3rd Grade - DePaul University



8th Grade 4TH QUARTER LEARNING PRIORITIES

During Fourth Quarter, 8th Graders should exercise their complete “repertoire”. Each of the following standards is applied during the quarter.

|READING LITERATURE |READING NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Cite the textual evidence that most strongly supports an analysis of what the text says |1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as |

|explicitly as well as inferences drawn from text. |well as inferences drawn from the text. |

|2. Determine a theme or central idea of a text and analyze its development over the course of the |2. Determine a central idea of a text and analyze its development over the course of the text, including |

|text, including its relationship to the characters, setting, and plot; provide an objective |its relationship to supporting ideas; provide an objective summary of the text. |

|summary of the text. | |

|3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, |3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events |

|reveal aspects of a character, or provoke a decision. |(e.g., through comparisons, analogies, or categories). |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Determine the meaning of words and phrases as they are used in a text, including figurative and|4. Determine the meaning of words and phrases as they are used in a text, including figurative, |

|connotative meanings; analyze the impact of specific word choices on meaning and tone, including |connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, |

|analogies or allusions to other texts. |including analogies or allusions to other texts. |

|5. Compare and contrast the structure of two or more texts and analyze how the differing structure|5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular |

|of each text contributes to its meaning and style. |sentences in developing and refining a key concept. |

|6. Analyze how differences in the points of view of the characters and the audience or reader |6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and |

|(e.g., created through the use of dramatic irony) create such effects as suspense or humor. |responds to conflicting evidence or viewpoints. |

|INTEGRATION OF KNOWLEDGE AND IDEAS |INTEGRATION OF KNOWLEDGE AND IDEAS |

|8. (Not applicable to literature) |8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is |

| |sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. |

|9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types |9. Analyze a case in which two or more texts provide conflicting information on the same topic and |

|from myths, traditional stories, or religious works such as the Bible, including describing how |identify where the texts disagree on matters of fact or interpretation. |

|the material is rendered new. | |

Writing: CPS Framework Assessment Specification

CCSSW8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum

CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

1. CCSS.ELA-Literacy.SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

2. CCSS.ELA-Literacy.SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

3. CCSS.ELA-Literacy.SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

4. CCSS.ELA-Literacy.SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

• CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

• CCSS.ELA-Literacy.SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas

• CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

• CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

CCSS.ELA-Literacy.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)

Eighth Grade: FOURTH QUARTER Learning Priorities Weeks 30-31

| |Week 30 |Week 31 |

|Reading Literature |How do you interpret a poem? To respond, students should clarify the |How do you interpret fiction? To respond, students should clarify the |

|CCSSRL.8.1 |processes they use and demonstrate by responding to a range of questions |processes they use and demonstrate by responding to a range of questions |

|Cite the textual evidence that most strongly |Poem Reader's Questions |Fiction Questions |

|supports an analysis of what the text says | | |

|explicitly as well as inferences drawn from text. | | |

|Science |Analyze how a science writer communicates ideas. |Analyze the structure of a science text. |

|CCSSRI.8.1 |Then answer specific text-based questions. |Then answer specific text-based questions. |

|Cite the textual evidence that most strongly | | |

|supports an analysis of what the text says |Nonfiction Passage Questions |Nonfiction Passage Questions |

|explicitly as well as inferences drawn from text. | | |

| | | |

|Social Science |How do you analyze NON fiction? To respond, students should clarify the |How do you analyze |

|CCSSRI.8.1 |processes they use and demonstrate by responding to a range of questions |NON fiction? To respond, students should clarify the processes they use |

|Cite the textual evidence that most strongly |Nonfiction Passage Questions |and demonstrate by responding to a range of questions |

|supports an analysis of what the text says | |Nonfiction Passage Questions |

|explicitly as well as inferences drawn from text. | | |

|Fluency |This week’s read aloud—could be student-written. |This week’s read aloud—could be student-written. |

|Comprehension rate expression | | |

|Word Knowledge |Academic Vocabulary—make glossary and write with words relating to |Academic Vocabulary—make glossary and write with words relating to |

|CCSSR.8.4 |interpreting literature. |interpreting literature. |

| | | |

|Writing |Explain how a writer writes nonfiction—list the steps and strategies. |Explain how a writer writes a story—list the steps and strategies. |

