Harrisburg School District
Planned Course Guide
Title of Planned Course: English 8
Subject Area: English
Grade Level: 8
Course Description:
English 8 focuses on the PA Common Core Standards in reading, writing, speaking and
listening through a multi-genre approach to literature by exploring nonfiction, short
stories, poetry, drama, and novels. It includes grammar, composition, multicultural
literature, critical thinking skills, vocabulary development, oral communication, and
research skills.
The goal for English 8 is to help students learn to write for different purposes and
audiences. Writing instruction will focus on planning, drafting, revising and editing.
Particular emphasis will be placed on adhering to academic conventions such as writing
well-developed paragraphs, using topic sentences, finding supporting details, and
maintaining unity of ideas.
Time/Credit for this Course: One Full School Year
1
Harrisburg School District
Planned Course Materials
Textbook:
Literature, Holt McDougal 2012
Supplemental Books:
Monster, by Walter Dean Myers
Teacher Resources:
Teacher resources will be supplied by Holt McDougal. They include ancillary
workbooks as well as CD ROMS for test construction; online editions will be available to
students and teachers with additional online support such as interactive whiteboard
lessons at thinkcentral.com. Supplemental video excerpts are also provided by the
company which will reinforce lessons and add an American historical perspective in
accordance with the Common Core Standards.
2
Curriculum Map
School Year 2013-2014
August:
Unit 1: Plot and Conflict
September:
Unit 2: Character and Point of View
October:
Unit 3: Setting and Mood
November:
Unit 4: Theme and Symbol
Unit 5: Poetry
December:
Unit 5: Poetry
Unit 6: Style, Voice and Tone
January:
Unit 6: Style, Voice and Tone 9 (wrap up if needed)
Unit 8: Reading Informational Text
February:
Unit 8: Reading Informational Text
Unit 9: Elements of Persuasive Text
March and April:
Unit 9: Elements of Persuasive Text
PSSA Math/Reading Test: March 17 – 28
PSSA Writing Test: March 31 – April 4
PSSA Science Test: April 28 – May 2
Unit 7: History, Culture, and the Author & supplemental reading
May:
Unit 7: History, Culture, and the Author & supplemental reading
3
Harrisburg School District
Required Readings
Unit 1
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Text Analysis Workshop
Raymond’s Run by Toni Cade Bambara
Clean Sweep by Joan Bauer
The Tell-Tale Heart by Edgar Allen Poe
The Hitchhiker by Lucille Flecther
Paul Revere’s Ride by Henry Wadsworth Longfellow
Unit 2
 Text Analysis Workshop
 The Treasure of Lemon Brown by Walter Dean Myers
 Timeline: Evolution of the Blues, Basic Blues: An American Art Form,
Musicians Know the Blues Firsthand
 Flowers for Algernon by Daniel Keys
 Charly by Stirling Silliphant
 Recommendation- Show the movie “Charly” directed by Ralph Nelson.
Unit 3
 Text Analysis Workshop
 The Monkey’s Paw by W.W. Jacobs
 Going Where I’m Coming From and My Father and the Figtree by Naomi
Shihab Nye
 The Story of an Eyewitness by Jack London
 Letter From New Orleans: Leaving Desire by Jon Lee Anderson
 Mi Madre by Pat Mora
 Canyon de Chelly by Simon J. Ortiz
Unit 4
 Text Analysis Workshop
 The Old Grandfather and His Little Grandson by Leo Tolstoy
 The Wise Old Woman by Yoshiko Uchida
 The Diary of Anne Frank drama by Frances Goodrich and Albert Hackett
 My Mother Pieced Quilt by Teresa Palomo Acost
 quilting by Lucille Clifton
4
Unit 5
 Text Analysis Workshop
 Simile: Willow and Ginkgo by Eve Merriam
 Introduction to Poetry by Billy Collins
 The lesson of the Moth by Don Marquis
 Identity by Julio Noboa
 It’s all I have to bring today by Emily Dickinson
 We Alone by Alice Walker
 The Song of Hiawatha by Henry Wadsworth Longfellow (if time permits)
Unit 6
 Text Analysis Workshop
 The Lady, or the Tiger? by Frank R. Stockton
 The Monty Hall Debate by John Tierney
 Cartoon by Peter Steiner
 Us and Them by David Sedaris
Unit 7
Unit 8
 Text Analysis Workshop
 The Spider Man Behind Spider-Man by Bijal P. Trivedi
 Robo-Legs by Michel Marriott
 Eureka: Scientific Twists of Fate
 Guide to Computers
 Over the Top: The True Adventures of a Volcano Chaser by Renee Skelton
Unit 9
 Text Analysis Workshop
 Zoos: Myth and Reality by Rob Laidlaw
 Zoos Connect Us to the Natural World by Michael Hutchins
 Position on Dodgeball in Physical Education by the National Association for
Sport and Physical Education
 The Weak Shall Inherit the Gym by Rick Reilly
 What to the Slave is the Fourth of July? by Frederick Douglass (if time
permits)
5
Curriculum Scope and Sequence
Unit 1: Plot and Conflict
Projected Time Frame:
2013-2014 School Year: August 2013
PA Common Core Standards:
Reading Objectives:
 Students will cite the textual evidence that supports inferences drawn from the
text; analyze how incidents in a story propel the action; learn the stages of plot,
learn the types of conflict. Reading: Text Analysis Workshop. Excerpts from
Johnny Tremain, Eva and the Mayor, and The Elevator.
