8th Grade - Gateway 2

MyPerspectives Grade 8 materials are grouped around topics/themes to grow students' knowledge over the course of the school year. The sequence of texts around these topics/themes and the provided lesson scaffolds ensure that students are able to read and comprehend complex texts independently and proficiently. Texts within units are connected and arranged by topics around an essential question.

As illustrated below, unit titles are themes that connect the reading selections:

• Unit 1: Rites of Passage
• Unit 2: Holocaust
• Unit 3: What Matters
• Unit 4: Human Intelligence
• Unit 5: Invention

An example of the way the publisher organizes the unit by theme with appropriate texts and differentiated learning modality is illustrated below:

Theme/topic of Unit 2: The Holocaust

• Whole Group Learning
• Historical Perspectives – “The Holocaust”
• Anchor Text – “The Diary of Anne Frank, Act 1”
• Anchor Text – “The Diary of Anne Frank, Act 2”
• Media: Timeline – “Frank Family and World War II Timelines”
• Small Group Learning
• From The Diary of a Young Girl
• Speech – “Acceptance Speech for the Nobel Peace Prize”
• Media: Graphic Novel – from Maus

My Perspectives Grade 8 materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. This provides students with opportunities to share their learning through written and oral projects.

Below are direct examples from unit assignments to illustrate how materials contain sets of coherently sequences questions and tasks:

From Unit 2, "The Holocaust"

From The Diary of Anne Frank, Act II, 188, include:
How does Anne’s opinion of Peter change?
What causes Anne to have a change of heart about her mother?
Who benefits more from their relationship, Peter or Anne? Explain
What are some of Anne’s character traits? What motivates Anne to dress up for her visit to Peter’s room in Scene 2?
Mrs. Frank warns Anne about exposing herself to criticism when she visits Peter in his room. What are her motivations for doing so? What effect does her warning have?
Give three examples of how the setting affects the characters and their actions.

From Unit 5, "Invention"

• Novel Excerpt: from The Invention of Everything Else by Samantha Hunt
• Comprehension Check Questions:
• Why is the narrator, Nikola Tesia, angry at Marconi?
• Notebook: Confirm your understanding of the excerpt by writing a short summary.
• Close Read the Text: What do you notice? What questions do you have? What can you conclude? (p 505)
• Analyze the Text: Review and Clarify, Present and Discuss
• Concept Vocabulary: Deficiencies, Triumph, Revolutionized
• Word Study: Etymology - a word’s origin
• Analyze Craft and Structure: Analyze Word Choice: Figurative Language, Figures of Speech
• Conventions: Positive, Comparative, Superlative (Forms of Adjectives and Adverbs)

My Perspectives Grade 8 materials contain a coherently sequenced set of text-dependent question and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. The questions for each text are written to give students preparation for the culminating tasks while building answers to the Essential Questions. Students are provided opportunities in each unit to integrate knowledge and ideas through text-dependent questions and writing assignments across both individual and multiple texts.

In Unit 3, students read a news article, “Barrington Irving, Pilot and Educator” by National Geographic and answer How did Irving plan to send his message about learning to millions of kids? They then read an opinion piece, “Three Cheers for the Nanny State” by Sarah Conly and consider What does the author believe most people will gain from the new law?

After reading, “Soda Ban? What About Personal Choice?” What is one reason the author opposes the ban on large-size sweet drink? In the Writing an Argument Performance Task, students are asked to synthesize information: You have just read three texts in which people take a stand on issues that matter to them, either by taking action or by sharing an opinion.

In Unit 4, students analyze “Flowers for Algernon” to determine theme. Following that, they are to identity through class discussion the similarities and differences in the ways the short story "Flowers for Algernon" and the scene from the film, “Flowers for Algernon”, depict Charlie’s realization he will probably go back to the way he was. They are then to write a comparison/contrast essay analyzing the extent to which the scene from the film is faithful to the events in the short story.

My Perspectives Grade 8 meets the expectations of indicator 2d. The series is organized into five units and the culminating task for each unit is a Performance-Based Assessment. After reading the anchor texts during whole group instruction, which all have a connection to the unit’s Essential Question and the culminating task, the unit begins writing to sources with one of the 3 types of CCSS writing (Performance Task: Writing Focus). Throughout each unit there are questions and tasks that support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills. embedded in each unit are both writing and speaking/listening performance tasks preparing students for success on the end-of-unit performance-based assessment.

Examples of these include (but are not limited to) the following:

Unit 3: What Matters

The Performance-Based Assessment (culminating task for the unit): This task is organized in two parts: (1) write an argumentative essay written to sources about taking a stand for what matters and (2) present an oral presentation based on the final draft of the argumentative essay in part 1. Students have read selections related to this topic prior to this culminating task.