|CCSSW8.4 Write with clarity –and analyze how a | | |

|writer writes to learn more about writing—and | | |

|reading. | | |

|MATH |Focus: |Focus: |

|CCSS Math Practice Standards | | |

|1: analyze problem, then solve it |Key Terms: |Key Terms: |

|2. Reason abstractly and quantitatively | | |

|6: Attend to precision |Assessment: |Assessment: |

| | | |

Eighth Grade: FOURTH QUARTER Learning Priorities Weeks 32-33

| |Week 32 |Week 33 |

|Reading Literature |students analyze two different works by the same writer or by two |Analyze two different passages about the same topic: |

|CCSSRL.8.9 Compare and contrast the themes, settings,|different authors, applying the full range of strategies and skills. |compare/contrast—could be poem, novel, story, or nonfiction genre. |

|and plots of stories written by the same author | |(CCSSRL8.9) |

|Science |Use structure of the text to Identify main idea and supporting ideas |Identify strategies a nonfiction writer uses to support ideas. |

|CCSSRI8.8 Delineate and evaluate the argument and |in a passage. |Summarize the passage and write a note to the author about the effective |

|specific claims in a text, assessing whether the |Identify the strongest evidence to support them. |use of strategies. |

|reasoning is sound and the evidence is relevant and |Then summarize the passage. | |

|sufficient; recognize when irrelevant evidence is | |CCSSRI 8.8 evaluate strength of argument |

|introduced. |CCSSRI 8.8 evaluate strength of argument | |

|Social Science |Identify opinions or claims in nonfiction. |Compare two different writers’ explanation of the same topic. Evaluate |

|CCSSRI8.5. Use text features and search tools (e.g., |Evaluate the evidence provided. |the kinds of evidence/examples they provide. Identify any opinions or |

|key words, sidebars, hyperlinks) to locate information| |bias included in each. |

|relevant to a given topic efficiently. |CCSSRI 8.8 evaluate strength of argument | |

| | |CCSSRI 8.9 Compare and contrast two texts on same topic. |

|Fluency |This week’s read aloud—could be student-written |This week’s read aloud—could be student-written. |

|Comprehension rate expression | | |

|Word Knowledge |How do you infer from context—students explain with examples |How do you analyze word structure—students explain with examples |

|CCSSR.8.4 | | |

|Writing |Make a guide to tense, subject verb agreement, possessives, |Make a grammar guide—with examples of how punctuation helps clarify |

|CCSSW 8.5 edit to improve clarity |contractions |meaning when writing/reading |

|MATH |Focus: |Focus: |

|CCSS Math Practice Standards | | |

|1: analyze problem, then solve it |Key Terms: |Key Terms: |

|2. Reason abstractly and quantitatively | | |

|6: Attend to precision |Assessment: |Assessment: |

| | | |

Eighth Grade: FOURTH QUARTER Learning Priorities Weeks 34-35

| |Week 34 |Week 35 |

|Reading Literature |Compare and contrast two different texts with a similar theme. What |Compare/contrast drama and prose. Decide which is more effective in|

|CCSSRL.8.1 |similar or different strategies do the writers use to communicate? |communicating a theme or lesson—support your opinion. (CCSSRL8.9) |

|Answer with evidence |How are the elements different—setting, plot, characters? | |

|Science |Compare two different writers’ explanation of the same topic. |Compare two different writers’ explanation of the same topic. |

|CCSSRI8.8 Delineate and evaluate the argument and specific |Evaluate the kinds of evidence/examples they provide. Identify any |Evaluate the kinds of evidence/examples they provide. Identify any |

|claims in a text, assessing whether the reasoning is sound |opinions or bias included in each. |opinions or bias included in each. |

|and the evidence is relevant and sufficient; recognize when| | |

|irrelevant evidence is introduced. | | |

| | | |

|Social Science |Analyze texts that report progress that individuals have accomplished.|Analyze texts that report progress that individuals have |

|CCSSRI.8.1 |(supports Social Emotional development and reading competence) |accomplished. (supports Social Emotional development and reading |

|Cite the textual evidence that most strongly supports an |Plan Chicago’s future (Supports SEL and analyzing positions and |competence) |

|analysis of what the text says explicitly as well as |central ideas.) |Plan Chicago’s future (Supports SEL and analyzing positions and |

|inferences drawn from text. |Chicago: City of Possibilities, Plans, Progress |central ideas.) |

|CCSSRI8.2 Identify central ideas. | |Chicago: City of Possibilities, Plans, Progress |

|Fluency |This week’s read aloud—could be student written |This week’s read aloud—could be student-written |

|Comprehension rate expression | | |

|Word Knowledge |Academic Vocabulary—make glossary and write with words relating to |Academic Vocabulary—make glossary and write with words relating to |

