3rd Grade - DePaul University



8th Grade

FOURTH QUARTER LEARNING PRIORITIES

Common Core Literacy Standards Emphasized are Underlined.

Other listed standards are reinforced—have been developed in quarters 1-3.

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

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

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

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

|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, and |

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

|or allusions to other texts. |allusions to other texts. |

|5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as|5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a |

|chapter, scene, and stanza; describe how each successive part builds on earlier sections. |given topic efficiently. |

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

|9. Compare and contrast the themes, settings, and plots of stories written by the same author about the |9. Compare and contrast the most important points and key details presented in two texts on the same topic. |

|same or similar characters (e.g., in books from a series). | |

Writing: CCSSW8.8 (CPS Framework Assessment Specification)

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.

EXPLORE takes place May 13-17, 2013. For EXPLORE resources, go to Make EXPLORE Progress at teacher.depaul.edu.

High School Prep Priorities

These lists include essentials for preparation for high school. Identify content and skills to emphasize from this chart and your assessments. For complete listing of grade level competencies go to .

|READING |Analyze structure, techniques of text |SCIENCE |Scientific method |

|Answer questions with |Compare/contrast |Explain concepts with examples |Data interpretation |

|evidence (CCSS1) |Analyze and infer relationships |Apply concepts to analyze |Core science knowledge |

|Summarize and Synthesize |Explain how to answer questions: analytic, inferential, |Analyze/evaluate conclusions | |

|(CCSS2) |evaluative | | |

|Relate ideas and |Paraphrase | | |

|information from different |Summarize and identify main idea | | |

|sources (CCSSR7) |Synthesize | | |

| |Interpret tone, mood, imagery | | |

| |Analyze theme development | | |

| |Analyze author’s strategies/techniques | | |

| |Extended response | | |

| |Fiction: stories, short stories, novel |SOCIAL STUDIES |US history: post-war through today |

|GENRES |Poems, songs, paintings, drama |Explain concepts with examples |Map interpretation: conflict and change |

| |Non-Fiction: science, social studies; speeches |Apply concepts to analyze | |

|WORD KNOWLEDGE |Root word |MATH |Basic properties associative, communicative, orders of operations of real|

|Use/Expand content |Prefix and Suffix |CCSS Practice Standards: |numbers |

|vocabulary in reading and |Compound word |Analyze problem and solve with persistence |Solve linear equations using addition, multiplication, and inverse |

|writing: math, science, |Dictionary. Glossary, thesaurus |Think quantitatively and abstractly |operations |

|social studies |Multiple meaning words |Work with precision |Domain of independent variables, range of dependent variables |

| |Synonym; Antonym |Look for patterns—and use them |Solve problems written as expressed |

| |Imagery | |Describe how change in one variable affects others |

| | | |Define, use, interpret linear relationships and represent them with |

| | | |graphs and equations |

| | | |Translate algebraic expressions into phrases and sentences, graph |

| | | |inequalities |

| |Expository, narrative, persuasive essay |LEARNING SKILLS |Follow directions |

|WRITING |biography |Identify important information |Work with others |

| |poem |Support ideas with examples |Learning reports |

| |report | |Use graphic organizers |

| |use adjectives, adverbs, clauses to clarify | |Make exhibits and presentations |

| | | |Take notes; summarize notes |

EXPLORE SCIENCE ANALYZER

Objective: I can organize information for an argument.

Common Core Anchor Writing Standard 1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Focus: ______________________________________________________________

One Position Another Position

________________________ ________________________

________________________ ________________________

Supporting Reasons and Supporting Reasons and

Facts: Facts:

MY POSITION: Which position do you choose?

__________________________________________________________________

Write to explain your position and defend it against the opposition.

Eighth Grade: Fourth Quarter Learning Priorities Weeks 29-30

| |Week 29 |Week 30 |

|Reading Literature |To prepare for NWEA/EXPLORE and high school: the big question is—How do you |To prepare for NWEA/EXPLORE: the big question is—How do you interpret fiction? |

|CCSSRL.8.1 |interpret fiction? To respond, students should clarify the processes they use |To respond, students should clarify the processes they use and demonstrate by |

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

|an analysis of what the text says explicitly as well | | |

|as inferences drawn from text. | | |

|Science |Analyze an experiment—see EXPLORE examples |Analyze two different approaches to the same experiment—see EXPLORE examples |

|CCSSRI.8.1 | | |

|Cite the textual evidence that most strongly supports | | |

|an analysis of what the text says explicitly as well |Data/Graph Analysis: |Data/Graph Analysis: |

|as inferences drawn from text. | | |

|Social Science |To prepare for NWEA/EXPLORE and high school: the big question is—How do you |To prepare for NWEA/EXPLORE and high school: the big question is—How do you |

|CCSSRI.8.1 |analyze |analyze |

|Cite the textual evidence that most strongly supports |NON fiction? To respond, students should clarify the processes they use and |NON fiction? To respond, students should clarify the processes they use and |

|an analysis of what the text says explicitly as well |demonstrate by responding to a range of questions |demonstrate by responding to a range of questions |

