8th Grade - Gateway 2

The instructional materials reviewed for Grade 7 meet the expectations for texts being organized around a topic or topics to build students’ ability to read and comprehend complex texts independently and proficiently.

Each module has texts that connect by a central topic or theme.

• In Module 1, students consider the challenges of fictional and real refugees.
• In Module 2A, students conduct an in-depth character study about characters who take a stand.
• In Module 2B, students read and analyze Shakespeare’s A Midsummer Night’s Dream, focusing primarily on the theme of control.
• In Module 3A, students explore Japanese-American relations during World War II.
• In Module 3B, students study the U.S. Civil Rights Movement, focusing on the Little Rock Nine.
• In Module 4, students research the relationship between human populations and the physical world.

The sequence of texts and sufficient lesson scaffolds ensure students are able to read and comprehend complex texts independently and proficiently.

• Modules include text with quantitative measures at multiple levels within the grade band.
• In all modules, students are provided with graphic organizers and recording forms to engage students actively and provide scaffolding for students in need.
• Students read text independently, in small groups, and as whole group read-alouds to scaffold reading instruction. Students are asked to actively monitor their reading comprehension.
  • In Module 1, Unit 1, lesson 5, students are asked to reread chapters read in class that day for homework and add quotes to the graphic organizer, as well as read independently Chapters 14-15 to complete Reader's Notes to express understanding.
  • In Module 3B, Unit 1, lesson 1, teachers are directed to set clear expectations that students read silently in their heads as they listen to the text read aloud slowly, fluently, and without interruption or explanation to promote fluency and to aid in comprehension of the text.
  • In Module 4, Unit 1, lesson 4, students are assigned to read a chapter of a text for homework and are directed to record new words on a word catcher.

The instructional materials reviewed for Grade 8 meet the expectations for materials containing sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. Throughout the materials, students independently and as a whole group complete questions and tasks that require analysis of individual texts.

• In Module 2A, students complete tasks that include determining theme, analysis of structure of text, and determining the author's point of view. Students also analyze the structure of a specific paragraph leading to a deeper analysis in future lessons.
• In Module 1, Unit 1, lesson 1, students close read the poem "Inside Out" to infer about a character. Students discuss the gist of the text to begin the lesson. Students discuss using context clues to figure out word meanings, using details from the text to make inferences, and the importance of text discussion. Students pair up and use "Inside Out" text dependent questions to discuss the poem. Students participate in whole group discussion of text dependant questions. Students complete a quick write to describe the main character.
• In Module 2A, Unit 1, lesson 2 students read "Equal Rights for Women" by Shirley Chisholm and answer text-dependent questions that encourage analyzing the author's view and how the author crafts the text to prove a claim.
• In Module 2A, Unit 1, lesson 6, students analyze Sojourner Truth's "Ain't I a Woman?" Students discuss the central idea and supporting details, paragraph structure, and author's perspective on the speech. Students use a note catcher to discuss with groups the central idea and supporting details to determine "What the fix that white men are in." Students then write a summary of "Ain't I a Woman?"
• In Module 3A, Unit 2, lesson 6, students examine primary sources from WWII and cite evidence to determine authors' viewpoints.
• In Module 3B, Unit 1, lesson 2, students analyze Carlotta Walls using the text A Mighty Long Way. Students begin with a visual representation of Carlotta's family tree. Students set up discussion appointments to meet with five peers to be used for conversation throughout the module. Students watch a video that talks about her aftermath of the Civil War and the events during the Reconstruction period. Students complete a focus question and vocabulary note catcher and discuss. Students work with partners to complete structured notes for Chapter 1 and then participate in a whole class discussion about Carlotta Walls and segregation.
• In Module 4, Unit 1, lesson 2, students read The Omnivore's Dilemma by Michael Pollan closely and answer text dependent questions that guide them to identify the gist of the section.

The instructional materials reviewed for Grade 8 meet the expectations for materials containing a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. Each unit and module contains text-dependent questions and tasks that require students to integrate knowledge and ideas both in individual texts and across multiple texts.

