LANGUAGE AND LITERACY
CURRICULUM DOCUMENT FOR 8TH GRADE ELA 2014 – 2015
WHAT DOES IT MEAN TO BE LITERATE?
Unit Title:
Time Frame:
Making Connections to Texts
Third Grading Period
Facilitation Questions:
Abstract/Overview:
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Why are connections important?
What is a theme?
How can I choose what to read based on my goals in life?
In what ways do we connect to what we read?
What does it mean to provide evidence from a text?
How are you now a better reader and writer?
How does a person’s culture affect his/her values and
beliefs? What can we learn from cultures different from
ours?
What are myths?
What truths can be learned or expressed through fantasy?
What do all stories have in common?
How can I influence someone without using words?
What is a letter?
Why do people write letters?
Why do people make speeches?
Do speeches ever make a difference?
Building on the genres we’ve read, now we are going to look at the
various ways texts are connected. Finding texts that are connected is
important to the work this grading period, as we broaden our horizons
to explore how other cultures address themes of the human
experience. Mythology will prepare students for the reading and
writing expectations of their ninth grade year. In writing classes, we
will incorporate previous skills taught, including the writing process,
personal response, essay structure, grammar and conventions. This is
an excellent opportunity for reading and writing teachers to plan texts
to use together.
Reading – Make intertextual connections.
Writing – Compose a persuasive essay/persuasive letter. Compose a
multi-paragraph essay to respond to a text, using Claim-EvidenceCommentary structure. Prepare for public speaking.
Curriculum:
Enduring Understandings:
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Exploring different genres adds depth and complexity to the understanding of a theme.
Unit Title: Making Connections to Texts
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Readers and writers make connections to and among texts and other media.
I will grow as a reader and writer by practicing the ongoing reading and writing processes.
Organization is essential to communicate ideas and information.
In different genres and different cultures, common themes in the human experience are explored.
Essential Questions:
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How can a reader identify a theme?
In what ways are texts connected?
What is the importance of reading various genres?
What is the structure of a multi-paragraph essay?
What are some ways that readers and writers respond to text?
What techniques do speakers use to communicate their messages?
Spiraling TEKS:
 Fig. 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an
author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
 Fig. 19 (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
 Fig. 19 (B) ask literal, interpretive, evaluative, and universal questions of text
 Fig. 19 (C) reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and
world connections; creating sensory images)
 Fig. 19 (D) make complex inferences about text and use textual evidence to support understanding RS, SS
 Fig. 19 (E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across
texts RS, SS
 Fig. 19 (F) make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence RS
 8.2 (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
RS
 8.2 (B) use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous
words or words with novel meaning RS
 8.2 (C) complete analogies that describe a function or its description (e.g., pen:paper as chalk:_____ or soft:kitten as hard:______)
 8.2 (D) identify common words or word parts from other languages that are used in written English (e.g., phenomenon, charisma,
chorus, passé, flora, fauna)
 8.2 (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations,
alternate word choices, and parts of speech of words RS
 8.14 (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining
Unit Title: Making Connections to Texts
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appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing
a thesis or controlling idea
8.14 (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast)
and building on ideas to create a focused, organized, and coherent piece of writing
8.14 (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and
complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of
purpose, audience, and genre have been addressed
8.14 (D) edit drafts for grammar, mechanics, and spelling
8.14 (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences
8.19 (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
 (i) verbs (perfect and progressive tenses) and participles
 (ii) appositive phrases
 (iii) adverbial and adjectival phrases and clauses
 (iv) relative pronouns (e.g., whose, that which)
 (v) subordinating conjunctions (e.g., because, since)
8.19 (B) write complex sentences and differentiate between main versus subordinate clauses
8.19 (C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly
identified antecedents, parallel structures, and consistent tenses
8.20 (A) use conventions of capitalization
8.20 (B) use punctuation marks, including:
 (i) commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex sentences
8.21 (A) spell correctly, including using various resources to determine and check correct spellings
The student will know and be able to:
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Fig. 19 (D), (E), (F) (see Spiraling)
8.2 (B) (see Spiraling)
8.2 (E) (see Spiraling)
8.3 (A) analyze literary works that share similar themes across cultures SS