 Students will be able to cite textual evidence that support inferences they make
about the story and understand how conflict propels that action through the
stages of plot. Readings: Raymond’s Run by Toni Cade Bambara.
 Students will be able to analyze how dialogue and incidents in the story propel
the action through the analysis of conflict and subplots; identify the sequence of
events in the story to understand and identify flashback; and identify synonyms
and antonyms and suffixes that form nouns. Reading: Clean Sweep by Joan
Bauer.
 Students will be able to analyze the impact of word choice on tone; understand
and analyze how suspense is created in a narrative; evaluate the narrator; and
utilize reference tools (thesaurus, dictionary, etc) as a vocabulary aid. Reading:
The Tell-Tale Heart, by Edgar Allen Poe.
 Students will be able to analyze how lines of dialogue reveal aspects of a
character and/or provoke a decision; compare and contrast the structure of two
or more texts; analyze the use of foreshadowing; and write arguments to support
claims with clear reasons and relevant evidence. Reading: The Hitchhiker, by
Lucille Fletcher.
 Students will able to analyze the use of narrative elements such as plot, setting,
character, suspense in poetry; analyze how the structure of a text contributes to
its meaning; read and comprehend poetry; and paraphrase main ideas and
supporting details in narrative poetry. Reading: Paul Revere’s Ride by Henry
Wadsworth Longfellow.
 Students will learn to read a history article; cite the evidence that supports the
analysis of what the text says explicitly; analyze a case in which two or more
texts provide conflicting information on the same topic and identify where the
texts disagree. Reading: The Other Riders
Grammar and Vocabulary Objectives:
 Students will be able to correct sentence fragments. Grammar in Context, page
49.
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Students will learn how to use the prefixes “com-” and “multi-”. Vocabulary
Strategy, page 64
Students will learn to avoid run-on sentences. Grammar in Context, page 65
Students will use the progressive form correctly. Grammar in Context, page 79
Student will learn to maintain pronoun antecedent agreement. Grammar in
Context, page 103
Students will learn to use the Latin root “dice”. Vocabulary Strategy, page 121
Students will learn to use context clues to identify unfamiliar words. Vocabulary
Strategy, page 134
Students will learn to use past perfect tense correctly. Grammar in Context,
page 135
Students will be able to punctuate verbs in a series. Writing Workshop, page 148
Students will be able to add descriptive details and sensory language. Writing
Workshop, page 153
Students will be able to identify and correct run-on sentences. Writing Workshop,
page 155
Writing Objectives:
 Students will make a connection between writing and reading through the
completion of an extended constructed response where they will use what they
learned about plot to write a newspaper article. Reading: Raymond’s Run;
Extended Constructed Response: Article, page 49
 Students will make a connection between writing and reading through the
completion of a short constructed response where they will write a page of
dialogue between two characters. Reading: Clean Sweep; Short Constructed
Response: Dialogue, page 79
 Students will make a connection between writing and reading through the
completion of a short constructed response where they write an assessment of a
characters sanity. Reading: The Hitchhiker; Short Constructed Response:
Evaluation, page 103
 Students will make a connection between writing and reading through the
analysis of a narrative poem where they will have to state the main conflict and
how it is resolved. Reading: Paul Revere’s Ride; Analyze Narrative Poetry,
question #4 in Text Analysis, page 143
 Students will make a connection between two pieces of text by comparing and
contrasting them. Readings: Paul Revere’s Ride and The Other Riders; Read
for Information: Compare and Contrast, page 147
 Students will use the writing process to construct a personal/autobiographical
narrative demonstrating an understanding of audience, purpose, the stages of
plot, conflict, and dialogue. Writing Workshop, page 148
Vocabulary:
7
Stages of Plot (Exposition, Rising Action, Climax, Falling Action, Resolution), Conflict,
Narrative, Subplot, suspense, foreshadowing, flashback, sequence, argument, claim,
evidence, tone, audience, purpose, personal narrative, writing process, Verb, Run-on
Sentence, paraphrase, inference, narrative poetry
Assessments:
 Students will complete the Unit 1 Assessment Practice in order to demonstrate
their understanding of plot, conflict, sequence, cause and effects, Latin roots,
pronoun-antecedent agreement and possessive forms.
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Quizzes, tests
 Writing assignment rough and/or final drafts
 Games, puzzles
 Textbook-generated scoring rubrics, teacher-generated scoring rubrics, or
other teacher-generated assessment tools.
Core Activities:
 Students will complete the Text Analysis Workshop that focuses on the stages of
plot and the types of conflict.
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
 Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
 Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
 Students will write an organized, well-developed, coherent paragraph in
multiple drafts.
 Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
8
Extension:
 Students may read other works in the unit that focus on plot, conflict, and setting
through stories such as The Ransom of Red Chief, Manuscript Found in an Attic,
My First Free Summer, The Great Rat Hunt.
 Additional selection questions and ideas for extension are available in
Resource Manager Unit 1.
 Students will be encouraged to use vocabulary words from the unit in their
own writing.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Projects created by groups, partners, or individuals
 Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 8
 Resource Manager Unit 1
 Language Handbook
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Connections: Nonfiction for the Common Core
 Teacher One Stop
 Student One Stop
 MediaSmart
 WriteSmart
 GrammarNotes
 WordSharp
9
Curriculum Scope and Sequence
Unit 2: Character and Point of View
Projected Time Frame:
2013-2014 school year:
PA Common Core Standards:
Reading Objectives:
 Students will cite textual evidence to support inferences drawn from the text;
analyze how lines of dialogue or incidents in a story reveal aspects of a
character; analyze how differences in the point of view of the characters and the
audience or reader create effects; and learn about character traits and character
motivation. Reading: Text Analysis Workshop. Excerpts from Toning the
Sweep, Broken Chain, Galloping Foxley, The Green Armchair, The
Moustache and I Go Along.
