Grade 8 ELA – Curriculum Planning Guide – 2014-2015
First Nine Weeks
Theme:
Move Toward Freedom (Collection 3)
Reading
Literature
&
Reading
Informational
Texts
Standards
Resources
RL.1
Move Toward Freedom
Anchor Text – Autobiography by Fredrick
Douglas
Anchor Text – The Drummer Boy of Shiloh
Cite the textual evidence that most
strongly supports an analysis of what the
text says explicitly as well as inferences
drawn from the text.
RL.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 characters, setting, and plot; provide
an objective summary of the text.
RL.3 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.4 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.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.
RL.6 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. 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.10 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.
RI.1
RI.2
Cite the textual evidence that most
strongly supports an analysis of what the
text says explicitly as well as inferences
drawn from the text.
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.
Anderson School District Five
Page 1
Required Novel – Soldier’s Heart
Suggested Reading Selections
Poems:
 O Captain My Captain - Textbook
 “Barbara Frietchie”
(http://www.poetryfoundation.org/poem/17
4751)
 Paul Revere’s Ride by Henry Wadsworth
Longfellow
(http://www.poets.org/viewmedia.php/prm
MID/15640)
 I Know Why the Caged Bird Sings by Maya
Angelou
(http://www.poemhunter.com/poem/iknow-why-the-caged-bird-sings/)
 Sympathy by Paul Lawrence Dunbar
(http://www.poets.org/viewmedia.php/prm
MID/16071)
 I, Too, Sing America by Langston Hughes
(http://www.poets.org/viewmedia.php/prm
MID/15615)
Non-Fiction:
 From Harriett Tubman - Textbook
 From Bloody Times: The Funeral of
Abraham Lincoln - Textbook
 Gettysburg Address –
(http://www.abrahamlincolnonline.org/lincol
n/speeches/gettysburg.htm)
 Civil War Journal – Close Reader
 A Mystery of Heroism – Close Reader
 My Friend Douglas – Close Reader
 Preamble & 1st Amendment to the
Constitution (http://constitutionus.com/)
 Paul Revere’s Ride by David Hackett Fisher
(http://www.slps.org/cms/lib03/MO0100115
7/Centricity/Domain/2503/BooknotesP%20Revere.pdf)
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
First Nine Weeks
Theme:
Move Toward Freedom (Collection 3)
Reading
Literature
&
Reading
Informational
Texts
Standards
Resources
RI.3
Art, Music, Media:
 www.Learntheaddress.org
 The Midnight Ride by Grant Wood
(http://picturingamerica.neh.gov/downloads
/pdfs/Resource_Guide_Chapters/PictAmer_R
esource_Book_Chapter_3A.pdf)
 Retroactive 1 by Robert Rauschenberg
(http://www.warhol.org/education/resource
slessons/Robert-Rauschenberg/ )
 Resource for Individual Selections – Digital
Overview on page 142b-142c in teacher’s
edition of textbook.
Analyze how a text makes connections
among and distinctions between
individuals, ideas, or events (e.g., through
comparisons, analogies, or categories).
RI.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.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.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.
RI.7 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 Delineate and evaluate the argument and
specific claims in a text, assessing whether
the reasoning is sound and the evidence is
relevant and sufficient; recognize when
irrelevant evidence is introduced.
RI.10 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.
Anderson School District Five
Page 2
Suggested Resources:
 Soldier’s Heart novel unit
Taken from Common Core Curriculum Maps
English Language Arts, Grades 6-8
●
●
Grade 8, Unit 3 – Looking Back on America
 Sample Activity #6 (RL.1, RL.2, RL.4,
RL.5) (SL.1, SL.3, L.3)
 Sample Activity #7 (RL.5, RL.9) (SL.6,
L.3)
 Sample Activity #12 – Note the
Essential Question
Grade 8, Unit 5 – Dramatically Speaking
 Sample Activity #6 (RL.2, RL.4, RL.5,
RL.6)
 Sample Activity #7 (RL.5) (SL.1a, SL.1b,
SL.1c, SL.1d, SL.3, L.5a, L.5b, L.5c)
 Sample Activity #8 (RL.1, RL.5) (SL.1)
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
First Nine Weeks
Theme:
Move Toward Freedom (Collection 3)
Standards
Resources
W.2
Writing Workshop Introduction—Grammar,
Mechanics, Usage, Content and Development,
Organization, Voice, and Spelling
W.2b
W.3
W.3a
W.3b
W.3c
Writing
W.3d
W.3e
W.4
W.5
W.6
Write informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
Develop the topic with relevant, wellchosen facts, definitions, concrete details,
quotations, or other information and
examples.
Write narratives to develop real or
imagined experiences or events using
effective technique, relevant descriptive
details, and well-structured event
sequences.
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.
Use narrative techniques, such as dialogue,
pacing, description, and reflection, to
develop experiences, events, and/or
characters.
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.
Use precise words and phrases, relevant
descriptive details, and sensory language
to capture the action and convey
experiences and events.
Provide a conclusion that follows from and
reflects on the narrated experiences or
events.
Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience.
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.
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.
