This eight-week module focuses on a “science and society” topic, engaging students in reading compelling informational text about water sustainability, fresh water management, and how to make evidence-based decisions. In Unit 1, students read the article “Water Is Life” by Barbara Kingsolver as well as excerpts from The Big Thirst by Charles Fishman to build background knowledge about water sustainability and water management. Students determine main ideas and evidence in diverse media and clarify the issue of why humans need to manage water better. They also trace arguments and evaluate the soundness of reasoning and the sufficiency and relevancy of evidence in the texts and media that they engage with in this unit. In Unit 2, students participate in a robust research project in which they investigate the strategies of better agricultural and industrial water management. This research begins with students reading more excerpts from The Big Thirst to scaffold their research skills. Then students conduct internet-based research. To organize their research sources and information, students use a researcher’s notebook. Once they have finished gathering information, students analyze the impact of water management strategies.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in P-12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes. The full year of Grade 7 Mathematics curriculum is available from the module links.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in P-12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes. The full year of Grade 7 Mathematics curriculum is available from the module links.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in P-12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes. The full year of Grade 7 Mathematics curriculum is available from the module links.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in P-12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes. The full year of Grade 7 Mathematics curriculum is available from the module links.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in P-12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes. The full year of Grade 7 Mathematics curriculum is available from the module links.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in P-12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes. The full year of Grade 7 Mathematics curriculum is available from the module links.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this module, students will develop their ability to read and understand complex text as they consider the challenges of fictional and real refugees. In the first unit, students will begin Inside Out & Back Again, by Thanhha Lai, analyzing how critical incidents reveal the dynamic nature of the main character, Ha, a 10-year-old Vietnamese girl whose family is deciding whether to flee during the fall of Saigon. The novel, poignantly told in free verse, will challenge students to consider the impact of specific word choice on tone and meaning. Students will build their ability to infer and analyze text, both in discussion and through writing. They then will read informational text to learn more about the history of war in Vietnam, and the specific historical context of Ha’s family’s struggle during the fall of Saigon. In Unit 2, students will build knowledge about refugees’ search for a place to call home. They will read informational texts that convey universal themes of refugees’

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this second module, students will continue to develop their ability to closely read text while studying the theme of taking a stand. During the first half of Unit 1, students will read two speeches reflecting examples of real people taking a stand. By reading these speeches they will build background knowledge about the module’s overarching theme, engage in a study of the speaker’s perspective, and analyze the craft of forming an argument. In the second half of Unit 1, students will read Part 1 ofTo Kill a Mockingbird by Harper Lee and continue to study the theme of taking a stand as it is revealed in the novel. Students will engage in a character study of Atticus by analyzing his actions and words, and what others say about him, to better understand him as a character. This analysis will provide details and evidence for students to use in their end of Unit 2 argument essay. In addition to reading and studying the text, students will view excerpts of the To Kill a Mockingbird film that strongly convey the novel’s themes, and they will analyze how the film remains true to the original text as well as how it veers from the original.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this second module, students read and analyze Shakespeare’s A Midsummer Night’s Dream. As with any of Shakespeare’s play, many rich themes are present; in this module, students will focus primarily on the theme of control. Characters in this play are controlled by emotions, other characters, and even magic. They often attempt to manipulate others in a variety of ways. Students will examine why the characters seek control, how they try to control others, and the results of attempting to control others. In Unit 1, students will build background knowledge as they explore the appeal and authorship of Shakespeare. Students will read much of the play aloud in a Drama Circle, and will frequently reread key passages to deepen their understanding. Students will analyze differences between a film version of the play and Shakespeare’s original script.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this module, students will study Japanese-American relations during World War II.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this module, students will study the U.S. civil rights movement, focusing particularly on The Little Rock Nine. They will consider the question “How can stories be powerful?” as they learn about segregation, the civil rights movement, The Little Rock Nine, and the role of the various mediums in shaping perceptions of events. As students read A Mighty Long Way by Carlotta Walls LaNier and a photo essay titled Little Rock Girl 1957 by Shelley Tougas, they will consider the different ways in which the story of The Little Rock Nine has been told.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this module, students analyze arguments and the evidence used to support arguments to determine whether sufficient evidence has been used and whether the evidence is relevant in support of the claim an author or speaker is making. They then research to gather evidence to make their own spoken and written arguments. Students will read Michael Pollan’s The Omnivore’s Dilemma (930L), a literary non-fiction text about where food comes from and about making decisions about what food to buy and eat. They 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 while analyzing Michael Pollan’s arguments and the evidence he uses to support his claims. In Unit 2, students engage in a robust research project in which they further investigate the consequences of each of the food chains and the stakeholders affected in those food chains. To help students grapple with this issue, they use a decision-making process called “Stakeholder Consequences Decision-Making” (see the end of this document for details). This process will help students understand the implications of various choices, and will scaffold their ability to determine, based on evidence and their own values, to take a position on which food chain they would choose if they were trying to feed everyone in the US. Students finish the module by writing a position paper explaining which of Michael Pollan’s food chain they would choose to feed the US and why, and creating a poster stating their position. This task addresses NYSP12 ELA Standards RI.8.1,W.8.1, W.8.1a, W.8.1b, W.8.1c, W.8.1d, W.8.1e and W.8.9.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In Grade 8 Module 1, students expand their basic knowledge of positive integer exponents and prove the Laws of Exponents for any integer exponent.  Next, students work with numbers in the form of an integer multiplied by a power of 10 to express how many times as much one is than the other.  This leads into an explanation of scientific notation and continued work performing operations on numbers written in this form.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