 Students will be able to cite textual evidence that support inferences they make
about the story; analyze how differences in points of view of the characters and
the audience or reader create effects; understand how lines of dialogue and
incidents reveal character motivations; and infer character motivations. Reading:
The Treasure of Lemon Brown by Walter Dean Myers.
 Students will be able to identify the scope of a work analyzing two or more texts
on the same topic; draw evidence from literary or informational texts to evaluate
sources for usefulness; cite textual evidence that most strongly supports an
analysis of what the text says; and understand the form of a timeline. Readings:
Timeline: Evolution of the Blues, Basic Blues: An American Art Form,
Musicians Know the Blues Firsthand.
 Students will be able to analyze the character traits of the central character in a
work of fiction; cite textual evidence to support inferences drawn from text;
compare and contrast the central characters in two works of fiction drawing
evidence from literary texts for support; analyze the extent to which a filmed
production of a story stays faithful to the text and write arguments to support
claims with logical reasoning and relevant evidence; use context as a clue to the
meaning of a word; and examine the structure of a text and the affect it has on a
story. Readings: Flowers for Algernon by Daniel Keys and Charly by Stirling
Silliphant. Recommendation- Show the movie “Charly” directed by Ralph Nelson.
Grammar and Vocabulary Objectives:
 Students will learn how to understand the literal meaning of similes. Vocabulary
Strategy, page 188
 Students will use correct verb tense. Vocabulary in Context, page 189
 Students will learn how to use the comparative and superlative form of words.
Grammar in Context, page 229
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Students will learn how to use the prefixes “fore-” and “mal-”. Vocabulary
Strategy, page 244
Students will use verb moods. Grammar in Context, page 245
Students will learn how to use synonyms as context clues. Vocabulary Strategy,
page 280
Students will avoid clauses as fragments. Grammar in Context, page 281
Students will learn how to differentiate when to use “who” and “whom”. Grammar
in Context, page 303
Writing Objectives:
 Students will make a connection between writing and reading through the
completion of a short constructed response where they write a description of a
character. Reading: The Treasure of Lemon Brown; Short Constructed
Response: Description, page 189
 Students will make a connection between three pieces of text by evaluating the
sources for usefulness when answering a question. Readings: Timeline:
Evolution of the Blues, Basic Blues: An American Art Form, Musicians
Know the Blues Firsthand; Read for Information: Evaluate Sources for
Usefulness, page 195
 Students will make a connection between writing and reading through the
completion of a response where they reflect on character traits citing as evidence
more than one character. Readings: Flowers for Algernon and Charly;
Extended Constructed Response: Reflection, page 229
 Students will use the writing process to construct a critical review demonstrating
an understanding of audience, claim, opposing claims, and relevant evidence.
Reading: Writing Workshop, page 300-308.
Vocabulary:
Point of view, character, motivation, inferences, character traits, central character,
critical review, relevant evidence, audience, claim, opposing claim
Assessments:
 Students will complete the Unit 2 Assessment Practice in order to demonstrate
their understanding of point of view, character, characterization, inferring
character motivation, prefixes, verb tenses and verb moods.
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Quizzes, tests
 Writing assignment rough and/or final drafts
 Games, puzzles
 Textbook-generated scoring rubrics, teacher-generated scoring rubrics, or
other teacher-generated assessment tools.
11
Core Activities:
 Students will complete the Text Analysis Workshop that focuses on point of view,
character traits, and character motivation.
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
 Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
 Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
 Students will write an organized, well-developed, coherent paragraph in
multiple drafts.
 Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
Extension:
 Students may read other works in the unit that focus on point of view, character
traits and character motivation through stories such as Rules of the Game, The
Medicine bag, Who Are You Today, Maria?, Harriet Tubman: Conductor of the
Underground Railroad, The Mysterious Mr. Lincoln, Barbara Frietchie, and John
Henry.
 Additional selection questions and ideas for extension are available in
Resource Manager Unit 2.
 Students will be encouraged to use vocabulary words from the unit in their
own writing.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
12
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Projects created by groups, partners, or individuals
 Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 8
 Resource Manager Unit 2
 Language Handbook
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Connections: Nonfiction for the Common Core
 Teacher One Stop
 Student One Stop
 MediaSmart
 WriteSmart
 GrammarNotes
 WordSharp
13
Curriculum Scope and Sequence
Unit 3: Setting and Mood
Projected Time Frame:
2013-2014 school year: October 2013
PA Common Core Standards:
Reading Objectives:
 Students will cite textual evidence to support inferences drawn from the text;
determine the meanings of words as they are used in the text; understand the
role of setting; and understand mood. Reading: Text Analysis Workshop.
Excerpts from When My Name Was Keoko, Memory Boy, Little Women,
Max, Journey to Topaz, and The House of Dies Drear
 Students will assess the mood in a work of fiction in terms of the story’s setting
and imagery; distinguish whether the narrator of a work of fiction is an objective
or subjective narrator; determine the meaning of words and phrases as they are
used in a text; and analyze how differences in point of view create effects.
Reading: The Monkey’s Paw by W.W. Jacobs.