Anderson School District Five
Page 3
Potential Resources:
 National Writing Project: A menu of writing
topics for teaching writing (audience,
grammar, responding to writing, style &
rhetoric, specific genres, writing processes,
etc.):
http://www.nwp.org/cs/public/print/resourc
e_topic/teaching_writing
 Teaching that Makes Sense: A website with
a plethora of downloads consisting of
“Welcome to Writer’s Workshop,” “The
Writing Teacher’s Strategy Guide,” What is
Good Writing?” “Assessing Writers;
Assessing Writing,” “An Introduction to the
Writing Process,” “K-12 Student Writing
Samples: Authentic Work Compiled by
CCSSI,” and much more! Also posters and
handouts for the writing classroom!
http://www.ttms.org
 Writing Fix: Excellent resources are provided
by northern Nevada’s Writing Project. Here
you can find: Mentor Text Lessons, Writing
Genre Lessons, Writing Process Lessons,
etc. Also contains a link to Corbett
Harrison’s “Always Write” website.
www.writingfix.com
 Trail of Breadcrumbs: website with teacher
writing resources (under “Teaching”):
http://www.trailofbreadcrumbs.net/
 Ms. McClure’s Class: This webpage
encompasses many lessons which fall into 4
distinct categories, including lessons about:
topics, principles of writing, genre,
conventions.
http://msmcclure.com/?page_id=3937 (for
more lesson ideas from this teacher, click
the words “Language Arts” at the top of the
page)
 BrainPop (your school may have a
subscription to this online resource): when
you log in to the website (brainpop.com),
choose English. From the next menu,
choose Writing to view the list of topics that
are available. For each topic you can find a
video and several activities.
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
First Nine Weeks
Theme:
Move Toward Freedom (Collection 3)
Standards
Resources
W.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.
W.8
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 standard format for citation.
W.10 Write routinely over extended time frames
(time for research, reflection, and revision)
and shorter time frames (a single sitting or
a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
Writing

Thinking Through Genre (This book may be
in your professional library): Contains actual
unit plans for a variety of reading and
writing genres. For a more detailed
description and additional writing process
resources, see this website:
http://www.ohiorc.org/record/6028.aspx
Personal Narrative: Suggested Units:
● The Collections textbook has a teacher
website
(https://my.hrw.com/dashboard/home#)
where you can view additional lesson ideas.
Under “Interactive Writing Lessons” you can
find several resources for Narrative Writing
by clicking the purple buttons
● Narrative Writing Resources on Writing Fix:
http://writingfix.com/genres/narrative.htm
● A Pearson unit on Personal Narrative
Writing:
http://ptgmedia.pearsoncmg.com/imprint_d
ownloads/merrill_professional/images/Perso
nalNarrativeTeachingStrategies.pdf
● The Noyce Foundation Personal Narrative
Unit:
http://www.insidewritingworkshop.org/profd
ev/materials/bw_reading.pdf
● LearnZillion Videos:
http://learnzillion.com/lessons?utf8=%E2%
9C%93&filters%5Bsubject%5D=ela&query=
Personal+narrative&filters%5Bgrade%5D%
5B%5D=6&filters%5Bstrand%5D=&filters%
5Bstandard%5D
Collection 3 Performance Tasks
● Visual Presentation
● Literary Analysis
Unit 3—Literary Analysis—Common Ground
Located in the Common Core Assessment
Supplement
Also Research Simulation Task 3 from Unit 4
Anderson School District Five
Page 4
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
First Nine Weeks
Theme:
Move Toward Freedom (Collection 3)
Standards
Resources
L.1
Suggested Resources for Teaching Grammar
throughout the year
● ReadWriteThink Grammar Lessons: A menu
of general grammar lessons that would be
useful during the writing workshop as well
as throughout the year:
http://www.readwritethink.org/search/?sort
_order=relevance&q=Grammar&srchgo.x=201&srchgo.y=223&old_q=&srchwhere=full-site
● Four Level Analysis (Michael Clay
Thompson): These .pdf files provide a short
explanation and examples of this grammar
strategy that can be introduced at the
beginning of the year and continued
throughout the year (bellringers, daily
practice, etc.):
http://www.scgifted.org/4LevelPlus.pdf
● The Magic Lens by Michael Clay Thompson
(most A5 Schools should have a copy of this
in their professional library): This is
Thompson’s book that introduces parts of
speech and basic grammar concepts using
four-level analysis (above). This is a
comprehensive method of teaching
grammar that could be used throughout the
year, but must be introduced in the first few
weeks.
● Mechanically Inclined by Jeff Anderson
(book – may be available in your school’s
library) This book helps teachers find ways
of making the mechanics of English
meaningful to middle school students. Also
has a website: http://www.writeguy.net/
with downloads for teachers.
● BrainPop (your school may have a
subscription to this online resource): when
you log in to the website (brainpop.com),
choose English. From the next menu,
choose Grammar to view the list of topics
that are available. For each topic you can
find a video and several activities.
L.1a
L.1b
L.1c
L.1d
L.2
L.2a
L.2b
L.2c
L.3
L.3a
Language
L.4
L.4a
L.4d
L.5
L.5a
L.5b
Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking.
Explain the function of verbals (gerunds,
participles, infinitives) in general and their
function in particular sentences.
Form and use verbs in the active and
passive voice.
Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
Recognize and correct inappropriate shifts
in verb voice and mood.
Demonstrate command of the conventions
of standard English capitalization,
punctuation, and spelling when writing.
Use punctuation (comma, ellipsis, dash) to
indicate a pause or break.
Use an ellipsis to indicate an omission.
Spell correctly.
Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
Use verbs in the active and passive voice
and in the conditional and subjunctive
mood to achieve particular effects (e.g.,
emphasizing the actor or the action;
expressing uncertainty or describing a
state contrary to fact).
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.
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.
Verify the preliminary determination of the
meaning of a word or phrase (e.g., by
checking the inferred meaning in context
or in a dictionary).
