• Grade 8 English Language Arts Module #2


    Subject: English Language Arts
    Grade: 8 
    Timeline: 21 Instructional Days
    Module Title: Paul Revere - An American Hero?

    Module Overview: 
     
    Most people have heard of Paul Revere.  His midnight ride is one of the more memorable events of the American Revolution, however,he did not ride alone that night. There were other people who rode with him,and even more people who rode to help the Patriots convey messages during the war. In this module, students will read and discuss Longfellow’s famous poem and various selected informational texts about Paul Revere, his ride and some of the lesser known people who were involved. With this information, students will write an argumentative essay, citing logical and thorough text-based evidence to support their claim as to whether or not Paul Revere is truly a hero. 

    Module Objectives:
    After reading informational text, interacting with multi-media, and reading "The Midnight Ride of Paul Revere", students will complete the module by writing an argumentative essay to be used as the basis for a classroom debate and addresses the question, "Is Paul Revere an American hero?"  Students will acknowledge competing views and 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.8.1: Write arguments to support claims with clear reasons and relevant evidence

     

    W.8.4:  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience  
    W.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.


     

     
    Concepts - Students will know:
    Essential Content
    Literary Devices
    Literary Elements including claims, climax, compare/contrast, counterclaims, dialogue, explain, figurative language, generalizations, passage, setting, simile,
     
    Competencies -Students will be able to:
    • Cite textual evidence
    • Determine a central idea and analyze its devlopment over the course of the text
    • Read and comprehend literary nonfiction
    • Write arguments to support claims with clear and relevant evidence 
    • Produce clear and coherent writing appropriate to task, purpose, and audience
    • Write routinely over extended time frames

     
    Assessments: Argumentative Scoring Rubric
     

    Scoring Elements

    Not Yet

    Approaches Expectations

    Meets Expectations

    Advanced

    1

    1.5

    2

    2.5

    3

    3.5

    4

    Focus

    Attempts to address prompt, but lacks focus or is off-task.

     

    Addresses prompt appropriately and establishes a position, but focus is uneven.

     

    Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position.

     

    Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position.

    Controlling Idea

    Attempts to establish a claim, but lacks a clear purpose. (L2) Makes no mention of counter claims.

     

    Establishes a claim. (L2) Makes note of counter claims.

     

    Establishes a credible claim. (L2) Develops claim and counter claims fairly.

     

    Establishes and maintains a substantive and credible claim or proposal. (L2) Develops claims and counter claims fairly and thoroughly.

    Reading/ Research

    Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt.

     

    Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

     

    Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim.

     

    Accurately and effectively presents important details from reading materials to develop argument or claim.

    Development

    Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt. (L3) Makes no connections or a connection that is irrelevant to argument or claim.

     

    Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations. (L3) Makes a connection with a weak or unclear relationship to argument or claim.

     

    Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim. (L3) Makes a relevant connection to clarify argument or claim.

     

    Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim. (L3) Makes a clarifying connection(s) that illuminates argument and adds depth to reasoning.

    Organization

    Attempts to organize ideas, but lacks control of structure.

     

    Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence.

     

    Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument.

     

    Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument.

    Conventions

    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 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 appropriate format.

    Content Understanding

    Attempts to include disciplinary content in argument, 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:
     

    Skills

    Definition

    SKILL CLUSTER 1:  PREPARING FOR THE TASK

    1. Task Engagement

    Ability to illicit responses from others and use prior knowledge to connect with concepts being introduced in this module.

    2.  Task Analysis

    Ability to understand and explain the task’s prompt and rubric. 

    3.  Project Planning

    Ability to plan and track progress toward specific goals and deadlines and accomplish the task 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, Essential Vocabulary and Note    Taking

    Ability to:

    ·         read purposefully; cite and record the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

    ·         use vocabulary acquisition strategies to learn unknown, multiple meaning, figurative, and grade 8 academic/domain specific language analyze in detail the structure of key paragraph in a text.

    ·         determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas

    ·         summarize text.

    ·         assess credibility and accuracy of each source and follow a standard format for citation.

    * The specifics of the skills listed above are further defined by the texts and teaching task.

    3.  Organizing Notes

    Ability to integrate evidence from different sources/formats, select, analyze and prioritize important facts and passages for use in one’s own writing.

    SKILL CLUSTER 3:TRANSITION TO WRITING

    1.  Bridging Conversations

    Ability to:

    ·         explain the rubric and begin linking reading, notes, and discussion to writing task.

    • engage in a range of collaborative conversations to interpret information, delineate a speaker’s or author’s argument and specific claims, assessing whether the reasoning is sound and identifying when irrelevant evidence is introduced.

    ·         analyze and Integrate knowledge and ideas, including competing arguments and disagreement on matters of fact or interpretation, from multiple media formats.

    2.  Readying as a Writer

    Ability to explain the mode and text structure, the rubric, and link discussions to the writing task.

    SKILL CLUSTER 4:  WRITING PROCESS

    1.  Establishing a Claim

    Ability to introduce a claim(s).

    2.  Planning

    Ability to organize the reasons and evidence logically.

    3.  Development 1

    Ability to:

    ·         write an initial draft of an opening paragraph which introduces the claim and reasons logically.

    ·         use words, phrases and clauses to create cohesion and connect the claim, counterclaims, reasons, and evidence.

    ·         use precise language and domain-specific vocabulary.

    4.  Development 2

    Ability to:

    ·         construct an initial draft of the body paragraphs which support claims with logical reasoning and relevant evidence from accurate and credible sources.

    ·         acknowledge and distinguish the claim(s) from alternate or opposing claims introduce a claim(s).

    ·         use words, phrases and clauses to create cohesion and connect the claim, counterclaims, reasons, and evidence.

    ·         use precise language and domain-specific vocabulary.

    5.  Development 3

    Ability to:

    ·         use words, phrases and clauses to create cohesion and connect the claim, counterclaims, reasons, and evidence.

    ·         use precise language and domain-specific vocabulary.

    ·         provide a concluding statement or section that follows from and supports the argument presented.

    4.  Revision 1

    Ability to develop a clear and coherent line of thought which responds to the prompt and maintains focus on developing all aspects of the task steadily throughout the piece.

    5.  Revision 2

    Ability to use words, clauses, sentence patterns and knowledge of language (verbals) to create cohesion, clarify the relationship among claims and reasons, focus on purpose and audience, and maintain a formal style.

    6.  Editing

    Ability to demonstrate command of conventions of standard English grammar and usage; capitalization, punctuation and spelling; and its conventions when writing.

    7.  Completion

    Ability to submit final piece that meets expectations.


     
    Differentiation:
    Below are links to adapted student materials for completing this module. 
    Interdisciplinary Connections:
    Social Studies