Pacing Guide
8th Grade Literature
August/September
August/September
Month:
Performance Objectives to be Taught
8.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.
S3C1PO2: Summarize main idea of expository text
8.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.
S3C1PO4: Identify author’s stated or implied purpose
Common
Assessment
Common Assessment
Expository Text, 8th
Grade
Skills
Vocabulary
Summarize
Paraphrase
“from Email From Bill
Gates”
Interaction
Misinterpret
Intimate
Etiquette
Spontaneously
Purpose
Stated
Implied
“Harriet Tumbman: Guide
to Freedom”
Fugitives
Incentive
Disheveled
Guttural
Mutinous
Cajoling
Indomitable
Fastidious
“from Road Trip USA”
Distinctive
Graced
Replica
“Choice: A Tribute to Dr.
Martin Luther King Jr.”
Colossal
Conscience
Literally
“Why the Leaves Turn
Colors in the Fall”
Macabre
Camouflage
Predisposed
Capricious
BCESD #15 (7/2011)
8th
Resources
“Harriet Tumbman: Guide to Freedom”
“The Pilgrim’s Landing and First Winter”
“Brown vs. The Board of Education”
“A Glow in the Dark”
“from Email From Bill Gates”
“Shooting Stars”
“Something From the Sixties”
“Harriet Tumbman: Guide to Freedom”
“This We Know”
“Emancipation, from Lincoln a Photo
Biography”
“There’s No Off Season”
“Always to Remember: The Vision of Maya
Ying Lin”
“from Travels with Charley”
“from Road Trip USA”
“Achieving the American Dream”
“Choice: A Tribute to Dr. Martin Luther King
Jr.”
“Why the Leaves Turn Colors in the Fall”
Grade Literature Pacing Guide – Page 1 of 32
Month:
Performance Objectives to be Taught
Common
Assessment
Skills
Vocabulary
Resources
August/September
August/September
“This We Know”
Ancestors
S3C1PO8: Interpret graphic features of expository text
S3C1PO5: Locate specific information by using organizational
features of expository text
BCESD #15 (7/2011)
Charts
Maps
Diagrams
Illustrations
Tables
Timelines
Graphs
Table of Contents
Headings
Captions
Bold Print
Italics
Glossaries
Indices
Guide Words
Topic Sentences
Concluding Sentences
“Brown vs. The Board of
Education”
Illusive
Predominantly
Diligent
Intangible
Unconstitutional
Deliberating
Oppressed
“Emancipation, from
Lincoln a Photo
Biography”
Alienate
Compensate
Shackles
Peril
Decisive
Humiliating
“The Pilgrim’s Landing and First Winter”
“Emancipation, from Lincoln a Photo
Biography”
“How to Be Polite On-Line”
“Emancipation, from Lincoln a Photo
Biography”
“There’s No Off Season”
“How to Be Polite On-Line”
8th Grade Literature Pacing Guide – Page 2 of 32
Month:
Performance Objectives to be Taught
Common
Assessment
Skills
Vocabulary
Resources
“There’s No Off Season”
Accommodate
August/September
“Always to Remember:
The Vision of Maya Ying
Lin”
Criteria
Registrants
Harmonious
Anonymously
Eloquent
Unanimous
Prominent
Conception
8.RI.1
Cite the textual evidence that most strongly supports
an analysis of what the text says explicitly as well as
inferences drawn from the text.
S3C1PO1: Restate the main idea and supporting details of
expository text
Locate Main Idea
Supporting Details
“from Travels with
Charley”
Diagnostic
Peripatetic
Rigorous
Maneuver
Inquiry
Inexplicable
Celestial
“Harriet Tubman: Guide to Freedom”
“The Pilgrim’s Landing and First Winter”
“Brown vs. The Board of Education”
“ A Glow in the Dark”
“Achieving the American
Dream”
Immigrate
Apprehension
Immersed
Ancestral
“A Glow in the Dark”
Diffused
“How to Be Polite On-Line”
Implemented
Encompasses
Emoticons
BCESD #15 (7/2011)
8th Grade Literature Pacing Guide – Page 3 of 32
August/September
August/September
Month:
Performance Objectives to be Taught
WS3C5PO1: Write a response to literature that:
presents clear and logical ideas, supports inferences
and conclusions
8.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.
Common
Assessment
Skills
Vocabulary
Resources
Guide Words
Key
Supplemental Activities
Interpret
Analyze
Give Opinion
Locate Facts
Share Feelings
Identify specific
information
S3C1PO6: Locate appropriate print and electronic
reference sources (e.g. encyclopedia, atlas, almanac,
dictionary, thesaurus, periodical, website) for a specific
purpose
BCESD #15 (7/2011)
8th Grade Literature Pacing Guide – Page 4 of 32
www.hhs.helena.k12.mt.us/techerlinks/oconner
j/persuasion.html#activities
www.famous-speeches-and-speechtopics.info/persuasive-speeches.html
www.readwritethink.org/classroomresources/lesson-plans/persuasive-essayenvironmental-issues-268.html
www.primaryresources.co.uk/english/englishd10.htm
www.lessonplanspage.com/lapersuasivewriting
introductoryunit58htm
September/October
8.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.
S3C3PO1: Determine an author’s purpose for writing
persuasive text
Common
Assessment 12,
Persuasive Text, 8th
Grade, January
dese.mo.gov/divimprove/curriculum/modelcurri
culum/chief_red_jacket/lesson3.com
Author’s Purpose
Persuade
Persuade
www.literacyleader.com/?9=node/468
www2.ivcc.edu/ramboleng1001/paragraph_dev
elopment.htm
www.webenglishteacher.com/argument.html
www.greatsource.com/write/mimilessons/iwrite
_elem_persuasive_ml.ppt#256,1,persuasive
infusion.allconet.org/webquest/mtapp/emotiona
lappealsfireball.ppt#258,6,basic needs
BCESD #15 (7/2011)
8th Grade Literature Pacing Guide – Page 5 of 32
Month
Performance Objectives to be Taught
Common
Assessment
Skills
Vocabulary
Resources
www.hhs.helena.k12.mt.us/techerlinks/oconner
j/persuasion.html#activities
www.famous-speeches-and-speechtopics.info/persuasive-speeches.html
www.readwritethink.org/classroomresources/lesson-plans/persuasive-essayenvironmental-issues-268.html
September/October
www.primaryresources.co.uk/english/englishd1
0.htm
www.lessonplanspage.com/lapersuasivewriting
introductoryunit58htm
Author’s Purpose
S3C3PO2: Evaluate the effectiveness of the facts
used to support an author’s argument
Facts to Support
Argument
Persuade
dese.mo.gov/divimprove/curriculum/modelcurri
culum/chief_red_jacket/lesson3.com
www.literacyleader.com/?9=node/468
www2.ivcc.edu/ramboleng1001/paragraph_dev
elopment.htm
www.webenglishteacher.com/argument.html
www.greatsource.com/write/mimilessons/iwrite
_elem_persuasive_ml.ppt#256,1,persuasive
infusion.allconet.org/webquest/mtapp/emotiona
lappealsfireball.ppt#258,6,basic needs
BCESD #15 (7/2011)
8th Grade Literature Pacing Guide – Page 6 of 32
Months
Performance Objectives to be Taught
Common
Assessment
Skills
Vocabullary
Resources
Bandwagon
Bandwagon
September/October
8.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.
S3C3PO3: Describe the intended effects of propaganda
techniques
BCESD #15 (7/2011)
Peer Pressure
Peer Pressure
Common
Assessment
Persuasive Text, 8th
Grade
Repetition
Repetition
Testimonial
Testimonial
Transfer
Transfer
Loaded Words
Loaded Words
historymatters.gmu.edu/mse/ads/online.html
www.tjhsst.edu/~crepetsk/psych/propaganda/e
xamples.php
www.classroomtools.com/proppage.htm
propaganda.mrdonn.org/techniques.html
business.ppst.com/advertising.html
8th Grade Literature Pacing Guide – Page 7 of 32
www.hhs.helena.k12.mt.us/techerlinks/oconner
j/persuasion.html#activities
www.famous-speeches-and-speechtopics.info/persuasive-speeches.html
www.readwritethink.org/classroomresources/lesson-plans/persuasive-essayenvironmental-issues-268.html
www.primaryresources.co.uk/english/englishd10.htm
www.lessonplanspage.com/lapersuasivewriting
introductoryunit58htm
September/October
8.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.
Common
Assessment,
Persuasive Text, 8th
Grade
Persuade
Persuade
Author’s Purpose
Bias
dese.mo.gov/divimprove/curriculum/modelcurri
culum/chief_red_jacket/lesson3.com
www.literacyleader.com/?9=node/468
www2.ivcc.edu/ramboleng1001/paragraph_dev
elopment.htm
S3C3PO4: Identify instances of bias in persuasive text
www.webenglishteacher.com/argument.html
www.greatsource.com/write/mimilessons/iwrite
_elem_persuasive_ml.ppt#256,1,persuasive
October/November
infusion.allconet.org/webquest/mtapp/emotiona
lappealsfireball.ppt#258,6,basic needs
8.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.
of unfamiliar
S1C4PO2: Use context to identify the meaning of
unfamiliar words.
BCESD #15 (7/2011)
Common
Assessment Vocab
8th Grade
Synonyms
Comparisons
Antonyms
Examples
Definitions
Restatements
Academic:
Tone
Analogies
Allusions
8th Grade Literature Pacing Guide – Page 8 of 32
October/November
October/November
October/November
October/Nov
ember
Month
Performance Objectives to be Taught
Common
Assessment
Skills
Vocabulary
S3C1PO7: Differentiate between primary and Secondary Sources
Identify the differences
between the two types
of sources
Autobiography
Biography
1st Hand Account
2nd Hand Account
8.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.
Make an educated
guess based on given
facts
Inference
Guess
Compare & contrast
using graphic
organizers
Compare
Contrast
Similarities
Differences
Identify specific words
and structure that
influence the meaning
of a text
Word Choice
Structure
S3C1PO10: Make relevant inferences about
expository text
8.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.
S3C1PO11: Compare and contrast the central ideas
and concepts from selected readings on a specific
topic
8.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.
S3C1PO12: Explain how authors use elements
(e.g., language choice, organization) of expository
text to achieve their purposes
BCESD #15 (7/2011)
Resources
8th Grade Literature Pacing Guide – Page 9 of 32
Month:
Performance Objectives to be Taught
Common
Assessment
Skills
Vocabulary
October/November
“Harriet Tumbman: Guide
to Freedom”
Fugitives
Incentive
Disheveled
Guttural
Mutinous
Cajoling
Indomitable
Fastidious
S3C1PO4: Identify author’s stated or implied purpose
Purpose
Stated
Implied
“from Road Trip USA”
Distinctive
Graced
Replica
“Choice: A Tribute to Dr.
Martin Luther King Jr.”
Colossal
Conscience
Literally
“Why the Leaves Turn
Colors in the Fall”
Macabre
Camouflage
Predisposed
Capricious
BCESD #15 (7/2011)
Resources
“from Email From Bill Gates”
“Shooting Stars”
“Something From the Sixties”
“Harriet Tumbman: Guide to Freedom”
“This We Know”
“Emancipation, from Lincoln a Photo
Biography”
“There’s No Off Season”
“Always to Remember: The Vision of Maya
Ying Lin”
“from Travels with Charley”
“from Road Trip USA”
“Achieving the American Dream”
“Choice: A Tribute to Dr. Martin Luther King
Jr.”
“Why the Leaves Turn Colors in the Fall”
8th Grade Literature Pacing Guide – Page 10 of 32
“Harriet Tumbman: Guide to Freedom”
“from Email From Bill
Gates”
October/November
8.RI.2
Interaction
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.
Common Assessment
Expository Text, 8th
Grade
Summarize
Paraphrase
Misinterpret
Intimate
October/Novem October/Novem
ber
ber
Spontaneously
8.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.
S3C1PO3: Distinguish fact from opinion in expository text
Common Assessment,
Expository Text, 8th
Grade
Draw conclusions
Text Evidence
Common Assessment
Expository Text, 8th
Grade
Proven Facts
Supporting Text
Evidence
“Shooting Stars”
Orbit
Friction
Constellation
“Something From the
Sixties”
Descended
Extravagance
November/December
S3C2PO1: Use information from text to determine
sequence of activities to carry out a procedure
BCESD #15 (7/2011)
“A Glow in the Dark”
“from Email From Bill Gates”
“Something From the Sixties”
“Always to Remember: The Vision of Maya
Ying Lin”
“How to Be Polite On-Line”
www.cooks.com
8.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.
“Brown vs. The Board of Education”
Etiquette
S3C1PO2: Summarize main idea of expository text
S3C1PO9: Draw valid conclusions about expository text
“The Pilgrim’s Landing and First Winter”
Common
Assessment
Functional Text, 8th
Grade
Procedure
Sequence
Functional Text
http://alsnetbiz.com/homeimprovement
/proced.html
http://www.integritycoatings.com/howt
o.htm
http://amby.com/educate/math/fracdiv.html
8th Grade Literature Pacing Guide – Page 11 of 32
Steps in Directions
www.mapquest.com
November/December
Legends
S3C2PO2: Determine what information is extraneous in
functional text
Common
Assessment
Functional Text, 8th
Grade
www.googleimages.com (world maps)
Supplies Needed
Functional Text
Illustrations
Extraneous Information
Diagrams
www.factmonster.com
www.wikipedia.com (diagrams)
www.azdeq.gov/environ/water/assessm
ent/download/hohave.pdf
Sequence
http://www.sun.com/service/warranty/
product_warranty_chart.xml
November/December
http://www.stainmaster.com/warranty/
product_warranties.jsp
S3C2PO3: Interpret details from a variety of functional
text
Common
Assessment
Functional Text, 8th
Grade
Warranties
Warranties
Product Information
Product Information
Technical manuals
Technical manuals
Instruction Manuals
Instruction Manuals
Consumer Safety
publications
Consumer Safety
publications
http://genet.gelighting.com/LightProduc
ts/html/warranties.htm
http://www.consumer-reports.ca/
http://www.consumersearch.com/
http://www.shopdawg.com/navman.ht
m
http://the-manuals.com/
http://www.usersmanualguide.com/
http://instructionsmanuals.com/lista-51en-Sanders.htm
http://tv.manualsonline.com/manuals/m
fg/one_for_all/106.html
BCESD #15 (7/2011)
8th Grade Literature Pacing Guide – Page 12 of 32
January/Feb
ruary
January/February
November/December
www.cooks.com
S3C3PO4: Evaluate the adequacy of details and facts
from functional text to achieve a specific purpose
Survey facts and
details-achieve a
specific purpose
Functional Text
www.almanac.com
Facts
http://www.usersmanualguide.com/
Details
http://instructionsmanuals.com/lista-51en-Sanders.htm
Purpose
http://tv.manualsonline.com/manuals/m
fg/one_for_all/106.html
8.W.9
Draw evidence from literary or informational texts
to support analysis, reflection, and research.
a. 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”).
b. 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”).
R08.S2C1
Identify, analyze, and apply knowledge of the
structures and elements of literature
WS3C5PO1: Write a response to literature that: presents clear
and logical ideas, supports inferences and conclusions
BCESD #15 (7/2011)
All Stories
Interpret
Analyze
State Opinions
Locate Facts
Share Feelings
Predict
Cause/effect
Compare/contrast
Sequence
Drawing conclusions
Foreshadowing
Questions while
reading
Inferences
“The Dinner Party”
“The Tell-Tale Heart”
Acute
Dissimulation
Profound
Sagacity
Crevice
Gesticulations
Derision
“The Tell-Tale Heart”
“The Man Without a Country”
“Flowers for Algernon”
“Sancho”
“The Witness for the Prosecution”
“The Diary of Anne Frank”
“An Occurrence at Owl Creek Bridge”
Interpret
Analyze
Give Opinion
Locate Facts
Share Feelings
8th Grade Literature Pacing Guide – Page 13 of 32
Month:
Performance Objectives to be Taught
Common
Assessment
Skills
Vocabulary
Resources
January/February
January/February
“The Dinner Party”
8.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.
S2C1PO1: Analyze plot development
(e.g., conflict, subplots, parallel episodes)
to determine how conflicts are resolved.
8.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.
S2C1P02: Compare and contrast themes across
works of prose, poetry, and drama
“The Tell-Tale Heart”
Conflict
Exposition/Introduction
Rising action
Climax
Falling action
Resolution
“Thank You, Ma’am”
Presentable
Mistrusted
Latching
Barren
“The Man Without a Country”
“Flowers for Algernon”
“Gentlemen of Rio en Medio”
“The Diary of Anne Frank”
“An Occurrence at Owl Creek Bridge”
“The Witness for the Prosecution”
“The Dinner Party”
Author’s message
Central/main idea
Relate to life
Directly/indirectly
stated
“The Man Without a
Country”
Obscure
Availed
Stilted
Swagger
Blunders
“The Tell-Tale Heart”
“Thank You, Ma’am”
“The Man Without a Country”
“Flowers for Algernon”
January/February
January/February
“Christmas Day in the Morning”
8.RL.2Determine 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.Source: ADE/ELA
CommitteeSee Appendices A
“The Dinner Party”
Predict
Use Prior Knowledge
S1C6PO1: Predict text using prior knowledge and text features
8.RL.2Determine 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.Source: ADE/ELA
CommitteeSee Appendices A
S1C6PO2: Confirm predictions about text
BCESD #15 (7/2011)
“The Tell-Tale Heart”
“The Witness for the Prosecution”
“Occurrence at Owl Creek Bridge”
“The Dinner Party”
Predict
Confirm Predictions
“The Tell-Tale Heart”
“The Witness for the Prosecution”
“Occurrence at Owl Creek Bridge”
8th Grade Literature Pacing Guide – Page 14 of 32
January/February
Month:
Performance Objectives to be Taught
8.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.
Common
Assessment
Skills
Vocabulary
“The Witness for the Prosecution”
“Flowers for Algernon”
Create questions
during reading that
help clarify text
“Charles”
“The Man Without a Country”
January/February
S1C6PO3: Generate clarifying questions to comprehend text
8.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.
S2C1PO3: Character motivations
BCESD #15 (7/2011)
Resources
Compare/Contrast
Man vs. man
Man vs. nature
Man vs. self
Man vs. society
Impulses
Protagonist
Antagonist
Emotions
Desires
“Flowers for Algernon”
Psychology
Tangible
Specter
Refute
Illiteracy
Obscure
Syndromes
Introspective
“The Diary of Anne Frank”
“The Dinner Party”
“The Tell-Tale Heart”
“Thank You, Ma’am”
“The Man Without a Country”
“Flowers for Algernon”
“Charles”
“An Occurrence at Owl
Creek Bridge”
Sentinel
Unsteadfast
Sluggish
Recurrence
Consciousness
Undulations
Smartly
Significance
“The Witness for the Prosecution”
“Christmas Day in the Morning”
“Sancho”
“The Diary of Anne Frank”
“An Occurrence at Owl Creek Bridge”
8th Grade Literature Pacing Guide – Page 15 of 32
Month:
Performance Objectives to be Taught
Common
Assessment
Skills
Vocabulary
Resources
January/February
“The Dinner Party”
8.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.
S2C1PO4: Identify the narrative point of view
1st person
2nd person
3rd person
rd
3 person limited
Omniscient
Limited omniscient
Perspective
“Charles”
Renounced
Insolently
Simultaneously
Incredulously
“The Man Without a Country”
“Flowers for Algernon”
“Charles”
“The Diary of Anne Frank”
January/February
8.RL.1
Cite the textual evidence that most strongly supports
an analysis of what the text says explicitly as well as
inferences drawn from the text.
January/February
“An Occurrence at Owl Creek Bridge”
“The Dinner Party”
8.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.
S2C1PO5: Analyze the influence of setting
S2C1PO6: Draw conclusions about mood based on authors’
word choice
BCESD #15 (7/2011)
Time
Place
Mood
Environment
Influence on plot
“Gentlemen of Rio en
Medio”
Negotiation
Gnarled
Innumerable
Broached
“The Man Without a Country”
“The Diary of Anne Frank”
“An Occurrence at Owl Creek Bridge”
“The Witness for the Prosecution”
“The Tell-Tale Heart”
Atmosphere
Readers’ feeling
toward text
“Christmas Day in the
Morning”
Infinite
Brisk
Loitering
Placidly
Acquiescent
“Flowers for Algernon”
“Christmas Day in the Morning”
“The Diary of Anne Frank”
“An Occurrence at Owl Creek Bridge”
8th Grade Literature Pacing Guide – Page 16 of 32
Month:
Performance Objectives to be Taught
Common
Assessment
Skills
January/February
Resources
“Sancho”
Persistent
Accustomed
8.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.
S1C1PO5: Read from a variety of genres with
accuracy, automaticity, and expression.
BCESD #15 (7/2011)
Vocabulary
Mystery
Science Fiction
Fantasy
Historical Fiction
Drama
Realistic Fiction
Comedy
Tragedy
Horror
Thriller
Fairy Tales
Tall Tales
Mythology
Fables
“The Witness for the
Prosecution”
Willful
Precise
Foppishly
Reputation
Unsympathetic
Determined
Protest
Acquaintance
Eccentric
Cultivate
Endeavor
Genuinely
Transacted
Motive
Consulted
Exuberance
Trifles
Contemplated
Haggard
Composed
Rational
Contrived
Haunts
Epistle
Hoax
Reluctance
Recoiled
Methodical
Dumbfounded
Aroused
“The Dinner Party”
“The Tell-Tale Heart”
“Thank You, Ma’am”
“The Man Without a Country”
“Flowers for Algernon”
“Charles”
“Gentlemen of Rio en Medio”
“Christmas Day in the Morning”
“Sancho”
“An Occurrence at Owl Creek Bridge”
“The Witness for the Prosecution”
8th Grade Literature Pacing Guide – Page 17 of 32
January/February
January/February
January/February
Month:
Performance Objectives to be Taught
8.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.
Common
Assessment
Common Assessment
Vocab/Plot, 8th Grade
S1C4PO2: Use context to identify the meaning of unfamiliar words
S1C4PO3: Use context to identify multiple meaning words
8.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.
S1C6PO7: Use reading strategies to comprehend text
BCESD #15 (7/2011)
Common Assessment,
Vocab/Plot, 8th Grade
Skills
Synonyms
Comparisons
Antonyms
Examples
Definitions
Restatements
Synonyms
Comparisons
Antonyms
Examples
Definitions
Restatements
Predict
Cause/effect
Compare/contrast
Sequence
Drawing
conclusions
Foreshadowing
Questions while
reading
Inferences
Vocabulary
“The Diary of Anne Frank”Act I
Conspicuous
Mercurial
Leisure
Unabashed
Insufferable
Meticulous
Fatalist
Ostentatiously
“The Diary of Anne Frank”Act II
Inarticulate
Apprehension
Intuition
Sarcastic
Indignant
Stealthily
Ineffectually
“Dip in the Pool”
Moderately
Apprehension
Subside
Anxious
Currency
Gratifying
Peered
Self-preservation
Surreptitiously
Vigorously
Angular
“Harrison Bergeron”
Vigilance
Impediment
Hindrances
Cower
Synchronize
Resources
“The Diary of Anne Frank”
“The Necklace”
“The Lady or the Tiger?”
“The Discourager of Hesitancy”
“The Diary of Anne Frank”
“The Necklace”
“The Monkey’s Paw”
“The Lady or the Tiger?”
“The Discourager of Hesitancy”
“The Diary of Anne Frank”
“Dip in the Pool”
“The Landlady”
“The Lottery”
“The Necklace”
“The Monkey’s Paw”
“The Lady or the Tiger?”
“The Discourager of Hesitancy”
“The Sniper”
8th Grade Literature Pacing Guide – Page 18 of 32
January/February
Month:
Performance Objectives to be Taught
8.W.1
Write arguments to support claims with clear reasons and
relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the
claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion
and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
Provide a concluding statement or section that follows
from and supports the argument presented.
Common
Assessment
Skills
Vocabulary
Resources
Interpret
Analyze
Give Opinion
Locate Facts
Share Feelings
WS3C5PO1: Write a response to literature that: presents clear and
January/Februar
y
January/Februar
y
logical ideas, supports inferences and conclusions
8.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.
“The Diary of Anne Frank”
Connect text
events to personal
experiences
S1C6PO5: Connect information and event to personal experiences
8.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.
S1C6PO6: Apply knowledge of organizational structures to
comprehend text
“The Lottery”
“Dip in the Pool”
“The Landlady”
Chronological
order
Time Sequence
Cause/Effect
“The Diary of Anne Frank”
“Dip in the Pool”
January/February
“The Lady or the Tiger?”
“The Discourager of Hesitancy”
8.RL.1
Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as
inferences drawn from the text.
S1C6PO7: Use reading strategies to comprehend text
Draw Conclusions
Time Sequence
Cause/Effect
Making Inferences
“Dip in the Pool”
“The Diary of Anne Frank”
“The Monkey’s Paw”
“The Necklace”
BCESD #15 (7/2011)
8th Grade Literature Pacing Guide – Page 19 of 32
Month:
Performance Objectives to be Taught
Common
Assessment
Skills
Vocabulary
Resources
January/February
All Stories
8.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.
WS3C5PO1: Write a response to literature that: presents clear and
logical ideas, supports inferences and conclusions
S2C1PO1: Describe plot and its components
Interpret
Analyze
Give Opinion
Locate Facts
Share Feelings
Conflict
Exposition/Introdu
ction
Rising action
Climax
Falling action
Resolution
“The Lottery”
Assembled
Boisterous
Reprimands
Jovial
Scold
Hesitation
Discarded
Recital
Perfunctory
Salute
Interminably
Hurriedly
Disengaged
“The Diary of Anne Frank”
“Dip in the Pool”
“The Landlady”
“The Necklace”
“The Monkey’s Paw”
“The Lady or the Tiger?”
“The Discourager of Hesitancy”
“The Sniper”
January/February
“Harrison Bergeron”
S2C1PO2: Identify theme in short stories
BCESD #15 (7/2011)
Author’s message
Central/main idea
Relate to life
Directly/indirectly
stated
“The Necklace”
Destiny
Distinguished
Inborn
Incessantly
Apparatus
Intimate
Elegant
Elated
Distress
Intoxicated
Bewilderment
Ruinous
Odious
“The Lottery”
“The Necklace”
“The Monkey’s Paw”
“The Sniper”
“Harrison Bergeron”
8th Grade Literature Pacing Guide – Page 20 of 32
January/February
Month:
Performance Objectives to be Taught
S2C1PO3: Character motivations
BCESD #15 (7/2011)
Common
Assessment
Skills
Compare/Contrast
Man vs. man
Man vs. nature
Man vs. self
Man vs. society
Impulses
Protagonist
Antagonist
Emotions
Desires
Vocabulary
“The Monkey’s Paw”
Possessed
Fatal
Desirous
Poised
Condoled
Rubicund
Visage
Proffered
Plagues
Absentmindedly
Presumptuous
Persisted
Doggedly
Maligned
Anti-Macassar
Shamefacedly
Solemn
Marred
Simian
Prosaic
Coincidence
Furtively
Broach
Interposed
Sinister
Convey
Resignation
Marveling
Feverishly
Mutilated
Unwholesome
Talisman
Apathetically
Oppressive
Fusillade
Reverberated
Resources
“The Diary of Anne Frank”
“Dip in the Pool”
“The Landlady”
“The Lottery”
“The Necklace”
“The Monkey’s Paw”
“The Lady or the Tiger?”
“The Discourager of Hesitancy”
“The Sniper”
“Harrison Bergeron”
8th Grade Literature Pacing Guide – Page 21 of 32
January/February
Month:
Performance Objectives to be Taught
S2C1PO4: Identify the narrative point of view
BCESD #15 (7/2011)
Common
Assessment
Skills
1st person
2nd person
3rd person
3rd person limited
Omniscient
Limited omniscient
Perspective
Vocabulary
“The Lady of the Tiger?”
Semi-barbaric
Exuberant
Domestic
Impartial
Incorruptible
Ingrafted
Aforementioned
Doleful
Retribution
Epithalamic
Devoured
Fervent
Imperious
Relentless
Aesthetic
Fervid
Savage
Emerge
Parapet
Rapturous
Despairing
Resources
“Dip in the Pool”
“The Landlady”
“The Lottery”
“The Necklace”
“The Sniper”
8th Grade Literature Pacing Guide – Page 22 of 32
January/February
January/February
Month:
Performance Objectives to be Taught
8.RL.1
Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as
inferences drawn from the text.
S2C1PO5: Analyze the influence of setting
8.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.
S2C1PO6: Draw conclusions about mood based on authors’ word
choice.
BCESD #15 (7/2011)
Common
Assessment
Skills
Time
Place
Mood
Environment
Influence on plot
Atmosphere
Readers’ feeling
toward text
Vocabulary
“The Discourager of
Hesitancy”
Occurrence
Semi-barbaric
Momentous
Aspire
Ferocious
Supersensitive
Deputation
Impetuous
Condemnation
Perplexed
Precipitancy
Peculiar
Formidable
Coincide
Discourager
Hesitancy
Courtly
Dexterity
Raptures
Rampant
Bustle
Damsels
Attire
Execution
Instantaneous
Disapprobation
“The Sniper”
Beleaguered
Spasmodically
Aesthetically
Parapet
Breastwork
Paroxysm
Ruse
Concussion
Resources
“The Diary of Anne Frank”
“Dip in the Pool”
“The Landlady”
“The Necklace”
“The Monkey’s Paw”
“The Lady or the Tiger?”
“The Sniper”
“The Diary of Anne Frank”
“The Landlady”
“The Lottery”
“The Monkey’s Paw”
“The Discourager of Hesitancy”
8th Grade Literature Pacing Guide – Page 23 of 32
Month:
Performance Objectives to be Taught
Common
Assessment
Skills
Vocabulary
January/February
Academic
Myth
Legend
Tall Tale
Natural Occurrence
Culture
Beliefs
Fable
S2C2PO1 & PO2: Describe and identify common structures and
stylistic elements of literature, folklore, and myths
Common Assessment,
Myths, Legends…8th
Grade,
Specific genre
Setting
Era
Character
Analysis
Natural
Occurrences
“The Beginning”
Vast
Fertile
Influence
Scheme
Resembled
Maimed
Disposed
Prophecy
Vigilant
Seized
Maneuvered
Onslaught
Realm
Resources
“The Beginning”
“The Palace of Olympus”
“Medusa’s Head”
“The Wooden Horse”
“Pandora”
“Coyote Steals the Sun and Moon”
“Hammerman”
“Paul Bunyan of the North Woods”
“Pecos Bill and the Cyclone”