Demonstrate understanding of figurative
language, word relationships, and nuances
in word meanings.
Interpret figures of speech (e.g., verbal
iron, puns) in context.
Use the relationship between particular
words to better understand each of the
words.
Anderson School District Five
Page 5
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
First Nine Weeks
Theme:
Move Toward Freedom (Collection 3)
Standards
L.5c
Language
L.6
Resources
Distinguish among the connotations
(associations) of words with similar
denotations (definitions) (e.g., bullheaded,
willful, firm, persistent, resolute).
Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather
vocabulary knowledge when considering a
word or phrase important to
comprehension or expression.
Anderson School District Five
Page 6
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
First Nine Weeks
Theme:
Move Toward Freedom (Collection 3)
Standards
Resources
SL.1
**Speaking and Listening activities should be
centered in the content being taught. For
suggested activities, see the Collections textbook
and individual novel units for The Outsiders and
SL.1a
SL.1b
SL.1c
SL.1d
Speaking
And
Listening
SL.2
SL.3
SL.4
SL.5
SL.6
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.
Come to discussions prepared, having read
or researched material under study;
explicitly draw on that preparation by
referring to evidence on the topic, text, or
issue to probe and reflect on ideas under
discussion.
Follow rules for collegial discussions and
decision-making, track progress toward
specific goals and deadlines, and define
individual roles as needed.
Pose questions that connect the ideas of
several speakers and respond to others’
questions and comments with relevant
evidence, observations, and ideas.
Acknowledge new information expressed
by others, and, when warranted, qualify or
justify their own views in light of the
evidence presented.
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.
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.
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.
Integrate multimedia and visual displays
into presentations to clarify information,
strengthen claims and evidence, and add
interest.
Adapt speech to a variety of contexts and
tasks, demonstrating command of formal
English when indicated or appropriate.
Anderson School District Five
Page 7
Soldier’s Heart
Additional Resources:
● Toastmasters: Tips & Techniques for Public
Speaking: toastmasters.org
● “Video”: How to Give an Awesome
Presentation:
https://www.youtube.com/watch?v=i68a6M
5FFBc#t=13
● Video: 5 Basic Public Speaking Tips:
https://www.youtube.com/watch?v=AykYR
O5d_lI&list=PL51B13391A176E8F5
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
First Nine Weeks
Theme:
Move Toward Freedom (Collection 3)
Anderson School District Five
Page 8
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Second Nine Weeks
Theme:
Thrill of Horror (Collection 2)
Reading
Literature
&
Reading
Informational
Texts
Standards
Resources
RL.1
The Thrill of Horror
Anchor Text -- “The Tell-Tale Heart” by Poe
Anchor Text – “What is the Horror Genre” by
Russell
Cite the textual evidence that most strongly
supports an analysis of what the text says
explicitly as well as inferences drawn from
the text.
RL.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 characters, setting, and plot; provide
an objective summary of the text.
RL.3 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.4 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.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.
RL.6 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. 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.7 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.9 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.10 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.
Anderson School District Five
Page 9
Required Novel Selection Options:
● Fall of the House of Usher and other stories
by Poe (separate text)
● Dracula by Bram Stoker
● Any other novel from Optional Selections list
Suggested Reading Selections
Poems:
● Frankenstein by Edward Field (textbook)
● The Raven by Poe
(http://www.poetryfoundation.org/poem/17
8713)
Fiction:
● The Outsiders by Lovecraft (close reader)
● The Monkey’s Paw by Jacobs (textbook)
● Fall of the House of Usher and other stories
by Poe (separate text)
Non-Fiction:
● Scary Tales by Jackie Torrence (Essay)
(textbook)
● Man-made Monsters by Daniel Cohen
(Essay) (close reader)
Art, Music, Media:
● Film clip from The Monkey’s Paw in textbook
digital collection
● Film clip from The Simpsons episode parody
of The Raven
(http://www.teachertube.com/viewVideo.ph
p?video_id=251203)
● BrainPop on Edgar Allan Poe
● Edgar Allan Poe Virtual Museum Tour
(http://www.poemuseum.org/about360.php)
● Dracula, The Ballet
(http://columbiacityballet.com/production/dr
acula/) (you can find a variety of videos of
performances of this ballet on the internet)
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Second Nine Weeks
Theme:
Thrill of Horror (Collection 2)
Reading
Literature
&
Reading
Informational
Texts
Standards
Resources
RI.1
The Value of Work
Anchor Text – From The Adventures of Tom
Sawyer by Mark Twain
Anchor Texts (poems) – Chicago by Carl
Sanburg, Find Work by Rhina P. Espaillat, My
Mother Enters the Workforce by Rita Dove
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.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.
RI.3 Analyze how a text makes connections
among and distinctions between
individuals, ideas, or events (e.g., through
comparisons, analogies, or categories).
RI.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.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.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.
RI.7 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 Delineate and evaluate the argument and
specific claims in a text, assessing whether
the reasoning is sound and the evidence is
relevant and sufficient; recognize when
irrelevant evidence is introduced.
RI.9 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.10 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.
Anderson School District Five
Page 10
Fiction:
● The Flying Machine by Ray Bradbury (close
reader)
● There Will Come Soft Rains by Ray
Bradbury
(http://www.elizabethskadden.com/files/the
rewillcomesoftrainsbradbury.pdf)
Non-Fiction:
● One Last Time (memoir) by Gary Soto
(textbook)
● The Real McCoy by Jim Haskins (close
reader)
● Teens Need Jobs, Not Just Cash by Anne
Michaud (argument) (textbook)
● Teens at Work (textbook)
● The Deadly Consequences of Nuclear War
(http://www.nucleardarkness.org/warconse
quences/hundredfiftytonessmoke/)
Poems:
● To Be of Use by Marge Piercy (close reader)
● A Story of How a Wall Stands by Simon J.
