Grade 8 English Curriculum Themes
Overall rationale: Throughout the 8th grade year,
students will analyze interactions at all levels
beginning with their individual interactions with their
homes and communities, and eventually extending to
the nation and the world. Students must understand
that their individual interactions with others and the
environment can make an impact on society. Students
will also analyze factors that shape their connections
with the world. Multiple units may fit into each theme below, and themes could be
addressed in a different order than listed below.
Unit 1: Places and People
Enduring Understandings:
● Humans have to adapt to their environment.
● Our environment shapes who we are.
● Our actions impact our environment.
Essential Questions:
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How does my environment influence my identity?
What different places do I interact with, and in what ways?
How do people from different places adapt to their environments?
What role do I play in my environment?
Rationale:
In this unit of study, students will examine their interactions with their environment. A
person’s environment could be his or her bedroom, apartment, house, school, community,
or nation. Students will explore settings, both in literature and nonfiction, and the impact of
setting on a person’s story. Students will understand that environment can create conflict,
and that people may have to work either with or against their environment to resolve the
conflict and thrive. When using explicit instruction for context clues, refer to the word’s
environment impacting its meaning.
Potential unit plans that would fit in this theme could include:
● exploration of a student’s personal environment and how it impacts his or her
personality
● informational texts and/or persuasive texts regarding “being green” or caring for
the environment
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● exploration of family and cultural dynamics as “environment”
● Poetry Unit 8.1 by Judith Freeman and Anousheh Shayestehpour
● Resources in Holt Grade 8 Elements of Literature Collection 3: “Being There”
Potential writing assignments to fit this theme could include:
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a descriptive essay
a memoir or personal narrative
poetry- “Where I’m From”
a persuasive essay or speech about the environment
Potential reading selections:
 Between Shades of Gray - Sepetys
 Midwinter Blood - Sedgwick
 Splendors and Glooms - Schlit
 Caminar - Brown
 Hattie Big Sky - Larson
 Moon Over Manifest - Vanderpool
 Dead End in Norvelt - Gantos
 Inside Out and Back Again - Lai
 Wanting More - Kan
 Heart of a Shepherd - Parry
 Seedfolks - Fleischman
 Under the Mesquite - McCall
 When You Reach Me - Stead
 Lizzie Bright and the Buckminster Boy - Schmidt
 A Brief Chapter in My Impossible Life - Reinhardt
 So Hard to Say - Sanchez
 Good Masters, Sweet Ladies - Schlitz
 Breaking Stalin’s Nose - Yelchin
 Tyrant’s Daughter - Carleson
 Book Thief - Zusak
 Death-Defying Pepper Roux - McCaughrean
SOLs (based on Q1 scope and sequence) Introduced and Explicitly Taught
*If teaching themed units out of order, adjust standards based on the appropriate quarter’s
scope and sequence*
8.4 The student will apply knowledge of word origins, analogies, and figurative language to
extend vocabulary development within authentic texts.
a) identify and analyze author’s use of figurative language
b) Use context, structure, and connotations to determine meaning and
differentiate among multiple meanings of words and phrases
2
8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and
poetry.
a) Explain the use of symbols and figurative language
c) Explain how authors use characters and conflict to create meaning
d) Understand author’s use of conventional elements and characteristics within
a variety of genres
h) Identify main idea
i) Summarize text relating supporting details
k) Identify cause and effect relationships
8.6 The student will read, comprehend, and analyze a variety of nonfiction texts.
e) Analyze details for relevance and accuracy
f) Differentiate between fact and opinion
g) Identify main idea
h) Summarize the text identifying supporting details
*Although 8.4 a) identify and analyze author’s use of figurative language and 8.5 a) Explain
the use of symbols and figurative language are not explicitly on the Q1 scope and sequence,
these standards may be necessary to teach in this unit, especially if using poetry to address the
theme*
8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling,
sentence structure, and paragraphing.
d) Maintain consistent verb tense across paragraphs.
e) Use comparative and superlative degrees in adverbs and adjectives.
*Word parts (roots, affixes) and writing standards should be explicitly taught all year and
assessed in a variety of ways *
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Unit 2: Structures
Enduring Understandings:
● Societies create structures to guide our interactions.
● Some structure is necessary.
● Too much or too little structure can both become problematic.
Essential Questions:
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Within what structures or systems do people interact?
What is the function of rules in a society?
When is structure positive, and when is it negative?
When does guidance become oppression?