In this module, students learn about translations, reflections, and rotations in the plane and, more importantly, how to use them to precisely define the concept of congruence. Throughout Topic A, on the definitions and properties of the basic rigid motions, students verify experimentally their basic properties and, when feasible, deepen their understanding of these properties using reasoning. All the lessons of Topic B demonstrate to students the ability to sequence various combinations of rigid motions while maintaining the basic properties of individual rigid motions. Students learn that congruence is just a sequence of basic rigid motions in Topic C, and Topic D begins the learning of Pythagorean Theorem.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

In Module 3, students learn about dilation and similarity and apply that knowledge to a proof of the Pythagorean Theorem based on the Angle-Angle criterion for similar triangles.  The module begins with the definition of dilation, properties of dilations, and compositions of dilations.  One overarching goal of this module is to replace the common idea of “same shape, different sizes” with a definition of similarity that can be applied to geometric shapes that are not polygons, such as ellipses and circles.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

In Module 4, students extend what they already know about unit rates and proportional relationships to linear equations and their graphs.  Students understand the connections between proportional relationships, lines, and linear equations in this module.  Students learn to apply the skills they acquired in Grades 6 and 7, with respect to symbolic notation and properties of equality to transcribe and solve equations in one variable and then in two variables.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

In the first topic of this 15 day module, students learn the concept of a function and why functions are necessary for describing geometric concepts and occurrences in everyday life.  Once a formal definition of a function is provided, students then consider functions of discrete and continuous rates and understand the difference between the two.  Students apply their knowledge of linear equations and their graphs from Module 4 to graphs of linear functions.  Students inspect the rate of change of linear functions and conclude that the rate of change is the slope of the graph of a line.  They learn to interpret the equation y=mx+b as defining a linear function whose graph is a line.  Students compare linear functions and their graphs and gain experience with non-linear functions as well.  In the second and final topic of this module, students extend what they learned in Grade 7 about how to solve real-world and mathematical problems related to volume from simple solids to include problems that require the formulas for cones, cylinders, and spheres.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

In Grades 6 and 7, students worked with data involving a single variable.  Module 6 introduces students to bivariate data.  Students are introduced to a function as a rule that assigns exactly one value to each input.  In this module, students use their understanding of functions to model the possible relationships of bivariate data.  This module is important in setting a foundation for students’ work in algebra in Grade 9.

Module 7 begins with work related to the Pythagorean Theorem and right triangles.  Before the lessons of this module are presented to students, it is important that the lessons in Modules 2 and 3 related to the Pythagorean Theorem are taught (M2:  Lessons 15 and 16, M3:  Lessons 13 and 14).  In Modules 2 and 3, students used the Pythagorean Theorem to determine the unknown length of a right triangle.  In cases where the side length was an integer, students computed the length.  When the side length was not an integer, students left the answer in the form of x2=c, where c was not a perfect square number.  Those solutions are revisited and are the motivation for learning about square roots and irrational numbers in general.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.