Aiken County Public Schools
8th Grade ELA
Quarter 1 Curriculum Guide
Instructional Supports
SC ELA Standards
MasteryConnect
Writing Rubrics
Instructional Strategies
Vocabulary
ACT Aspire Resources
Differentiation
Technology Resources by Standard
Overview
Opening Week
The first week of school necessitates spending a time teaching students instructional routines, and addressing logistical concerns (e.g., distributing
textbooks, school assemblies) often reduces class time during the opening days. Teachers should use the available class time to establish rituals and
routines for instructional tasks, including components of the middle school literacy model.
Inquiry
According to the 2015 South Carolina College- and Career-Ready Standards for English Language Arts, the inquiry standards “support teachers in
structuring a classroom environment in which students can routinely and systematically engage in the process of inquiry.” Instruction to support
these standards will integrate with work that develops students reading, writing, and communication skills. Consequently, teachers will not address
these standards in isolation, and instruction in these standards will take place throughout the school year.
Teachers are encouraged to share how they addressed the inquiry standards. Please use the online Curriculum Feedback Form to describe how you
incorporated the inquiry standards into your instruction.
Reading
Throughout this unit students should engage in a variety of reading practices (e.g., shared reading, reading aloud, independent reading, small
groups, collaborative reading). Additionally, students should practice citing evidence to support literal and inferential interpretations of texts.
Students should use a variety of techniques (e.g., peer-to-peer discussions, quickwrites, writing tasks) to demonstrate their understandings and
interpretations of the works read.
Taking a multi-genre approach to selecting texts is the preferred course of action when planning instruction. Experiencing a variety of text types
throughout the school year assists students with becoming proficient readers.
Writing
Students should write for a variety of purposes throughout quarter one. However, at least one major writing task should involve using the writing
process to craft an informational text.
The following chart shows the writing focus for each quarter.
Quarter One
Argument
Quarter Two
Narrative
Quarter Three
Argument
Quarter Four
Informative/Explanatory
*Instruction should address using the MLA format, including citations and references, to prepare students for high school.
Communication
During the first quarter students should begin to analyze and evaluate how speakers communicate their intended messages, and students should
practice analyzing and evaluating the speakers in a variety of genres/formats (informative works, persuasive pieces, written, verbal, multimedia,
etc.).
Cross-content Connections
Social Studies
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In 8th Grade South Carolina History students begin to analyze primary and secondary sources in Unit 1, and they continue that practice
throughout the year. Inquiry standard I.3.3 provides additional support for that skill and associated concepts. The Unit 1 and Unit 2
Organizers for South Carolina History (available here and here) provide a list of primary and secondary sources students will explore in that
course during the first five weeks of school.
Unit 1 of 8th Grade South Carolina History engages students in examining the contributions of various cultures (Native American populations
and Spanish, French, and English settlers) to early American cultural, economic, and political environments. Consider having students build
upon that knowledge to draw connections to the themes present in “A Quilt of a Country” (or any other suitable text that examines how
America has been shaped by the contributions of people from other countries who have settled here).
Science
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During the second half of the first quarter, students study waves in science. Possible cross-content tie-ins include having students apply their
knowledge of waves (reflection, transmission, and absorption – 8.P.3A.2) to the narrator’s claims about his hearing in The Tell-Tale Heart.
Unit Instructional Considerations
This section details skills, concepts, and standards specific to the unit.
Note: Teachers may choose to address additional standards during this unit.
Inquiry Focus
Essential Question: How can I create, ask, and answer questions to expand my learning?
I.1 Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.
1.1 Develop a range of questions to frame inquiry for new learning and deeper understanding.
KUD for I.1
Know
 research questions
Understand
Do
 Using a process or strategy for
 Create questions to guide further
study or investigation of a topic.
creating questions will assist a person
with learning more about a topic.
Resources and Support
 Creating Research Questions Video
 Examples of Questions
I.2 Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.
2.1 Formulate logical questions based on evidence, generate explanations, propose and present original conclusions, and consider multiple perspectives.
KUD for I.2
Know
 research questions
 evidence-based explanations
Inquiry-based Text Discussion
Understand
 Asking and answering questions
about a text supports analyzing and
evaluating what a text says and how
it conveys meaning.
 Viewing a text from multiple
perspectives is aided by asking and
answering questions about the text.
Do
 Ask and answer questions about a
text in order to make judgements and
consider multiple viewpoints.
Reading Focus
Essential Question: How does the narrator or speaker affect an audience’s perception of a text?
The 2015 South Carolina College- and Career-Ready Standards for English Language Arts
call for continuing to reinforce the following standards that were introduced in
Kindergarten and Grade 1.
