Grade 8 Module 2a Unit 2 Lesson 4 Homework

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The Expeditionary Learning English Language Arts Grade 8 instructional materials meet the expectations for alignment. Texts and text sets are high quality and at an appropriate level of rigor and complexity and organized to support students' growth in literacy over the course of the school year. The majority of tasks and questions are focused on these texts, and the instructional materials provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. Students build knowledge as they engage integrated reading, writing, speaking and listening, and language study. Culminating tasks require students to read, discuss, analyze, and write about texts while students participate in a volume of reading to build knowledge. Modules are developed to support and build knowledge, to intentionally address academic vocabulary, and to scaffold supports so that students will independently demonstrate grade-level proficiency at the end of the school year.

*Materials reviewed were created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc.

The Grade 8 instructional materials meet expectations for tech quality and complexity and alignment to the standards with tasks and questions grounded in evidence. The instructional materials meet expectations for text quality and complexity, and the instructional materials include texts that are worthy of student's time and attention. The Grade 8 instructional materials meet expectations for alignment to the standards with tasks and questions grounded in evidence, and the instructional materials provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. In general, high-quality texts are the central focus of lessons, are at the appropriate grade-level text complexity, and are accompanied by quality tasks aligned to the standards of reading, writing, speaking, listening, and language in service to grow literacy skills.

Criterion 1a-1f

Texts are worthy of students' time and attention: texts are of quality and are rigorous, meeting the text complexity criteria for each grade. Materials support students' advancing toward independent reading.

The instructional materials meet expectations for text quality and complexity. Central texts are of publishable quality and address topics of interests to Grade 7 students. The instructional materials include a variety of literary and informational texts. The level of complexity of most texts is appropriate for Grade 7. The materials support students increasing literacy skills over the year, and students are provided with many opportunities to engage in a range and volume of reading throughout each unit and module. The instructional materials also include a text complexity analysis and rationales for their purpose and placement in the materials. The instructional materials include texts that are worthy of student's time and attention.

4/4

Indicator 1a

Anchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests.

The instructional materials reviewed for Grade 8 meet the expectations for central texts being of publishable quality and worthy of careful reading and considering a range of student interests.

Central texts consider a range of student interests including but not limited to refugees, taking a stand, Shakespeare, historical conflicts, civil rights, and food supply sustainability. Many of the central texts have won awards, are written by award-winning authors, or are considered classics, and all are worthy of careful reading.

Examples of central texts that are worthy of careful reading include the following:

  • Module 1 - Inside Out and Back Again, Thanhha Lai
  • Module 1 - "The Vietnam Wars," Tod Olson
  • Module 2A - To Kill a Mockingbird, Harper Lee
  • Module 2B - A Midsummer Night’s Dream, William Shakespeare
  • Module 2A - Ain’t I a Woman?” Sojourner Truth
  • Module 3A - Unbroken: A World War II Story of Survival, Resilience, and Redemption, Laura Hillenbrand
  • Module 3B - A Mighty Long Way: My Journey to Justice at Little Rock Central High School, Carlotta Walls LaNier and Lisa Frazier Page
  • Module 4 - The Omnivore’s Dilemma: The Secrets Behind What You Eat, Michael Pollan (Young Readers’ Edition)

4/4

Indicator 1b

Materials reflect the distribution of text types and genres required by the standards at each grade level.

The instructional materials reviewed for Grade 8 meet the expectations for materials reflecting the distribution of text types and genres required by the standards.


Central texts include a mix of informational texts and literature. Supplemental text within the modules are also a mixture of literature and informational texts. A wide distribution of genres and text types as required by standards are evident including but not limited to speeches, plays, historical fiction, non-fiction, articles, poetry, periodicals, and blogs.

The following are examples of literature found within the instructional materials:

  • Module 1 - Inside Out and Back Again, Thanhha Lai
  • Module 2A - To Kill a Mockingbird, Harper Lee
  • Module 2B - A Midsummer Night’s Dream, William Shakespeare

The following are examples of informational text found within the instructional materials:

  • Module 2A - "Ain’t I a Woman?” Sojourner Truth
  • Module 3A - Unbroken: A World War II Story of Survival, Resilience, and Redemption, Laura Hillenbrand
  • Module 3B - Little Rock Girl 1957: How a Photograph Changed the Fight for Integration, Shelley Tougas
  • Module 4 - The Omnivore’s Dilemma: The Secrets Behind What You Eat, Michael Pollan

4/4

Indicator 1c

Texts have the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.

