Grade 8
ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Language Arts
GRADE LEVEL: 8th
CREATION DATE: Fall 2008
Revised 2008
Grade 8
Essential Question, Concept or Theme: A. Students will read, analyze, respond and
make connections to a variety of literary genres in an effort to foster literary appreciation
and criticism.
Standards: 1.1 8A-H, 1.2 8A-C, 1.3.8A-F, 1.7. 8C, 1.7 8A
Benchmark/Skills
READING
1. Students will read, understand,
analyze, and interpret various
literary genres.
a. Recognize & understand
characteristics of various literary
genres
b. Analyze literary elements &
devices
c. Summarize written text, orally
and in writing
d. Cite and present evidence from
text to support reader response &
reflection
e. Evaluate author’s style and
purpose for writing
f. Generate questions at different
levels of analysis, based on text
g. Predict outcomes based on text
and personal schema
h. Infer meaning based on text,
discussion & personal schema
i. Demonstrate comprehension
through a variety of formats
j. Differentiate fact from opinion
k. Develop the ability to skim and
scan a text for a purpose
Approx. Time Allotment:
Assessment
Assessment Options:
Reading assessment instruments include:
• Selection Quizzes
• Selection and Part Tests- Objective test and essay tests
• Standardized Test Practice
• Unit Integrated Assessment
• Holt-McDougal Test Generator (CD ROM)
• Various journals (double-entry, response,
correspondence)
• Teacher made or program quizzes/tests
• Class or small group discussions
• Written responses to questions
• Generating own questions
• Group or individual projects, performances
• Written analysis of elements of story/novel
• Teacher observation/ notes/conferences
• Peer conferencing
• Self-assessment of individual and group process and
product
• Student created posters, charts, maps, games,
multimedia presentations
• Ticket In-Ticket Out
• Readers’ Theatre or original script
• Dramatizations
• Short film productions
• Learning logs
• Checklists
• Rubrics
Aligned Materials/
Resources/Technology
List of Required Novels
The Pearl
Flowers for Algernon
(available as either a
full-length novel or a
short story)
Teacher-selected
Shakespeare works
(either original texts or
Tales from Shakespeare)
Optional Novels
Day No Pigs Would Die
Lord of the Rings trilogy
The Crystal Cave
Watership Down
October Sky
All Creatures Great and
Small
Instructional Strategies
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Revised 2008
Teacher read-aloud with guided
discussion
Directed Reading Thinking
Activity
Modeling Literature Circle
roles
Modeling the metacognitive
process
Use of Venn diagrams
Mini-lessons
Observation and monitoring of
literature discussions
Activating prior knowledge of
students
Build background
Monitor comprehension
through response journals
Anticipation guides
Rubrics
Flexible grouping
Direct instruction in the use of
SQ3R for informational text
Direct instruction of before,
during, and after reading
strategies
Outlining to summarize,
organize and improve
comprehension
Storymapping for
understanding of plot and
retelling
Reciprocal Teaching
Grade 8
Essential Question, Concept or Theme: A. Students will read, analyze, respond and make
connections to a variety of literary genres in an effort to foster literary appreciation and
criticism.
