LANGUAGE AND LITERACY
CURRICULUM DOCUMENT FOR 8TH GRADE ELA 2014 – 2015
WHAT DOES IT MEAN TO BE LITERATE?
Unit Title:
Time Frame:
Research Methods, Media Formats, and
Reflecting on the Active Processes of
Reading and Writing
Fourth Grading Period
Facilitation Questions:
Abstract/Overview:
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What is media?
What does it mean to be literate?
What are some sources you can use to find information?
What makes a good question?
What techniques do filmmakers use to create emotion?
What things have you researched in the past?
How do you find out what is going on in the world?
Since we live in a world surrounded by media, it is important for
students to question and evaluate the messages they receive.
Students must learn to effectively and productively use media as a
resource and a communication tool. Students will also revisit the
active processes of reading and writing
Reading – Use media formats to develop literacy. Revisit active
reading process (e.g., literature circles, re-reading earlier texts,
current events/social issues, novel study, independent reading,
Socratic seminar, etc.).
Writing – Compose inquiry-based texts using research methods and
media formats, and create a multimedia presentation. Revisit
previously written work to effectively revise and edit in order to
improve clarity and effectiveness reflective of increased skill and
understanding.
Unit Title: Research Methods, Media Formats, and
Reflecting on the Active Processes of Reading and Writing
Last Revised June 5, 2014
Unit 4
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Curriculum:
Enduring Understandings:
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Research is a systematic way to collect, to evaluate, and present information from various media sources.
The reliability and validity of sources and information is fundamental to evaluating media.
There is a language of film that is intentional to communicate meaning.
I will grow as a reader and writer by practicing the ongoing reading and writing processes.
Essential Questions:
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How do I obtain and evaluate information from a wide variety of print and electronic sources?
How do I use the steps in the research process to formulate a question, gather information, and present my findings?
How does the audience guide the decisions I make in the research process?
What is plagiarism, and how do I avoid it?
What is the difference between summarizing and paraphrasing?
How do the media influence what I know and believe?
What techniques do filmmakers use to communicate with the audience?
How can you tell if a source is valid and reliable?
Spiraling TEKS:
 Fig. 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an
author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
 Fig. 19 (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
 Fig. 19 (B) ask literal, interpretive, evaluative, and universal questions of text
 Fig. 19 (C) reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and
world connections; creating sensory images)
 Fig. 19 (D) make complex inferences about text and use textual evidence to support understanding RS, SS
 Fig. 19 (E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across
texts RS, SS
 Fig. 19 (F) make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence RS
 8.2 (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
RS
 8.2 (B) use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous
words or words with novel meaning RS
Unit Title: Research Methods, Media Formats, and
Reflecting on the Active Processes of Reading and Writing
Last Revised June 5, 2014
Unit 4
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 8.2 (C) complete analogies that describe a function or its description (e.g., pen:paper as chalk:_____ or soft:kitten as hard:______)
 8.2 (D) identify common words or word parts from other languages that are used in written English (e.g., phenomenon, charisma,
chorus, passé, flora, fauna)
 8.2 (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations,
alternate word choices, and parts of speech of words RS
 8.14 (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining
appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing
a thesis or controlling idea
 8.14 (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast)
and building on ideas to create a focused, organized, and coherent piece of writing
 8.14 (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and
complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of
purpose, audience, and genre have been addressed
 8.14 (D) edit drafts for grammar, mechanics, and spelling
 8.14 (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences
 8.19 (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
 (i) verbs (perfect and progressive tenses) and participles
 (ii) appositive phrases
 (iii) adverbial and adjectival phrases and clauses
 (iv) relative pronouns (e.g., whose, that which)
 (v) subordinating conjunctions (e.g., because, since)
 8.19 (B) write complex sentences and differentiate between main versus subordinate clauses
 8.19 (C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly
identified antecedents, parallel structures, and consistent tenses
 8.20 (A) use conventions of capitalization
 8.20 (B) use punctuation marks, including:
 (i) commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex sentences
 8.21 (A) spell correctly, including using various resources to determine and check correct spellings
The student will know and be able to:
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Fig. 19 (D), (E), (F) (see Spiraling)
8.13 (A) evaluate the role of media in focusing attention on events and informing opinion on issues SS
8.13 (B) interpret how visual and sound technique (e.g., special effects, camera angles, lighting, music) influence the message
8.13 (C) evaluate various techniques used to create a point of view in media and the impact on audience SS
Unit Title: Research Methods, Media Formats, and
Reflecting on the Active Processes of Reading and Writing
Last Revised June 5, 2014
Unit 4
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 8.13 (D) assess the correct level of formality and tone for successful participation in various digital media
