Unit: Personal Narrative
Teaching Time: Approx. 2 weeks
Objectives: Student will be able to successfully compose a 1st person five paragraph personal narrative.
Essential Questions
Enduring Understandings



How do writers
develop a wellwritten product?
Why does a writer
choose a particular
form of writing?
Content Statements
W.8.3; W8.4; W.8.5; L.8.1;
L.8.2; L8.5

Good writers develop and
refine their ideas for
thinking, learning,
communicating, and
aesthetic expression.
A writer selects a form
based on audience and
purpose.
Materials, Text & Technology
Options
1. Literature Text
2. Write Source
3. Sample writing
4. MOBI activities
Desired Results (CPI)
CPI: W.8.10
ASSESS final narrative using NJ Holistic 6 point rubric; teacher
conferencing
Areas of Focus
1.
2.
3.
4.
5.
6.
7.
Writing process skills
Use of organizational graphic organizers
Improving and varying sentence structure
Brainstorming
Peer editing /presentations
Model review; use of MOBI
Teacher-directed lessons
Course: Language Arts Literacy
Grade 8
Unit: Summer Reading Assessment
Teaching Time: Approx. 1 week
Objectives: Student will be able to share their selected summer reading title with others and demonstrate their knowledge of the
elements of a novel.
Essential Questions
Enduring Understandings



How do readers
construct meaning
from text?
How does fluency
affect
comprehension?
Content Statements
RL.8.2; 8.3; SL.8.1; 8.5
Good readers compare,
infer, synthesize and make
various connections to text
personally relevant and
useful.
 Fluent readers group words
quickly to help them gain
meaning from what they
read.
Materials, Text & Technology
Options
1. Choice Summer Reading
Title
2. Summer Reading Packet
3. MOBI activities; Power
Point, etc.
Areas of Focus
1.
2.
3.
4.
5.
6.
Elements of a novel
Oral presentation skills and techniques
Persuasive “Book Sell” techniques
Various visual aide options
Audience participation options
MOBI activities
Desired Results (CPI)
CPI: RL.8.10
ASSESS by having students present a 1 minute “Book Sell” with
audience engaging activities and/or visuals ; Appropriate rubric
2
Course: Language Arts Literacy
Grade 8
Unit: Summer Reading Assessment – Teacher Selected
Teaching Time: 1 week
Objective: Students will be able to demonstrate their knowledge of the novel elements of The Misfits.
Essential Questions


How do readers
construct meaning
from one text?
How does fluency
affect comprehension?
Enduring Understanding


Content Statements
RL 8.1, 8.2, 8.3
SL 8.1, 8.5
L.8.4, 8.6
Good readers compare,
infer, synthesize and make
connections (text to text,
text to world, text to self)
to make text personally
relevant and useful.
Fluent readers group words
quickly to help them gain
meaning from what they
read.
Materials, Text & Technology
Options
1. The novel The Misfits
2. Summer reading packet
3. MOBI (although
technology varies by
teacher)
Areas of Focus
1. Analyzing/exploring major themes and other
elements of a novel
2. Small group/cooperative activities
3. MOBI presentation (varies by teacher)
4. Identifying and using organizational
structures to comprehend information
5. Continuing to use structural analysis and
context analysis to decode new words.
6. Interpret text ideas through journal writing;
writing responses to literature and developing
insight into interpretations by connecting to
personal experiences and referring to textual
information
7. Recall of plot/events
8. Increasing vocabulary development
9. Guided class discussion/questioning
Desired Results (CPI)
CPI: RL.8.10
ASSESS by having students complete a group project analyzing
the novel elements presented in The Misfits
ASSESS through publisher and teacher tests.
3
Course: Language Arts Literacy
Grade 8
Unit: Elements of a Short Story
Teaching Time: Approx. 2-3 days
Objectives: Student will be able to define and understand the elements of setting, characterization, plot, and story mapping.
Essential Questions
Enduring Understandings



How do readers
construct meaning
from text?
How does
understanding a text’s
structure help me
better understand its
meaning?
Content Statements
RL.8.2; 8.3; 8.4; 8.6
Good readers compare,
infer, synthesize and make
various connections to make
text personally relevant and
useful.
 Understanding of a text’s
features, structures, and
characteristics facilitate the
reader’s ability to make
meaning of the text.
Materials, Text & Technology
Options
1. Literature Book
2. Outlines and other graphic
organizers
3. Story Maps and Character
Logs
4. MOBI activities
Areas of Focus
1. Define and recognize elements of a short
story
2. Locate and analyze the elements of setting,
characterization, and plot to construct
understanding of how characters influence the
progression of the plot and resolution of the
conflict.
3. Use literature text as a resource tool
4. Student generated definitions of terms and
elements
Desired Results (CPI)
CPI: RL.8.10
ASSESS by having students locate definitions and complete
outlines, organizers, etc.
ASSESS through discussions and teacher generated quiz.
4
Course: Language Arts Literacy
Grade 8
Unit: “Raymond’s Run”
Teaching Time: 1 week
Objective: Students will be able to locate and analyze the elements of plot, setting, characterization and style.
Essential Questions





How do readers
construct meaning
from one text?
How does fluency
affect
comprehension?
Why do readers need
to pay attention to a
writer’s choice of
words?
What do readers do
when they do not
understand
everything in the
text?
How do writers
develop a wellwritten product?
Enduring Understanding





Good readers compare, infer,
synthesize and make
connections (text to text, text
to world, text to self) to
make text personally
relevant and useful.
Fluent readers group words
quickly to help them gain
meaning from what they
read.
Words powerfully affect
meaning.
Good readers employ
strategies to help them
understand text. Strategic
readers can develop, select,
and apply strategies to
enhance their
comprehension.
Good writers use a repertoire
of strategies that enables
them to vary form and style,
in order to write for different
purposes, audiences, and
contexts.
Areas of Focus
1. Analyze allusion, dialect, author’s style
2. Analyze how style affects characterization
and plot
3. Monitor reading for understanding by setting
a purpose for reading, making and adjusting
predictions, asking questions and making
connections
4. Effectively respond to open-ended questions
5. Response and Analysis Questions in textbook
at end of story
6. Teacher directed class discussions
7. Teacher directed instruction
8. Student reading and questioning of the text
5
Course: Language Arts Literacy
Content Statements
RL 8.1, 8.2, 8.3
SL 8.1, 8.4
W 8.2
L 8.3, 8.4, 8.5, 8.6
Grade 8
Materials, Text & Technology
Options
1. textbook
2. The Holt Reader
3. Holt Reading Solutions
4. Audio CD
5. teacher generated study
guide and note-taking sheets
6. MOBI (although technology
varies by teacher)
Desired Results (CPI)
CPI: RL.8.10, W.8.10
ASSESS by having students respond to monitoring for
understanding,; respond to open opened questions, holt assessment
ASSESS through teacher/publishers generated test/quizzes of
material; 4 point rubric
6
Course: Language Arts Literacy
Grade 8
Unit: “Broken Chain” fictional short story
Teaching Time: Approx. 1 week
Objectives: Student will be able to evaluate the plot’s structure and development and the way conflicts are resolved.
Essential Questions



How do readers
construct meaning from
text?
How does
understanding a text’s
structure help me better
understand its
meaning?
What do readers do
when they do not
understand everything
in a text?
Content Statements
RL.8.1; 8.2; 8.3; 8.4; 8.6
Enduring Understandings