Approx. Time Allotment:
Standards: 1.1 8A-H, 1.2 8A-C, 1.3.8A-F, 1.7. 8C, 1.7 8A
Benchmark/Skills
READING
2. Students will determine the meaning
of unfamiliar words
a. Explore and use new words, using
reference tools, text, and discussion
b. Determine meaning of unfamiliar words
based on context
c. Learn, study, and use words from
teacher or student generated vocabulary
d. Use knowledge of root words and
glossaries to understand vocabulary
specific to content area reading
e. Demonstrate understanding of origins
and meanings of foreign words
commonly used in English (carte
blanche, faux pas)
Revised 2008
Assessment
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Word and sentence of the day
Quizzes- written and oral
Games
Self-selected words from own reading
recorded in log
Flash cards
Word Wall
Aligned Materials/
Resources/Technology
List of Required
Novels
The Pearl
Flowers for Algernon
(available as either a
full-length novel or a
short story)
Teacher-selected
Shakespeare works
(either original texts or
Tales from Shakespeare)
Optional Novels
Day No Pigs Would Die
Lord of the Rings
trilogy
The Crystal Cave
Watership Down
October Sky
All Creatures Great and
Small
Instructional Strategies
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Direct instruction in the use of the
dictionary and thesaurus
Modeling the use of context clues
Use of charts for the understanding of
prefixes, suffixes, root words and word
origins
Direct instruction of word origins to aid in
the understanding of the meanings of
words and the recognition of related
words
Use of analogies to explore relationships
between words (part to whole,
synonym/antonym, cause and effect, and
function)
Word Wall
Grade 8
Essential Question, Concept or Theme: A. Students will read, analyze, respond and make
connections to a variety of literary genres in an effort to foster literary appreciation and
criticism.
Standards: 1.1 8A-H, 1.2 8A-C, 1.3.8A-F, 1.7. 8C, 1.7 8A
Benchmark/Skills
READING
3. Students will read
independently.
a. Engage in reading self-selected
material from a variety of genres
b. Demonstrate growth in quality,
quantity, and sophistication of
material
c. Learn to reflect metacognitively
Assessment
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Reading logs
Book chats
Literature circles
Junior Great Books
Highlighting Strategies
Reciprocal Teaching
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
List of Required Novels
The Pearl
Flowers for Algernon
(available as either a fulllength novel or a short
story)
Teacher-selected
Shakespeare works (either
original texts or Tales
from Shakespeare)
Optional Novels
Day No Pigs Would Die
Lord of the Rings trilogy
The Crystal Cave
Watership Down
October Sky
All Creatures Great and
Small
Revised 2008
Instructional Strategies
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Modeling independent reading
Allow time for independent reading
Teacher Book Talks
Classroom library
Regular visits to school library
Record student reading
Reading response journals
Literature Circles
Junior Great Books
Highlighting Strategies
Reciprocal Teaching
Cooperative Learning activities
Jigsawing
REP
Grade 8
Essential Question, Concept or Theme: A. Students will read, analyze, respond and
make connections to a variety of literary genres in an effort to foster literary appreciation
and criticism.
Standards: 1.1 8A-H, 1.2 8A-C, 1.3.8A-F, 1.7. 8C, 1.7 8A
Adaptations/Inclusion
Techniques
READING
• Build background
• Set purpose
• Make connections
• Semantic feature analysis
• Close activities for retelling,
summarizing, etc.
• Preview anthology and its use
• Buddy reading
• Reduced and modified
assignments
• Reading windows to focus
attention
• Audio tapes
• Study guides
• KWL
• Storymapping
• SQ3R
• DRTA
• Pre-reading, echo reading,
repeated readings, teacher readalouds
• Highlighter
• Extra set of books for home use
• Flashcards
• Jigsawing
• Character journals
• Alternate assessments
• Read aloud tests and quizzes
• Adult and peer tutors
• Organizers
• Word banks
• Context clues
Revised 2008
Enrichment
Strategies
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Interviews
Independent research
Guest speakers
Independent self selected study
Author study
Games
Readers’ Theater
Dramatic readings
Collages and murals
Original soundtracks
Literature Circles
Reciprocal teaching
Highlighting strategies
Approx. Time Allotment:
Remediation
Strategies
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•
Extra help
Peer tutor
Adult tutor
Audio tapes
Specialized reading class
Study guides
Build background
knowledge
Teach to learning styles
Books at various reading
levels
McDougal Littell
supplementary material
Cooperative learning
strategies
Reciprocal teaching
Multicultural/
Interdisciplinary Connection
Social Studies:
note-taking
Renaissance presentation
timelines and sequencing of events
learning logs
Math:
math journals
word problems
metacognition (explaining thought and
reasoning processes for problem solving)
The materials used in 8th grade reflect a
variety of cultural origins and cultural and
special group perspectives. In addition,
materials also reflect attempts to reconcile and
overcome cultural differences and resolve
conflict.
