This is a Learning Roadmap for Standards RL.8.1, RL.8.2, and RL.8.3.A Learning Roadmap is a visual representation of the standards. This used as part of a student's Data Notebook to track the progression of mastering standards.https://docs.google.com/presentation/d/1IuvOPwb0jBQs4C7si0xjM4LHxWZZ7FOPav4B-mTDcfk/edit?usp=sharingThis resource was developed as part of a professional learning opportunity funded by the NCDPI Digital Learning Initiative Planning Grant.

In this lesson the students will be using a variety of skills to analyze fiction and expository texts. This combines the reading of detective fiction with written expository analysis in the form of a Detective’s Handbook. Each student reads a detective mystery, and the class watches and analyzes Murder She Purred to establish a collective example.

This page contains a set of general discussion questions for Extremely Loud and Incredibly Close by Jonathan Safran Foer.

This page contains a set of reading question for Extremely Loud and Incredibly Close by Jonathan Safran Foer.

This resource contains figurative language poems for various levels with text-based questions for each.

In this lesson, students use graphic organizers and note taking to gain understanding and clarify meaning in the novel "Holes" and write daily inferences and generalizations about what they have read in that day's assignment.

This lesson provides hands-on differentiated instruction by guiding students to search for the literal definitions of figurative language using the Internet. It also guides students in understanding figurative meanings through the use of context clues and making inferences.

Science fiction has the potential to spark lively discussions while inviting students to extrapolate from their own working knowledge of scientific principles. They first define the science fiction genre and then read and discuss science fiction texts. Next, they conduct research to find science facts that support or dispute the science included in the plot of the science fiction book they read. Students then revisit their definition of the genre and revise based on their reading. Finally, students complete a project that examines the science fiction genre in relation to real-world science concepts and topics.

A mentally challenged man is presented with an opportunity to have an operation that will triple his intelligence. The story chronicles the journey that he takes as his intelligence progresses and regresses. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.

Johnny, the narrator, and McDunn, the lighthouse keeper (Johnny's boss), are working in a lighthouse on a November evening. McDunn shares his experience of witnessing strange sea mysteries, including the sighting of a monster that appears at this time each year. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.

In this lesson students do a close reading of “Learning to Read,” a poem by Francis Watkins Harper about an elderly former slave which conveys the value of literacy to blacks during and after slavery. The activities also prompt students to examine the nature of literacy in the 21st century and the value they put upon it.

In this lesson, students read library books daily for ten to fifteen minutes and then log in information on a Free Reading chart, giving a brief summary of what they just read and then writing a brief reactionary response to the reading.

GIST is a strategy to help students write brief, accurate, and complete summaries of material they read. In this lesson, students work together summarizing larger and larger portions of text, keeping their summaries at 25 words or fewer.

Students will read through chapter 12 of The Giver where they find that the people in The Giver got rid of the ability to see color. First students will look at a variety of colors and determine what emotions the colors make them feel. Then they will each write about a color without giving the name of the color; the students in the class will need to guess the color. After that assignment, students will analyze how colors affect behaviors and emotions and critically determine why the people in the that world decided to make everyone see in black and white. Students will end the lesson answering the question "Why do you think we have color in our world?"

In this lesson, using a Jigsaw protocol, students return to the novel, citing evidence from the poems “Choice” and “Left Behind” to explain how this incident reveals aspects of Ha and her family members.

In this lesson, students closely read the poem "Wet and Crying" from the novel to examine how word choice contributes to tone and meaning.

In this lesson, students reread "Saigon is Gone" and compare meaning and tone in this informational text to the meaning and tone of a poem in the novel.

In this lesson, students complete the end of unit 1 assessment, analyzing how the word choice in both informational and literary texts affects the meaning and tone.

In this lesson, students begin the novel Inside Out & Back Again and begin to make inferences about the main character, Ha.

In this lesson, students continue the novel, do a close read of the poem "Inside Out" and begin the routine of "QuickWrites."