8th Grade
English Language Arts
2nd Quarter
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is
committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,
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80% of our students will graduate from high school college or career ready
90% of students will graduate on time
100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned
instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the
Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy
learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and
are the underpinning for the development of the English/Language Arts curriculum maps.
Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in
reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRA) so that
every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map
provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.
A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides.
Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional
resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their
classrooms, including those with special learning needs.
8th Grade
English Language Arts
2nd Quarter
How to Use the Literacy Curriculum Maps
Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction
that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction
aligned to each of the elements of effective literacy program seen in the figure to the right.
This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our
students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in
alignment the with the three College and Career Ready shifts in instruction for
ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both
literary and informational.
(3) Building knowledge through content-rich nonfiction.
8th Grade
English Language Arts
2nd Quarter
Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring
that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some highleverage resources around each of the three shifts that teachers should consistently access:
The TNCore Literacy Standards
The TNCore Literacy Standards (also known as the College and Career Ready
Teachers can access the TNCore standards, which are featured throughout
Literacy Standards):
this curriculum map and represent college and career ready student
http://www.tncore.org/english_language_arts.aspx
learning at each respective grade level.
Shift 1: Regular Practice with Complex Text and its Academic Language
Student Achievement Partners Text Complexity Collection:
Teachers can learn more about how to select complex texts (using
http://achievethecore.org/page/642/text-complexity-collection
quantitative, qualitative, and reader/task measures) using the resources in
this collection.
Student Achievement Partners Academic Work Finder:
Teachers can copy and paste a text into this tool, which then generates the
http://achievethecore.org/page/1027/academic-word-finder
most significant Tier 2 academic vocabulary contained within the text.
Links to Support Vocabulary Instruction & Development
http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/
https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-andTier-3-Terms-for-ELA-and-Math.pdf
Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text
Student Achievement Partners Text-Dependent Questions Resources:
Teachers can use the resources in this set of resources to craft their own
http://achievethecore.org/page/710/text-dependent-question-resources
text-dependent questions based on their qualitative and reader/task
measures text complexity analysis.
Shift 3: Building Knowledge through Content-Rich Non-fiction
Student Achievement Partners Text Set Projects Sequenced:
Teachers can use this resource to learn about how to sequence texts into
http://achievethecore.org/page/1098/text-set-project-sequenced-under“expert packs” to build student knowledge of the world.
construction
8th Grade
English Language Arts
2nd Quarter
Using the Curriculum Maps, Grades 6-8
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Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.”
Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center
column.
Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.
Plan your weekly and daily objectives, using the evidence statements to help.
Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.
Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and
structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected
performance assessments.
Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.
Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include
differentiated activities for teacher-led small group instruction and literacy stations.
Using the WIDA MPIs
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers
with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the
corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are
appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing
assessments.
8th Grade
Second Quarter
2nd Quarter
English Language Arts
TN State Standards
SPIs, GLEs,
Evidence Statements
Content
Weeks 1-3
Reading Selections
 The Narrative of the Life of Frederick Douglass, An American Slave (Lexile 1080; text exemplar Appendix B autobiography)
Big Question: How much Information is enough? (Unit 3)
Reading Complex Informational
Texts
RI.8.3
Analyze how a text makes connections among and
distinctions between individuals, ideas, or events (e.g.,
through comparisons, analogies, or categories).
RI.8.4
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.8.5
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.8.6
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.
Review
RI.8.2
Determine 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 text.
These standards are constant and should be taught
throughout each quarter:
Cite Evidence: RL1, RI1
Analyze Content: RL/RI.8.2-9
Informational
Prentice Hall Literature – Reading Selections
Evidence Statements
 Provides an analysis of how a text makes
connections among and distinctions between
individuals, ideas, and events (e.g. through
comparisons, analogies, or categories) RI.8.3
Unit 3: Types of Nonfiction
 Determining the Author’s Point of View
 Analyzing Structure in Nonfiction
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Demonstrates the ability to determine the
meaning of words and phrases as they are used
in a text (e.g., figurative, connotative) and/or
provides an analysis of the impact of specific word
choice on meaning and/or tone. RI.8.4
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Provides a detailed analysis of 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
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Provides a statement of an author’s point of
view in a text. RI.8.6
Provides a statement of an author’s purpose in a
text. RI.8.6
Provides an analysis of how the author
acknowledges and responds to conflicting
evidence and/or viewpoints. RI.8.6
The Narrative of the Life of Frederick Douglass, An
American Slave (Lexile 1080; text exemplar Appendix
B; autobiography) RI.8.3, RI.8.4, RI.8.5, RI.8.6
 (See Unit on the weebly)
www.scsliteracy.weebly.com
(found under 8th grade ELA curriculum)
 Skill Focus: textual evidence, fact and opinion,
argumentative essay, main idea and details, point
of view, author’s purpose, word choice, figurative
language (connotative, denotative, analogies)
organizational structure
 List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/m
edia/documents/List-of-Tier-2-and-Tier-3Terms-for-ELA-and-Math.pdf
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See pages 26-71 for ELA Tier 3
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Next Generation Glossary of
Informational and Literary terms
o See www.scsliteracy.weebly.com
(found on the middle school page)
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Review
 Provides a statement of a central idea of a text.
RI.8.2
 Provides an analysis of the development of the
central idea over the course of the text. RI.8.2
 Provides an objective summary of a text. RI.8.2
Extended Text – Informational
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Text Dependent Questions
o (See Unit on the weebly)
www.scsliteracy.weebly.com
(found under 8th grade ELA curriculum)
o Douglass Unit Overview
Resources
 (See Unit on the weebly)
8th Grade
Second Quarter
2nd Quarter
English Language Arts
TN State Standards
SPIs, GLEs,
Evidence Statements
Content
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www.scsliteracy.weebly.com
(found under 8th grade ELA curriculum)
o Douglas Text and Task Template
o Douglass Pacing Guide
o Douglass Unit Overview
o Douglass Curriculum Map
(Introducing types of nonfiction)
Prentice Hall Interactive Digital Path
(Determining central ideas)
Prentice Hall Reading Toolkit p.102-103
(Fact vs. opinion, proposition and support, word
choice, tone, author’s purpose/style)
Prentice Hall Reading Toolkit p. 126-135
(Identifying strong textual evidence templates)
Prentice Hall Common Core Companion p. 103110
(Developing central ideas student template)
Prentice Hall Common Core Companion p. 111112
(Analyzing paragraph structure student template)
Prentice Hall Common Core Companion p. 150151
Additional Resources
 (Practice with citing textual evidence)
http://commoncore.scholastic.com/sites/default/file
s/ACT-090213-CommonCore.pdf
 (Analyzing author’s point of view/purpose)
http://www.readwritethink.org/classroomresources/lesson-plans/style-defining-exploringauthor-209.html?tab=4#tabs
WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Model Performance Indicator for RI8.3 - Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons,
analogies, or categories.)
Level 1 (Entering)
Level 2 (Emerging)
Level 3 (Developing)
Level 4 (Expanding)
Level 5 (Bridging)
Find single word responses to WHquestions regarding the central
idea of an illustrated text and/or
point to appropriate places in the
illustrated text working with a
partner
Locate main ideas regarding a
central idea of a text in a series
of simple sentences working
with a partner
Identify explicit information about
a central idea of a text in
selected, highlighted paragraphs
working with a partner.
Arrange selected paragraphs
from a text in sequential order,
and identify passages in the text
which suggest a central idea and
one passage which summarizes
the text with a partner.
Arrange selected
paragraphs from a text in
sequential order, and
identify passages in the
text which suggest a
central idea and one
8th Grade
Second Quarter
2nd Quarter
English Language Arts
TN State Standards
SPIs, GLEs,
Evidence Statements
Content
passage which
summarizes the text.
Language – Vocabulary
Language – Vocabulary
Vocabulary
L8.5
Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
L8.5a
Interpret figures of speech (e.g. verbal irony, puns) in
context.
L8.5b
Use the relationship between particular words to
better understand each of the words.
L8.5c
Distinguish among the connotations (associations) of
words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute).
Evidence Statements
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Demonstrates the ability to interpret figures of
speech in context (e.g., verbal irony, puns). L.8.5, 
L.8.5a
 Demonstrates the ability to determine the
relationship between particular words. L.8.5b
 Demonstrates the ability to determine the
connotations (associations) of words with similar
denotations (definitions) (e.g., bullheaded, willful,
firm, persistent, resolute). L.8.5c
Tier 2 Academic Vocabulary – analyze, determine,
distinguish, demonstrate, form, convey
List of Tier 2 Academic Vocabulary (referred to as Tier
2 Academic Terms by Marzano)
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/
documents/List-of-Tier-2-and-Tier-3-Terms-forELA-and-Math.pdf
o
See pages 1-25 for Tier 2
These standards are constant and should be
taught throughout each quarter:
Study and apply vocabulary - L.8.4-6
Reviewed throughout the quarter:
Synonyms/antonyms
Affixes- Latin roots
Context clues
Analogy and word relationships
Word parts and families
Literary Analysis Workshop
 Skills: Acquire and use academic vocabulary
Interactive Digital Path
 Vocabulary Central
 Vocabulary Workshop: Multiple Meaning Words
Extended Text – Autobiography
The Narrative of the Life of Frederick
Douglass, An American Slave
 See Unit on the weebly
www.scsliteracy.weebly.com
 Douglass Unit Overview
 Douglass Curriculum Map
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Resources
 (Videos showing strategies for teaching academic
vocabulary in context)
http://tn.pbslearningmedia.org/resource/1d8653b411bb-444d-b3e5-3c4e1a540f7c/academicvocabulary-in-the-common-core-middle-schoolenglish-language-arts/
 (Videos showing how to implement the stages of
vocabulary instruction)
http://tn.pbslearningmedia.org/resource/64568a648861-4b29-be57-f4d2c6f94a35/academicvocabulary-in-the-common-core-an-introduction/
 (Understanding connotations, figurative language,
8th Grade
English Language Arts
Second Quarter
Writing to Texts
TN State Standards
SPIs, GLEs,
Evidence Statements
Writing
Writing
W8.2 (informative/explanatory)
Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant
content.
W8.2a
Introduce a topic clearly, previewing what is to follow;
Evidence Statements
Development of Ideas
 Response addresses the prompt and provides
effective and comprehensive development of the
claim, topic and/or narrative elements by using clear
and convincing reasoning, details, text-based
evidence, and/or description; the development is
2nd Quarter
Content
and technical terms)
Common Core Companion p. 123-130, 351-355
 (Vocabulary building online games)
http://www.vocabulary.co.il/eighth-gradevocabulary-games/
 Most Common Suffixes and Prefixes
 http://teacher.scholastic.com/reading/bestpra
ctices/vocabulary/pdf/prefixes_suffixes.pdf
 http://bensalemsd.org/cms/lib7/PA01000472/
Centricity/Domain/1019/Most%20Common%
20Suffixes.pdf
 http://grammar.about.com/od/words/a/compre
fix07.htm
 Greek and Latin roots
https://en.wikipedia.org/wiki/List_of_Greek_and_L
atin_roots_in_English
 Word Benches pg. 57-61 (Greek and Latin affixes)
affixes)
http://www.tn.gov/assets/entities/education/attach
ments/std_eng_3081.pdf
 Which words do I teach?
http://achievethecore.org/content/upload/Liben_Vo
cabulary_Article.pdf
 Vocabulary and the Common Core - Which words
do I teach 6-8?
http://achievethecore.org/page/974/vocabularyand-the-common-core-detail-pg
 11 Tips on Teaching Common Core Vocabulary
http://www.edutopia.org/blog/teaching-ccsscritical-vocabulary-marilee-sprenger
 55 critical words students should know and
understand http://www.marileesprenger.com/thecritical-words.html
Writing
Prentice Hall Literature- Pearson Publishing
Routine Writing (text-dependent): (See Unit on the
weebly) www.scsliteracy.weebly.com
 Journal entries
 Analytic Summaries
 Graphic Organizers
8th Grade
Second Quarter
2nd Quarter
English Language Arts
TN State Standards
organize ideas, concepts, and information into
broader categories; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
W8.2b
Develop the topic with relevant, well-chosen facts,
definitions, concrete details, quotations, or other
information and examples.
W8.2c
Use appropriate and varied transitions to create
cohesion and clarify the relationships among ideas
and concepts.
W8.2d
Use precise language and domain-specific
vocabulary to inform about or explain the topic.
W8.2e
Establish and maintain a formal style.
W8.2f
Provide a concluding statement or section that
follows from and supports the information or
explanation presented.
W.8.9
Draw evidence from literary or informational texts to
support analysis, reflection, and research.
SPIs, GLEs,
Evidence Statements
consistently appropriate to the task, purpose, and
audience.
Organization
 Response demonstrates purposeful coherence,
clarity, and cohesion and includes a strong
introduction, conclusion, and a logical, well-executed
progression of ideas, making it easy to follow the
writer’s progression of ideas.
Clarity of Language
 Response establishes and maintains an effective
style, while attending to the norms and conventions
of the discipline. The response uses precise
language consistently, including descriptive words
and phrases, sensory details, linking and transitional
words, words to indicate tone, and/or domainspecific vocabulary.
Knowledge of Language and Conventions
 Response demonstrates command of the
conventions of standard English consistent with
effectively edited writing. Though there may be a few
minor errors in grammar and usage, meaning is
clear throughout the response.
Reviewed throughout the quarter
 Writing sentences, Topic sentences and supporting
details, Essay organization and structure, Thesis
statement, Writing paragraphs, Performance Tasks
Content
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Daily Editing Practice
Annotation
Analysis (inform/explain)
 (See Unit on the weebly)
www.scsliteracy.weebly.com
 Write an essay analyzing how over the course of
the text the author develops the theme/main idea.
Draw evidence from the text to support your
analysis and reflection. Develop your topic with
relevant, well-chosen facts, concrete details, or
other information and examples. Demonstrate
command of the conventions of standard English,
capitalization, punctuation, and spelling in your
response.
 Write an essay that summarizes and analyzes how
the key idea is introduced, illustrated, and
elaborated in the text. Be sure to cite evidence
from the text to support your analysis. Follow the
conventions of standard written English.
Resources
 (See Unit on the weebly)
www.scsliteracy.weebly.com
o Douglas Text and Task Template
o Douglass Pacing Guide
o Douglass Unit Overview
o Douglass Curriculum Map
 The Informational/Explanatory Rubric
http://tncore.org/sites/www/Uploads/TNCORE/Rub
rics/InfExpRubric-Gr6-8.pdf
 Teaching the Informational/Explanatory Rubric’s
Traits
o The Scoring Guides and Sample Student
Responses
http://tncore.org/english_language_arts/asse
ssment/scoring_resources/201314scoringresources/201314p1scoringmaterials.aspx
 Explanation of terms per trait
8th Grade
2nd Quarter
English Language Arts
Second Quarter
TN State Standards
SPIs, GLEs,
Evidence Statements
Language
Language
L.8.1
Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
L.8.1b
Form and use verbs in active and passive voice
L.8.2
Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
L.8.2a
Use punctuation (comma, ellipsis, dash) to indicate a
pause or break.
L.8.2b
Use an ellipsis to indicate an omission.
Evidence Statements
 Use punctuation (ellipsis) to indicate a pause, break,
or omission L.8.2a, L.8.2b
 Form and use verbs in active and passive voice
L.8.1b
Review when writing:
Sentence writing
Correct spelling
Gerunds
Participles
Infinitives
Commas with compound sentences, introductory words,
phrases
These standards are constant and should be
taught throughout each quarter.
Study and apply grammar - L.8.1-3
Speaking and Listening
Speaking and Listening
SL.8.1
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.8.5
Evidence Statements
 Engage in various modes of discussions on grade 8
topics, texts, and issues. SL.8.1
 Explain the claims and analyze the soundness of
reasoning and relevance of evidence. SL.8.1
 Develop a presentation with multimedia and visual
displays to create interest, clarify understanding, and
Content
Conventions (See Unit on the weebly)
Note: Grammar instruction should be embedded in the
teaching of writing.
Prentice Hall Literature- Pearson Publishing
 Integrated Language Arts:
 Principal Parts pg. 588
 Verb Tense p. 242
 Reading Application
 Writing Application
 Prentice Hall Writing Coach
Elements of Language- Holt Publishing
Ellipsis
Principal parts of verbs
Verb tense
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Resources
 (Practice using commas, ellipsis in context)
http://englishlinx.com/cgibin/pdf_viewer_1.cgi?script_name=%2Fpdf_comm
on_core%2FCommas-Ellipses-Dash-ELAiteracy.L.8.2a.pdf&x=60&y=10
 (Practice using ellipsis in context)
http://www.k12reader.com/worksheet/dot-dot-dotthe-ellipsis/view/
 (Practice with ellipsis in context)
http://www.k12reader.com/worksheet/the-ellipsisto-show-a-pause/
 (Edit ellipsis in context)
http://www.mrgieson.com/library/acrobats/8th_gra
mmar_wkbk/
Speaking and Listening
Prentice Hall Literature- Pearson Publishing
Activity
 Speaking and Listening pg. 631 Task #4 – Analyze
and Discuss Word Choice – Lead a small group
discussion in which you analyze the word choice
in a nonfiction work from this unit. OR
8th Grade
Second Quarter
2nd Quarter
English Language Arts
TN State Standards
SPIs, GLEs,
Integrate multimedia and visual displays into
presentations to clarify information, strengthen claims
and evidence, and add interest.
These standards are constant and should be
taught throughout each quarter:
Analyze Content: SL.8.2-3
Study and apply grammar: SL.8.6
Conduct Discussions: SL.8.1
Report Findings: SL.8.4-6
Evidence Statements
strengthen claims. SL.8.5
Reviewed throughout the quarter
 Accountable talk
 Classroom routines and procedures
 Group behaviors and discussions
Content