Rationale:
In this unit of study, students will examine the structures that guide our
interactions. Students will analyze societal and cultural rules and norms. Students will
examine the delicate balance between freedom and structure and the motivations for
implementing structure, for example, safety and comfort versus oppression and control.
What motivates people to want to be a part of a society’s structures or rebel against
them? If structures in a society are functional, should they be kept in place? What is the
tipping point between just enough structure and too much?
Potential unit plans that would fit in this theme could include:
● dystopian/utopian literature
● comparison and contrast of structures in different societies (working with
Geography)
● Suggestions for Dystopian Novels: Anthem, The Giver, The Hunger Games, Selection,
Matched, Legend, The Bar Code Tattoo, Divergent
Potential writing assignments to fit this theme could include:
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a comparison/contrast essay
literary analysis
dystopian/utopian fiction, or an alternate ending to a novel
a persuasive essay or speech
Potential reading selections:
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Steelheart - Sanderson
All of the Above - Pearsall
Seraphina - Hartman
Ship Breaker - Bacigalupi
Invention of Hugo Cabret - Selznick
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Airborn - Oppel
Impossible - Werlin
Leviathan - Westerfeld
Outcasts of 19 Schuyler Place Konigsburg
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SOLs (based on Q1 + Q2 scope and sequence) Introduced and Explicitly Taught
*If teaching themed units out of order, adjust standards based on the appropriate quarter’s
scope and sequence*
8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and
poetry.
a) Explain the use of symbols and figurative language
b) Make inferences and draw conclusions based on explicit and implied information
using evidence from text as support
c) Explain how authors use characters, point of view, and conflict to create meaning
d) Understand author’s use of conventional elements and characteristics within a
variety of genres
h) Identify main idea
i) Summarize text relating supporting details k)identify cause and effect relationships
8.6 The student will read, comprehend, and analyze a variety of nonfiction texts.
e) Analyze details for relevance and accuracy
f) Differentiate between fact and opinion
g) Identify main idea
h) Summarize the text identifying supporting details
8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling,
sentence structure, and paragraphing.
a) Use a variety of graphic organizers, including sentence diagrams, to analyze and
improve sentence formation and paragraph structure.
b) Use and punctuate correctly varied sentence structures to include conjunctions and
transition words.
c) Choose the correct case and number for pronouns in prepositional phrases with
compound objects.
d) Maintain consistent verb tense across paragraphs.
e) Use comparative and superlative degrees in adverbs and adjectives.
f) Use quotation marks with dialogue and direct quotations.
g) Use correct spelling for frequently used words.
*Word parts (roots, affixes) and writing standards should be explicitly taught all year and
assessed in a variety of ways *
5
Unit 3: Global and Cultural Connections
Enduring Understandings:
● In our increasingly globalized world, interactions across cultures are incredibly
important.
● We must try to understand other cultures in order to collaborate.
Essential Questions:
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What are the effects of globalization?
How can different nations interact successfully?
What defines culture, and how does culture shape one’s identity?
In what ways are cultures alike and different?
How can we better appreciate the perspectives of other cultures?
What can we learn from other cultures?
Rationale:
In this unit of study students will define culture, and make connections between
their own culture and cultures around the world. Students will discuss how globalization
has made interacting with other nations increasingly important, and that although
collaboration across cultures can be difficult, it is worthwhile and necessary. Students will
have a better appreciation and respect for people who are different from them.
Collaboration with World Geography or foreign language teachers is encouraged with this
theme.
Potential unit plans that would fit in this theme could include:
● multicultural fiction and poetry
● comparison and contrast of different cultures (working with World Geography)
● informational text about cross-cultural collaboration or problems in different parts
of the world
● texts translated from languages other than English
Potential writing assignments to fit this theme could include:
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a comparison contrast essay
character analysis
letters, journal entries
blog
problem/solution essay
poetry
Poetry Unit 8.1 by Judith Freeman and Anousheh Shayestehpour
Resources in Holt Grade 8 Elements of Literature “Cultural Diversity Collection”
found on pg T22 of teacher’s edition
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Potential reading selections:
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Corner of White - Moriarty
Red Glass - Resau
What the Moon Saw - Resau
Jasper Jones - Silvey
My Sister Lives on the Mantlepiece - Pitcher
Mountains Beyond Mountains (adapted for Young People) - Kidder/French
Thunder Over Kandahar - McKay
Sold - McCormick
Tropical Secrets - Engle
No Turning Back - Naidoo
Sunrise Over Fallujah - Myers
Persepolis - Satrapi
19 Varieties of Gazelle - Nye
Absolutely True Diary of a Part-Time Indian - Alexie
The Arrival - Tan
The Wall: Growing Up Behind the Iron Curtain - Sis
My Name is Parvana - Ellis
Samurai Shortstop - Gratz
SOLs (based on Q2 scope and sequence) Introduced and Explicitly Taught
*If teaching themed units out of order, adjust standards based on the appropriate quarter’s
scope and sequence*
8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and
poetry.
