Lesson Design and Delivery: 8th Grade Second Semester Calendar

 Context: An eighth-grade classroom during the second semester of the school year.

UNIT 1: RESEARCH AND READING INFORMATIONAL TEXTS	Activities:	Standards being addressed this day:	Assignments/Work Due (If Applicable):
WEEK 1
Unit 1, Day 1	·       Introduce Unit ·       Discuss the importance of using research ·       Students will complete the “How Do You Know?” activity, which involves reading a sample short research paper without any sources and noting the spots/information where a source would be needed to verify information.	Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Unit 1, Days 2-3	·       Discuss strategies for developing research topics and research questions. ·       Small group and class brainstorming activities. Activity: “Generating Research Questions” worksheet: students will begin this worksheet, and work on it the rest of the week, in addition to our in-class work.	*Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. *Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
Unit 1, Day 4	·       Revisit importance of finding and using credible research and sources. Activity: In groups, students will read short sample research articles that would not be credible sources of information. First, students will analyze these sources and their reliability in their small groups. Then, as a class, each group will share their evaluations, and we will analyze and evaluate why the sources are not reliable. ·       Students will also continue brainstorming their research questions for their project.
Unit 1, Day 5	Students will bring their research questions assignment to class. They will discuss in small groups their research topics/ideas. I will meet with each group and provide individual feedback to all students, including advice on their research topics. ·       Discuss research strategies ·       Introduce CRAAP tests ·       Model CRAAP test for a source ·       Students will practice CRAAP test for a short provided article. ·       Students will also continue brainstorming their research questions for their project.	*Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. *Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. *Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.	Research questions assignment due in class.
WEEK 2
Unit 1, Day 6	Students will begin their independent research on their research questions and will continue their CRAAP test worksheets. ·       We will continue our discussion of research strategies.	*Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. *Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
Unit 1, Days 7-9	Students will continue their independent research on their research questions, while completing CRAAP Test worksheets for sources they find. I will meet with students to discuss their progress, sources, and findings.	*Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. *Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. *Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Unit 1, Day 10	Students will submit their CRAAP test worksheets for at least 4 sources that they think they could use in a research paper.  Students will continue researching. *Introduce MLA citation format		CRAAP test worksheets for at least 4 sources.
Unit 1, Day 11	Small-group and class discussions of research findings; opportunity to ask the whole class questions about what research strategies have been working for them., and which ones haven’t, etc. *Continue discussions of MLA citation format	*Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.   *Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. *Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
WEEK 3
Unit 1, Day 12	*Introduce Annotated Bibliography assignment. *I will model an annotated bibliography entry. *Students will continue their independent research. *Discuss MLA citation format *Students will begin their annotated bibliographies
Unit 1, Day 13	*Students will continue working on their annotated bibliographies. *I will conference with individual students about how their research is going.	*Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. *Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.   *Draw evidence from literary or informational texts to support analysis, reflection, and research.   * Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary.   *Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. * Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. * Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. * Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. * Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Unit 1, Day 14	*Students will continue their annotated bibliographies. *I will continue conferences with individual students about how their research is going and review their MLA citations.	* Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. *Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.   *Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. *Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary.   *Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. *Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. *Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. *Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Unit 1, Day 15	*Students will continue their annotated bibliographies. *Discuss annotated bib entries that were due for review. *I will continue conferences with individual students about how their research is going, and review their MLA citations.	*Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.   *Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.   *Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.   *Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary.   *Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. *Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. *Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. *Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.	*Annotated Bibliography Entries #1 and #2 Due in class for review.
Unit 1, Day 16	*Students will continue their annotated bibliographies.	*Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.   * Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.   *Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.   *Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary.   *Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. *Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. *Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. *Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
WEEK 4
Unit 1, Day 17	*Annotated Bibliography Peer Reviews	*Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. *With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)
Unit 1, Day 18	*Annotated Bibliography Peer Reviews	*Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. *With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)
Unit 1, Day 19	*Students will finish and submit their annotated bibliographies. *In class, students will discuss their sources and analysis from their annotated bibs.		*Annotated bibliographies due.
Unit 1, Day 20	Review for open-note Unit 1 Test on research and citations.
Unit 1, Day 21	Take open-note Unit 1 Test on research and citations.	All standards listed above.

 

UNIT 2: RESEARCH AND WRITING INFORMATIONAL TEXTS:

