|Course Number1111||Course Title222|
|0800020:||M/J Health Grade 8 Year (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022 (current), 2022 and beyond)|
|0800025:||M/J Health & Career Planning Grade 8 Year (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2019, 2019 - 2022 (current), 2022 and beyond)|
|1000000:||M/J Intensive Language Arts (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))|
|1001070:||M/J Language Arts 3 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)|
|1001080:||M/J Language Arts 3 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)|
|1002020:||M/J Language Arts 3 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)|
|1002180:||M/J English Language Development (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022 (current), 2022 and beyond)|
|1007020:||M/J Speech and Debate 3 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 and beyond (current))|
|1100000:||M/J Library Skills/Information Literacy (MC) (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)|
|1700020:||M/J Research 3 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)|
|1700060:||M/J Career Research and Decision Making (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022 (current), 2022 and beyond)|
|7810013:||Access M/J Language Arts 3 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023 (current), 2023 and beyond)|
|1009050:||M/J Writing 3 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))|
|1006020:||M/J Journalism 3 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))|
|1010000:||M/J Literacy through Film & Literature (Specifically in versions: 2016 and beyond (current))|
|1010010:||M/J Literacy through World Literature (Specifically in versions: 2016 and beyond (current))|
|1010020:||M/J Literacy through Philosophy (Specifically in versions: 2016 and beyond (current))|
|Access Point Number||Access Point Title|
|LAFS.8.W.1.AP.1a||Provide an introduction that introduces the writer’s claims and distinguishes it from alternate or opposing claims.|
|LAFS.8.W.1.AP.1b||Create an organizational structure in which ideas are logically grouped to support the writer’s claim.|
|LAFS.8.W.1.AP.1c||Write arguments to support claims with logical reasoning and relevant evidence from credible sources.|
|LAFS.8.W.1.AP.1d||Use words, phrases and clauses to link opinions and reasons and clarify relationship of ideas.|
|LAFS.8.W.1.AP.1e||Maintain a consistent style and voice throughout writing.|
|LAFS.8.W.1.AP.1f||Provide a concluding statement or section that supports and summarizes the argument presented.|
|Where Should We Move? STEM Lesson Plan|| |
Students will collect data to identify planet composition, average temperature, and the distance of some planets within the Milky Way Galaxy from the Sun. Students will complete two-way tables to make comparisons. Students will then analyze and interpret their data. Students will make inferences and justify their reasoning.
|Exploring the Future of NASA|| |
In this lesson, students will read and analyze two nonfiction articles and watch a short video about work at NASA--information includes the retiring of the space shuttle program and possible goals and missions in the future, including ideas for space shuttle replacements and capturing asteroids. Text-dependent questions and answer keys are provided for both articles. At the end of the lesson, students will make a written claim regarding NASA's future plans for space exploration and research, citing evidence from both articles and the video to support their claim. A rubric for the writing assessment is also included.
|One for All? Or Not. A Close Read of Distresses of a Frontier Man|| |
This lesson is based on Letter XII: Distresses of a Frontier Man by J. Hector St. John de Crevecoeur. This "letter" is one of a collection of essays in an epistolary format from the collection, Letters from an American Farmer (1782). In this lesson, students will focus on using various vocabulary strategies to decode challenging vocabulary words from the text. To assist in comprehension, students will read and analyze the text through a chunking strategy where they will participate in text-marking, summarizing, and answering text-dependent questions. The culminating assignment will allow students to develop an argumentative written response that is supported by the text.
|What does it mean to be dense?|| Students will use card stock patterns to create two mini-boxes that they can fill with three different substances. The density of each substance will be compared when contained in both the smaller and larger boxes. Students will use their observations to develop an argument describing how the change in volume of the box affected the density of the substance.|
SC.8.P.8.4 will not be completely covered; only the physical property of density will be addressed.
|How Fast Can You Go|| |
Students will apply skills (making a scatter plot, finding Line of Best Fit, finding an equation and predicting the y-value of a point on the line given its x-coordinate) to a fuel efficiency problem and then consider other factors such as color, style, and horsepower when designing a new coupe vehicle.
|CIS: The Science of Sleepy Teenagers|| |
This CIS lesson is a deep reading lesson intended to be completed with 8th grade students. The article presents science on the sleep patterns of adolescents and asks students to determine how the information should impact school start times. Students return to the article looking for information three times. Students present their claim and text-based evidence in a short writing assignment that is revisited and shaped throughout the lesson.
