Essential Questions
CMS
Curriculum Guide
Grade/ Course: Grade 8 Literature
Date of Revision: May 2013
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Content
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September -October
Theme: Forgiveness
How are the Dust Bowl and the Great
Depression connected?
In what way are the themes of Out of the
Dust relevant to me? (forgiveness, blame,
courage)
What is the importance of forgiveness?
Why would an author chose to write a novel
in poetry form?
Out of the Dust by Karen Hesse
The Grapes of Wrath (video), Surviving the
Dust Bowl (video)
“The Great Depression and the Dusty
Thirties”
Song Lyrics: “My Oklahoma Home” by
Bruce Springsteen
Out of the Dust pp. 193-206 Use as Shared
Inquiry related to EQ #1
Library of Congress website (loc.gov)
Ver. 2006-05
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Standard/ Strand/
Activity
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Read and understand historical Fiction
written in the form of free verse poetry. EQ
1 RL1, 2, 9
Read non-fiction accounts of the Great
Depression EQ 1 RI 2, 4, 5, 10
Collect information from video on the Dust
Bowl EQ 1 SL2, 4
Find a photograph from the LOC website
depicting a scene from The Dust Bowl.
Write a poem (in 1st person) describing the
event. EQ 2 T
Create an original book of poetry using the
themes and chapter titles from Out of the
Dust. EQ 2 RL2/ W3a-e/L all
Shared Inquiry of novel pp. 193-206 EQ 3
RL 1,4,5/ SL 1b-d, 3,4
Write an illustration essay explaining how
The Dust Bowl and Great Depression are
connected. RI 1,3/W2a-e, 4/ L all
Create a T-chart which illustrates the pros
and cons of writing a novel in poetry form
EQ 4 RL5
Interpret and paraphrase figurative language
and use in original poetry EQ 4 RL4
Create a chart to show influence of setting
on plot RL2
Ver. 2006-05
Modifications for
SpEd/ELL/Gifted and
Talented
Illustration Essay-Dust Bowl/Great DepressionTiered by Process
 Tier 3: Students are given resource texts
with connections highlighted, an
outline, and a framework.
 Tier 2: Students are given an outline for
writing a cause/effect or a comparison
essay
 Tier 1: Teacher assistance where
needed.
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Assessment
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Reading comprehension and interpretation
quizzes
Illustration Essay: Relationship between The
Dust Bowl and Great Depression
Charts – Cause/Effect & T-Charts
Journal Responses to related quotations
“On Life”: A collection of student free-verse
poetry
“Coffee House” presentation of poetry.
NJASK on-demand essays
Ver. 2006-05
21st Century Life &
Career Readiness
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Free Verse Poetry 9.1
Farming as a career
(advantages/disadvantages) 9.3
Great Depression, dangers and use of credit,
stocks and banking 9.2
Essential
Questions
November
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Theme: War
Why do wars occur?
How does a soldier’s perception of war change
after serving in a military conflict?
How can healing take place after a war?
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December
Theme: Coming of Age
Should The Pigman be taught in Middle Schools?
What makes a novel worthy of being taught in
school?
Why is it possible or impossible for two very
different people to have a friendship
Ver. 2006-05
Content
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Soldier’s Heart by Gary Paulsen
Internet Connections: Non-fiction
o Post Traumatic Stress Disorder
o Civil War poetry ( Two Views of War)
o Biographical information on Charles
Goddard
 “When Blue Fought Gray: The Greatest Civil
War Battles” by Frank D. Coffin & Jana Martin
From American Heritage Magazine
 Poem: “At Gettysburg” by Linda Pastan * Use
for Shared Inquiry Discussion relating to
Essential Question #3
 Documentary: The Civil War
Distance Learning: A Day in the Life of a Civil War
Soldier
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The Pigman by Paul Zindel (The story of an old
man befriended by two teenagers whose lives are
enhanced by the friendship)
Newspaper Column: “Dear Abby”
Video: Heart Attack
Teleplay: “Let Me Hear You Whisper” by Paul
Zindel
Film: Freedom Writers
Ver. 2006-05
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Standard/ Strand/Activity
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Read informational articles and Social Studies text
to identify and chart the causes of the civil war.
EQ 1 RI 1, 2, 3, 4
Read & compare 2 poems on opposing views of
war using Venn diagram EQ 1 RL 1, 2, 6,
Read an informational article on Post-traumatic
Stress Disorder & chart the effects EQ 2 RI12, 6
Participate in Shared Inquiry Discussion, “At
Gettysburg”, and respond to the evaluative
question: How can healing take place after a war?
EQ 3 RL1, 2, 3, 4, 5, 10/ SL1, 9
Explain title & compare to terms used in different
wars RL3
Describe character’s 1st impression of military life
RL1
List steps for battle preparation RL1
Describe the effects of the 1st battle and explain
why this might cause PTSD. RL1, 3
Compare/contrast the 1st & 2nd days of fighting
RL1
Find text examples of survival techniques RL1
Identify the food of a soldier’s diet and its effect
on soldiers RL1
Compare send-off to war to homecoming RL1
Work collaboratively with a partner to create a
Power Point presentation researching and
identifying the causes of war, what patriotism is,
how citizens show patriotism, and willingness and
reasons to fight or not to fight for one’s country.
EQ 1 RI2, 9/ W6, 7/ SL 4, 5
Discuss theme of novel and the author’s
perspective (Paulsen) SL1
Write an evaluative essay: Why do humans
preserve battlefields as hallowed ground? EQ 2
and 3 RL 1, 5/ W1a-e, 4/ L all
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Use the internet as a source to identify reasons
why certain books would be banned. T-Chart
reasons why The Pigman should or shouldn’t be
banned. EQ 1 RL1, 6/ W10
Participate in a debate arguing for or against
keeping controversial issues in the novel. SL 1bd, 3,4
Write an Evaluative Essay that illustrates the
qualities of a Middle School worthy novel EQ 2
RL1, 6/ W1a-e/ L all
Complete chart comparing values of adults to
values of teens EQ 3 W4, 10
Write an argument defending or condemning the
friendship described in the novel. EQ 3 RL1, 2,
3, 6/ W1 a-e/ L all
Contrast character reactions to the same event
RL3
Describe the relationships of characters RL3, 6
Identify examples of symbolism RL4
Ver. 2006-05
Modifications for
SpEd/ELL/Gifted and Talented
Assessment
21st Century Life &
Career Readiness
Evaluative Essay:
Tier 3: Framework and outline
Tier 2: Outline
Tier 1: Teacher assistance where needed
Evaluative Essay: Worthy Novel-Tiered by Process
 Tier 3: Students are given a list of qualities of a
worthy novel and novel titles to use as examples,
teacher assistance in finding appropriate text
support, and a framework for writing.