 Students will be able distinguish the importance people’s customs, beliefs, and
day-to-day life are to the setting in a memoir; cite textual evidence to support
inferences; analyze how a text makes connections among individuals, ideas, or
events; use punctuation (ellipsis, dash) to indicate a pause or break; and
understand setting in nonfiction plays a role in a story. Reading: Going Where
I’m Coming From by Naomi Shihab Nye.
 Students will connect a poem with a story. Readings: Going Where I’m Coming
From and My Father and the Figtree by Naomi Shihab Nye.
 Students will assess an author’s purpose in a non-fiction text; cite evidence to
support inferences; investigate the Latin affixes of words to determine the
meaning of a word. Readings: The Story of an Eyewitness by Jack London and
Letter From New Orleans: Leaving Desire by Jon Lee Anderson.
 Students will investigate the use of imagery in poetry; differentiate between the
concept of speaker and the author of a poem; analyze how differences in point of
view create effects; and analyze the impact of specific word choices on meaning.
Readings: Mi Madre by Pat Mora and Canyon de Chelly by Simon J. Ortiz.
Grammar and Vocabulary Objectives:
 Students will learn to analyze idioms. Vocabulary Strategy, page 337
 Students will learn to differentiate between homographs. Vocabulary Strategy,
page 368
 Students will avoid misplaced modifiers. Grammar in Context, page 369
 Students will be able to maintain subject-verb agreement in a short constructed
response. Writing Prompt, page 387
14
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Students will learn to use the Latin root “cred”. Vocabulary Strategy, page 386
Students will maintain subject-verb agreement. Grammar in Context, page 387
Students will recognize base words and affixes. Vocabulary Strategy, page 408
Students will use ellipses and dashes. Grammar in Context, page 409
Students will learn the prefix “inter-”. Vocabulary Strategy, page 428
Writing Objectives:
 Students will make a connection between writing and reading through the
completion of a response where they analyze and then explain their reasoning of
an offer. Readings: The Monkey’s Paw; Short Constructed Response: Analysis,
page 387
 Students will make a connection between writing and reading through the
completion of a letter where they infer what a character would say about life in a
new country. Readings: Going Where I’m Coming From and My Father and
the Figtree; Extended Constructed Response: Letter, page 409
 Students will analyze author’s purpose by writing a paragraph that identifies three
differences in their coverage of disasters. Readings: The Story of an
Eyewitness and Letter From New Orleans: Leaving Desire; Writing for
Assessment, page 429
 Students will write a comparison-contrast essay in which they will describe the
similarities and differences between two things. Writing Workshop pg. 438-446.
Vocabulary:
Setting, mood, objective narrator, subjective narrator, imagery, speaker, compare and
contrast essay structure, memoir, character motivation, setting, primary source, journal,
science fiction, idioms, personal essay, objective narrator, subjective narrator, author’s
purpose.
Assessments:
 Students will complete the Unit 3 Assessment Practice in order to demonstrate
their understanding of setting, mood, idioms, imagery, Latin roots, drawing
conclusions, author’s purpose, making connections and analyzing images and
text.
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Quizzes, tests
 Writing assignment rough and/or final drafts
 Games, puzzles
 Textbook-generated scoring rubrics, teacher-generated scoring rubrics, or
other teacher-generated assessment tools.
Core Activities:
15








Students will complete the Text Analysis Workshop that focuses on setting and
mood.
Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
Students will write an organized, well-developed, coherent paragraph in
multiple drafts.
Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
Extension:
 Students may read other works in the unit that focus on setting and mood
through stories such as The Drummer Boy of Shiloh and Hallucination
 Additional selection questions and ideas for extension are available in
Resource Manager Unit 3.
 Students will be encouraged to use vocabulary words from the unit in their
own writing.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
16







Independent practice, group practice
White board lessons
Power point presentations
Games, puzzles, jigsaws
Class editing, peer editing, independent editing
Projects created by groups, partners, or individuals
Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 8
 Resource Manager Unit 3
 Language Handbook
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Connections: Nonfiction for the Common Core
 Teacher One Stop
 Student One Stop
 MediaSmart
 WriteSmart
 GrammarNotes
 WordSharp
17
Curriculum Scope and Sequence
Unit 4: Theme and Symbol
Projected Time Frame:
2013-2014 school year:
PA Common Core Standards:
Reading Objectives:
 Students will cite evidence that supports inferences drawn from the text;
identify/determine a theme of a text and analyze its development, including its
relationship to the characters, setting, and plot; and provide a summary of text.
Reading: Text Analysis Workshop: Excerpts from The Contender and
Abuela Invents the Zero.
 Students will determine a theme of a text analyze its development, including its
relationship to the characters, setting, and plot; compare and contrast two texts
and analyze how the structure of each text contributes to its meaning; and write a
response to a prompt. Readings: The Old Grandfather and His Little
Grandson by Leo Tolstoy and The Wise Old Woman by Yoshiko Uchida
 Students will cite the textual evidence that supports inferences drawn from the
text; determine the meanings of words and phrases as they are used in a text;
draw conclusions; and identify symbols in poetry. Readings: My Mother Pieced
Quilts by Teresa Palomo Acost and quilting by Lucille Clifton
 Students will determine a theme of a text analyze its development, including its
relationship to the characters, setting, and plot; read and comprehend dramas;
Reading: The Diary of Anne Frank drama by Frances Goodrich and Albert
Hackett
 Students will cite evidence that the text says explicitly; analyze how a text makes
a connection; analyze two or more texts that provide information on the same
topic; synthesize. Readings: Beyond The Diary of Anne Frank: A Diary from
Another World and from The Last Seven Months of Anne Frank
Grammar and Vocabulary Objectives:
 Students will learn to maintain subject-verb agreement. Grammar in Context,
page 473
 Students will learn the suffix “-ly”. Vocabulary Strategy, page 498
 Students will use participles and participial phrases. Grammar in Context, page
507
 Students will capitalize correctly. Grammar in Context, page 567
 Students will learn how to punctuate dialogue. Grammar in Context, page 589
Writing Objectives:
18
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Students will compare and contrast two works that share a similar theme.
