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FAYETTE COUNTY SCHOOLSLANGUAGE ARTS CURRICULUM MAP

EIGHTH GRADE

CCRS CONTENT STANDARDS EVIDENCE OF STUDENT ATTAINMENT RESOURCES

9

19

29

38

41

EIGHTH GRADE: TO BE COMPLETED THROUGHOUT THE COURSE

READING LITERATURE: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]

READING STANDARDS FOR INFORMATIONAL TEXT: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literary nonfiction at the high end of the Grades 6-8 text complexity band independently and proficiently. [RI.8.10]

WRITING STANDARDS: RANGE OF WRITING Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.8.10]

KNOWLEDGE OF LANGUAGE Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.8.3]

VOCABULARY ACQUISTION AND USE Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.8.6]

Students, with scaffolding as needed:

read and actively engage in comprehending appropriately complex stories and poetry

Students, with scaffolding as needed:

read and actively engage in comprehending appropriately complex informational texts

With practice and support, students:

produce writing for a range of tasks, purposes, and audiences, including writing in short and/or extended time frames.

Students, in writing and/or speaking:

use verbs in the active and passive voice

use verbs in the conditional and subjunctive mood to achieve particular effects

Students:

acquire and use grade-appropriate vocabulary

1


EIGHTH GRADE

30 SPEAKING AND LISTENING STANDARDS Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. [SL.8.1a,b,c,d]

accurately utilize general academic words

and phrases utilize domain-specific words

and phrases identify and learn about

vocabulary that is important to comprehension and/or expression

Students engage effectively in a range of discussions with a variety of participants, demonstrating the ability to:

be prepared by reading or researching required materials

refer to evidence in order to explore and use ideas gained from preparation

follow rules for collegial discussions and decision-making

ask questions that connect the ideas of several speakers

contribute relevant evidence, observations, and ideas

recognize new information expressed by others

qualify or justify own views, if necessary

FIRST SIX WEEKS35 Adapt speech to a variety of contexts and tasks, demonstrating command of formal

English when indicated or appropriate. [SL.8.6]Students:

adapt speech to a variety of contexts and tasks.

demonstrate command of speaking in formal English

Elements of Writing, Units 20-24, 29

2


EIGHTH GRADE

36

23

24

25

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.8.1]

1. Grammar Usage -Nouns: singular, plural, and possessive forms -Pronouns: subjective, objective, and possessive forms -Verbs: regular/irregular forms -Adjectives: correct forms; use of comparative/superlative forms -Adverbs: correct forms; use of comparative/superlative forms

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.8.4]

2. The Writing Process -Engage in prewriting activities: brainstorming, choosing and narrowing a topic, organizing and outlining -Organize content of written composition with attention to basic characteristics: topic sentence, supporting sentences, purpose and audience, sentence combining and coherence -Draft a paragraph

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. [W.8.5]

Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. [W.8.6] -Revise a paper -Edit

when indicated or appropriate

Students, when writing and/or speaking, apply standard grammar and usage including:

understanding parts of speech (verbals)

using active and passive voice correctly

varying verb mood recognizing and correcting

shifts in verb voice and mood

Students:

are flexible in the use of development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose

apply this skill to a variety of styles of writing (opinion, informative / explanatory, and narrative)

Students, with some guidance and support from adults and peers, develop and strengthen writing by:

planning, revising, editing, rewriting, or trying a new approach to best address purpose and audience

Students:

use technology to produce and publish writing

Checklist for Composing and Revising

Checklist for Composing and Revising

http://www.corestandards.org/assets/Appendix_C.pdf

Prentice Hall Literature, Unit 2http://www.corestandards.org/assets/Appendix_B.pdf

Prentice Hall Literature, Page 276

http://www.corestandards.org/assets/Appendix_A.pdf

Prentice Hall Literature, Page 248,

3



http://www.corestandards.org/assets/Appendix_B.pdf





EIGHTH GRADE

1, 10

2, 11

3

4

3. Short Stories and Elements (characters, setting, conflict, plot)Cite the textual evidence that most strongly supports an analysis of what the text explicitly says as well as inferences drawn from the text. [RL.8.1], [RI.8.1]

Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. [RL.8.2], [RI.8.2] -Compare an original text with its summary

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. [RL.8.3]

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choice on meaning and tone, including analogies or allusions to other texts. [RL.8.4]

use the Internet to produce and publish writing

present relationships between information and ideas efficiently

use technology to interact and collaborate with others

Students:

analyze the meaning of a text by explaining explicit ideas, drawing inferences, and providing strong pieces of textual evidence to support analysis