8.3 (B) compare and contrast the similarities and differences in mythologies from various cultures (e.g., ideas of afterlife, roles and
characteristics of deities, purposes of myths) SS
 8.4 (A) compare and contrast the relationship between the purpose and characteristics of different poetic forms (e.g., epic poetry,
lyric poetry) SS
 8.5 (A) analyze how different playwrights characterize their protagonists and antagonists through the dialogue and staging of their
plays SS
 8.6 (A) analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and
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how conflicts are resolved RS
8.9 (A) analyze works written on the same topic and compare how the authors achieved similar or different purposes SS
8.10 (D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or
different genres and support those findings with textual evidence RS
8.11 (A) compare and contrast persuasive texts that reached different conclusions about the same issue and explain how the authors
reached their conclusions through analyzing the evidence each presents SS
8.17 (A) write a multi-paragraph essays to convey information about a topic that:
 (i) presents effective introductions and concluding paragraphs
 (ii) contains a clearly stated purpose or controlling idea
 (iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies
 (iv) accurately synthesizes ideas from several sources
 (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs
8.17 (B) write a letter that reflects an opinion, registers a complaint, or requests information in business or friendly context
8.17 (C) write responses to literary or expository texts that demonstrate the use of writing skills for a multi-paragraph essay and
provide sustained evidence from the text using quotations when appropriate
8.17 (D) produce a multimedia presentation involving text, graphics, images, and sound using available technology
8.18 (A) establishes a clear thesis or position
8.18 (B) considers and responds to the views of others and anticipates and answers reader concerns and counter-arguments
8.18 (C) includes evidence that is logically organized to support the author’s viewpoint and that differentiates between fact and
opinion
Student Understanding (student friendly TEKS):
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Fig. 19 (D) I will infer using textual evidence.
Fig. 19 (E) I will summarize, paraphrase, and synthesize texts so that their meanings are not changed.
Fig. 19 (F) I will make connections among and across texts and other media and provide textural evidence while I am reading.
8.2 (B) I will use context clues to determine or clarify the meaning of words.
8.2 (E) I will use the dictionary, glossary, or thesaurus to determine meanings, syllabication, pronunciations, alternate word choices,
and parts of speech of words.
 8.3 (A) I will be able to analyze literary works that share similar themes across cultures.
 8.3 (B) I will compare and contrast the similarities and differences in mythologies from various cultures e.g.,
 ideas of afterlife
 roles and characteristics of deities
 purpose of myths
 ect.
 8.4 (A) I will analyze how the form of the poem matches its purpose and compare it with other forms and purposes of poems.
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 8.5 (A) I will analyze how playwrights use dialogue and staging to characterize their protagonists and antagonists.
 8.6 (A) I will determine whether and how conflicts are resolved by analyzing linear plot development (including conflict, rising action,
falling action, resolution, sub plots).
 8.9 (A) I will compare how the authors achieved similar or different purposes by analyzing works written on the same topic.
 8.10 (D) I will read expository text and (1) synthesize ideas within the text, (2) make logical connections between it and other texts,
and (3) provide textual evidence to support my thinking.
 8.11 (A) I will compare and contrast persuasive texts that reached different conclusions about the same issue and explain how
authors reached their conclusions through analyzing the evidence each presents.
 8.17 (A) I will write a multi-paragraph essay to convey information.
 (i) I will write a multi-paragraph essay that uses effective introductions and conclusions.
 (ii) I will write a multi-paragraph essay that contains a clearly stated purpose.
 (iii) I will write a multi-paragraph essay that is logically organized with appropriate facts and details and includes no
extraneous information or inconsistencies.
 (iv) I will write a multi-paragraph essay that accurately synthesizes ideas from several sources.
 (v) I will write a multi-paragraph essay that uses a variety of sentences structures, rhetorical devices, and transitions to link
paragraphs.
 8.17 (B) I will write a multi-paragraph essay that responds to another text using evidence and quotations when appropriate.
 8.17 (C) I will write a multi-paragraph essay that responds to another text using evidence and quotations when appropriate.
 8.17 (D) I will make a multimedia presentation with text, graphics, images, and sound.
 8.18 (A) I will write a persuasive essay with a clear thesis or position.
 8.18 (B) In my persuasive essay, I will look at what other people say on the same topic and I will anticipate and respond to their
concerns and counter arguments.
 8.18 (C) In my persuasive essay, I will include evidence that is logically organized and differentiate between facts and opinions.
Targeted College Readiness Standards: Click here to access CCRS document in full.
Targeted ELPs: Click here to access ELPS TEA web document in full.