The Language of Literature (anthology)
- activities include: timelines, vocabulary
study, and projects specific to an area,
culture, or special group
- topics include: African American experience
through poetry, Armenian immigrants in the
San Joaquin Valley, Spanish American
poets, Christopher Reeves writes about the
disabled experience, Folktales, Dog sledding
in the Klondike, Life in the desert of Tucson,
Arizona, Underground Railroad, Civil rights,
The homeless, Colonial India, Memoir about
being an asthmatic by Chinese author,
Inner city girl whose brother has
hydrocephalus
Grade 8
Novels
Flowers for Algernon: ethics of medical
alteration/selection of traits
October Sky: role of environment on an
individual and their motivation
Henry V: the nature of courage
King Lear: loyalty vs. greed
All Creatures Great and Small: sanctity of life
Watership Down: book as a metaphor for
society and government
Day No Pigs Would Die: maturity and
coming-of-age
Crystal Cave: nature of intelligence
The Pearl: social inequity and oppression
Lord of the Rings trilogy: nature of courage
and the natural vs. industrial
Revised 2008
Grade 8
Essential Question, Concept or Theme: B. Using a variety of formats, students will
engage in the writing process with a clear intent of purpose, audience and style.
Standards: 1.4. 8A-D, 1.5.8A-H
Benchmark/Skills
WRITING
1. Student will write in a variety
of literary modes including
narrative, informative, and
expository
Imaginative/Narrative
(short story, autobiography, memoir,
poem, script)
a. Develop an effective lead
b. Use appropriate order and
relevance of events
c. Choose details for clarity
d. Use vivid language
e. Utilize dialogue
f. Apply literary elements and
devices
g. Use literary conflict
Analytical/Expository (analysis of
literature, persuasive essay or speech,
review, editorial, compare & contrast
essay)
a. Develop a clear statement of
purpose (thesis statement)
b. Define and limit topic
c. Support general statements
d. Prioritize evidence in order of
importance
e. Develop conclusion that
reinforces, summarizes, or
challenges reader
Revised 2008
Assessment
Required: Student Writing Portfolio
(See attachment for guidelines.)
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PSSA Rubric
Short stories
Autobiography
Memoirs
Poems
Play scripts
Character Sketches
Analysis of literary work
Persuasive essay
Compare and Contrast Essay
Reviews
Editorials
Journalistic pieces
Magazine
Letters
Instructions
Interviews
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
List of Required Novels
The Pearl
Flowers for Algernon
(available as either a fulllength novel or a short
story)
Teacher-selected
Shakespeare works (either
original texts or Tales
from Shakespeare)
Optional Novels
Day No Pigs Would Die
Lord of the Rings trilogy
The Crystal Cave
Watership Down
October Sky
All Creatures Great and
Small
Instructional Strategies
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Establish authentic purposes for student
writing
Modeling
Anchor papers
Read alouds of exemplary authors in each
mode
Provide stimulating experiences and rich
environments for writing
Supply students with lists of topics and
forms of writing
Author’s Chair
Peer Editing
Grade 8
Essential Question, Concept or Theme: B. Using a variety of formats, students will
engage in the writing process with a clear intent of purpose, audience and style.
Standards: 1.4. 8A-D, 1.5.8A-H
Benchmark/Skills
WRITING
2. Student will utilize the writing
process
a. Use a variety of pre-writing
strategies (outlines, models,
brainstorm, web, freewrite)
b. Identify topic, audience, and
purpose
c. Create a written draft
d. Use revision techniques focusing
on beginnings and ending to
establish focus, organization,
richness of detail, appropriate and
effective word choice
e. Learn to conference effectively
with peers and teacher
f. Edit piece for complete
sentences, standard grammar and
usage, spelling, punctuation,
capitalization, legibility to take it
to final draft form
Assessment
Required: Student Writing Portfolio
(See attachment for guidelines.)