Good readers compare, infer,
synthesize and make various
connections to make text
personally relevant and useful.
Understanding of a text’s
features, structures, and
characteristics facilitate the
reader’s ability to make
meaning of the text.
Good readers can develop,
select, and apply strategies to
enhance their comprehension
Materials, Text & Technology
Options
1. Literature Book, p. 16
2. Study Guides
3. Story Maps and Character
Logs
Areas of Focus
1. Read critically by identifying, analyzing, and
applying knowledge of theme and literary
elements of fiction
2. Locate and analyze the elements of setting,
characterization, and plot to construct
understanding of how characters influence the
progression of the plot and resolution of the
conflict.
3. Monitor reading for understanding by setting
a purpose for reading, making and adjusting
predictions, asking questions, and making
connections.
4. Quick Writes
5. Vocabulary review
Desired Results (CPI)
CPI: RL.8.10
ASSESS by having students respond to monitoring for
understanding; respond to Open-ended Questions; Holt
Assessments
ASSESS through teacher generated/publisher quizzes and tests; 4
pt OEQ rubric.
7
Course: Language Arts Literacy
Grade 8
Unit: “The Landlady”
Teaching Time: 1 week
Objective: Students will be able to make predictions and evaluate structural elements of the plot, including foreshadowing.
Essential Questions





How do readers
construct meaning
from one text?
How does fluency
affect
comprehension?
Why do readers need
to pay attention to a
writer’s choice of
words?
What do readers do
when they do not
understand everything
in the text?
How do writers
develop a wellwritten product?
Enduring Understanding





Good readers compare, infer,
synthesize and make
connections (text to text, text
to world, text to self) to
make text personally
relevant and useful.
Fluent readers group words
quickly to help them gain
meaning from what they
read.
Words powerfully affect
meaning.
Good readers employ
strategies to help them
understand text. Strategic
readers can develop, select,
and apply strategies to
enhance their
comprehension.
Good writers use a repertoire
of strategies that enables
them to vary form and style,
in order to write for different
purposes, audiences, and
contexts.
Areas of Focus
1. Understanding and evaluating elements of
plot, including foreshadowing
2. Monitoring reading for understanding by
setting a purpose for reading, making and
adjusting predictions, asking questions and
making connections
3. Avoiding double comparisons
4. Creating a Prediction Chart, Holt Reader
5. Modeling and recognizing of clues that
foreshadow future events
6. Teacher directed discussion of plot and
characters
7. Response and Analysis Questions
8. Vocabulary review
9. Effectively responding to open-ended
questions
10. Teacher directed instruction
11. Student reading and questioning of the text
8
Course: Language Arts Literacy
Content Statements
RL 8.1, 8.2, 8.3, 8.6
SL 8.1, 8.4
W 8.2
L 8.3, 8.4, 8.5, 8.6
Grade 8
Materials, Text & Technology
Options
1. textbook
2. Holt Reader
3. Holt Reading Solutions
4. Audio CD
5. teacher generated study
guide and note-taking sheets
6. MOBI (although technology
varies by teacher)
Desired Results (CPI)
CPI: RL.8.10, W.8.10
ASSESS by having students respond to monitoring for
understanding,; respond to open opened questions, holt assessment
ASSESS through teacher/publishers generated test/quizzes of
material; 4 point rubric
9
Course: Language Arts Literacy
Grade 8
Unit: “The Monkey’s Paw” fictional short story
Teaching Time: Approx. 1 week
Objectives: Student will be able to identify and analyze story motifs and will be able to compare and contrast characters.
Essential Questions



How do readers
construct meaning from
text?
How does
understanding a text’s
structure help me better
understand its
meaning?
What do readers do
when they do not
understand everything
in a text?
Content Statements
RL.8.1; 8.2; 8.3; 8.4; 8.6
Enduring Understandings



Good readers compare, infer,
synthesize and make various
connections to make text
personally relevant and useful.
Understanding of a text’s
features, structures, and
characteristics facilitate the
reader’s ability to make
meaning of the text.
Good readers can develop,
select, and apply strategies to
enhance their comprehension
Materials, Text & Technology
Options
1. Literature Book, p. 85
2. Study Guides
3. Story Maps and Character
Logs
Areas of Focus
1. Identify and understand the author’s use of
idioms, metaphors, and similes.
2. Read critically by identifying, analyzing, and
applying knowledge of theme and literary
elements of fiction
3. Locate and analyze the elements of setting,
characterization, and plot to construct
understanding of how characters influence the
progression of the plot, development of
suspense, and resolution of the conflict.
4. Monitor reading for understanding by setting
a purpose for reading, making and adjusting
predictions, asking questions, and making
connections.
5. Quick Writes
6. Vocabulary review
Desired Results (CPI)
CPI: RL.8.10
ASSESS by having students respond to monitoring for
understanding; respond to Open-ended Questions; Holt
Assessments
ASSESS through teacher generated/publisher quizzes and tests; 4
pt OEQ rubric.
10
Course: Language Arts Literacy
Grade 8
Unit: Vocabulary for Success
Teaching Time: Daily (warm-ups)
Objective: Students will learn new, exciting vocabulary words in order to use them in their everyday and scholastic writing.
Essential Questions


How does a student
figure out a word
he/she does not know?
Why do readers need
to pay attention to a
writer’s choice of
words?
Content Statements
L 8.4, 8.6
Enduring Understanding


Readers use language
structure and context clues to
identify the intended
meaning of words and
phrases as they are used in
the text.
Words powerfully affect
meaning.
Materials, Text & Technology
Options
1. Vocabulary for Success
books
2. MOBI (although technology
varies by teacher)
Desired Results (CPI)
Areas of Focus
1. Readers use language structure and context
clues to identify the intended meaning of
words and phrases as they are used in the text.
2. Clarify a word’s meaning through the use of a
word’s definition, example, restatement or
contrast.
3. Clarify pronunciations, meanings, alternate
word choice, parts of speech, and etymology
of words using the dictionary, thesaurus,
glossary, and technology resources
4. utilizing a “Word Wall” within the classroom
5. Encouraging students (even requiring them) to
use the new vocabulary words in their own
writing
ASSESS through teacher generated tests/quizzes of material and
through application/usage of new vocabulary words in student
writing.
11
Course: Language Arts Literacy
Grade 8
Unit: NJ ASK Open-Ended Questions – Narrative Passage
Teaching Time: 1 week +
Objective: Students will be able to become familiar with the format of a NJ ASK open-ended question and will complete all
requirements and respond with insight.
Essential Questions



How do good
writers express
themselves?
How do writers
develop a wellwritten product?
How do rules of
language affect
communication?
Content Statements
W 8.2, 8.4
L 8.1, 8.2, 8.3, 8.6
Enduring Understanding



Good writers develop and refine their
ideas for thinking, learning,
communicating, and aesthetic
expression.
Good writers use a repertoire of
strategies that enables them to vary
form and style, in order to write for
different purposes, audiences, and
contexts.
Rules and conventions of language help
readers understand what is being
communicated.
Materials, Text & Technology Options
1. Sample NJ ASK narrative
passages/tests
2. Sample open-ended questions
3. Sample open-ended responses (scored)
4. NJ ASK prep. Workbooks
5. MOBI (although technology varies by
teacher)
Desired Results (CPI)
CPI: W.8.10
ASSESS by having students respond to open-ended question timed
simulations
Areas of Focus
1. Writing a brief multi-paragraph composition
that has clear topic development, logical
organization, effective use of detail, and variety
in sentence structure.
2. Using standard English conventions in all
writing, such as sentence structure, grammar
and usage, punctuation, capitalization, and
spelling.
3. Using supporting evidence/details from the text
4. Providing an insightful explanation/opinion that
links to or extends aspects of the text
5. Teacher modeling
6. Timed simulations
7. Reviewing/discussion of open-ended question
response
8. Peer assessment of student open-ended question
responses
ASSESS through 4 point rubric
12
Course: Language Arts Literacy
Grade 8
Unit: NJ-ASK Narrative Passage
Teaching Time: Approx. 1 week
Objectives: Student will be able to understand the elements of an NJ-ASK narrative passage and successfully respond to multiple
choice questions and open-ended questions
Essential Questions