Language of Instruction (use this terminology in your
classroom instruction and discussions):
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compare/contrast
similarities
controlling idea
rhetorical fallacies and logical fallacies – loaded terms,
caricatures, leading questions, incorrect premises, false
Unit Title: Making Connections to Texts
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Academic Vocabulary (teach for mastery):
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Reading:
o lyric poetry
o narrative poetry
o culture
o deities
English
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o thesis
o transition
o counterargument
assumptions
extraneous
rhetorical devices
folktale
folklore
tall tale
hero
enunciate
Instruction: These materials and instructional experiences offer workable components which necessitate the
addition of other choices to construct a sequence of learning experiences in which reading and writing blend.
Reading Skill and Strategy Focus:
Written Composition and Grammar:
 Read and interpret fiction, mythology, expository text,
Composition/Essay:
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poetry, and drama, highlighting paired readings of different
genres.
Use textual evidence in support of an inference during
reading and discussion.
Respond to the text by actively reading – asking questions,
making connections, summarizing for understanding and
creating images while reading.
Identify main idea.
Paraphrase author’s ideas.
Examine techniques and conventions an author uses to
accomplish a specific purpose.
Make connections between and across texts about theme
and ideas.
Discuss whether and how conflict is resolved.
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Unit Title: Making Connections to Texts
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Instruction focus
o Effective introductions and concluding paragraphs
o Clearly stated purpose or controlling idea
o Logical organization to support the author’s viewpoint
o Persuasive techniques, rhetorical devices, and
transitions
o Anticipating and responding to counter-arguments
o Fundamentals of public speaking (anecdotes, eye
contact, speaking rate, volume, enunciation, gestures,
etc.)
o Providing sustained evidence from a text
o Quoting and paraphrasing
o Logical organization with appropriate facts and details
with no extraneous information or inconsistencies
o Synthesizing ideas
o Using a variety of sentence structures, rhetorical
devices, and transitions
Composition focus
o Persuasive essay
o Letter (reflecting an opinion, registering a complaint, or
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requesting information)
o Speech
o Multi-paragraph essay to respond to a text
Grammar and Conventions:
o Review capitalization, spelling, punctuation, and
complex sentences
o Review using a variety of complete sentences (simple,
compound, complex) that include properly placed
modifiers, correctly identified antecedents, parallel
structures, and consistent tenses
Core Text Experiences – Teachers select reading of varied genres that provide students with opportunities to make meaningful and
deep connections between and across tests.
Suggested texts (excerpts or full text):
 Prentice Hall Language and Literacy
o Poetry
 Choices of poems from Unit 4
o Mythology
 “Death of Balder,” p. 1024
 “Coyote Steals Sun and Moon,” p. 1026
 “Why Waves have Whitecaps,” p. 1032
 “Echo,” p. 1033
o Drama
 Frances Goodrich and Albert Hackett – The Diary of Anne Frank, p. 854
 Neil Simon – “The Governess”, p. 818
 Other Sources
o Poetry
 Joan Labombard – “The Anne Frank House Amsterdam”
 Song Lyrics
 Shel Silverstein poems
 Karen Hess – Out Of the Dust
 Jacqueline Woodson - Locomation
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o Drama
 Walter Dean Myers – Monster
 Look for dramas in Scope or Read periodicals
 Adaptation of Bearstone – can be found in purple Read XL
 Screenplays
o Short Story
 Frank Stockton -“The Lady or the Tiger”
o Paired Readings
 Pastor Martin Niemoller – “First They came for the Jews”
 Eve Bunting – “Terrible Things”
o Screenplays
o Speeches
 “I Have a Dream” by Martin Luther King, Jr. (speech) p. 172
Teachers’ choice as approved by department head or curriculum department. Be sure to include multiple genres.
Technology:
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TA: 8.1.B – create, present, and publish original works as a
means of personal or group expression;
TA: 8.6.D – understand and use software applications,
including selecting and using software for a defined task
TA: 8.5.C – practice and explain safe and appropriate online
behavior, personal security guidelines, digital identity,
digital etiquette, and acceptable use of technology
Career Connections/Real Life Application: As teachers use
this document, we will add here their ideas about ways to make
career and real life applications here.
Exemplar Lessons: As teachers use this document, we will add
Research Based Instructional Strategies: As teachers use this
exemplar lessons here.
document, we will add representative research-based instructional
strategies here.
Assessment:
Modify or supplement the suggested assessments below to complement unit activities and ensure
varied assessments throughout the year.
Student self-assessment & reflection:
Acceptable evidence or artifacts:
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