a) Explain the use of symbols and figurative language
b) Make inferences and draw conclusions based on explicit and implied
information using evidence from text as support
c) Explain how authors use point of view, voice and tone to create meaning,
f) Compare and contrast authors’ styles
g) Identify and ask questions that clarify various viewpoints
j) Identify an author’s organizational pattern using textual clues such as
transitional words and phrases
8.6 The student will read, comprehend, and analyze a variety of nonfiction texts.
b) Make inferences and draw conclusions based on explicit and implied
information using evidence from text as support
c) Analyze the author’s qualifications, viewpoint, and impact
d) Analyze the author’s use of text structure and word choice
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i) Identify an author’s organizational pattern using textual clues such as
transitional words and phrases
j) Identify cause and effect relationships
8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling,
sentence structure, and paragraphing.
a) Use a variety of graphic organizers, including sentence diagrams, to analyze and
improve sentence formation and paragraph structure.
b) Use and punctuate correctly varied sentence structures to include conjunctions and
transition words.
c) Choose the correct case and number for pronouns in prepositional phrases with
compound objects.
d) Maintain consistent verb tense across paragraphs.
e) Use comparative and superlative degrees in adverbs and adjectives.
f) Use quotation marks with dialogue and direct quotations.
g) Use correct spelling for frequently used words.
*Word parts (roots, affixes) and writing standards should be explicitly taught all year and
assessed in a variety of ways *
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Unit 4: Movement and Change
Enduring Understandings:
● New situations and places lead to change.
● We can preserve our cultural identity even in a new place.
Essential Questions:
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When is movement necessary?
What motivates major shifts or changes?
How does movement impact society?
How can we adapt to change without losing our identity?
Rationale:
In this unit of study, students will examine the relationship between movement and
change. Movement can be literally moving from place to place, or a movement/shift in
thinking. Students will build upon 7th grade’s deep exploration into personal identity to
discuss the difficulty in maintaining one’s identity or sense of self while adapting to major
change. Students will have the opportunity to explore methods of adaptation without
compromising the most important parts of oneself. In Science, students could explore the
effects of movement and change on matter. This unit provides another opportunity to
collaborate with World Geography or Science.
Potential unit plans that would fit in this theme could include:
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historical fiction
research
biography
Family Migration by Carter, Fitzpatrick, Mann, Nolan, and Weber
science project with movement
Potential writing assignments to fit this theme could include:
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a research paper
journal entries
letters
a personal narrative or memoir
Potential reading selections:
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Devil’s Paintbox - McKernan
One of Those Hideous Books Where
the Mother Dies - Sones
Forest of Hands and Teeth - Ryan
Uprising - Haddix
Watsons Go to Birmingham … 1963
- Curtis
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Chuck Close: Facebook - Close
Silence of Our Friends - Long
Kinship - Krisher
A Monster Calls - Ness
Every Day - Levithan
10 Miles Past Normal - Dowell
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A Thief in the House of Memory Wynne-Jones
Alabama Moon – Key
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Nation - Pratchett
SOLs (based on Q2-Q3 scope and sequence) Introduced and Explicitly Taught
*If teaching themed units out of order, adjust standards based on the appropriate quarter’s
scope and sequence*
8.4 The student will apply knowledge of word origins, analogies, and figurative language to
extend vocabulary development within authentic texts.
a) identify and analyze author’s use of figurative language
b) Use context, structure, and connotations to determine meaning and differentiate
among multiple meanings of words and phrases
8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and
poetry.
a) Explain the use of symbols and figurative language
c) Explain how authors use characters and conflict to create meaning
f) Compare and contrast authors’ styles g)identify and ask questions that clarify
various viewpoints
j) Identify an author’s organizational pattern using textual clues such as transitional
words and phrases
8.6 The student will read, comprehend, and analyze a variety of nonfiction texts.
e) Analyze details for relevance and accuracy
f) Differentiate between fact and opinion
g) Identify main idea
h) Summarize text identifying supporting details
8.7 The student will write in a variety of forms, including narration, exposition, persuasion,
and informational.
a) Identify intended audience.
b) Use prewriting strategies to generate and organize ideas.
c) Distinguish between a thesis statement and a topic sentence.
d) Organize details to elaborate the central idea and provide unity.
e) Select specific vocabulary and information for audience and purpose.
f) Use interview quotations as evidence.
g) Revise writing for clarity of content, word choice, sentence variety, and transitions
among paragraphs.
h) Use computer technology to plan, draft, revise, edit, and publish writing.