Readings: The Old Grandfather and His Little Grandson and The Wise Old
Woman; Writing for Assessment, page 499.
Students will make a connection between writing and reading by explaining the
impact of Anne Frank’s diary on readers today. Reading: The Diary of Anne
Frank; Extended Constructed Response: Explanation, page 567
Students will make a connection between writing and reading by identifying a life
lesson that they will take away from reading about Anne Frank. Readings: The
Diary of Anne Frank; Beyond The Diary of Anne Frank: A Diary from
Another World and from The Last Seven Months of Anne Frank; Read for
Information: Make a Generalization, page 577
Vocabulary: theme, universal theme, recurring theme, symbol, symbolism, making
inferences, mythology, folktales, drawing conclusions, participle, participle phrase,
drama, dialogue, stage directions, synthesize
Assessments:
 Students will complete the Unit 4 Assessment Practice in order to demonstrate
their understanding of theme, symbols, drawing conclusions, suffixes, participles
and capitalization.
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Quizzes, tests
 Writing assignment rough and/or final drafts
 Games, puzzles
 Textbook-generated scoring rubrics, teacher-generated scoring rubrics, or
other teacher-generated assessment tools.
Core Activities:
 Students will complete the Text Analysis Workshop that focuses on theme and
symbols.
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
 Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
19
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
study tools (like flashcards) in order to reinforce the words.
Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
Students will write an organized, well-developed, coherent paragraph in
multiple drafts.
Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
Extension:
 Students may read other works in the unit that focus on setting and mood
through stories such as Gil’s Furniture Bought & Sold, Pandora’s Box, and LooWit the Fire Keeper
 Additional selection questions and ideas for extension are available in
Resource Manager Unit 4.
 Students will be encouraged to use vocabulary words from the unit in their
own writing.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal that
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Projects created by groups, partners, or individuals
 Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 8
 Resource Manager Unit 4
 Language Handbook
20
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Vocabulary Practice
Best Practices Toolkit
PowerNotes
Connections: Nonfiction for the Common Core
Teacher One Stop
Student One Stop
MediaSmart
WriteSmart
GrammarNotes
WordSharp
21
Curriculum Scope and Sequence
Unit 5: Poetry
Projected Time Frame:
2013-2014 school year:
PA Common Core Standards:
Reading Objectives:
 Students will determine the meaning of words and phrases, including figurative
and connotative meanings; analyze the impact of word choices on meaning and
tone; compare and contrast texts and analyze how the different structure of each
text contributes to its meaning and tone; and learn the basics of poetry – form,
speaker, sound devices, imagery and figurative languages. Reading: Text
Analysis Workshop: Excerpts from Good Night, That Day, Stopping by
Woods on a Snowy Evening, Chrysalis Diary and Lineage
 Students will determine the meaning of words and phrases, including figurative
and connotative meanings; analyze the impact of word choices on meaning and
tone; analyze the structure of text; identify metaphor and simile; and visualize.
Reading: Simile: Willow and Ginkgo by Eve Merriam and Introduction to
Poetry by Billy Collins
 Students will cite the textual evidence that supports inferences drawn from the
text; analyze the impact of specific word choices on meaning; analyze how
structure contributes to meaning: model free verse; clarify meaning; and identify
speaker. Reading: the lesson of the moth by Don Marquis and Identity by
Julio Noboa
 Students will cite the textual evidence that supports inferences drawn from the
text; determine a theme of a text and analyze its development; and analyze the
impact of specific word choices on meaning. Reading: It’s all I have to bring
today by Emily Dickinson and We Alone by Alice Walker
 If time allows, read The Song of Hiawatha by Henry Wadsworth Longfellow or
any other grade appropriate poem that identifies and teaches meter.
Grammar and Vocabulary Objectives:
 Students will learn to use commas correctly. Grammar in Context, page 623
 Students will learn the Latin root “carn”. Vocabulary Strategy, page 651
 Students will learn to add suffixes correctly. Grammar in Context, page 667
Writing Objectives:
 Students will make a connection between writing and reading by choosing a
character from one of the poems and writing in his point of view. Reading: the
lesson of the moth and Identity; Short Constructed Response: Paragraph,
page 623
22
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Students will compare literary selections that are different but have a recurring
theme. Reading: It’s all I have to bring today and We Alone; Writing for
Assessment, page 631
Vocabulary: poetry, form, lines, stanzas, speaker, free verse, rhythm, rhyme, rhyme
scheme, repetition, alliteration, assonance, imagery, figurative language, simile,
metaphor, extended metaphor, personification, visualize, paraphrase, word choice,
ballad, epic, meter,
Assessments:
 Students will complete the Unit 5 Assessment Practice in order to demonstrate
their understanding of
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Quizzes, tests
 Writing assignment rough and/or final drafts
 Games, puzzles
 Textbook-generated scoring rubrics, teacher-generated scoring rubrics, or
other teacher-generated assessment tools.
Core Activities:
 Students will complete the Text Analysis Workshop that focuses on form,
structure, and poetic elements.