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Revised 2008
Rose Tree Media Domain Scoring Rubrics
PSSA Rubric
Prewriting: outline, web, free writes
First and subsequent drafts
Writers’ notebooks
Peer, teacher and parent conferences/editing
Anecdotal records and notes
Revision, focusing on one or more elements
of effective writing, e.g. Focus, organization,
sequencing, etc.
Edited draft
Final draft (published)
Checklists for specific type of writing
Rubric for final draft & process
Portfolio process( written or electronic)
Writing prompts
Self-evaluation for process and final piece
Peer evaluation for process and final piece
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Language Network
WriteSource 2000
Writing Portfolios
Instructional Strategies
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Maintain a writing table with supplies for
publishing
Rubrics and checklists for revising and
editing
Direct instruction of the steps of the
writing process
Graphic organizers and outlines for
planning writing
Freewriting
Brainstorming
Making lists
Working portfolios
Reflection journals
Double-entry journals
Teacher modeling
Grade 8
Essential Question, Concept or Theme: B. Using a variety of formats, students will
engage in the writing process with a clear intent of purpose, audience and style.
Standards: 1.4. 8A-D, 1.5.8A-H
Benchmark/Skills
WRITING
3. Students will write with clear
intent of focus, style,
organization and content
Goals: clear focus, logical
organization, appropriate detail,
word choice, transitions,
variety of sentences, establishment
of voice and demonstration of
knowledge of audience
a. Organization: sequence details
and information; transitions;
beginnings and endings that
establish focus and purpose;
paragraphing
b. Style: vary sentences; choose
words for a specific audience
and/or purpose; eliminate
unnecessary words and cliches;
establish voice
c. Content: work for accuracy,
authenticity, consistent point of
view, and enrichment of detail
Revised 2008
Assessment
Required: Student Writing Portfolio
(See attachment for guidelines.)
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PSSA Rubric
Conferences
Rubrics
Writing prompts
Portfolios (written or electronic)
On-going self-assessment
Checklists
Theme Readers
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Language Network
WriteSource 2000
Writing Portfolios
Instructional Strategies
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Mini-lessons
Teacher/student conferencing
Graphing sentence structure to build
variety and fluency
Direct instruction in the importance of
purpose and audience
Use of proofreading symbols
Sequencing activities for organizational
skills
Peer editing
Cooperative learning strategies
Grade 8
Essential Question, Concept or Theme: B. Using a variety of formats, students will
engage in the writing process with a clear intent of purpose, audience and style.
Standards: 1.4. 8A-D, 1.5.8A-H
Benchmark/Skills
WRITING
4. Students will use conventions
of the English language.
a. Standard grammar and usage
b. Correct spelling, punctuation, and
Capitalization
c. Legible penmanship
d. Final draft in correct form
(See Rose Tree Media Grammar
Scope and Sequence for complete list
of skills.)
Assessment
Required: McDougal Littell:
Conventions
Engage in editing process, using self, peer,
teacher, parent, technological tools to ensure:
• Complete sentences
• Standard grammar and usage
• Correct spelling, punctuation, capitalization
• Paragraphing
• Source Citing
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Language Network
WriteSource 2000
Writing portfolios
Instructional Strategies
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Revised 2008
Modeling
Mini-lessons
Direct instruction
Use of overheads
Games
Display of anchor papers
Directed discussion during whole class
reading
Scavenger hunts during independent
reading
Direct instruction for use of Franklin
Speller and other options for checking
spelling
Diagramming sentences
Conjugating verb tenses
Peer editing
Cooperative learning strategies
Grade 8
Essential Question, Concept or Theme: B. Using a variety of formats, students will
engage in the writing process with a clear intent of purpose, audience and style.