|CCSSR.8.4 |interpreting literature. |interpreting literature. |

|Academic vocabulary | | |

|Word structure | | |

|Writing |Outline and draft a report on a topic of interest—could be a career, |Edit the report—add details, clarify transitions, add illustrations.|

|CCSSW8.4 4. Produce clear and coherent writing in which the|an event, a report on your favorite literary genre. | |

|development, organization, and style are appropriate to | | |

|task, purpose, and audience. | | |

|MATH |Focus: |Focus: |

|CCSS Math Practice Standards | | |

|1: analyze problem, then solve it |Key Terms: |Key Terms: |

|2. Reason abstractly and quantitatively | | |

|6: Attend to precision |Assessment: |Assessment: |

| | | |

| |Recommended—students make problem-solving guide | |

Eighth Grade: FOURTH QUARTER Learning Priorities Weeks 36-37

| |Week 36 |Week 37 |

|Reading Literature |Support a position on literature: which form of literature is |Students choose their favorite literature and explain reasons for that |

|CCSSRL8.9. Compare and contrast the themes, settings, and |most effective at influencing readers? |choice. |

|plots of stories written by the same author about the same or| | |

|similar characters | | |

|Science |Explain how you have prepared to succeed in science learning in|Project your future in science—including a career such as designing. |

|CCSSW 2 Communicate ideas |the future. | |

| | | |

|Social Science |Write the future—plan what changes people should make to enable|Present your future vision in a letter or speech. |

|CCSSRI 7: Integrate information from different sources |Chicago to become a better city. CCSSW 8.1—argumentative |CCSSW 8.1—argumentative writing based on reading. |

| |writing based on reading. |Chicago: City of Possibilities, Plans, Progress |

| |Chicago: City of Possibilities, Plans, Progress | |

|Fluency |This week’s read aloud: |This week’s read aloud: |

|Comprehension rate expression | | |

| | | |

|Word Knowledge |Make glossary of words that tell about the techniques of a |Make a list of adjectives that describe positive character traits. |

|CCSSR.8.4 |professional—writer, scientist, politician—any other profession| |

|Writing |Write with the words—tell about yourself in the future in a |Biography—write about yourself, how you have developed since |

| |career in that field. |kindergarten. |

|MATH |Focus: |Focus: |

|CCSS Math Practice Standards | | |

|1: analyze problem, then solve it | | |

|2. Reason abstractly and quantitatively |Key Terms: |Key Terms: |

|6: Attend to precision | | |

| | | |

| |Assessment: |Assessment: |

Eighth Grade: FOURTH QUARTER Learning Priorities Weeks 38-39

| |Weeks 38-39 |

|Reading Literature |Recognize Progress |

|Synthesis |Students choose their favorite reading of the year, write an explanation of why it is their favorite, using terms relating to the interpretation |

|CCSSR 8.5 |of literature. |

| | |

| |Hold a speech or poetry reading in which students read and interpret poems, including poems they have written. |

|Science |Organize culminating projects such as: |

|Synthesis |Science Expo—students each choose a topic or work in pairs, present the topic with examples they illustrate and summarize. |

|CCSSRI8.7 |Science strategies guide: students write a guide to doing science, from observation through conclusion. |

| |Science Careers: Students identify a job they want to do, and explain the science they would use in that job. Career areas can be in food |

| |service, technology, astronomy, health—encourage diversity. |

| |Prepare the Science Learning Yearbook—each student provides a page/section. Present it to the 7th graders. |

|Social Science |Choose a career in government or community service. |

|synthesis |Write about yourself in that role in the future—explain what you will accomplish. |

|Fluency |Students present their own speeches or poems about their commencement. |

|Word Knowledge |Words about progress |

|CCSSR.8.4 | |

| |Words about possibilities |

|Writing |Write a persuasive speech or poem that communicates a position about an issue. |

|Persuasive | |

|CCSSW 8.1 |Write a poem, story, or letter with a central message. |

|MATH |Organize culminating projects such as: |

|CCSS Math Practice Standards |Math Know How and Know What—organize a project in which students provide math glossary, definitions and examples of terms, and math “rules” for |

|1: analyze problem, then solve it |geometry, measurement, other areas they need to improve. |

|2. Reason abstractly and quantitatively |Algebra Handbook: Students organize a guide to solving problems with algebraic thinking. |

|6: Attend to precision |Prepare the Math Learning Yearbook—each student provides a page/section. |

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