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
 Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
 Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
 Students will write an organized, well-developed, coherent paragraph in
multiple drafts.
 Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
23
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
Extension:
 Students may read other works in the unit that focus on setting and mood
through stories such as Speech to the Young: Speech to the Progress-Toward,
Mother to Son, On the Grasshopper and Cricket, Ode on Solitude, One More
Round, Not My Bones, and Boots of Spanish Leather.
 Additional selection questions and ideas for extension are available in
Resource Manager Unit 5.
 Students will be encouraged to use vocabulary words from the unit in their
own writing.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Projects created by groups, partners, or individuals
 Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 8
 Resource Manager Unit 5
 Language Handbook
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Connections: Nonfiction for the Common Core
 Teacher One Stop
 Student One Stop
 MediaSmart
24
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WriteSmart
GrammarNotes
WordSharp
25
Curriculum Scope and Sequence
Unit 6: Style, Voice and Tone
Projected Time Frame:
2013-2014 school year:
PA Common Core Standards:
Reading Objectives:
 Students will understand style; review the elements of style – word choice,
sentence structure and imagery; understand tone; analyze the impact of specific
word choices on tone; analyze how structure contributes to style; and determine
the meaning of words and phrases as they are used in a text, including
connotative meanings. Reading: Text Analysis Workshop. Excerpts from
Food from the Outside, The Voyage of the Dawn Treader, Bird, A Girl
Named Zippy, The Truth About The World, and Stargirl.
 Students will analyze tone; paraphrase; analyze the impact of word choice on
tone; cite evidence to support inferences; determine a central idea; analyze
connections among ideas; gather relevant information from print sources; quote
or paraphrase data and conclusions; analyze the purpose of information in
diverse media. Reading: The Lady, or the Tiger? by Frank R. Stockton; The
Monty Hall Debate by John Tierney; and Cartoon by Peter Steiner.
 Students will analyze the impact of specific word choices on meaning and tone;
interpret figures of speech (e.g., irony, verbal irony) in text; evaluate what they
read; and complete the reading-writing connection writing prompt. Reading: Us
and Them by David Sedaris
Grammar and Vocabulary Objectives:
 Students will learn to use appositive phrases. Grammar in Context, page 703
 Students will learn the difference between connotation and denotation.
Vocabulary Strategy, page 715
 Students will learn the Latin root “leg”. Vocabulary Strategy, page 737
 Students will learn to form compound sentences. Grammar in Context, page 738
 Students will learn to form complex sentences. Grammar in Context, page 751
 Students will learn pronoun/antecedent agreement. Grammar in Context, page
761
Writing Objectives:
 Students will synthesize information from various sources to answer a prompt.
Readings: The Lady, or the Tiger? and The Monty Hall Debate; Read for
Information: Synthesize, page 719
 Students will write a short constructed response focusing on specific parts of
passages from different texts. Readings: The Lady, or the Tiger; The Monty
Hall Debate and Cartoon by Peter Steiner; Assessment Practice, page 721
26
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Students will write a short constructed response focusing on writing from the
perspective of one of the characters. Reading: Us and Them; Short
Constructed Response: Journal Entry, page 751
Students will use the writing process to construct a Literary Analysis that focuses
on developing a controlling idea with a focus on audience and purpose. Writing
Workshop, page 758-765.
Vocabulary: style, imagery, tone, voice, sentence structure, appositive phrase,
paraphrase, connotation, denotation, synthesize, hyperbole, understatement, irony,
situational irony, verbal irony, dramatic irony, evaluate, complex sentence, main clause,
subordinate clause, historical context, extended metaphor
Assessments:
 Students will complete the Unit 6 Assessment Practice in order to demonstrate
their understanding of style, sequence, irony, tone, synthesize, Latin roots,
visuals, appositive phrases, and compound and complex sentences.
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Quizzes, tests
 Writing assignment rough and/or final drafts
 Games, puzzles
 Textbook-generated scoring rubrics, teacher-generated scoring rubrics, or
other teacher-generated assessment tools.
Core Activities:
 Students will complete the Text Analysis Workshop that focuses on style, tone
and voice.
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
 Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
 Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
27
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
Students will write an organized, well-developed, coherent paragraph in
multiple drafts.
Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
Extension:
 Students may read other works in the unit that focus on setting and mood
through stories such as New York Day Women, Roughing It/The Simple
Commandments of Journalistic Ethics and O Captain! My Captain!/I Saw Old
General at Bay
 Additional selection questions and ideas for extension are available in
Resource Manager Unit 6.
 Students will be encouraged to use vocabulary words from the unit in their
own writing.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Projects created by groups, partners, or individuals
 Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 8
 Resource Manager Unit 6
 Language Handbook
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
28
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Connections: Nonfiction for the Common Core
Teacher One Stop
Student One Stop
MediaSmart
WriteSmart
GrammarNotes
WordSharp
29
Curriculum Scope and Sequence
Unit 7: History, Culture, and the Author: Fiction, Informational Text, Media and Poetry
Projected Time Frame:
2013-2014 school year: after PSSA testing
PA Common Core Standards:
Reading Objectives:
 Students will understand the role of a writer’s background in a work of poetry,
fiction, and informational text. Students will analyze poetry and fiction citing
evidence that supports what a text says explicitly as well as inferences drawn
from the text using an author’s background. Readings: Text Analysis
Workshop, Eating Together, Dusting, and Excerpts from Sonny’s Blues,
Beware of the Dog, and Origami.
