Grade 8: Module 4
The Grade 8 curriculum modules are designed to address CCLS ELA outcomes during a 45-50 minute English Language Arts class. The overarching focus for all modules is building students’ literacy skills as they develop knowledge about the world.
Each MODULE provides 8 eight weeks of instruction, broken into three shorter units. Each module includes one end-of-module performance task as well as mid-unit and end-of-unit assessments for all three units
Taken as a whole, these modules are designed to give teachers concrete strategies to address the “shifts” required by the CCLS.
Grade 8: Module 4 Overview
Grade 8: Module 4 Assessments
Grade 8: Module 4 Performance Task
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Unit 1 In unit 1, Students begin to read Omnivores Dilemma, a literary non-fiction text that follows food production from the beginning (plant or animal) to the consumer. This text serves to build background knowledge about what happens to food before it gets to the consumer and decisions consumers make regarding good consumption. This module focuses the students' ability to evaluate an author's claim and specifically analyzes Michael Pollan’s arguments and the evidence he uses to support his claims.
Unit 2 In this unit, students research in order to help them make a decision. Students use the text to examine consequences for decisions mad. Students conduct this research in a collaborative manner utilizing a grade appropriate database of expert articles to determine the best food chain to feed America. This research culminates in a position speech written by individual students.
Unit 3 In this unit, students use their research and their position speech from Unit 2 to write a position paper. This unit focuses on developing writers who can develop a claim, provide evidence to support each claim and provide counterclaims to strengthen their argument. Students work through the writing and revision process of writers.
The Grade 8 curriculum modules are designed to address CCLS ELA outcomes during a 45-50 minute English Language Arts class. The overarching focus for all modules is building students’ literacy skills as they develop knowledge about the world.
Each MODULE provides 8 eight weeks of instruction, broken into three shorter units. Each module includes one end-of-module performance task as well as mid-unit and end-of-unit assessments for all three units
Taken as a whole, these modules are designed to give teachers concrete strategies to address the “shifts” required by the CCLS.
Grade 8: Module 4 Overview
Grade 8: Module 4 Assessments
Grade 8: Module 4 Performance Task
__________________________________________________________________
Unit 1 In unit 1, Students begin to read Omnivores Dilemma, a literary non-fiction text that follows food production from the beginning (plant or animal) to the consumer. This text serves to build background knowledge about what happens to food before it gets to the consumer and decisions consumers make regarding good consumption. This module focuses the students' ability to evaluate an author's claim and specifically analyzes Michael Pollan’s arguments and the evidence he uses to support his claims.
Unit 2 In this unit, students research in order to help them make a decision. Students use the text to examine consequences for decisions mad. Students conduct this research in a collaborative manner utilizing a grade appropriate database of expert articles to determine the best food chain to feed America. This research culminates in a position speech written by individual students.
Unit 3 In this unit, students use their research and their position speech from Unit 2 to write a position paper. This unit focuses on developing writers who can develop a claim, provide evidence to support each claim and provide counterclaims to strengthen their argument. Students work through the writing and revision process of writers.