• In Module 1, Unit 2, lesson 13, students read closely a section of the article, "Refugee Children in Canada: Searching for Identity" and answer text-dependent questions and cite evidence to build knowledge to get a deeper understanding of the text, Inside Out and Back Again.
• In Unit 2A, Unit 1, lesson 15, students will answer text-dependent questions and complete a graphic organizer that prompts comparing the text structures of chapter 6 To Kill A Mockingbird by Harper Lee and "Those Winter Sundays" by Robert Hayden.
• In Module 2A, Unit 3, lesson 3, students note the similarities and differences between the Reader's Theater Script and To Kill a Mockingbird on a Venn diagram.
• In Module 2B, students answer text-dependent questions throughout the unit that are coherently sequenced and require integration of more than one text. One example of this is students have text-dependent questions that are asked to help complete a paragraph by paragraph close read of the text. Students then record answers in another graphic organizer of the text-dependent questions that require students to re-read and review thinking about the text. Students are then asked to continue to examine the other texts by analyzing the central claim and supporting claims.
• In Module 2B, Unit 2, lesson 3, students use evidence from Brown v. Board of Education Supreme Court case to support their understanding of the text “A Mighty Long Way” and the desegregation of schools in the south. Students analyze the connection between Brown v. Board of Education and Carlotta's experiences. Students work in teams to match events from Carlotta's life to the Supreme Court case. Students use a note catcher to record details that support their findings.
• In Module 4, Unit 1, lesson 4, students find the gist of the text The Omnivore's Dilemma. Students read closely to answer text-dependent questions about the text. Students describe the purpose of Michael Pollan in the excerpt. Students identify the conflicting evidence and view points in the text.
• In Module 4, Unit 1, lesson 7, students analyze author's purpose in speech and text by identifying the main claims, motives and purpose of the speaker in the speech, "What's Wrong with Our Food System" by Birke Baehr, and identifying the author's purpose in an excerpt of the text, The Omnivore's Dilemma by Michael Pollan.

TThe instructional materials reviewed for Grade 8 meet the expectations that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g., combination of reading, writing, speaking, listening).

• In Module 1, Unit 1, students write a research paper that demonstrates their understanding of a refugee experience as part of the unit's final performance task.
• In Module 1, Unit 3, students write two research-based poems that reflect the "inside out" and “back again" aspect of a refugee’s experience. Students collaborate in research teams to research experiences of refuges and then draw upon the research, informational texts, and a novel study to write. Students work with peers to write a best draft and then present the poems to their peers.
• In Module 2A, Unit 3, students demonstrate their understanding of the overarching themes of the novel To Kill A Mockingbird through the creation and performance of a Readers Theater script.
• In Module 2B, students complete a Character Confessional Narrative. Lessons in the module provide opportunities to answer the overarching guided questions.
• In Module 3A, Unit 2, students write an informational essay that displays their knowledge of the captives during WWII as part of the End-of-Unit Assessment.
• In Module 3A, Unit 3, students read Unbroken and study the transition of the imprisoned from "invisible" to visible after release. Students research Mine Okubo's life and write a narrative. Students will share their narrative with a small group of students and reflect upon their research-based narrative writing piece.
• In Module 4, Unit 3 students research food chains and write a position paper that includes a claim, two reasons for making the claim, and evidence to support each of the reasons. They must include a counterclaim. Students work with groups to work through the writing process and create a visual representation of their position paper to present.

The instructional materials meet expectations for Grade 8 including a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Opportunities to build vocabulary are found throughout the instructional materials.

• Throughout the modules and units, students discuss and clarify language of learning targets to build academic vocabulary.
• In Module 1, Unit 2, lesson 4, students complete a prefixes note catcher as words are discussed in context of an article. Students use structure and context clues to determine meaning.
• In Module 2A, Unit 1, lessons 11 and 12, students learn and use vocabulary square note catcher to identify synonyms, antonyms, structure, and entomology of words from literary novel.
• In Module 2A, Unit 2, lesson 9, students choose one important word from a list during opening of lesson. Teacher calls on students to share chosen word then use student suggestions to generate definitions.
• In Module 2B, Unit 2, lesson 1, students use a World Café protocol to analyze poetic language and verse. Students also use “I Have/Who Has” protocol to practice vocabulary words from a play.
• In Module 3A, Unit 1, lesson 2, students use a vocabulary Square Note-Catcher to focus on key vocabulary form the text.
• In Module 3A, Unit 3, lesson 9, students continue to revise their science journal articles, focusing on scientifically accurate vocabulary.
• In Module 3B, Unit 1, lesson 6, students use the Quiz-Quiz Trade protocol to practice unit vocabulary.
• In Module 4, Unit 1, lesson 4, students use Word Catchers to record unfamiliar words. Students generate and refine definitions independently, in pairs, and by teacher guided whole group.