Ortiz (close reader)
Art, Music, & Media:
● The Flying Machine by Ray Bradbury
(graphic story)
● BrainPop on The Great Wall (to go with The
Flying Machine)
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Second Nine Weeks
Theme:
Thrill of Horror (Collection 2)
Standards
Resources
W.1
Unit 1—Argumentative Essay – Teen Culture
Found in Common Core Assessment Supplement
Plus Research Simulation Task 1 from Unit 4
W.1a
W.1b
W.1c
W.1d
W.1e
W.2b
W.4
Writing
W.5
W.6
W.7
W.8
Write arguments to support claims with
clear reasons and relevant evidence.
Introduce claim(s), acknowledge and
distinguish the claim(s) from alternate or
opposing claims, and organize the reasons
and evidence logically.
Support claim(s) with logical reasoning and
relevant evidence, using accurate, credible
sources and demonstrating an
understanding of the topic or text.
Use words, phrases, and clauses to create
cohesion and clarify the relationships
among claim(s), counterclaims, reasons,
and evidence.
Establish and maintain a formal style.
Provide a concluding statement or section
that follows from and supports the
argument presented.
Develop the topic with relevant, wellchosen facts, definitions, concrete details,
quotations, or other information and
examples.
Produce clear and coherent writing in which
the development, organization, and style
are appropriate to task, purpose, and
audience.
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.
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.
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.
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.
Anderson School District Five
Page 11
Suggested Resources:
*In addition to the suggestions below, please
refer back to writing resources listed in the
“Writing Workshop” unit in the First Nine Weeks
● Teaching Argument by George Hillocks (this
●
●
book can be found in your school’s
professional library): This book teaches not
only what an argument is, but how we
should teach it and why we should. The
first chapter is available online for free
here:
http://www.heinemann.com/shared/onliner
esources/e01396/introandchapter1.pdf
ReadWriteThink Article on “Developing
Evidence-based Arguments from Texts”:
http://www.readwritethink.org/professional
-development/strategy-guides/developingevidence-based-arguments-31034.html
LearnZillion Videos on Argument Writing:
http://learnzillion.com/lessons?filters%5Bsu
bject%5D=ela&query=Argument+writing
Collection 2 Performance Tasks
● Persuasive Speech
● Literary Analysis
Collection 6 Performance Tasks
● Short Story (optional)
● Argument
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Second Nine Weeks
Theme:
Thrill of Horror (Collection 2)
Standards
Writing
Resources
W.9a 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.10 Write routinely over extended time frames
(time for research, reflection, and revision)
and shorter time frames (a single sitting or
a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
Anderson School District Five
Page 12
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Second Nine Weeks
Theme:
Thrill of Horror (Collection 2)
Standards
Resources
L.1
Suggested Resources for Teaching Grammar
throughout the year
● ReadWriteThink Grammar Lessons: A menu
of general grammar lessons that would be
useful during the writing workshop as well
as throughout the year:
http://www.readwritethink.org/search/?sort
_order=relevance&q=Grammar&srchgo.x=201&srchgo.y=223&old_q=&srchwhere=full-site
● Four Level Analysis (Michael Clay
Thompson): These .pdf files provide a short
explanation and examples of this grammar
strategy that can be introduced at the
beginning of the year and continued
throughout the year (bellringers, daily
practice, etc.):
http://www.scgifted.org/4LevelPlus.pdf
http://www.sinclair.edu/centers/tlc/pu
● The Magic Lens by Michael Clay Thompson
(most A5 Schools should have a copy of
this in their professional library): This is
Thompson’s book that introduces parts of
speech and basic grammar concepts using
four-level analysis (above). This is a
comprehensive method of teaching
grammar that could be used throughout the
year, but must be introduced in the first
few weeks.
● Mechanically Inclined by Jeff Anderson
(book – may be available in your school’s
library) This book helps teachers find ways
of making the mechanics of English
meaningful to middle school students. Also
has a website: http://www.writeguy.net/
with downloads for teachers.
● BrainPop (your school may have a
subscription to this online resource): when
you log in to the website (brainpop.com),
choose English. From the next menu,
choose Grammar to view the list of topics
that are available. For each topic you can
find a video and several activities.
L.1a
L.1c
L.2
L.2a
L.2b
L.2c
L.3
L.3a
Language
L.4
L.4a
L.4b
L.4c
L.4d
L.5
Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking.
Explain the function of verbals (gerunds,
participles, infinitives) in general and their
function in particular sentences.
Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
Demonstrate command of the conventions
of standard English capitalization,
punctuation, and spelling when writing.
Use punctuation (comma, ellipsis, dash) to
indicate a pause or break.
Use an ellipsis to indicate an omission.
Spell correctly.
Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
Use verbs in the active and passive voice
and in the conditional and subjunctive
mood to achieve particular effects (e.g.,
emphasizing the actor or the action;
expressing uncertainty or describing a state
contrary to fact).
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.
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.
Use common, grade-appropriate Greek or
Latin affixes and roots as clues to the
meaning of a word (e.g., precede, recede,
secede).
Consult general and specialized reference
materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find
the pronunciation of a word or determine
or clarify its precise meaning or its part of
speech.