 Students will cite textual evidence that supports inferences drawn from texts,
determine a theme of a text, analyze how particular lines of dialogue or incidents
reveal aspects of a character, and determine the meaning of words and phrses
as they are used, including figurative language. Reading: The Snapping Turtle
by Joseph Bruchac and Out of Bounds by Beverly Naidoo.
 Students will cite evidence that supports an analysis of what a text says explicitly,
determine the theme of a text, including its relationship to setting, and analyze
the impact of specific word choices on meaning and tone. Readings: I Want to
Write and Sit-ins by Margaret Walker.
Grammar and Vocabulary Objectives:
 Students will learn to complete Analogies. Vocabulary Strategy, page 802.
 Students will learn to construct compound-complex sentence. Grammar in
Context, page 803.
 Students will learn to use reference aids as a source to learn the pronunciation of
new words. Vocabulary Strategy, page 820.
 Students will construct sentences using colons correctly. Grammar in Context,
page 821.
Writing Objectives:
 Students will demonstrate their understanding of The Snapping Turtle by
responding to a writing prompt. Reading: The Snapping Turtle; Reading-Writing
Connection: Extended Constructed Response: Opinion, page 803.
 Students will compare the background of the author with the experiences of the
main character using examples from the text. Readings: Out of Bounds,
Extension and Challenge: Text Criticism, page 819.
 Students will write a cause-and-effect essay in which they will explain a
relationship that is significant to them. Writing Workshop, page 862-869.
30
Vocabulary:
Culture, Author’s Background, Cultural Context, opinion, repetition, cause-and-effect
Assessments:
 Students will complete the Unit 7 Assessment Practice in order to demonstrate
their understanding of author’s background, author’s purpose, sensory details,
making inferences, cause and effect, similes, compound-complex sentences,
colons and semi-colons.
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Quizzes, tests
 Writing assignment rough and/or final drafts
 Games, puzzles
 Textbook-generated scoring rubrics, teacher-generated scoring rubrics, or
other teacher-generated assessment tools.
Core Activities:
 Students will complete the Text Analysis Workshop
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
 Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
 Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
 Students will write an organized, well-developed, coherent paragraph in
multiple drafts.
 Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
31
Extension:
 Students may read other works in the unit that focus on setting and mood
through stories such as
 Additional selection questions and ideas for extension are available in
Resource Manager Unit 7.
 Students will be encouraged to use vocabulary words from the unit in their
own writing.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Projects created by groups, partners, or individuals
 Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 8
 Resource Manager Unit 7
 Language Handbook
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Connections: Nonfiction for the Common Core
 Teacher One Stop
 Student One Stop
 MediaSmart
 WriteSmart
 GrammarNotes
 WordSharp
32
Curriculum Scope and Sequence
Unit 8: Reading Informational Text
Projected Time Frame:
2013-2014 school year:
PA Common Core Standards:
Reading Objectives:
 Students will identify text features; identify main idea; evaluate texts; summarize;
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 a text; analyze how a text makes connections among and
distinctions between ideas; and analyze in detail the structure of a specific
paragraph in a text, including the role of particular sentences in developing and
refining a key concept. Reading: Text Analysis Workshop. Excerpts from
The History of Hot Dogs, Danger from the Sky, Female Android Debuts, Kill
or Cure, and The Great Chicago Fire of 1871.
 Students will identify text features; provide an objective summary of the text;
analyze in detail the structure of a text. Reading: The Spider Man Behind
Spider-Man by Bijal P. Trivedi
 Students will determine a central idea of a text and analyze its development over
the course of a text, including its relationship to supporting ideas; analyze in
detail the role of particular sentences in developing and refining a key concept;
monitor their reading; and discover how text is organized. Reading: Robo-Legs
by Michel Marriott and Eureka: Scientific Twists of Fate
 Students will determine the meaning of words and phrases, including technical
meanings; analyze the structure of a paragraph, including the role of particular
sentences in developing a key concept; and understand the components of
technical directions and instruction manuals. Reading: Guide to Computers
 If time allows, read Over the Top: The True Adventures of a Volcano Chaser
by Renee Skelton
Grammar and Vocabulary Objectives:
 Students will learn to use gerunds and infinitives. Grammar in Context, page 899
 Students will review the difference between connotation and denotation.
Vocabulary Strategy, page 923 (originally taught in unit 6)
 Students will learn suffixes that form adjectives. Vocabulary Strategy, page 932
 Students will use commas correctly. Grammar in Context, page 933
 Students will learn the Latin root “pend”. Vocabulary Strategy, page 943
 Students will use adjectival clauses. Grammar in Context, page 963
Writing Objectives:
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Students will write an accurate summary of a text capturing the main idea and
supporting details. Reading: The Spider Man Behind Spider-Man; Compare
Summaries, Text Analysis #5, page 897
Students will analyze and compare text recording the similarities and differences
between the two articles. Reading: Robo-Legs and Eureka: Scientific Twists
of Fate; Compare Texts, Text Analysis #7 & #8, page 942
Students will write the steps to a procedure of their choosing. Preparing for
Timed Writing, page 969
Vocabulary: text features, title, heading, subheadings, sidebar, bulleted list, main idea,
topic sentence, imply, supporting details, credibility, unity, coherence, internal
consistency, structural pattern, logic, summarize, fact, opinion, author’s purpose, partby-part order, monitor,
Assessments:
 Students will complete the Unit 8 Assessment Practice in order to demonstrate
their understanding of text features, graphic aids, summarizing, main idea and
supporting details, context clues, and commas.