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8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling,
sentence-structure, and paragraphing.
a) Use a variety of graphic organizers, including sentence diagrams, to analyze and
improve sentence formation and paragraph structure.
b) Use and punctuate correctly varied sentence structures to include conjunctions and
transition words.
c) Choose the correct case and number for pronouns in prepositional phrases with
compound objects.
d) Maintain consistent verb tense across paragraphs.
e) Use comparative and superlative degrees in adverbs and adjectives.
f) Use quotation marks with dialogue and direct quotations.
g) Use correct spelling for frequently used words.
*Word parts (roots, affixes) and writing standards should be explicitly taught all year and
assessed in a variety of ways *
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Unit 5: Responsibility and Leadership
Enduring Understandings:
● Anyone can be a leader.
● Leadership responsibilities change in different situations.
● Responsibilities and power in a society can be distributed in many ways.
Essential Questions:
● What does it mean to be a leader?
● What qualities make a strong leader?
● What are my leadership responsibilities as a citizen in a society?
Rationale
In this unit of study students will examine their responsibilities in society by
analyzing qualities of strong leaders. Students will see that leadership responsibilities can
vary based on situations, and that leaders can assume a variety of roles. Students who may
be intimidated by leadership responsibilities will see that anyone can be a leader, and that
some people become leaders in unexpected ways.
Potential unit plans that would fit in this theme could include:
historical fiction
research
biography/autobiography
Adolescents in Peril: Anne Frank and Melba Patillo Beals- A Unit that Explores the
Human Spirit By Kathy Ascenzi, Celia Barnett, Stefanie Dreizen, and Jennifer Dodd
● Write Out Loud by Kathryn Merlene, Leah McFarlane, and Daphne Veale
● Grade 8 Holt Elements of Literature Collection 2: “Do the Right Thing” pg T6
● Grade 8 Holt Elements of Literature Collection 4: “The Human Spirit” pg T10
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Potential writing assignments to fit this theme could include:
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journal entries
letters
a personal narrative or memoir
a persuasive essay or speech
Potential reading selections:
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Endangered - Schrefer
House of the Scorpion - Farmer
Bomb - Sheinkin
His Name was Raoul Wallenberg Bordon
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I am Malala - Yousafzai
Help - Stockett
Ghosts of War - Smithson
Yummy: The Last Days of A
Southside Shorty - Neri
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Marcelo in the Real World - Stork
His Dark Materials series – Pullman
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Sleeping Freshman Never Lie Lubar
SOLs (based on Q3 scope and sequence) Introduced and Explicitly Taught
*If teaching themed units out of order, adjust standards based on the appropriate quarter’s
scope and sequence*
8.4 The student will apply knowledge of word origins, analogies, and figurative language to
extend vocabulary development within authentic texts.
a) Identify and analyze an author’s use of figurative language
d) Use dictionaries, thesauruses and glossaries to determine definition, pronunciation,
etymology, spelling, and usage of words
8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and
poetry.
c) Explain how authors use characters, conflict, point of view, and tone to create
meaning
e) Compare and contrast the author’s use of word choice, dialogue, form, rhyme,
rhythm and voice in different texts
8.6 The student will read, comprehend, and analyze a variety of nonfiction texts.
b ) Make inferences and draw conclusions based on explicit and implied information
using evidence from text as support
c) Analyze the author’s qualifications, viewpoint, and impact
d) Analyze the author’s use of text structure and word choice
i) Identify an author’s organizational pattern using textual clues such as transitional
words and phrases
j) Identify cause and effect relationships
*8.7 The student will write in a variety of forms, including narration, exposition,
persuasion, and informational.
a) Identify intended audience.
b) Use prewriting strategies to generate and organize ideas.
c) Distinguish between a thesis statement and a topic sentence.
d) Organize details to elaborate the central idea and provide unity.
e) Select specific vocabulary and information for audience and purpose.
f) Use interview quotations as evidence.
g) Revise writing for clarity of content, word choice, sentence variety, and transitions
among paragraphs.
h) Use computer technology to plan, draft, revise, edit, and publish writing.