Verify the preliminary determination of the
meaning of a word or phrase (e.g., by
checking the inferred meaning in context or
in a dictionary).
Demonstrate understanding of figurative
language, word relationships, and nuances
in word meanings.
Anderson School District Five
Page 13
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Second Nine Weeks
Theme:
Thrill of Horror (Collection 2)
Standards
Language
L.5a
SL.1
SL.1a
SL.1b
SL.1c
SL.1d
Speaking and
Listening
SL.2
SL.3
SL.4
SL.5
SL.6
Resources
Interpret figures of speech (e.g., verbal
iron, puns) in context.
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.
Come to discussions prepared, having read
or researched material under study;
explicitly draw on that preparation by
referring to evidence on the topic, text, or
issue to probe and reflect on ideas under
discussion.
Follow rules for collegial discussions and
decision-making, track progress toward
specific goals and deadlines, and define
individual roles as needed.
Pose questions that connect the ideas of
several speakers and respond to others’
questions and comments with relevant
evidence, observations, and ideas.
Acknowledge new information expressed by
others, and, when warranted, qualify or
justify their own views in light of the
evidence presented.
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.
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.
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.
Integrate multimedia and visual displays
into presentations to clarify information,
strengthen claims and evidence, and add
interest.
Adapt speech to a variety of contexts and
tasks, demonstrating command of formal
English when indicated or appropriate.
Anderson School District Five
Page 14
**Speaking and Listening activities should be
centered in the content being taught. For
suggested activities, see the Collections textbook
and individual novel units for The Outsiders and
Soldier’s Heart
Additional Resources:
● Toastmasters: Tips & Techniques for Public
Speaking: toastmasters.org
● “Video”: How to Give an Awesome
Presentation:
https://www.youtube.com/watch?v=i68a6M
5FFBc#t=13
● Video: 5 Basic Public Speaking Tips:
https://www.youtube.com/watch?v=AykYR
O5d_lI&list=PL51B13391A176E8F5
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Third Nine Weeks
Theme:
Approaching Adulthood (Collection 4)
Reading
Literature
&
Reading
Informational
Texts
Standards
Resources
RL.1
Approaching Adulthood
Anchor Text – Marigolds by Eugenia Collier
Anchor Text – When Do Kids Become Adults by
Steinberg, Cheng, Kitman, Hofer, Thompson
Cite the textual evidence that most strongly
supports an analysis of what the text says
explicitly as well as inferences drawn from
the text.
RL.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
characters, setting, and plot; provide an
objective summary of the text.
RL.3 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.4 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.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.
RL.6 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. 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.7 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.9 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.10 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.
Anderson School District Five
Page 15
Required Novel – The Outsiders
Suggested Reading Selections:
Poems:
● Nothing Gold Can Stay by Robert Frost
● Stopping by the Woods on a Snowy
Evening by Robert Frost
● The Road Not Taken by Robert Frost
● Fire and Ice by Robert Frost
● Birches by Robert Frost
● Hanging Fire by Audrey Lorde (textbook)
● Teenagers by Pat Mora (textbook)
● Identity by Julio N. Polanco (close reader)
● Hard on the Gas by Janet S. Wong (close
reader)
● We Real Cool
● We Wear the Masque
Fiction:
● The Whistle by Anne Estevis (close
reader)
Non-Fiction:
● Much Too Young to Work So Hard by
Naoki Tanaka (textbook)
● Is Sixteen Too Young To Drive a Car? By
Robert Davis (textbook)
● Fatal Car Crashes Drop for 16 year olds,
Drop for Older Teens by Allison Aubrey
(textbook)
Art, Music, Media
● Your Phone Can Wait (Public Service
Announcement) with video clip in Digital
Collection (textbook)
● Driving Distracted (poster) also in Digital
Collection (textbook)
Suggested Resources:
● The Outsiders novel unit
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Third Nine Weeks
Theme:
Approaching Adulthood (Collection 4)
Reading
Literature
&
Reading
Informational
Texts
Standards
Resources
RI.1
Taken from Common Core Curriculum Maps
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.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.
RI.3 Analyze how a text makes connections
among and distinctions between individuals,
ideas, or events (e.g., through comparisons,
analogies, or categories).
RI.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.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.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.
RI.7 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 Delineate and evaluate the argument and
specific claims in a text, assessing whether
the reasoning is sound and the evidence is
relevant and sufficient; recognize when
irrelevant evidence is introduced.
RI.9 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.10 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.
Anderson School District Five
Page 16
English Language Arts, Grades 6-8
●
Grade 8, Unit 6 – “The Road Not Taken”
 Sample Activity #1 (RL.2, RL.4) (SL.5)
 Sample Activity #14 (RL.5, RL.7)
(SL.6)
 Sample Activity #15 (RL.2, RL.4)
(SL.6)
 Sample Lesson Plan, pp. 190-192
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Third Nine Weeks
Theme:
Approaching Adulthood (Collection 4)
Standards
Resources
W.1
Collection 4 Performance Tasks
● Literary Analysis
● Multi-media campaign
W.1a
W.1b
W.1c
W.1d
W.1e
W.2
W.2a
Writing
W.2b
W.2c
W.2d
W.2e
W.2f
W.3a
W.4
Write arguments to support claims with clear
reasons and relevant evidence.
Introduce claim(s), acknowledge and
distinguish the claim(s) from alternate or
opposing claims, and organize the reasons
and evidence logically.
Support claim(s) with logical reasoning and
relevant evidence, using accurate, credible
sources and demonstrating an
understanding of the topic or text.