RL.P.1/RI.P.1 Demonstrate understanding of the organization and basic features of print.
RL.P.2/RI.P.2 Demonstrate understanding of spoken words, syllables, and sounds
RL.MC.5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing
evidence, and investigating multiple interpretations.
5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
KUD for RL.MC.5
Know
Understand
 strategies for developing
 Texts contain evidence that guide
interpretations, making predictions,
readers on making inferences and
forming inferences, drawing
predictions as well as analyzing and
evaluating a text.
conclusions, and conducting analysis
 techniques for providing and
synthesizing information for a text
to form or investigate a variety of
interpretations
Resources and Support
Close Reading of Literary Texts
Do
 Provide evidence from the text to
support thinking beyond what is
explicitly stated.
 Show evidence that supports
conclusions drawn from the text.
RL.MC.9 Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia
texts.
9.1 Determine the figurative and connotative meanings of words and phrases as they are used in text; analyze the impact of specific word choices on meaning
and tone, including analogies or allusions to other texts.
KUD for RL.LCS.9
Know
Understand
Do
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figurative meaning
connotation
tone
context-clues
rhyme
repetition of sounds (alliteration,
assonance, consonance)
 stanza

The meanings associated with the
words an author uses shape and
affect the meaning and tone of a
text.
 Writers use sound devices to
communicate meaning.
 Authors structure language to
communicate meaning and tone.

Determine the figurative and
connotative meanings of words in a
text.
 Analyze the impact of sound devices
(rhyme, alliteration, assonance,
consonance) on specific sections of a
text.
 Analyze how an author’s use of
language affects meaning and tone.
Resources and Support
Tone vs. Mood Resource
Types of Context-Clues Resource
Sound Devices Use in Poetry
RI.MC.6 Summarize key details and ideas to support analysis of central ideas.
6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development.
KUD for RI.MC.6
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Know
objective vs. subjective
summarizing strategies
key details
citing
Understand
 Writing an effective summary
consists of pulling out main ideas,
focusing on key details, using key
words and phrases, and breaking
down larger ideas.
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Resources and Support
Summarizing Resource 1
Summarizing Resource 2
Citing Textual Evidence Video
Do
Write an objective summary of a
complex text (two or more main
ideas).
Include main ideas, key details, and
textual evidence in a summary of a
text.
Analyze how an author develops
central ideas.
Provide specific textual evidence to
support analysis of how an author
develops the central ideas in a text.
RI.LCS.8 Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and
tone in print and multimedia texts.
8.1 Determine figurative, connotative, and technical meanings of words and phrases used in a text; analyze the impact of specific words, phrases, analogies, or
allusions on meaning and tone.
8.2 Analyze the impact of text features and structures on authors’ similar ideas or claims about the same topic.
KUD for RI.LCS.8
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Know
text features and structures
(headings, subheadings, charts,
graphs, images, etc.)
figurative meaning
connotative meaning
technical meaning
context-clues
Understand
 Authors employ text features and
structures to assist readers.
 The meanings associated with the
words an author uses shape and
affect the meaning and tone of a
text.
 Authors structure language to
communicate meaning and tone.
Do
 Identify text features and explain
how they support an author’s ideas
or claims.
 Determine the figurative and
connotative meanings of words in a
text.
 Analyze how an author’s use of
language affects meaning and tone.
Resources and Support
Expository Text Feature Walks
Types of Context-Clues Resource
Writing Focus
Essential Question: How can using a multi-step process help with writing an informative/explanatory text?
W.MC.1 Write arguments to support claims with clear reasons and relevant evidence.
1.1 Write arguments that:
a. introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically;
b. use relevant information from multiple print and multimedia sources;
c. support claims using valid reasoning and a variety of relevant evidence from accurate, verifiable sources;
d. use an organizational structure that provides unity and clarity among claims, counterclaims, reasons, and evidence;
e. develop the claim and counterclaims providing credible evidence and data for each;
f. develop and strengthen writing as needed by planning, revising, editing, rewriting;
g. paraphrase, quote, and summarize, avoiding plagiarism and following a standard format for citation;
h. establish and maintain a formal style and objective tone;
i. provide a concluding statement or section that follows from and supports the argument.
KUD for W.MC.1
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Know
introductory techniques (startling
facts/statistics, asking questions,
attention grabbing statements,
anecdotes)
organizational techniques
(chronology, least to greatest,
point-by-point, cause and effect,
compare and contrast)
guidelines for evaluating source
credibility
claim vs. counterclaim
writing process (planning, revising,
editing, rewriting)
paraphrasing
quoting
summarizing
plagiarism
citation format (MLA)
transition techniques (words,
phrases, and sentence structures;
internal transitions within
paragraphs)
concluding techniques (summary,
frame/circle technique, call to
action, asking questions)
Understand
 Crafting an effective argument
involves using the writing process
and employing genre-specific
techniques.