Speaking and Listening pg. 631 Task #5 – Analyze
the Development of a Text – With a partner,
deliver a presentation in which you analyze the
development of the central idea in a nonfiction
work from this unit.
Resources
 (See Unit on the weebly)
 Prentice Hall- Strategies for Presenting a
Research Report- p. 993
 Group roles and responsibilities
https://www.google.com/webhp?sourceid=chromeinstant&rlz=1C1QJDB_enUS641US641&ion=1&e
spv=2&ie=UTF8#q=group%20roles%20and%20responsibilities
 Classroom talk
http://www.ascd.org/publications/books/108035/ch
apters/Procedures-for-Classroom-Talk.aspx
 Accountable Talk
http://ifl.pitt.edu/index.php/educator_resources/acc
ountable_talk
 Accountable Talk Toolkit
http://www.ces.rcs.k12.tn.us/web_uploads/203_ac
countable_talk_toolkit_10-09.pdf
 Accountable Talk Teacher moves
http://wg.serpmedia.org/accountable_talk.html
 Accountable Language Stems
http://www.dlenm.org/lacosecha2014/Handouts/Wi
encek/AccountableTalkFeaturesandLanguageSte
ms.pdf
Weeks 4-6
Reading Selections
 “A Poem for My Librarian, Mrs. Long” exemplar and “Describe Somebody/Almost Summer Sky (poem)
 “The Drum (for Martin Luther King, Jr.), “Ring Out, Wild Bells “, “Thumbprint” (poems)
 “Concrete Mixers”, “Harlem Night Song”, and “The City Is So Big” (poems)
Big Question: What is the secret to reaching someone with words? (Unit 4)
Reading Complex
Literature
Texts
RL.8.4
Determine the meaning of words and phrases as
they are used in text, including figurative and
Literature
Prentice Hall Literature – Reading Selections
Evidence Statements
 Demonstrates the ability to determine the meaning
of words and phrases as they are used in a text
Unit 4: Elements of Poetry, Analyzing Poetic
Language and the Impact of Word Choice
8th Grade
Second Quarter
2nd Quarter
English Language Arts
TN State Standards
SPIs, GLEs,
connotative meanings; analyze the impact of
specific word choices on meaning and tone,
including analogies or allusions to other texts.
RL.8.5
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.
In review:
RL.8.1
Cite textual evidence that most strongly supports
an analysis of what the text says explicitly as well
as inferences drawn from the text.
RL.8.2
Determine a theme or central idea of a text and
analyze its development over the course of the
text, including its relationship to the character,
setting, and plot; provide an objective summary of
the text.
These standards are constant and should be
taught throughout each quarter:
Cite Evidence: RL1, RI1
Analyze Content: RL/RI.8.2-9