“Belling the Cat”
“The Town Mouse and the Country Mouse”
“The Ant and the Grass Hopper”
“Fox and the Crow”
“The Fairly Intelligent Fly”
“What Happened to Charles”
“Belling the Cat”
January/February
“The Town Mouse and the Country Mouse”
S1C6PO6: Apply knowledge of the organizational structures to
comprehend text
Common Assessment,
Myths, Legends…8th
Grade,
Chronological
Order
Sequence
Cause/Effect
“Belling the Cat”
Outwit
Treacherous
Proposal
“The Ant and the Grass Hopper”
“Fox and the Crow”
“The Fairly Intelligent Fly”
“What Happened to Charles”
“Fox and the Crow (second version)
BCESD #15 (7/2011)
8th Grade Literature Pacing Guide – Page 24 of 32
January/February
January/February
January/Februa
ry
Month:
Performance Objectives to be Taught
WS3C5PO1: Write a response to literature that: presents clear and
logical ideas, supports inferences and conclusions
S1C6PO1: Use reading strategies to comprehend text
S2C1PO1: Describe plot and its components
BCESD #15 (7/2011)
Common
Assessment
Skills
Vocabulary
Resources
“Paul Bunyan of the North
Woods”
Granite
Commotion
Apparition
“Hammerman”
Interpret
Analyze
Give Opinion
Locate Facts
Share Feelings
Inference
Conflict
“Pecos Bill and the
Cyclone”
Usurped
Invincible
Futile
Inexplicable
Skeptics
“The Palace of Olympus”
Quarrelsome
Cloisters
Banished
Perpetually
Obliged
Hobbled
Splendid
“Paul Bunyan of the North Woods”
“Pecos Bill and the Cyclone”
“The Beginning”
“Medusa’s Head”
“Hammerman”
8th Grade Literature Pacing Guide – Page 25 of 32
Performance Objectives to be Taught
January/February
Month:
S2C1PO2: Identify theme in short stories
Common
Assessment
Skills
Vocabulary
Resources
“Pandora”
Author’s Message
“Medusa’s Head”
Oracle
Swearing
Thwart
Hideous
Suspicions
Possessed
Writhing
Perplexing
Adamant
Venomous
Recesses
Sprawl
Girdles
Unavenged
Reigned
“Medusa’s Head”
“Coyote Steals the Sun and Moon”
“Belling the Cat”
“The Ant and the Grass Hopper”
“Fox and the Crow”
“The Fairly Intelligent Fly”
“What Happened to Charles”
“Fox and the Crow (second version)
“The Beginning”
January/February
“Medusa’s Head”
S2C1PO3: Character motivations
Compare/Contrast
Man vs. man
Man vs. nature
Man vs. self
Man vs. society
Impulses
Protagonist
Antagonist
Emotions
Desires
“The Wooded Horse”
Relics
Batter
Tremendous
Valiant
Siege
Comrades
Subdue
Straggling
Besieged
Hubbub
Sacred
Omen
Sacrilege
Prophecy
“The Wooden Horse”
“Pandora”
“Hammerman”
“Paul Bunyan of the North Woods”
“The Town Mouse and the Country Mouse”
“The Ant and the Grass Hopper”
“Fox and the Crow”
“Fox and the Crow (second version)
“The Fairly Intelligent Fly”
“What Happened to Charles”
BCESD #15 (7/2011)
8th Grade Literature Pacing Guide – Page 26 of 32
Month:
Performance Objectives to be Taught
Common
Assessment
Skills
Vocabulary
Resources
“The Beginning”
“The Town Mouse and the
Country Mouse”
Heartily
Scamper
“The Ant and the Grass
Hopper”
Toiling
Moiling
January/February
“Fox and the Crow
Surpassed
S2C1PO8: Identify various genres of fiction
Myth
Legend
Folk Tale
“The Fairly Intelligent Fly”
Devoured
“What Happened to
Charles”
Eavesdropping
Sentimental
Skeptical
Exasperated
“Fox and the Crow (second
version)
Cunning
“The Palace of Olympus”
“Medusa’s Head”
“The Wooden Horse”
“Pandora”
“Hammerman”
“Coyote Steals the Sun and Moon”
“Paul Bunyan of the North Woods”
“Pecos Bill and the Cyclone”
“Belling the Cat”
“The Town Mouse and the Country Mouse”
“The Ant and the Grass Hopper”
“Fox and the Crow”
“The Fairly Intelligent Fly”
“What Happened to Charles”
January/Feb
ruary
“Fox and the Crow (second version)
WS3C5PO1: Write a response to literature that: presents clear and
logical ideas, supports inferences and conclusions
BCESD #15 (7/2011)
Interpret
Analyze
Give Opinion
Locate Facts
Share Feelings
All Stories
8th Grade Literature Pacing Guide – Page 27 of 32
Performance Objectives to be Taught
8.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.