Do
 Write an argument that supports
claims with reasons and evidence,
employs effective introductory and
closing techniques, uses an
appropriate organizational structure,
supplies supporting evidence from
credible sources, and follows a
format for citations and references.
Resources and Support
Argumentative Student Sample 1 – Process writing – from achievethecore.org
Argumentative Student Sample 2 – Process Writing – from achievethecore.org
Argumentative Prompt 6-12 – On-Demand Writing – from achievethecore.org
Argumentative Student Sample – On-Demand writing – from achievethecore.org
Choosing the Best Verb: An Active and Passive Voice Minilesson – from readwritethink.org
Writing Persuasive Letters
Organizing Writing
Beginnings and Endings
W.L.4 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
When writing:
a. show knowledge of the function of gerunds, participles, and infinitives and their functions in particular sentences;
b. form and use verbs in the active and passive voice;
c. form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood;
d. recognize and correct inappropriate shifts in verb voice and mood.
KUD for W.L.4
Know
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gerunds
participles
infinitives
active voice
passive voice
verb mood (indicative, imperative,
interrogative, conditional, and
subjunctive)
 shifts in voice/mood
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Understand
Gerunds, participles, and infinitives
perform specific functions in
sentences.
The active voice emphasizes the
subject of a sentence.
The passive voice emphasizes the
object of a sentence.
Verb moods convey specific
meaning.
Maintaining consistent verb voice
and mood maintains clarity.
Resources and Support
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Do
Use gerunds, participles, and
infinitives to vary sentence structure
when writing.
Use the active and passive voice
appropriately when writing.
Employ a verb mood appropriate to
the writing situation.
Avoid shifts in verb voice and mood
when writing.
 Verb Mood and Tense Resource
 Choosing the Best Verb: An Active and Passive Voice Minilesson – from readwritethink.org
 Active/passive Voice Video (3:24)
 Purdue OWL Exercise Pages
Communications Focus
Essential Question: How do speakers communicate their messages?
C.MC.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative
conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.
1.1 Prepare for and engage in conversations to explore complex ideas, concepts, and texts; build coherent lines of thinking.
1.2 Participate in discussions; share evidence that supports the topic, text, or issue; connect the ideas of several speakers and respond with relevant
ideas, evidence, and observations.
1.3 Apply effective communication techniques based on a variety of contexts and tasks.
1.4 Engage in a range of collaborative discussions about grade appropriate topics; acknowledge new information expressed by others and when
necessary modify personal ideas.
1.5 Consider new ideas and diverse perspectives of others when forming opinions; qualify or justify views based on evidence presented regarding a
topic, text, or issue.
KUD for C.MC.1
Know
 procedures for effective
collaborative discussions
 active listening strategies
 techniques for asking clarifying
questions
Understand
 Effective collaboration discussions
involve following established
procedures, listening actively,
respecting the perspectives of others,
building upon the ideas of others, and
reviewing/reflecting upon the ideas
expressed.
Resources and Support
Collaborative Discussion with Text-based Evidence Example
Do
 Participate in collaborative discussion
to build and extend knowledge of
grade appropriate topics and texts.
Supplemental Resources
Use ‘Ctrl + Click’ to follow links (in blue).
Several of the resources below align with Common Core standards. However, the skills and concepts they address align with the 2015 South
Carolina College- and Career-Ready Standards for English Language Arts.
Collections Resources
My Favorite Chaperone pg. 3
Electronic summary cards for My Favorite Chaperone – from
studystack.com
Bonne Année pg. 31
The Latehomecomer pg. 53
New Immigrants Share Their Stories pg. 71
The Tell-Tale Heart pg. 89
Scary Tales pg. 99
What is the Horror Genre? pg. 125
Short Story - The Monkey’s Paw pg. 105
Close reading questions for My Favorite Chaperone – from Broward
Schools
Lesson plan for Bonne Année – from VIF’s Learning Center
Directed Listening-Thinking Activity for The Tell-Tale Heart – from
readwritethink.org
Motivation of a Murderer: A Close Reading of The Tell-Tale Heart – from
cpalms.org
Text-dependent Questions and Lesson Plan – from achievethecore.org
User Beware: Foreshadowing and Morals in “The Monkey’s Paw” – from
cpalms.org
Reading Resources
 ACPS Strategies Page – A regularly updated collection of teaching strategies applicable to multiple grade levels
 ACPS Vocabulary Page – Tier II words, roots and affixes, and vocabulary strategies