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Quizzes, tests
 Writing assignment rough and/or final drafts
 Games, puzzles
 Textbook-generated scoring rubrics, teacher-generated scoring rubrics, or
other teacher-generated assessment tools.
Core Activities:
 Students will complete the Text Analysis Workshop that focuses on reading
informational text.
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
 Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
 Students will extend their academic vocabulary through a variety of methods
34


which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
Students will write an organized, well-developed, coherent paragraph in
multiple drafts.
Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
Extension:
 Students may read other works in the unit that focus on setting and mood
through stories such as Over the Top: The True Adventures of a Volcano
Chaser, Interview with a Songcatcher, and Kabul’s Singing Sensation.
 Additional selection questions and ideas for extension are available in
Resource Manager Unit 8.
 Students will be encouraged to use vocabulary words from the unit in their
own writing.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Projects created by groups, partners, or individuals
 Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 8
 Resource Manager Unit 8
 Language Handbook
 Vocabulary Practice
 Best Practices Toolkit
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PowerNotes
Connections: Nonfiction for the Common Core
Teacher One Stop
Student One Stop
MediaSmart
WriteSmart
GrammarNotes
WordSharp
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Curriculum Scope and Sequence
Unit 9: Elements of Persuasive Text
Projected Time Frame:
2013-2014 school year:
PA Common Core Standards:
Reading Objectives:
 Students will learn the components of an argument; learn different types of
persuasive techniques; learn to cite the textual evidence that supports an
analysis of what the text says explicitly; determine an author’s point of view or
purpose in a text and analyze how the author acknowledges or responds to
conflicting evidence or viewpoints; delineate and evaluate the argument and
specific claims in a text; assessing whether the reasoning is sound and the
evidence is relevant and sufficient. Reading: Text Analysis Workshop.
Excerpts from Why Can’t I Live on French Fries?, Against Competition and
Should the Driving Age Be Raised to 18?
 Students will learn to understand argument and be able to identify it; cite the
textual evidence that supports an analysis of what the text says explicitly;
determine an author’s point of view or purpose in a text and analyze how the
author acknowledges or responds to conflicting evidence or viewpoints; evaluate
the argument and specific claims in the text; and identify where texts disagree on
matters of interpretation. Reading: Zoos: Myth and Reality by Rob Laidlaw and
Zoos Connect Us to the Natural World by Michael Hutchins
 Students will analyze how a text makes connections among and distinctions
between individuals, ideas, or events; determine connotative meanings; analyze
the impact of specific word choices; evaluate an argument and a specific claim,
assessing whether the reasoning is sound, identify where texts disagree on
matters of interpretation; and analyze rhetoric and reasoning. Reading: Position
on Dodgeball in Physical Education by the National Association for Sport and
Physical Education and The Weak Shall Inherit the Gym by Rick Reilly
 If time permits. Students will evaluate evidence; analyze the impact of specific
word choices; analyze in detail the structure of a specific paragraph in a text,
including the role of particular sentences; evaluate the argument and specific
claims in a text, assessing whether the reasoning is sound and the evidence is
relevant and sufficient; and delineate a speakers argument, evaluating the
reasoning and relevance and sufficiency of the evidence. Reading: What to the
Slave Is the Fourth of July? By Frederick Douglass
Grammar and Vocabulary Objectives:
 Students will learn the Greek root “exo”. Vocabulary Strategy, page 998
 Students will learn the Latin word “gressus”. Vocabulary Strategy, page 1012
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Students will use punctuation correctly. Grammar in Context, page 1013
Students will use antonyms as context clues. Vocabulary Strategy, page 1029
Students will use parallel structure. Grammar in Context, page 1037
Writing Objectives:
 Students will compare persuasive texts through the use of a graphic organizer
and then write a compare/contrast essay. Readings: Zoos: Myth and Reality
and Zoos Connect us to the Natural World; Text Analysis #6, page 997 and
Writing for Assessment, page 999
 Students will write a persuasive essay that relates to extracurricular activities.
Preparing for Timed Writing, page 1047
 Students will write persuasive essays. Writing Workshop, pages 1038-1046
Vocabulary: argument, claim, premise, support, counterargument, persuasive
techniques, bandwagon appeal, emotional appeal, ethical appeal, appeal to fear, appeal
to pity, loaded terms, rhetorical fallacy, logical fallacy, false assumption, leading
questions, caricatures
Assessments:
 Students will complete the Unit 9 Assessment Practice in order to demonstrate
their understanding of argument, persuasive techniques, author’s purpose, fact
and opinion, compare and contrast, related words, Greek and Latin words and
roots, and parallelism.
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Quizzes, tests
 Writing assignment rough and/or final drafts
 Games, puzzles
 Textbook-generated scoring rubrics, teacher-generated scoring rubrics, or
other teacher-generated assessment tools.
Core Activities:
 Students will complete the Text Analysis Workshop that focuses on argument
and persuasion
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
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involvement with the text.
Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
Students will write an organized, well-developed, coherent paragraph in
multiple drafts.
Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
Extension:
 Students may read other works in the unit that focus on setting and mood
through stories such as The Sanctuary of School, Educating Sons and The First
Americans
 Additional selection questions and ideas for extension are available in
Resource Manager Unit 9.
 Students will be encouraged to use vocabulary words from the unit in their
own writing.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal that
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Projects created by groups, partners, or individuals
 Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
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Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 8
 Resource Manager Unit 9
 Language Handbook
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Connections: Nonfiction for the Common Core
 Teacher One Stop
 Student One Stop
 MediaSmart
 WriteSmart
 GrammarNotes
 WordSharp
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