Standards: 1.4. 8A-D, 1.5.8A-H
Adaptations/Inclusion
Techniques
WRITING
• Close activities
• Writing prompts
• Organizers
• T-Charts
• Think alouds
• Adapted assignments
• Extended time
• Repetition and clarification of
instruction
• Chunking
• Peer and teacher conferencing
• Scribe
• List making
• Visualization techniques
• Preferential seating
Approx. Time Allotment:
Enrichment
Strategies
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•
•
•
•
•
•
Interviews
Field trips
Independent research
Guest speakers
Independent self selected study
Games
Original soundtracks
Remediation
Strategies
•
•
•
•
•
•
Extra help
Peer tutor
Adult tutor
Holt-McDougal
supplementary
material
Cooperative Learning
Strategies
Chunking
Multicultural/
Interdisciplinary Connection
Social Studies:
note-taking/highlighting
Renaissance presentation
timelines and sequencing of events
learning logs
Science:
maintain lab notebooks
learning logs
Math:
math journals
word problems
metacognition (explaining thought and
reasoning processes for problem solving)
Art, keyboarding, tech center, consumer
science, music:
writing in content area
skills specific to the above areas may be used
to enhance student projects, presentations, and
other learning activities
The materials used in 8th grade reflect a
variety of cultural origins and cultural and
special group perspectives. In addition,
materials also reflect attempts to reconcile and
overcome cultural differences and resolve
conflict.
The Language of Literature (anthology)
- activities include: timelines, vocabulary
study, and projects specific to an area,
culture, or special group
- topics include: African American experience
through poetry, Armenian immigrants in the
Revised 2008
Grade 8
San Joaquin Valley, Spanish American
poets, Christopher Reeves writes about the
disabled experience, Folktales, Dog sledding
in the Klondike, Life in the desert of Tucson,
Arizona, Underground Railroad, Civil rights,
The homeless, Colonial India, Memoir about
being an asthmatic by Chinese author,
Inner city girl whose brother has
hydrocephalus
Novels
Flowers for Algernon: ethics of medical
alteration/selection of traits
October Sky: role of environment on an
individual and their motivation
Henry V: the nature of courage
King Lear: loyalty vs. greed
All Creatures Great and Small: sanctity of life
Watership Down: book as a metaphor for
society and government
Day No Pigs Would Die: maturity and
coming-of-age
Crystal Cave: nature of intelligence
The Pearl: social inequity and oppression
Lord of the Rings trilogy: nature of courage
and the natural vs. industrial
Revised 2008
Grade 8
Essential Question, Concept or Theme: C. Students will develop appropriate and effective
interactive skills in listening, discussing, and presenting.
Standards: 1.6. 8A-F, 1.7.8B
Benchmark/Skills
SPEAKING AND LISTENING
1. Students will speak using skills
appropriate to a variety of formal
presentations and interactive group
discussions.
a. Clarify, illustrate or expand on a
response when asked
b. Summarize or paraphrase when
prompted
c. Ask relevant, probing questions
d. Listen to and acknowledge the
contributions of others
e. Respond with relevant
information, ideas, or reasons in
support of opinions expressed
f. Actively participate in small and
large group discussions,
presentations, and oral reading
g. Take notes when necessary
h. Adjust volume, style, and pace of
speech to purpose and audience
i. Add stress and inflection to
heighten meaning during oral
reading or formal speaking
Revised 2008
Assessment
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Deliver prepared speech
Deliver extemporaneous speech
Participate in impromptu drama exercises
Summary or Paraphrase
Participate in group or class discussion
Act in play or Readers’ Theatre
Cite examples from text to support oral
answers
Teacher anecdotal records
Self and group assessment of participation in
discussions
Oral presentation of student made or
computer generated projects
Rubrics and checklists
Oral presentation of information
Role Plays
Book Chats
Literature Circles
Junior Great Books
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
List of Required Novels
The Pearl
Flowers for Algernon
(available as either a fulllength novel or a short
story)
Teacher-selected
Shakespeare works (either
original texts or Tales
from Shakespeare)
Optional Novels
Day No Pigs Would Die
Lord of the Rings trilogy
The Crystal Cave
Watership Down
October Sky
All Creatures Great and
Small
Instructional Strategies
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Model delivery techniques for formal
presentation
Reader's Theater
Videotaping
Audiotaping
Rubrics and checklists to guide
performance
Allow practice time
Re-reading for fluency
Define and model roles and skills for
group discussion
Flexible grouping
Use of Literature Circles
Cooperative learning
Think-Pair-Share
Numbered Heads Together
Mastery Groups
Junior Great Books
Grade 8
Essential Question, Concept or Theme: C. Students will develop appropriate and effective
interactive skills in listening, discussing, and presenting.