 Tier 2: Students are given a list of 10 qualities
and must choose 3 to illustrate. Novels are
provided for examples.
 Tier 1: Students choose qualities and novels
independently.
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Charts: Causes of war and PTSD
Reading comprehension and interpretation
quizzes
Quizzes: Non-fiction articles
Vocabulary Activities
Evaluative Essay
Participation in discussion
Power Point Presentation
NJASK Practice test
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T-Charts
Evaluative Essay-Worthy Novel
Persuasive Essay-Appropriate Friendship
Symbolism Responses
Multiple Choice Test
Open-ended Responses comparing & contrasting
characters reactions to the same event
NJASK on-demand essays
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Shared Inquiry “At Gettysburg” 9.1
PowerPoint presentation (Patriotism) 9.1
Life of a soldier 9.3
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Middle school worthy novel 9.1
Ver. 2006-05
Essential Questions
January/February
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Theme: Intolerance and Persecution
How can stereotyping people be dangerous?
What lessons can be learned from the Holocaust?
What does it mean to be human?
How does prejudice and violence show itself in
today’s world?
How can a diary affect future generations?
What makes some people heroes?
Ver. 2006-05
Core
Instructional
Materials
“The Diary of Anne Frank” Dramatized by Frances
Goodrich & Albert Hackett from Elements of Literature
(8th grade text) **( The play tells the story of
Anne Frank & her family as they take refuge
from the Nazis by hiding in an attic in
Amsterdam from 1942-1944)
 Article: “The Man in the Water” by Roger Rosenblatt
*Use for Shared Inquiry Discussion relating to
Essential Question #6
 Novel excerpt: Night by Elie Wiesel *Use for Shared
Inquiry Discussion relating to Essential Question #2
 “Anne Frank & the Holocaust” video
 The Children We Remember by Chana Byers Abells
 Remember Not to Forget by Norman H. Finkelstein
 “The Diary of Anne Frank” video based on the play
(1959 Twentieth Century-Fox)
 “A Tragedy Revealed: A Heroine’s Last Days” by
Ernst Schnabel from Elements of Literature
 “Walking With Living Feet” by Dara Horn (Student
to Student) from Elements of Literature
 The World Must Know by Michael Berenbaum
 Teacher provided internet sources
 Echoes and Reflections: A Holocaust Education
Curriculum
Ver. 2006-05
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Standard/ Strand/Activity
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Use internet sources to investigate the dangers of
prejudice in today’s society & summarize
information in a group created poster EQ 1, 2, 4 RI 1,
2, 3, 4, 8/ SL1a-d, 3, 4
Read non-fiction accounts of the Holocaust EQ 2RI
1-4
View Video Testimonials of participants in the
Holocaust EQ 1, 2 SL 2
Participate in Shared Inquiry Discussions EQ 3, 5 RL
1,4,5/ SL 1b-d, 3,4
Write a illustration essay on the qualities of being
“human” EQ 3 RL1-4, 6/ W2a-f/ L all
Read/discuss material for a research paper relating to
the Holocaust using teacher-modeled research
procedures that include the reading of non-fiction
articles, note cards, parenthetical citations and a
Works Cited page EQ 5 (collaborative L.A. project)
RI 1-4/ W4, 5, 7-10/ L all
Use a timeline to compare Anne’s life to world
events that affected her fate RI 3
Sketch layout of the attic using text details RI4
Use chart to compare characters’ responses
to confinement RL6
Ver. 2006-05
Assessment
Modifications for SpEd/ELL/Gifted and
Talented
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Reading check quizzes
Journal Responses to related quotations
Shared Inquiry Discussions
Definition Essay: Human
Multiple Choice Test: Holocaust
Note cards
Poster – Prejudice in Contemporary Society
Presentation: Scene from the play
NJASK Practice test
Research Paper: Read and discuss articles on Holocaust
Rescuers.
 Tier 3: Students are given articles with
highlighted references and a framework for the
research paper.
 Tier 2: Students are given assistance in finding
and highlighting references.
 Tier 1: Teacher assistance when needed.
Prejudice in Today’s Society: Tiered by Product
 Act out a scene of school bullying based on
appearance.
 Summarize the article, “Not in Our Town” and
present findings to class.
 Summarize a newspaper article illustrating a
contemporary prejudice problem and report to the
class.
Ver. 2006-05
Dangers of prejudice poster group project 9.1
21st Century Life &
Careers Readiness
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Essential Questions
March
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Theme: Utopia
What is a utopia?
How does love involve risk?
What is the government’s responsibility in ensuring
the safety and happiness of its citizens?
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April
Theme: Science Fiction
How is Science Fiction different than other
literary genres?
How would life develop on a planet with
conditions different than Earth’s?
How are aliens in stories and films portrayed?
Should we/why would we want to make contact
with an alien species?
If contact is made, who/how should they react?