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

|CCSSRI8.4 |literature. |literature. |

| | | |

|Writing |Report on an experiment—aligns with EXPLORE and High School science |Report on an experiment—aligns with EXPLORE and High School science requirements |

|CCSSW8.3 narrate experiment |requirements | |

|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: |

| | | |

| |EXPLORE INTEGRATION: |EXPLORE INTEGRATION: |

Eighth Grade: Fourth Quarter Learning Priorities Weeks 32-33

| |Week 31 |Week 32 |

|Reading Literature |To strengthen fiction interpretation, students analyze two different works by |Analyze two different passages about the same topic: compare/contrast—could be |

|CCSSRL.8.9 Compare and contrast the themes, settings,|the same writer or by two different authors, applying the full range of |poem, novel, story, or nonfiction genre. (CCSSRL8.9) |

|and plots of stories written by the same author |strategies and skills. | |

|Science |Topic or Inquiry Question: |Topic or Inquiry Question: |

|CCSSRI8.8 Delineate and evaluate the argument and | | |

|specific claims in a text, assessing whether the |Reading: Locate and list information to support an idea or position. |Reading: Locate and list information to support an idea or position. |

|reasoning is sound and the evidence is relevant and | | |

|sufficient; recognize when irrelevant evidence is |Data/Graph Analysis: |Data/Graph Analysis: |

|introduced. | | |

| |EXPLORE PREP: contrast two different science positions |EXPLORE PREP: contrast two different science positions |

|Social Science |Ask and answer analytic, inferential, and evaluative questions about a |Ask and answer analytic, inferential, and evaluative questions about a nonfiction |

|CCSSRI.8.1 |nonfiction reading |reading |

|Cite the textual evidence that most strongly supports | | |

|an analysis of what the text says 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 |How do you infer from context—students explain with examples |How do you analyze word structure—students explain with examples |

|CCSSRI8.4 | | |

|Writing |Make a guide to tense, subject verb agreement, possessives, contractions |Continue grammar guide |

|Make a grammar guide—with examples of how punctuation | | |

|helps clarify 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: |

| | | |

| |EXPLORE INTEGRATION: |EXPLORE INTEGRATION: |

Eighth Grade: Fourth Quarter Learning Priorities Weeks 33-34

| |Week 33 |Week 34 EXPLORE |

|Reading Literature |Analyze how a nonfiction writer communicates a topic so that you learn ideas through |Evaluate |

|CCSSRL.8.1 |the information. |Compare/contrast drama and prose. Decide which is more effective in |

|Answer with evidence |(CCSSRI8.5) |communicating a theme or lesson—support your opinion. (CCSSRL8.9) |

|Science |Topic or Inquiry Question: |Topic or Inquiry Question: |

|CCSSRI8.8 Delineate and evaluate the argument and | | |

|specific claims in a text, assessing whether the | |Reading: Evaluate the reasons a writer includes information and kinds of |

|reasoning is sound and the evidence is relevant and |Reading: Add information to improve clarity of a position paper. |statements in an article. |

|sufficient; recognize when irrelevant evidence is | | |

|introduced. |Data/Graph Analysis: | |

| | | |

|Social Science |Topic: |Topic: |

|CCSSRI8.5. Use text features and search tools (e.g., | | |

|key words, sidebars, hyperlinks) to locate |BIG Question: |BIG Question: |

|information relevant to a given topic efficiently. | | |

| |Locate information—using text features-- to respond to the question. |Reading: Evaluate a statement or argument in terms of the information |

| | |presented to support it |

| |Constructed Response—to the BIG question | |

| | |Writing: Answer the BIG question with logic. |

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

|CCSSRI8.4 |literature. |interpreting literature. |

|Academic vocabulary | | |

|Word structure | | |

|Writing |Write the introduction and conclusion to the report. Check that the report is clearly|Edit the report—add details, clarify transitions, add illustrations. |

|CCSSW8.4 4. Produce clear and coherent writing in |focused. | |

|which the 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: |

| | | |

| |EXPLORE INTEGRATION: Recommended—students make problem-solving guide | |

Eighth Grade: Fourth Quarter Learning Priorities Weeks 35-36

| |Week 35 |Week 36 |

|Reading Literature |Read two different texts on the same topic or theme or by the same |Compare and contrast texts in different forms or genres (e.g., stories and poems; |

|CCSSRL8.9. Compare and contrast the themes, settings, and|author. Summarize how they are alike and different. |historical novels and fantasy stories) in terms of their approaches to similar |

|plots of stories written by the same author about the | |themes and topics. |

|same or similar characters | | |

|Science |Choose a topic you care about in science. |Topic or Inquiry Question: |

|CCSSRI8.8 Delineate and evaluate the argument and |Read about it. | |

|specific claims in a text, assessing whether the |Explain whether you agree or disagree with the writer’s position. |Use information from texts and your own experience to take and support a position |

|reasoning is sound and the evidence is relevant and | |(may relate to previous week’s topic) |

|sufficient; recognize when irrelevant evidence is | | |

|introduced. | | |

|Social Science |Topic: |Topic: |

|CCSSRI.8.9. Compare and contrast the most important | | |

|points and key details presented in two texts on the same|BIG Question: |BIG Question: |

|topic. | | |

| |Reading: Locate information to respond to the question in different |Reading: Locate information to respond to the question in different sources. |

| |sources. |Combine information from two or more sources to answer the BIG question. |

| | | |

| |Combine information from two or more sources to answer the BIG question. | |

|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. |

|CCSSRI8.4 |professional—writer, scientist, politician—any other profession | |

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

| |that field. | |

|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 37-38

| |Weeks 37-38 |

|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 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. |

| |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 |

|CCSSRI8.4 | |

| |Words about possibilities |

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

|Persuasive | |

| |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 geometry, |

|1: analyze problem, then solve it |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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