Standards: 1.6. 8A-F, 1.7.8B
Benchmark/Skills
SPEAKING AND LISTENING
2. Students will demonstrate active
listening
a. Clarify, illustrate or expand on a
response when asked
b. Summarize or paraphrase when
prompted
c. Ask relevant, probing questions
d. Listen to and acknowledge the
contributions of others
e. Respond with relevant
information, ideas, or reasons in
support of opinions expressed
f. Actively participate in small and
large group discussions,
presentations, and oral reading
g. Take notes when necessary
h. Adjust volume, style, and pace of
speech to purpose and audience
i. Add stress and inflection to
heighten meaning during oral
reading or formal speaking
Revised 2008
Assessment
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Deliver prepared speech (example:
McDougal: Persuasive page 28)
Deliver extemporaneous speech
Participate in impromptu drama exercises
Summary or Paraphrase
Participate in group or class discussion
Act in play or Readers’ Theatre (page 38)
Cite examples from text to support oral
answers
Teacher anecdotal records
Self and group assessment of participation in
discussions
Oral presentation of student made or
computer generated projects
Rubrics and checklists
Oral presentation of information
Role Plays
Literature Circles
Book chats
Junior Great Books
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
List of Required Novels
The Pearl
Flowers for Algernon
(available as either a fulllength novel or a short
story)
Teacher-selected
Shakespeare works (either
original texts or Tales
from Shakespeare)
Optional Novels
Day No Pigs Would Die
Lord of the Rings trilogy
The Crystal Cave
Watership Down
October Sky
All Creatures Great and
Small
Instructional Strategies
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•
•
•
•
•
•
Read alouds while listening for a purpose
Direct instruction of before, during, and
after listening strategies
Model listening techniques
T-Chart for "looks like" and "sounds like"
Guest speakers of interest
Films, videos and CDs
Attend plays and performances of interest
Grade 8
Essential Question, Concept or Theme: C. Students will develop appropriate and
effective interactive skills in listening, discussing, and presenting.
Standards: 1.6. 8A-F, 1.7.8B
Adaptations/Inclusion
Techniques
SPEAKING AND LISTENING
• Audiotaping
• Videotaping
• Double entry learning log
• Repetition and clarification of
instructions
• Think/Pair/Share
• Note taker
• Skits and role plays
• Extra time and practice
• Hands on activities
• Wait time
• Visual or oral cues
• Preferential seating
Approx. Time Allotment:
Enrichment
Strategies
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•
•
•
•
•
•
•
•
•
Remediation
Strategies
•
Interviews
Field trips
Multimedia presentations
Films, videos, CD’s
Guest speakers
Debates
Reader’s Theater
Monologues
Dramatic readings
Literature Circles
•
•
Holt-McDougal
supplementary
material
Teach to student
learning styles
Audio tapes
Multicultural/
Interdisciplinary Connection
Social Studies:
note-taking
Renaissance presentation
timelines and sequencing of events
learning logs
Science:
maintain lab notebooks
learning logs
Math:
math journals
word problems
metacognition (explaining thought and
reasoning processes for problem solving)
Art, keyboarding, tech center, consumer
science, music:
writing in content area
skills specific to the above areas may be used
to enhance student projects, presentations, and
other learning activities
The materials used in 8th grade reflect a
variety of cultural origins and cultural and
special group perspectives. In addition,
materials also reflect attempts to reconcile and
overcome cultural differences and resolve
conflict.