Students use writing and/or speaking to:

objectively summarize a text including an analysis of the development of a central idea or theme over the course of a text, including its relationship to the characters, setting, and plot.

analyze how dialogue or events in a story or drama move the text forward, reveal aspects of a character, or provoke a decision

Students:

determine the meaning of words and phrases based on how they are used in a text

understand figurative and connotative meanings

analyze the impact of word

299


Suggested Reading: “Charles”; “Flowers for Algernon”

“Flowers for Algernon”; film version Charly (Venn Diagram)

Suggested Activity: Write dialogue for a movie scene that you adapt from either “Charles” or “Flowers for Algernon.” Choose a scene to expand by imagining details and parts of the conversation the author left out. Use standard dialogue format.

Suggested Activity: Have students work with a small group to gather information using internet and library resources. Using “Tears of Autumn,” research Angel Island and create a dramatic factual history by learning about the people who

4


EIGHTH GRADE

39

5

20

Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on Grade 8 reading and content, choosing flexibly from a range of strategies. [L.8.4] b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word. [L.8.4b]

Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. [RL8.5]

Write arguments to support claims with clear reasons and relevant evidence. [W.8.1]a. Introduce claims, acknowledge and distinguish the claim from alternate or opposing claim, and organize the reasons and evidence logically. [W.8.1a]b. Support claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. [W.8.1b]c. Use words, phrases, and clauses to create cohesion and clarify the relationships

choices on meaning and tone notice and understand how an

author uses analogy or allusions

Students employ a variety of strategies in writing and/or speaking to establish the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content by:

using context clues to determine meaning (e.g. the overall meaning of a sentence or paragraph, a word's position or function in a sentence)

using Greek and Latin affixes and roots as clues to the meaning of a word

checking reference materials (glossaries, dictionaries, thesauruses) in print or digital format for the pronunciation, precise meaning of a word, or its part of speech

verifying the determination of the meaning of a word or phrase by using context or by using a dictionary


compare and contrast the structure of two or more texts

analyze how the differing structure of each text contributes to its meaning and style

passed through it, the conditions they faced there, and their reactions to their experiences.

5


EIGHTH GRADE

6

12

7

22

among claims, counterclaims, reasons, and evidence. [W.8.1c]d. Establish and maintain formal style. [W.8.1d]e. Provide a concluding statement or section that follows from and supports the argument presented. [W.8.1e] -Comparing Literary Works: Critical Review

Analyze how differences in the points of view of the characters and the audience or reader create such effects as suspense or humor. [RL8.6]

Analyze how a text makes connections among and distinctions between individuals, ideas, or events. [RI.8.3]

Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. [RL8.7]

Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. [W.8.3b]

Students write arguments to support claims with clear reasons, relevant evidence, and:

an introduction that states the claim and acknowledges and distinguishes opposing claims

a logical structure for organizing reasons and evidence

claims supported with logical reasoning

claims supported with accurate and credible sources

a clear understanding of the topic

clear relationships between claims, counterclaims, reasons, and evidence with words, phrases, and clauses

a formal style conclusion that is related to and

supports the argument

Students:

analyze the effect of differences between the points of view of characters and audience/reader

analyze connections among and distinctions between individuals, ideas, or events in a text


analyze how a filmed or live production of a story or drama stays faithful to or departs from

6


EIGHTH GRADE

33

26

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.8.4]

Conduct short research projects to answer a question drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. [W.8.7] -Research and Technology: Oral Report

the text or script

Students write a narrative that includes real or imagined experiences or events which:

engage the reader establish the situation introduce narrator or characters organize an event sequence

that unfolds naturally use dialogue, pacing,

description, and reflection to develop experiences, events, and/or characters

vary transitional words, phrases, and clauses to convey sequence, signal shifts, and show relationships in experiences and events

use precise words and phrases use relevant descriptive details use sensory language capture action convey experiences and events

precisely use a conclusion that follows

from narrated experiences or events

Students use appropriate eye contact, adequate volume, and clear pronunciation to convey focused, coherent ideas including:

presenting claims and findings emphasizing main points using key details and examples relevant evidence and sound

7


EIGHTH GRADE

reasoning

Students use several sources and multiple avenues of exploration to conduct short research projects that:

answer self-generated questions

develop new questions based on investigation

SECOND SIX WEEKS37

3

8

4. LanguageDemonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.8.2] -Capitalization: first word in quotation, proper adjectives and nouns, titles, and regions -Apostrophes -Quotation Marks -Colons -Semicolonsa. Use punctuation to indicate a pause or break. [L.8.2a]b. Use an ellipsis to indicate an omission. [L.8.2b] -Commas -Ellipsis -Dashc. Spell correctly. [L.8.2c]