In Part 1, students demonstrate their ability to state and defend a claim using sound reasoning and relevant evidence. In Part 2, students demonstrate their ability to identify the most important claims and supporting details to include in the oral presentation (taken from their introductory, body, and concluding paragraphs).

Support is provided to students before (an evidence log and a tool for evaluating the strength of evidence), during (an argument rubric detailing the elements of effective argumentative writing and an oral presentation rubric), and after (a reflection on the goals, learning strategies, and texts of the unit).

Research skills: Students conducted research throughout the unit and with this culminating task they now select appropriate evidence to include in their argumentative essay and/or oral presentation. They also determine if additional research is needed (i.e., through evaluating the strength of evidence).

Unit 5: Invention

The culminating writing task is an argument answering the question, “What situations might encourage people to invent?” with a 3-5 minute oral presentation. Students begin the unit by answering this same question in a quick write after reading the launch text, viewing the unit introductory video, and participating in class discussion, p 445. While analyzing the anchor text, “Uncle Marcos,” students respond to the question, “What has this story taught you about how inventions are created?” p 458. The culminating activity for the anchor texts requires students to write an argument making a claim in response to the question, “What requirements must be met in order to say human flight is successful?” p 478. Throughout the unit, students keep an evidence log to record textual evidence in preparation of the unit culminating tasks.

The instructional materials for Grade 8 include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Students are provided frequent opportunities to interact with and build key academic vocabulary words in and across texts throughout all five units. In each unit, students have a section labeled “Making Meaning” for several of the texts, including readings and videos. In that section, students are given subsections called “Concept Vocabulary,” “Word Study” and “Analyze Craft and Structure.” Additionally, students are given a section called “Word Network” that allows them to choose “interesting words” from a particular text and add it to their ongoing list of words over the course of the year.

Some samples of the vocabulary process in the program include the following:

Unit 1

Concept Vocabulary p 50 - Three words, immense, majestic, numerous, are listed for students. Then the SE asks, “Why These Words? The concept vocabulary words from the text are related. With your group, determine what the words have in common. Write your ideas and add another word that fits the category.

In the same unit, the Word Network reads, “Add interesting words about growing up form the text to your Word Network” p 50.

The Word Study p 50 introduces the academic terms, Synonyms and Antonyms. Students are reminded that majestic and grand are synonyms. Then, they are to “find other synonyms and antonyms form each of the vocabulary words from the Concept Vocabulary.

Unit 3

Tool kit – Word network model for vocabulary ( SE p 259). This is a collection of words related to a topic. As students read selections in the unit, they identify interesting words that are related to the topic and add them to their word network. Students are encouraged to add words throughout the unit. The Word Network for Taking a Stand in unit 3 has 3 words added from the launch text: counterproductive, democratic, censored. The students are expected to add more words throughout the unit that are related to the theme. These words can then be used in their culminating writing project.

Stories have concept vocabulary, which is introduced before reading. Students are asked in the anchor texts to rank how familiar they are with the words on a scale of 1 to 6. After the first read students are asked to review their rankings and make any changes necessary. SE p.264. These words are highlighted in blue print in the story and in the notes section of the reading, on the side of the student edition, is the word(s), pronunciation guide, and a student-friendly definition. SE p.266-267

Unit 4

citation: The term is first introduced on page 343 through an informative writing chart and then reviewed more closely on page 434 through Part 1 of a writing focused, performance assessment for an informative essay.

The instructional materials for Grade 8 support students’ increasing writing skills over the course of the school year, building students’ writing ability to demonstrate proficiency at grade level at the end of school year. The five units are divided into Unit Introduction, Whole-Class Learning, Small-Group Learning, Independent Learning, Performance-Based Assessment, and Unit Reflection. Following the backward design model, the writing activities within the units lead to Performance Tasks that prepare students for the Performance-Based Assessment. Throughout the unit, students keep an Evidence Log to record information they gather and connections they make.

Examples that demonstrate MyPerspectives' approach to teaching writing include (but are not limited to) the following:

Unit 2

Students read and analyze Acts I and II from The Diary of Anne Frank and review the media timeline from “Frank Family and World War II.” Using their notes and evidence logs, students write an explanatory essay on the effects of strict Nazi laws targeting the Jewish people.

Unit 3

Performance Task: Students write a problem and solution essay where students take a stand about “What is a problem you think needs to be solved? How would you solve it?”

The textbook provides supports for the students throughout the writing process. It lists the elements of an argument and gives bullet points of the different elements an argument contains. It also provides a model argument for students to review. Students may use their student books or the online student book to work through the unit. Next is the Prewriting/Planning templates where it prompts students to write a claim and then to consider possible counterclaims.

Unit 5

Following the Launch Text, an argument model, “Inspiration Is Overrated!”, students write a summary of the text and in a quick write address the prompt, “What situations might encourage people to invent?” Teachers are prompted to draw students’ attention to the structure of the text and how the author introduces the topic and takes a position on it in the first and second paragraphs, then provides reasons and evidence in the paragraphs that follow, while the concluding paragraph or paragraphs restate the author’s position.

