8th Grade Language Arts Curriculum Pacing Calendar
1st Semester Writing
September
October
Review...
The Writing Process Overview pgs. 4-28
Peer Responses pgs. 29-32
Keeping Journals pg. 431
Understanding Traits
pgs. 33-44
Constructing Strong Paragraphs pgs.
522-541
Descriptive Writing 70-91
Narrative Writing pgs. 92-155
Narrative and Descriptive writing can be
taught throughout using suggested
strategies: journals, occasional papers.
Persuasive pgs. 218-266
Evaluating Writing for Assessment
pgs. 278-280
Writing GLE’s






1.1.1 - 1.6.1
2.1.1, 2.2.1, 2.3.1, 2.4.1
3.1.1, 3.1.2
3.2.1, 3,2,2, 3.2.3
3.3.1 - 3.3.8
4.1.1 - 4.2.1
Revised 2/14/08
November
December
January
Research Writing Write Source pgs. 363-414
Persuasive Research with 8th Grade Social Studies Civics CBA – Constitutional Issues

Teach Bibliography MLA style
Write Source pgs. 392, 403-404

Use District Persuasive Rubric
8th Grade Language Arts Curriculum Pacing Calendar
1st Semester Reading
September
October
November
December
January
Floating Novel
(check out classroom sets at
District Office)
Prentice Hall
Poetry
Paul’s Ride pg 509
Columbus pg 521
Mandatory Reading
Novel
Prentice Hall
Short Story
The Tell-Tale Heart pg. 145
The Pearl
Day Book of Critical Reading
and Writing
Literary Non Fiction
Eleanor Roosevelt pg. 117-132
Non Fiction
Martin Luther King Dream pg
187-202
*EALR 1 Word Skills and Strategies
Interpret and Build Vocabulary
Read Fluently – 155 WPM
Interpret and Build Vocabulary
Read Fluently – 155 WPM
Interpret and Build Vocabulary
Read Fluently – 155 WPM
Themes/Messages/Main Ideas
and Supporting Details
Summarization
Inferring/Predicting
Making Connections
Cause/Effect
Compare/Contrast
Fact and Opinion
Analyze and Evaluate
Synthesize,
Draw Conclusions,
Make Generalizations,
Literary Elements/Text Features
Authors Purpose
Themes/Messages/Main Ideas and
Supporting Details
Summarization
Inferring/Predicting
Making Connections
Cause/Effect
Compare/Contrast
Fact and Opinion
Analyze and Evaluate
Synthesize,
Draw Conclusions,
Make Generalizations,
Literary Elements/Text Features
Authors Purpose
Interpret and Build Vocabulary
Read Fluently – 155 WPM
Interpret and Build Vocabulary
Read Fluently – 155 WPM
*EALR 2 Comprehension/Thinking Skills – Highlighted/Indented Skills taught in that month
Themes/Messages/Main Ideas and
Supporting Details
Summarization
Inferring/Predicting
Making Connections
Cause/Effect
Compare/Contrast
Fact and Opinion
Analyze and Evaluate
Synthesize,
Draw Conclusions,
Make Generalizations,
Literary Elements/Text Features
Authors Purpose
Themes/Messages/Main Ideas and
Supporting Details
Summarization
Inferring/Predicting
Making Connections
Cause/Effect
Compare/Contrast
Fact and Opinion
Analyze and Evaluate
Synthesize,
Draw Conclusions,
Make Generalizations,
Literary Elements/Text Features
Authors Purpose
Themes/Messages/Main Ideas and
Supporting Details
Summarization
Inferring/Predicting
Making Connections
Cause/Effect
Compare/Contrast
Fact and Opinion
Analyze and Evaluate
Synthesize,
Draw Conclusions,
Make Generalizations,
Literary Elements/Text Features
Authors Purpose
*EALR 3 Reading for a Variety of Purposes
Novel
Revised 2/14/08
Novel
Poetry
Short Story
Non Fiction
8th Grade Language Arts Curriculum Pacing Calendar
1st Semester Comprehension Strategy Pacing
L – Literary Text, I-Informational Text
September
Themes/Messages/Main Ideas
and Supporting Details
Thinking Skills Notebook
 Main Idea pg 456-457 - L,
I
Prentice Hall
 The Pearl – Understanding
Theme – novel - L
 The Indian All Around Us,
pg.457 – Identifying Main
Idea –essay – I
 “Dial Versus Digit”, pg.
477 – Finding main ideas –
essay – I
 “Hokusai: The Old Man
Mad About Drawing, “ pg
481 – Finding implied
main ideas – essay - I
Secondary Reading Strategies
 Theme Comparison –
Section 4 pg. 18-29 L, I
Daybook of Critical Reading
and Writing
 The Main Idea, Now Is
Your Time! pgs. 32-34 –
nonfiction Social Studies I
 Understanding Theme,
Blacks, Pete at the Zoo,
The Princess and the Tin
Box, A Day’s Wait, pgs
55-68 poetry, fable, short
story, - L
Revised 2/14/08
October
November
December
January
Compare and Contrast
Thinking Skills Notebook
 Compare-Contrast pg
436 - L, I
Prentice Hall
 The Story Teller, Saki,
pg 3 – short story - L
 The House Guest,
Boles, pg 85 – short
story - L
 Gentleman of Rio en
Medio, Sedillo, pg 93 –
short story - L
 The Six Rows of
Pompons, Mori, pg 163
– short story L
 Flowers for Algernon,
Keyes, p 201 – short
story - L
 From One Writer’s
Beginnings, Welty, pg
377 – non-fiction - I
 Debbie, Herriot, p. 439
– essay - I
Secondary Reading Strategies
 Compare/Contrast –
Section 6 pgs 18-23 L,
I
Inferring/Predicting
Thinking Skills Notebook 
Predicting pg 449 L, I