5. Short Stories: Fiction and NonfictionAnalyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. [RL.8.3]

Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. [RL.8.9] -Allusion

Students, when writing, apply standard capitalization, punctuation, and spelling including:

using punctuation to indicate a pause or break

spelling words correctly


analyze how dialogue or events in a story or drama move the text forward, reveal aspects of a character, or provoke a decision


Elements of Writing, Unit 25

Elements of Writing, Units 26-27

Elements of Writing, Units 26-27

Prentice Hall Literature, Unit 1

Suggested Reading: “A Retrieved Reformation”

8


EIGHTH GRADE

40

35

13

14

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.8.5]a. Interpret figures of speech in context. [L.8.5a]b. Use the relationship between particular words to better understand each of the words. [L.8.5b]c. Distinguish among the connotations (associations) of words with similar denotations (definitions). [L.8.5c]

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. [SL.8.6]

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. [RI.8.4]

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. [RI.8.5]

analyze the connections between a modern work of fiction and myths, traditional stories, or religious works

Students use writing and/or speaking to demonstrate understanding of figurative language, word relationships and nuances in word meanings including:

interpreting verbal irony in context

interpreting puns in context using the relationship between

particular words to better understand each of the words

distinguishing among the connotations (associations) of words with similar denotations (definitions)

Students:


demonstrate command of speaking in formal English when indicated or appropriate

Students:

use clues in a text and outside resources to determine the figurative, connotative, and/or technical meaning of words and phrases in a text

analyze the impact of word choice on meaning and tone

Suggested Activity: Write and perform a radio broadcast using vivid action verbs and physical descriptions.

Prentice Hall Literature, Page 154, 165, 171


9


EIGHTH GRADE

15

22

Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. [RI.8.6]

6. Narrative WritingWrite narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.8.3a,b,c,d,e]

notice and understand how an author uses analogy or allusions


analyze the structure of a text including:

structure of individual paragraphs

role of particular sentences in developing and refining a key concept

Students:

determine an author's point of view or purpose

analyze how the author acknowledges and responds to conflicting evidence or viewpoints





vary transitional words, phrases, and clauses to convey sequence, signal shifts, and show relationships in

10


EIGHTH GRADE

experiences and events use precise words and phrases use relevant descriptive details use sensory language capture action convey experiences and events



THIRD SIX WEEKS36

1, 10

3

7. LanguageDemonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.8.1]a. Apply rules of subject-verb agreement when interrupted by a prepositional phrase, with inverted word order, with indefinite pronouns as subjects, compound subjects joined by correlative and coordinating conjunctions, and collective nouns when verb form depends on the rest of the sentence. [L.8.1a]c. Form and use verbs in the active and passive voice. [L.8.1c]d. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. [L.8.1d]e. Recognize and correct inappropriate shifts in verb voice and mood. [L.8.1e]

8. DramaCite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RL.8.1], [RI.8.1]

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. [RL.8.3]






Students analyze the meaning of a text by:

explaining explicit ideas drawing inferences providing strong pieces of

textual evidence to support analysis


analyze how dialogue or events in a story or drama move the text forward, reveal aspects of

Elements of Writing, Units 20-24, 29

Prentice Hall Literature, Page 744, The Governess

Prentice Hall Literature, Page 754, 757

Suggested Activity: Form two teams to debate this proposal: “The minimum working age should be lowered to thirteen for jobs in retail stores.” Conduct research to identify evidence and examples that support your position. Craft a

11


EIGHTH GRADE

12

20

17, 32

Analyze how a text makes connections among and distinctions between individuals, ideas, or events. [RI.8.3]-Reading Informational Materials

Write arguments to support claims with clear reasons and relevant evidence. [W.8.1a,b,c,d,e]

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. [RI.8.8], [SL.8.3]

a character, or provoke a decision

Students:


Students write arguments to support claims with clear reasons, relevant evidence, and:

an introduction that states the claim and acknowledges and distinguishes opposing claims

a logical structure for organizing reasons and evidence

claims supported with logical reasoning

claims supported with accurate and credible sources

a clear understanding of the topic

clear relationships between claims, counterclaims, reasons, and evidence with words, phrases, and clauses

a formal style conclusion that is related to and

supports the argument


delineate arguments from specific claims

evaluate arguments and

thesis, or statement of position. Present the thesis during the opening statement. Prepare for opponents’ arguments by thinking about the topic from their perspective. During the debate, each team member should build on or respond to the argument presented by the previous speaker.