Use words, phrases, and clauses to create
cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and
evidence.
Establish and maintain a formal style.
Provide a concluding statement or section
that follows from and supports the argument
presented.
Write informative/explanatory texts to
examine a topic and convey ideas, concepts,
and information through the selection,
organization, and analysis of relevant
content.
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.
Develop the topic with relevant, well-chosen
facts, definitions, concrete details,
quotations, or other information and
examples.
Use appropriate and varied transitions to
create cohesion and clarify the relationships
among ideas and concepts.
Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
Establish and maintain a formal style.
Provide a concluding statement or section
that follows from and supports the
information or explanation presented.
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.
Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
Anderson School District Five
Page 17
Informative Writing: Suggested Resources:
● Writing Fix Informative Writing
Resources:
http://writingfix.com/genres/informative.h
tm
● Explanation of Expository Writing:
http://www.stanford.edu/~arnetha/expo
write/info.html
● Essay Info on Expository Essay Writing:
http://essayinfo.com/essays/expository_e
ssay.php
● Internet4Classrooms: A few of the options
here are on expository writing (the list is
in alphabetical order):
https://www.internet4classrooms.com/lan
g_write.htm
● PowerPoint on Informational Writing:
http://sitemaker.umich.edu/katemiller/file
s/informational_writingday1.ppt
● Video on Planning Informational Text:
http://learnzillion.com/lessons/1088-planwriting-for-an-informational-text
Unit 2—Informative Essay – Shaping the Earth
Found in Common Core Assessment
Supplement
Plus Research Simulation Task 2 from Unit 4
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Third Nine Weeks
Theme:
Approaching Adulthood (Collection 4)
Standards
Resources
W.5
Writing
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.6
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.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.
W.8
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.9
Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
W.9a 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.9b Apply grade 8 Reading standards to literary
nonfiction (e.g., “Delineate and evaluate the
argument and specific claims in a text,
assessing whether the reasoning is sound
and the evidence is relevant and sufficient;
recognize when irrelevant evidence is
introduced”).
W.10 Write routinely over extended time frames
(time for research, reflection, and revision)
and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific
tasks, purposes, and audiences.
Anderson School District Five
Page 18
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Third Nine Weeks
Theme:
Approaching Adulthood (Collection 4)
Standards
Resources
L.1
Suggested Resources for Teaching Grammar
throughout the year
● ReadWriteThink Grammar Lessons: A
menu of general grammar lessons that
would be useful during the writing
workshop as well as throughout the year:
http://www.readwritethink.org/search/?sor
t_order=relevance&q=Grammar&srchgo.x
=-201&srchgo.y=223&old_q=&srchwhere=full-site
● Four Level Analysis (Michael Clay
Thompson): These .pdf files provide a
short explanation and examples of this
grammar strategy that can be introduced
at the beginning of the year and continued
throughout the year (bellringers, daily
practice, etc.):
http://www.scgifted.org/4LevelPlus.pdf
● The Magic Lens by Michael Clay Thompson
(most A5 Schools should have a copy of
this in their professional library): This is
Thompson’s book that introduces parts of
speech and basic grammar concepts using
four-level analysis (above). This is a
comprehensive method of teaching
grammar that could be used throughout
the year, but must be introduced in the
first few weeks.
● Mechanically Inclined by Jeff Anderson
(book – may be available in your school’s
library) This book helps teachers find ways
of making the mechanics of English
meaningful to middle school students. Also
has a website: http://www.writeguy.net/
with downloads for teachers.
● BrainPop (your school may have a
subscription to this online resource): when
you log in to the website (brainpop.com),
choose English. From the next menu,
choose Grammar to view the list of topics
that are available. For each topic you can
find a video and several activities.
L.1a
L.1b
L.1c
L.1d
L.2
L.2a
L.2b
L.2c
L.3
L.3a
Language
L.4
L.4a
L.4b
L.4d
L.5
Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking.
Explain the function of verbals (gerunds,
participles, infinitives) in general and their
function in particular sentences.
Form and use verbs in the active and
passive voice.
Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
Recognize and correct inappropriate shifts in
verb voice and mood.*
Demonstrate command of the conventions
of standard English capitalization,
punctuation, and spelling when writing.
Use punctuation (comma, ellipsis, dash) to
indicate a pause or break.
Use an ellipsis to indicate an omission.
Spell correctly.
Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
Use verbs in the active and passive voice
and in the conditional and subjunctive mood
to achieve particular effects (e.g.,
emphasizing the actor or the action;
expressing uncertainty or describing a state
contrary to fact).
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.
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.
Use common, grade-appropriate Greek or
Latin affixes and roots as clues to the
meaning of a word (e.g., precede, recede,
secede).
Verify the preliminary determination of the
meaning of a word or phrase (e.g., by
checking the inferred meaning in context or
in a dictionary).
Demonstrate understanding of figurative
language, word relationships, and nuances
in word meanings.
Anderson School District Five
Page 19
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Third Nine Weeks
Theme:
Approaching Adulthood (Collection 4)
Standards
L.6
Language
Resources
Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather
vocabulary knowledge when considering a
word or phrase important to comprehension
or expression.
Anderson School District Five
Page 20
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Third Nine Weeks
Theme:
Approaching Adulthood (Collection 4)
Standards
Resources
SL.1
**Speaking and Listening activities should be
centered in the content being taught. For
suggested activities, see the Collections
textbook and individual novel units for The
Outsiders and Soldier’s Heart
SL.1a
SL.1b
SL.1c
SL.1d
Speaking and
Listening
SL.2
SL.3
SL.4
SL.5
SL.6
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.