Evidence Statements
(e.g., figurative, connotative) and/ or provides an
analysis of the impact of specific word choice on
meaning and/or tone. RL.8.4
Provides a comparison and contrast of the structure
of two or more texts. RL.8.5
Provides an analysis of how the differing structure of
each text contributes to its meaning and style.
RL.8.5
In review:
 Provides textual evidence that most strongly
supports analysis of what the text says explicitly.
RL.8.1
 Provides textual evidence that most strongly
supports analysis of inferences drawn from the
text. RL.8.1
 Provides a statement of a theme or central idea of a
text, based on textual evidence. RL.8.2
 Provides an analysis of the development of the
theme or central idea over the course of the text.
RL.8.2
 Provides an analysis of how the theme or central
idea relates to the characters, setting, and/or plot.
Provides an objective summary of a text. RL.8.2
Content
Literary Analysis Workshop RL8.4, RL8.5
 Elements of Poetry
 Analyzing Poetic Language
 Close Read: Analyzing the Impact of Word Choice
 Model Exemplar Text: “A Poem for My
Librarian, Mrs. Long” exemplar p. 643-644
 Independent Practice - “Describe
Somebody/Almost Summer Sky (poem) p.
645-646, p.647
 Skills Focus: tone, word choice, figurative
language, multi-meaning words, context
clues, sound devices, paraphrase, forms of
poetry, imagery

List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-uswest2.amazonaws.com/marzanoresearch.
com/media/documents/List-of-Tier-2and-Tier-3-Terms-for-ELA-andMath.pdf
o See pages 26-71 for ELA Tier 3

Next Generation Glossary of
Informational and Literary terms
o See www.scsliteracy.weebly.com
(found on the middle school page)

After You Read: Text Dependent
Questions
 (Key Ideas and Details) What does
the speaker know about Eric that
others do not? (Infer) Why would
Eric be mad if the class knew this
information>
 (Craft and Structure) What tells you
these poems are written in free
verse? How is the free-verse
structure well suited to convey the
speaker of these poems?
Resources
Interactive Digital Path
 Background Videos
8th Grade
Second Quarter
2nd Quarter
English Language Arts
TN State Standards
SPIs, GLEs,
Evidence Statements
Content