Prentice Hall Literature, The Diary of Anne Frank

The Diary of Anne Frank, 1959 George Stevens Film

Suggested Activity: Write a film review. Questions to answer while viewing the film: How do key scenes in the film compare to those in the written version? If scenes are changed or left out, how do these changes affect the film overall? Do the actors make good choices in their portrayals of characters or do they not live up to expectations? Why? What choices does the director make in sets, music, and camerawork? Do these choices enhance or distract from the mood of each scene? Students should use the answers to these questions to draft their review, highlighting the differences between the filmed and written versions, as well as explaining which version is more effective.

12


EIGHTH GRADE

28

31

4, 13

Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.8.9]b. Apply Grade 8 Reading standards to literary nonfiction (e.g., Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced).

Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. [SL.8.2]-Propaganda

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. [RL.8.4], [RI.8.4]

specific claims assess reasoning behind an

argument and claims assess the relevancy of

evidence used to support the claim

recognize when irrelevant evidence is introduced

Students critically read literature and literary nonfiction and use writing to:

analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including how the material is rendered new

delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient


During or after listening or viewing, students:

analyze the purpose of information presented in diverse media formats

evaluate the possible motives behind its presentation

Students:

determine the meaning of

Prentice Hall Literature, Page 874-879

Prentice Hall Literature, Page 880-887

Suggested Activity: With a partner or group, create a digital poster (http://www.glogster.com/login) about the experience of Jewish individuals or communities living under Nazi occupation during World War II. Follow these steps: Decide the audience and purpose for the display. Use this information to focus research. Begin by drafting a list of research questions. Identify primary sources, such as photographs, diaries, documents, and letters; and secondary sources, such as encyclopedia articles, textbooks, books by historians, and web pages. Plan to include attribution of your sources in captions in your display. Draw conclusions from the information you have gathered about the experience of living under occupation. Write these as short summaries to include in the display along with quotations, maps, drawings, and photographs.

Suggested Follow-up Activity: Reflection Paragraph: Write a paragraph reflecting the pros and cons of using digital media as opposed to traditional writing methods.

13


EIGHTH GRADE

6

7

21

16

Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. [RL.8.6]

Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. [RL.8.7]

Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.8.2a,b,c,d,e,f]

words and phrases based on how they are used in a text


analyze the impact of word choices on meaning and tone


analyze the effect of differences between the points of view of characters and audience/reader


analyze how a filmed or live production of a story or drama stays faithful to or departs from the text or script

Students create informative / explanatory pieces to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content by:

introducing the topic clearly previewing what is to follow organizing ideas, concepts, and

information into broader categories

including purposeful formatting, graphics, and multimedia

developing a topic fully through relevant, well-chosen facts, definitions, concrete details, and quotations

14


EIGHTH GRADE

18

25

27

34

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. [RI.8.7]-Reading Informational Materials

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. [RI.8.9]-Comparing Literary Works

Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. [W.8.6]

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. [W.8.8]

Integrate multimedia and visual displays into presentation to clarify information, strengthen claims and evidence, and add interest. [SL.8.5]

using a variety of transitional words, phrases, and clauses to create cohesion and clarify relationships among ideas and concepts

using precise word choice including domain-specific vocabulary

establishing a formal style ending with a relevant and

supportive concluding statement or section


evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea.

analyze conflicting information about a single topic provided by two or more texts

Students:

use technology to produce and publish writing

use the Internet to produce and publish writing

present relationships between information and ideas efficiently

use technology to interact and collaborate with others

Students learn relevant information from multiple credible and accurate print and digital sources by:

15


EIGHTH GRADE

16

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. [RI.8.7]

effectively using search terms, quoting or paraphrasing data and conclusions

avoiding plagiarism following standard citation

format

Students include multimedia components and visual displays to:

clarify information strengthen claims and evidence add interest in presentations


evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea.

FOURTH SIX WEEKS36

11

9. Language Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.8.1]-Pronoun-Antecedent Agreementb. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. [L.8.1b]

10. Types of NonfictionDetermine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the








Prentice Hall Literature, Page 484-

16


EIGHTH GRADE

12

10

13

14

text. [RI.8.2]

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). [RI.8.3]

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RI.8.1]-Reading Informational Materials

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. [RI.8.4]

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. [RI.8.5]

objectively summarize a variety of informational texts including an analysis of the development of a central idea over the course of a text and its relationship to supporting details

Students:





Students:

use clues in a text and outside resources to determine the figurative, connotative, and/or technical meaning of words and phrases in a text

analyze the impact of word choice on meaning and tone


487

Suggested Activity: Explanatory Text: Based on a literary text you have encountered, write a reflective essay in which you discuss a work of fine art or music. (Example: Maya Angelou was inspired by Dickens. Write an essay reflecting on a favorite author or literary work.)

