• Grade 8 English Language Arts Module #3


    Subject: English Language Arts
    Grade: 8 
    Timeline: 22 Instructional Days
    Module Title: Escaping to Freedom - The Underground Railroad

    Module Overview: 
     

    This module has been written with the intent ofimplementation at the end of the school year.  Thisinformational module has been designed with four purposes in mind:

    1.       Provide teachers a context to continue and solidify classroomroutines, procedures, instructional strategies and learning behaviors that willbe part of each day’s teaching and learning. 

    2.       Teach students how to closely read informational text while studyingthe content of the Underground Railroad (specifically the motivational factorsand challenges endured by escaped slaves).

    3.       Allow students to demonstrate their learning about the UndergroundRailroad through an informational essay. 

    4.       Implement ELA grade level specific standards.
     

    During this module, students will readinformational text (primary and secondary sources) about the UndergroundRailroad, engage in accountable conversation around the topic and write aninformational essay describing the journey to freedom.  The teaching task and rubrics will bereviewed daily to set a context/purpose for the day’s instruction.

    This module includes thefollowing Reach instructional strategies: ARTS, Metacognitive Strategies, Frame-It, Front Loading, Discourse andExit Slip.  (See Appendix for adescription of each strategy.)
     

    Module Objectives:
    After reading informational text, primary source documents, viewing videos and studying photographs, students will complete the module by writing an informational essay that describes the challenges of traveling the Underground Railroad and addresses the question "What motivated the people who traveled the Underground Railroad to make the journey to freedom?"  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 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 affixes, allusion, connotative langauge, conclusion, dialogue, describe, evaluate, generalizations, inferences, main conflict, roots, text structure
     
    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 informative/explanatory text
    • Produce clear and coherent writing appropriate to task, purpose, and audience
    • Write routinely over extended time frames
    •  

     
    Assessments: Informational/Explanatory 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, 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.

    Controlling Idea

    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.

    Reading/ Research

    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.

    Development

    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.

    Organization

    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.

    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 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.

    Content Understanding

    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:
     

    Skills

    Definition

    SKILL CLUSTER 1:  PREPARING FOR THE TASK

    1.  Academic Learning Behaviors (ARTS) and    Metacognitive Strategies

    Ability to recognize and demonstrate learning behaviors (ARTS) and reading strategies (Metacognitve Strategies).

    2.  Bridging Conversation

    Ability to:

    1.       connect the task and new content to existing knowledge, skills, experiences, interests, and concerns by acknowledging new information expressed by multimedia and other individuals

    2.       pose questions and respond to others’ questions and comments with relevant evidence, observations, and ideas.

    3.  Task Analysis

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

    4.  Project Planning

    Ability to plan so that the task is accomplished on time.

    SKILL CLUSTER 2:  READING PROCES

    1.  Readying for Reading and Note Taking

    Ability to ready for reading by preparing a note-taking format.

    2.  Close Active Reading and Note Taking 1

    Ability to:

    1.       read purposefully; cite and record several pieces of textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text(s)

    2.       quote or paraphrase information while avoiding plagiarism

    3.       cite reference sources following a standard format

    4.        determine connotative and denotative definitions of words and phrases; analyze their impact on meaning and tone.

     

    3.  Close Active Reading and Note Taking 2

    Ability to:

    1.       read purposefully; cite and record several pieces of textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text(s)

    2.       quote or paraphrase information while avoiding plagiarism

    3.       cite reference sources following a standard format

    4.        determine connotative and denotative definitions of words and phrases; analyze their impact on meaning and tone

    5.       determine and analyze the central idea of a text(s) and its development, including its relationship to supporting ideas.

    4.  Close Active Reading and Note Taking 3

    Ability to:

    1.       read purposefully; cite and record several pieces of textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text(s)

    2.       quote or paraphrase information while avoiding plagiarism

    3.       cite reference sources following a standard format  

    4.       determine connotative and denotative definitions of words and phrases; analyze their impact on meaning and tone

    5.       determine and analyze the central idea of a text(s) and its development, including its relationship to supporting ideas

    6.       analyze how a text makes connections and distinctions between individuals, ideas, or events.

    5.  Close Reading and Note Taking 4

    Ability to:

    1.        read purposefully; cite and record several pieces of textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text(s)

    2.        quote or paraphrase information while avoiding plagiarism

    3.        cite reference sources following a standard format

    4.         determine connotative and denotative definitions of words and phrases; analyze their impact on meaning and tone 

    5.        determine and analyze the central idea of a text(s) and its development, including its relationship to supporting ideas

    6.        analyze how a text makes connections and distinctions between individuals, ideas, or events

    7.       determine author’s point of view and their response to conflicting viewpoints

    6.  Organizing Notes

    Ability to examine a topic, integrate evidence from different sources/formats, analyze and prioritize most relevant content.

    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.

    3.  Rubric Analysis

    Ability to understand and explain the informational writing rubric.

    SKILL CLUSTER 4:  WRITING PROCESS

    1.  Initiation of Task

    Ability to introduce a topic clearly, write a focus/thesis statement and initial draft of an opening paragraph which previews text structure, text features and multimedia that aids comprehension.

    2.  Planning

    Ability to:

    1.       develop a line of thought and text structure appropriate and relevant to completing an informational/explanatory writing

    2.       cite reference sources following a standard format

    1. quote or paraphrase information while avoiding plagiarism.

    3.  Development 1

    Ability to:

    1.       construct an initial draft of the body paragraphs which develops the topic with relevant, well-chosen facts, definitions, concrete details, quotations and examples

    2.       incorporate varied transition words, phrases and clauses

    3.       use precise language and domain-specific vocabulary.

    4. Development 2

    Ability to construct an initial draft of a concluding statement and closing paragraph which follows from and supports the information presented.

    5.  Revision

    Ability to apply revision strategies to refine and strengthen the development of informational/explanatory writing, focusing on task, purpose and audience while maintaining a formal style.

    6.  Editing

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


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