Read aloud texts or summaries of text
Poetry Collection 2 RL8.4
 “The Drum (for Martin Luther King, Jr.) (poem)
p. 663
 “Ring Out, Wild Bells “(poem) p. 664-665
 “Thumbprint” (poem) p. 666
 Skills Focus: tone, word choice, figurative
language, multi-meaning words, context
clues, sound devices, paraphrase, forms of
poetry, imagery
 Before You Read
 Reading Skill: Using Context
 Literary Analysis: Sound Devices
 Critical Thinking: Text Dependent Questions
 (Key Ideas and Details) What kinds of
people and drums are mentioned in “The
Drum”? (Interpret) Why is a drummer a
good symbol for a leader like Martin
Luther Kings, Jr.?
 (Integration of Knowledge and Ideas)
How do sounds and rhythms of “The
Drum” help the poet communicate her
ideas?
 After You Read
 Reading Skill: Using Context
 Literary Analysis: Sound Devices
Poetry Collection 3 RL8.4
 “Concrete Mixers” (poem) p. 674-676
 “Harlem Night Song” (poem) p. 677
 “The City Is So Big” (poem) p.678
 Skills Focus: tone, word choice, figurative
language, multi-meaning words, context
clues, sound devices, paraphrase, forms of
poetry, imagery
 Before You Read
 Reading Skill: Context Clues
 Literary Analysis: Figurative Language
 Critical Thinking: Text Dependent Questions
 (Key Ideas and Details) In “Harlem Night
Song,” which phrases are repeated?
8th Grade
Second Quarter
2nd Quarter
English Language Arts
TN State Standards
SPIs, GLEs,
Evidence Statements
Content

(Analyze) How does the repetition
emphasize the joyful mood of the
poem?
 (Key Ideas and Details) In “The City Is
So Big,” what three unusual events does
the speaker say he has seen?
(Interpret) In your own words, explain
what the speaker has actually seen.
After You Read
 Reading Skill: Context Clues
 Literary Analysis: Figurative Language
Resources
 Common Core Companion
 Understanding Connotation and figurative
language p. 42
 Comparing/Contrasting Texts Structures p. 54-55
 Unit 4 Resource Book
 Analyzing Figurative Language
 Analyzing Sound Devices
 (Strategies for reading poetry for students)
http://www.scholastic.com/teachers/lessonplan/strategies-read-and-analyze-poetry
 (Graphic organizers for poetry analysis)
http://www.mrsscotten.com/poetry_project.html
 (Conducting a poetry analysis gallery walk)
http://betterlesson.com/lesson/579252/poetryanalysis-gallery-walk
WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Model Performance Indicator for RL8.5 - 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.
Level 1 (Entering)
Level 2 (Emerging)
Level 3 (Developing)
Level 4 (Expanding)
Level 5 (Bridging)
Recognize the concepts of
Recognize the concepts of
Recognize the concepts of
Recognize the concepts of
Recognize the concepts of
different text structures such as
different text structures such as
different text structures such as
different text structures such as
different text structures
a poem and a short story by
a poem and a short story by
a poem and a short story by
a poem and a short story by
such as a poem and a
matching given text features
highlighting or listing text
highlighting or listing text
using wordles with text features
short story by creating a
such as stanzas, rhymes,
features such as stanzas,
features such as stanzas,
such as stanzas, rhymes,
wordle that contains text
indentations, paragraphing, etc.
rhymes, indentations,
rhymes, indentations,
indentations, paragraphing, etc.
features such as stanzas,
from an annotated model onto a paragraphing, etc. from an
paragraphing, etc. onto a
to create an annotated model.
rhymes, indentations,
graphic organizer with a partner
annotated model onto a graphic
graphic organizer with a partner.
paragraphing, etc. from
organizer with a partner.
model texts.
8th Grade
Second Quarter
2nd Quarter
English Language Arts
TN State Standards
SPIs, GLEs,
Evidence Statements
Content
Language – Vocabulary
Language – Vocabulary
Vocabulary
L8.4a
Use context (e.g., the overall meaning of a
sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of
a word or phrase.
L8.5b
Use the relationship between particular words to
better understand each of the words.
L.8.6
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.
Evidence Statements
 Demonstrates the ability to use context (e.g., the
overall meaning of a sentence or paragraph; a
word’s position or function in a sentence) as a clue
to the meaning of a word or phrase. L.8.4a

 Demonstrates the ability to determine the
relationship between particular words. L.8.5b
 Provides a statement demonstrating accurate
meaning and use of grade‐appropriate general
academic words and phrases. L.8.6
Prentice Hall Literature- Pearson Publishing
These standards are constant and should be
taught throughout each quarter:
Study and apply vocabulary - L.8.4-6
Reviewed throughout the quarter:
Synonyms/antonyms
Affixes- Latin roots
Context clues
Analogy and word relationships
Word parts and families
Tier 2 Academic Vocabulary – compare, contrast,
cite, recognize, acquire
List of Tier 2 Academic Vocabulary (referred to as Tier
2 Academic Terms by Marzano)
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/
documents/List-of-Tier-2-and-Tier-3-Terms-forELA-and-Math.pdf
o
See pages 1-25 for Tier 2
Literary Analysis Workshop
 Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases
 Introducing the Big Question: Learning Big
Question Vocabulary pg. 637
 Vocabulary Development pg. 640
Poetry Collection 2
 Skills: Latin prefix im Making Connections: Vocabulary pgs. 660
 Vocabulary Development pg. 660, 652, 654
 After You Read: Vocabulary pgs. 667
Poetry Collection 3
 Skills: Latin suffix -ous
 Making Connections: Vocabulary pgs. 672
 Vocabulary Development pg. 672, 674, 676
 After You Read: Vocabulary pg. 679
Unit 4 Resource Book
 Vocabulary Warm-Ups
 Writing about the Big Question
 Reading Ahead to Determine Meaning from
Context
 Vocabulary Builder
Interactive Digital Path
8th Grade
Second Quarter
2nd Quarter
English Language Arts
TN State Standards
SPIs, GLEs,
Evidence Statements
Content

Vocabulary Central
Resources
 (Videos showing strategies for teaching academic
vocabulary in context)
http://tn.pbslearningmedia.org/resource/1d8653b411bb-444d-b3e5-3c4e1a540f7c/academicvocabulary-in-the-common-core-middle-schoolenglish-language-arts/
 (Vocabulary building online games)
http://www.vocabulary.co.il/eighth-gradevocabulary-games/
 (Strategies for teaching Common Core
vocabulary)
http://www.edutopia.org/blog/teaching-ccsscritical-vocabulary-marilee-sprenger
 (Semantic maps for vocabulary)
http://www.studenthandouts.com/Assortment01/Graphic-Organizers/Semantic-Map-PrintablesInstructions.html
 Most Common Suffixes and Prefixes
 http://teacher.scholastic.com/reading/bestpra
ctices/vocabulary/pdf/prefixes_suffixes.pdf
 http://bensalemsd.org/cms/lib7/PA01000472/
Centricity/Domain/1019/Most%20Common%
20Suffixes.pdf
 http://grammar.about.com/od/words/a/compre
fix07.htm
 Greek and Latin roots
https://en.wikipedia.org/wiki/List_of_Greek_and_L
atin_roots_in_English
 Word Benches pg. 57-61 (Greek and Latin affixes)
affixes)
http://www.tn.gov/assets/entities/education/attach
ments/std_eng_3081.pdf
 Which words do I teach?
http://achievethecore.org/content/upload/Liben_Vo
cabulary_Article.pdf
 Vocabulary and the Common Core - Which words
do I teach 6-8?
http://achievethecore.org/page/974/vocabularyand-the-common-core-detail-pg
8th Grade
2nd Quarter
English Language Arts
Second Quarter
TN State Standards
SPIs, GLEs,
Evidence Statements
Content

