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Grade 6-8 Language Arts Book Lists

WATERFORD PUBLIC SCHOOLS

LANGUAGE ARTS CURRICULUM

GRADE 6-8

STRAND

Exploring/Responding to Text

Estimated Time Range

September - June

ENDURING UNDERSTANDINGS

The student will understand the following:

1.	Reading requires thoughtful participation.
2.	We read for different purposes and employ the skills and rate appropriate for each.
3.	A knowledge of vocabulary expands the reader’s ability to understand increasingly complex texts.
4.	Authors include/omit details in a written work to serve a specific purpose.
5.	Novelists often provide insights about human experience through fictional means.
6.	Not everything in the news and other media (Internet) is necessarily true.
7.	Visual texts require similar reading skills as do written texts.

SAMPLE ASSESSMENTS

1. Create a how-to video that teaches reading strategies to younger classes:

predicting, summarizing, connecting, questioning and evaluating.

2. You are making the proposal that a given book should be added to the official grade _____ book list. Argue your case that this book is or is not good literature.

3. Create an interview scenario where a host questions an author about a

given work.

See Curriculum Maps for additional suggestions.

ESSENTIAL QUESTIONS

1.	What makes a good reader?
2.	What strategies enhance comprehension?
3.	What does a story say about human nature?
4.	Why do authors withhold or include particular details?
5.	What is good literature?
6.	How does one determine the quality and veracity of one’s sources?
7.	How does one apply reading skills to visual texts?

LEARNING OBJECTIVES

The student will be able to

1.	Identify plot elements according to Appendix C.
2.	Apply reading strategies: Make predictions based on events in the story Relate events and characters’ ideas to other texts and personal experiences Form questions about the text based on individual level of understanding Summarize a part or whole of a written work Evaluate the quality of a written work
3.	Understand the role of characters within a work.
4.	Determine the meaning of words based on context clues.
5.	Recognize and use increasingly challenging vocabulary; apply knowledge of base words, prefixes and suffixes following grade level spelling programs.
6.	Identify and make inferences about characters, settings, events, relationships, or details within a work.
7.	Draw conclusions about the author’s purpose in including/omitting specific details. Examples: Why did the author have Julie point her shoes toward the tundra? Why does the author have Ponyboy read Great Expectations?
8.	Independently select and read books for pleasure.
9.	Explain how authors and poets use literary devices to express thoughts and convey meaning. (see Appendix C)
10.	Generate a list of questions the author leaves unanswered and evaluate how, when, and why the author reveals the answers to these questions.
11.	Identify imagery and evaluate how it enhances a written work.
12.	Recognize a variety of text features in non-fiction materials to aid comprehension such as Charts and graphs Headings and bold print
13	Identify different advertising strategies. (Grade 6)
14.	Evaluate varying sources for credibility. Example: The New York Times vs. National Enquirer (Grade 7)
15.	Determine author’s bias. (Grade 8)
16.	Identify strategies for evaluating media sources. Example: Ask questions such as who conducted a given study? How large was the pool? What is the expertise of the author? (Grade 8)
17.	Read orally with fluency and expression.

SUGGESTED RESOURCES

The Language of Literature – McDougal Littell

Book selected from grade level secured book lists

SUGGESTED CONNECTIONS

Science Department can assist when looking at the viability of studies.

Science – Biography Project (Grade 7)

Content area reading

STRAND

Composing Text

Estimated Time Range

September - June

ENDURING UNDERSTANDINGS

The student will understand the following:

1.	Writing requires a thoughtful process of planning, organizing, and revising the written word.
2.	Writing serves many purposes, some of which are to inform, to entertain, and to document.
3.	Different writing purposes require different forms, vocabulary, and audience awareness.

SAMPLE ASSESSMENTS

1. Rewrite an event from the perspective of someone other than the main character.

2. Create an advertisement for a product that is geared to children. Then create a new ad that takes the same product and gears it to senior citizens.

3. Create a magazine that is built around a specific theme or interest. Generate articles for a targeted audience of readers. Example: Skateboarding magazine would include a guide to different boards, advertisements and interviews.

See Curriculum Map for additional suggestions.

ESSENTIAL QUESTIONS

1.	What is good writing?
2.	How do writers communicate effectively?
3.	How will my writing impact a reader?

LEARNING OBJECTIVES

The student will be able to:

1.	Identify the purpose of his/her writing piece and use appropriate features of that genre to achieve desired results.
2.	Write in a variety of genres. See page 3 for specific grade level responsibilities.
3.	Show awareness of audience in writing.
4.	Write from differing points of view.
5.	Express ideas in a logical order.
6.	Apply graphic organizers/planning devices in writing.
7.	Use topic sentences.
8.	Develop paragraphs using general and specific details. Examples: show don’t tell, snap shots, thought shots, explode the moment
9.	Write using figurative language such as simile, metaphor, and personification.
10.	Write with sound devices such as alliteration, assonance and onomatopoeia.
11.	Revise for extraneous material.
12.	Revise for redundancy of ideas.
13.	Identify and revise awkward sentence structure.
14.	Combine sentences to improve fluency.
15.	Use a variety of vivid verbs. Grade 8 will limit use of verb to be.
16.	Use a variety of transitions.
17.	Revise for specific word choices.
18.	Revise for an interesting lead.
19.	Revise for cliches.