Suggested Activity: Multimedia Presentation, PowerPoint : With a group, create a multimedia presentation. If you read Always to Remember, explore the impact of the Vietnam War on popular culture and on attitudes toward war. If you read I Know Why the Caged Bird Sings, create a presentation on the Depression, the era in which Angelou grew up. Process: Take notes to learn more about the time period.

17


EIGHTH GRADE

15

21

28




analyze the structure of a text including:

structure of individual paragraphs

role of particular sentences in developing and refining a key concept

Students:








using a variety of transitional words, phrases, and clauses to create cohesion and clarify relationships among ideas and

18


EIGHTH GRADE

34

Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.8.9]

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. [SL.8.5]

concepts using precise word choice

including domain-specific vocabulary


supportive concluding statement or section


analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including how the material is rendered new





FIFTH SIX WEEKS1

11. PoetryCite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RL.8.1]

Students:

analyze the meaning of a text


19


EIGHTH GRADE

4

23

35

40

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. [RL.8.4]-Literary Analysis: Sound Devices (alliteration, onomatopoeia, rhyme, rhyme scheme, meter)

Produce clear and coherent writing in which the development, organization, and style, are appropriate to task, purpose, and audience. [W.8.4]


Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.8.5]a. Interpret figures of speech in context. [L.8.5a]

by explaining explicit ideas, drawing inferences, and providing strong pieces of textual evidence to support analysis












particular words to better

Suggested Sound Device Poems: “Cat”; “Silver”; “Your World”; “Thumbprint”; “The Drum”; “Ring Out Wild Bells”

Suggested Activity: Poetry Portfolio: Write a poem that uses rhythm and sound devices and deliver an oral presentation.

Suggested Poems: “Concrete Mixers”; “The City Is So Big”; “Harlem Night Song”; “Ode to Enchanted Light”; “Little Exercise”; “The Sky is Low, the Clouds are Mean”

Suggested Activity: Poetry Portfolio: Write a poem about a busy city or the countryside. List objects, sights, and sounds that come to mind for the setting. Use figurative language to describe the objects, sights, and sounds.

Suggested Poems: “Runagate Runagate”; “Paul Revere’s Ride”

Other Suggested Titles (not included in Prentice Hall Literature): “Barbara Frietchie”; “Casey at the Bat”

Suggested Activity: Poetry Portfolio: Write a narrative poem that includes elements of a short story (characters, setting, conflict, plot).

Additional Portfolio Activity: Write a ballad or a limerick.Suggested Poems: “Blow, Blow

20


EIGHTH GRADE

4, 23

1,4,40

22

-Literary Analysis: Figurative Language (simile, metaphor, personification)

-Forms of Poetry: Narrative Poetry-Ballad, Limerick

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.8.3a,b,c,d,e]

understand each of the words distinguishing among the

connotations (associations) of words with similar denotations (definitions)

Students:





Students:

analyze the meaning of a text by explaining explicit ideas, drawing inferences, and providing strong pieces of textual evidence to support analysis





Thou Winter Wind”; “Old Man”; “The New Colossus”

“Harriet Beecher Stowe” (Sonnet)“O Captain, My Captain” (Elegy)“The Road Not Taken” (Elegy*)“For My Sister Molly Who in the Fifties” (Elegy)

Suggested Activity: Poetry Portfolio: Write a lyric poem about a person, place, or thing no longer a part of your life. You may write a sonnet or an elegy.

Additional Portfolio Activity: Compose three original haiku about nature using the three line syllable pattern of 5, 7, 5.

Suggested Poems: “New World”; “Your Little Voice Over the Wires Came Leaping”; “Drum Song”; “Grandma Ling”

Suggested Activity: Poetry Portfolio: Write a free verse poem an admirable person from your own life or from history.

Suggested Activity: Write a profile for one of the poets featured the poetry collections read. Gather information from several print or online resources about the poet’s life, writing, and influences, making sure to paraphrase sources unless using a direct quotation. Explain how the poet’s work reflects his or her heritage, traditions, attitudes, and beliefs. Provide specific details about when and where the poet lived and how this influenced the characterization and settings in the poet’s major works.