Writing to Texts
Writing
Writing
11 Tips on Teaching Common Core Vocabulary
http://www.edutopia.org/blog/teaching-ccsscritical-vocabulary-marilee-sprenger
 55 critical words students should know and
understand http://www.marileesprenger.com/thecritical-words.html
Writing
W8.1 (Argumentative)
Write arguments to support claims with clear
reasons and relevant evidence.
W8.1a
Introduce claim(s), acknowledge and distinguish
the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
W8.1b
Support claim(s) with logical reasoning and
relevant evidence, using accurate, credible sources
and demonstrating an understanding of the topic or
text.
W8.1c
Use words, phrases, and clauses to clarify the
relationships among claim(s) and reasons.
W8.1d
Establish and maintain a formal style.
W8.1e
Provide a concluding statement or section that
follows from the argument presented
Evidence Statements
Prentice Hall Literature- Pearson Publishing
Development of Ideas
 Response addresses the prompt and provides
effective and comprehensive development of the
claim, topic and/or narrative elements by using clear
and convincing reasoning, details, text-based
evidence, and/or description; the development is
consistently appropriate to the task, purpose, and
audience.
Organization
 Response demonstrates purposeful coherence,
clarity, and cohesion and includes a strong
introduction, conclusion, and a logical, well-executed
progression of ideas, making it easy to follow the
writer’s progression of ideas.
Clarity of Language
 Response establishes and maintains an effective
style, while attending to the norms and conventions
of the discipline. The response uses precise
language consistently, including descriptive words
and phrases, sensory details, linking and transitional
words, words to indicate tone, and/or domainspecific vocabulary.
Knowledge of Language and Conventions
 Response demonstrates command of the
conventions of standard English consistent with
effectively edited writing. Though there may be a few
minor errors in grammar and usage, meaning is
clear throughout the response.
Routine Writing (text-dependent)
 Writing About the Big Question pg. 652 and 672
 Critical Thinking and After You Read
 Journal entries, Graphic Organizers, Daily
Language Practice, Summaries and Other text
dependent questions
W8.2 (Informative)
Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information
through the selection, organization, and analysis of
relevant content.
W8.2a
Introduce a topic clearly, previewing what is to
follow; organize ideas, concepts, and information
into broader categories; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
W8.2b
Develop the topic with relevant, well-chosen facts,
definitions, concrete details, quotations, or other
Reviewed throughout the quarter:
Writing Sentences, Thesis statement
Essay organization and structure
Topic sentences and supporting details
Analysis (Informational)
 Using examples from poems “The Drum,” “Ring
Out, Wild Bells,” or “Thumbprint”, explain how at
least one of the following sound devices
contributes to the mood, tone, and meaning of a
poem: alliteration, onomatopoeia, rhyme, or
meter.
 Poetry – Write a poem that uses rhythm and
sound devices. pg. 669.
 Using “Concrete Mixers,” “Harlem Night Song,”
and “The City Is So Big,” cite the various ways
each poet uses language to communicate the
sights, sounds, and experiences of a city.
 Poem – Write a study for a poem about one of
two settings – a busy city or the countryside. Your
study should plan for the figurative language that
will work best in your poem. If you wish, use one
of the poems in Poetry Collection 3 as a model.
pg. 689.
Informational/ Explanatory Resources
 The Informational/Explanatory Rubric
http://tncore.org/sites/www/Uploads/TNCORE/Rub
rics/InfExpRubric-Gr6-8.pdf
 Teaching the Informational/Explanatory Rubric’s
Traits
8th Grade
Second Quarter
2nd Quarter
English Language Arts
TN State Standards
SPIs, GLEs,
information and examples.
W8.2c
Use appropriate and varied transitions to create
cohesion and clarify the relationships among ideas
and concepts.
W8.2d
Use precise language and domain-specific
vocabulary to inform about or explain the topic.
W8.2e
Establish and maintain a formal style.
W8.2f
Provide a concluding statement or section that
follows from and supports the information or
explanation presented.
W.8.9
Draw evidence from literary or informational texts
to support analysis, reflection, and research.
Evidence Statements
Content
Writing paragraphs, Performance tasks
The Scoring Guides and Sample Student
Responses
http://tncore.org/english_language_arts/asse
ssment/scoring_resources/201314scoringresources/201314p1scoringmaterials.aspx
Writing the Informative Essay
o http://wordcrafter.net/CompI/InformativeEssay.html
o http://study.com/academy/lesson/informativeessay-definition-examples-structure.html
Writing the Explanatory Essay
o http://wordmart.com/html/explanatory____expository_es
sa.html
o https://www.sbcc.edu/clrc/files/wl/downloads/
StructureofaGeneralExpositoryEssay.pdf
Writing Graphic Organizers
o https://www.eduplace.com/graphicorganizer/
o https://wvde.state.wv.us/strategybank/Graphi
cOrganizersforWriting.html
o http://www.dailyteachingtools.com/freegraphic-organizers-w.html
o https://www.superteacherworksheets.com/gr
aphic-organizers.html
o http://edhelper.com/teachers/graphic_organiz
ers.htm
o



Argumentative Writing Tasks
 Which of the three poems—“Thumbprint,” “The
Drum,” or “Ring Out, Wild Bells”—do you think is
the most musical? State your opinion in a short
essay. Then, support your opinion with examples
of the poem’s sound devices, such as alliteration,
onomatopoeia, rhythm, and rhyme.
 Which of the poems in this section—“Concrete
Mixers,” “The City Is So Big,” or “Harlem Night
Song”—best uses words to create a vision or idea
of the city? In an essay, state your opinion, and
then support it with words and phrases from the
poem.
8th Grade
English Language Arts
Second Quarter
TN State Standards
SPIs, GLEs,
Evidence Statements
Language
Language
L.8.1
Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
L.8.1b
Form and use verbs in active and passive voice
L.8.2
Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
L.8.2a
Use punctuation (comma, ellipsis, dash) to indicate
a pause or break.
Evidence Statements
 Use punctuation (dash) to indicate a pause, break,
or omission L.8.2a, L.8.2b
 Form and use verbs in active and passive voice
L.8.1b
These standards are constant and should be
taught throughout each quarter.
Study and apply grammar - L.8.1-3
Review when writing:
Sentence writing
Correct spelling
Gerunds
Participles
Infinitives
Commas with compound sentences, introductory words,
phrases
Ellipsis
Principal parts
2nd Quarter
Content
Argumentative Resources
 The Argumentative Rubric
http://tncore.org/sites/www/Uploads/TNCORE/Rub
rics/OpArgRubric-Gr6-8.pdf
 Teaching the Argumentative Rubric’s Traits
The Scoring Guides and Sample Student
Responses
http://tncore.org/english_language_arts/assessme
nt/scoring_resources/201314scoringresources/201314p3scoringmaterials.aspx#G68
o Explanation of terms per trait
Conventions
Note: Grammar instruction should be embedded in the
teaching of writing.
Prentice Hall Literature- Pearson Publishing
 Skills: Using the dash, active and passive voice
 Integrated Language
 Reading Application
 Writing Application p. 711
 Prentice Hall Writing Coach
Elements of Language- Holt Publishing
 Dashes p. 403
 Active and Passive Voice p. 246
Common Core Companion
 Dashes p. 335
 Active and Passive Voice p. 329, 341
Resources
 (Editing active/passive voice in context)
http://www.k12reader.com/worksheet/active-voiceto-passive-voice/view/
 Grammar and Common Core (article)
o http://www.teacherwritingcenter.org/common
_core_essay_111611.pdf
o http://tandfbis.s3.amazonaws.com/rtmedia/eoe/whitepapers/ruday_wp_v4_final.p
df
o http://www.northbergen.k12.nj.us/Page/2824
8th Grade
Second Quarter
2nd Quarter
English Language Arts
TN State Standards
SPIs, GLEs,
Evidence Statements
Content
o
http://scholarworks.gvsu.edu/cgi/viewcontent.
cgi?article=1898&context=lajm
Speaking and Listening
Speaking and Listening
Speaking and Listening
SL.8.1
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts,
and issues, building on others’ ideas and
expressing their own clearly.
SL.8.6
Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when
indicated or appropriate.
Evidence Statements
 Engage in various modes of discussions on grade 8
topics, texts, and issues. SL.8.1
 Present a speech based on the context and task
using the rules of formal and standard English
SL.8.6
Prentice Hall Literature- Pearson Publishing
These standards are constant and should be
taught throughout each quarter:
Analyze Content: SL.8.2-3
Study and apply grammar: SL.8.6
Conduct Discussions: SL.8.1
Report Findings: SL.8.4-6
Possible Suggestions throughout the quarter:
Group roles and responsibility, Accountable talk,
Classroom routines and procedures, Group behaviors
and discussions, Target audience, Oral presentation,
Informal Debate, News Story, Delivering an Oral
Summary, Dramatic Readings
Activity
 Introducing the Big Question: Exploring the Big
Question pg. 636
 (Poetry Collection 2) Listening and Speaking pg.
669 – Choose a poem to present in a poetry
recitation. Memorize a poem that uses sound
devices effectively. You may choose a poem from
these collections or a favorite poem or song.
Resources
 Group roles and responsibilities
https://www.google.com/webhp?sourceid=chromeinstant&rlz=1C1QJDB_enUS641US641&ion=1&e
spv=2&ie=UTF8#q=group%20roles%20and%20responsibilities
 Classroom talk
http://www.ascd.org/publications/books/108035/ch
apters/Procedures-for-Classroom-Talk.aspx
 Accountable Talk
http://ifl.pitt.edu/index.php/educator_resources/acc
ountable_talk
 Accountable Talk Toolkit
http://www.ces.rcs.k12.tn.us/web_uploads/203_ac
countable_talk_toolkit_10-09.pdf
 Accountable Talk Teacher moves
http://wg.serpmedia.org/accountable_talk.html
 Accountable Language Stems
http://www.dlenm.org/lacosecha2014/Handouts/Wi
encek/AccountableTalkFeaturesandLanguageSte
ms.pdf
8th Grade
Second Quarter
2nd Quarter
English Language Arts
TN State Standards
SPIs, GLEs,
Evidence Statements
Content
Weeks 7-9
Reading Selections
 “Old Man” by Ricardo Sanchez, “Runagate Runagate” by Robert Hayden, and “Blow, Blow, Thou Winter Wind” by William Shakespeare
 “Using Your Answering Machine” and “Limited Warranty for Answering Machine”