Come to discussions prepared, having read
or researched material under study;
explicitly draw on that preparation by
referring to evidence on the topic, text, or
issue to probe and reflect on ideas under
discussion.
Follow rules for collegial discussions and
decision-making, track progress toward
specific goals and deadlines, and define
individual roles as needed.
Pose questions that connect the ideas of
several speakers and respond to others’
questions and comments with relevant
evidence, observations, and ideas.
Acknowledge new information expressed by
others, and, when warranted, qualify or
justify their own views in light of the
evidence presented.
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.
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.
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.
Integrate multimedia and visual displays into
presentations to clarify information,
strengthen claims and evidence, and add
interest.
Adapt speech to a variety of contexts and
tasks, demonstrating command of formal
English when indicated or appropriate.
Anderson School District Five
Page 21
Additional Resources:
● Toastmasters: Tips & Techniques for
Public Speaking: toastmasters.org
● “Video”: How to Give an Awesome
Presentation:
https://www.youtube.com/watch?v=i68a6
M5FFBc#t=13
● Video: 5 Basic Public Speaking Tips:
https://www.youtube.com/watch?v=AykY
RO5d_lI&list=PL51B13391A176E8F5
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Third Nine Weeks
Theme:
Approaching Adulthood (Collection 4)
Anderson School District Five
Page 22
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Fourth Nine Weeks
Theme:
Culture and Belonging (Collection 1)
Reading
Literature
&
Reading
Informational
Texts
Standards
Resources
RL.1
Culture & Belonging
Anchor Text – My Favorite Chaperone by
Jean Davies Okimoto
Anchor Text – from The Latehomecomer by
Kao Kaila Yang
Cite the textual evidence that most strongly
supports an analysis of what the text says
explicitly as well as inferences drawn from the
text.
RL.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
characters, setting, and plot; provide an
objective summary of the text.
RL.3 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.4 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.9 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.10 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.
RI.1
RI.2
RI.3
RI.4
Cite the textual evidence that most strongly
supports an analysis of what the text says
explicitly as well as inferences drawn from the
text.
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.
Analyze how a text makes connections among
and distinctions between individuals, ideas, or
events (e.g., through comparisons, analogies,
or categories).
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.
Anderson School District Five
Page 23
Options for the Required Novel Selection:
● The Legacy of Anne Frank (Collection 5
– textbook) (drama)
● Much Ado About Nothing by
Shakespeare (drama)
● Pigman (novel)
● Clover (novel)
● Bronx Masquerade (novel)
● Death Be Not Proud (novel)
● Son of the Mob (novel)
Suggested Reading Selections:
Poems:
● The Powwow at the End of the World
by Sherman Alexie (textbook)
Fiction:
● Golden Glass by Alma Luz Villanueva
(close reader)
Non-Fiction:
● Bonne Annee by Jean-Pierre Benoit
(textbook)
● A Place to Call Home by Bittle &
Rochkind (textbook)
● What to Bring by Naisha Jackson
(textbook)
● Museum Indians by Susan Power
(close reader)
Art, Music, Media
● New Immigrants Share Their Stories
by Lisa Gossels (media analysis –
documentary)
● Additional Media found in Digital
Collection
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Fourth Nine Weeks
Theme:
Culture and Belonging (Collection 1)
Standards
Resources
RI.5
Reading
Literature
&
Reading
Informational
Texts
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.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.
RI.7 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 Delineate and evaluate the argument and
specific claims in a text, assessing whether
the reasoning is sound and the evidence is
relevant and sufficient; recognize when
irrelevant evidence is introduced.
RI.10 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.
Anderson School District Five
Page 24
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Fourth Nine Weeks
Theme:
Culture and Belonging (Collection 1)
Standards
Resources
W.1
Collection 1 Performance Tasks
● Expository Essay
● Personal Narrative (optional)
W.1a
W.1b
W.1c
W.1d
W.1e
W.2
W.2a
Writing
W.2b
W.2c
W.2d
W.2e
W.2f
W.3
W.3a
Write arguments to support claims with clear
reasons and relevant evidence.
Introduce claim(s), acknowledge and
distinguish the claim(s) from alternate or
opposing claims, and organize the reasons
and evidence logically.
Support claim(s) with logical reasoning and
relevant evidence, using accurate, credible
sources and demonstrating an understanding
of the topic or text.
Use words, phrases, and clauses to create
cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and
evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that
follows from and supports the argument
presented.
Write informative/explanatory texts to
examine a topic and convey ideas, concepts,
and information through the selection,
organization, and analysis of relevant content.
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.
Develop the topic with relevant, well-chosen
facts, definitions, concrete details, quotations,
or other information and examples.
Use appropriate and varied transitions to
create cohesion and clarify the relationships
among ideas and concepts.
Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
Establish and maintain a formal style.
Provide a concluding statement or section that
follows from and supports the information or
explanation presented.
Write narratives to develop real or imagined
experiences or events using effective
technique, relevant descriptive details, and
well-structured event sequences.
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.
Anderson School District Five
Page 25
Collection 5 Performance Tasks
● Expository Essay (optional)
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Fourth Nine Weeks
Theme:
Culture and Belonging (Collection 1)
Standards
Writing
Resources
W.3b Use narrative techniques, such as dialogue,
pacing, description, and reflection, to develop
experiences, events, and/or characters.
W.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.