 8.14 (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and
complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of
purpose, audience, and genre have been addressed
 8.14 (D) edit drafts for grammar, mechanics, and spelling
 8.14 (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences
 8.22 (A) brainstorm, consult with others, decided upon a topic, and formulate a major research question to address the major
research topic
 8.22 (B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after
preliminary research in reference works and additional text searches
 8.23 (A) follow the research plan to gather information from a range of relevant print and electronic sources using advanced search
strategies
 8.23 (B) categorize information thematically in order to see the larger constructs inherent in the information
 8.23 (C) record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format
 8.23 (D) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources
 8.24 (A) narrow or broaden the major research question, if necessary, based on further research and investigation
 8.24 (B) utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language,
point of view) and explain why one source is more useful and relevant than another
 8.25 (A) draws conclusions and summarizes or paraphrases the findings in a systematic way
 8.25 (B) marshals evidence to explain the topic and gives relevant reasons for conclusions
 8.25 (C) presents the findings in a meaningful format
 8.25 (D) follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas
 8.26 (A) listen to and interpret a speaker’s purpose by explaining the content, evaluating the delivery of the presentation, and asking
questions or making comments about the evidence that supports a speaker’s claims
 8.26 (B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems
 8.26 (C) summarize formal and informal presentations, distinguish between facts and opinions, and determine the effectiveness of
rhetorical devices
 8.27 (A) advocate a position using anecdotes, analogies, and/or illustrations, and use eye contact, speaking rate, volume,
enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively
 8.28 (A) participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes,
and vote on key issues
Student Understanding (student friendly TEKS):
 Fig. 19 (D) I will infer using textual evidence.
Unit Title: Research Methods, Media Formats, and
Reflecting on the Active Processes of Reading and Writing
Last Revised June 5, 2014
Unit 4
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Fig. 19 (E) I will summarize, paraphrase, and synthesize texts so that their meanings are not changed.
Fig. 19 (F) I will make connections among and across texts and other media and provide textural evidence while I am reading.
8.13 (A) I will analyze how the media focuses attention on events and informs public opinions on issues.
8.13 (B) I will explain how the special effects, camera angles, lighting, and music affect the message that the audience hears and/or
sees.
8.13 (C) I will evaluate the use of media techniques to create a point of view and influence the audience.
8.13 (D) I will assess the correct level of formality and tone for successful participation in various digital media.
8.14 (C) I will revise my piece of writing to be more precise in word choice, making sure my sentences are varied in structure and are
in an order that makes sense.
8.14 (D) I will edit my writing to be sure my words are spelled correctly and my punctuation and sentence structures are correct.
8.14 (E) I will revise one more time after getting feedback and then publish my writing for an appropriate audience.
8.22 (A) I will brainstorm and discuss with others to decide a research topic and create a major question to guide my research.
8.22 (B) I will use a wide variety of sources to obtain and evaluate information and create a written research plan.
8.23 (A) I will follow the research plan to gather additional information from a variety of print and electronic sources.
8.23 (B) I will organize my information into meaningful categories to identify connecting themes.
8.23 (C) I will use MLA format to record bibliographic information for all notes and sources.
8.23 (D) I will use valid and reliable sources to write effective paraphrases while avoiding plagiarism.
8.24 (A) I will narrow or broaden the major research question, if necessary, based on further research and investigation.
8.24 (B) I will determine the reliability and validity of the sources used and explain why one source is more useful and relevant than
another.
8.25 (A) I will synthesize my research to create a well organized written or oral presentation that draws conclusions and summarizes
or paraphrases the findings.
8.25 (B) In my written or oral presentation I will provide evidence to explain the topic and give relevant reasons for conclusions.
8.25 (C) I will present the findings of my research in meaningful format.
8.25 (D) I will create a written or oral presentation that follows MLA formats for integrating quotations and citations into the written
to maintain a flow of ideas.
8.26 (A) I will actively listen to a speaker by (1) interpreting the purpose, and (2) explaining the content, and (3) evaluating the
delivery so that I can respond to the evidence that supports the speaker’s claim
8.26(B) I will follow explicit instructions given to me, and I will give explicit instructions to others.
8.26(C) I will summarize formal and informal presentations, distinguish between facts and opinions, and determine the effectiveness
of rhetorical devices.
8.27(A) I will advocate a position using anecdotes, analogies, and/or illustrations, and use eye contact, speaking rate, volume,
enunciation, a variety of natural gestures and conventions of language to communicate ideas effectively.
8.28(A) I will participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take
Unit Title: Research Methods, Media Formats, and
Reflecting on the Active Processes of Reading and Writing
Last Revised June 5, 2014
Unit 4
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notes, and vote on key issues.
