8th+Grade



8th Grade Curriculum Map


 * Embedded Skills Activities **


 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Author’s Point of View-R //**
 * Definition **

to infer the author's perspective based on implicit and explicit information

perspective ,
 * Synonyms **

** Scope and Sequence Level ** E ||
 * Introduce and explain examples of 1st person, 2nd person, 3rd person, omniscient, and narrator's perspective.


 * Present a scenario of a common problem between a parent and a kid - the kid wants to go to their friends, but the parent won't let them go. Discuss the different viewpoints of each party. Discuss each party's background and how that could affect the way they think.


 * Put 2 kids in front of the room facing different directions. Have them describe what they see. Ask why their descriptions are different. Explain that they have different viewpoints or perspectives. ||
 * Reading and analyzing various pieces of literature

[|Determine Author's Point of View] || Same as practice section || Purpose-R //** to identify the author's reason for writing (to entertain, to inform, to express an opinion, or to persuade)
 * Practice writing a piece from each viewpoint
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Author’s
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** E ||  to proceed, step-by-step, through a series of directions or a defined process
 * Introduce and explain examples of periodicals, editorials, directions, humor, speeches, advertisements, poetry, plays, skits, critiques, digital text, short stories, novel exerpts, movie reviews & book reviews ||
 * Create any of these various forms of literary expression using writing, performance, art, audio recordings, or digital video || [[file:Author'spurposechart.doc]] ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Follow a Sequence of Instructions-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** E || *[|Pretest for following directions]


 * Activate prior knowledge by asking students to brainstorm about times they need to follow directions or sequential directions (ex. recipes, driving directions, downloading a file, saving their work to a computer) || *Students write directions for tieing their shoes, making a peanut butter sandwich, or navigating through a maze. Another student has to follow the directions.


 * Pair activity - students sit back to back and give each other directions

[|Writing Directions]

[|Following Directions] || || to read and recognize elements of electronic text (ex. graphics, navigation bars, links, etc.)
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Identify Features of Electronic Text-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** E ||
 * Navigate a teacher's site to show kids the features of electronic text


 * Ask librarian to talk to kids about features of websites ||
 * Survey different electronic sources for unique features


 * Scavenger hunts with websites


 * Webquests


 * Show a video and have students identify literary components of the sotry

combine information from text with background knowledge to make an educated guess
 * [|Webquest generator] || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Infer-R //**
 * Definition **

educated guess
 * Synonyms **

** Scope and Sequence Level ** E || *Use a personal example - give clues about a place you went out to dinner (Chinese, pizzaria). Ask the kids where you went and how they knew. Explain to them that they've just made an inference based on their schema of restaurants and the clues you gave them. An inference is an educated guess.

Discuss TV shows that they are familiar with - CSI, NCIS, Bones, etc. Ask what the main characters do to figure out who the criminal is? How do they do it? ||
 * Use short one minute or five minute mysteries

[|One Minute Mysteries] (answers are not included; need to email for answers)

[|Two-Minute Mysteries] (Longer, includes hints and answers)

[|Mystery Net's Kids' MysteriesSolve-It]

[|Inferencing Lesson] || || consider the way a character acts and thinks or is described to determine his/her personality
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret character from Dialogue, Action, Thoughts-R //**
 * Definition **

** Synonyms **

** Scope and Sequence Level ** E || Read a short story. Ask students what the main character is thinking and how they know that? Talk about what motivates characters and how they inferred that information. || Analyze actions of characters. Discuss why they acted the way they did. Do this with partners first, then independently.

[|Action is Character]

[|Character Trait List] ||

||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Data, Charts, and Graphs-R //**
 * Definition **

to make meaning from information presented in these various forms


 * Synonyms **

** Scope and Sequence Level ** E || Look at the characteristics of different types of charts and graphs. Discuss where they are found and what they're used for.

Have the kids play a game where they're in competition with one another. They have to read numbers and statistics to progress in the game.. || [|Misleading Graphs]

[|Circle Graphs]

[|Graphing Lesson Plans] || || to recognize the structure/purpose of the information in the graphic organizer
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Graphic Organizers-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** E || Begin with a paragraph/article that can be organized on a graphic organizer. Have students extract key information from the paragraph and place it on the graphic organizer.

