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Language Arts Grade 8
Standard 1: Students engage in the research process
Standard 2: Students engage in the reading process
Standard 3: Students engage in the writing process
Standard 4: Students engage in the speaking and listening process
Standard 5: Students understand media
Standard 6: Students understand and use principles of language
| Standard 1: Students engage in the research process | ||
| PLANNING RESEARCH | FLP Lesson | Lesson Description |
| 8.1.1. Use questions to narrow research topic | Germ Busters | Through a controlled experiment, students learn one way bacteria can be spread and the importance of hand washing for personal hygiene and food safety. |
| It All Starts with A | Students conduct surveys to learn what agriculture provides people. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| ACCESSING INFORMATION | ||
| 8.1.2. Use a variety of primary and/or secondary sources to access information; i.e., computer catalogs, magazines, newspapers, and primary sources | Germ Busters | Students conduct an experiment about microbial growth in order to determine the importance of washing hands. |
| It All Starts with A | Students conduct surveys to learn what agriculture provides people. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the many circumstances that affect birthrates and death rates. | |
| EVALUATING RESEARCH INFORMATION | ||
| 8.1.3. Evaluate sources that present different perspectives; e.g., by identifying sources of bias and distinguishing between primary and secondary sources | Germ Busters | Students conduct an experiment about microbial growth in order to determine the importance of washing hands. |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about favorite celebrations, they research various cultures' harvest festivals and prepare a celebration presentation for the class. | |
| It All Starts with A | Students conduct surveys to learn what agriculture provides people. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Feed the Need | Students experience first-hand the distribution of income in the United States and the world as it relates to buying food. They investigate local and international programs that work to feed hungry people, and they write an action plan for their involvement in a program. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the many circumstances that affect birthrates and death rates. | |
| ORGANIZING RESEARCH INFORMATION | ||
| 8.1.4. Use information from multiple sources when presenting research findings to defined audiences | Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about favorite celebrations, they research various cultures' harvest festivals and prepare a celebration presentation for the class. |
| It All Starts with A | Students conduct surveys to learn what agriculture provides people. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| PRESENTATION | ||
| 8.1.5. Write a research report using a thesis | To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. |
| EVALUATE THE RESEARCH | ||
| 8.1.6. Evaluate the research process | To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. |
| 8.1.7. Evaluate a research product using a rubric | To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. |
| Standard 2: Students engage in the reading process | ||
| LITERARY AND INFORMATIONAL GENRES | FLP Lesson | Lesson Description |
| 8.2.1. Compare or contrast characteristics of fiction and nonfiction genres | Gala Fiesta Jamboree | Students select harvest festivals to research and share with the class. They identify accurate information in their research to use in their presentation. |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| READING STRATEGIES FOR INTERPRETING MEANING OF TEXTS | ||
| 8.2.2. Use prior knowledge and experiences to aid text comprehension | Gala Fiesta Jamboree | Students select harvest festivals to research and share with the class. They identify accurate information in their research to use in their presentation. |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| 8.2.3. Use a variety of strategies to construct meaning from text; e.g., vocabulary building strategies, skimming, paraphrasing, summarizing, brainstorming, and discussing | To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. |
| PURPOSES FOR READING | ||
| 8.2.4. Read for a variety of purposes to develop lifetime reading skills and habits, e.g., for personal recreation, to model forms of writing | To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. |
| Soil Is Not Trivial | Using facts about the Dust Bowl, students write questions and play a trivia activity focused around the establishment of a national soil conservation program and the importance of soil. Students then explore and/or develop a plan to address a local soil conservation issue. | |
| Investigating Insects | Students become entomologists by observing insects in their nearby surroundings. After observing and analyzing, they learn by playing a game how some insect interactions can be helpful to people. | |
| LITERARY ELEMENTS AND TECHNIQUES | ||
| 8.2.5. Identify theme, protagonist, antagonist, and dialect in literary texts | ||
| 8.2.6. Identify figurative language in literary texts including personification, simile, metaphor, and hyperbole | Gala Fiesta Jamboree | Students select harvest festivals to research and share with the class. They identify accurate information in their research to use in their presentation. |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| 8.2.7. Make connections between literature and historical period, culture, and society | Gala Fiesta Jamboree | Students select harvest festivals to research and share with the class. They identify accurate information in their research to use in their presentation. |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| 8.2.8. Explain the uses of sound devices in literary texts including alliteration, onomatopoeia, rhyme, repetition, and rhythm | ||
| VOCABULARY | ||
| 8.2.9. Use vocabulary building skills and strategies; e.g., synonyms/antonyms, prefixes/suffixes, multiple meaning words context clues, word reference aids – dictionary, glossary, thesaurus to determine the meaning of unfamiliar words and make sense of text | Germ Busters | Students conduct an experiment about microbial growth. When learning new terms, word recognition strategies may be used. |
| From Apple Cores to Healthy Soil | Students perform a composting experiment that reveals how soil organisms, temperature, air and water are able to decompose organic waste and enrich soil. Word recognition strategies are used to determine the meaning of unfamiliar words. | |