How do readers construct
meaning from text?
How does understanding
a text’s structure help me
better understand its
meaning?
What do readers do when
they do not understand
everything in a text?
How do readers monitor
themselves during a
timed NJ-ASK
simulation?
Content Statements
RL.8.1; 8.2; 8.3; 8.4; 8.6;
W.8.2; W.8.4; L.8.4
Enduring Understandings



Good readers compare, infer,
synthesize and make various
connections to make text
personally relevant and useful.
Understanding of a text’s
features, structures, and
characteristics facilitate the
reader’s ability to make
meaning of the text.
Good readers can develop,
select, and apply strategies to
enhance their comprehension
1.
2.
3.
4.
Materials, Text & Technology
Options
1. State provided samples
2. NJ ASK prep workbooks
3. Constructed Response
(Open-ended Questions)
Samples
4. State scored samples
5.
Areas of Focus
Respond to a timed simulation of an NJ-ASK
narrative passage by answering multiple choice
questions and open-ended questions.
Read critically by identifying, analyzing, and
applying knowledge of theme and literary
elements of a narrative passage.
Locate and analyze the elements of setting,
characterization, and plot to construct
understanding of how characters influence the
progression of the plot, development of
suspense, and resolution of the conflict.
Choose facts, concrete details, dialogue, and
other relevant examples to support a written
response to an Open-ended Question based on
a narrative passage.
Use context, a word’s position or function as
clues to determine the meaning of a word or
phrase.
Desired Results (CPI)
CPI: RL.8.10; W.8.10
ASSESS by having students respond to a timed simulation of a
sample NJ-ASK narrative passage with multiple choice questions
and constructed response questions.
13
Course: Language Arts Literacy
Grade 8
Unit: Research Project/Debate Page
Teaching Time: Approx. 4 weeks
Objectives: Student will be able to research and write persuasive position paper about a controversial issue, citing sources using
MLA format and avoiding plagiarism.
Essential Questions







Why conduct research?
How do readers
construct meaning
from text?
How does
understanding a text’s
structure help me better
understand its
meaning?
What do readers do
when they do not
understand everything
in a text?
How do good writers
express themselves
through well supported
persuasive writing?
How do good writers
cite sources without
plagiarizing?
How do students argue
a position on a
controversial issue
from the point of view
of a created fictional
and credible expert?
Enduring Understandings







Researchers gather and
critique information from
different sources for specific
purposes.
Good readers compare, infer,
synthesize and make various
connections to make text
personally relevant and useful.
Understanding of a text’s
features, structures, and
characteristics facilitate the
reader’s ability to make
meaning of the text.
Good readers can develop,
select, and apply strategies to
enhance their comprehension
Good writers develop and
refine their ideas for effective
communication and
expression.
Good writers are mindful of
giving original authors legal
and proper in-text credit for
their work, as well as citing
sources on a works cited page.
Good persuasive writers
develop and maintain a clear
point of view and position on
the issue or topic
Areas of Focus
1. Read critically by identifying, analyzing, and
applying knowledge of the purpose, structure,
and elements of non-fiction and persuasive
text and provide support from the text as
evidence of understanding.
2. Choose facts, concrete details, and other
relevant examples to support a position on a
controversial issue.
3. Determine an author’s point of view or
purpose in a text.
4. Write a multi-paragraph composition with
clear position development, logical
organization, and effective use of supporting
details, examples, and research without
plagiarizing.
5. Use basic MLA format guidelines for paper
set-up, parenthetical expressions, and a proper
works cited page.
6. Use internet, library books, data base sources,
and periodicals to research supporting and
credible facts and examples relevant to chosen
topic.
14
Course: Language Arts Literacy
Content Statements
RI.8.1; 8.2; 8.6; 8.7; 8.8; 8.9;
W.8.1; .8.2; 8.6; 8.7; 8.8; 8.9
Materials, Text & Technology
Options
1. Instructional packets on
the research process and
MLA format
2. Instructional packets on
avoiding plagiarism.
3. Graphic organizers for
multi- phase process.
4. Note cards for
organizing research.
5. Model papers
6. Relevant books and
periodicals on topics.
Grade 8
7. Several, on-going revising and editing
conferencing check-points.
8. OPTIONAL: Student dresses in disguise of the
credible expert from whose point of view they
have chosen to argue their position. Picture of
student in disguise is creatively inserted on
cover page with a 3rd person “Expert’s
Profile”.
Desired Results (CPI)
CPI: RI.8.10; W.8.10;
ASSESS by having students write a well-research and supported
persuasive position paper on a controversial issue including a
proper MLA works cited page.
ASSESS using appropriate rubrics
ASSESS by having student verbally debate their position with a
student opponent.
15
Course: Language Arts Literacy
Grade 8
Unit: NJ ASK Persuasive Passage
Teaching Time: 1 week +
Objective: Students will be able to understand the elements of a NJ ASK persuasive passage and successfully respond to multiple
choice questions.
Essential Questions





How does
understanding a text’s
structure help a
student better
understand its
meaning?
How does a student
figure out a word
he/she does not know?
What do readers do
when they do not
understand everything
in the text?
Why do readers need
to pay attention to a
writer’s choice of
words?
How do readers
construct meaning
from text?
Enduring Understanding





The understanding of a text’s
features, structures, and
characteristics facilitate the
reader’s ability to make
meaning of the text.
Readers use language
structure and context clues to
identify the intended
meaning of words and
phrases as they are used in
the text.
Good readers employ
strategies to help them
understand text. Strategic
readers can develop, select,
and apply strategies to
enhance their
comprehension.
Words powerfully affect
meaning.
Good readers compare, infer,
synthesize and make
connections (text to text, text
to world, text to self) to
make text personally
relevant and useful.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Areas of Focus
Identifying and using organizational structures
to comprehend information
Continuing to use structural analysis and
context analysis to decode new words.
Monitoring reading for understanding by
setting a purpose for reading, making and
adjusting predictions, asking questions and
making connections
Reading critically by identifying, analyzing,
and applying knowledge of the purpose,
structure, and elements of nonfiction and
providing support from the text as evidence of
understanding.
Recognizing elements of a persuasive passage
Establishing author’s point of view, position,
and purpose
Teacher modeling
Practicing tips and strategies for active reading
Timed simulations
16
Course: Language Arts Literacy
Content Statements
RI 8.1, 8.2, 8,3, 8.4, 8.5, 8.6,
8.8
LI 8.4
Grade 8
Materials, Text & Technology
Options
1. Sample NJ ASK persuasive
tests
2. NJ ASK prep. workbooks
3. MOBI (although technology
varies by teacher)
Desired Results (CPI)
CPI: RI 8.10
ASSESS by having students respond to practice NJ ASK
persuasive multiple choice tests
17
Course: Language Arts Literacy
Grade 8
Unit: NJ ASK Open-Ended Questions – Persuasive Passage
Teaching Time: 1 week +
Objective: Students will be able to become familiar with the format of a NJ ASK open-ended question and will complete all
requirements and respond with insight.
Essential Questions



How do good writers
express themselves?
How do writers develop
a well-written product?
How do rules of
language affect
communication?
Enduring Understanding