21


EIGHTH GRADE

1,4,40, 23

1,4,40, 23

27

-Forms of Poetry: Lyric Poetry-Sonnet , Elegy, Haiku

-Forms of Poetry: Free Verse Poetry

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. [W.8.8]





Students:






particular words to better understand each of the words

distinguishing among the connotations (associations) of

22


EIGHTH GRADE

words with similar denotations (definitions)

Students learn relevant information from multiple credible and accurate print and digital sources by:

effectively using search terms, quoting or paraphrasing data and conclusions

avoiding plagiarism following standard citation

format

SIXTH SIX WEEKS

1,10

4

8

12. Legends, Fables, Folktales, Fairytales, and Myths

Cite the textual evidence that most strongly supports an analysis of what the text explicitly says as well as inferences drawn from the text. [RL.8.1], [RI.8.1]

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. [RL.8.4]

Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including




Students:







Suggested Activity: Create a myth to explain natural phenomenon by choosing a natural feature or event.

23


EIGHTH GRADE

12

15

2,11

22

describing how the material is rendered new. [RL.8.9]

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). [RI.8.3]


Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. [RL.8.2], [RI.8.2]

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.8.3a,b,c,d,e]

analyze the connections between a modern work of fiction and myths, traditional stories, or religious works

Students:





objectively summarize a text including an analysis of the development of a central idea or theme over the course of a text, including its relationship to the characters, setting, and plot.




description, and reflection to

Think of yourself as the storyteller. Entertain the audience with dialect, idioms, and humor. Develop characters’ personalities through actions, expressions, physical descriptions, and dialogue. Make sure the myth has a central problem that comes to a reasonable and satisfactory conclusion during the plot resolution. The resolution should be the basis for the myth.

Suggested Activity: With a group, use the internet and print sources to gather information for an oral presentation about a myth you read. Look for ways in which history and traditional beliefs influence the life and culture of the people related to the myth. Use visuals such as charts, maps, graphs, and images and music related to the culture.

Suggested Activity: Explanatory Text: Write an essay on one of the following topics:-explain how language affects the tone, meaning, and mood in folk literature by using specific examples and analyzing the literal and figurative meanings of idioms, analogies, metaphors, and similes in the stories you choose.-explain how a specific character from a tall-tale, myth, or folktale illustrates the trickster motif.-select a modern myth, legend, or folktale and explain how it draws on themes, events, and/or character types from traditional myths, legends, or folktales.

24


EIGHTH GRADE

34

35

28

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. [SL.8.5]


Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.8.9]a. Apply Grade 8 Reading standards to literature (e.g., analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new). [W.8.9a]

develop experiences, events, and/or characters







Students:




analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such

25


EIGHTH GRADE

21


as the Bible, including how the material is rendered new








using a variety of transitional words, phrases, and clauses to create cohesion and clarify relationships among ideas and concepts

using precise word choice including domain-specific vocabulary


supportive concluding

26


EIGHTH GRADE

statement or section

SUGGESTED READING LIST:

TITLE AUTHORThe Adventures of Tom Sawyer Mark TwainRoll of Thunder, Hear my Cry Mildred D. TaylorFreak the Mighty Rodman PhilbrickMax the Mighty Rodman PhilbrickAcross Five Aprils Irene HuntBanner in the Sky James R. UllmanDragonwings Laurence YepThe Hound of the Baskervilles Sir Arthur Conan DoyleJohnny Tremain Ester ForbesI Am Mordred Nancy SpringerThe Pearl John SteinbeckThe Red Pony John SteinbeckSing Down the Moon Scott O’DellThe Slave Dancer Paula FoxSummer of the Monkeys William RawlsTreasure Island Robert L. StevensonTrue Confessions of Charlotte Doyle AviTuck Everlasting Natalie BabbittWalk Two Moon Sharon CreechWhere the Lilies Bloom Bill & Vera Cleaver

SUGGESTED RESOURCES (Short Stories and Elements):

TITLE AUTHOR PAGE NUMBER (OF TEXTBOOK) OR LINKWho Can Replace a Man? Brian Aldiss 222, Prentice Hall LiteratureTears of Autumn Yoshiko Uchida 237, Prentice Hall LiteratureThe Tell-Tale Heart Edgar Allan Poe 265, Prentice Hall Literature

