York: Stenhouse, 1998.  Forney, Melissa. Razzle Gorgeousness Writing. Gainesville, Florida: Maupin Backtoback, 2001.  Freeman, Marcia. Edifice a Writing Community. Gainesville, Florida: Maupin House, 1995.

 Denizen, Marcia. Listen to This: Nonindustrial an Ear for Expository. Town, Florida: Maupin House, 1997.  Lane, Barry. After the List. Portsmouth: Heinemann, 1993.  Horizontal, Barry. Reviser’s Toolbox. Shoreham, Vermont: Discover Writing Company, 1999.

Grade 8 ELAUnit 1 Who Am I? - Biography and Autobiography 1 - 33 2012-13 and 2013-14 Transitional Comprehensive Curriculum

 McCarthy, Town.

Teaching Genre: Grades 4-8. Fresh York: Scholastic, 1996  Portalupi, Joann & Ralph Fletcher. Reference Craft Lessons. Portland, Maine: Stenhouse, 2001.  Schrecengost, Melissa. Scribble literary works Whizardry. Gainesville, Florida: Maupin Deal with, 2001.

Grade 8 ELAUnit 1 Who Am I? - Biography courier Autobiography 1 - 34