Content Statements
W 8.2, 8.4
L 8.1, 8.2, 8.3, 8.6
Good writers develop
and refine their ideas for
thinking, learning,
communicating, and
aesthetic expression.
Good writers use a
repertoire of strategies
that enables them to vary
form and style, in order
to write for different
purposes, audiences, and
contexts.
Rules and conventions of
language help readers
understand what is being
communicated.
Materials, Text &
Technology Options
1. Sample NJ ASK
persuasive passages/tests
2. Sample open-ended
questions
3. Sample open-ended
responses (scored)
Areas of Focus
1. Writing a brief multi-paragraph composition that has
clear topic development, logical organization,
effective use of detail, and variety in sentence
structure.
2. Using standard English conventions in all writing,
such as sentence structure, grammar and usage,
punctuation, capitalization, and spelling.
3. Exploring the central idea or theme of an
informational text and support analysis with details
from the article and personal experiences.
4. Using supporting evidence/details from the text
5. Establishing author’s point of view, position, and
purpose
6. Providing an insightful explanation/opinion that links
to or extends aspects of the text
7. Teacher modeling
8. Timed simulations
9. Reviewing/discussion of open-ended question
responses
10. Peer assessment of student open-ended question
responses
18
Course: Language Arts Literacy
Grade 8
4. NJ ASK prep.
workbooks
5. MOBI (although
technology varies by
teacher)
Desired Results (CPI)
CPI: W.8.10
ASSESS by having students respond to open-ended question
timed simulations
ASSESS through 4 point rubric
19
Course: Language Arts Literacy
Grade 8
Unit: Common Novel – The True Confessions of Charlotte Doyle
Teaching Time: 3+ weeks
Objective: Students will be able to comprehend and understand elements of a novel including setting, theme, characters, plot, and
literary devices; students will also develop vocabulary building skills.
Essential Questions







How does
understanding a text’s
structure help a student
better understand its
meaning?
How does a student
figure out a word
he/she does not know?
What do readers do
when they do not
understand everything
in the text?
Why do readers need to
pay attention to a
writer’s choice of
words?
How do readers
construct meaning
from text?
How does fluency
affect comprehension?
Why does a writer
choose a particular
form of writing?
Enduring Understanding





The understanding of a
text’s features, structures,
and characteristics
facilitate the reader’s
ability to make meaning of
the text.
Readers use language
structure and context clues
to identify the intended
meaning of words and
phrases as they are used in
the text.
Good readers employ
strategies to help them
understand text. Strategic
readers can develop, select,
and apply strategies to
enhance their
comprehension.
Words powerfully affect
meaning.
Good readers compare,
infer, synthesize and make
connections (text to text,
text to world, text to self)
to make text personally
relevant and useful.
Areas of Focus
1. Identifying and using organizational structures
to comprehend information
2. Continuing to use structural analysis and
context analysis to decode new words.
3. Monitoring reading for understanding by
setting a purpose for reading, making and
adjusting predictions, asking questions and
making connections
4. Reading increasingly difficult text silently and
orally with comprehension and fluency.
5. Interpret text ideas through journal writing;
writing responses to literature and developing
insight into interpretations by connecting to
personal experiences and referring to textual
information
6. Analyzing/exploring major themes and other
elements of a novel
7. Understanding/identifying literary devices
8. Recall of plot/events
9. Increasing vocabulary development
10. Implementing motivational reading
11. Guided class discussion/questioning
12. Culminating projects/tests (varies by teacher)
20
Course: Language Arts Literacy


Content Statements
RL 8.1, 8.2, 8,3, 8.4, 8.6
SL 8.1, 8.3, 8.4, 8.5, 8.6
W 8.2, 8.4, 8.7, 8.8, 8.9
L 8.1, 8.2, 8.3, 8.4, 8.5, 8.6
Grade 8
Fluent readers group words
quickly to help them gain
meaning from what they
read.
A writer selects a form
based on audience and
purpose.
Materials, Text & Technology
Options
1. The True Confessions of
Charlotte Doyle
2. Teacher resource
books/materials for novel
3. Study guides
4. MOBI (although
technology varies by
teacher)
Desired Results (CPI)
CPI: RL.8.10, W.8.10
ASSESS by having students respond to monitoring for
understanding
ASSESS through teacher generated tests/quizzes of material
(containing open-ended questions graded using 4 point rubric)
ASSESS through culminating project (varies by teacher)
21
Course: Language Arts Literacy
Grade 8
Unit: Literary Analysis
Teaching Time: 2+ weeks
Objective: Students will be able to successfully compose a well-developed and organized literary analysis of a common novel
(such as, The True Confessions of Charlotte Doyle)
Essential Questions





How do good writers
express themselves?
How does process
shape a writer’s
product?
How do writers
develop a well-written
product?
How do rules of
language affect
communication?
Why does a writer
choose a particular
form of writing?
Content Statements
W 8.2, 8.4, 8.5, 8.6, 8.9
L 8.1, 8.2, 8.3, 8.4, 8.6
Enduring Understanding

Good writers develop and
refine their ideas for
thinking, learning,
communicating, and
aesthetic expression.
 Good writers use a
repertoire of strategies that
enables them to vary form
and style, in order to write
for different purposes,
audiences, and contexts.
 Rules and conventions of
language help readers
understand what is being
communicated.
 A writer selects a form
based on audience and
purpose.
Materials, Text & Technology
Options
1. Sample literary analysis
papers
2. “Writing a Literary Analysis”
informative/instructional
packets
1.
2.
3.
4.
5.
6.
7.
Areas of Focus
Writing a response to literature and developing
insights into interpretations by connecting to
personal experiences and referring to textual
information.
Writing a multi-paragraph composition that has
clear topic development, logical organization,
effective use of detail, and variety in sentence
structure.
Using standard English conventions in all
writing, such as sentence structure, grammar
and usage, punctuation, capitalization, and
spelling.
Generating and narrowing topics by
considering purpose, audience, and form with a
variety of strategies (e.g. graphic organizers,
brain-storming, etc.)
Using personal style and voice effectively to
support and engage the audience of a piece of
writing.
Revising and editing drafts by rereading for
content and organization, usage, sentence
structure, mechanics, and word choice.
Students reflecting on own writing, noting
strengths and weaknesses and setting goals for
improvement.
22
Course: Language Arts Literacy
3. Graphic organizers
4. rubrics
5. MOBI (although technology
varies by teacher)
Desired Results (CPI)
CPI: W.8.10
Grade 8
8. Composing, revising, editing, and publishing
writing using appropriate word processing
software.
9. Using transition words to reinforce a logical
progression of ideas.
10. Teacher modeling
11. Teacher-directed instruction
12. Peer-editing
ASSESS by having students write and revise several rough drafts
their literary analysis; the final draft will be graded
Also ASSESS through teacher-student conferencing
23
Course: Language Arts Literacy
Grade 8
Unit: NJ ASK Speculative Writing Prompt
Teaching Time: Approx. 1- 2 weeks
Objectives: Student will be able to demonstrate their ability to speculate a story based on a given NJ ASK type story starter
prompt. Student will be able to write a well-developed and creative narrative that meets the NJ ASK requirements on the state
holistic rubric.
Essential Questions




How do writers develop
a well-written product?
Why does a writer
choose a particular
form of writing?
How do rules of
language affect
communication?
How does an
understanding of
figurative language,
word nuances and
relationships, dialogue,
etc. make writing more
successful?
Content Statements
W.8.3; W8.4; W.8.5; L.8.1;
L.8.2; L-3; L8.5
Enduring Understandings