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EIGHTH GRADE

The Finish of Patsy Barnes Paul Laurence Dunbar 282, Prentice Hall LiteratureThe Drummer Boy of Shiloh Ray Bradbury 290, Prentice Hall LiteratureFlowers for Algernon Daniel Keyes 310, Prentice Hall LiteratureCharles Shirley Jackson 345, Prentice Hall LiteratureThank You, M’am Langston Hughes 354, Prentice Hall LiteratureThe White Umbrella Gish Jen 380, Prentice Hall LiteratureThe Medicine Bag Virginia Driving Hawk

Sneve390, Prentice Hall Literature

The Adventures of Tom Sawyer Exemplar

Mark Twain http://www.corestandards.org/assets/Appendix_B.pdf , Page 77 in PDF document; suggested activity on page 89

Eleven Sandra Cisneros http://www.corestandards.org/assets/Appendix_B.pdf , Page 81 in PDF document; suggested activity on page 89

SUGGESTED RESOURCES (Short Stories-Fiction & Nonfiction):

TITLE AUTHOR PAGE NUMBER (OF TEXTBOOK) OR LINKOld Ben Jesse Stuart 80, Prentice Hall LiteratureFox Hunt Lensey Namioka 85, Prentice Hall LiteratureA Retrieved Reformation O. Henry 28, Prentice Hall LiteratureRaymond’s Run Toni Cade Bambara 39, Prentice Hall Literaturefrom Travels with Charley John Steinbeck 154, Prentice Hall LiteratureTravels with Charley: In Search of America

John Steinbeck http://www.corestandards.org/assets/Appendix_B.pdf , Page 92 in PDF document; suggested activity on page 93

The American Dream Martin Luther King, Jr. 165, Prentice Hall LiteratureUp the Slide Jack London 174, Prentice Hall LiteratureA Glow in the Dark Gary Paulsen 181, Prentice Hall LiteratureDragonwings Laurence Yep http://www.corestandards.org/assets/Appendix_B.pdf , Page 80 in PDF

document; suggested activity on page 89The Tale of the Mandarin Ducks Katherine Paterson http://www.corestandards.org/assets/Appendix_B.pdf , Page 81 in PDF

document; suggested activity on page 89

SUGGESTED RESOURCES (Short Stories-Nonfiction/Informational):

28







EIGHTH GRADE

TITLE AUTHOR PAGE NUMBER (OF TEXTBOOK) OR LINKReading Informational Text: Summaries 276, Prentice Hall LiteratureReading Informational Text: Public Documents 754, Prentice Hall LiteratureReading Informational Text: Websites 874, Prentice Hall LiteratureReading Informational Text: Textbooks 484, Prentice Hall LiteratureHarriet Tubman: Guide to Freedom Ann Petry 440, Prentice Hall LiteratureHarriet Tubman: Conductor on the Underground Railroad

Ann Petry http://www.corestandards.org/assets/Appendix_B.pdf , Page 92 in PDF document; suggested activity on page 93

Reading Annotated Text: Narrative of the Life of Frederick Douglass

http://www.corestandards.org/assets/Appendix_A.pdf , Page 11 in PDF documentNarrative of the Life of Frederick Douglass, an American Slave, Written by Himself

Frederick Douglass

http://www.corestandards.org/assets/Appendix_B.pdf , Page 90 in PDF document; suggested activity on page 93

from I Know Why the Caged Bird Sings Maya Angelou 462, Prentice Hall Literaturefrom Always to Remember: The Vision of Maya Ying Lin

Brent Ashabranner

473, Prentice Hall Literature

Forest Fire Anaïs Nin 490, Prentice Hall LiteratureWhy Leaves Turn Color in the Fall Diane Ackerman 494, Prentice Hall LiteratureThe Season’s Curmudgeon Sees the Light Mary C. Curtis 499, Prentice Hall LiteratureOn Woman’s Right to Suffrage Susan B.

Anthony514, Prentice Hall Literature

The Trouble with Television Robert MacNeil 519, Prentice Hall Literaturefrom Sharing in the American Dream Colin Powell 530, Prentice Hall LiteratureEmancipation from Lincoln: A Photobiography Russell

Freedman552, Prentice Hall Literature

Brown vs. Board of Education Walter Dean Myers


SUGGESTED RESOURCES (Drama):

TITLE AUTHOR PAGE NUMBER (OF TEXTBOOK) OR LINKThe Governess Neil Simon 744, Prentice Hall LiteratureThe Diary of Anne Frank Frances Goodrich and Albert

Hackett776, Prentice Hall Literature

Sorry, Wrong Number Louise Fletcher http://www.corestandards.org/assets/Appendix_B.pdf , Page 83 in PDF