Ver. 2006-05
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Content
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The Giver by Lois Lowry. (The story of a futuristic
perfect world where everything is under control and
there are no choices)
Watching Ants by Arden G. Thompson
“The Bill of Rights” US Constitution. Use for
Shared Inquiry Discussion relating to Essential
Question #3
Film: The Village
Article: “The Emotions of Color”
Article: “Justifiable Homicide”
Short Story: “Lonesome Shorty” by Garrison Keillor
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“There Will Come Soft Rains” (Bradbury)
“Cutie Pie” (Fisk)
“Rain, Rain, Go Away” (Asimov)
Excerpt: Contact: Opening scene
“The Monsters are Due on Maple Street”
(Sterling)
“Puppet Show” (Brown)
“To Serve Man” Twilight Zone
“Earthmen Bearing Gifts” (Brown)
Twilight Zone “The Invaders”
Excerpt: Contact: Arrival at SETI
“Random Sample” (Caravan)
Non Fiction: “Ready for Contact” Smithsonian
Magazine
Ver. 2006-05
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Standard/ Strand/Activity
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Modifications for
SpEd/ELL/Gifted and
Talented
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Create a Power Point presentation showing the
aspects of a personal utopia EQ 1 W4, 6, 8
Persuasive Essay: Expand on a journal entry. Which
is a better way to handle a societal issue? EQ 2 W3 ae; L all
Read “The Bill of Rights” and identify the basic
rights of all citizens EQ 3 RI1-4
Identify how the government provides for its citizens
in The Giver. Do you agree or disagree with its
methods? Journal responses. EQ 3 RL1-4/ W3a-e, 4
Complete 8 journal entries contrasting life in the
community of The Giver with life in American
society. RL1-4/ W3a-e, 4
Sketch a set design focusing on setting details. RL4
Participate in Shared Inquiry discussion RL 1,4,5/ SL
1b-d, 3,4
Write and act out a short skit in small group: How
does love involve risk? EQ 2
NJ ASK Practice Test
Persuasive essay: Tiered by Process and Product
 Expand on a journal entry (choice of 8)
Tier 3: Framework and outline
Tier 2: Outline
Tier 1: Teacher assistance where needed
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Read and interpret fiction RL1-4
Research famous aliens and explain their motives for
coming to Earth RI 1-4/ SL4, 5, 6
Create and describe specific adaptations of an alien
based on specific environmental conditions provided
by the science teacher. RI1, 2
Chose a spokesperson for Earth and write a
persuasive essay on why this person is the best
choice. RI 2, 3/ W1a-e/ L all
Create a PowerPoint presentation “10 pictures to
define Earth”. RI 1-4/ SL4, 5, 6
NJ ASK Practice Test
Spokesperson for Earth: Persuasive essay-Tiered by
Process
 Tier 3: Students will receive a teacher suggested
spokesperson and a condensed biography with
traits highlighted
 Tier 2: Students will choose from a short list of
spokespeople and find biography.
 Tier 1: Students choose a spokesperson on their
own and find two sources of biography.
Ver. 2006-05
Assessment
21st Century Life &
Career Readiness
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Reading comprehension and interpretation quizzes
Vocabulary Quiz
Power Point Presentation
Persuasive Essay
Participation in Shared Inquiry Discussion
Collection of journal entries
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Discussion of assigned careers in the novel/choice of
career for student/career aptitude assessment 9.3
Communism as an economic system 9.2
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Reading comprehension, interpretation, and
open-ended responses
PowerPoint presentations
Persuasive essay
Completed alien project
Definition of Earth 9.1
 Spokesperson for Earth 9.1
Ver. 2006-05
May/June
Content
Essential Questions
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Theme: Alienation/Communication
Why do we speak?
How is speech related to identity?
How do people overcome a traumatic event?
How do internal conflicts manifest themselves?
Speak by Laurie Anderson
Mean Girls (movie). Excerpts only.
Unwritten (song) Bedingfield
The Scream (painting by Edvard Munch)
Reviews of the novel
“Mrs. Flowers” from I Know Why the Caged Bird
Sings (Angelou)
Excerpts: Queen Bees and Wanabees (Wiseman)
Ver. 2006-05
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Standard/ Strand/Activity
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Read/discuss “Mrs. Flowers” and explain the
connections to the novel RL1-4, 6
Write “10 Lies They Tell You in Middle School.”
W4, 10
Read/discuss reviews of the novel.
Agree/disagree with the analysis and opinion
presented. RI6, 8/ SL1, 3, 6
View Edvard Munch’s painting, The Scream.
Students analyze connections to the novel. SL1,
4, 6
Watch excerpts from the movie, Mean Girls, and
discuss connection(s) to novel. SL1, 2
Read excerpts from the novel, Queen Bees and
Wannabes. Discuss connections. RI 1-4, 6, 8/
SL1, 2, 4
Understand the elements of cubism and imitate
the form. SL2
Listen to the song, Unwritten (Bedingfield) and
discuss connections to the novel. (Model for
project choice) SL2
Choose and write an illustrative essay based on
the novel. RL1, 6/ W1a-e/ L all
Complete and present project based on the novel
RL2/ SL5, 6
Complete 8 journal entries RL1/ W10
Ver. 2006-05
Modifications for SpEd/ELL/Gifted and
Talented
Project and essay: Tiered by Product
 All students choose own project and essay
question.
Ver. 2006-05
Reading comprehension and interpretation quizzes.
Participate in class discussions.
Illustrative essay (test grade)
Completion and presentation of project
Completed journal entries
21st Century Life & Career
Readiness
Assessment
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Shared Inquiry “At Gettysburg” 9.1
PowerPoint presentation (Patriotism) 9.1
Life of a soldier 9.3
CMS
Curriculum Guide
Grade/ Course: Grade 7 Literature
Date of Revision: 08/2011
Essential Questions
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Content
September/October
Theme: Transformation
How and why does Salamanca change during the
course of the story?
How does the technique of a story-within-a-storywithin-a-story work in this novel?
How do symbols affect me in my daily life?
How does travel enhance our lives?
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Walk Two Moons by Sharon Creech (story of a
young girl of Native American descent who
travels with her grandparents to uncover her past)
AAA Tour Books
Article: “Snake Bites”
Web site: nps.gov (National Park Service)
Poem: “Birdfoot’s Grandpa” by Joseph Bruchac
Poem: “On Journeys Through the States” by Walt
Whitman. Use as Shared Inquiry related to EQ #5
Film: Wild America
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November/December
Theme: Revolution
How does an author weave fact and fiction
together in a historical fiction novel?