Inferring pg 451 L, I
Prentice Hall

The Captain and His Horse, Beryl
Markham pg. 47 – short story - L

Charles, Shirley Jackson pg. 79 –
short story - L

The Day the Sun Came Out,
Johnson pg. 107 – short story - L

The Land and the Water, Gray pg.
119 – short story - L

The Ninny, Chekhov pg. 159 – short
story - L

The Diary of Anne Frank Act 1,
Goodrich and Hackett pg. 303 –
drama - L

Columbus, Miller pg 521 – poetry
-L

Barbara Frietchie, Whittier pg. 525
– poetry – L

Harlem Night Song, Hughes pg.
558 – poetry - L

The Girl Who Hunted Rabbits, Zuni
Indian Legend pg.635 – American
legend - L

Hammerman, Stoutenberg pg 655 –
folktale

Johnny Appleseed, Benet
pg. 675 – folktale - L
Secondary Reading Strategies

Coding The Text – Section 6 pgs.79 – L, I

Improving Comprehension: SelfQuestioning – Section 6 pgs 36-40
L, I

Sampling Before Reading: SelfQuestioning Strategy – Section 6
pgs 41-43 – L, I

Predicting Tree – Section 8 pg. 23
– L, I
Authors Purpose
Daybook of Critical Reading
and Writing
 The Weary Blues, pgs. 1516 – poetry – L
 The Return of Simple, pgs.
17-19 – nonfiction – I
 From Missing May, pgs.
107-108 – fiction – L
 From But I’ll Be Back
Again, pgs. 112-116 –
autobiography – I
 Authors Purpose, pg. 160 –
narrative nonfiction – I
 Abraham Lincoln,
“Gettysburg Address,
pgs.187-190 – nonfiction –
I
Prentice Hall
 Back There, pg 263 –
drama – L
 From I Know Why the
Caged Bird Sings, pg. 403 –
nonfiction – I
Analyze and Evaluate
Thinking Skills Notebook L, I
 Analyze pg 472
 Evaluate pg 477
Prentice Hall
 Grass Fire, Erdman, pg 129 –
short story - L
 The Medicine Bag, pgs 225244 – short story - L
Daybook of Critical Reading and
Writing
 Evaluating What You Read
pgs 35-36 – L, I
 Weighing an Argument pgs
100-102 – L, I
 The Elevator, pgs 126-128
short story - L
Classroom Instruction That Works –
Marzano

Classroom Practice in
Identifying Similarities
and Differences – pgs 1720 L, I
Fact and Opinion
Thinking Skills Notebook
 Fact and Opinion pg 465 –
L, I
Daybook of Critical Reading
and Writing
 America the Not-soBeautiful, pgs 96-99
Nonfiction - L, I
8th Grade Language Arts Curriculum Pacing Calendar
1st Semester Comprehension Strategy Pacing, cont.
L – Literary Text, I-Informational Text
September
Summarization
Thinking Skills Notebook
 Summarize pg. 459 - L, I
Prentice Hall
 The Gift-Giving, Joan
Aiken pg. 175 – short
story L
Secondary Reading Strategies
 Summarizing and
Synthesizing: Admit and
Exit Cards – Section 7 pgs.
6,7 L, I
 Summarizing Section 7 pgs
18-29 – L, I
Daybook of Critical Reading
and Writing
 Theme for English, pg. 1012 poetry, L