Good writers develop and
refine their ideas for thinking,
learning, communicating, and
aesthetic expression.
A writer selects a form based
on audience and purpose.
Rules, conventions of
language, help readers
understand what is being
communicated.
Good writers take
compositional risks and use
literary devices to improve
their writing.
Areas of Focus
1. Examine great beginnings, structure options,
compositional risks, vivid verbs, figurative
language, etc.
2. Improving and varying sentence structure
3. Use transition words to reinforce a logical
progression of ideas
4. Use Standard English conventions
5. Brainstorming
6. Self and Peer editing /sharing
Materials, Text & Technology
Options
1. Sample speculative prompts
2. Scored sample responses
3. Various graphic organizers
(e.g. “Somebody-Wanted-ButSo”)
4. MOBI
7. Model review; use of MOBI
8. Teacher-directed lessons
9. Timed simulations using NJ-ASK-type
prompts
Desired Results (CPI)
CPI: W.8.10
ASSESS final narrative using NJ Holistic 6 point rubric;
teacher conferencing
24
Course: Language Arts Literacy
Grade 8
Unit: NJ ASK Persuasive Writing Task
Teaching Time: 2+ weeks
Objective: Students will be able to successfully compose a well-developed and organized 5-paragraph response to a NJ ASK
persuasive writing task.
Essential Questions




How do good writers
express themselves?
How do writers
develop a well-written
product?
How do rules of
language affect
communication?
Why does a writer
choose a particular
form of writing?
Content Statements
W 8.1, 8.4, 8.5, 8.9
L 8.1, 8.2, 8.3, 8.4, 8.6
Enduring Understanding
Areas of Focus

Good writers develop and
refine their ideas for
thinking, learning,
communicating, and
aesthetic expression.
 Good writers use a
repertoire of strategies that
enables them to vary form
and style, in order to write
for different purposes,
audiences, and contexts.
 Rules and conventions of
language help readers
understand what is being
communicated.
 A writer selects a form
based on audience and
purpose.
Materials, Text & Technology
Options
1. Sample NJ ASK
persuasive writing tasks
2. Sample scored NJ ASK
responses
3. Graphic organizers
4. Writers checklists
1. Writing a multi-paragraph composition that has
clear topic development, logical organization,
effective use of detail, and variety in sentence
structure.
2. Stating a position clearly and convincingly in a
persuasive essay by stating the issue, giving
facts, examples, and details to support the
position and argument.
3. Using standard English conventions in all
writing, such as sentence structure, grammar
and usage, punctuation, capitalization, and
spelling.
4. Generating and narrowing topics by
considering purpose, audience, and form with a
variety of strategies (e.g. graphic organizers,
brain-storming, etc.)
5. Utilizing the NJ State Registered 6 point rubric
to improve and evaluate a student’s own
writing and the writing of peers.
6. Students reflecting on own writing, noting
strengths and weaknesses and setting goals for
improvement.
7. Using transition words to reinforce a logical
progression of ideas.
8. Teacher modeling
25
Course: Language Arts Literacy
5. NJ Holistic 6 point scoring
rubric
6. NJ ASK prep. workbooks
7. MOBI (although
technology varies by
teacher)
Grade 8
9. Teacher-directed instruction
10. Timed and un-timed simulations
11. Peer-editing
Desired Results (CPI)
CPI: W.8.10
ASSESS by having students respond to a NJ ASK Persuasive
Writing Task (both timed and un-timed)
ASSESS using NJ Holistic 6 point rubric; also through teacherstudent conferencing
26
Course: Language Arts Literacy
Grade 8
Unit: The Diary of Anne Frank historical background connections
Teaching Time: Approx. 2-3 days
Objectives: Student will be able to make connections between historical events and the literature selection drama
Essential Questions


How does connecting
historical events to a piece
of literature improve
understanding and
appreciation?
How does learning about
historical background
enhance understanding and
appreciation of a drama
based on a historical event?
Content Statements
RI.8.3; 8.7; 8.8
Enduring Understandings


Good readers compare,
infer, synthesize and make
various connections to
make text personally
relevant and useful.
Good readers can develop,
select, and apply strategies
to enhance their
comprehension
Materials, Text &
Technology Options
1. Textbook p. 364-368
2. A variety of
supplemental materials
3. Definitive Edition of The
Diary of Anne Frank
4. Critical Ed. Of The
Diary of Anne Frank
5. Beyond the Diary
6. Internet websites
Areas of Focus
1. Analyze how a text, web site, presentation makes
connections among and distinctions between
individuals, ideas, or events.
2. Recall and build upon prior knowledge of the
Holocaust and WW II
3. Use resources to understand the historical
background of the play they are about to read.
4. Attend a presentation by former social studies
teacher, then Principal, now Superintendent.
Desired Results (CPI)
CPI: RI.8.10
ASSESS by having students discuss and write reactions to above
activities
ASSESS using teacher generated quiz on presented information.
27
Course: Language Arts Literacy
Grade 8
Unit: The Diary of Anne Frank the play: Elements of Drama
Teaching Time: Approx. 4-7 weeks
Objectives: Student will be able to identify and analyze themes and other elements of drama, including setting, character
development, foreshadowing, flashback, and dramatic irony.
Essential Questions






How does an
understanding of how
drama is written help us
to better understand
How do readers
construct meaning from
text?
How does
understanding a text’s
structure, specifically
drama, help me better
understand its meaning?
What do readers do
when they do not
understand everything
in a text?
How does an
understanding of
figurative language and
literary devices enhance
understanding and
interpretation of
dialogue in a drama?
How do good writers
express themselves?
Enduring Understandings





Good readers compare,
infer, synthesize and make
various connections to
make text personally
relevant and useful.
Understanding of a text’s
features, structures, and
characteristics facilitates
the reader’s ability to
make meaning of the text.
Good readers can develop,
select, and apply
strategies to enhance their
comprehension
Good readers appreciate
and try to use good writing
techniques in their own
writing.
Analyzing the extent to
which a film production of
a drama stays faithful to or
departs from the script
develops critical and
analytical thinking.
Areas of Focus
1. Identify and analyze elements of drama: themes,
flashback, dramatic irony, conflict, foreshadowing,
characterizations, set, stage directions, etc.
2. Understanding use of figurative language
3. Make predictions and analyze characters.
4. Grammar links, p. 438 (dangling and misplaced
modifiers)
5. Vocabulary development
6. Acting out/reading out loud, staging scenes from the
play
7. Teacher directed class discussions
8. Compare and contrast dramatic dialogue to actual
diary entries
9. Valentine’s Day project “Anne Frank Style”
10. Journal Writing
11. View and compare an updated and expanded film
version of the script.
12. Respond to NJ-ASK type constructed response
prompts based on readings.
28
Course: Language Arts Literacy

Grade 8
How does comparing a
film version of this
drama enhance our
understanding of
original written piece?
Content Statements
RL.8.2; 8.3; 8.4; 8.6; 8.7;
RI.8.3; 8.4; 8.6; 8.9; W.8.1
Materials, Text & Technology
Options
1. Textbook
2. A variety of
supplemental materials
3. Definitive Edition of
The Diary of Anne
Frank
4. Critical Ed. Of The
Diary of Anne Frank
5. DVD Beyond the
Diary
Desired Results (CPI)
CPI: RI.8.10; RL. 8.10
ASSESS by having students discuss and write reactions to above
activities
ASSESS using tests and quizzes on presented information.
29
Course: Language Arts Literacy
Grade 8
Unit: “Walking with Living Feet” (Published student essay, page 463-467)
Teaching Time: 2 days
Objectives: Students will be able to connect main ideas of this personal narrative to The Diary of Anne Frank and will learn how
effective, descriptive literary devices can enhance their own writing
Essential Questions
Enduring Understandings
Areas of Focus