The instructional materials for Grade 8 include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and sources. Each of the 5 units has students engaged in research projects, sequenced throughout the unit and across the year, to developing their knowledge on a given topic centered around the essential question for the unit, and requiring they analyze different aspects of the topic using multiple texts and source materials.

Some examples of how Grade 8 students will work on research skills over the year include:

Unit 1: After reading “”The Medicine Bag,” students are asked to choose at least one unfamiliar detail from the text to research. Students are asked, “In what way does the information you learned shed light on an aspect of the story?” Additionally, students are asked to “Choose something that interested you from the text and formulate a research question.”

Unit 3: Students work in groups to create a research report about Chief Joseph or the Nez Percé people, who lived on land that are now part of the northwestern United States. In the report, students analyze the ways in which the topic contributes to their understanding of Chief Joseph’s argument in “Words Do Not Pay.” Students are guided to use search terms effectively by choosing terms that are specific and unique to the topic, to make sure the sources you find are relevant and reliable, and take detailed notes to use in the bibliography or Works Cited page, and to paraphrase information from sources and note direct quotations that are particularly powerful or relevant.

Unit 4: After reading Flowers for Algernon, in the Research to Clarify section, students choose at least one unfamiliar detail from the text, briefly research it and respond to the following: “In what way does the information you learned shed light on an aspect of the blog post?” In the Research to Explore section, students choose something that interested them from the text and formulate a research question about it.

Unit 5: After reading Uncle Marcos from The House of Spirits, students are asked to choose at least one unfamiliar detail from the text to research. Students are asked, “In what way does the information you learned shed light on an aspect of the story?” Again, students are asked to “Choose something that interested you from the text and formulate a research question.”

The instructional materials for Grade 8 provide a design for how students will regularly engage in a volume of independent reading. Each unit follows the same format of whole group, small group, and then independent reading. Students connect the Essential Question to the Independent Reading selections and continue adding to their Evidence Log.

This series has an “Independent Learning” section within each unit. The section is color-coded purple so that it is easily recognized by teachers and students. During the scheduled days for Independent Learning, students choose one online selection to read independently centered around the unit essential question. When introducing the Independent Learning, teachers encourage students to think about what they have already learned about the unit topic. They review independent learning strategies by watching the video on Independent Learning Strategies.

Graphic organizers are used to record the student’s response to the selected reading for this section. Students are held accountable by completing two graphic organizers - First-Read Guide and Close-Read Guide and a series of questions under Share Your Independent Learning.

Trade books are integrated throughout the school year, per unit of study. For example, in Unit 2 students choose among Parasite Peg by William Sleator, Crater by Homer Hickam, and James and the Giant Peach by Roald Dahl. In Unit 4, the independent reading choices include Hatchet by Gary Paulsen, My Side of the Mountain by Jan Craighead George, and Hoot by Carl Hiaasen.

Students are given a list of online selections to choose one to read independently p 245. The genres include a television transcript, reflective essay, news article, primary source, and memoir. In the SE a section on Independent Learning Strategies is given to assist students as they learn to “rely on yourself to learn and work on your own.” Students are asked to review the strategies and put them into practice as they focus on Independent Learning

For the “First-Read Guide” graphic organizer, students are asked to “Use this page to record your first-read ideas.” The boxes on the organizer are divided into the follow sections:

NOTICE new information or ideas you learn about the unit topic.
ANNOTATE by marking vocabulary and key passages you want to revisit.
CONNECT ideas within the selection to other knowledge and the selections you have read.
RESPOND by writing a brief summary of the selection.
The next graphic organizer “Close-Read Guide” asks students to “record your close-read ideas” about the selection of their choice.

Another example of supporting students' independent reading includes directions to practice and track reading. For example, in Unit 5, during the Independent Learning section, students do the following: Look Back – Think about the selections you have already studied. What more do you want to know about the topic of inventions?

• Look Ahead – Preview the texts by reading the descriptions. Which one seems most interesting and appealing to you?
• Look Inside – Take a few minutes to scan the text you chose. Choose a different one if this text doesn’t meet your needs.

1. Students are provided a chart to record strategies and action plan. The chart already includes some strategies and students are encouraged to add their own. The SE contains a First-Read Guide to record ideas during a first read, and a Close-Read Guide to record close read ideas. Text questions are available in the online TE that can be assigned after students read.
2. Students then prepare to share with classmates by reflecting on the text they read and making notes about its connection to the unit, answering the questions, “Why does this text belong with the unit?” When they share with their peers, they jot down a few ideas they learn from them. Finally, they mark the most important insight gained from the writing and discussion and explain how this idea adds to their understanding of the relationship between people and animals.