• As part of the ELA and Social Studies classes, students are expected to be reading at home for at least 20 minutes. This will help them become better readers and support them in all of their classes.

     

    English Language Arts

    Grade 8 - Unit 2 - Informational Research Lab

    During Module 1, Eighth graders  will focus on the development of Central Idea in Informational Texts.

    • The learning should focus on central ideas, specifically as it relates to informational texts. In terms of content, it may make sense to begin with political situations that might get students thinking about their relationship with the government, such as Rhode Island, elections, or misinformation.
    • This will also serve as a review of writing skills applied to informational texts. By the end of the class, students should be able to write their own informational text and understand the key components to include in informational writing. 
    • Students will also discuss how informational texts have central ideas that are made of many supporting ideas. An analysis of informational texts will take place through the use of videos, charts, or infographics that help display the information visually. Reading these images is its own skill. 

     

    7th Grade -Unit 2- Informational Research Lab

    During this  module, lessons will focus on identifying an author’s central idea specifically as it relates to informational texts.

    • Similar strategies should be implemented as was in Unit 1 to support students in this work (students identify details, evidence, etc. to then ultimately determine the author’s central idea).
    • Teachers will review specifics of informational text distinct from literary texts.  This should be a review of writing skills, but applied to informational texts. By the end of the unit, students should be able to write their own informational text and understand the key components to include in informational writing (and HOW to include them).
    • Informational texts have central ideas supported by details. Students should be able to distinguish between supporting details and main ideas and explain how details help the author in developing the main idea of the text.
    • Sometimes, informational texts come with videos, charts, or infographics that help display the information visually. Reading these images is one's own skill.
    • Students should spend this day learning skills to support their analysis of multimedia information sources, ultimately, to determine the central message/purpose of the source. 

     

    6th Grade - Unit 2- Informational Research Lab

    During this module, lessons should focus on identifying an author’s central idea, specifically as it relates to informational texts.

    • Similar strategies should be implemented as was in Unit 1 to support students in this work (students identify details, evidence, etc. to then ultimately determine the author’s central idea). 
    • Teachers will review specifics of informational text distinct from literary texts.  This should be a review of writing skills, but applied to informational texts. By the end of the module, students should be able to write their own informational text and understand the key components to include in informational writing (and HOW to include them).  Informational texts have central ideas supported by details. Students should be able to distinguish between supporting details and main ideas and explain how details help the author in developing the main idea of the text. 
    • Students will continue to learn about how to write informational texts. On this day, students should focus specifically on the writing and development of a topic and how to support this topic throughout the piece with the presentation of relevant information. 
    • Sometimes, informational texts come with videos, charts, or infographics that help display the information visually. Reading these images is one's own skill. Students will spend time learning skills to support their analysis of multimedia information sources, ultimately to determine the central message/purpose of the source.