29






EIGHTH GRADE

Exemplar document; suggested activity on page 89

SUGGESTED RESOURCES (Poetry):

TITLE AUTHOR PAGE NUMBER (OF TEXTBOOK) OR LINKCat! Eleanor Farjeon 602, Prentice Hall LiteratureSilver Walter de la Mare 604, Prentice Hall LiteratureYour World Georgia Douglas Johnson 605, Prentice Hall LiteratureThumbprint Eve Merriam 609, Prentice Hall LiteratureThe Drum (Martin Luther King, Jr.) Nikki Giovanni 610, Prentice Hall LiteratureRing Out, Wild Bells Alfred Lord Tennyson 611, Prentice Hall LiteratureConcrete Mixers Patricia Hubbell 622, Prentice Hall LiteratureThe City Is So Big Richard García 624, Prentice Hall LiteratureHarlem Night Song Langston Hughes 625, Prentice Hall LiteratureOde to Enchanted Light Pablo Neruda 629, Prentice Hall LiteratureLittle Exercise Elizabeth Bishop 630, Prentice Hall LiteratureThe Sky is Low, the Clouds are Mean

Emily Dickinson 631, Prentice Hall Literature

Runagate Runagate Robert Hayden 656, Prentice Hall LiteratureBlow, Blow Thou Winter Wind Shakespeare 659, Prentice Hall LiteratureOld Man Ricardo Sanchez 660, Prentice Hall LiteratureThe New Colossus Emma Lazarus 665, Prentice Hall LiteraturePaul Revere’s Ride Henry Wadsworth

Longfellow666, Prentice Hall Literature

The Midnight Ride http://www.paulreverehouse.org/ride/ , http://www.corestandards.org/assets/Appendix_B.pdf suggested activity on page 89

Harriet Beecher Stowe Paul Laurence Dunbar 671, Prentice Hall LiteratureNew World N. Scott Momaday 680, Prentice Hall LiteratureFor My Sister Molly Who in the Fifties

Alice Walker 682, Prentice Hall Literature

Grandma Ling Amy Ling 689, Prentice Hall LiteratureDrum Song Wendy Rose 690, Prentice Hall Literature

30


http://www.paulreverehouse.org/ride/


EIGHTH GRADE

your little voice/Over the wires came leaping

E.E. Cummings 692, Prentice Hall Literature

The Road Not Taken Robert Frost 704, Prentice Hall Literature; http://www.corestandards.org/assets/Appendix_B.pdf suggested activity on page 90

O Captain! My Captain! Walt Whitman 706, Prentice Hall Literature; http://www.corestandards.org/assets/Appendix_B.pdf suggested activity on page 90

Barbara Frietchie John Greenleaf Whittier http://www.poetryfoundation.org/poem/174751Casey at the Bat Ernest Lawrence Thayer http://www.poetryfoundation.org/poem/174665

SUGGESTED RESOURCES (Myths, Legends, Fables, Folktales):

TITLE AUTHOR PAGE NUMBER (OF TEXTBOOK) OR LINKWhy the Waves Have Whitecaps

Zora Neale Hurston 932, Prentice Hall Literature

Coyote Steals the Sun and Moon

Richard Erdoes and Alfonso Ortiz


The Illustrated Odyssey Mythweb http://www.mythweb.com/odyssey/Odyssey.pdfThe Cremation of Sam McGee

Robert W. Service Text: http://www.poetryfoundation.org/poem/174348 Narration by Johnny Cash:http://www.npr.org/templates/story/story.php?storyId=5672398

John Henry Traditional 962, Prentice Hall LiteratureBrer Possum’s Dilemma Jackie Torrence 959, Prentice Hall LiteratureBrer Rabbit and Brer Lion Julius Lester http://www.larue.k12.ky.us/userfiles/1071/Classes/14967/Brer%20Rabbit%20Brer

%20Lion.pdfDavy Crockett’s Dream Davy Crockett 974, Prentice Hall LiteraturePaul Bunyan of the North Woods

Carl Sandburg 976, Prentice Hall Literature

31

http://www.larue.k12.ky.us/userfiles/1071/Classes/14967/Brer%20Rabbit%20Brer%20Lion.pdf

http://www.larue.k12.ky.us/userfiles/1071/Classes/14967/Brer%20Rabbit%20Brer%20Lion.pdf

http://www.npr.org/templates/story/story.php?storyId=5672398

http://www.poetryfoundation.org/poem/174348

http://www.mythweb.com/odyssey/Odyssey.pdf