Have a graphic organizer filled out. Have students take the information to write their own paragraph. || [|Graphic Organizers]

[|Graphic OrganizersTeacher Vision] || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Literary Devices-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || Split students into groups and list as many literary devices on chart paper as they can think of. || Literary Element Campaign Ad - Students create a product to sell by selecting a literary device. Create a poster ad.

Literary Element Carousel: Students travel around the room in groups and brainstorm everything they know about each of the elements. Students write this information on a hanging sheet of paper using markers. Students spend 3 minutes at each of the 6 stations. Students discuss each one after they are finished.

Students are placed into groups and each group is designated a different literary element. Students are to come up with a poster to show their understanding of the literary element and to teach it to the class.



[|Literary Devices - Advanced list] || || to consider the figurative and/or literal meaning of a piece, taking into consideration what is implied by the poet
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Poetry-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** E || Start by having kids write a journal entry telling what they think poetry is and why. Then watch Slam Poetry (You-tube) and discuss the reasons why it is considered poetry. (Make sure you preview your selection for appropriateness.) If your school blocks You-tube, you can go to [] and follow the instructions for downloading video to your desktop or a flash drive.

Talk about the places we find poetry everyday (books, songs, ads, nicknames, nursery rhymes, memory devices) to show how prevelant it is in our society. || Read and discuss poetry

Poetry surveys - students work in pairs, choose poems and find literary devices used in that poems.

Write imitation poems - look at published poems. Target a specific literary device to imitate. Students write their own poem based on the original. [|Imitate a Poem] || || use context clues, syntax and structure to determine how a word fits into the text
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Vocabulary-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || Model your own thinking on difficult texts. Include discussion of schema, context clues, prefixes and suffixes, root words, etc. || Students choose vocabulary words from texts that they are reading. They look those words up and keep a personal vocabulary notebook.

Students use a vocabulary bookmark when reading. [|Vocabulary Bookmark]

Practice using Cloze passages [|Cloze worksheets - printable]

[|Lesson Plan to make your own Cloze activity from any text]

|| || to identify specific information in a text
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Locate Stated Information-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || Ruby Payne - 7 Step Reading Strategy [|Learning Structures Workbook]

|| || to retrieve specific information from the text from memory
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recall Fact and Detail-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || || to identify why an event, action, or decision causes another event, action, or decision
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Cause and Effect-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || Demonstrate simple cause and effect demonstrations - with or without students' help || || || to identify multiple layers of meaning in oral texts (literal, figurative, implied)
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Different Levels of Meaning in Text-R //**
 * Definition **


 * Synonyms **

|| || || || to anticipate the central message or the author's intent in a text in order to extract facts and details
 * Scope and Sequence Level **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Set Purpose for Reading-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || Using different types of text (newspaper, magazine, textbook, novel, etc.) model how you think to set a purpose for your own reading. || In groups or pairs - give each group or pair a different type of text. Have them look at the text structure and write the features on chart paper. Discuss the differences and similarities in those texts and what their purpose for reading those texts would be.

[|Set a Purpose for Reading Graphic Organizer] || ||  to completely comprehend a text by considering unique features and structures associated with the genre
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Understand Text as a Whole-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || Introduction: In small groups or pairs, give students a short story/article and have them discuss its meaning. Report out. || Repeat activity in previous column with various short texts, (poetry, newspaper articles, magazine articles, memoirs, short story, etc.) considering all text features, structures and clues.



Write summaries || *Create sequel - continue action from main story
 * Act out a scene
 * Storyboard
 * Newscast - report on main events
 * CD - chose one character
 * Choose a song that they feel exemplifies a character
 * Write journal entries from character's viewpoint ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Understand Text Structures-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || Introduction: Listen to an NPR podcast. Ask students to identify important parts of the story/article. Then give them a print out of the same story/article and have them look at the important parts. See if they chose the same things in both. || Textbook Flush: In groups or pairs, students look at a ll the features of a textbook and put post-it notes wherever they find something they believe that the publisher put there to help them. Discuss what they found.

In groups or pairs - give each group or pair a different type of text. Have them look at the text structure and write the features on chart paper. Discuss the differences and similarities in those texts.

