The 1932 novel, The Conjure Man Dies by African-American author and leader of the Harlem Renaissance, Rudolph Fisher, crafts the plot development to center around a Harlem doctor who is summoned to examine the mysterious death of a local fortune-teller or conjure man. They re-read the texts to find words that both authors use to transform common activities like basketball and quilting into something more personal. An easy-to-use, multimedia-rich curriculum, StudySync brings great literature to life and supports student exploration in the classroom and beyond. For students unable to make predictions, the teacher directs them to revisit the Identification and Application section of the Grade 8 Context Clues lesson. } The Extended Oral Project in each unit also provides an opportunity for students to engage in connected discourse. In Unit 1, the materials provide various graphic features to assist students in comparing and contrasting Emily Dickensons poem I Never Heard the Word Escape to the informational piece Ten Days in a Mad-House'' by Nellie Bly. For example, in Unit 3, during the First Read of Gaming Communities by StudySync, the scaffolds include a vocabulary guide that targets words that may be challenging to these students. Terms we gain from StudySync units that help us build a shared conversation about ELA Standards. Students look at the covers of booksand the unique artwork [to learn] about its genre and tone. Students use research links to explore each texts poster and video preview. Students express their opinion about whether this connection effectively uses text evidence to support their claim. Then, the class regroups to check for comprehension and connection with questions like In the section Outside, what is happening with the family? and What images does the narrator use to describe her teacher and classmates? The class views a video of students discussing the text and reflecting on their responses in the video. About us. Students incorporate text evidence to support their response and paraphrase the texts in ways that maintain the intended meaning and follow a logical order., In Unit 5, students use evidence from texts to support their opinions and claims. The program overview document has additional resources in the library through its search functions. In Unit 2, students use annotation tools provided in the materials while reading Emily Dickinsons poem Im Nobody! For example, in Unit 2, students select a specific refugee group and Research news articles, podcasts, and/or interviews to learn about their refugee experience. Students select a refugee with an interesting story and research this person and his or her experiences. Each units preface material includes helpful information about the Lexile level of texts, publication dates, and potentially challenging elements. Be sure to support your ideas with evidence from all three texts., Unit 3 includes the poem The Road Not Taken by Robert Frost. Automatically embeds scaffolds, so ALL students reach their potential. Why do people continue to inhabit it and work so hard for its cultural survival? Students use evidence from the text, including print and graphic features, to support their understanding. Using The Cremation of Sam McGee by Robert W. Service, the teacher models how to establish a purpose for reading a self-selected text. The publisher states that many of the texts in Unit 4 will introduce students to new writing modes, particularly the various ways authors construct arguments. Buy 3, get 1 free. font-family: ProximaNova,Helvetica Neue,Arial,Noto Sans,Liberation Sans,sans-serif,Apple Color Emoji,Segoe UI Emoji,Segoe UI Symbol,Noto Color Emoji !important; bessettek Teacher. They consider how the use of figurative language heighten[s] or add[s] humor to the everyday experience the speaker of the poem describes; Why might a poet follow such a scheme? Students cite examples of figurative language in their responses. In Unit 1, the materials include a year-long plan for building academic vocabulary, including ways to apply words in appropriate contexts. The vocabulary and spelling workbook includes a Student Progress Chart to track students' scores on the 30+ worksheets, unit review, and unit test. Students craft the meaning of the term tell-tale before reading The Tell-Tale Heart by Edgar Allen Poe. GOV chapter 1. Do you believe the texts explore the same themes or ideas? Students will prepare to write a research paper by differentiating between primary and secondary sources. Students watch a Concept Definition video and read the definition for Primary and Secondary Sources. Charts provide pacing suggestions, along with guidance on opportunities for practice and reteaching to standards mastery. The theme centers on the idea that the most difficult decisions are often the right decisions; this resonates with middle-school students navigating through a transitional age. mrsrmiller Teacher. After reading Commencement Address to the Santa Fe Indian School, by First Lady Michelle Obama, students conduct informal research and inquire about the Santa Fe Indian School, comparing new learning with their prior knowledge of Native Americans. How user-friendly are the materials and how do they support students, teachers and administrators in assuring strong implementation? StudySync is a leading developer of the most engaging, socially connected, and rigorous academic lea StudySync The teacher introduces Emily Dickensons poem Im Nobody! After reading, they discuss their initial vocabulary predictions with a partner. Students also study the language within texts to support their understanding. For example, the materials contain an Eighth Grade Grammar Language and Composition Guide in PDF form through the StudySync online platform. In Unit 1, students read The Tell-Tale Heart by Edgar Allan Poe and analyze how the authors word choice, tone, and speech patterns reveal the narrators personality. Finally, students edit and publish in the final lesson of the sequence. Unit 2, the instructional materials extend learning for above-grade-level students by conducting independent research related to a piece of text read in class. The Novel Units provide Reading Guides that preview key vocabulary, providing definitions. For example, all students practice using vocabulary by dividing into pairs or small groups. Unit 5 includes the play Twelve Angry Men by Reginald Rose. StudySync Grade 8 Unit 1, Lesson 1. 