“The Road Not Taken” exemplar and “O Captain! My Captain!” exemplar
Big Question: What is the secret to reaching someone with words? (Unit 4)
Literature and Informational
Reading
Complex
Texts
RL8.5
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.
In review:
RL/RI.8.4
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.
RL/RI.8.1
Cite textual evidence that most strongly supports
an analysis of what the text says explicitly as well
as inferences drawn from the text.
These standards are constant and should be
taught throughout each quarter.
Cite Evidence: RL1, RI1
Analyze Content: RL/RI.8.2-9
Literature and Informational
Prentice Hall Literature – Reading Selections
Evidence Statements
 Provides a comparison and contrast of the structure
of two or more texts. RL.8.5
 Provides an analysis of how the differing structure of
each text contributes to its meaning and style.
RL.8.5
Unit 4: Elements of Poetry, Analyzing Poetic
Language and the Impact of Word Choice
In review:
 Demonstrates the ability to determine the meaning
of words and phrases as they are used in a text
(e.g., figurative, connotative) and/ or provides an
analysis of the impact of specific word choice on
meaning and/or tone. RL/RI.8.4
 Provides textual evidence that most strongly
supports analysis of what the text says explicitly.
RL/RI.8.1
 Provides textual evidence that most strongly
supports analysis of inferences drawn from the
text. RL/RI.8.1
Poetry Collection 5 pg. 714 RL8.5
 “Old Man” by Ricardo Sanchez pg. 718
 “Runagate Runagate” by Robert Hayden pg. 720
 “Blow, Blow, Thou Winter Wind” by William
Shakespeare pg. 723
 Skill Focus: paraphrase, forms of poetry (lyric or
narrative), tone, word choice, figurative language,
multi-meaning words, context clues, sound
devices, paraphrase, forms of poetry, imagery
 List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/m
edia/documents/List-of-Tier-2-and-Tier-3Terms-for-ELA-and-Math.pdf
o
See pages 26-71 for ELA Tier 3
 Next Generation Glossary of Informational
and Literary terms
o
See www.scsliteracy.weebly.com
(found on the middle school
page)


Before You Read
 Reading Skill: Paraphrase
 Literary Analysis: Forms of Poetry
Critical Thinking – Text Dependent Questions
o (Interpret) Interpret the meaning and
significance of the following lines, “Old
Man” (lines 8-14); “Runagate Runagate”
(lines 1-2); “Blow, Blow …” (line 8).
(Discuss) In a small group, discuss your
8th Grade
Second Quarter
2nd Quarter
English Language Arts
TN State Standards
SPIs, GLEs,
Evidence Statements
Content


response. Then, share your ideas with
the class.
o (Integration of Knowledge and Ideas)
Compare word choice and language
patterns in the contemporary poem “Old
Man” with those in Shakespeare’s “Blow,
Blow, Thou Winter Wind.” Does the fact
that the poems reflect different times
influence your response?
After you read
 Reading Skill: Paraphrase
 Literary Analysis: Forms of Poetry
Analyzing Functional Texts
Reading for Information (functional text) RI8.4
Skill: Analyzing Technical Directions
 Using Your Answering Machine p. 767-768
 Limited Warranty for Answering Machine p.769770
o Skills Focus: modes of writing, text
features
 After You Read: Text Dependent Questions
o (Integration of Knowledge and Ideas) – In
what ways do both the technical directions and the
warranty help readers to make better use of a
complex mechanical device?
o In what ways are these two documents
different? Explain your response.
Comparing Literary Works: Comparing Types of
Description RL8.1 RL8.4
 Skill: descriptive writing, literal meaning, figurative
meaning, analogies

“The Road Not Taken” exemplar p. 774-775

“O Captain! My Captain!” exemplar p. 777-778
 Skills Focus: figurative language, analogies,
symbolism, tone, critical view of medium,
characterization
 Critical Thinking: Text Dependent Questions
o In the first five lines, where does
the speaker remember being?
(Infer) Based on these lines, what
8th Grade
Second Quarter
2nd Quarter
English Language Arts
TN State Standards
SPIs, GLEs,
Evidence Statements
Content

