A Tuck Everlasting Webquest for 6th Grade ELA- Figurative Language Your task is to create a Kahoot! For your classmates that will test them on their knowledge of figurative language. Your kahoot should have 20 questions. Grade 8 Oregon achieves. Introduction to the Oregon Standards for English Language Arts and Literacy Preparing Oregon's Students When Oregon adopted the Common Core State Standards (CCSS) in October 2010, our state joined other states in the pursuit of a common, standards-based education for our students.
- Reading Aloud Chapter 6 of Lyddie (10 minutes) B. Close Reading of Page 43 in Lyddie (20 minutes) 3. Closing and Assessment. Fist to Five Self-Assessment (5 minutes) 4. Read Chapter 7 of Lyddie and Complete Reader's Notes for Chapters 6 and 7. In the previous lessons, students have heard the text read aloud and seen you model.
- Eighth Grade ELA 2017-2018 Page 2 Standards-Referenced Grading Basics The teacher designs instructional activities that grow and measure a student's skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C).
- Start studying Unit 28 - 8th grade spelling. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
ELA: English Language Arts - Grade 7 |
| Seventh Grade ELA: English Language Arts - English- Grammar and Punctuation |
Our vocabulary pages are designed to help students obtain the vocabulary knowledge that they need to one day achieve high scores on standard college admissions tests. Acquiring the necessary vocabulary cannot start too soon. If you are in need of additional ELA: English Language Arts materials, or other Common Core educational worksheets for seventh grade, click here to see our wide selection. |
These are the CCS Standards addressed in this lesson:
- RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
- L.5.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
- L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
- L.5.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
Ongoing Assessment
- Close Reading Note-catcher: Promises to Keep, Pages 38-41 (RI.5.1, RI.5.3, RI.5.4, L.5.4a, L.5.4b)
In Advance
- Strategically group students into triads for the work in this lesson, with at least one strong reader per triad.
- Preview Close Reading Guide: Promises to Keep, Pages 38-41 and the Close Reading Note-catcher: Promises to Keep, Pages 38-41 to familiarize yourself with what will be required of students.
- Post: Learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout Modules 1 and 2 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards5.I.B.5, 5.I.B.6, and5.I.B.8
Important points in the lesson itself
- The basic design of this lesson supports ELLs by providing the same routine for finding the gist as in Lessons 2-3, and for creating a new factor for success anchor chart as in Lessons 4-6. Students also benefit from the close reading in Work Time B, which focuses on using the text to address the Daily Learning Target.
- ELLs may find it challenging to keep pace with the class during Closing and Assessment A, given the volume and density of the text they are asked to read in the amount of time allotted. Consider working with a small group of students to help them identify factors for success together before doing so on their own (see Meeting Students' Needs).
Levels of support
For lighter support:
- Invite students to explain how they determined the meaning of unfamiliar Vocabulary words, emphasizing the strategies of using context, and affixes and roots, as clues. (Example: 'Embraced is an unfamiliar Vocabulary word. The text says, '... surrounded by a community that embraced them. There they met lifelong friends.' lifelong friends makes me think that embraced means to accept or welcome someone.')
For heavier support:
These are the CCS Standards addressed in this lesson:
- RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
- L.5.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
- L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
- L.5.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
Ongoing Assessment
- Close Reading Note-catcher: Promises to Keep, Pages 38-41 (RI.5.1, RI.5.3, RI.5.4, L.5.4a, L.5.4b)
In Advance
- Strategically group students into triads for the work in this lesson, with at least one strong reader per triad.
- Preview Close Reading Guide: Promises to Keep, Pages 38-41 and the Close Reading Note-catcher: Promises to Keep, Pages 38-41 to familiarize yourself with what will be required of students.
- Post: Learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout Modules 1 and 2 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards5.I.B.5, 5.I.B.6, and5.I.B.8
Important points in the lesson itself
- The basic design of this lesson supports ELLs by providing the same routine for finding the gist as in Lessons 2-3, and for creating a new factor for success anchor chart as in Lessons 4-6. Students also benefit from the close reading in Work Time B, which focuses on using the text to address the Daily Learning Target.
- ELLs may find it challenging to keep pace with the class during Closing and Assessment A, given the volume and density of the text they are asked to read in the amount of time allotted. Consider working with a small group of students to help them identify factors for success together before doing so on their own (see Meeting Students' Needs).
Levels of support
For lighter support:
- Invite students to explain how they determined the meaning of unfamiliar Vocabulary words, emphasizing the strategies of using context, and affixes and roots, as clues. (Example: 'Embraced is an unfamiliar Vocabulary word. The text says, '... surrounded by a community that embraced them. There they met lifelong friends.' lifelong friends makes me think that embraced means to accept or welcome someone.')
For heavier support:
- Prepare sticky notes with pre-written words or drawings based on the gist of different sections of the text. During Work Time B, students can match the gist represented on the sticky notes with each section of the text.
Universal Design for Learning
- Multiple Means of Representation (MMR): In this lesson, students again engage with Promises to Keep. Before students engage with this text, continue to support comprehension by activating prior knowledge. Also provide questions visually as well as verbally.
- Multiple Means of Action and Expression (MMAE): It is important to support self-monitoring and executive function skills. In this lesson, you can facilitate student management of information and resources by allowing students to identify unknown words and record them in their Vocabulary log. Also consider offering scaffolds when students closely read the text. (Example: Provide sticky notes with words pertaining to the gist of the story already printed on them.)
- Multiple Means of Engagement (MME): Before students share with a partner, foster community and support students by practicing how to provide positive feedback (e.g., how to give a compliment or ask questions for further understanding).
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- insisted, trek, anticipated, threatened, remaining, attendance, experiences, boycott, standing ovation, regarded, await, surrounded, reaction, resent, ambiguous, embraced (T)
8th Grade Ela Curriculum
Materials
- Promises to Keep (from Lesson 1; one per student and one to display)
- Finding the Gist and Unfamiliar Vocabulary: Promises to Keep Pages 30-41 (one per student and one to display)
- Finding the Gist and Unfamiliar Vocabulary: Promises to Keep, Pages 30-41 (answers, for teacher reference)
- Close Readers Do These Things anchor chart (begun in Module 1)
- Vocabulary logs (begun in Module 1; one per student)
- Academic Word Wall (begun in Module 1; added to during Work Time A)
- Domain-Specific Word Wall (begun in Lesson 1; added to during Work Time A)
- Working to Become Ethical People anchor chart (begun in Module 1)
- Working to Become Effective Learners anchor chart (begun in Module 1)
- Close Reading Guide: Promises to Keep, Pages 38-41 (for teacher reference)
- Close Reading Note-catcher: Promises to Keep, Pages 38-41 (one per student and one to display)
- Close Reading Note-catcher: Promises to Keep, Pages 38-41 (example, for teacher reference)
- Affix List (from Module 1; one per student and one to display)
- Factor for Success: Historical Context anchor chart (begun in Lesson 4)
- Factor for Success: Personal Qualities anchor chart (begun in Lesson 5)
- Factor for Success: Support from Decision Makers anchor chart (begun in Lesson 6)
- Factor for Success: Support from Family, Friends, and Fans anchor chart (new; co-created with students during the Closing; see supporting Materials)
- Factor for Success: Support from Family, Friends, and Fans anchor chart (example, for teacher reference)
- Module Guiding Questions anchor chart (begun in Lesson 1)
Assessment
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
8th Grade Ela Books
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