The instructional materials reviewed for Grade 8 meet the expectations for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.


Most texts have the appropriate level of complexity for the grade. For example, in Module 3A, students read Unbroken by Laura Hillenbrand which has a Lexile measure of 1010 as stated by the publisher. The quantitative measure is within the range indicated by the standards for the grade band 6-8. In addition, this text qualitatively shows evidence that supports placement at this grade level. Some examples of this include but are not limited to complex text structure, vocabulary, and text organization. The text uses a variety of sentence structures, such as simple, compound, and complex sentences. The text is organized with clear development of Louie's journey of survival, resilience, and redemption in his life. Students use structured notes and answer text-dependent questions. Students analyze the text’s thematic concept of “becoming visible again” by following the main character’s journey.

Texts that are quantitatively above grade band have scaffolds in place to ensure student access. For example, in Module 2B students read A Midnight's Summer Dream by William Shakespeare which has a Lexile measure of 1350 as stated by the publisher. The quantitative measure is above the range indicated by the standards for the grade band 6-8. The text has layers of meaning and purpose, varied sentence length and structures, rich language and unfamiliar vocabulary. With support and scaffolding from the teacher, students examine the theme of control as they engage in activities and questions that require them to analyze dialogue, conduct character studies, and review author's craft as they culminate with the development of essays that present an argument and a narrative around Shakespeare's characters' manipulation of control.

Texts that are quantitatively below grade band are accompanied by tasks that increase the level of rigor requiring students to use higher order thinking skills or complete a task more independently.

  • In Module 1, students read Refugee Writing on the Journey by Karim Haidari which has a Lexile measure of 610 as stated by the publisher. The Lexile level of this text is below the complexity band for Grade 8. However, this text qualitatively shows evidence that supports grade-level appropriateness for Grade 8 students. An example of this includes but is not limited to the text structure. The text is written in first person with excerpts from a diary which may confuse some readers. The text is used as a gateway into a research project. It is one text in a larger research folder which include texts of higher quantitative and qualitative measures.
  • In Module 2A, students read “Ain’t I a Woman?” by Sojourner Truth, which has a Lexile of 790 as stated by the publisher. The Lexile level of this text is below the complexity band for Grade 8. However, this text qualitatively shows evidence that supports grade-level appropriateness for Grade 8 students. Some examples of this include but are not limited to vocabulary, dialect, allusions, and mature subject matter. The content of this speech makes it more appropriate for older students. Readers may struggle to read across the text to interpret Truth’s argument. Students determine central ideas and analyze the speech for perspective, structure, and meaning in teams.

4/4

Indicator 1d

Materials support students' increasing literacy skills over the course of the school year. (Series of texts should be at a variety of complexity levels appropriate for the grade band.)

The instructional materials reviewed for Grade 8 meet the expectations for materials supporting students’ increasing literacy skills over the course of the school year. Series of texts are at a variety of complexity levels appropriate for the grade band.


There is a gradual release of responsibility as each unit and module moves forward throughout the year.

  • In Module 1, students read and understand complex text. Students participate in several opportunities to complete deep analyses of characters. Students then study and analyze universal themes across times and cultures. Lessons provide students with opportunities to uncover unifying themes of refugee's experiences and then read the poem "Last Respects" and complete the Note-Catcher looking at key details and key details relating to universal theme. Finally, students study and analyze universal theme across texts. Students write narrative poems based on studies of mentor text.
  • In Module 2A, students read three historical speeches from real people who took a stand leading up to the study of To Kill a Mockingbird. Students analyze the protagonist’s actions, dialogue and other characters’ viewpoints of the main character to complete an in-depth character study over several lessons. Students also connect the biblical theme of “The Golden Rule” to the novel and related poems. The final performance task requires students to form groups to create a Readers Theater montage based on key quotes from the text, write an associated commentary to explain how and why their scripts relate to the quote, and explain their script’s connections to the novel.
  • In Module 3B, students examine the U.S. Civil Rights movement with an emphasis on the Little Rock Nine. Students engage in multiple activities that include analyzing dialogue, various incidents, and perspectives; citing text evidence; determining themes; and summarizing informational texts. Students integrate these skills as they write argumentative essays to gain a deeper understanding of this very significant time in American history.
  • In Module 4, students learn how to make evidence-based decisions as they consider the issue of how to best feed all the people in the United States. They analyze Michael Pollan’s arguments and evidence along with other informational texts and videos to determine whether sufficient and relevant evidence has been used to support the claim. They first read The Omnivore’s Dilemma to build background knowledge about what happens to food before it gets to the consumer and the different choices the consumer can make when buying food. Students then research and investigate the consequences of each of the food chains and the stakeholders affected and use an evidence-based process to take a position. For a culminating project, students write a position paper.