What was life like for an American colonist in
1773?
How can young people have a role in political
activism?
How do you use information from a text to
support your opinion?
Why would a citizen revolt against his or her
government?
My Brother Sam is Dead (Collier)
Audio tape: “Paul Revere’s Ride” by Henry
Wadsworth Longfello
Documentary: The Events Leading to the
American Revolution, The Winter of Red Snow,
and Colonial Life.
Article: “Taverns of the Colonial Period”
Article: “The Brown Bess”
Article: “The Depreciation of Money During the
Revolution”
Article: “The Battle of Turtle Gut Inlet”
Social Studies Text: “Causes of War”
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Standard/ Strand/Activity
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Evaluate emotions and actions of Salamanca and
chart the reasons for change. Work
collaboratively. EQ 1 RL3, 6
Examine the relationship between Phoebe’s story
and what is happening in Sal’s journey. Chart
results on a poster and present to the class. EQ 2
RL1, 3,6/ W4, 10/ SL1, 4
Create a photo collage of common symbols and
explain the meaning of each. Identify and explain
the symbolism of the marriage bed. EQ 3 RL3/
SL4
Write an illustrative essay: How does travel
enhance our lives? (After Whitman S.I.)
Create a clay tile showing personal symbols and
describe the symbolism in an illustration essay.
RL 1, 5/ W1a-e, 4/ L all
Participate in Shared Inquiry Discussion,
Whitman poem EQ5 RL1, 2, 3, 4, 5, 10/ SL1, 9
Write a travel journal. Research the places Sal
visited on her journey (nps.gov). Summarize the
trip and write in narrative form as if you were on
the trip. EQ5 RL1, 5/ RI1, 6, 7/ W3a-e, 4, 5, 67,
8, 10
Compare story passage to poem by E.E.
Cummings RL1, 5, 6
Write an essay that illustrates 3 personal symbols.
RL1, 2, 3, 7, 10/ W1a-e, 4, 5, 10/ L all
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Identify characteristics of historical fiction and
list the details which make this novel true to the
time period. EQ 1 RL1, 2, 9
Read non-fiction accounts of the lives of
colonists. EQ 1 RI9
Identify and explain Tim’s conflicts. Gather text
support. RL1, 3, 6,
Read/discuss background material for a research
paper discussing why a citizen would revolt
against his/her government including articles on
The French Revolution, (Egyptian) Revolution,
and The Declaration of Independence, and the
Newark Riots. EQ 5 and 6 (collaborative L.A.
project) RL1, 2, 6, 10/ RI1, 2, 3, 6, 7, 8, 9, 10/
W1a-e, 4, 5, 6, 7, 8, 9, 10,/ L all
Make character list & indicate real characters
from history. Identify their political loyalty and
vision for the colonies. EQ 3 RI1, 3, 10
Use the internet as a source to investigate young
people who have made a difference in
government. Present to class. EQ 4 RI1, 2, 7, 8/
SL2, 4, 6/ L3
Participate in Shared Inquiry Discussion EQ 6
RL1, 2, 3, 4, 5, 10/ SL1, 9
Use context clues to identify word meaning RL4
Write journal responses to related significant
quotations and identify the author RL1, 2, 8/ W1,
10
Write an illustration essay explaining Tim’s most
difficult conflicts. RL1, 2, 3, 7, 10/ W1a-e, 4, 5,
10/ L all (or)
Write an essay which illustrates the life of an
American Colonist in the 1770s. RL1, 2, 3, 7, 10/
W1a-e, 4, 5, 10/ L all
Modifications for SpEd/ELL/Gifted and
Talented
Travel Journals: Tiered by resources
 Tier One- Four entries with three sources.
 Tier Two- Four entries with two sources.
 Tier Three- Four entries with two sources.
Students will be given a framework.
Illustration Essay- Personal Symbols: Tiered by process
 Tier One- Students will write the essay using no
additional support other than teacher assistance.
 Tier Two- Students will be given an outline.
 Tier Three-Students will be given an
outline/framework.
Assessment
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Character Evaluation
Group Presentation
Reading comprehension and interpretation
quizzes
Illustrative Essay: Travel
Personal Symbols tile
Participation in discussion
Vocabulary Activities
Travel Journal
Illustration Essay: Personal Symbols
NJASK on-demand essays
Illustration Essay- Tim’s Conflicts/Life of a Colonist:
Tiered by process/Grouped by interest
 Tier One- Students will write the essay using no
additional support other than teacher assistance.
 Tier Two- Students will be given an outline.
 Tier Three- Students will be given an
outline/framework.
Read/discuss background material for research paper:
Tiered by process
 Tier One- Students are given resource text using
no additional support other than teacher
assistance.
 Tier Two- Students are given resource text with
assistance on highlighting reasons.
 Tier Three- Students are given resource text with
reasons highlighted and labeled.
 Chapter and article comprehension quizzes
 Journal responses to related quotations
 Matching characters with quotations
 Historical character and facts list
 Illustration Essay: Tim’s Conflicts or Life of an
American Colonist
 NJASK on-demand essays
21st Century Life &
Career Readiness
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Travel journal 9.1
Personal symbols 9.1
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Economics as a reason for revolution 9.2
Essential Questions
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Content
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January
Theme: Identity and Tolerance
Is the image you project to others true to who you
really are?
How do people show loyalty?
How does social class affect behavior?
What are the dangers associated with a gang?
How can violence as a way to solve problems
lead to more problems?
The Outsiders by S.E. Hinton
Documentary: Straight Talk About Stereotyping,
and Understanding Gang Life
“Nothing Gold Can Stay” and “A Time to Talk”
by Robert Frost. Use for Shared Inquiry EQ 2
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February
Theme: Competition and Friendship
How can people stick together to achieve a goal?
How can competition and friendship exist at the
same time?