A Day’s Wait, pgs. 63-66
short story, L
 Summing Up pg. 137
nonfiction social studies I
Classroom Instruction That
Works – Marzano
 Summarizing and Note
Taking - pgs. 29-43 – L, I
Revised 2/14/08
October
November
December
Literary Elements/Text
Features
 Plot – pgs. 13-82 – short
stories - L
 Character – pgs. 83-116
short stories - L
 Setting – pgs. 117-156
short stories - L
 Theme – pgs. 159-223 short
stories - L
 The Pearl – Chapters 1-3,
pg 695, Understanding
Characters novel - L
Secondary Reading Strategies
 Section 4 - character
comparison, theme,
character analysis, story
mapping pgs. 18-25 – L, I
 Using Text Structure –
Section 4, pgs 1-29,
 Graphic Organizer – Section
8, pg 6 (Character Analysis
Pyramid)
Daybook of Critical Reading
and Writing
 Essentials of Story pgs. 3954 setting: Journey to
Topaz, character: The
Witch of Blackbird Pond,
point of view, plot: Those
Three Wishes, theme - L
Classroom Instruction That
Works – Marzano
 The Narrative Frame – pg
35 L, I
Inferring and Predicting Cont.
Daybook of Critical Reading and Writing

I Know Why the Caged Bird Sings,
pgs 24-28 - Autobiography

I Know Why the Caged Bird Sings,
Inferring, pgs 29-31 Autobiography

I Have Lived a Thousand Years,
pgs 156-159 – Nonfiction social
studies - I
Classroom Instruction That Works –
Marzano

Reciprocal Teaching – pgs 42, 43
114-115 – L, I
Fact and Opinion cont.
 The Autobiography of
Eleanor Roosevelt, pgs 118120 Autobiography - I
 Good Guys of Baseball, pgs
148-150 Nonfiction I
Classroom Instruction That
Works – Marzano
 Research and Theory on
Details – Facts, pg 130 – L,
I
Making Connections
Secondary Reading Strategies

Making Connections - Section
6 pg 10-17 – L, I

Making Connections Template
– Section 8 pg 15 – L, I
Daybook of Critical Reading and
Writing

Like Bookends, pgs 37-38 –
Poetry - L

The Elevator, pgs 129-132 –
Short Story - L
Cause – Effect
Thinking Skills Notebook

Cause Effect – pg 462 – L, I
Prentice Hall

The Origin of Fire, Clark pg.
627 – myth - L

The Pearl, Chapters 4-6, pg
717, novel - L
Classroom Instruction That Works –
Marzano

Cause Effect Sequences pg 130
– L, I
Cause Effect Principles pg 134 – L,
I
January
8th Grade Language Arts Curriculum Pacing Calendar
st
1
September
*EALR 4 Evaluation and Assessment
Semester Reading/Writing Assessment Plan
October
November
December
January
Formative Assessment:
Refer to WASL Resources:
Reading Question Stems
Formative Assessment:
Refer to WASL Resources:
Reading Question Stems
Formative Assessment:
Refer to WASL Resources:
Reading Question Stems
Formative Assessment:
Refer to WASL Resources:
Reading Question Stems
Formative Assessment:
Refer to WASL Resources:
Reading Question Stems
(on district web page)
(on district web page)
(on district web page)
(on district web page)
(on district web page)
Literary Text

Theme and Supporting
Ideas (LC01)

Summarize (LC02)

Interpret Vocabulary
(LC04)
Informational Text

Major Idea/Supporting
Details (IC11)

Summarize (IC 12)

Interpret Vocabulary
(IC14)


Compare/Contrast (LA06)
Literary Elements (LA05)
Interpret Vocabulary
(LC04)
Informational Text

Apply Understanding of
Text Features (1A15)

Compare/contrast
elements within text
(1A16)

Interpret Vocabulary
(IC14)
Literary Text

Inferences or Predictions
(LC03)

Making Connections (LA07)

Interpret Vocabulary
(LC04)
Informational Text

Inferences or Predictions
(IC 13)

Make Connections (IA 17)

Interpret Vocabulary
(IC14)
Literary Text

Analyze Authors Purpose
(LT08)

Interpret Vocabulary
(LC04)
Informational Text

Analyze Author’s Purpose
(IT18)

Fact/Opinion (no stems)

Interpret Vocabulary
(IC14)
Literary Text

Evaluate (LT09)