[|Non-Fiction Strategy: THIEVES]

[|THIEVES - ReadWriteThink]

[|LIteracy Matters - Text Structure] || || state the main idea and support it with evidence from the text
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Construct a Thesis and Support with Fact-W //**
 * Definition **

Main Idea Argument Interpretation Position Claim Make an assertation Purpose of the Paper
 * Synonyms **

||
 * Scope and Sequence Level **

Show students several authentic essays that contain thesis statements that are supported well. With 2 different colored highlighters, highlight the thesis statement with one color and the facts that support it with another color. Discuss how the facts support the thesis and vice versa. ||

Show students previous student work, some containing great thesis statements and some containing poor thesis statements. Discuss the characteristics of both.

[|Thesis Statements]

[|Indiana]

[|OWL] || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Construct Fluent Sentences-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || Take words from others' writing and use those words to create new sentences, poems, etc. [|Found Poetry] [|Word Mover] [|Found PoetryWord MoverMagnetic Poetry] || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Critique-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || Show movie, CD, and book reviews. Two teachers work together - one teacher models their thinking outloud while the other teacher writes down what he/she says. This way kids can see that critique involves a judgment based on the evidence presented.

Bring in a short writing piece, a picture, a song, a movie clip, or an advertisement ([|Super Bowl] Commercials can be found online), Read/listen to it together and have the kids tell you if they like it and why or why not. || Do more of the same from the previous column, working in groups, then pairs, then individually. Finally, have kids write their own critique of a book, movie, or CD/song of their (or your) choice. || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Establish a Consistent Point of View in Writing-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Generate Ideas / Brainstorm-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** ||

Teacher Resource: [|Brainstorming]

[|Step by Step Brainstorming] || *Free writing for increasing numbers of minutes || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Make Effective Word Choices-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || Thesaurus || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Note-Taking-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Organize Writing-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recall Fact and Detail from Oral Text-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Recognize Different Levels of Meaning in Oral Text-W //**
 * Definition **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Set Purpose for Listening-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || || to use conventional spelling, grammar, usage, paragraphing, punctuation, and capitalization
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Conventions of English Language-W //**
 * Definition **

** Scope and Sequence Level ** || || [|The Owl at Purdue]

[|Grammar Book] || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Effective Writer’s Voice-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Graphic Organizers-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || ||

|| ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Sophisticated Vocabulary-W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Compare and Contrast //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Importance //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Theme //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Distinguish Between Fact and Opinion //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Paraphrase //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Sequence //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || Students write a memory box recalling main ideas and supporting details from a story read in class. (Memory box is a square box drawn on paper.) || Put students into small groups. Take several chronological events from a story read in class, put them on strips of paper and have the students in the correct order. The first group to complete the task correctly wins. (It encourages motivation to provide small prizes for the 1st - 3rd place winners.)

Give groups of students 4 random pictures. Together they need to write a logical story that incorporates those pictures.

[|Story Sequence Activity] || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Summarize //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Use Supporting Details //**
 * // R & W //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** || || || ||

= Please use the space below to begin uploading lessons/activities. The embedded skills are listed below to help with organization. = = = = = Determine Author’s Point of View

Determine Author’s Purpose

Follow a Sequence of Instructions

Identify Features of Electronic Text

Infer

Interpret Character from Dialogue, Actions, Thoughts

Interpret Data, Charts, and Graphs

Interpret Graphic Organizers

Interpret Literary Devices

Interpret Poetry

Interpret Vocabulary

Locate Stated Information

Recall Fact and Detail

Recognize Cause and Effect

Recognize Different Levels of Meaning in Oral Text

Set Purpose for Reading

Understand Text as a Whole

Understand Text Structures

Construct a Thesis and Support with Fact

Construct Fluent Sentences

Critique

Establish a Consistent Point of View in Writing

Generate Ideas/Brainstorm

Make Effective Word Choices

Note-taking

Organize Writing

Recall Fact and Details from Oral Text

Recognize Different Levels of Meaning in Oral Text

Set Purpose for Listening

Use Conventions of English Language

Use Effective Writer’s Voice

Use Graphic Organizers

Use Sophisticated Vocabulary

Compare and Contrast

Determine Importance

Determine Theme

Distinguish Between Fact and Opinion

Paraphrase

Sequence

Summarize

Use Supporting Details