The Language of Literature (anthology)
- activities include: timelines, vocabulary
study, and projects specific to an area,
culture, or special group
- topics include: African American experience
Revised 2008
Grade 8
through poetry, Armenian immigrants in the
San Joaquin Valley, Spanish American
poets, Christopher Reeves writes about the
disabled experience, Folktales, Dog sledding
in the Klondike, Life in the desert of Tucson,
Arizona, Underground Railroad, Civil rights,
The homeless, Colonial India, Memoir about
being an asthmatic by Chinese author,
Inner city girl whose brother has
hydrocephalus
Novels
Flowers for Algernon: ethics of medical
alteration/selection of traits
October Sky: role of environment on an
individual and their motivation
Henry V: the nature of courage
King Lear: loyalty vs. greed
All Creatures Great and Small: sanctity of life
Watership Down: book as a metaphor for
society and government
Day No Pigs Would Die: maturity and
coming-of-age
Crystal Cave: nature of intelligence
The Pearl: social inequity and oppression
Lord of the Rings trilogy: nature of courage
and the natural vs. industrial
Revised 2008
Grade 8
Essential Question, Concept or Theme: D. Research skills will focus on retrieval,
evaluation, and application of information.
Standards: 1.8. 8A-C
Benchmark/Skills
RESEARCH
Select and refine a topic for
research
1. Locate information using
appropriate sources and
strategies:
a. Use subjects, keywords, Boolean
operators and online research
techniques to identify possible
sources
b. Select appropriate sources in a
variety of formats including
books, magazines, electronic
databases, online subscriptions,
and the Internet
c. Evaluate information sources
considering point of view,
relevancy to a topic, currency,
accuracy, and completeness
d. Locate and access information
sources effectively and efficiently
through use of table of contents,
indices, keywords, crossreferences, and appendices
Revised 2008
Assessment
•
•
•
•
•
•
•
•
•
•
•
Researched –based written, visual,
multimedia presentations
Analytic comparison of resources:
validity, ease of use, etc.
Use of correct citation style
Demonstrate ability to use search
engines appropriately
Use of a variety or resources to
document project/paper
Use outlines, graphic organizers,
storyboard to organize information
Develop appropriate and
thoughtful questions to guide
research
Process checklists
Rubrics
Notes
First draft of project
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Online Library Sources:
World Book Encyclopedia, World
Book.
New Book of Knowledge, Grolier.
Grolier Multimedia Encyclopedia,
Grolier.
Encyclopedia Americana, Grolier.
Student Resource Center Junior, Gale.
(Includes multicultural, biography,
science, geography and literature
components, plus some periodicals)
Electric Library, bigchalk.com
Access PA Power Library, Includes:
EbscoHost: Primary Search or Middle
Search Plus (periodicals), Associated
Press Photo Archive, SIRS Discover
Deluxe, Searchasaurus, Access PA
Database, Alt-Health Watch,
NoveList, SIRS Researcher, Facts.com
Teacher-selected reference websites
Classroom Library
Instructional Strategies
•
•
•
•
•
•
•
•
•
•
•
•
Cooperative learning
Flexible grouping
KWL
Brainstorming
Free writing
Lists
Graphic organizers
Outlining
Application of electronic resources
Differentiated Instruction Strategies
Teaching to different learning styles and
intelligences
Multicultural educational strands
Grade 8
Essential Question, Concept or Theme: D. Research skills will focus on retrieval,
evaluation, and application of information.
Standards: 1.8. 8A-C
Benchmark/Skills
RESEARCH
2. Organize, summarize, and
present the main idea from
research
a. Read and extract appropriate
facts and concepts
b. Organize information in a format
appropriate to the finished
product (outline, graphic
organizer, storyboard, etc)
c. Critically examine findings and
apply relevant data to the solution
of the problem
d. Communicate results in a format
appropriate
e. Cite resources in an academically
accepted format
f. Practice responsible and ethical
use of all resources according to
the copyright law.
g. Practice responsible and ethical
behavior in regard to the
intellectual property of peers.
h. Reflect on use of research
questions and process
Revised 2008
Assessment
•
•
•
•
•
•
•
•
•
•
•
Researched –based written, visual,
multimedia presentations
Analytic comparison of resources:
validity, ease of use, etc.