Textbook: Elements of Literature – First Course –
Collection 4: “We Rookies Have to Stick Together”
 “Brian’s Song” by William Blinn (Teleplay)
(The true story of 2 new recruits for the
Chicago Bears – one African American, one
Italian American. Competition for a place on
the team makes them roommates, life makes
them friends. )
 “Pic” from I Am Third by Gale Sayers
(Autobiography)
 Video: “Brian’s Song”
 Internet Websites
 Distance Learning: “The Kansas Comet’s
Roommate” NFL Football Hall of Fame
 Play Excerpt: “Brian’s Song” pp. 317-319
Use as Shared Inquiry related to EQ #2
 “Think Win-Win” from The 7 Habits of
Highly Effective Teens
 Short Story: “The Amigo Brothers” by Piri
Thomas
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Standard/ Strand/Activity
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Assessment
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Analyze the traits we use to “size up” a new
acquaintance. W1a-e
Web the attributes of various stereotypes. W10
Identify and illustrate how an author creates a
character. RL6 EQ 3
Interpret and discuss poetry. RL1-6
Literary Analysis Essay: Why did S.E. Hinton
include “Nothing Gold Can Stay” in the novel?
RL1, 2, 3, 7, 10/ W1a-e, 4, 5, 10/ L all
Write an Illustration essay which identifies and
explains the major themes of The Outsiders.
Use anecdotes to effectively illustrate a trait. W3
Create a chart about gang life that lists the
following: 1.Why young people join gangs. 2.
The dangers associated with gangs. EQ 5
Identify and discuss specific passages in the story
that illustrate the themes of The Outsiders:
loyalty, violence, and social class. Use as text
support for Illustrative essay. EQ 2, 3, 5

Reading comprehension and interpretation
quizzes
Vocabulary activities
Narrative Essay: Personal Image
Journal Responses
Character illustration examples
Contrast film/novel chart
Stereotyping web and presentation
Literary Analysis Essay
NJASK on-demand essays
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Make Attribute Web for characters and compare
characters using a Venn Diagram EQ 1 RL1, 6
Use internet sources and Distance Learning to
find additional information on characters. EQ 1
RI7, 9/ SL1
Interpret and list character’s motives for actions.
EQ 1 RL6
Use a persuasive article to identify the three
types of competition. RI 1, 2
Write a persuasive essay: Can friendship and
competition coexist? EQ 2 RI1, 2, 5, 8/ W3a-e/
L all
Preview text, analyze its elements, and read a
teleplay EQ 1 and 2 RL3, 5
Use glossary for pronunciation & definition of
new words RL4
Identify and analyze conflict in the story. R1, 3,
6
Compare video to teleplay script. RL7
Identify and connect the themes of two stories:
Brian’s Song/Amigo Brothers (8th grade standard
RL5)
Reading comprehension and interpretation
quizzes
Vocabulary activity
Attribute web/ Venn diagram
Persuasive essay: Competition/Friendship
Journal responses to related quotations
NJASK on-demand essays
Modifications for SpEd/ELL/Gifted
and Talented
21st Century Life &
Career Readiness
Essential
Questions
Illustration Essay- Identity: Tiered by process
 Tier One- Students will write the essay using no
additional support other than teacher assistance.
 Tier Two- Students will be given an outline.
 Tier Three-Students will be given an
outline/framework.
Persuasive Essay- Can friendship and competition
coexist?: Tiered by process
 Tier One- Students will write the essay using no
additional support other than teacher assistance.
 Tier Two- Students will be given an outline.
 Tier Three-Students will be given an
outline/framework.
Web the attributes of various stereotypes: Students may
choose their final product.
 Create a collage of a stereotype and explain why
you chose those attributes.
 Role play a stereotypical person.
 Write a monologue from the view of a stereotype.
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Shared Inquiry 9.1
Analysis essay 9.1
March
*For 2013
New Unit
Native Peoples (TBD)
Theme analysis and connection 9.1
Careers in sports related fields (Distance
Learning) 9.2
March/April
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Theme: Horror /Suspense
Why do we enjoy being scared?
What makes a horror story different than other genres?
Why are Poe’s works frightening?
Content
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Standard/ Strand/Activity
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“The Monkey’s Paw” by W.W. Jacobs
“I Used to Live Here Once” (Rhys)
“Those Three Wishes” (Gorog)
“Thriller” Michael Jackson
“The Fear” Twilight Zone
“The Big Toe” Unknown
“The Fear” (Frost)
“The Science Behind the Scare” (Science Daily)
“The Landlady” (Dahl)
“The Wish” (Dahl)
“Living Doll” Twilight Zone
“Characteristics of the Horror Genre” (Life 123)
Poe Unit from Tales of Mystery & the Unknown
o “Annabelle Lee”
o “The Tell-Tale Heart”
o “The Raven”
o “The Black Cat”
o “The Masque of the Red Death”
Read various works of the same author, identify common themes, and respond to
comprehension/interpretive questions EQ 1 (8th grade standard RL5)
Write a Literary Analysis Essay illustrating the common themes of Poe’s work
EQ 1 RL 1, 5/ W2a-F, 4/ L all
Write a poem using internal rhyme and alliteration mimicking the theme and
structure of Annabelle Lee. EQ 1 RL5/ W4, 10
Work collaboratively with a group and write a trial of the narrator of the “TellTale Heart”. Present to class. EQ 1 RL1, W1a-e
Explicate a difficult paragraph and interpret meaning of text. (Opening
paragraph of “The Black Cat”) EQ 1 RL4, 10
Identify examples of internal rhyme, refrain, end rhymes & alliteration and use
these techniques to write an original poem summarizing a Poe story RL5
Identify examples of techniques for creating suspense RL1, 4
Illustrative essay: Why do people enjoy being scared? RL 1, 5/ W1a-e, 4/ L all
Assessment
Modifications for SpEd/ELL/Gifted and
Talented
21st Century Life &
Career Readiness
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Reading check quizzes
Journal responses to related quotations
Vocabulary activities
Literary Analysis Essay
Closing Argument: Tell-Tale Heart Trial
Original Poem
Illustrative essay
NJASK Practice test
Illustration Essay- Why do people enjoy being scared?: Tiered by process
 Tier One- Students will write the essay using no additional support other than
teacher assistance.
