Grade 8 English Language Arts Module #1Subject: English Language ArtsGrade: 8
Timeline: 21 Instructional Days
Module Title: 3 Academic Modes of WritingModule Overview:This module has been written with the intent of implementation early in the school year. This informational module has been designed with four purposes in mind:
- Provide teachers a context to introduce and practice classroom routines, procedures, instructional strategies and learning behaviors that will be part of each day’s teaching and learning.
- Introduce students to the 3 modes, or types, of academic writing – argumentative, informational/explanatory, and narrative.
- Allow students to demonstrate their learning about the 3 modes of academic writing and the features of writing authors use in each mode to convey their idea/thought through an informational essay.
- Implement ELA grade level specific standards.
During this module, students will read informational text about the three types of academic writing, deconstruct the organizational structure of each type, and write an informational essay describing the three academic modes of writing. The teaching task and rubrics will be reviewed daily to set a context/purpose for the day’s instruction.This module includes the following Reach instructional strategies: ARTS, Frame-It, Front Loading, Discourse and Exit Slip. (See Appendix for a description of each strategy.)Module Objectives:After reading informational text and examples of informational/ explanatory, argumentative, and narrative writing, students will complete the module by writing an essay that describes each mode of writing and addresses the question, "How do authors use features and traits of writing to convey their idea/ thought?" Students will support their discussion with evidence from the text.Focus Standards:RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text
RI.8.10:By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audienceW.8.10:Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.[Title]:[Category]: [Description goes here!][Category]: [Description goes here!]
[Category]: [Description goes here!]Concepts - Students will know:Essential ContentLiterary DevicesLiterary Elements including affixes, claims, climax, counterclaims, compare, dialogue, definition, generalizations, main conflict, point of view roots, setting, text organization, text structure, theme
Competencies -Students will be able to:
Assessments: Informational/Explanatory Scoring Rubric
- Cite textual evidence
- Determine a central idea and analyze its devlopment over the course of the text
- Read and comprehend literary nonfiction
- Write informative/explanatory text
- Produce clear and coherent writing appropriate to task, purpose, and audience
- Write routinely over extended time frames
Attempts to address prompt, but lacks focus or is off-task.
Addresses prompt appropriately, but with a weak or uneven focus.
Addresses prompt appropriately and maintains a clear, steady focus.
Addresses all aspects of prompt appropriately and maintains a strongly developed focus.
Attempts to establish a controlling idea, but lacks a clear purpose.
Establishes a controlling idea with a general purpose.
Establishes a controlling idea with a clear purpose maintained throughout the response.
Establishes a strong controlling idea with a clear purpose maintained throughout the response.
Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt. (L2) Does not address the credibility of sources as prompted.
Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. (L2) Begins to address the credibility of sources when prompted.
Presents information from reading materials relevant to the prompt with accuracy and sufficient detail. (L2) Addresses the credibility of sources when prompted.
Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials. (L2) Addresses the credibility of sources and identifies salient sources when prompted.
Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy. (L2) Implication is missing, irrelevant, or illogical. (L3) Gap/unanswered question is missing or irrelevant.
Presents appropriate details to support the focus and controlling idea. (L2) Briefly notes a relevant implication or (L3) a relevant gap/unanswered question.
Presents appropriate and sufficient details to support the focus and controlling idea. (L2) Explains relevant and plausible implications, and (L3) a relevant gap/unanswered question.
Presents thorough and detailed information to strongly support the focus and controlling idea. (L2) Thoroughly discusses relevant and salient implications or consequences, and (L3) one or more significant gaps/unanswered questions.
Attempts to organize ideas, but lacks control of structure.
Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure
Maintains an appropriate organizational structure to address the specific requirements of the prompt.
Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.
Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.
Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.
Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.
Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format.
Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.
Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.
Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.
Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.Elements of Instruction:
SKILL CLUSTER 1: PREPARING FOR THE TASK
1. Academic Learning Behaviors (ARTS)
Ability to recognize and demonstrate learning behaviors (ARTS)
2. Task Analysis
Ability to understand and explain the task’s prompt and rubric.
3. Project Planning
Ability to plan so that the task is accomplished on time.
SKILL CLUSTER 2: READING PROCES
1. Readying for Reading
Ability to ready for reading by preparing a note-taking format.
2. Close Active Reading and Note Taking
Ability to read purposefully, select, and record relevant information and textual evidence, and cite reference source.
3. Organizing Notes
Ability to analyze, prioritize and narrow supporting information.
SKILL CLUSTER 3:TRANSITION TO WRITING
1. Readying as a Writer
Ability to understand the descriptive text structure and informational/explanatory writing.
2. Bridging Conversation to Writing
Ability to transition from reading to writing phase.
SKILL CLUSTER 4: WRITING PROCESS
1. Initiation of Task
Ability to write a focus/thesis statement and initial draft of an opening paragraph relevant to completing an informational/explanatory writing
Ability to develop a line of thought and text structure appropriate and relevant to completing an informational/explanatory writing.
3. Development 1
Ability to construct an initial draft of the body paragraphs with an emerging line of thought and structure relevant to completing an informational/explanatory writing.
4. Development 2
Ability to construct an initial draft of a closing paragraph relevant to completing an informational/explanatory writing.
Ability to apply revision strategies to refine and strengthen the development of informational/explanatory writing, including line of thought, language usage, and tone as appropriate to audience and purpose.
Ability to apply editing strategies and presentation applications.Differentiation:Below are links to adapted student materials for completing this module.Interdisciplinary Connections:Social Studies and Science
Additional Resources / Games: