8th Grade - Gateway 1

The instructional materials reviewed for Grade 8 meet the expectations that anchor texts are of publishable quality and worthy of especially careful reading include a mix of informational texts and literature, and consider a range of student interests.

The Level III instructional materials include a mix of informational texts and literature, and these consider a range of student interests. The anchor texts in the units and across the year-long curriculum are of publishable quality, include noteworthy authors, and include a variety of text complexities to assist students in reaching grade level proficiency by the end of the year. In addition, the anchor texts are well-crafted and content-rich; these texts are appropriate for placement at the eighth grade level. Scaffolds throughout each unit ensure students can access complex texts using consistent reading strategies and weaving these throughout the course of the year.

• In Unit 1, students read “Raymond’s Run” by Toni Cade Bambara. The author creates a highly engaging story of a sister/brother relationship. Squeaky, the main character, is sassy and lively and many young readers could identify with her. This story is age-appropriate and teaches students that winning is not the most important outcome sometimes. She offers a cultural context with running/track events and how running helps her brother.

• In Unit 2, students read “The Tell-Tale Heart” by Edgar Allan Poe. Poe uses rich language to capture this story of an insane murder. He uses the first person point-of-view brilliantly with vivid language in telling how the main character committed “the dreadful act."

• In Unit 3, students read “Ishi in Two Worlds” by Theodora Kroeber. This compelling biography takes students into the life of a man who was the last living Native American from the Yahi tribe. He wandered into a corral starving with hair burned close to his head and not able to speak English. A sheriff kept him protected from those who wanted to see this “wild man” until they had time to figure out who he was and where he came from. This biography is followed by a newspaper article stating that Ishi’s brain was returned to the closely related Yana tribe for a proper burial. Middle School students will find these texts fascinating.

• In Unit 4, students read “A Tale of Two Rocks” by Valerie Jablow. This informational article demonstrates how evidence collected by scientists in various fields can combine to explain events in the past. The author is a magazine writer and editor at Science, Smithsonian, and Trial. Engaging photographs accompany this text.

• In Unit 5, students read “The Naming of Cats” by award-winning poet, T.S. Eliot. This humorous poem explains the three names that cats have. The form, structure, and rhyme scheme all add to the interest and tone of the poem.

• In Unit 6, students read “Paul Revere’s Ride” by Henry Wadsworth Longfellow. This high-interest text is the unit’s anchor selection and is a narrative poem about the events of Paul Revere’s night that he warned the colonists that the British were coming. Sentence structure and vocabulary deem it worthy of careful readings.

• In Unit 7, students read “The Dying Detective” by Sir Arthur Conan Doyle. This short story that is dramatized by Michael and Mollie Hardwick also teaches a lesson about friendship. The vocabulary is rich and provides a challenge for students appropriate for a guided reading. Doyle is well-known for his detective fiction featuring Sherlock Holmes and Dr. Watson.

• In Unit 8, students read “Coyote Steals the Sun and Moon” by Richard Erdoes and Alfonso Ortiz. This text is from North American Pueblo who live in New Mexico and Arizona. Richard Erdoes is both an award-winning photographer and author. Alfonso Ortiz was born in New Mexico to parents of Pueblo and Hispanic descent. The images included will assist students in connecting to the text both in terms of the setting and people.

The instructional materials reviewed for Grade 8 meet the expectations for materials reflecting the distribution of text types and genres required by the standards at each grade level.

Each of the eight units focuses on a specific genre. Across the year, student materials encompass multiple genres and text types of varying lengths and formats. Throughout the textbook informational texts are provided as connections to a variety of genres. There are additional texts listed, coordinating with the genre of the unit that are provided at the end in the section titled “For Your Reading List.”

The following are examples of literature found within the instructional materials:

• Unit 1: Fiction: “The Treasure of Lemon Brown” by Water Dean Myers (short story), “A Mother in Mannville” by Marjorie Kinman Rawlings (short story), and “Checkouts” by Cynthia Rylant (short story).

• Unit 2: Fiction: “The Tell-Tale Heart” by Edgar Allan Poe (short story), “Sweet Potato Pie” by Eugenia Collier (short story), “The Ransom of Red Chief” by O, Henry (short story), and “Moon” by Chaim Potok (short story).

• Unit 5: Poetry: “Night Clouds” by Amy Lowell (lyric poem), “The Naming of Cats” by T.S. Eliot (humorous poem), “Ceremony” by Leslie Marmom Silko (lyric poem), and “your little voice Over the wires came leaping” by E.E. Cummings (lyric poem).

• Unit 6:Poetry: “Bats” by Randal Jarrell (narrative poem), “The Choice” by Dorothy Parker (humorous poem), “Paul Revere’s Ride” by Henry Wadsworth Longfellow (narrative poem), and “Exile” by Judith Ortiz Cofer (lyric poem).

• Unit 7: Drama: “The Dying Detective” by Sir Arthur Conan Doyle, dramatized by Michael and Mollie Hardwick (drama), “The Diary of Anne Frank, Acts 1 & 2” by Frances Goodrich and Albert Hackett (drama), and “Sorry, Right Number” by Stephen King (screenplay).

• Unit 8: Folk Literature: “Legend of the Feathered Serpent” by Antonio Hernandez Madrigal (Aztec legend), “Pecos Bill” by Adrien Stoutenberg (tall tale), “Blackbeard’s Last Fight” by Richard Walser (legend), and “Frog” by Vivian Vande Velde (fairy tale).

The following are examples of informational text found within the instructional materials:

• Unit 1: Fiction: "Echoes of Shiloh" by Shelby Foote (article)

• Unit 2: Fiction: "Working on the Moon" by Edwin Aldrin Jr. (non-fiction) and " The Story of Iqubal Masih" by David L. Parker (non-fiction).

• Unit 3: Nonfiction: “Mrs. Flowers from I Know Why the Caged Bird Sings” by Maya Angelou (autobiography), “from If You Could Be My Friend” Presented by Litsa Boudalika (letters), “Epiphany: The Third Gift” by Lucha Corps (memoir), and “from Our Struggle is Against All forms of Racism” by Nelson Mandela (speech).

• Unit 4: Nonfiction: “On the Relativity of Time,” by Wolfgang F. Pauli (article), “Indian Cattle” by Eugene Rachlis (informational text), “How to Use a Compass” by Kjetil Kjernsmo (how-to article), and “Industrial Light & Magic, Part I: History by Dr. David West Reynolds (internet article).

• Unit 5: Poetry: "Immigrant Kids" by Russell Freedman (historical nonfiction)

• Unit 6: Poetry: "Paul Revere and the World He Lived in" by Esther Forbes (biography)

• Unit 7: Drama: "The Ole Feller Recollects How Joe Fournier Became Paul Bunyan" by D. Laurence Rogers (essay).

The instructional materials reviewed for Grade 8 meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.

The majority of texts are at the appropriate level of text complexity. Within the series, quantitative texts levels range from 450-1420, with some texts above and below the current grade level Lexile band. Texts that are quantitatively above grade band have scaffolds in place to ensure student accessibility. With a gradual release of responsibility framework during the guided and directed reading of texts, students receive the supports necessary to access the text and demonstrate their understanding during and after the reading. Texts that are below the grade level text complexity band are raised to a higher level through the student tasks and questions posed for consideration, such as analyzing the work through informative writing following the reading. Examples of texts of the appropriate level include:

• In Unit 1, “Flowers for Algernon," a short story by Daniel Keyes, is below the Current and Stretch Band Level at 840L. The short story is chosen for independent reading following guided and directed reading in Unit 1. The language features increase the complexity of the text such as difficult vocabulary. Choosing a more accessible text for students to demonstrate their ability to use reading strategies to improve comprehension independently can also provide teachers with an opportunity to monitor student progress before they move on to more challenging pieces. These are important considerations when creating materials that follow a gradual release of responsibility model.

• In Unit 3, “Luke Baldwin’s Vow," a short story by Morley Callaghan, is within the Current and the Stretch Band at 1020L. The text is appropriate and within the grade level band. The text is chosen for independent reading when students are finishing Unit 3 to demonstrate their ability to use reading strategies to improve comprehension without the heavy scaffolding that takes place during the guided reading portion at the beginning of the unit. These strategies are woven throughout all eight units with various genres and by this point students will have practiced these strategies with a variety of texts and should be able to tackle a text in their grade level band. Notably, though “this selection is presented in the student edition as an independent reading, teaching support has been provided should you choose to cover it in class.” Therefore, if the class or a specific group of students needs more support, the materials provide this as an option for teachers.

The instructional materials reviewed for Grade 8 meet the criteria for supporting students’ increasing literacy skills over the course of the school year.

The instructional materials contain increasingly complex text to develop independence of grade level skills. Series of texts are at a variety of complexity levels. Using a scaffolded approach, the materials provide students with more guidance and direction in the beginning of the unit with opportunities for students to demonstrate proficiency of essential skills as independent readers by the end of the unit. A “gradual release model” is exhibited with texts as they are categorized into guided, directed, and independent readings to support students as needed.

The texts offer a wide range of complexities and genres, including informational text, and juxtapose specific texts for comparison and analysis. The texts allow students to practice close reading skills valuable across disciplines and prepare students to transfer these skills to persevere through more challenging texts as they progress in their secondary studies. Literacy skills are addressed throughout the unit, and multiple opportunities are provided to practice these skills to demonstrate proficiency. The materials focus on literacy skills that include drawing conclusions, analyzing cause and effect, sequencing of events, using context clues, making predictions, and analyzing text structure. As the year progresses, most questions and tasks build literacy skills and student independence. Examples include:

• In Unit 3, students engage with the skill of author’s purpose while reading the argumentative essay, “Proclamation of the Indians of Alcatraz." The Lexile level is above the 6-8 grade band (1300L), but, according to the materials, the length of the text makes the reading difficulty less complex. The selection is a directed reading text with supports. In the Use Reading Skills section before reading, students are instructed to use a chart to analyze the author’s purpose and how the ideas in the essay fulfills the purpose of informing, explaining, entertaining, reflecting, or persuading. A sample chart is provided. Teacher instructions to support students while reading include the question, “What do the writers hope to accomplish?” Teachers model a response by suggesting that, in the historical context of the proclamation, Indians had been treated unfairly. They were looking for a peaceful way to get the government to recognize their plight and do something about it.

• In Unit 5, students read “The Other Pioneers," a lyric poem. The guided reading selection provides support before, during, and after reading. In the Reading Skills section before reading, students “use the chart below to identify the author’s purpose and how the ideas in the poem fulfill this purpose.” After reading, teacher directions include, “After students have read the poem, have them use its main ideas and details to suggest the author’s main purpose or purposes for writing. Model by pointing out the message in lines 1-3, using the phrases must write and long before to suggest that one of the poet’s main reasons for writing is to pay respect to his ancestors, who settled this land before the English and Irish arrived. Ask students to use details to suggest other purposes he may have had for writing.”

• In Unit 6, students read the lyric poem, “Ode to My Socks." In the Use Reading Skills section, before reading, students look for clues to identify the poet’s purpose for writing: “Create a chart to jot down your ideas.” A sample chart is provided. While reading the teacher is instructed to remind students to stop reading and record ideas on the author’s purpose chart.

• In Unit 7, by the end of the year, students have an increase in the number of independent reading selections to a total of five including Legend, Folktale, Graphic Novel, Fairy Tale, and Fable. The materials provide students with opportunities for identifying sequential order among other essential skills. For example, in Unit 7, when reading independently “Sorry, Right Number” by Stephen King, “students make a timeline that identifies chronological order of the events in this screenplay.”

The instructional materials reviewed for Grade 8 meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.

The anchor texts are accompanied by a text complexity analysis. The Text Complexity boxes provided in the Teacher’s Edition with the label, Preview the Model, provide qualitative and quantitative reading levels for the anchor text. The information also includes Lexile scores, Difficulty Considerations, and Ease Factors for each selection for teachers to preview before reading. The materials include paired texts with text-to-text connections to assist students throughout each unit, and Words in Use, Academic Vocabulary, and Key Terms are outlined with page references to assist teachers with instruction and help students in accessing the text. A Scope and Sequence Guide provides quantitative and qualitative measures as well as considerations related to reader and task, including the specific reading skills, literary elements, and themes that students will work on in each text. Each unit provides a Teach the Genre section to provide support for the text type that they will encounter in each unit.

In Unit 2, students will read the short story,” Men on the Moon” by Simon Ortiz. The reading skill emphasized is monitoring comprehension. The Preview the Model section presents the following text complexity measures:

• Quantitative Measure: 1170 Lexile

• Qualitative Measures:

  • Difficulty Consideration: Unconventional style

  • Ease Factor: None

• The Before, During, and After Reading sections provide teachers with instruction for students to access this complex text. Before reading, students are provided with a way to monitor their comprehension by taking notes on information that does not make sense to them. They are to create a note taking chart. “As you read, write down your reactions to the text, summarize the main ideas.” Vocabulary to preview, along with pronunciations and descriptions of the terms while students read, are provided.

“The Old Grandfather and His Little Grandson”

• Quantitative Measure: 790 Lexile

• Qualitative Measures:

  • Difficulty Consideration: May not hold interest of all students

  • Ease Factors: Length, simple plot, language

• The Before, During, and After Reading sections provide teachers with instruction for accessing the text. For example, in the Before Reading section students are instructed to “note details that relate to what you think is the central idea of each work.” An example is provided. Vocabulary pronunciations and descriptions as well as question suggestions are provided in the During Reading sections.

In Unit 8, students read the Aztec myth, “Legend of the Feathered Serpent” by Antonio Hernandez Madrigal. The reading skill taught is identifying sequence of events. The Preview the Model section presents the following text complexity measures:

• Quantitative Measure: Moderate, 900L

• Qualitative Measures:

  • Ease Factors: Vocabulary

  • Difficulty Considerations: Aztec names

• The Before, During, and After Reading sections provide teachers with instruction to assist students in accessing the text. In the Before Reading section, students are encouraged to always set a purpose for reading and create a timeline in which the reader can record sequence of events. In the During Reading section, students review the side notes in which they will answer questions that monitor comprehension In the After Reading section, students answer the Find Meaning questions which help them recall and interpret details and the Make Judgment questions ask them to analyze drama and evaluate how specific details contribute to its overall meaning. Vocabulary to preview is provided in the Words in Use section. Pronunciation and definitions are included for students to refer to before and during reading.

The instructional materials reviewed for Grade 8 meet the expectations for anchor and supporting texts providing opportunities for students to engage in a range and volume of texts to achieve grade level reading.

Following a model of gradual release of responsibility, teachers begin each unit by guiding students in accessing texts and offering extensive supports before, during, and after the reading process. Then, students move into directed reading, which offers extensive supports before and after reading while reducing the support during the reading. The model assists in preparing students to navigate texts independently once they progress further into the unit. Students self-monitor during the reading process, and the supports before and after the reading are minimal.

Students have opportunities to engage in the practice of reading connected texts. Each unit is organized around a specific genre and provides various text types including adventure stories, graphic novels, myths, and historical fiction. Complete texts are available through the EMC E-Library. Students are supported with reading through guided and directed reading instruction and are also given the opportunity to read independently. Examples of students engaging in reading a range of texts include but are not limited to:

Materials provide guidance to students relating to the close reading model and steps that occur as supports, such as Build Background, Set Purpose, Analyze Literature, and Use Reading Skills Before Reading. During reading, students use Reading Strategies, such as asking questions, making predictions, visualizing, making inferences, and clarifying. Teachers encourage students to analyze literature and make connections through reminders. After reading, students find meaning, make judgments, analyze literature, and extend understanding. Additional e-texts are available to students through the E-Library as a supplement for each unit and include literary classics, long and short selections. Teachers can utilize the library to individualize based on student need, and the texts can be printed or viewed online. An audio library is available as an additional support to “expand students’ listening skills and offer additional support for developing readers and English learners.” Examples include:

In Unit 3, students participate in guided reading, directed reading, and independent reading lessons of a variety of nonfiction texts. Examples include, but are not limited to, the following:

• Guided Reading: Students will read an excerpt from Maya Angelou’s autobiography, I Know Why the Caged Bird Sings, entitled “Mrs. Flowers." Instruction begins with the Before Reading section where students build background, set a purpose, and are introduced to the reading skills that will be learned in the selection. The During Reading segment includes text-dependent questions to assist students with comprehending while reading and the After Reading section includes a number of tasks where students can show what they learned.

• Directed Reading: Students will read a memoir by Lucha Corpi entitled, Epiphany: the Third Gift. Instruction includes a Before Reading section where students build background knowledge and learn about the reading skills and objectives of the lesson. There is guidance provided for assisting students while they read, but the supports are minimal. At the end of the text, students have questions to answer in the Find Meaning and Make Judgments sections.

• Independent Reading: Students read an essay entitled, “Appearances are Destructive” by Mark Mathabane. Materials provide options for teachers to preview the text. At the end of the selection, the Analyze and Extend section provides options for students to demonstrate their understanding.

In Unit 6, students participate in guided reading, directed reading, and independent reading lessons of a variety of poems. Examples include, but are not limited to, the following:

• Guided Reading: Students will read “Southern Mansion," a lyric poem by Arna Bontemps. Instruction begins with the Before Reading section where students build background, set a purpose, and are introduced to the reading skills that will be learned in the selection. The during reading segment includes text-dependent questions provided to assist students with comprehending while reading and the After Reading section includes a number of tasks where students can show what they learned.

• Directed Reading: Students will read “The Choice," a humorous poem by Dorothy Parker. Instruction includes a Before Reading section where students build background knowledge and learn about the reading skills and objectives of the lesson. There is guidance provided for assisting students while they read, but the supports are minimal. At the end of the text, students have questions to answer in the Find Meaning and Make Judgments sections.

• Independent Reading: Students read “The Cremation of Sam McGee," a narrative poem by Robert Service. Materials provide options for teachers to preview the text. At the end of the poem, the Analyze and Extend section provides options for students to demonstrate their understanding.

• At the end of the unit, following the independent reading selections and lessons, there is a “For Your Reading List” section to provide students with additional reading selections linked to the unit theme. Examples include but are not limited to the following: “William Butler Yeats” by Jonathan Allison, “Imaginary Animals” by Charles Sullivan, and “Step Lightly: Poems for the Journey” by Nancy Willard.

In Unit 8, students participate in guided, directed, and independent readings of a variety of folk literature. Examples include, but are not limited to, the following:

• Guided Reading: Students read the Aztec Legend, “Legend of the Feathered Serpent” by Antonio Hernandez Madrigal. Instruction begins with the Before Reading section where students build background, set a purpose, and are introduced to the reading skills that will be learned in the selection. The during reading segment includes text-dependent questions provided to assist students with comprehending while reading and the After Reading section includes a number of tasks where students show what they learned.

• Directed Reading: Students read “Coyote Steals the Sun and Moon,” a Zuni myth retold by Richard Erdoes and Alfonso Ortiz. Instruction includes a Before Reading section where students build background knowledge and learn about the reading skills and objectives of the lesson. There is guidance provided for assisting students while they read, but the supports are minimal. At the end of the text, students respond to questions in the Find Meaning and Make Judgments sections.

• Independent Reading: Students read, “Rip Van Winkle," a legend by Washington Irving. Materials provide options for teachers to preview the text. At the end of the reading, the Analyze and Extend section provides options for students to demonstrate their understanding.

The instructional materials reviewed for Grade 8 meet the expectations of most questions, tasks, and assignments being text-specific and requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).

The materials include text-dependent questions to develop critical thinking skills. The majority of questions are text-dependent and provided over the course of the year. Before reading, a question is posed consistently allowing students to first draw on prior knowledge and/or experiences that connect to the selection. The text-dependent questions within a gradual release of responsibility framework during and after reading are designed to support students’ literacy growth, and essential questions prepare students to respond during the reading process. After reading questions require students recall and interpret detail, analyze and evaluate, and apply critical thinking skills. Teacher materials provide support for planning and implementation. Close Reading Model includes text-dependent and specific questions in three sections: Before, During, and After Reading. The Before Reading section includes four subsections with questions embedded within the margins of the textbook: Build Background, Analyze Literature, Set Purpose and Use Reading Skills. The During Reading section includes three subsections: Use Reading Strategies, Analyze Literature, and Make Connections. The After Reading section includes three subsections: Find Meaning, Make Judgements and Extend Understanding.

Materials also include Differentiated Instruction, Common Core Assessment Practice, Meeting the Standards, and Exceeding the Standards guides that also provide text-dependent questions. The text-dependent questions within a gradual release of responsibility framework during and after reading are designed to support students’ literacy growth, and essential questions prepare students to respond during the reading process. After reading questions require students recall and interpret detail, analyze and evaluate, and apply critical thinking skills. Teacher materials provide support for planning and implementation.

• In Unit 2, students read “Sweet Potato Pie” and respond to the following text-dependent questions:

  • Why doesn’t Charley want Buddy to take the pie?

  • How is it consistent with Collier’s characterization of Buddy that he gives in to Charley? How is Charley carrying in the pie an example of indirect characterization?

  • Why does the sight of Charley carrying sweet potato pie make Buddy cry?

• In Unit 3, using the text, “Mrs. Flowers”, on page 286, in the “During Reading-Distinguish Between Fact and Opinion” section, the student is required to refer to text to answer the following question: “What is this paragraph is most likely fact? Can this fact be proven?”

• In Unit 4, using the text, “Indian Cattle”, on page 418, in the “After Reading-Find Meaning” section, the student is required to refer to the text to answer question #2, “In what ways was buffalo hunting a communal activity?”.

• In Unit 4, using the text, “How to Use a Compass”, on page 436, in the “After Reading-Make Judgments” section, the student is required to refer to the text to answer question #4, “How did Kjernsmo organize his article? How was this organization helpful?”

• In Unit 5, students read the poem, “Night Clouds,” and answer the following text-specific questions:

  • What action does the speaker urge the mares to make?

  • What does the speaker say will happen if the mares don’t follow this advice?

  • What time of day is the speaker following in lines 5-9?

  • What evidence supports your answer?

• In Unit 7, students read a dramatized short story, “The Dying Detective,” and use the text to answer the following questions:

  • What do you learn about Holmes from Watson’s reaction?

  • What information is revealed by this dialogue?

• In Unit 8, students read folk literature, “Legend of the Feathered Serpent,” and answer the following questions:

  • According to the legend, why does the feathered serpent leave?

  • What real historical event does the legend speak of here?

  • How do the men change after they receive more and more gifts?

  • What do the men do to get the treasures off the god’s body?

The instructional materials reviewed for Grade 8 meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax.

Students are given the chance to speak about texts and extensions of the texts in the after reading exercises entitled, “Collaborative Learning." The “Exceeding the Standards-Speaking and Listening” handbook provides step-by-step instructions for each unit workshop in the text. Speaking and Listening rubrics are available for self and peer assessment. An opportunity for students to engage in a speaking and listening workshop is present following each unit. Each unit concludes with a Speaking, Listening, and/or Viewing Workshop. Within these workshops, students write, deliver, and listen to different speech presentations. Protocols are included in the margins of the workshops entitled, “Performance Tasks."

Protocols for speaking and listening can be found in the Speaking and Listening Workshop at the end of each unit. The presentations students develop are coordinated with the theme of the unit. In the Language Arts Handbook at the back of the Teacher’s Edition (and student handbook) the following guidelines and protocols are provided: Verbal and Nonverbal Communication, Listening Skills, Listening Critically, Listening to Learn Vocabulary, Listening for Appreciation, Collaborative Learning and Communication, Conducting an Interview, Guidelines for conducting an Interview, Public Speaking Tips, Guidelines for Giving a Speech, Oral Interpretation Guidelines for a dramatic reading of a literary work or group of works, Interpreting Poetry Guidelines, Guidelines for Storytelling, Participating in a Debate, and Guidelines for a Multimedia Presentation.

Additional instruction is available for speaking and listening strategies and skills in the Language Arts Handbook in the back of the student textbook. Guidelines for Verbal and Nonverbal Communication are provided, as well as adapting listening skills. Collaborative Learning and Communication Skills, Asking and Answering Questions, Conducting an Interview, and other Speaking & Listening guidelines are available as a resource.

Examples of how materials meet the criteria for providing opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax include:

• In Unit 1, at the conclusion of the unit, in the Speaking and Listening Workshop, students are presenting an oral summary and effectively listen to others’ oral summary presentations. Students are given instructional advice on evaluating and delivering an oral summary. Students are provided with general rubrics for Speaking and LIstening. In the Teacher’s Edition, in the margin of these pages, a performance task is included with guidelines on evaluating and delivering oral summaries.

• Unit 2: Speaking & Listening Workshop, page 270Giving and Actively Listening to Literary PresentationsAny time you describe the plot to a story, play, television show, or film, you become a storyteller. This is how you should view yourself when delivering literary presentations. A storyteller is able to make the plot, setting, and characters of a fictional text come alive through a blend of speechmaking and acting. The guidelines below will help you develop your storytelling abilities. Choose a short piece of fiction from Unit 2 in your textbook, another short piece of fiction with your teacher’s approval, or the short story you wrote for the Writing Workshop on page 262 of your textbook. Use the instructions in this lesson and the Unit 2 Speaking & Listening Workshop in your textbook to prepare and deliver a literary presentation.

• In Unit 2, after reading “The Tell-Tale Heart," in the “Collaborative Learning” exercise, students hold a mock trial. With classmates, students put the narrator of “The Tell-Tale Heart” on trial. Different students will take on various roles in court and present evidence for and against the narrator.

• In Unit 3, at the conclusion of the unit, in the Speaking and Listening Workshop, students present an informative presentation and effectively listen to others’ informative presentations. Students are given instructional advice on planning, evaluating, and delivering informative presentations. Students are provided with general rubrics for Speaking and Listening. In the Teacher’s Edition, in the margin of these pages, a performance task is included with guidelines on evaluating and delivering informative presentations.

• In Unit 4, after reading “Too Soon A Woman," in the Collaborative Learning section, students research the Oregon Trail on the Internet. As students research, they should keep the following questions in mind: “Where did the trail begin and end? What route did it take? How many people traveled West on the trail? How many used it to go back East? What was the most common form of transportation on the trail? After finding answers to the questions and report your findings to the class.”

• In Unit 5, students read Pretty Words, a lyric poem by Elinor Wylie. In the Extend Your Learning section, students are to discuss with a small group the meaning of the poem. The discussion question is as follows: “What are the major themes and ideas it presents?”

• In Unit 6, students read the poem, “Ode to My Socks,” and identify and explain to a small group the poem’s mood.

• In Unit 7, students read the play, “The Diary of Anne Frank,” and discuss the major and minor conflicts in the play and determine if and how each conflict was resolved.

• In Unit 8, students complete the following task: “Reread the couplets that focus on Stonewall Jackson’s response to Barbara Frietchie’s courageous action. Then, in small groups, discuss these questions: What did Stonewall Jackson do in response to Barbara Frietchie? What was his motivation for the actions he took? Share your conclusions with the class.”

The instructional materials reviewed for Grade 8 meet the criteria for materials including a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.

The instructional materials for Grade 8 include a mix of on-demand and process writing and short, focused projects. A range of writing activities and tasks are provided. Opportunities for students to revise and/or edit are provided to practice skills in an authentic manner. Students can utilize digital and outside resources when appropriate to the task. Writing tasks and projects are aligned to the grade level standards being reviewed.

The Teacher’s Edition offers opportunities to write in the Extend Understanding section, Writing Skills section throughout the unit, and the Writing Workshops and Test Practice Workshops at the end of each unit. Extend Understanding contains on-demand writing activities. The Writer’s Workshops for each unit includes a process writing assignment. The “Exceeding the Standards” book includes supports for each Writing Workshop. These activities require students to analyze the current reading and ground evidence from the text. Additionally, short, focused projects utilizing media resources are provided and require students to work with partners, in groups, or independently.

Examples of on-demand writing include, but are not limited to, the following:

• In Unit 1, students complete the following writing activity: “Foreshadowing is the act of hinting at events that will happen later. Now that you know how “Charles” ends, reread it to determine which details foreshadow the outcome. Then write a paragraph in which you present and explain your examples. Compare your examples with a partner."

• In Unit 2, students complete the following writing task: Write a literary response to “Gary Keillor." In your essay, discuss the tone of the story. Did you find the story funny? Why? State your main idea in a thesis. Use examples from your cluster chart to illustrate what is meant to be humorous in the story. Did the tone of the story affect how you felt about Gary and his actions? How might you have felt if the tone had been more serious? Share your essay with the class.”

• In Unit 3, Extend Understanding, students write a newspaper article in which they “explain to readers who Mandela is and why he is an important man, and then summarize the main ideas that he delivered in his speech."

• In Unit 6, using “Southern Mansion” in the “Extend Understanding” exercises, students are given two options for writing after reading: Creative Writing or Informative Writing. For the Creative option, students write a poem for a friend in which they imitate the tone in “Southern Mansion." For the Informative option, students write a brief literary response about Bontemps’s use of symbolism. In the introduction, students will state the thesis, provided support for their position and then include reasons, examples from the text, and other details that support the thesis.

Examples of process writing include, but are not limited to, the following:

• In Unit 1, students write a response to a piece of literature (Informative Writing). They use the writing process to complete the assignment and are provided with instructional support through each phase of the writing process.

• In Unit 2, students write a short story (Narrative Writing). They use the writing process to complete the assignment and are provided with instructional support through each phase of the writing process.

• In Unit 5, in the Exceeding the Standards workbook, students write an explanatory essay using details. They are taken through the 5-step writing process: prewriting, drafting, revising, editing and proofreading, and publishing and presenting. Students are provided with a literary model, instruction through the writing process, a revision checklist, and a writing rubric.

• In Unit 6, in the Exceeding the Standards workbook, students write a narrative poem. Students are taken through the 5-step writing process: prewriting, drafting, revising, editing and proofreading, and publishing and presenting. Students are provided with a literary model, instruction through the writing process, a revision checklist, and a writing rubric.

• In Unit 7, a Test Practice Workshop provides an opportunity to write an argumentative essay, and the task builds on skills practiced throughout the unit: “Read the following short excerpt and the writing assignment that follows. Before you begin writing, think carefully about what task the assignment is asking you to perform. Then create an outline to help guide your writing." The assignment tasks students with the following: “Was Isabelle (Sojourner Truth) correct when she said, ‘the law is for everybody’? Plan and write an argumentative essay in which you state and support a thesis about whether the laws of the nation apply equally to everyone. Include persuasive techniques and rhetorical devices, as well as counterarguments."

• In Unit 8, students are given a Test Practice Workshop focusing on a Research Report that includes sourcing myths included throughout the unit. Students have the opportunity to write a research report in which they “examine myths that explain physical phenomena in different cultures. Focus on when these myths and legends began and why. Gather your information from different sources. Be sure to document each source, paraphrasing and using quotes as you write your report.”

Examples of short- focused projects incorporating digital resources where available include, but are not limited to, the following:

• In Unit 1, students complete the following project: “Use the Internet to locate famous Chinatowns throughout the United States. Create a map, or other visual media, and present it to the class. Include information on population, landmarks, and any interesting or important history about the individual Chinatowns.”

• In Unit 2, students complete the following assignment: "With a partner, research the Apollo 11 mission and create a multimedia presentation of your findings. In your presentation, include background on the Space Race and the political reasons for sending humans to the moon. Also include examples of new technologies that came out of the mission. Your presentation might also include a discussion of Neil Armstrong’s famous words, “That one small step for [a] man, one giant leap for mankind.”

• In Unit 8, students begin with “The Treasure of Lemon Brown" and then move beyond the text through Differentiated Instruction and utilize digital resources through an Enrichment activity: "Students compelled by the history and culture of Harlem might be interested in researching and reporting on the lives and accomplishments of some of its celebrities, many of whom gained fame performing at the historic Apollo Theater. Examples include Ella Fitzgerald, Billie Holiday, Count Basie, Marvin Gaye, Aretha Franklin, and Michael Jackson (then performing as a member of the Jackson 5). Additionally, students interested in sports might enjoy researching and reporting on the Harlem Globetrotters."

The instructional materials reviewed for Grade 8 meet the criteria for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards.

Materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards. Materials provide multiple opportunities across the school year for students to learn, practice, and apply different genres/modes of writing that reflect the distribution required by the standards. Where appropriate, writing opportunities are connected to texts and/or text sets (either as prompts, models, anchors, or supports). After most reading selections in each unit, students are given an opportunity to respond to the text in a form of writing in the “Extend Understanding” section. At the conclusion of each unit a “Writing Workshop” task is provided.

Each lesson offers a purpose for the writing, instruction, and guidance in writing, a literary model for students to refer to, a five-step writing process plan, a revision checklist and rubrics. Also, writing lessons are provided in the supplemental workbook, “Exceeding the Standards,” and supplementary writing lessons are also offered across the school year in different modes of writing, such as informative, narrative, descriptive, and argumentative. Rubrics and a variety of writing tasks provide both students and teachers opportunities to monitor progress in writing skills.

In Unit 1, students read “Charles” and engage in two text types of writing, narrative and informative, with the following activities:

• Imagine what happens to the characters after the ending of the story. How do you think Laurie’s father reacts when he hears what the kindergarten teacher said? Write a brief dialogue between Laurie and his father that takes place after the father learns the truth about Charles. Share the dialogue with your classmates.

• Foreshadowing is the act of hinting at events that will happen later. Now that you know how “Charles” ends, reread it to determine which details foreshadow the outcome. Then write a paragraph in which you present and explain your examples. Compare your examples with a partner.

In Unit 2, students read “Sweet Potato Pie” and engage in two text types of writing, narrative and informational, with the following activities:

• Suppose that Buddy called Charley from his hotel - after his visit to Harlem and before leaving New York City. Write a dialogue in which Buddy thanks Charley for the visit, and then decide what else these two brothers might want to talk about. Decide whether they would talk openly about the nature of their relationship. Try to capture Collier’s characterizations of Buddy and Charley in your dialogue.

• Discuss the use of first person point of view in “Sweet Potato Pie” in a literary response paragraph. State your main idea in your thesis and use quotes from the text to show how the point of view contributes to the story. Write the same examples in third-person point of view and explain to a sixth grade reader, in each case, how first-person point of view is more effective.

In Unit 3, students write a brief informative essay that analyzes Nelson Mandela’s choice of words, phrases, and literary devices in the passage from his “Our Struggle...” speech. “Explain how these choices help him appeal to his audience. Use examples from the text to support your ideas."