Interpret Vocabulary (LC04)
Informational Text
 Evaluate
Reasoning/Ideas/Themes (IT
19)

Interpret Vocabulary (IC14)
Reading End of Unit
Assessment
th
* see 8 Grade Reading on
district web page
The Pearl
Reading Skills assessed:
 Theme
 Summarize
 Compare/Contrast
 Vocabulary
 Authors Purpose
 Inferences
 Make Generalizations
Revised 2/14/08
Writing Summative
Assessment
Persuasive
Revolution Editorial
*see 8th Grade Writing on
district web page
*Score reported on results
sheet
Writing – Social
Studies CBA
Persuasive
(work with 8th grade social
studies teachers)
8th Grade Language Arts Curriculum Pacing Calendar
2nd Semester Writing
February
Expository pgs. 156-204
Writing for Assessment
pgs. 214-216
Writing EALR’s/GLE’s






1.1.1 - 1.6.1
2.1.1 - 2.4.1
3.1.1 - 3.1.2
3.2.1 - 3.2.3
3.3.1 - 3.3.8
4.1.1
Revised 2/14/08
March
Continue Expository
Writing
April
Creative Writing
Pgs. 342-361
May
June
8th Grade Language Arts Curriculum Pacing Calendar
2nd Semester Reading
February
March
April
Floating Novel
(check out classroom sets at
District Office)
Prentice Hall
Poetry
Barbara Frietsche-Civil War pg.
525
Oh Captain pg. 534
Man Without a Country pg. 185
Mandatory Reading
Novel
The Outsiders
May
June
Prentice Hall
Historical Fiction
Drummer Boy pg 151
Biography
Harriet Tubman pg. 383
*EALR 1 Word Skills and Strategies
Interpret and Build Vocabulary
Read Fluently – 155 WPM
Interpret and Build Vocabulary
Read Fluently – 155 WPM
Interpret and Build Vocabulary
Read Fluently – 155 WPM
Themes/Messages/Main Ideas
and Supporting Details
Summarization
Inferring/Predicting
Making Connections
Cause/Effect
Compare/Contrast
Fact and Opinion
Analyze and Evaluate
Synthesize,
Draw Conclusions,
Make Generalizations,
Literary Elements/Text Features
Authors Purpose
Themes/Messages/Main Ideas
and Supporting Details
Summarization
Inferring/Predicting
Making Connections
Cause/Effect
Compare/Contrast
Fact and Opinion
Analyze and Evaluate
Synthesize,
Draw Conclusions,
Make Generalizations,
Literary Elements/Text Features
Authors Purpose
Interpret and Build Vocabulary
Read Fluently – 155 WPM
Interpret and Build Vocabulary
Read Fluently – 155 WPM
*EALR 2 Comprehension/Thinking Skills - Highlighted/Indented Skills taught in that month
Themes/Messages/Main Ideas
and Supporting Details
Summarization
Inferring/Predicting
Making Connections
Cause/Effect
Compare/Contrast
Fact and Opinion
Analyze and Evaluate
Synthesize,
Draw Conclusions,
Make Generalizations,
Literary Elements/Text Features
Authors Purpose
Themes/Messages/Main Ideas
and Supporting Details
Summarization
Inferring/Predicting
Making Connections
Cause/Effect
Compare/Contrast
Fact and Opinion
Analyze and Evaluate
Synthesize,
Draw Conclusions,
Make Generalizations,
Literary Elements/Text Features
Authors Purpose
Themes/Messages/Main Ideas and
Supporting Details
Summarization
Inferring/Predicting
Making Connections
Cause/Effect
Compare/Contrast
Fact and Opinion
Analyze and Evaluate
Synthesize,
Draw Conclusions,
Make Generalizations,
Literary Elements/Text Features
Authors Purpose
*EALR 3 Reading for a Variety of Purposes
Novel
Revised 2/14/08
Novel
Poetry
Historical Fiction
Biography
8th Grade Language Arts Curriculum Pacing Calendar
2nd Semester Comprehension Strategy Pacing
L – Literary Text, I – Information Text
February
Synthesize
Thinking Skills Notebook