Students revisit and build on knowledge and skills introduced in earlier modules as they progress through the year. Students gradually move towards being able to complete tasks independently after extensive modeling and group activities.

  • In Module 2A students are introduced to the idea of " taking a stand" through various activities including viewing photographs, using graphic organizers, and closely reading a speech by Shirley Chisholm regarding equal rights for women. In Module 4, students use these same skills to write a position paper and create a visual representation of their position paper.
  • In Module 4, Unit 2, lesson 4, the lesson includes a note that teachers should “Be aware that a similar lesson format will be used for the other three food chains with gradual release to allow students to become more independent in the process of identifying stakeholders for each food chain. Each time students complete the stakeholders chart, they will take more responsibility for the work. However, in this lesson they are both heavily teacher modeled. The stakeholders chart for the industrial food chain used in this lesson is partially complete to allow time for teaching how to fill it out, and to show students what a good model looks like."

2/2

Indicator 1e

Anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.

The instructional materials reviewed for Grade 8 meet the expectations for materials being accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level. The Curriculum Map includes the quantitative Lexile measure of central texts for each Module.

Rationales for the educational purpose and placement in grade level are provided at the beginning of each unit in the Unit Overview, and includes qualitative information. Some examples include the following:

  • Module 1, Unit 1, Unit Overview - "In this first unit, students will build their close reading skills as they consider the crisis of war coming close to home. They begin the novel Inside Out and Back Again, by Thanhha Lai, focusing on how critical incidents reveal the dynamic nature of Ha, the main character, whose Vietnamese family is deciding whether to flee during the fall of Saigon. The novel is poignantly told in diary entries in the form of short free-verse poems. Students will consider how text structure, figurative language, and specific word choice contribute to a text’s meaning as they closely read selected poems. Their study of the novel is paired with reading a rich informational article, 'The Vietnam Wars,' which gives students key background knowledge about the history of war in Vietnam. Students build their skills using context clues, and also begin the routine of "Quick Writes,” receiving explicit instruction and then practicing writing strong paragraphs in which they effectively cite and analyze text."
  • Module 3A, Unit 2, Unit Overview - "In this second unit, students will continue to closely examine the case study of imprisoned Louie Zamperini as they read Unbroken. They will expand their study as they learn about interned Japanese-American Miné Okubo in a separate biographical account. As students read both Zamperini’s and Okubo’s stories, they will focus on the theme of resisting forced “invisibility” while being imprisoned or interned. This theme concept will be analyzed through a dual lens: the internal struggle to maintain dignity, identity, and self-worth against dehumanizing efforts; and the external isolation of being closed off from the outside world while in captivity."

2/2

Indicator 1f

Anchor text(s), including support materials, provide opportunities for students to engage in a range and volume of reading to achieve grade level reading.

The instructional materials reviewed for Grade 8 meet the expectations for texts providing opportunities for students to engage in a range and volume of reading to achieve grade-level reading.


Each unit includes lessons with supplementary texts of varying lengths. These texts are read independently, in groups, aloud, and silently, offering multiple opportunities for students to engage in a range and volume of reading.

  • In Module 3A, Unit 1, lesson 4, students read an excerpt from the article “War in the Pacific” and gain background knowledge about the Pacific Theater in War World II, determine the gist of the text, and identify new vocabulary.
  • In Module 4, Unit 2, lesson 2, students read an article “Lunch or Junk” and determine the overall meaning of the article.

Instructional materials clearly identify opportunities for students to build fluency to become independent readers at the grade level.

  • In Module 2B, Unit 2, lesson 6, students are invited to read along silently as teacher reads aloud the first paragraph of “Pyramus and Thisbe” by Thomas Bulfinch to the class.
  • In Module 2B, students read scenes aloud from A Midsummer Night’s Dream in a drama circle.
  • In Module 3B, Unit 1, students read nightly and record answers to guiding questions in structured notes.
  • The preface offers the following explanation of homework - "Due to the rigors demanded by the CCSS, in Expeditionary Learning’s Grades 3–8 ELA curriculum, students are required to practice the skills they learn in the classroom independently at home every day, for approximately 30–45 minutes. This usually involves a reading activity (e.g., reading or rereading a certain number of paragraphs or pages in a text) with a response task (e.g., highlighting or recording evidence to answer a question). Students also are expected to read independently every evening according to independent reading routines."