| Buzzy, Buzzy Bee | Students review the process and sequence of plant pollination. Word recognition strategies are used to determine the meanings of unfamiliar words. | |
| Tree-mendous | Students play a fast -paced word classification game that helps them to gain an appreciation for the variety of ways people use and benefit from trees. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| 8.2.10. Build vocabulary; e.g., Greek and Latin roots, dictionary information, content area terminology | ||
| Standard 3: Students engage in the writing process | ||
| INFORMATIVE WRITING | FLP Lesson | Lesson Description |
| 8.3.1. Compose informative writing, e.g., research, biographies, autobiographies, news articles, interviews | Germ Busters | Students share their findings of microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about their favorite celebrations, they research various cultures' harvest festivals and prepare a celebration presentation for the class. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| NARRATIVE WRITING | ||
| 8.3.2. Write short stories that include story elements; e.g., dialogue, action, physical description, background description, character development | Expression Connection | Students write poetry using words and ideas from a word association game about farming. |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| PERSUASIVE WRITING | ||
| 8.3.3. Produce persuasive writing; e.g., editorials, essays, business letters and opinions | Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| PREWRITING | ||
| 8.3.4. Use free writing and journal writing to develop ideas for writing topics | Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. |
| 8.3.5. Use language and format appropriate for intended audience and purpose | Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career ion aviation. Students also compose two entries in a pilot log book. | |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| DRAFTING | ||
| 8.3.6. Use prewriting product to create a first draft emphasizing details and referencing sources | Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career in aviation. Students also compose two entries in a pilot log book. | |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| 8.3.7. Incorporate grade-level appropriate vocabulary in writing | Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career ion aviation. Students also compose two entries in a pilot log book. | |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| 8.3.8. Use organizational patterns; e.g., introduction, body, conclusion or exposition/body/resolution | To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. |
| REVISING AND EDITING | ||
| 8.3.9. Use criteria to evaluate own and others’ writing | Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career ion aviation. Students also compose two entries in a pilot log book. | |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| 8.3.10. Use feedback and multiple drafts to revise text for specific purposes, e.g., clarity of ideas, organization, word choice, and fluency | Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career ion aviation. Students also compose two entries in a pilot log book. | |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| 8.3.11. Edit for grammar, mechanics, usage, and spelling | Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career ion aviation. Students also compose two entries in a pilot log book. | |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| FINAL DRAFT | ||
| No benchmark expectations at this level | ||
| PUBLICATION/PRESENTATION | ||
| 8.3.12. Incorporate a variety of visual aids in publications | Germ Busters | Students share their findings of microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about their favorite celebrations, they research various cultures' harvest festivals and prepare a celebration presentation for the class. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| Be Label Able | Students graph the weight of several nutritional components identified on cereal box labels to select the healthiest cereal. They use this information to design and market a new cereal. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| 8.3.13. Use computer technology to present written work | ||
| Standard 4: Students engage in the speaking and listening process | ||
| PLANNING FOR AN AUDIENCE/PURPOSE | FLP Lesson | Lesson Description |
| 8.4.1. Speak with a purpose using delivery techniques appropriate for different audiences to inform, demonstrate, entertain, or persuade | Gifts from the Sun | Students role-play the components of photosynthesis and discuss the importance of photosynthesis to plants and other living things. |
| Expression Connection | Students share "farm stories" as an intro to word associations and writing poetry about farming. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about favorite celebrations, they research various festivals and prepare a celebration for the class. | |
| Be Label Able | Students graph the weight of several nutritional components identified on cereal box labels to select the healthiest cereal. They use this information to design and market a new cereal. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. The students are then able to share their letters with the class. | |
| 8.4.2. Use supporting materials for topic development; e.g., research, personal experience, literature, interview | Expression Connection | Students share "farm stories" as an intro to word associations and writing poetry about farming. |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about favorite celebrations, they research various festivals and prepare a celebration for the class. | |
| Loco For Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and playing a traditional Mexican rhythm game. Students learn how chocolate is produced from cacao, and where cacao is grown today. Students also use language to express their thoughts, feelings and creativity about chocolate and its history. | |
| Be Label Able | Students graph the weight of several nutritional components identified on cereal box labels to select the healthiest cereal. They use this information to design and market a new cereal. | |
| Step by Step | Students study the sequence of production to discover the resources required and the variety of careers involved to take a raw food from the farm to the consumer. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. The students are then able to share their letters with the class. | |