The instructional materials reviewed for Grade 8 meet the expectation for materials supporting 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 the school year. Students are supported through the writing process with mentor text. Feedback is provided by peers, the teacher, and self-evaluations to ensure that students' writing skills are increasing throughout the year

• In Module 1, Unit 3, students use information from their study of the refugee experience using multiple texts to write two research-based poems.
• In Module 2A, Unit 3, students write a commentary using information from the novel, To Kill A Mockingbird and their own scripts and explain the connections.
• In Module 3A, students analyze various mediums that convey information about WWII.
• In Module 1, Unit 1, lesson 14, students address standard use evidence from informational text to support analysis when writing.
• In Module 2A, Unit 2, lesson 11 students use an argument rubric to give and receive peer critiques on use of evidence in writing.
• In Module 2A, Unit 2, lesson 12, students write to explain how details develop in a literary text and provide reasons from text to support their claims.
• In Module 2A, Unit 2, lesson 15 students they write first drafts of their reader’s theatre script.
• In Module 2B, Unit 2, lesson 12 Students draft argument essays after analyzing their claims and finding their strongest claims.
• In Module 2B, Unit 2, lesson 15 students use reasons, details and quotes from Shakespearean play to craft an argument essay, explain how details develop with supporting reasoning and acknowledge and respond to a counter-claim.
• In Module 3A, Unit 3, lesson 3 students use a narrative writing note catcher to focus on a key thematic event in literary text.
• In Module 3A, Unit 3, lesson 4 students use “Stairs and Steps” protocol to give and receive peer feedback on their narrative story map while incorporating strategies from a "Things Good Writers Do" reference chart.
• In Module 3B, Unit 3, lesson 5, students write descriptions of photos and songs using evidence from literary texts.
• In Module 3B, Unit 3, lesson 8, students demonstrate command of conventions of Standard English and maintain formal style as they write and use presentation notes in a persuasive presentation.
• In Module 4, Unit 3, lesson 1 students analyze structure of a model essay and make gist annotations.
• In Module 4, Unit 3, lesson 3 students draft introduction and conclusion paragraphs of a position paper.

The instructional materials reviewed for Grade 8 meet the expectations for materials 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 source materials.

• In Module 1, Unit 2, lesson 19, students read three related informational texts to develop knowledge about the refugee experiences of people from a specific country. Students complete a research guide to collect this new knowledge.
• In Module 3A, Unit 1, students study conflicting information and varying perspective by researching the Pearl Harbor attack.
• In Module 3A, Unit 2 students classify and evaluate different media types and write an informational essay.
• In Module 4, Unit 2, lesson 3 students develop knowledge about food supply and human behavior as they conduct research on additional consequences of food chains. Students read research articles about the topic.
• In Module 4, Unit 2, lesson 6 students develop further knowledge about quality of food supply and human health as they use a new strategy to create key word search terms after listening to teacher read an informational text. Partners use research task cards to brainstorm search terms and evaluate the accuracy and credibility of a source.
• In Module 4, Unit 2, lesson 11 students are assessed in a Mid-Unit Assessment Research Simulation. Students code, paraphrase, create search terms for, and cite a short article as micro-version of larger research project.

In Grade 8, modules and units the majority of lessons require some independent readings of text followed by text specific questions and tasks that reflect student accountability. Additionally, most homework assignments include independent readings and tasks that require students to produce evidence of reading.

• In Module 2B, students complete homework assignments that include the reading or rereading of text along with a task that captures evidence of comprehension that is reviewed during the opening of the following lessons.
• In Module 3B, Unit 2, lesson 9 students read an article independently and engage in a think/pair/share activity. Students respond to questions that include text-dependent questions and take notes based on the article. The lesson culminates with a homework assignment that includes reading a chapter of a text and taking notes.
• In Module 3B, Unit 3, students read and discuss a model book review and write a book review for their independent reading book.
• In Module 3A, students are provided with an overview of the reading calendar for Unbroken. In the guide, students are provided with unit and lesson, reading requirements, and focus questions. Next, recommended texts are provided to support the overarching theme in the unit. The overview also provides optional extension activities to use as students continue to research different perspectives.