Criterion 1g-1n

Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.

The Grade 8 instructional materials meet expectations for alignment to the standards with tasks and questions grounded in evidence. Most questions, tasks, and assignments are text-dependent and build towards a culminating tasks that integrates skills. The instructional materials provided frequent opportunities for evidence-based discussion that encourage the modeling and use of academic vocabulary and support student listening and speaking about what they are reading and researching. The materials include frequent opportunities for different types of writing addressing different types of text. Although the instructional materials provide some in context opportunities to address grammar and convention, the materials are not designed to included out of context opportunities. In general, the materials provide many opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills.

2/2

Indicator 1g

Most questions, tasks, and assignments are text-dependent, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).

The instructional materials reviewed for Grade 8 meet the expectations that most questions, tasks, and assignments are text-dependent and require students to engage with the text directly and to draw on textual evidence to support both what is explicit as well as valid inferences from the text.


Most questions, tasks, and assignments are structured and designed to encourage understanding of key ideas of texts and determine most important learning from the readings. Instructional materials include questions, tasks, and assignments that are text-dependent over the course of a school year. Teacher materials provide support for planning and implementation by providing exemplar answers.

  • In Module 1, Unit 1, lesson 2, students answer text dependent questions to analyze the relationship between character and events in literary texts and connect themes in a poem and a novel.
  • In Module 1, Unit 1, lesson 13, students find specific images, words, and phrases the author uses that strike them emotionally and then determine the tone of the poem, pulling evidence from the text.
  • In Module 2A, Unit 2, lesson 18, students write gists of what they read and answer a focus question using evidence from the text. Students are asked to complete the following: "How is the Golden Rule illustrated in Chapter 11? Use the strongest evidence from the novel in your answer."
  • In Module 2B, Unit 1, students use key details to write a summary of a scene, and as the play is reread, students are required to give text-based evidence to support their interpretation of Shakespearean quotes from the text.
  • In Module 2B, Unit 2, lesson 5, students collect information from reading material as they a complete a Venn diagram to examine author's craft.
  • In Module 3A, Unit 1, lesson 7, students answer text-dependent questions about the informational text “War with Japan.” Exemplar answers are provided in the teacher's materials. An example question is as follows: "According to Hillenbrand, what belief was central to the Japanese identity?"

2/2

Indicator 1h

Sets of high-quality sequences of text-dependent questions and tasks build to a culminating task that integrates skills (may be writing, speaking, or a combination).

The instructional materials reviewed for Grade 8 meet the expectations that materials contain sets of high-quality sequences of text-dependent questions and activities that build to a culminating task that integrates skills.

Materials contain sets of high-quality sequences of text-dependent questions and activities that build to a culminating task. Each module has a Final Performance Task. This is a culminating project that takes place during Unit 3 of every module. Performance tasks are designed to help students synthesize and apply their learning from the module in an engaging and authentic way. Performance tasks are developed using the writing process, are scaffolded, and almost always include peer critique and revision. Performance tasks are not “on-demand” assessments. Students who demonstrate success with sequences of questions can complete the culminating tasks. Culminating tasks are rich and provide opportunities for students to demonstrate what they know and are able to do using speaking and writing.

  • In Module 2B, students answer text-dependent questions and activities to examine the theme of control and write an argument essay using this theme and the text A Midsummer Night's Dream.
  • In Module 3B, students select four photographs form Little Rock Girl 1957: How a Photograph Changed the Fight for Integration to use as key events in a film based on the memoir A Mighty Long Way, and students select a song for the soundtrack. Student present arguments for why each was selected citing evidence from texts to support their arguments.
  • In Module 4, students present a position speech to answer the question, “Which of Michael Pollan’s four food chains would best feed the United States?” Students state a claim and provide two reasons for making that claim based on the consequences and affected stakeholders they have identified for each food chain throughout the unit. They select evidence to support their reasons, and they provide a counterclaim and respond to it. To prepare for this paper, students are shown step-by-step during the lessons how to conduct research, determine consequences, create a claim, and provide evidence.