can you tell about the speaker’s
character and attitude toward life?
o How does the language Frost uses
let him reach a wide readership
with his message? How might Frost
answer the Big Question?
After You Read
Resources
Common Core Companion
 Understanding connotation and figurative
language p. 42
 Comparing/Contrasting Texts Structures p. 54-55
Interactive Digital Path
 Background Videos
 Literary Analysis
 Read aloud texts or summaries of text
Unit 4 Resource Book
 Comparing Types of Descriptions
Resources
 (Resources for teaching “O Captain! My Captain!”)
achievethecore.org/file/612
 (20 poems and strategies for analyzing)
http://www.heinemann.com/shared/onlineresource
s
 (Strategies for reading poetry for students)
http://www.scholastic.com/teachers/lessonplan/strategies-read-and-analyze-poetry
 (Graphic organizers for poetry analysis)
http://www.mrsscotten.com/poetry_project.html
 (Classroom resources for teaching poetry)
http://www.readwritethink.org/search/index.html?p
age=2&resource_type=6&grade=16&q=poetry&so
rt_order=alpha
WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Model Performance Indicator for RL8.5 - 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.
Level 1 (Entering)
Level 2 (Emerging)
Level 3 (Developing)
Level 4 (Expanding)
Level 5 (Bridging)
Recognize the concepts of
Recognize the concepts of
Recognize the concepts of
Recognize the concepts of
Recognize the concepts of
different text structures such as
different text structures such as
different text structures such as
different text structures such as
different text structures
8th Grade
Second Quarter
2nd Quarter
English Language Arts
TN State Standards
a poem and a short story by
matching given text features
such as stanzas, rhymes,
indentations, paragraphing, etc.
from an annotated model onto a
graphic organizer with a partner
Language – Vocabulary
SPIs, GLEs,
Evidence Statements
a poem and a short story by
a poem and a short story by
highlighting or listing text
highlighting or listing text
features such as stanzas,
features such as stanzas,
rhymes, indentations,
rhymes, indentations,
paragraphing, etc. from an
paragraphing, etc. onto a
annotated model onto a graphic
graphic organizer with a partner.
organizer with a partner.
Language – Vocabulary
L8.4a
Use context (e.g., the overall meaning of a
sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of
a word or phrase.
L8.5b
Use the relationship between particular words to
better understand each of the words.
L8.6
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.
These standards are constant and should be
taught throughout each quarter.
Study and apply vocabulary - L.8.4-6
Content
a poem and a short story by
using wordles with text features
such as stanzas, rhymes,
indentations, paragraphing, etc.
to create an annotated model.
Evidence Statements
 Demonstrates the ability to use context (e.g., the
overall meaning of a sentence or paragraph; a
word’s position or function in a sentence) as a clue
to the meaning of a word or phrase. L.8.4a
 Demonstrates the ability to determine the
relationship between particular words. L.8.5b
 Provides a statement demonstrating accurate
meaning and use of grade‐appropriate general
academic words and phrases. L.8.6
Reviewed throughout the quarter:
Synonyms/antonyms, Affixes- Latin roots, Context clues,
Analogy and word relationships, Word parts and families
such as a poem and a
short story by creating a
wordle that contains text
features such as stanzas,
rhymes, indentations,
paragraphing, etc. from
model texts.
Vocabulary
Prentice Hall Literature- Pearson Publishing
Tier 2 Academic Vocabulary – examine, clarify,
establish, engage, integrate
 List of Tier 2 Academic Vocabulary (referred to as
Tier 2 Academic Terms by Marzano)
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/
documents/List-of-Tier-2-and-Tier-3-Terms-forELA-and-Math.pdf
o See pages 1-25 for Tier 2
Poetry Collection 5
 Skill: Latin prefix in Making Connections: Vocabulary pg. 716
 Vocabulary Development pgs. 718, 722
 After You Read: Vocabulary pg. 725
Reading for Information
 Content Area Vocabulary pg. 766
 After You Read: Content-Area Vocabulary pg. 771
Interactive Digital Path
 Vocabulary Central
Unit 4 Resource Book
 Vocabulary Warm-Ups
 Writing about the Big Question
 Reading Ahead to Determine Meaning from
Context
 Vocabulary Builder
8th Grade
Second Quarter
Writing to Texts
2nd Quarter
English Language Arts
TN State Standards
SPIs, GLEs,
Evidence Statements
Content
Writing
Writing
Writing
W8.1 (Argumentative)
Write arguments to support claims with clear
reasons and relevant evidence.
W8.1a
Introduce claim(s), acknowledge and distinguish
the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
W8.1b
Support claim(s) with logical reasoning and
relevant evidence, using accurate, credible sources
and demonstrating an understanding of the topic or
text.
W8.1c
Use words, phrases, and clauses to clarify the
relationships among claim(s) and reasons.
W8.1d
Establish and maintain a formal style.
W8.1e
Provide a concluding statement or section that
follows from the argument presented
Evidence Statements
Prentice Hall Literature- Pearson Publishing
Development of Ideas
 Response addresses the prompt and provides
effective and comprehensive development of the
claim, topic and/or narrative elements by using clear
and convincing reasoning, details, text-based
evidence, and/or description; the development is
consistently appropriate to the task, purpose, and
audience.
Organization
 Response demonstrates purposeful coherence,
clarity, and cohesion and includes a strong
introduction, conclusion, and a logical, well-executed
progression of ideas, making it easy to follow the
writer’s progression of ideas.
Clarity of Language
 Response establishes and maintains an effective
style, while attending to the norms and conventions
of the discipline. The response uses precise
language consistently, including descriptive words
and phrases, sensory details, linking and transitional
words, words to indicate tone, and/or domainspecific vocabulary.
Knowledge of Language and Conventions
 Response demonstrates command of the
conventions of standard English consistent with
effectively edited writing. Though there may be a few
minor errors in grammar and usage, meaning is
clear throughout the response.
Routine Writing (text dependent questions)

Writing About the Big Question pg. 716 and 773
 Critical Thinking and After You Read
 Journal entries
 Graphic Organizers, Daily Language Practice,
Summaries and Other text dependent questions
W.8.2 (Informative)
Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information
through the selection, organization, and analysis of
relevant content.
W.8.2a
Introduce a topic clearly, previewing what is to
follow; organize ideas, concepts, and information
into broader categories; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
W.8.2b
Develop the topic with relevant, well-chosen facts,
definitions, concrete details, quotations, or other
information and examples.
W. 8.2c
Use appropriate and varied transitions to create
cohesion and clarify the relationships among ideas
and concepts.
W. 8.2d
Reviewed throughout the quarter:
Writing Sentences, Thesis statement
Essay organization and structure
Topic sentences and supporting details
Writing paragraphs, Performance tasks
Narrative
Writing pg. 739 – Write a lyric or narrative poem
about an admirable person form history or from your
own life.
Analysis (informational)
 (Reading for Information) Timed Writing:
Expository text: Explanation pg. 771. Choose an
answering machine function from the technical
directions you have read. For example, you might
choose “Recording Your Announcement.” Then,
write a few paragraphs explaining how to use
that function. Refer to the source document for
the steps, but use you own words.
 (Comparing Literary Works) Timed Writing:
Expository text: Essay pg. 779. The insights of
both Frost’s and Whitman’s poems are expressed
through figurative description. In an essay, explain
whether these descriptions remain relevant and
help convey ideas important to readers today.
Argumentative
Both “The Road Not Taken” and “O Captain! My
Captain!” use words to get a message across to
readers. In an essay, explain the poems’
messages, and then tell which poem impacted you
most strongly and why. Cite words and phrases
that helped communicate the message.