 Tier Two- Students will be given an outline.
 Tier Three-Students will be given an outline/framework.

Trial (“The Tell-Tale Heart”) 9.1, 9.3
Essential
Questions
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Content
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May/June
Theme: Civil Rights
TBA
Novel: The Rock and the River
“Growing Up in North Philadelphia”: A
collection of editorials from The Philadelphia
Inquirer
Civil Rights non fiction and background (TBD)
The 7 Habits of Highly Effective Teens by Sean
Covey
Poems: “Black Boys Play the Classics” and “The
Incident”. Use for Shared Inquiry related to EQ 4
Documentary: Free At Last
Film: Remember the Titans
Standard/ Strand/Activity
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Assessment
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Read editorials and chart the problems facing
inter-city youth. Compare life in Wildwood Crest
with North Philadelphia EQ 3 RI3, 5, 6, 8/ W3,
10
Read, comprehend, and interpret historical
fiction. RL1-4, 6
Explain the reasons for The Civil Rights
Movement. RI1-4, 6
View a film and explain the connections to the
theme of the novel. RI7
Essay (TBA)
Reading comprehension and interpretation
quizzes
Non fiction quizzes: Civil Rights Movement
Participation in Shared Inquiry Discussion
Chart problems of inner-city youth
Journal Responses to related quotations
Completion of Literary Activities
Essay (TBA)
NJASK on-demand essays
Modifications for SpEd/ELL/Gifted
and Talented
21st Century Life & Career Readiness
Essay (TBA): Tiered by process
 Tier One- Students will write the essay using no
additional support other than teacher assistance.
 Tier Two- Students will be given an outline.
 Tier Three-Students will be given an
outline/framework.

Essential Questions
CMS
Curriculum Guide
Grade/ Course: Grade 6 Literature
Date of Revision: 08/2011
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Content
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September
Theme: Transformation
Why is the understanding of literary terms/story
elements essential to the discussion of a book?
How does discussion enhance the understanding
of a story?
How do our experiences change us as people?
My Life in Dog Years: “Ike” by Gary Paulson
“Thank You M’am” by Langston Hughes
Use to introduce Shared Inquiry related to EQ #2
Holes by Louis Sacher
Non Fiction: Children Convicted of a Serious
Crime
Article: Tecumseh’s Curse
Film: Holes
“Searching for Level VI” from Teach Like Your
Hair is on Fire
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October
Theme: Traditions
Do old traditions have value in modern life?
What are the essential elements of poetry and
why is poetry an effective way to communicate?
Textbook: Elements of Literature – Introductory
Course – Collection 1: “Moments of Truth”:
“Ta-Na-E-Ka” by Mary Whitebird (Comingof-age ritual of the Native American Kaw)
“Grandmother” by Loretta Shane (Poem by
Crow Poet)
Film: People of the Plains
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Standard/ Strand/Activity
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Read and understand fiction RL1,2,3,4,5,6,10/ SL
1a-d,3,4
Review and find examples of the following story
elements in “Ike”: Characterization,
Plot/Sequence, Conflict, Theme, Mood, Climax,
and Foreshadowing. Explain how each element
is important to a good story. EQ 1 RL5,6
Take active notes on text while reading using
“Think Aloud” strategy. EQ 1 and 2 RL2,3
Empathize with a character and summarize the
plot of Holes in diary form. Cite where Stanley is
changing. EQ 1 and 3 RL 6/ W3a-d, 6,10
Create and discuss interpretive questions & write
a response before and after Shared Inquiry
discussion. EQ 2 SL 1b-d, 3,4/ RL 1,4,5
Write an essay that illustrates the physical,
emotional, and intellectual changes in Stanley.
EQ 2 W1a-c, 1e/ L1a-e, 2a-b, 3a-b
Speculate on Roger’s future (“Thank You
M’am”) based on his experience with Ms. Jones.
Evaluative response. EQ 3 W1a-c, 1e/ L1a-e, 2ab, 3a-b
Make inferences from the story to
predict the conclusion RL1, 3,5
Contrast the film and novel version of the story,
Holes RL7
Work collaboratively with a partner and act out a
scene from the novel using props and dialect SL
1,6
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Read and interpret fiction (Short story)
RL1,2,3,4,5,6,10
Write a Persuasive Essay arguing for or against
the continuation of Ta-Na-E-Ka. EQ 1 W1a-e/
L1a-e, 2a-b, 3a-b
Read and interpret Native American poetry.
Identify poetry elements. EQ 2 RL1, 4,5,8,10
Write a free verse poem on the topic of a family
tradition. EQ 2 W3d, 10/L all
21st Century Life &
Career Readiness
Modifications for SpEd/ELL/Gifted
and Talented
Assessment
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Comprehension and Interpretation quizzes
Vocabulary activities
Story element identification activities
Summary Activity: Stanley’s Diary using MS
Publisher
Illustrative Essay: Change in Stanley
Participation in SI discussion
Evaluative Essay: “Thank You, M’am”
Stanley’s Diary:
 Tier One- Four entries with summary and
empathy. Conference with tier three students to
assist and revise summaries.
 Tier Two- Four entries with summary and
empathy.
 Tier Three- Four entries with summary.

Essay: How has Stanley changed? Tiered by process
 Tier One- Students will write the essay using no
additional support other than teacher assistance.
 Tier Two- Students will be given an outline.
 Tier Three-Students will be given an
outline/framework.
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Shared Inquiry 9.1
Scene performance 9.1
November
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Comprehension and Interpretation quiz
Persuasive Essay: Should Mary repeat TaNa-E-Ka?
Free verse poem
Journal responses to related quotations
NJASK on-demand essay
Persuasive Essay- Ta-Na-E-Ka: Tiered by process
 Tier One- Students will write the essay using
no additional support other than teacher
assistance.
 Tier Two- Students will be given an outline.
 Tier Three-Students will be given an
outline/framework.

Persuasive essay 9.1
December
Essential Questions
Content
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Theme: Friendship and Identity
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Theme: Immigration and Heritage
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Why is friendship important?