2/2

Indicator 1i

Materials provide frequent opportunities and protocols for evidencebased discussions that encourage the modeling and use of academic vocabulary and syntax. (May be small group and all-class.)

The instructional materials reviewed for Grade 8 meet the expectations for evidence-based discussion that encourages the modeling of academic vocabulary and syntax.

Vocabulary addressed in each lesson is noted in teacher planning documents.

There are many opportunities and protocols throughout modules and within lessons that support academic vocabulary and syntax. Teacher materials support implementation of these standards to grow students’ skills.

  • In Module 1, students engage in the Jigsaw small group protocol, requiring students to reread poems, explore vocabulary and answer text-dependent questions.
  • In Module 1, Unit 1, lesson 3 students engage in the "Gist Mix Share" and "Think Pair Share" discussion on text clues supporting affects.
  • In Module 2A, Unit 1, lesson 13, students discuss context clues using a graphic organizer to determine the meaning of words and phrases in Chapter 4 of To Kill a Mockingbird.
  • In Module 2B, Unit 2, lesson 6, students Turn and Talk multiple times while discussing the structure of “Pyramus and Thisbe.” Students then work in pairs to use their “Pyramus and Thisbe” narrative structure note-catcher to write a summary of the story.
  • In Module 3B, Unit 1, lesson 5, students examine key phrases of the document, "Plessy v. Ferguson."
  • In Module 4, Unit 1, lesson 1, students participate in fishbowl discussions to advocate persuasively for either local sustainable or hunter-gatherer to feed their family. Rubrics are provided for speaking and listening using evidence from the text.

2/2

Indicator 1j

Materials support students' listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.

The instructional materials reviewed for Grade 8 meet the expectations for materials supporting students’ listening and speaking about what they are reading and researching with relevant follow-up questions and evidence.


Speaking and listening work requires students to gather evidence from texts and sources. Opportunities to talk and ask questions of peers and teachers about research, strategies and ideas are present throughout the year. The curriculum includes a host of protocols and graphic organizers to promote and scaffold academic discussions.

  • In Module 1, Unit 3, lesson 6, students present two poems describing how the narrator, or refugee, turns "inside out and back again" as he or she flees home and adapts to life in a new country. After presenting, students will be listening for the answers to specific questions to ensure that the prompt was met.
  • In Module 2B, Unit 1, lesson 11, students view a short segment of the film version of A Midnight Summer's Dream and discuss.
  • In Module 3A, Unit 1, lesson 12 students participate in fishbowl discussion comparing conflicting accounts of the Pearl Harbor attack. Students are assessed formally with a rubric.
  • In Module 3B, Unit 3, lesson 8, students present photos and songs that they have chosen as key events for a film about the experiences of The Little Rock Nine.
  • In Module 4, Unit 3, lesson 6, students create a presentation sharing visual representations of their position papers; students create a poster to present at a gallery walk to give and receive feedback.

2/2

Indicator 1k

Materials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.

TThe instructional materials reviewed for Grade 8 meet the expectations that materials include a mix of on-demand and process writing and short, focused projects. Students write both "on demand" and "over extended periods" throughout every module.

Materials include short and longer writing tasks and projects. Writing tasks and projects are aligned to the grade level standards being reviewed.

  • In Module 1, students write an on-demand narrative poem.
  • In Module 1, Unit 1, lesson 3, students use quick write to write responses to text dependent questions which builds to End-of-Unit Assessment.
  • In Module 2A, students write an extended response to justify a scene selection.
  • In Module 2B, Unit 2, lesson 12, students write to complete an exit ticket that requires them to identify a claim regarding the success of Shakespeare's characters’ attempts to control other people's actions.
  • In Module 2B, Unit 3, lesson 3, students complete an on-demand writing assessment and are required to write a commentary to answer specific questions about the connections between their narrative and A Midsummer Night’s Dream.
  • In Module 3A, students gather information and analyze model narrative to prepare to write their own narrative "Writing from Mine Okubo perspective, tell the story of one episode in her struggle to become visible again after leaving the internment camp."
  • In Module 3B, students write an analysis of language techniques in a short constructed response.
  • In Module 4, students read text and complete series of writing activities that lead them to write a position paper: "Which of Michael Pollan’s Four Food Chains Would Best Feed the United States?

2/2

Indicator 1l

Materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards.

The instructional materials reviewed for Grade 8 meet the expectations for materials providing opportunities for students to address different text types of writing that reflect the distribution required by the standards.

Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing opportunities are focused around students’ analyses and claims developed from reading closely and working with sources. Materials provide opportunities that build students' writing skills over the course of the school year.

  • In Module 1, students write a literary analysis: Explain the Significance of the Novel’s Title.
  • In Module 2A, students write an argument: Taking a Stand.
  • In Module 3A, students write an informational essay: Invisibility of Captives during WWII.
  • In Module 3A, students write a research-based narrative: Becoming Visible after Internment.
  • In Module 4, students write a position paper: Which of Michael Pollan’s Four Food Chains Would Best Feed the United States?

2/2

Indicator 1m

Materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.

The instructional materials reviewed for Grade 8 meet the expectations that materials include frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information.

Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing opportunities are focused around students’ analyses and claims developed from reading closely and working with sources. Materials provide opportunities that build students' writing skills over the course of the school year.

  • In Module 2A, Unit 1, students follow jigsaw protocol to identify evidence for claims made in a speech.
  • In Module 2A, Unit 1, summary writing graphic organizer directs students to include six details that support the controlling idea of speech text
  • In Module 2B, Unit 1, lesson 3, students complete a "Shakespeare Shakedown" and answer text-dependent questions around perspective.
  • In Module 3A, students determine author's purpose of an information text. Students use evidence from the informational text to support analysis, reflection, and research.
  • In Module 3B, Unit 2, lesson 8, students answer text-dependent questions and collect evidence using structured notes.

1/2

Indicator 1n

Materials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context.

The instructional materials reviewed for Grade 8 partially meet the expectations for materials including explicit instruction of the grammar and conventions standards for grade level and with opportunities for application both in and out of context.

There are few opportunities are provided for students to demonstrate some application of skills out of context. In the guide, Writing Instruction in Expeditionary Learning Grades 3-8 ELA Curriculum, it states, “The modules do not include decontextualized teaching of writing skills (i.e., stand-alone lessons about parts of a sentence or proper use of commas). Teachers are encouraged to add these specific lessons based on the needs of their particular students. The modules do not include explicit instruction on all parts of speech, phonics, decoding, letter-sound correspondence, etc. Some Common Core language standards are addressed in context, rather than as a separate scope and sequence (e.g., additional literacy instruction that includes small groups and guided reading)”

Opportunities are provided for students to demonstrate skills in context.

  • In Module 2A, Unit 1, lesson 19, students analyze author’s craft in To Kill a Mockingbird: Students analyze allusions, text structure, connections to traditional themes, and figurative language.
  • In Module 3B, Unit 2, lesson 13, students use "I Have A Dream" speech to review sentences in active and passive voices.
  • In Module 3B, Unit 3, lesson 3, students determine the effectiveness of sample language techniques such as the functions and types of verbals, use of the subjunctive and conditional mood in a sentence, and the meaning conveyed by using the active and passive voice.

TThe instructional materials meet expectations for building knowledge with texts, vocabulary, and tasks. The instructional materials support the building of knowledge through repeated practice with complex text organized around a topic or theme, the building of key vocabulary throughout and across texts, and providing coherently sequenced questions and tasks to support students in developing literacy skills. Culminating tasks require students to read, discuss, analyze, and write about texts while students participate in a volume of reading to build knowledge. By integrating reading, writing, speaking, listening and language development, students engage in texts to build literacy proficiency in lessons, units, and across the modules. Modules are developed to support and build knowledge, to intentionally address academic vocabulary, and to scaffold supports so that students will independently demonstrate grade-level proficiency at the end of the school year.

Criterion 2a-2h

The instructional materials meet expectations for building knowledge. Modules are organized around a topic or theme. Each unit and module contains questions requiring student to analyze the language, key ideas, details, craft and structure of individual texts and text-dependent questions and tasks that require students to integrate knowledge and ideas both in individual texts and across multiple texts. Students complete culminating tasks such as creating a brochure and writing a position paper. Vocabulary instruction is embedded through the units and modules. Student writing progresses from text-dependent questions to position papers, and students complete research projects to develop knowledge. The instructional materials also explain how independent reading is structured with accountability.

4/4

Indicator 2a

Texts are organized around a topic/topics (or, for grades 6-8, topics and/or themes) to build students' ability to read and comprehend complex texts independently and proficiently.

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.

4/4

Indicator 2b

Materials contain sets of coherently sequenced questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.

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.

4/4

Indicator 2c

Materials contain 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.

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.