Resources
 The Informational/Explanatory Rubric
8th Grade
Second Quarter
2nd Quarter
English Language Arts
TN State Standards
SPIs, GLEs,
Use precise language and domain-specific
vocabulary to inform about or explain the topic.
W8.2f
Provide a concluding statement or section that
follows from and supports the information or
explanation presented.
W8.3 (Narrative)
Write narratives to develop real or imagined
experiences or events using effective technique,
relevant descriptive details, and well-structured
event sequences.
W8.3a
Engage and orient the reader by establishing
a context and point of view and introducing a
narrator and/or characters; organize an event
sequence that unfolds naturally and logically.
W8.3b
Use narrative techniques, such as dialogue,
pacing, description, and reflection, to develop
experiences, events, and/or characters.
W8.3c
Use a variety of transition words, phrases, and
clauses to convey sequence, signal shifts from one
time frame or setting to another, and show the
relationships among experiences and events.
Evidence Statements
Content




http://tncore.org/sites/www/Uploads/TNCORE/Rub
rics/InfExpRubric-Gr6-8.pdf
Teaching the Informational/Explanatory Rubric’s
Traits
o The Scoring Guides and Sample Student
Responses
http://tncore.org/english_language_arts/asse
ssment/scoring_resources/201314scoringresources/201314p1scoringmaterials.aspx
Writing the Informative Essay
o http://wordcrafter.net/CompI/InformativeEssay.html
o http://study.com/academy/lesson/informativeessay-definition-examples-structure.html
Writing the Explanatory Essay
o http://wordmart.com/html/explanatory____expository_es
sa.html
o https://www.sbcc.edu/clrc/files/wl/downloads/
StructureofaGeneralExpositoryEssay.pdf
Writing Graphic Organizers
o https://www.eduplace.com/graphicorganizer/
o https://wvde.state.wv.us/strategybank/Graphi
cOrganizersforWriting.html
o http://www.dailyteachingtools.com/freegraphic-organizers-w.html
o https://www.superteacherworksheets.com/gr
aphic-organizers.html
o http://edhelper.com/teachers/graphic_organiz
ers.htm
Argumentative Resources
 The Argumentative Rubric
http://tncore.org/sites/www/Uploads/TNCORE/Rub
rics/OpArgRubric-Gr6-8.pdf
 Teaching the Argumentative Rubric’s Traits
The Scoring Guides and Sample Student
Responses
http://tncore.org/english_language_arts/assessme
nt/scoring_resources/201314scoringresources/2013-
8th Grade
English Language Arts
Second Quarter
TN State Standards
SPIs, GLEs,
Evidence Statements
Language
Language
L.8.1
Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
L.8.1b
Form and use verbs in active and passive voice
L.8.2
Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
L.8.2a
Use punctuation (comma, ellipsis, dash) to indicate
a pause or break.
Evidence Statements
 Use punctuation (dash) to indicate a pause, break,
or omission L.8.2a, L.8.2b
 Form and use verbs in active and passive voice
L.8.1b
These standards are constant and should be
taught throughout each quarter.
Study and apply grammar - L.8.1-3
Review when writing:
Sentence writing
Correct spelling
Gerunds
Participles
Infinitives
Commas with compound sentences, introductory words,
phrases
Ellipsis
Principal parts
Speaking and Listening
Speaking and Listening
SL.8.4
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.8.1
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts,
and issues, building on others’ ideas and
Evidence Statements
 Present findings, focusing on significant points in a
unified manner with sound and relevant details.
SL.8.4
 Engage an audience using appropriate eye contact,
volume, and annunciation. SL.8.4
 Engage in various modes of discussions on grade 8
topics, texts, and issues. SL.8.1
Possible Suggestions throughout the quarter:
Group roles and responsibility, Accountable talk,
2nd Quarter
Content
14p3scoringmaterials.aspx#G68
o Explanation of terms per trait
Conventions
Note: Grammar instruction should be embedded in the
teaching of writing.
Prentice Hall Literature- Pearson Publishing
 Skills: Using the dash, active and passive voice
 Integrated Language
 Reading Application
 Writing Application p. 711
 Prentice Hall Writing Coach
Elements of Language- Holt Publishing
 Dashes p. 403
 Active and Passive Voice p. 246
Common Core Companion
 Dashes p. 335
 Active and Passive Voice p. 329, 341
Resources
 (Practice with active/passive voice in context)
http://www.glencoe.com/sites/common_assets/wor
kbooks/language_arts/gpw/8gpw2.pdf
 (Editing active/passive voice in context)
 http://www.k12reader.com/worksheet/active-voiceto-passive-voice/view/
Speaking and Listening
Prentice Hall Literature- Pearson Publishing
Activities
Assessment Workshop: Poetry pg. 797
 Performance Task #1: Speaking and Listening
Analyze Word Choice by Doing a Close Reading –
Read aloud a poem from Unit 4. Then, discuss the
meaning of specific words and phrases in that
poem.
 Performance Task # 5: Speaking and Listening
Read Two Poems Aloud to Compare Their
8th Grade
English Language Arts
Second Quarter
TN State Standards
SPIs, GLEs,
expressing their own clearly.
These standards are constant and should be
taught throughout each quarter.
Analyze Content: SL.8.2-3
Study and apply grammar: SL.8.6
Conduct Discussions: SL.8.1
Report Findings: SL.8.4-6
Evidence Statements
Classroom routines and procedures, Group behaviors
and discussions, Target audience, Oral presentation,
Informal Debate, News Story, Delivering an Oral
Summary, Dramatic Readings
Research Project
Research
Research
Reading and
Writing
SL.8.5
Integrate multimedia and visual displays into
presentations to clarify information, strengthen
claims and evidence, and add interest.
SL.8.1
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts,
and issues, building on others’ ideas and
expressing their own clearly.
W8.4
Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are
Evidence Statements
 Create a research report that integrates audiovisual
aids to enhance the understanding of information
presented.
 Engage in various modes of discussions on grade 8
topics, texts, and issues.
 Demonstrate the ability to develop a topic with
relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and
examples.
Development of Ideas
 Response addresses the prompt and provides
effective and comprehensive development of the
claim, topic and/or narrative elements by using clear
and convincing reasoning, details, text-based
2nd Quarter
Content
Structure – Read two poems aloud. Then, discuss
how their structures affect the poems’ meaning
and style.
Resources
 Group roles and responsibilities
https://www.google.com/webhp?sourceid=chromeinstant&rlz=1C1QJDB_enUS641US641&ion=1&e
spv=2&ie=UTF8#q=group%20roles%20and%20responsibilities
 Classroom talk
http://www.ascd.org/publications/books/108035/ch
apters/Procedures-for-Classroom-Talk.aspx
 Accountable Talk
http://ifl.pitt.edu/index.php/educator_resources/acc
ountable_talk
 Accountable Talk Toolkit
http://www.ces.rcs.k12.tn.us/web_uploads/203_ac
countable_talk_toolkit_10-09.pdf
 Accountable Talk Teacher moves
http://wg.serpmedia.org/accountable_talk.html
 Accountable Language Stems
http://www.dlenm.org/lacosecha2014/Handouts/Wi
encek/AccountableTalkFeaturesandLanguageSte
ms.pdf
Research
Prentice Hall Literature- Pearson Publishing
Activities
 Research and Technology pg. 689 – Build
and Present Knowledge – Different poems
speak to different people. Follow your own
personal interests to help you create a minianthology, a collection of three poems on a
similar topic or theme.
8th Grade
Second Quarter
English Language Arts
TN State Standards
SPIs, GLEs,
defined in standards 1–3 above)
W8.7
Conduct short research projects to answer a
question (including a self-generated question),
drawing on several sources and generating
additional related, focused questions that allow for
multiple avenues of exploration.
These standards are constant and should be
taught throughout each quarter.
Analyze Content: SL.8.2-3
Study and apply grammar: SL.8.6
Conduct Discussions: SL.8.1
Report Findings: SL.8.4-6
Evidence Statements
evidence, and/or description; the development is
consistently appropriate to the task, purpose, and
audience.
Organization
 Response demonstrates purposeful coherence,
clarity, and cohesion and includes a strong
introduction, conclusion, and a logical, well-executed
progression of ideas, making it easy to follow the
writer’s progression of ideas.
Clarity of Language
 Response establishes and maintains an effective
style, while attending to the norms and conventions
of the discipline. The response uses precise
language consistently, including descriptive words
and phrases, sensory details, linking and transitional
words, words to indicate tone, and/or domainspecific vocabulary.
Knowledge of Language and Conventions
 Response demonstrates command of the
conventions of standard English consistent with
effectively edited writing. Though there may be a few
minor errors in grammar and usage, meaning is
clear throughout the response.
2nd Quarter
Content