What characteristics are important for a friend to
have?
How do our interests and attributes create our
identity?

What do people of different cultures have in
common?
Why do people sacrifice their personal desires?
What challenges do immigrants face?
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 “Lessons” by Bill Cosby
Textbook: Beginnings in Literature
 The View From Saturday by E.L.
Konigsburg
 Article: “Anatomy of a Nor’easter”
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“The All American Slurp” by Lensey
Namioka (The Lin family, recently
emigrated from China, faces adjustments to
American customs)
 “Coming to America” by James Cheung
(Young Chinese boy discusses what he
left behind in China & what he has
gained in America)
Video connection: Americans All
(Shows examples of the diversity of
America)
Film: American Heritage: Immigration to the
United States
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Standard/ Strand/Activity
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Create a chart that analyzes your own personal
academic strengths and weaknesses and develops
a strategy for positive change. EQ 3 W2a, 2b, 4a
Write journal responses to related quotations. RL
1, 4, 5, 10/ W 10/ L all
Read and interpret fiction RL1,2,3,4,5,6,10/ SL
1a-d,3,4
Use descriptive details in the novel to draw each
of the four souls. Identify and chart their
attributes and interests. Characterize each. EQ 3
Write an illustration essay identifying the
important qualities of a friend and the character
from the novel you would want as a friend. W2af, 4, 5 W1a-c, 1e/ L1a-e, 2a-b, 3a-b
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Make a T-chart to compare & contrast customs
of China & U.S. Present as a small group EQ 1
RL 7,10
Create a dictionary to help teenage immigrants
understand American Slang W7,8,10/ L4d, 5a, 6
Create a character chart to analyze the actions of
the four friends. Explain the sacrifice each has
made and the motivation for doing so. EQ2 RL
1,3,6,10/W4
Use context clues to understand meaning and
define words using glossary.L4a,4c,4d
Read and interpret fiction RL 1-6,10
Identify setting & its impact on story RL5
Write directions for preparing a favorite
Family dish W2a,2b,2d
Identify conflict RL 1,3,5/ W1a,1b,1e/ L all
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21st Century Life &
Career Readiness
Modifications for
SpEd/ELL/Gifted and
Talented
Assessment
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Illustration Essay- Qualities of a friend and character
from the novel you would be friends with: Tiered by
process
 Tier One- Students will write the essay using
no additional support other than teacher
assistance.
 Tier Two- Students will be given an outline.
 Tier Three-Students will be given an
outline/framework.
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Comprehension quizzes: The View From
Saturday
Narrative paragraph on positive academic
change.
Journal responses to related quotations
Reading check quizzes
NJASK on-demand essays
Illustration essay: Likely Friend
Character drawings and identity chart.
Illustration Essay 9.1
Partner PowerPoint research 9.1
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T-chart completion and presentation
Slang Dictionary
Character chart
Reading comprehension and interpretation
quizzes
Journal responses to related quotations
Compare & contrast customs of China & U.S.: Tiered by
product
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Tier One- Write two paragraphs comparing and
contrasting with pattern ABAB
Tier Two- Write two paragraphs comparing and
contrasting with pattern all A all B.
Tier Three- Make a T Chart comparing and
contrasting.
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Slang dictionary 9.1
Essential
Questions
Content
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January
Theme: Injustice
What differences divide people into opposing
groups?
How does injustice show itself in society?
How do people deal with unjust situations?
What makes a person unforgettable?
Textbook: Elements of Literature – Introductory
Course – Collection Five: Justice for All
 “Brother “ from I Know Why the Caged Bird
Sings by Maya Angelou ( A sketch of
Angelou’s brother , set in 1930s in segregated
town of Stamps, Arkansas)
 “The Gold Cadillac” by Mildred Taylor
(An African American family face fear
& injustice when they drive their new car
in the South the 1950s)
 “I Was Not Alone” by Rosa Parks (An
interview with Rosa Parks concerning her
decision to confront injustice & its
ramifications)
 “All Summer in a Day” (A girl is ostracized
because of her differences)
 “The Sneetches” by Dr. Seuss (Theodore
Geisel) ( A poem with a moral : Do not judge
others on the basis of their appearance)
 “Not Poor, Just Broke” by Dick Gregory
*Use for Shared Inquiry Discussion
relating to Essential Question #1
 Documentary: Civil Rights: The Long Road to
Equality
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February
Theme: Heroism
What was life like for the people of the
Middle Ages?
What is a hero?
Distance Learning – The Philadelphia
Museum of Art “ Days of Knights”
 Beowulf: A New Telling by Robert Nye
(The retelling of the heroic tale that is
the first major work to utilize the
Anglican vernacular)
 “Background to Beowulf” video
 Poem “Barbary the Mud Slinger”
Use for Shared Inquiry Discussion
relating to Essential Questions #1
 Documentary: The Dark Ages
 Medieval Times: (Mason) Non Fiction
 Coat of Arms by Catherine Daly-Weir
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Standard/ Strand/Activity
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Brainstorm traits that make individuals
different. Analyze particular traits and the
ways society discriminates. Present to class in
small group EQ 1 SL 1b-d, 4, 6
Determine moral of poem EQ 1 RL 1,2,7,9,10
Find a moral lesson in a story & explain its
meaning using Shared Inquiry Discussion EQ
2 RL 1,4,5/SL 1b-d, 3,4
Illustration Essay: How do people deal with
unjust situations? EQ 3 RL 1, 5/ W2a-f/ L all
Create and discuss interpretive questions &
write a response before and after Shared
Inquiry discussion. EQ 1, 2, 3 SL 1b-d, 3,4/
RL 1,4,5
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Read and understand various non-fiction
articles on the life and times of people of the
Medieval Age. Take notes on important
information EQ 1 RL 2,3,4,10
Shared Inquiry Discussion “Barbary the
Mudslinger” EQ 1 RL 1,4,5/ SL 1b-d, 3,4
Brainstorm a list of traits of heroism and list.