Synthesis, pgs. 474476 L, I
Draw Conclusions
Make Generalizations
Prentice Hall


Thank You, M’am, pg 169175 – short story - L
Paul Bunyan of the North
Woods, pgs 643-647 –
folktale - L
Revised 2/14/08
March
WASL Reading Practice
WASL
– OSPI Released
Items, etc.
April
May
Continue practicing Comprehension
strategies
June
8th Grade Language Arts Curriculum Pacing Calendar
*EALR 4 Evaluation and Assessment
2nd Semester Reading/Writing Assessment Plan
February
March
April
May
June
Formative Assessment:
Refer to WASL Resources:
Reading Question Stems
Formative Assessment:
Refer to WASL Resources:
Reading Question Stems
Formative Assessment:
Refer to WASL Resources:
Reading Question Stems
Formative Assessment:
Refer to WASL Resources:
Reading Question Stems
Formative Assessment:
Refer to WASL Resources:
Reading Question Stems
(on district web page)
(on district web page)
(on district web page)
(on district web page)
(on district web page)
End of Unit Reading
Assessment
WASL
Literary Text
 Extend information
beyond literary text
(LT10)
 Interpret Vocabulary
(LC04)
Informational Text
 Extend Information
Beyond the Text (IT 20)
 Interpret Vocabulary
(IC14)
Writing Summative
Assessment
Expository (Person you
admire)
*see 8th Grade Writing on
district web page
*Score reported on results
sheet
Revised 2/14/08
* see 8th Grade Reading on
district web page
The Outsiders
Reading Skills assessed:
 Theme
 Compare/Contrast
 Draw conclusions
 Vocabulary
 Literary elements
 Supporting details
 Inferences
 Authors purpose
 Make connections
Summative Reading
Assessment
 The Eyes of the
Dragon
 The Call of the Wild
 Courage My Mother
Had
 Shoes Overboard
*see 8th grade reading
assessment on district
webpage
Reading Skills assessed:
Authors Purpose’
Vocabulary
Main Idea, supporting details
Summarization
Text features
Synthesis
Prediction
Inferring
8th Grade Language Arts Curriculum Pacing Calendar
Strands and Learning Targets
Grades 6, 7, 8, 10
LITERARY TEXT
Strand LC: Comprehends important ideas and details
LC01: Demonstrate understanding of theme or message and supporting details. (2.1.3)
LC02: Summarize with evidence from the reading. (2.1.7)
LC03: Make inferences or predictions about literary texts. (2.1.5)
LC04: Interpret vocabulary critical to the meaning of the literary text. (1.3.2)
Strand LA: Analyzes, interprets, and thinks critically
LA05: Demonstrate understanding of literary elements, features, and graphics (genre, plot, character, setting, conflict,
resolution); literary devices (simile, metaphor); and graphic elements (illustrations, captions) (2.2.2, 2.2.3, 2.3.3)
LA06: Compare and contrast elements within and between texts. (2.3.1)
LA07: Make connections (cause and effect) between parts of text. (2.3.1)
Strand LT: Thinks critically
LT08: Analyze author’s purpose in a literary text and/or effectiveness for different audiences, and/or identify facts and opinions
.(2.4.2, 2.4.3, 2.4.4)
LT09: Evaluate reasoning and ideas/themes related to the text. (2.4.1, 2.4.6)
LT10: Extend information beyond literary text – make generalizations, draw conclusions, apply information, give a response to
a literary text (2.4.5, 2.4.6, 2.4.7)
Revised 2/14/08
8th Grade Language Arts Curriculum Pacing Calendar
Strands and Learning Targets
Grades 6, 7, 8, 10
INFORMATIONAL TEXT
Strand IC: Comprehends Important Ideas and Details
IC11: Demonstrate understanding of theme/message and/or supporting details of informational text. (2.1.3)
IC12: Summarize informational text. (2.1.7)
IC13: Make inferences or predictions about informational texts. (2.1.5)
IC14: Interpret vocabulary critical to the meaning of the informational text. (1.3.2)
Strand IA: Analyzes, interprets, and synthesizes
IA15: Apply understanding of text features and graphic features (titles, headings, subheadings, informational divisions,
captions, maps, charts, graphs) (2.2.2)
IA16: Compare and contrast elements within and between informational text(s). (2.3.1)
IA17: Make connections (cause and effect) between parts of informational text. (2.3.1)
Strand IT: Thinks critically
IT18: Analyze author’s purpose in an informational text, and/or evaluate effectiveness for different audiences (includes
fact/opinion, author’s point of view, tone, and use of persuasive devices (2.4.2, 2.4.3, 2.4.4)
IT19: Evaluate reasoning and ideas/themes related to the informational text. (2.4.1, 2.4.6)
IT20: Extend information beyond the informational text – make generalizations, draw conclusions, apply information, and give
a response to an informational text. (2.4.1, 2.4.5)
Revised 2/14/08