Use of correct citation style
Demonstrate ability to use search
engines appropriately
Use of a variety or resources to
document project/paper
Use outlines, graphic organizers,
storyboard to organize information
Develop appropriate and
thoughtful questions to guide
research
Process checklists
Rubrics
Notes
First draft of project
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Online Library Sources:
World Book Encyclopedia, World
Book.
New Book of Knowledge, Grolier.
Grolier Multimedia Encyclopedia,
Grolier.
Encyclopedia Americana, Grolier.
Student Resource Center Junior, Gale.
(Includes multicultural, biography,
science, geography and literature
components, plus some periodicals)
Electric Library, bigchalk.com
Access PA Power Library, Includes:
EbscoHost: Primary Search or Middle
Search Plus (periodicals), Associated
Press Photo Archive, SIRS Discover
Deluxe, Searchasaurus, Access PA
Database, Alt-Health Watch,
NoveList, SIRS Researcher, Facts.com
Teacher-selected online references
Classroom Library
Instructional Strategies
•
•
•
•
•
•
•
•
•
•
•
•
Cooperative learning
Flexible grouping
KWL
Brainstorming
Free writing
Lists
Graphic organizers
Outlining
Application of electronic resources
Differentiated Instruction Strategies
Teaching to different learning styles and
intelligences
Multicultural educational strands
Grade 8
Essential Question, Concept or Theme: D. Research skills will focus on
retrieval, evaluation, and application of information.
Approx. Time Allotment:
Standards: 1.8. 8A-C
Adaptations/Inclusion
Techniques
RESEARCH
• Set purpose
• Reduced and modified
assignments
• KWL
• SQ3R
• Highlighter
• Jigsawing
• Organizers
• Extended time
• Repetition and clarification of
instruction
• Chunking
• Notetaker
Enrichment
Strategies
•
•
•
•
•
Interviews
Field trips
Independent study
Webquest
Community Service Projects
Remediation
Strategies
•
•
•
Holt-McDougal
supplementary
materials
Extra help
Computer for word
processing
Multicultural/
Interdisciplinary Connection
Social Studies:
note-taking
Renaissance presentation
timelines and sequencing of events
learning logs
Art, keyboarding, tech center, consumer
science, music:
writing in content area
kills specific to the above areas may be used to
enhance student projects, presentations, and
other learning activities
The materials used in 8th grade reflect a
variety of cultural origins and cultural and
special group perspectives. In addition,
materials also reflect attempts to reconcile and
overcome cultural differences and resolve
conflict.
The Language of Literature (anthology)
- activities include: timelines, vocabulary
study, and projects specific to an area,
culture, or special group
- topics include: African American experience
through poetry, Armenian immigrants in the
San Joaquin Valley, Spanish American
poets, Christopher Reeves writes about the
disabled experience, Folktales, Dog sledding
in the Klondike, Life in the desert of Tucson,
Arizona, Underground Railroad, Civil rights,
The homeless, Colonial India, Memoir about
being an asthmatic by Chinese author,
Inner city girl whose brother has
Revised 2008
Grade 8
hydrocephalus
Novels
Flowers for Algernon: ethics of medical
alteration/selection of traits
October Sky: role of environment on an
individual and their motivation
Henry V: the nature of courage
King Lear: loyalty vs. greed
All Creatures Great and Small: sanctity of life
Watership Down: book as a metaphor for
society and government
Day No Pigs Would Die: maturity and
coming-of-age
Crystal Cave: nature of intelligence
The Pearl: social inequity and oppression
Lord of the Rings trilogy: nature of courage
and the natural vs. industrial
Revised 2008