DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION SELECTION SELECTION SELECTION SELECTION Anchor Text Anchor Text Anchor Text Anchor Text Anchor Text Three Cheers for the Nanny Three Cheers for the Nanny Cheers for the Nanny Ban the Ban! Ban the Ban! State State State SidneyAnne SidneyAnne Stone Conly Conly Sarah Conly Soda’s a Problem but… Soda’s a Problem but… Klein Karin Klein SE p 283 SE p 284 SE p 285 SE pp 286-292 SE pp 293-295 MAKING MEANING LANGUAGE LANGUAGE MAKING MEANING LANGUAGE DEVELOPMENT DEVELOPMENT DEVELOPMENT Analyze Craft & Structure: Concept Vocabulary Conventions: Basic Sentence Author’s Argument Concept Vocabulary Conventions: Clauses implemented; mandates; Structures Students will identify the Students complete activities Students identify subordinate intervene; intentions; dictate; Students identify sentence author uses to support her related to the Concept and relative clauses. exemption structures and clauses. argument. Vocabulary words: Conventions: Clauses Conventions: Sentence Analyze Craft and Structure: impose; justifiable; status quo; Conventions: Clauses (RP) Structures First Review Author’s Argument rational; principle Students Notice, Annotate, Conventions: Basic Sentence Analyze Craft and Structure: STANDARDS Connect, and Respond as Structures (RP) Author’s Argument Word Study: Latin Root: L.8.5.b; PII.4 they read the selection the (RP) -just- first time. EFFECTIVE EXPRESSION Concept Vocabulary and STANDARDS Word Study First-Read Guide: Nonfiction Writing to Compare: RI.8.6; RI.8.8; PI.7 Word Study: Latin Root: Argumentative Essay -just- (RP) Read the Selection Students write an argumentative Selection Audio essay about which argument Word Network Ban the Ban/Soda’s a they found most convincing. Students add new words to Problem: Accessible Leveled Writing to Compare: their Word Network as they Text Argumentative read texts in the unit. Comprehension Evidence Log STANDARDS Students complete Students add and evidence L.8.1; L.8.2; L.8.4.b; L.8.4.d comprehension questions. that will be used to inform the Ban the Ban/Soda’s a Performance-Based Problem: First Read Assessment. Extension Questions STANDARDS Research to Explore RI.8.9; W.8.1.b; W.8.1.c; W.8.10; W.8.9.b; PI.10; PII.1
DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION Anchor Text Three Cheers for the Nanny State Conly SE p 283 SELECTION Anchor Text Three Cheers for the Nanny State Conly SE p 284 SELECTION Anchor Text Cheers for the Nanny State Sarah Conly SE p 285 SELECTION Anchor Text Ban the Ban! SidneyAnne Soda’s a Problem but… Klein SE pp 286-292 SELECTION Anchor Text Ban the Ban! SidneyAnne Stone Soda’s a Problem but… Karin Klein SE pp 293-295 MAKING MEANING Analyze Craft & Structure: Author’s Argument Students will identify the author uses to support her argument. Analyze Craft and Structure: Author’s Argument Analyze Craft and Structure: Author’s Argument (RP) STANDARDS RI.8.6; RI.8.8; PI.7 LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: impose; justifiable; status quo; rational; principle Word Study: Latin Root: -just- Concept Vocabulary and Word Study Word Study: Latin Root: -just- (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS L.8.1; L.8.2; L.8.4.b; L.8.4.d LANGUAGE DEVELOPMENT Conventions: Clauses Students identify subordinate and relative clauses. Conventions: Clauses Conventions: Clauses (RP) STANDARDS L.8.5.b; PII.4 MAKING MEANING Concept Vocabulary implemented; mandates; intervene; intentions; dictate; exemption First Review Students Notice, Annotate, Connect, and Respond as they read the selection the first time. First-Read Guide: Nonfiction Read the Selection Selection Audio Ban the Ban/Soda’s a Problem: Accessible Leveled Text Comprehension Students complete comprehension questions. Ban the Ban/Soda’s a Problem: First Read Extension Questions Research to Explore LANGUAGE DEVELOPMENT Conventions: Basic Sentence Structures Students identify sentence structures and clauses. Conventions: Sentence Structures Conventions: Basic Sentence Structures (RP) EFFECTIVE EXPRESSION Writing to Compare: Argumentative Essay Students write an argumentative essay about which argument they found most convincing. Writing to Compare: Argumentative Evidence Log Students add and evidence that will be used to inform the Performance-Based Assessment. STANDARDS RI.8.9; W.8.1.b; W.8.1.c; W.8.10; W.8.9.b; PI.10; PII.1
CA_myPerspectives_Unit_Planning_Guide_Grade_8_final.docx