How does connecting
historical events to a
reaction piece of writing
by a published student
improve understanding
and appreciation?
How does examining a
student sample of
descriptive writing and
their use of literary
devices enhance our own
writing?
How do writers develop a
well written product?
How does fluency affect
comprehension?
Content Statements
W.8.5; W.8.3; RL.8.4; RI.8.8




Good readers compare, infer,
synthesize and make various
connections to make text
personally relevant and useful.
Good writers can develop,
select, and apply strategies to
enhance their own writing style.
Good writers use a repertoire of
strategies that enable them to
vary form and style.
Fluent oral reader’s group
words using tone and inflection
help the listener gain meaning.
1. Make connections between this student’s
experience with visiting a concentration camp
to the reading of The Diary of Anne Frank and
future field trip to the Holocaust Museum,
WDC.
2. Motivational oral reading to demonstrate
fluency.
3. Recognizing and interpreting literary devices
such as similes, metaphor, sensory details, and
parallel structure.
4. Understand use of parallelism to present items
in a series or to organize ideas for emphasis.
Materials, Text & Technology Options
1.
2.
Textbook p. 463-467
Supplemental Materials about
the shoe exhibit in Holocaust
Museum, WDC
Desired Results (CPI)
CPI: RI.8.10; RL.8.10; W.8.10
ASSESS by having students discuss and write reactions to above activities
ASSESS using teacher generated quiz on presented information.
30
Course: Language Arts Literacy
Grade 8
Unit: “A Tragedy Revealed: A Heroine’s Last Days”
Teaching Time: 2-3 days
Objective: Students will be able to use prior knowledge to understand factual reporting.
Essential Questions






How does
understanding a
text’s structure help
a student better
understand its
meaning?
How does a student
figure out a word
he/she does not
know?
What do readers do
when they do not
understand
everything in the
text?
Why do readers
need to pay
attention to a
writer’s choice of
words?
How do readers
construct meaning
from text?
How does fluency
affect
comprehension?
Enduring Understanding






The understanding of a text’s
features, structures, and
characteristics facilitate the
reader’s ability to make
meaning of the text.
Readers use language structure
and context clues to identify
the intended meaning of words
and phrases as they are used in
the text.
Good readers employ
strategies to help them
understand text. Strategic
readers can develop, select,
and apply strategies to enhance
their comprehension.
Words powerfully affect
meaning.
Good readers compare, infer,
synthesize and make
connections (text to text, text
to world, text to self) to make
text personally relevant and
useful.
Fluent readers group words
quickly to help them gain
meaning from what they read.
Areas of Focus
1. Identifying and using organizational structures
to comprehend information
2. Continuing to use structural analysis and
context analysis to decode new words.
3. Monitoring reading for understanding by
setting a purpose for reading, making and
adjusting predictions, asking questions and
making connections
4. Reading increasingly difficult text silently and
orally with comprehension and fluency.
5. Read critically by identifying, analyzing, and
applying knowledge of the purpose, structure,
and elements of nonfiction and providing
support from the text as evidence of
understanding.
6. Using prior knowledge to understand factual
reporting
7. Analyzing main ideas in factual reporting
31
Course: Language Arts Literacy
Grade 8
8. Implementing motivational reading
Materials, Text & Technology
Options
1. textbook
RI 8.1, 8.2, 8.3, 8.4, 8.5, 2. Holt Reading Solutions
8.6, 8.9
3. miscellaneous resource materials
Content Statements
9. Guided class discussion/questioning
SL 8.2, 8.3
L 8.4, 8.5, 8.6
Desired Results (CPI)
CPI: RI 8.10
ASSESS by having students respond to “Response and Analysis”
questions at the end of reading; grade responses
ASSESS through class discussion
32
Course: Language Arts Literacy
Grade 8
Unit: Edgar Allan Poe: Biography and background information
Teaching Time: Approx. 3-4 days
Objectives: Student will be able to attain valuable biographical information on Edgar Allan Poe in order to make connections and
identify influences between his life and his works.
Essential Questions


How does connecting
historical and biographical
events to an author improve
understanding and
appreciation of his work?
How does learning about
historical and biographical
background of an author
enhance understanding and
appreciation of literature
published by that author?
Content Statements
RI. 8.6; 8.7; 8.9;
RL.8.2; 8.3; 8.5;
SL.8.1; 8.2; 8.3
Enduring Understandings


Good readers compare,
infer, synthesize and
make various
connections to make text
personally relevant and
useful and more
meaningful.
Good readers can
develop, select, and
apply strategies to
enhance their
comprehension and
interpretation of
literature.
Areas of Focus
1. Analyze how events from an author’s life
influence the content, style, and themes of his
works.
2. Organize, analyze and respond to information
learned and viewed in video.
3. Interpret author’s inspiration from life events.
4. Read and discuss excerpts from “Tell Tale Heart”
and “Annabelle Lee” to reveal author’s diverse
talent and styles.
Materials, Text &
Technology Options
1. Textbook p. 537
2. A & E Biography
video
3. Video graphic
organizer
4. Various supplemental
materials
5. Internet websites.
Blogs
33
Course: Language Arts Literacy
Grade 8
Desired Results (CPI)
CPI: RI.8.10
ASSESS by having students discuss and write reactions to above
activities
ASSESS by having student complete graphic organizer during video
ASSESS using teacher generated test/quiz on presented information.
34
Course: Language Arts Literacy
Grade 8
Unit: “The Tell-Tale Heart”
Teaching Time: 4-5 days
Objective: Students will be able to analyze the narrator and identify literary devices (such as irony) that define a writer’s style.
Essential Questions







How does
understanding a text’s
structure help a student
better understand its
meaning?
How does a student
figure out a word
he/she does not know?
What do readers do
when they do not
understand everything
in the text?
Why do readers need to
pay attention to a
writer’s choice of
words?
How do readers
construct meaning
from text?
How does fluency
affect comprehension?
Why does a writer
choose a particular
form of writing?
Enduring Understanding




The understanding of a
text’s features, structures,
and characteristics
facilitate the reader’s
ability to make meaning
of the text.
Readers use language
structure and context
clues to identify the
intended meaning of
words and phrases as
they are used in the text.
Good readers employ
strategies to help them
understand text.
Strategic readers can
develop, select, and
apply strategies to
enhance their
comprehension.
Words powerfully affect
meaning.
Areas of Focus
1. Identifying and using organizational structures
to comprehend information
2. Continuing to use structural analysis and
context analysis to decode new words.
3. Monitoring reading for understanding by
setting a purpose for reading, making and
adjusting predictions, asking questions and
making connections
4. Reading increasingly difficult text silently and
orally with comprehension and fluency.
5. Interpret text ideas through journal writing;
writing responses to literature and developing
insight into interpretations by connecting to
personal experiences and referring to textual
information
6. Analyzing and understanding an author’s use of
irony and suspense.
7. Understanding/identifying literary devices
8. Recall of plot/events
35
Course: Language Arts Literacy



Content Statements
RL 8.1, 8.2, 8,3, 8.4, 8.6, 8.7
SL 8.1, 8.3
W 8.4
L 8.1, 8.2, 8.3, 8.4, 8.5, 8.6
Good readers compare,
infer, synthesize and
make connections (text
to text, text to world, text
to self) to make text
personally relevant and
useful.
Fluent readers group
words quickly to help
them gain meaning from
what they read.
A writer selects a form
based on audience and
purpose.
Grade 8
9. Increasing vocabulary development
10. Implementing motivational reading
11. Guided class discussion/questioning
Materials, Text &
Technology Options
1. textbook
2. Holt Reading Solutions
3. Holt Reader
4. Audio CD
5. MOBI (although
technology varies by
teacher)
Desired Results (CPI)
CPI: RL.8.10, W.8.10
ASSESS by having students respond to monitoring for
understanding
ASSESS through teacher generated tests/quizzes of material
(containing open-ended questions graded using 4 point rubric)
ASSESS through class discussion
ASSESS through graded “Analysis and Discussion” questions at
the end of short story in textbook
36
Course: Language Arts Literacy
Grade 8
Unit: Edgar Allan Poe ”The Raven” (Elements of Poetry)
Teaching Time: Approx. 6-7 days
Objectives: Student will be able to analyze “The Raven” for its poetic structure and use of literary devices. Student will also
understand and critique Poe’s inspiration for this poem.
Essential Questions