4/4

Indicator 2d

The questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).

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.

4/4

Indicator 2e

Materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.

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.

4/4

Indicator 2f

Materials support 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.

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.

 

The following Math and ELA workbooks are a product of the Educational Media CoSer 501.

 

The following schools participate:

 

Andover, Belfast, Bolivar-Richburg, Cattaraugus-Little Valley, Ellicottville, Fillmore, Franklinville, Friendship, Genesee Valley,

Hinsdale, Olean, Pioneer, Portville, Randolph Academy, Randolph, Salamanca, Scio, Wellsville, West Valley, and Whitesville.

 

 

              Math Modules 

                     Math Modules are student workbook pages, pulled from the teacher module posted on Engage NY.

                      The student workbooks are split into sprint exercises and lessons, by grade level and module.

 

                                                            Grade PreK 

 

Workbooks                                                                                        Sprints

Grade PreK Module 1 (PDF)                                                                                                                               Grade PreK Module 1 Sprints (PDF) 

Grade PreK Module 1 (Word)                                                                                                                             Grade PreK Module 1 Sprints (Word)

Grade PreK Module 2 (PDF)                                                                                                                               Grade PreK Module 2 Sprints (PDF)

Grade PreK Module 2 (Word)                                                                                                                             Grade PreK Module 2 Sprints (Word)

Grade PreK Module 3 (PDF)                                                                                                                               Grade PreK Module 3 Sprints (PDF)

Grade PreK Module 3 (Word)                                                                                                                              Grade PreK Module 3 Sprints (Word)

Grade PreK Module 4 (PDF)                                                                                                                               Grade PreK Module 4 Sprints (PDF)

Grade PreK Module 4 (Word)                                                                                                                              Grade PreK Module 4 Sprints (Word)

Grade PreK Module 5 (PDF)                                                                                                                                Grade PreK Module 5 Sprints (PDF)

Grade PreK Module 5 (Word)                                                                                                                              Grade PreK Module 5 Sprints (Word)

 

                                                            Grade K

 

Workbooks                                                                                                      Sprints

 

Grade K Module 1(PDF)                                                                                                                                       Grade K Module 1(PDF)

Grade K Module 1 (Word)                                                                                                                                    Grade K Module 1 (Word)

Grade K Module 2 (PDF)                                                                                                                                      Grade K Module 2 (PDF-N/A)

Grade K Module 2 (Word)                                                                                                                                    Grade K Module 2 (Word-N/A)

Grade K Module 3 (PDF)                                                                                                                                      Grade K Module 3 (PDF)

Grade K Module 3 (Word)                                                                                                                                     Grade K Module 3 (Word)

Grade K Module 4 (PDF)                                                                                                                                       Grade K Module 4 (PDF)

Grade K Module 4 (Word)                                                                                                                                     Grade K Module 4 (Word)

Grade K Module 5  (PDF)                                                                                                                                      Grade K Module 5 (PDF)

Grade K Module 5 (Word)                                                                                                                                     Grade K Module 5 (Word)

Grade K Module 6 (PDF)                                                                                                                                       Grade K Module 6 (PDF)

Grade K Module 6 (Word)                                                                                                                                     Grade K Module 6 (Word)

 

                                                              Grade 1

Workbooks                                                                                                   Sprints

Grade 1 Module 1 (PDF)                                                                                                                                               Grade 1 Module 1 (PDF)

Grade 1 Module 1 (Word)                                                                                                                                             Grade 1 Module 1 (Word)

Grade 1 Module 2 (PDF)                                                                                                                                               Grade 1 Module 2 (PDF)

Grade 1 Module 2 (Word)                                                                                                                                             Grade 1 Module 2 (Word)

Grade 1 Module 3 (PDF)                                                                                                                                               Grade 1 Module 3 (PDF)

Grade 1 Module 3 (Word)                                                                                                                                             Grade 1 Module 3 (Word)

Grade 1 Module 4 (PDF)                                                                                                                                               Grade 1 Module 4 (PDF)

Grade 1 Module 4 (Word)                                                                                                                                             Grade 1 Module 4 (Word)

Grade 1 Module 5 (PDF)                                                                                                                                               Grade 1 Module 5 (PDF)

Grade 1 Module 5 (Word)                                                                                                                                             Grade 1 Module 5 (Word)

Grade 1 Module 6 (PDF)                                                                                                                                               Grade 1 Module 6 (PDF)