In Unit 5, in the “Writer’s Workshop," students are instructed to write a compare-and-contrast essay in which they examine the similarities and differences between the two or more things, places, people, ideas. Students experience a 5-step writing process including: prewriting, drafting, revising, editing and proofreading, and publishing and presenting. Teachers are provided with instructional protocols in the margins of the Writer’s Workshop pages on the stages of the writing process.

In Unit 6, using “Southern Mansion” in the “Extend Understanding” exercises, students are given two options for writing after reading: Creative Writing or Informative Writing. For the Creative option, students write a poem for a friend in which they imitate the tone in “Southern Mansion." For the Informative option, students write a brief literary response about Bontemps’ use of symbolism. In the introduction, students will state the thesis, provided support for their position and then include reasons, examples from the text, and other details that support the thesis.

In Unit 7, after the reading of The Diary of Anne Frank, Act 1, students have the opportunity to practice informative writing to Extend Understanding: “In a paragraph, present a literary response in which you analyze how the stage directions in Act 1 helped you to better understand the characters. Use an outline or cluster diagram to gather details you need to write an effective response. State your position in a thesis and support it with evidence and examples from the text.” The writing task can assist in preparing for the writing workshop focusing on argumentative writing, and the writing task connects to the text students read during the unit.

In Unit 8, after reading “Coyote Steals the Sun and Moon," students have the opportunity to practice Informative writing, among other types, which is tied to the text: “The characters of Eagle and Coyote are the force behind the story; their desires put events in motion. Write a brief informative essay that compares and contrasts the two characters. In the introductory paragraph, identify the myth and the characters. In your thesis, state your main idea about how the characters are similar or different. In the body paragraphs, support your thesis with details that show how they are alike and different. Share your work with the class.” The writing tasks throughout the unit can help prepare students for the writing workshop, and the task connects to the text students read during the unit.

The instructional materials reviewed for Grade 8 meet the criteria for materials including frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.

The materials provide opportunities across the school year for students to learn, practice, and apply research-based and evidence-based writing to support analyses, arguments and synthesis. At the end of every reading selection, in the After Reading/Extend the Text section, students are presented with two on-demand writing options that prompt students to complete short, research-based writing using the texts read within the section. There are additional opportunities to complete writing assignments after reading selections, but only some of these tasks require students to seek evidence from the text. The writing prompts that require students to interact with the text only sometimes state explicitly that the students need to cite evidence. Some writing prompts are creative and narrative, causing the student to focus on personal events, reactions to themes, and using their imagination to create a product that is loosely related to the text. Students also experience research-based and evidence-based writing within every Writing Workshop section that occurs at the close of each unit. Many writing opportunities are focused around each student’s analyses and claims developed from reading closely and working with sources.

In Unit 1, students complete the following task: ”Imagine you are a music reviewer for a newspaper at the time Lemon Brown was playing the blues. Write a review of one of his performances. Include photographs and biographical information. Share the review with the class.”

In Unit 2, students complete the following task: “Write a petition to the government of Pakistan, voicing your concern for child laborers and requesting changes to the system that forces them to work under substandard conditions. Use the information from Build Background and ”The Story of Iqbal Masih” to help you write the petition. Your petition should describe the situation and why it needs to be changed. Write it in the most persuasive, concise, and clear way possible. Try to make it longer than half a page.”

In Unit 3, students are to use information from the biography, “Ishi in Two Worlds” by Theodora Kroeber, to create a hypothesis or theory about why Ishi was found near Oroville’s slaughter house. “Include the reasoning behind your hypothesis as well as details, facts, and examples from the selection to support your hypothesis."

In Unit 4, students are to translate chart information found in the article, “Scale of Geologic Time” by Wolfgang F. Pauli, into a summary. Identify the key points being made in the chart and present the key points in the summary.

In Unit 5, students use “The Choice” in the Extend Understanding section to write a short critical analysis essay of the speaker’s choice. In the thesis, students state their opinion of that choice. In the body, students will give the reasons, examples, and other support. Students quote lines from the poem as evidence and explain how they support their argument. In the conclusion, students make speculations about the future of the speaker and restate their opinion. They students will share their work with the class.

In Unit 6, students use “Bats”in the Extend Understanding section to write a brief literary response in which they analyze tone of the text. Students follow these steps: “First, identify the tone, supporting your point of view with details from the poem. Examine how the tone shifts near the end of the poem. Then write responses to these questions: 'In what way or ways does the tone seem surprising? Do you think the tone is appropriate? Explain why or why not?'”

In Unit 7, students can practice informative writing after reading “Sorry, Right Number, Act 2”: “In a short essay, analyze how the character’s interactions foreshadow events in the plot. State your position in a clear thesis statement, and support your thesis with examples and direct evidence from the screenplay."

In Unit 8, students can practice informative writing to Extend Understanding following the reading of “Where the Girl Rescued Her Brother”: “Write a short essay describing the author’s purpose and perspective. In the first paragraph, speculate why the authors chose to share this legend. In the second paragraph, support your speculation about the author’s purpose with examples from the text that show the author’s perspective. In the last paragraph, imagine how the story would have been different if a descendant of Brigadier General Crook were the author. Share your essay with your class."