How do readers
construct meaning
from text?
How does
understanding a text’s
structure, specifically
poetic structure, help
me better understand
its meaning and
purpose?
What do readers do
when they do not
understand everything
in a text?
How do an author’s
personal life
experiences influence
his works?
How does fluency
affect comprehension?
Enduring Understandings




Good readers compare,
infer, synthesize and make
various connections to
make text personally
relevant and useful.
Understanding of a text’s
features, structures, and
characteristics facilitate the
reader’s ability to make
meaning of the text.
Good readers can develop,
select, and apply strategies
to enhance their
comprehension
Fluent oral readers of
poetry group words using
tone and inflection help the
listener hear the iambic
rhythms and rhyming
patterns and ultimately
gain more meaning.
Areas of Focus
1. Analyze how events from an author’s life influence
the purpose, content, style, and themes in this famous
poem.
2. Interpret author’s inspiration from life events.
3. Select and present one chosen stanza from the poem,
identifying various elements and interpretations.
4. Enhance presentation with props, costumes, sound
effects, posters, etc.
5. Use of MOBI to model and identify elements of
stanza during presentation.
6. Define, recognize and interpret various elements of
poetry, such as internal rhyme, allusion, sensory
details, alliteration, etc.
37
Course: Language Arts Literacy
Content Statements
RL.8.2; 8.4; 8.6;
SL. 8.3; 8.4; 8.5; 8.6; 8.9
Grade 8
Materials, Text & Technology
Options
1. Textbook p. 384 (‘93
ed.)
2. Various supplemental
materials
3. Internet websites.
Blogs
4. MOBI
5. Mock “Bust of Pallas”
6. Various room
decorations
7. Supplemental copies of
poem and stanza-bystanza interpretations.
Desired Results (CPI)
CPI: RL.8.10
W.8.10
ASSESS by having students present their study and interpretation
of one stanza from “The Raven”
ASSESS by having student complete graphic organizer breaking
down the elements of their chosen stanza.
ASSESS by engaging audience to clarify and question peer
presentations to earn bonus points for their own presentation.
ASSESS using teacher generated test/quiz on presented
information.
38
Course: Language Arts Literacy
Grade 8
Unit: NJ ASK Explanatory Writing Prompt (with or without a quote in the prompt)
Teaching Time: Approx. 1- 2 weeks
Objectives: Student will be able to demonstrate their ability to write an explanatory essay based on a given NJ-ASK type prompt
of a relatable situation or an interpretation of a famous quote. Student will be able to write a well-developed and informative piece
in a timed setting that meets the NJ-ASK requirements on the state holistic rubric.
Essential Questions




How do writers develop
a well-written product?
Why does a writer
choose a particular
form of writing?
How do rules of
language affect
communication?
How does an
understanding of
figurative language,
word nuances and
relationships, dialogue,
etc. make writing more
successful?
Content Statements
W.8.1; W.8.2; W8.4; W.8.5;
L.8.1; L.8.2; L-3; L8.5
Enduring Understandings




Good writers develop and
refine their ideas for thinking,
learning, communicating, and
aesthetic expression.
A writer selects a form based
on audience and purpose.
Rules, conventions of
language, help readers
understand what is being
communicated.
Good writers take
compositional risks and use
literary devices to improve
their writing.
Materials, Text & Technology
Options
1. Sample Explanatory prompts
2. Sample quotes
3. Scored sample responses
4. Various graphic organizers
5. MOBI
Areas of Focus
1. Write multi-paragraph composition with a
clear topic development, logical organization,
effective use of detail, and variety in sentence
structure.
2. Examine great beginnings, structure options,
compositional risks, vivid verbs, figurative
language, etc.
3. Improving and varying sentence structure
4. Use transition words to reinforce a logical
progression of ideas
5. Use Standard English conventions
6. Brainstorming
7. Self and Peer editing /sharing
8. Model review; use of MOBI
9. Teacher-directed lessons
10. Timed simulations using NJ-ASK-type
prompts
Desired Results (CPI)
CPI: W.8.10
ASSESS final explanatory piece of writing using NJ Holistic 6
point rubric; teacher conferencing
39
Course: Language Arts Literacy
Grade 8
Unit: “Using Documents to Solve a Problem Text pp. 809-817
Teaching Time: Approx. 3 days
Objectives: Student will be able to analyze informative and persuasive documents to solve a problem
Essential Questions
 How do readers
construct meaning
from text?
 How does
understanding a text’s
structure help me
better understand its
meaning?
 What do readers do
when they do not
understand
everything in a text?
 How do good writers
express themselves
through well
supported persuasive
writing?
 How do good writers
cite sources without
plagiarizing?
How do students effectively
prepare and engage in
collaborative discussions on
a topic with multiple
perspectives?
Enduring Understandings
 Good readers compare, infer,
synthesize and make various
connections to make text
personally relevant and
useful.
 Understanding of a text’s
features, structures, and
characteristics facilitate the
reader’s ability to make
meaning of the text.
 Good readers can develop,
select, and apply strategies
to enhance their
comprehension
 Good writers develop and
refine their ideas for
effective communication and
expression.
 Good writers are mindful of
giving original authors legal
and proper in-text credit for
their work, as well as citing
sources as needed.
Areas of Focus
1. Read critically by identifying, analyzing, and
applying knowledge of the purpose, structure,
and elements of non-fiction and persuasive
text and provide support from the text as
evidence of understanding.
2. Choose facts, concrete details, and other
relevant examples to support a position on a
controversial issue.
3. Determine an author’s point of view or
purpose in several documents on the same
topic.
4. Compare and analyze several authors’
perspectives of a topic
5. Prepare and discuss possible solutions to the
problem presented based on documents
examined.
40
Course: Language Arts Literacy
Content Statements
RI...8.1; 8.2; 8.3; 8.5; 8.6;
8.7; 8.8; 8.9;
SL 8.1; 8.4; 8.6; RL.8.5
Grade 8
Materials, Text & Technology
Options
1. Elements of Literature text
p.809-817
2. Supplemental materials
3. Instructional packets on the
research process and MLA
format
Desired Results (CPI)
CPI: RI.8.10
ASSESS by having students complete activities, quizzes in text
book
ASSESS by having student verbally debate their position with a
student opponent.
41
Course: Language Arts Literacy
Grade 8
Unit: Common Novel – The Hobbit
Teaching Time: 3+ weeks
Objective: Students will be able to comprehend and understand elements of a novel including setting, theme, characters, plot,
and literary devices; students will also develop vocabulary building skills.
Essential Questions







Enduring Understanding

How does understanding
a text’s structure help a
student better understand
its meaning?
How does a student
figure out a word he/she
does not know?
What do readers do when
they do not understand
everything in the text?
Why do readers need to
pay attention to a
writer’s choice of words?
How do readers construct
meaning from text?
How does fluency affect
comprehension?
Why does a writer
choose a particular form
of writing?