Targeted College Readiness Standards: Click here to access CCRS document in full.
Targeted ELPs: Click here to access ELPS TEA web document in full.
Language of Instruction (use this terminology in your
classroom instruction and discussions):
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media
audience
screenplay, screenwriter
camera angles, director, lighting, music, sound, effects,
special effects, producer
radio/television/film
citation
documentation
editing
outline
paraphrase
plagiarism
point of view
primary sources, secondary sources
reference work
database
categorize
valid
reliable
relevant
synthesis/synthesize
revise vs. edit
technique
MLA format
Instruction:
Academic Vocabulary (teach for mastery):
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English:
o citation
These materials and instructional experiences offer workable components which necessitate the
Unit Title: Research Methods, Media Formats, and
Reflecting on the Active Processes of Reading and Writing
Last Revised June 5, 2014
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addition of other choices to construct a sequence of learning experiences in which reading and writing blend.
Reading Skill and Strategy Focus:
Written Composition and Grammar
 Read and interpret fiction, expository texts, and poetry.
Composition/Essay:
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Use textual evidence in support of an inference during
reading and discussion.
Respond to the text by actively reading – asking questions,
making connections, summarizing for understanding and
creating images while reading.
Evaluate techniques (audio/visual) and point of view in
various forms of media.
Demonstrate mastery of the reading process through
Literature Circles, re-reading an earlier text, current
events/social issues, novel study, independent reading, or
Socratic seminar.
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Instructional focus
o Demonstrate mastery of writing process by analyzing,
revising, and editing works in the student’s writing
folio.
o Formulate a major research question to address a
chosen topic
o Identify the importance of using valid and reliable
sources
o Obtain and evaluate information from various sources
and create a research plan
o Categorize information thematically in order to see the
larger constructs
o Record bibliographic information using MLA format
o Differentiate between quoting, paraphrasing, and
plagiarism
o Draw conclusions and summarize or paraphrase the
findings in a systematic way
o Present the findings in a meaningful format
o Follow MLA format for integrating quotations and
citations into written text to maintain flow of ideas
o Using technology to blend text, graphics, images, and
sound appropriately and effectively
o Citing borrowed content used in multimedia
presentation
Composition focus
o Research project
o Multimedia presentation
Grammar and Conventions:
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Unit Title: Research Methods, Media Formats, and
Reflecting on the Active Processes of Reading and Writing
Last Revised June 5, 2014
Review complex sentences, capitalization, punctuation, and
Unit 4
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spelling
Review essay organization, rhetorical devices, and transitions
Core Text Experiences – Teachers select texts or allow students to select texts to practice active, authentic reading.
Suggested texts (excerpts or full text):
 Fiction
o Whirligig
o Stargirl
o Outsiders
o Boy in Striped Pajamas
o Novels selected by student choice
 Nonfiction
 Poetry
 Other Sources
o See your librarian for research tools and databases
Technology
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Career Connections/Real Life Application:
TA: 8.1.A – identify, create, and use files in various formats,
including text, raster and vector graphics, video, and audio
files
TA: 8.1.B – create, present, and publish original works as a
means of personal or group expression
TA: 8.3.A – create a research plan to guide inquiry
TA: 8.3.B – plan, use, and evaluate various search strategies,
including keyword(s) and Boolean operators
TA: 8.3.C – select and evaluate various types of digital
resources for accuracy and validity
TA: 8.3.D - process data and communicate results
TA: 8.5.A – understand, explain, and practice copyright
principles, including current laws, fair use guidelines,
creative commons, open source, and public domain
Unit Title: Research Methods, Media Formats, and
Reflecting on the Active Processes of Reading and Writing
Last Revised June 5, 2014
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TA: 8.5.B – practice and explain ethical acquisition of
information and standard methods for citing sources
 TA: 8.5.C – practice and explain safe and appropriate online
behavior, personal security guidelines, digital identity,
digital etiquette, and acceptable use of technology
 TA: 8.6.D – understand and use software applications,
including selecting and using software for a defined task
 TA: 8.6.M – plan and create non-linear media projects using
graphic design principles
 TA: 8.6.N – integrate two or more technology tools to
create a new digital product
Exemplar Lessons: As teachers use this document, we will add
exemplar lessons here.
Research Based Instructional Strategies: As teachers use this
document, we will add representative research-based instructional
strategies here.
Assessment:
Modify or supplement the suggested assessments below to complement unit activities and ensure
varied assessments throughout the year.
Student self-assessment & reflection:
Acceptable evidence or artifacts:
Research project
Unit Title: Research Methods, Media Formats, and
Reflecting on the Active Processes of Reading and Writing
Last Revised June 5, 2014
Unit 4
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