Humes envisions a future of driverless cars and the many benefits that will occur because of the switch from human drivers to autonomous transport. In this essay, the Pulitzer Prize-winning author shares his conjectures about life in the future.
In Unit 2, students read the essay, “The Promise of a Post-Driver Life”, by Edward Humes.This pivotal book in our history is used to have students examine the actions that lead to a hero. Students read about the actual feelings of a person living in slavery and escaping to freedom. In Unit 1, students read an excerpt from the book, A Narrative of the Life of Frederick Douglass: An American Slave by Frederick Douglass.The text supports the topic units and the skills presented in each lesson and considers a range of student interests such as: heroism, future life, slavery, and the Holocaust.Įxamples include, but are not limited to: The materials provide students with a variety of high-quality literature, informational texts, and images.The majority of anchor texts in the units are engaging, well-written, content-rich published works and feature many award-winning authors. The instructional materials reviewed for Grade 8 meet the expectations for anchor texts are of publishable quality and worthy of especially careful reading and consider a range of student interests. Students engage in a range and volume of reading and have opportunities to monitor their progress toward grade-level reading independence. The publisher-provided text complexity analysis document includes accurate information on the program’s core texts. There is a marked increase in text complexity that supports students’ grade-level reading independence. Materials include appropriate scaffolding and supports for students to access complex text. Most texts that either fall below the text complexity band or do not have quantitative measures are appropriate for use in the grade due to qualitative and associated reader and task measures.
FAHRENHEIT 451 WORDWALL FULL
Materials balance the use of text excerpts and full texts and include opportunities for students to read full texts in their entirety. The majority of the anchor texts are of high quality and include a variety of texts published by award-winning authors. The instructional materials reviewed for Grade 8 meet the criteria for text quality and text complexity. Grammar and usage standards are explicitly taught with opportunities for students to practice learned content and apply newly gained knowledge in their writing.
As students analyze and develop claims about the texts and sources they read, writing tasks require students to use textual evidence to support their claims and analyses. Students have opportunities to engage in on-demand and process writing that reflect the distribution required by the Standards. The materials provide opportunities for students to engage in evidence-based discussions about what they are reading and include prompts and protocols for teacher modeling and use of academic vocabulary and syntax. Speaking and listening opportunities consistently occur over the course of a school year. Questions and tasks are text-specific or text-dependent and build to smaller and larger culminating tasks. Students engage in a range and volume of reading and have several mechanisms for monitoring their progress. Quantitative, qualitative, and associated reader and task measures make the majority of texts appropriate for use in the grade level, and the variety in text complexity is coherently structured. Anchor texts are of high-quality and reflect the text type distribution required by the Standards. The instructional materials reviewed for Grade 8 meet the expectations for high-quality texts, appropriate text complexity, and evidence-based questions and tasks aligned to the Standards. National Edition English Language Arts Print Student Edition National Edition English Language Arts Print Teacher Edition
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