|Close Reading of Echo and Narcissus|| |
In this lesson, students will conduct three close readings of the highly entertaining myth "Echo and Narcissus" as retold by Thomas Bulfinch. Through these readings, students will answer text-dependent questions about the myth, work to determine the meanings of selected vocabulary and sort them into different categories, analyze character motivation, and determine the settings used in the story. For the end of lesson assessment, students will determine a theme for the myth and write about that theme in an extended response paragraph.
|Bike Club Trip|| |
In this activity the students will rank different locations for a bike club's next destination. In order to do so, the students must use Pythagorean Theorem and well as analyze data of the quantitative and qualitative type.
|Agree to Argue: The Art of Argumentation|| |
This focus of this lesson is to provide students with an opportunity to write arguments to support a claim, including evidence, research, rhetorical devices, and a counterclaim(s). Students will draft an argumentative essay, peer edit each others" text, and then revise their own product. Graphic organizers, argumentative techniques, and a rubric are included in this lesson.
|A Long Way Gone: Memoirs of a Boy Soldier-An Intro to Analysis & Argumentation Part I of III|| |
In this lesson, students will read chapters 1-7 of Ismael Beah's memoir, A Long Way Gone: Memoirs of a Boy Soldier while learning how to analyze the chapters using a reader response journal, create an oral argument through a Seed Discussion, and in writing a central idea statement.
|A Long Way Gone: Memoirs of a Boy Soldier - An Intro to Analysis & Argumentation Part II of III|| |
In this lesson students will independently read, outside of class, chapters 8-14 of Ismael Beah's memoir, A Long Way Gone: Memoirs of a Boy Soldier. In class, students will learn how to create position statements as they read several informational articles and speeches about a variety of topics. Students will also participate in a Philosophical Chairs discussion and use a SOAPTone strategy to help them with their creation of position statements.
|A Long Way Gone: Memoirs of a Boy Soldier- An Intro to Analysis & Argumentation Part III of III|| |
In this lesson (part 3 of 3 in a unit), students will read chapters 15-21 of Ismael Beah's memoir, A Long Way Gone: Memoirs of a Boy Soldier while learning how to create an argumentation essay using a Socratic Seminar discussion, a SOAPTone Strategy, Opinion/Proof Two Column Notes, reading articles and graphics.
|Close Reading Exemplar: The Long Night of Little Boats|| |
In this lesson, students will analyze a rich literary nonfiction text illustrating the rescue of British soldiers at Dunkirk in 1940. Through use of repeated readings, text dependent questions, class discussion, and two writing tasks, students will examine the miraculous nature of what happened at Dunkirk and how shared human values played a part in the outcome of this event. This lesson was designed originally for use in a middle school Social Studies curriculum, where teaching students to go beneath a surface understanding of historical events is at a premium. Although this exemplar was designed to be used in a middle school Social Studies curriculum, it is appropriate for use in an ELA class as well.
|Superhero Debate|| |
In this lesson, students will gather research and engage in a series of debates to determine the "Supreme Superhero." As students debate and the class progresses to a "final four" and then a National Championship, several debate methods will be used: Socratic Seminar, Philosophical Chairs, and a Fishbowl activity. After the "Supreme Superhero" is chosen, students will individually write an essay arguing why the hero deserved to win and include counter arguments for an additional hero.
|Close Reading Exemplar: Dulce et Decorum Est|| |
The goal of the exemplar from Student Achievement Partner web resources is to give students practice in reading and writing about poetry. The poem makes connections to World War I as students closely analyze the poet's depiction of war. Students explore complex text through a) re-reading, paraphrasing, and discussing ideas, (b) achieving an accurate basic understanding of the stanzas of the poem, (c) achieving an accurate interpretive understanding of the piece, and (d) building a coherent piece of writing that both constructs and communicates solid understanding of the poem.
|Fact and Opinion: Parents, Teens, and Texting|| |
In this tutorial from PBS, students will watch videos by and about teens for whom texting is a part of their daily life. Then they will evaluate statistics about texting and use those facts to form an opinion about texting, such as whether parents are justified in reading their teens' texts. They will be able to evaluate and interpret facts to form an opinion. During this process, they will also read informational text, learn and practice vocabulary words, and explore content through videos and interactive activities.
|Freak the Mighty: Heroes Come in All Sizes|| |
Freak the Mighty is the story of a friendship between Max, who is big for his age and has learning disabilities, and Kevin, who is a genius, but is short and unable to walk on his own. In this unit, students explore how expectations for students with disabilities are influenced by appearances, behaviors, and stereotypes as they cite textual evidence that supports an analysis of what the text says, determine/analyze the text's theme, and engage effectively in collaborative small-group discussions.