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8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling,
sentence structure, and paragraphing.
a) Use a variety of graphic organizers, including sentence diagrams, to analyze and
improve sentence formation and paragraph structure.
b) Use and punctuate correctly varied sentence structures to include conjunctions and
transition words.
c) Choose the correct case and number for pronouns in prepositional phrases with
compound objects.
d) Maintain consistent verb tense across paragraphs.
e) Use comparative and superlative degrees in adverbs and adjectives.
f) Use quotation marks with dialogue and direct quotations.
g) Use correct spelling for frequently used words.
Word parts (roots, affixes) and writing standards should be explicitly taught all year and
assessed in a variety of ways *
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Unit 6: Progress
Enduring Understandings:
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Progress, even when necessary, can be a painful process.
Progress often requires failure.
Progress means taking risks.
There are many types of progress.
Essential Questions:
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What sacrifice is necessary for progress?
How does technology influence society?
How do ethics influence progress?
How can we balance risk with benefit?
How is progress both positive and negative?
How do we measure progress?
Rationale
In this unit of study, students will explore what it takes to make progress. The process of
progress, including risk-taking and failure, will be explored through literature and
nonfiction. Students could potentially also examine ethical issues in science and
technology, discussing the potential to take developments too far. Students will reflect on
how to manage risk with benefit in progress. Collaboration with science teachers and ITC is
encouraged in this unit.
Potential unit plans that would fit in this theme could include:
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science fiction
historical fiction
research
informational text
current events
Suggested Science Fiction Texts: Z for Zachariah, Phoenix Rising, Aftershock, The
Bomb
Potential writing assignments to fit this theme could include:
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science project/invention analysis
science fiction
persuasive speeches/essays
literary analysis
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Potential reading selections:
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Stupid Fast - Herbach
Touched by Fire - Watts
Port Chicago 50 - Sheinkin
Red Madness: How a Medical Mystery Changed What We Eat - Jarrow
Accidental Genius of Weasel High - Detorie
Astonishing Life of Octavian Nothing - Anderson
SOLs (based on Q4 scope and sequence) Introduced and Explicitly Taught
*If teaching themed units out of order, adjust standards based on the appropriate quarter’s
scope and sequence*
In Quarter 4, all previously introduced and explicitly taught strands should be reviewed,
applied, and extended based on formative assessment data and information
8.4 The student will apply knowledge of word origins, analogies, and figurative language to
extend vocabulary development within authentic texts.
a) Identify and analyze an author’s use of figurative language
d) Use dictionaries, thesauruses and glossaries to determine definition, pronunciation,
etymology, spelling, and usage of words
8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and
poetry.
c) Explain how authors use characters, conflict, point of view, and tone to create
meaning
e) Compare and contrast the author’s use of word choice, dialogue, form, rhyme,
rhythm and voice in different texts
8.6 The student will read, comprehend, and analyze a variety of nonfiction texts.
b) Make inferences and draw conclusions based on explicit and implied information
using evidence from text as support
c) Analyze the author’s qualifications, viewpoint, and impact
d) Analyze the author’s use of text structure and word choice
i) Identify an author’s organizational pattern using textual clues such as transitional
words and phrases
j) Identify cause and effect relationships
8.7 The student will write in a variety of forms, including narration, exposition, persuasion,
and informational.
a) Identify intended audience.
b) Use prewriting strategies to generate and organize ideas.
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c) Distinguish between a thesis statement and a topic sentence.
d) Organize details to elaborate the central idea and provide unity.
e) Select specific vocabulary and information for audience and purpose.
f) Use interview quotations as evidence.
g) Revise writing for clarity of content, word choice, sentence variety, and transitions
among paragraphs.
h) Use computer technology to plan, draft, revise, edit, and publish writing.
8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling,
sentence structure, and paragraphing.
a) Use a variety of graphic organizers, including sentence diagrams, to analyze and
improve sentence formation and paragraph structure.
b) Use and punctuate correctly varied sentence structures to include conjunctions and
transition words.
c) Choose the correct case and number for pronouns in prepositional phrases with
compound objects.
d) Maintain consistent verb tense across paragraphs.
e) Use comparative and superlative degrees in adverbs and adjectives.
f) Use quotation marks with dialogue and direct quotations.
g) Use correct spelling for frequently used words.
*Word parts (roots, affixes) and writing standards should be explicitly taught all year and
assessed in a variety of ways *
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