W.3d Use precise words and phrases, relevant
descriptive details, and sensory language to
capture the action and convey experiences
and events.
W.3e Provide a conclusion that follows from and
reflects on the narrated experiences or
events.
W.4
Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
W.5
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.6
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.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.
W.8
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.9
Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
Anderson School District Five
Page 26
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Fourth Nine Weeks
Theme:
Culture and Belonging (Collection 1)
Standards
Writing
Resources
W.9a 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.9b Apply grade 8 Reading standards to literary
nonfiction (e.g., “Delineate and evaluate the
argument and specific claims in a text,
assessing whether the reasoning is sound and
the evidence is relevant and sufficient;
recognize when irrelevant evidence is
introduced”).
W.10 Write routinely over extended time frames
(time for research, reflection, and revision)
and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific
tasks, purposes, and audiences.
Anderson School District Five
Page 27
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Fourth Nine Weeks
Theme:
Culture and Belonging (Collection 1)
Standards
Resources
L.1
Suggested Resources for Teaching
Grammar throughout the year
● ReadWriteThink Grammar Lessons: A
menu of general grammar lessons that
would be useful during the writing
workshop as well as throughout the
year:
http://www.readwritethink.org/search/
?sort_order=relevance&q=Grammar&s
rchgo.x=-201&srchgo.y=223&old_q=&srchwhere=full-site
● Four Level Analysis (Michael Clay
Thompson): These .pdf files provide a
short explanation and examples of this
grammar strategy that can be
introduced at the beginning of the year
and continued throughout the year
(bellringers, daily practice, etc.):
http://www.scgifted.org/4LevelPlus.pdf
● The Magic Lens by Michael Clay
Thompson (most A5 Schools should
have a copy of this in their professional
library): This is Thompson’s book that
introduces parts of speech and basic
grammar concepts using four-level
analysis (above). This is a
comprehensive method of teaching
grammar that could be used
throughout the year, but must be
introduced in the first few weeks.
● Mechanically Inclined by Jeff Anderson
(book – may be available in your
school’s library) This book helps
teachers find ways of making the
mechanics of English meaningful to
middle school students. Also has a
website: http://www.writeguy.net/
with downloads for teachers.
● BrainPop (your school may have a
subscription to this online resource):
when you log in to the website
(brainpop.com), choose English. From
the next menu, choose Grammar to
view the list of topics that are
available. For each topic you can find a
video and several activities.
L.1a
L.1b
L.1c
L.1d
L.2
L.2a
L.2b
L.2c
L.3
L.3a
Language
L.4
L.4a
L.4b
L.4c
L.4d
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
Explain the function of verbals (gerunds,
participles, infinitives) in general and their
function in particular sentences.
Form and use verbs in the active and passive
voice.
Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
Recognize and correct inappropriate shifts in
verb voice and mood.*
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
Use punctuation (comma, ellipsis, dash) to
indicate a pause or break.
Use an ellipsis to indicate an omission.
Spell correctly.
Use knowledge of language and its
conventions when writing, speaking, reading,
or listening.
Use verbs in the active and passive voice and
in the conditional and subjunctive mood to
achieve particular effects (e.g., emphasizing
the actor or the action; expressing uncertainty
or describing a state contrary to fact).
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.
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.
Use common, grade-appropriate Greek or
Latin affixes and roots as clues to the
meaning of a word (e.g., precede, recede,
secede).
Consult general and specialized reference
materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find
the pronunciation of a word or determine or
clarify its precise meaning or its part of
speech.
Verify the preliminary determination of the
meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in
a dictionary).
Anderson School District Five
Page 28
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Fourth Nine Weeks
Theme:
Culture and Belonging (Collection 1)
Standards
L.5
L.5a
L.5b
L.5c
Language
L.6
Resources
Demonstrate understanding of figurative
language, word relationships, and nuances in
word meanings.
Interpret figures of speech (e.g., verbal iron,
puns) in context.
Use the relationship between particular words
to better understand each of the words.
Distinguish among the connotations
(associations) of words with similar
denotations (definitions) (e.g., bullheaded,
willful, firm, persistent, resolute).
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.
Anderson School District Five
Page 29
July 1, 2014
Grade 8 ELA – Curriculum Planning Guide – 2014-2015
Fourth Nine Weeks
Theme:
Culture and Belonging (Collection 1)
Speaking and
Listening
Standards
Resources
SL.1a Come to discussions prepared, having read or
researched material under study; explicitly
draw on that preparation by referring to
evidence on the topic, text, or issue to probe
and reflect on ideas under discussion.
SL.1b Follow rules for collegial discussions and
decision-making, track progress toward
specific goals and deadlines, and define
individual roles as needed.
SL.2 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.3 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.
SL.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.5 Integrate multimedia and visual displays into
presentations to clarify information,
strengthen claims and evidence, and add
interest.
SL.6 Adapt speech to a variety of contexts and
tasks, demonstrating command of formal
English when indicated or appropriate.
**Speaking and Listening activities should
be centered in the content being taught. For
suggested activities, see the Collections
textbook and individual novel units for The
Outsiders and Soldier’s Heart
Anderson School District Five
Page 30
Additional Resources:
● Toastmasters: Tips & Techniques for
Public Speaking: toastmasters.org
● “Video”: How to Give an Awesome
Presentation:
https://www.youtube.com/watch?v=i6
8a6M5FFBc#t=13
● Video: 5 Basic Public Speaking Tips:
https://www.youtube.com/watch?v=Ay
kYRO5d_lI&list=PL51B13391A176E8F5
July 1, 2014