Grade 1 Module 6 (Word)                                                                                                                                             Grade 1 Module 6 (Word)

 

                                                             Grade 2  

Workbooks                                                                                                   Sprints       

Grade 2 Module 1 (PDF)                                                                                                                                               Grade 2 Module 1 (PDF)

Grade 2 Module 1 (Word)                                                                                                                                             Grade 2 Module 1 (Word)

Grade 2 Module 2 (PDF)                                                                                                                                               Grade 2 Module 2 (PDF)

Grade 2 Module 2 (Word)                                                                                                                                             Grade 2 Module 2 (Word)

Grade 2 Module 3 (PDF)                                                                                                                                               Grade 2 Module 3 (PDF)

Grade 2 Module 3 (Word)                                                                                                                                              Grade 2 Module 3 (Word)

Grade 2 Module 4 (PDF)                                                                                                                                               Grade 2 Module 4 (PDF)

Grade 2 Module 4 (Word)                                                                                                                                             Grade 2 Module 4 (Word)

Grade 2 Module 5 (PDF)                                                                                                                                               Grade 2 Module 5 (PDF)

Grade 2 Module 5 (Word)                                                                                                                                             Grade 2 Module 5 (Word)

Grade 2 Module 6 (PDF)                                                                                                                                              Grade 2 Module 6 (PDF)

Grade 2 Module 6 (Word)                                                                                                                                             Grade 2 Module 6 (Word)

Grade 2 Module 7 (PDF)                                                                                                                                               Grade 2 Module 7 (PDF)

Grade 2 Module 7 (Word)                                                                                                                                              Grade 2 Module 7 (Word) 

Grade 2 Module 8 (PDF)                                                                                                                                               Grade 2 Module 8 (PDF)

Grade 2 Module 8 (Word)                                                                                                                                             Grade 2 Module 8 (Word)                                                                                                                             

 

                                                             Grade 3

Workbooks                                                                                                   Sprints

Grade 3 Module 1 (PDF)                                                                                                                                               Grade 3 Module 1 (PDF)

Grade 3 Module 1 (Word)                                                                                                                                              Grade 3 Module 1 (Word)

Grade 3 Module 2 (PDF)                                                                                                                                                Grade 3 Module 2 (PDF)

Grade 3 Module 2 (Word)                                                                                                                                              Grade 3 Module 2 (Word)

Grade 3 Module 3 (PDF)                                                                                                                                                Grade 3 Module 3 (PDF)

Grade 3 Module 3 (Word)                                                                                                                                              Grade 3 Module 3 (Word)

Grade 3 Module 4 (PDF)                                                                                                                                                Grade 3 Module 4 (PDF)

Grade 3 Module 4 (Word)                                                                                                                                              Grade 3 Module 4 (Word)

Grade 3 Module 5 (PDF)                                                                                                                                               Grade 3 Module 5 (PDF)

Grade 3 Module 5 (Word)                                                                                                                                             Grade 3 Module 5 (Word)

Grade 3 Module 6 (PDF)                                                                                                                                               Grade 3 Module 6 (PDF)

Grade 3 Module 6 (Word)                                                                                                                                             Grade 3 Module 6 (Word)

Grade 3 Module 7 (PDF)                                                                                                                                              Grade 3 Module 7 (PDF)

Grade 3 Module 7 (Word)                                                                                                                                            Grade 3 Module 7 (Word)

 

                                                              Grade 4

Workbooks                                                                                                  Sprints

Grade 4 Module 1 (PDF)                                                                                                                                             Grade 4 Module 1 (PDF)

Grade 4 Module 1 (Word)                                                                                                                                           Grade 4 Module 1 (Word)

Grade 4 Module 2 (PDF)                                                                                                                                            Grade 4 Module 2 (PDF-N/A)

Grade 4 Module 2 (Word)                                                                                                                                          Grade 4 Module 2 (Word-N/A)

Grade 4 Module 3 (PDF)                                                                                                                                           Grade 4 Module 3 (PDF)

Grade 4 Module 3 (Word)                                                                                                                                         Grade 4 Module 3 (Word)

Grade 4 Module 4 (PDF)                                                                                                                                           Grade 4 Module 4 (PDF-N/A)

Grade 4 Module 4 (Word)                                                                                                                                          Grade 4 Module 4 (Word-N/A)

Grade 4 Module 5 (PDF)                                                                                                                                           Grade 4 Module 5 (PDF)

Grade 4 Module 5

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