EQ 2 RL1, W1b
Descriptive Essay: Personal Hero: Identify
and explain this person’s path and
contribution to society. W2a-f, 4, 5, 10
Create a clay monster sculpture: Enrichment
Complete a character attribute web on
Beowulf. EQ 3 RL3
Create a comic book illustrating and
summarizing the heroic feats of Beowulf.
Arrange events in chronological order EQ 3
W3a, 3b-e, 4, 10
Research Heraldry and design & create a
personal coat of arms. RL 1,7,10
View the documentary “The Dark Ages” and
compare to the novel’s description of the
times. SL2
21st Century Life &
Career Readiness
Modifications for
SpEd/ELL/Gifted and
Talented
Assessment
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Journal responses to related quotations
Multiple Choice Test: Formal short story
assessments from anthology materials
Illustration Essay
Evaluative Essay: S.I.
Discrimination Presentation
Vocabulary activities
Literary activities
Determine and explain the moral of a poem-Tiered by
Resource. Students are given a poem with the theme of
injustice.
 Tier 3: Easily accessible poem
 Tier 2: Moderately accessible poem
 Tier 1: Challenging poem
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Discrimination Project 9.1
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Reading comprehension and interpretation
quizzes
Participation in SI discussion
Descriptive Essay
Beowulf Comic Book
Personal Coat of Arms and written
description
Vocabulary activities
Research Heraldry: Tiered by Product
 Tier 3: Create a personal Coat of Arms
 Tier 2: PowerPoint the meanings of Heraldic
Symbols
 Tier 1: Create a Coat of Arms for a character in
the novel and write a paragraph for each symbol
including novel text support
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Personal Hero 9.1, 9.3
Comic book 9.1
Essential Questions
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Content
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March
Theme: Leadership
What qualities make a good leader?
How does the code of chivalry affect the knights,
and is chivalry alive in today’s world?
Why are King Arthur and Beowulf heroes and
who is more heroic?
King Arthur (Junior Scholastic Classics) by Jane
B. Mason & Sarah Hines Stephens
 Video segments from: “The Sword in the Stone”,
“Ivanhoe”, “Knights of the Round Table”, and
Merlin
 Medieval Background Booklet compiled
from: Middle Ages: Everyday Life &
Middle Ages: Knights & Castles by Jane
Pofahl
 Castle by David Macaulay
 “Castle” video by David Macaulay
April
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
Theme: Poetry
What techniques do authors use to make poetry
an effective way to communicate ideas?
How do you get meaning from various types of
text?
What makes an effective written response to
various textual forms?
Love That Dog (Creech)
Beginnings in Literature: Various poems
ASK 6 Practice Test

Modifications for
SpEd/ELL/Gifted and
Talented
Assessment
Standard/ Strand/Activity
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Identify, and list the leadership traits of King
Arthur EQ 1 RL3
Compare Beowulf & King Arthur using a graphic
organizer EQ 1 and 3 RL3
Create a chart that analyzes the Knight’s Code of
Chivalry. EQ 2 RL 1,2
Write a persuasive essay “Why are King Arthur
and Beowulf heroes and who is more heroic”?
EQ 3 RL1/ W1a-e/ L all
Create a map to track the setting of events in
story: Enrichment
Take active notes while reading RL2, 3, 5
Identify & define unfamiliar vocabulary L4a-d
Write a summary for each chapter RL2, 3, 5, 8,
10
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Persuasive Essay
Vocabulary Activities
Literary Activities
Chivalry chart
Character Traits List
Reading check quizzes
Persuasive essay: Tiered by Process-Beowulf/King
Arthur
 Tier 3: Framework and outline
 Tier 2: Outline
 Tier 1: Teacher assistance when needed
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Read and discuss meaning and structure of
poetry RL1, 4, 5, 8, 10
Write original poetry which illustrates various
techniques W3a-e
Evaluate open-ended responses using a rubric
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Book of original poetry (10)
Self evaluation of open-ended responses
Teacher evaluation of open-ended responses
Multiple Choice Test
Study Island Assessment
Read selections & answer multiple choice
and open-ended questions under time
constraints. (Monthly)
21st Century Life &
Career Readiness
Essential
Questions
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
Map of Medieval Lands 9.1
May-June
Theme: Survival
What does it take for a person to survive?
How can innovation and resourcefulness
solve problems?
How does an author incorporate facts to make
fiction more believable?

Standardized Test 9.1
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Content
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Standard/ Strand/Activity
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Hatchet by Gary Paulsen
Excerpts from: Island of the Blue Dolphins by
Scott O’Dell
(Historical fiction – The survival story of
Karana.
“The Lone Woman of San Nicolas Island” by
Jan Timbrook
“State of Affairs” (Excerpt from Robinson
Crusoe)
*Use for Shared Inquiry Discussion
relating to Essential Question # 1 and 2
Internet Websites:
1. Survival (various sites)
2. Google Earth
Hatchet (Disney Films)
Brainstorm and list items needed for survival
and use internet sources to compare list with
expert opinions EQ 1 RL1, 2
Participate in Shared Inquiry Discussion
“State of Affairs”. Write an Evaluative
response: “Is the author cursed or blessed?”
EQ 1 and 2 RL1, 4, 5/ SL 1b,-d, 3, 4
Create and label a map to track the setting of
events using story details W3a, 3b-e, 4, 10
Chart Brian’s problems and solutions. EQ 1
RL3
Survival rules: How to survive 6th grade
W3a-e/ L all
Illustration Essay: Would Brian be thankful
for this experience? W2a-f, 4, 5/ L all
Field Guide to the Flora/Fauna of the
Canadian Wilderness: Microsoft Publisher
EQ4 RL 1, 7, 10/ W8, 10/ L all
21st Century Life &
Career Readiness
Modifications for
SpEd/ELL/Gifted and
Talented
Assessment
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Reading comprehension and interpretation
quizzes
Vocabulary activities
Participation in SI discussion
Evaluative response
Illustration Essay
6th grade survival project
NJASK on-demand essays
Survival Booklet: Tiered by Product
 Tier 3: Write a list
 Tier 2: Create a poster
 Tier 1: Create a brochure
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Survival (all)