The understanding of a text’s
features, structures, and
characteristics facilitate the
reader’s ability to make
meaning of the text.
Readers use language
structure and context clues to
identify the intended
meaning of words and
phrases as they are used in
the text.
Good readers employ
strategies to help them
understand text. Strategic
readers can develop, select,
and apply strategies to
enhance their
comprehension.
Words powerfully affect
meaning.
Good readers compare, infer,
synthesize and make
connections (text to text, text
to world, text to self) to
make text personally
relevant and useful.
Areas of Focus
1. Identifying and using organizational
structures to comprehend information
2. Continuing to use structural analysis and
context analysis to decode new words.
3. Monitoring reading for understanding
by setting a purpose for reading, making
and adjusting predictions, asking
questions and making connections
4. Reading increasingly difficult text
silently and orally with comprehension
and fluency.
5. Interpret text ideas through journal
writing; writing responses to literature
and developing insight into
interpretations by connecting to
personal experiences and referring to
textual information
6. Analyzing/exploring major themes and
other elements of a novel
7. Understanding/identifying literary
devices
8. Recall of plot/events
9. Increasing vocabulary development
10. Implementing motivational reading
11. Guided class discussion/questioning
42
Course: Language Arts Literacy


Content Statements
RL 8.1, 8.2, 8,3, 8.4, 8.6
SL 8.1, 8.3, 8.4, 8.5, 8.6
W 8.2, 8.4, 8.7, 8.8, 8.9
Fluent readers group words
quickly to help them gain
meaning from what they
read.
A writer selects a form based
on audience and purpose.
Grade 8
12. Culminating projects/tests (varies by
teacher)
Materials, Text & Technology
Options
1. The True Confessions of
Charlotte Doyle
2. Teacher resource
books/materials for novel
3. Study guides
4. MOBI (although technology
varies by teacher)
L 8.1, 8.2, 8.3, 8.4, 8.5, 8.6
Desired Results (CPI)
CPI: RL.8.10, W.8.10
ASSESS by having students respond to monitoring for understanding
ASSESS through teacher generated tests/quizzes of material
(containing open-ended questions graded using 4 point rubric)
ASSESS through culminating project (varies by teacher)
43
Course: Language Arts Literacy
Grade 8
Unit: “Flowers for Algernon”
Teaching Time: Short Story – 2 weeks
Novel – 3-4 weeks
Objective: Students will be able to evaluate structural elements of plot, including sub-plots, parallel episodes, theme, and
symbolism.
Essential Questions







Enduring Understanding

How does
understanding a text’s
structure help a student
better understand its
meaning?
How does a student
figure out a word
he/she does not know?
What do readers do
when they do not
understand everything
in the text?
Why do readers need to
pay attention to a
writer’s choice of
words?
How do readers
construct meaning
from text?
How does fluency
affect comprehension?
Why does a writer
choose a particular
form of writing?




The understanding of a
text’s features, structures,
and characteristics
facilitate the reader’s
ability to make meaning of
the text.
Readers use language
structure and context clues
to identify the intended
meaning of words and
phrases as they are used in
the text.
Good readers employ
strategies to help them
understand text. Strategic
readers can develop, select,
and apply strategies to
enhance their
comprehension.
Words powerfully affect
meaning.
Good readers compare,
infer, synthesize and make
connections (text to text,
text to world, text to self)
to make text personally
relevant and useful.
Areas of Focus
1. Identifying and using organizational
structures to comprehend information
2. Continuing to use structural analysis and
context analysis to decode new words.
3. Monitoring reading for understanding by
setting a purpose for reading, making and
adjusting predictions, asking questions and
making connections
4. Reading increasingly difficult text silently
and orally with comprehension and fluency.
5. Interpret text ideas through journal writing;
writing responses to literature and
developing insight into interpretations by
connecting to personal experiences and
referring to textual information
6. Analyzing/exploring major themes and
other elements of a story/novel
7. Understanding/identifying literary devices
8. Recall of plot/events
9. Increasing vocabulary development
10. Implementing motivational reading
11. Guided class discussion/questioning
12. Culminating projects/tests (varies by
teacher)
13. Comparing/contrasting story to the video
Charly
44
Course: Language Arts Literacy
Grade 8

Content Statements
RL 8.1, 8.2, 8,3, 8.4, 8.5, 8.6,
8.7
SL 8.1
W 8.4
L 8.1, 8.2, 8.3, 8.4, 8.5, 8.6
Fluent readers group words
quickly to help them gain
meaning from what they
read.
 A writer selects a form
based on audience and
purpose.
Materials, Text & Technology
Options
1. textbook
2. the novel Flowers for
Algernon
3. the video Charly
4. Study guides
5. MOBI (although
technology varies by
teacher)
Desired Results (CPI)
CPI: RL.8.10, W.8.10
ASSESS by having students respond to monitoring for
understanding
ASSESS through teacher generated tests/quizzes of material
(containing open-ended questions graded using 4 point rubric)
ASSESS through class discussion
ASSESS through graded “Response and Analysis” questions at the
end of short story in textbook
45
Course: Language Arts Literacy
Grade 8
Unit: Pre- Washington DC Trip – research and activities
Teaching Time: 1+ weeks
Objective: Students will research and complete various projects to establish purpose and meaning for sites to be visited on the
Washington DC trip (i.e. Vietnam Memorial, WWII Memorial, Holocaust Museum, Lincoln Memorial, etc.)
Essential Questions
Enduring Understanding








How does
understanding a text’s
structure help a student
better understand its
meaning?
How does a student
figure out a word
he/she does not know?
What do readers do
when they do not
understand everything
in the text?
Why do readers need to
pay attention to a
writer’s choice of
words?
How do readers
construct meaning
from text?
How does fluency
affect comprehension?
Why conduct research?






The understanding of a text’s
features, structures, and
characteristics facilitate the
reader’s ability to make
meaning of the text.
Readers use language
structure and context clues to
identify the intended meaning
of words and phrases as they
are used in the text.
Good readers employ
strategies to help them
understand text. Strategic
readers can develop, select,
and apply strategies to
enhance their comprehension.
Words powerfully affect
meaning.
Good readers compare, infer,
synthesize and make
connections (text to text, text
to world, text to self) to make
text personally relevant and
useful.
Fluent readers group words
quickly to help them gain
meaning from what they read.
Areas of Focus
1. Identifying and using organizational
structures to comprehend information
2. Monitoring reading for understanding by
setting a purpose for reading, making and
adjusting predictions, asking questions and
making connections
3. Read critically by identifying, analyzing,
and applying knowledge of the purpose,
structure, and elements of nonfiction and
providing support from the text as evidence
of understanding.
4. Guided class discussion/questioning
5. Listening to and partaking in various
teacher instructed presentations on DC
sites/monuments (students rotate to
different locations for each presentation)
6. Selecting and researching a name on the
Vietnam Wall; completing a “soldier
profile”; taking a name rubbing in
Washington and presenting his/her profile
to the class
46
Course: Language Arts Literacy

Content Statements
RI 8.2, 8.3, 8.5, 8.6, 8.7, 8.8
W8.7
SL 8.1, 8.2, 8.3, 8.4, 8.5, 8.6
Researchers gather and
critique information from
different sources for specific
purposes.
Materials, Text & Technology
Options
1. websites
2. documentary videos
3. “To Heal a Nation” movie
4. newspaper articles
5. travel books
6. postcards, photos
Grade 8
7. Researching relevant websites and sharing
interesting facts
8. Self-selecting materials appropriately
related to a research project.
9. Navigating through informational and
interactive websites
10. Locating and organizing relevant
information
L 8.1, 8.2, 8.3, 8.4
Desired Results (CPI)
CPI: RI 8.10
ASSESS by having students respond to “Response and Analysis”
questions at the end of reading; grade responses
ASSESS through class discussion
47