SUGGESTED RESOURCES

Skills Book - Write Source

The Language of Literature – Writing Handbook – McDougal Littell

SUGGESTED CONNECTIONS

Writing across the curriculum

STRAND

Writing / Applying English Language Conventions

Estimated Time Range

September - June

ENDURING UNDERSTANDINGS

The student will understand the following:

1.	Mechanical errors in writing interfere with the writer’s message.
2.	Grammar gives writers the vocabulary to discuss and learn about the structure of language.
3.	Accuracy in spelling is a critical component of completing a polished piece of writing.

SAMPLE ASSESSMENTS

1. Self-assess your writing as if you were an editor for a national magazine.

2. You are a judge reading a piece of writing submitted to you. This writing is in violation of certain mechanical infractions. Your job is to identify these infractions and recommend strategies for improvement.

3. Serve as proofreaders for the school Cougar Tales.

See curriculum map for additional suggestions.

ESSENTIAL QUESTIONS

1.	What is accurate writing?
2.	How do writers determine and correct errors in writing?
3.	How does grammar inform writers about accuracy in editing?

LEARNING OBJECTIVES

The student will be able to

1.	Demonstrate proficient use of capitalization, punctuation, and usage skills appropriate to grade level. (see Appendix A)
2.	Develop proficiency in the use of resources for proofreading and editing.
3.	Demonstrate knowledge of grade specific grammar terms and apply this knowledge to writing. (see Appendix B)
4.	Indicate paragraphs in appropriate places.
5.	Apply spelling rules as presented in grade level spelling program.

SUGGESTED RESOURCES

Write Source 2000 Daily Language Workouts

Write Source 2000 SkillsBook

The Language of Literature Handbook – McDougal Littell

SUGGESTED CONNECTIONS

Apply correct English language conventions across the curriculum.

STRAND

Speaking/Listening/Viewing

Estimated Time Range

September - June

ENDURING UNDERSTANDINGS

The student will understand that

1.	Speaking, listening, and viewing provide the foundation for language development and are important lifelong skills.
2.	Discussion is an art that incorporates attentive listening, clear speaking, and appropriate body language.
3.	Good speaking skills help effectively convey the message and encourage the audience to listen.
4.	The purpose for speaking determines the style and form of the speech.

SAMPLE ASSESSMENTS

1. Write a reflective journal entry about your performance in discussions. Videotaped discussions may facilitate deeper reflection.

2. Make a class audio-anthology of short stories for younger readers/listeners. Complement with illustrations that correspond with text.

3. Perform poems for family audience. (Poetry Night, Coffeehouse, etc.)

4. Compare and contrast the television news broadcast of an event with a newspaper report of the same event looking for bias, propaganda, sensationalism, and differing points of view.

5. Choose a controversial topic and prepare a formal debate.

6. Create a visual presentation using graphics and fonts to enhance the message being conveyed.

ESSENTIAL QUESTIONS

1.	What is effective speaking?
2.	What is effective listening?
3.	What is a good discussion?
4.	How do visual texts enhance/influence our understandings?

LEARNING OBJECTIVES

The student will be able to:

1.	Present material using appropriate communication skills. Examples: eye contact, body language, enunciation, articulation, volume, pacing
2.	Listen to classmates during class discussions and respond thoughtfully.
3.	Listen with appropriate body language and courtesy to classmates.
4.	Recognize that people speak differently in different situations. For example, what is appropriate speech at home is different from what is appropriate at work
5.	Evaluate the quality of techniques used in different speaking contexts. Examples: a toast, an acceptance speech, a commencement address, and a news broadcast
6.	Determine the qualities of a good speaker including posture, diction, eye contact, pacing, volume, and intonation.
7.	Convey expression and meaning in oral delivery.
8.	Take appropriate notes when viewing or listening to a particular speech or presentation.
9.	Interpret and analyze information from a particular web site, performance, or other visual resource.

SUGGESTED RESOURCES

The Language of Literature – Student Resource Book – McDougal Littell

Write Source 2000

SUGGESTED CONNECTIONS

Computer Technology (grades 6,7,8); Design Technology (grades 7,8);

Technology Education (grade 6)