WEEK 5
UNIT 2: RESEARCH AND WRITING INFORMATIONAL TEXTS:	Activities:	Standards Being Addressed This Day:	Assignments/Work Due:
Unit 2, Day 1	*Introduce the unit. *Introduce the writing workshop model that we’ll use for this unit. *Discuss Writing Workshop norms and expectations.
Unit 2, Day 2	*Discuss purpose in writing. *Writer’s Purpose Activity: Students will use text evidence to determine and analyze the purpose of a variety of texts (written texts, videos, etc) that are dispersed to different groups. As a class, we will discuss the effectiveness of each group’s medium for the text’s purpose.	Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.	·       DUE IN CLASS: Purpose Activity
Unit 2, Day 3	*Discuss audience in writing *Audience Activity: Students will use text evidence to determine and analyze the audience of a variety of texts (written texts, videos, etc) that are dispersed to different groups. As a class, we will discuss the effectiveness of each group’s medium for the text’s audience.	Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.	·       DUE IN CLASS: Audience Activity
Unit 2, Day 4	*Read sample informational essays *Analyze the sample essays and discuss as a class.
Unit 2, Day 5	*Discuss MLA Format and citations *MLA format and citations activity #1	Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.	DUE: MLA Format Activity #1
WEEK 6
Unit 2, Day 6	*Discuss MLA Format and citations *MLA Format and citations activity #2	Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.	DUE: MLA Format Activity #2
Unit 2, Day 7	*Introduce Informational Essay Assignment, which will be on the same topic covered in their annotated bibliographies *Connect to annotated bibliographies *Discuss possible approaches to informational essay. *Assign Working Informational Essay Plan	Draw evidence from literary or informational texts to support analysis, reflection, and research.
Unit 2, Day 8	*Discuss students’ Working Informational Essay Plans	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.	DUE: Working Informational Essay Plan
Unit 2, Days 9-11	*Writer’s Workshop: In-class work on informational essays	Draw evidence from literary or informational texts to support analysis, reflection, and research.
WEEK 7
Unit 2, Days 12-14	*Writer’s Workshop: In-class work on informational essays	Draw evidence from literary or informational texts to support analysis, reflection, and research.   Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.   Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Unit 2, Day 15	*Writer’s Workshop: Peer Reviews for informational essay drafts	With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)	DUE: Informational Essay Rough Drafts
Unit 2, Day 16	*Writer’s Workshop: Peer Reviews for informational essay drafts	With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)	DUE: Peer Review Sheets
Unit 2, Day 17	*Writer’s Workshop: Revising Informational Essays/continue working on Informational Essays *Writing conferences between teacher and individual students	*Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly.   *Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.   *Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verb voice and mood.*
WEEK 8
Unit 2, Days 18-20	*Writer’s Workshop: Revising Informational Essays/continue working on Informational Essays	*Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.   *Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.   *With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)   *Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.   *Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.   *Draw evidence from literary or informational texts to support analysis, reflection, and research.
Unit 2, Day 21	*Final workday for Informational Essay	*Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly.   *Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)   *Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.  b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.	DUE: Informational Essays Final Drafts
Unit 2, Day 22	*Class debrief/discussion on informational essay assignment		DUE: Informational essay reflection

 

UNIT 3: Research and Informational Speaking

Discussion Circle Variations for Use in This Unit:

·       Variation #1: Students will each prepare talking points on a topic they chose. They will not share anything beforehand with their discussion partners. They will give their talk. Discussion will ensue.

·       Variation #2: Students will prepare talking points in advance on a topic they chose and share them with their partners beforehand. Discussion will follow.

·       Variation #3: All students will be assigned a different topic. These topics will be common, everyday topics that don’t require research to discuss (ie; homework, siblings, nature, etc). Impromptu discussion will follow in groups.

·       Variation #4: All students will be assigned a different topic and plan their speech. They will practice their speech for peer reviews, revise their speech, and redeliver for a grade.

·       Variation #5: All students will choose a different topic and plan their speech. They will practice their speech for peer reviews, revise their speech, and redeliver for a grade.

 

	Activities:	Standards Being Addressed This Day:	Assignments/Work Due:
WEEK 9
Unit 3, Day 1	*Introduce unit *Introduce Speaker’s Workshop *Discuss how speeches are different from essays. *Discuss how speaking is different from writing, and how listening to a speech is different from reading a text. *Discuss elements of effective conversations.
Unit 3, Day 2	*Introduce Discussion Circles (part of Speaker’s Workshop), including Discussion Circle Variations *Create class set of Discussion Circle Norms. * Practice a Discussion Circle (Variation #3)	*Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.	DUE: Elements of Effective Conversations homework.
Unit 3, Day 3	Discussion Circle Variation #3 (continued)	*Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.	Prepare for Discussion Circle (Variation #2) the next day.
Unit 3, Day 4	Discussion Circle Variation #2.	*Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.	Prepare for Discussion Circle (Variation #1)
Unit 3, Day 5	Discussion Circle Variation #1	*Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. *Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.	Prepare for Discussion Circle (Variation #4)
WEEK 10
Unit 3, Days 6-8	Prepare speeches for Discussion Circle Variation #4	*Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.   *Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.   *Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Unit 3, Days 9-10	Discussion circle Variation #4 with Peer Reviews/Feedback	*Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.   *Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.   *Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
WEEK 11
Unit 3, Day 11	Introduce Informational Speech Assignment; in class topic brainstorming with feedback from classmates.
Unit 3, Days 12-15	In-class work on informational speech; developing research questions and conducting research.		DUE BY DAY 12 OF UNIT: Informational Speech Working Topic Proposal
WEEK 12
Unit 3, Days 16-18	In-class work on informational speech. Students will continue working on their informational speeches outside of class.		DUE BY DAY 18 OF UNIT: Working Outline of Informational Speech due for Peer and Teacher Feedback.
Unit 3, Days 19-21	In-class presentations of informational speeches.	*Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

 

 

Unit #4: Final Research Project

WEEK 13
Unit 4, Day 1	Introduce final research project. Final research project topic brainstorming.	Final research project meets reading and writing standards listed for Units 1 through 3.
Unit 4, Day 2	In-class work on final research project.		DUE: Final research project topic proposal.
Unit 4, Days 3-5	In-class work on final research project, including ongoing peer and teacher feedback.
WEEK 14
Unit 4, Days 6-10	In-class work on final research project, including ongoing peer and teacher feedback.
WEEK 15
Unit 4, Days 11-15	In-class work on final research project, including ongoing peer and teacher feedback.
WEEK 16
Unit 4, Days 16-19	*In-class work on final research project, including ongoing peer and teacher feedback. *Students who elected to give in-class presentations or speeches will present and receive feedback.
Last day of semester:	Final Research Project Due In-class: Short reflective essay on research, and what the student has learned about research and informative writing/speaking/reading over the semester.		DUE: Final Research Project