2. Rl.8.7. The overview document mentions a responsive team of curriculum experts who will work with teachers to offer advice on learning, implementing, and customizing the curriculum. . Unit 4 Hear Me Out. The student editions visual design (whether in print or digital) is neither distracting nor chaotic. Annotations and ancillary materials provide support for student learning and assistance for teachers. These extensions appear in the lesson plans optional section. In Unit 3, students research a conflict between human beings and animals, creating a dynamic infographic designed to raise awareness about this man vs. nature conflict. The materials provide a specific list of tasks and questions to guide students through the research process, including: Clearly identify the conflict between humans and animals they want to research. }, Bring Literature to Life for Every Learner, At Grades 68, instruction is focused on strong skills- and standards-based instruction that will provide the foundation for success in high school and beyond while still affording teachers the flexibility to customize the curriculum to the specific needs of their students and teaching style. The materials include well-crafted texts representing the quality of content, language, and writing produced by experts in various disciplines. Additionally, the Strategies Glossary, located in the additional resources section of each grade level, is a tool for educators that includes thoroughly detailed, research-based strategies. Many lessons begin with an introductory video. In their report, students discuss the conclusion they reach about the role of technology in society. The assessment includes a total of 40 multiple-choice questions that are TEKS-aligned to ELAR content from the units standards. The Scope and Sequence includes the TEKS alignment for all the elements covered in each unit, including Academic Vocabulary, Genre, Text Selections, Blasts, Extended Writing Project, and Novel Studies. Finally, what would a screenplay of your life look like? In Unit 2, students also write informational texts to communicate ideas and information to specific audiences for specific purposes. In Unit 5, students read Twelve Angry Men by Reginald Rose and write an essay explaining how making the characters into numbers rather than names affect the drama and how students retain the differences among the characters and their points of view.. Teachers can use this to review any skills or concepts with which students may be struggling. Planning and learning opportunities, including extensions and differentiation, are evident for students who demonstrate literacy skills below that expected at the grade 8 level. The Scope and Sequence specifies if the activities are Practice/Application Only or Instruction and Practice/Application. The program guides appendix includes scope and sequence documents for all grade levels in the grade band, arranged with each TEKS student expectation listed across the top by letter and number. If not, what larger idea do the details relate to and have in common? The prompt asks students first to consider what the game of basketball means to the players in the poem and then to identify the poet's use of metaphors and allusions and explain how they help to communicate the game's importance to individual players and the team as a whole. Students share their analyses during their small group discussions and provide feedback both individually and as a group. Every unit receives ample space and has a predictable structure: Unit Overview, Integrated Reading and Writing, Extended Writing Project and Grammar, ELL Resources, Novel Study, and End-of-Unit Assessment. In Unit 5, students analyze the author's choices and how they influence and communicate meaning (in single and across various texts). After reading another excerpt of the same text, students plan for a text-based discussion about mood by preparing a written response to the following prompt: What makes The Conjure-Man Dies so mysterious? For example, students read The Gettysburg Address by Abraham Lincoln, an excerpt from Across Five Aprils by Irene Hunt, and Letters from a Civil War Nurse by Cornelia Hancock. Explain how the figurative comparison helps the reader understand how Esperanza feels. Finally, students write a response in which they apply their learning about figurative language to their reading of multiple texts: Inside Out and Back Again, Theories of Time and Space, and The House on Mango Street each feature an individual grappling with the concept of home. The materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary in and across texts. Developing and Sustaining Foundational Literacy Skills, See Quality Review Evidence for this Indicator. For example, in the seventh-grade Grammar and Language Workbook, students are asked to identify the subject and predicate in the following sentence: Wilde is the author of A Woman of No Importance and The Importance of Being Earnest, as well as the novel The Picture of Dorian Gray. The materials provide a proficiency tab for each activity. In the digital platform, teachers have access to all components of lessons, lesson plans, scaffolds, and supplemental materials. Sample student annotations appear in the margins of every First Read and Close Read text to provide students with a model for effective annotation and analysis. During the Skills activity on the personal response, students analyze how characters motivations and behaviors influence events in a work of fiction. They make predictions about vocabulary with teacher support. In Unit 1, the materials support distributed practice over the year. Questions and tasks require students to connect to personal experiences, other texts, and the world around them and identify and discuss important big ideas, themes, and details. Independent reading lessons are linked with related readings that follow the first-read, skill lesson(s), and close-read sequence and provide opportunities for comparing and contrasting, making connections across texts, and examining how different authors and text structures approach similar topics or themes. The materials suggest that students consider the following questions: What does advocate mean? Images are clean, crisp, and free of clutter. Enhances instruction with rich multimedia and digital tools. | Grade 8 The pacing guide also previews both the extended writing project and end-of-unit assessment, breaking down the assessment by reading passage title, genre, Lexile level, length, and the corresponding TEKS and skills addressed in the assessments questions. The materials provide a plan for students to self-select texts and read independently for a sustained period of time, including planning and accountability for achieving independent reading goals. In the Close Read, students engage in a Collaborative Conversation to discuss the text in preparation for addressing a writing prompt. In this unit, the materials allow students to express their thinking by allowing them to make predictions about vocabulary words. Additionally, these two levels have access to a synopsis of the poem in which specific words are bolded and explained. Education.com. The materials support students listening and speaking about texts and engage students in productive teamwork and student-led discussions in a variety of settings. Have I followed the rules for using parentheses and brackets? Rosetta Stone. Students complete a First Read by using the reading comprehension strategy of making inferences, us[ing] context clues to define new vocabulary, and demonstrat[ing] comprehension by responding to questions using text evidence. Students complete a quiz, answering high-quality, text-dependent questions including but not limited to: Which of the following inferences about the speaker is best supported by the first stanza? In Unit 3, the StudySync Platform includes the Informational Writing Process. Materials and how do they support students listening and speaking about texts and engage in! 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