S2C1PO2: Identify the theme in works of poetry
Common
Assessment
Common
Assessment Poetry,
8th Grade,
January/February
January/February
Month:
S2C1PO7: Identify the characteristics and structural elements of
poetry
BCESD #15 (7/2011)
Common
Assessment Poetry,
8th Grade,
Skills
Author’s Message
Figurative
Language
Simile
Metaphor
Hyperbole
Idiom
Personification
Sound Devices
Rhyme/Rhyme
Scheme
Poem Form
Mood/Tone
Rhythm
Repetition
Point of View
Onomatopoeia
Vocabulary
Academic
Figurative Language
Simile
Metaphor
Hyperbole
Idiom
Personification
Sound Devices
Rhyme/Rhyme Scheme
Poem Form
Mood/Tone
Rhythm
Repetition
Point of View
Onomatopoeia
“The Road Not Taken”
Diverged
“The Choice”
Smoldering
Lilting
“Grandma”
Scolded
Sturdy
Oh Captain, My Captain”
Exalting
Tread
“Paul Revere’s Ride”
Stealthy
Somber
Impetuous
Spectral
Tranquil
Aghast
Resources
“The Road Not Taken”
“The Choice”
“Grandma”
“Dulce et Decorum Est”
“The Road Not Taken”
Rhyme scheme, rhythm, metaphor
“The Choice”
Alliteration
“Grandma”
Free verse
“Oh Captain, My Captain”
Rhyme scheme, internal rhyme, repetition
“Paul Revere’s Ride”
Rhyme scheme, narrative
8th Grade Literature Pacing Guide – Page 28 of 32
Month:
Performance Objectives to be Taught
Common
Assessment
Skills
Vocabulary
Resources
“The New Colossus”
Brazen
Astride
Yearning
“Ellis Island”
Quarantine
January/February
Southbound on the
Freeway”
Transparent
S2C1PO7: Identify the characteristics and structural elements of
poetry
Common
Assessment Poetry,
8th Grade,
Figurative
Language
Simile
Metaphor
Hyperbole
Idiom
Personification
Sound Devices
Rhyme/Rhyme
Scheme
Poem Form
Mood/Tone
Rhythm
Repetition
Point of View
Onomatopoeia
“The Bat”
Amiss
“The Wreck of the
Hesperus”
Scornful
Gale
Breakers
“Ellis Island”
Personification
“Southbound on the Freeway”
Personification
“The Bat”
Rhyme scheme, stanza
“Wreck of the Hesperus”
Rhyme Scheme, simile, metaphor, narrative
“January”
Metaphor, rhyme scheme
“January”
Parkas
Radiators
“Two Haiku”
Metaphor
“400 Meter Freestyle”
Catapult
“400 Meter Freestyle”
Concrete poem, metaphor
“If I Can Stop One Heart
from Breaking”
Vain
“If I Can Stop One Heart From Breaking”
Rhyme Scheme
“The Raven”
Nevermore
Radiant
Implore
Stately
Decorum
BCESD #15 (7/2011)
“The New Colossus”
Personification
“The Raven”
Internal rhyme, alliteration, narrative,
personification
8th Grade Literature Pacing Guide – Page 29 of 32
Month:
Performance Objectives to be Taught
Common
Assessment
Skills
Vocabulary
Resources
“Do Not Go Gentle into that
Good Night”
Grieve
January/February
Sonnet 43
Breadth
Strive
S2C1PO7: Identify the characteristics and structural elements of
poetry
Common
Assessment, Poetry,
8th Grade,
Figurative
Language
Simile
Metaphor
Hyperbole
Idiom
Personification
Sound Devices
Rhyme/Rhyme
Scheme
Poem Form
Mood/Tone
Rhythm
Repetition
Point of View
Onomatopoeia
“Dulce et Decorum Est”
Trudged
Fatigued
Writhing
Obscene
It is noble and honorable to
die for one’s country
“Remembrance”
Dreary
Heath
Obscure
Perished
Indulge
Rapturous
Sonnet 130
Dun
Damasked
Reeks
Belied
“Do Not Go Gentle into that Good Night”
Simile, repetition, rhyme scheme
Sonnet 43
Rhyme scheme, repetition
“Dulce et Decorum Est”
Narrative, simile
“Remembrance”
Rhyme scheme, alliteration, personification
Sonnet 130
Rhyme, rhythm
“Tyger”
Repetition, rhyme scheme, personification
January/Feb
ruary
“Tyger”
Symmetry
Aspired
Sinews
WS3C5PO1: Write a response to literature that: presents clear and
logical ideas, supports inferences and conclusions
BCESD #15 (7/2011)
Interpret
Analyze
Give Opinion
Locate Facts
Share Feelings
8th Grade Literature Pacing Guide – Page 30 of 32
Performance Objectives to be Taught
Common
Assessment
March
Data Driven Review & Interventions
Galileo Benchmark
#3
March
Spring Break
Skills
Vocabulary
Resources
Galileo Tests
Common Assessments
Apr. 4
March
March
Month:
AIMS
April/May
April
Apr. 11
AIMS TESTING
AIMS
8.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.
WS3C6PO1; Write a summary of information from sources
Paraphrase
Summarize
Main Idea
WS3C6PO2: Write an informational report
Topic
Facts
Sequence
Conclusion
Sources
BCESD #15 (7/2011)
Paraphrase
Summarize
Main Idea
Supporting Details
Prentice Hall Silver Level
Chapter 11, Research pgs. 222-241
Prentice Hall Silver Level
Chapter 11, Research pgs. 222-241
8th Grade Literature Pacing Guide – Page 31 of 32
Monthly Logic Problems/Problem Solving Skills
August: S5C2.PO4 – Represent a problem situation using multiple representations, describe the process used to solve the problem, and
verify the reasonableness of the solution.
September: S5C2.PO1 – Analyze a problem situation to determine the questions to be answered
October: S5C2.PO1 – Analyze a problem situation to determine the questions to be answered
November: S5C2.PO7 – Isolate and organize mathematical information taken from symbols, diagrams, and graphs to make inferences,
draw conclusions, and justify reasoning
December: S5C2.PO6 – Communicate the answer(s) to the question(s) in a problem using appropriate representations, including symbols
and informational and formal mathematical language
January: S5C2.PO11 – Identify simple valid arguments using if…then statements
February: S5C2.PO3 – Identify relevant, missing, and extraneous information related to the solution to a problem
March: S5C2.PO5 – Apply a previously used problem-solving strategy in a new context
BCESD #15 (7/2011)
8th Grade Literature Pacing Guide – Page 32 of 32