| 8.4.3. Speak for different purposes; e.g., group discussions, research presentations and demonstrations | Expression Connection | Students share "farm stories" as an intro to word associations and writing poetry about farming. |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about favorite celebrations, they research various festivals and prepare a celebration for the class. | |
| Loco For Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and playing a traditional Mexican rhythm game. Students learn how chocolate is produced from cacao, and where cacao is grown today. Students also use language to express their thoughts, feelings and creativity about chocolate and its history. | |
| Step by Step | Students study the sequence of production to discover the resources required and the variety of careers involved to take a raw food from the farm to the consumer. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. The students are then able to share their letters with the class. | |
| CONVERSATION, GROUP DISCUSSION, AND ORAL PRESENTATION | ||
| 8.4.4. Use volume, eye contact, rate, pronunciation, and articulation effectively in oral presentations | Expression Connection | Students share "farm stories" as an intro to word associations and writing poetry about farming. |
| From Apple Cores to Healthy Soil | Students discuss their findings in a composting experiment. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about favorite celebrations, they research various festivals and prepare a celebration for the class. | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. When discussing the processes, the students are encouraged to ask questions of one another. | |
| Be Label Able | Students graph the weight of several nutritional components identified on cereal box labels to select the healthiest cereal. They use this information to design and market a new cereal. | |
| Loco For Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and playing a traditional Mexican rhythm game. Students learn how chocolate is produced from cacao, and where cacao is grown today. Students also use language to express their thoughts, feelings and creativity about chocolate and its history. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. The students are then able to share their letters with the class. | |
| Standard 5: Students understand media | ||
| MEDIA GENRES | FLP Lesson | Lesson Description |
| 8.5.1. Identify existing and developing media | Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| USING MEDIA FOR A PURPOSE | ||
| 8.5.2. Access media (e.g., television, film, music, electronic databases, videos, DVDs, comics, visual and performing arts, newspapers, and periodicals) for a variety of purposes | Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. When discussing the processes, the students are encouraged to ask questions of one another. |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| 8.5.3. Construct media messages; e.g., editorials, news articles, commentaries, web sites, commercials, and advertisements | Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. |
| Be Label Able | Students use information obtained from several cereal boxes to design and market a new healthy cereal. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| INTERPRETING MEDIA | ||
| 8.5.4. Describe the role of the media in influencing and shaping public opinion | To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. |
| 8.5.5. Show how media messages influence people in various ways; e.g., comprehensiveness, appeal to emotions, attitudes and behaviors, authenticity, and stereotyping | Why I Buy | Students are made aware of the external influences they receive when making purchasing decisions. After examining those influences, the students will conduct their own consumer preference trails. After graphing and analyzing the data, students decide which brand of a product they will purchase and why. |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| 8.5.6. Define copyright | To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. |
| Standard 6: Students understand and use principles of language | ||
| LANGUAGE CONVERSIONS/MECHANICS | FLP Lesson | Lesson Descriptions |
| 8.6.1. Use varied sentence structure; i.e., simple, compound, complex, and inverted order | Germ Busters | Students share their findings of microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about their favorite celebrations, they research various cultures' harvest festivals and prepare a celebration presentation for the class. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career ion aviation. Students also compose two entries in a pilot log book. | |
| 8.6.2. Use conventions of grammar related to parts of speech; i.e., verbs progressive tense, complements | Germ Busters | Students share their findings of microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about their favorite celebrations, they research various cultures' harvest festivals and prepare a celebration presentation for the class. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career ion aviation. Students also compose two entries in a pilot log book. | |
| 8.6.3. Use grade-appropriate mechanics and usage; i.e., Capitalization: publications and in letters; Punctuation: commas, semi colons, colons, quotation marks, underlining, hyphens, apostrophes; Usage: misplaced modifiers | Germ Busters | Students share their findings of microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about their favorite celebrations, they research various cultures' harvest festivals and prepare a celebration presentation for the class. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career in aviation. Students also compose two entries in a pilot log book. | |
| LANGUAGE CONTEXT | ||
| 8.6.4. Identify social differences in language; e.g., the use of slang, cliché, and formal and informal styles | ||
| 8.6.5. Identify cultural and regional differences in language use; e.g., different dialects and language diversity | Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about their favorite celebrations, they research various cultures' harvest festivals and prepare a celebration presentation for the class. |
| 8.6.6. Locate examples of professional uses of language including jargon and formal styles | To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. |
| LITERARY ELEMENTS AND TECHNIQUES | ||
| 8.6.7. Use figurative language including simile, metaphor, alliteration, personification, onomatopoeia, hyperbole, and point of view | ||