Week
1
2
3
RI and RL
Standards
Covered
1,4 (textual
evidence,
unknown
words and
phrases)
1,5 (textual
evidence,
comparing
structure)
1,2 (textual
evidence,
theme/central
idea)
W
Standards
Covered
Writing
B (begin)
F(finish)
AH Strategy
Assessments
Materials/Resource
s/Strategies
Make and Support
Predictions:
1. Raymond’s
Run (p.22)
2. A Retrieved
Reformation
Teach
(OLL)
SAFE/transition
Modify
Predictionsstrategies. Analyze
Conflict/Resolution:
Rubric
3. Gentle of
2, 7, 8, & 9
Students will
Rio en
(write an
research ways to
Medio
informative
prevent the
(p.300)
text, conduct spread of illness in
4. Cub Pilot on
short
a school setting.
the
research
Mississippi
projects,
Students will then
(p.464)
gather
begin working on a
Comparing
relevant
letter that solves
Narrative Structure:
information
the issues of low
5. Old Ben
from
attendance at
(OLL)
multiple
his/her school.
6.
Fox Hunt
sources, &
(OLL)
draw
(Rubric, letter
evidence
format, computer
Vocabulary:
from
lab)
Implicit
informational
Explicit
text to
Report/ObserveInference
support
report, researchTextual Evidence
analysis.)
Content area (B)
Text Structure
RACERS
Theme/Central Idea
Raymond’s Run:
Summarizing/Retelling
details from text.
A Retrieved
Reformation:
Listening/Reading
questions.
Gentle of Rio en
Medio: Hot Seat
Cub Pilot on the
Mississippi: Think
Aloud-Miss One!
Old Ben & Fox Hunt:
Compare and Contrast
(text structure)
1.
2.
3.
4.
5.
RR: 8-10 MC
ARR: 8-10 MC
GRM: 8-10 MC
CPM: 8-10 MC
OB & FH:
Compare and
contrast the
text structure
of each
narrative.
6. Constructed
Response:
Students will
have to cite
textual
evidence to
support their
inference.
7. Research
Paper/Ondemand: See
Writing
Column
Additional
Information:
Research
paper/Ondemand writing
will begin week
3. Writing:
Model,
research, write;
finalize
Students will
research one
day in computer
lab to obtain
digital sources.
Students will
also analyze
brochures from
local agencies.
4
5
6
1, 2, and 3
(textual
evidence,
analyze
development
over the
course of the
text, analyzing
dialogue,
distinguishing
between
individuals,
ideas, and
events.)
1, 4, and 6
(textual
evidence,
word
choice/impact
on mood and
style, and
determining
POV)
7 Analyze the
extent to
which a film
or live
production of
a story stays
4&5
(Produce a
clear and
coherent
writing, with
guidance and
support from
peersstrengthen
writing)
4&5
(Produce a
clear and
coherent
writing, with
guidance and
support from
peersstrengthen
writing)
4
(Produce a
clear and
coherent
writing)
Model intro and
one body
paragraph for
informative
writing. Peer
Review.
Model Conclusion
paragraph. Peer
Review.
Complete a standalone informative
on-demand
writing (30
mintues)
Comparing
Characters of
Different Eras:
1. The Finish of
Patsy Barnes
(p.104)
2. The
Drummer
Boy of
Shiloh
(p.112)
Word Choice
(impact on mood
and style):
3. From
Travels with
Charley
(p.290)
4. The
American
Dream
(p.852)
POV:
5. From An
American
Childhood
(OLL)
6. The
Adventure
of the
The Finish of Patsy
Barnes: Use RACE with
constructed response
questions.
The Drummer Boy of
Shiloh: Use RACE with
constructed response
questions.
The American Dream:
From An American
Childhood: HULA
HOOPS
The Adventure of the
Speckled Band: (RL.7)
Analyze the extent to
which a film or live
production of a story
stays faithful to or
departs from the
script, evaluating the
choices made by the
director or actors.
1. FPB & DBS:
Constructed
Response
questions using
RACE.
2. Assess 1, 4, and
6 with
constructed
response
3. AD: 8-10 MC
Questions (word
choice, mood,
style, and POV)
4. From Travels
with Charley:
Unit Testassesses all
previous
standards (RL/RI
1,2,3,4,5, and 6.)
5. The Adventure
of the Speckled
Band: (RL.7)
Analyze the
extent to which a
film or live
“Dana’s teacher has
given her class a
choice of creating a
brochure or creating
a commercial…”
(RI.7)
faithful to or
departs from
the script,
evaluating the
choices made
by the
director or
actors.
7
8
9
1,6 (Cite
textual
evidence,
POV)
1,9 (cite
textual
evidence,
theme)
1,2, 4, 6 (cite
textual
evidence,
theme, word
choice,
figurative
language,
tone, POV)
3 (write
narratives to
develop real
or imagined
experiences
or events)
Teach Skeleton
Strategy/Rubric
Narrative-Personal
or story (B)
Narrative-Personal
or story
Speckled
Band (OLL)
production of a
story stays
faithful to or
departs from the
script, evaluating
the choices
made by the
director or
actors.
(Compare and
Contrast Essay)
Vocabulary:
Literary Elements
Mood
Style
Tone
Word Choice
Point of View
Dialogue
Characterization
Making InferencesPoint of View:
1. Charles
(OLL)
2. Flowers of
Algernon
(53)
Narrative Practice:
Making InferencesTheme:
3. Thank you,
M’am (476)
4. The StoryTeller (92)
Analyzing Prompts,
generating plot events.
(3)
Analyzing Word
Choice:
5. The White
Umbrella
(OLL)
6. Caged Bird
Model Skeleton
Strategy with students.
Analyze rubric for
personal narrative and
essential parts.
Charles: Retelling
Flowers of Algernon:
Miss One!
Thank You M’am:
Theme is two
sentences
1. C: Group
assignment
2. FA: 8-10 MC
3. TYM: 8-10 MC
4. ST: 8-10 MC
questions and
constructed
response (POV
and its impact
on plot)
5. WU: Unit Test:
assesses weeks
7-9 standards.
6. CB/S: 8-10MC
and CR
7. Personal
Narrative Ondemand
7. Sympathy
Vocabulary:
Figurative Language
Diction
Connotation
Denotation
The Story-Teller:
Listening and reading
questions
The White Umbrella:
Retelling ABC
Caged Bird &
Sympathy: Miss One!
10
11
12
1,3, 4 (cite
textual
evidence,
analyzing
dialogue,
distinguishing
between
individuals,
ideas, and
events, word
choice,
figurative
language,
tone)
1,5,8, 4 ( Cite
textual
evidence,
paragraph
structure,
delineate an
argument,
word choice)
1,6, 4 (cite
textual
Persuasive
Techniques:
1. The Trouble
with
Television
(p.238)
2. On
Woman’s
Right to
Suffrage
(P.886)
Word Choice:
3. From
Sharing in
the
American
Dream (OLL)
4. Science and
the Sense of
Wonder
(P.248)
evidence,
POV, analyze
conflicting
viewpoints,
words choice)
Comparing Literary
Tone:
5. Emancipatio
n from
Lincoln (p.
866)
6. Brown vs.
Board of
Education
(p.876)
Conflicting
Viewpoints:
7. Confederate
Flag Text
Vocabulary:
Argument
Claim/Thesis
Supporting details
Counterargument/claim
Viewpoint
Evidence
13
14
15
1,2,9
7
1,3
4
1,5
4
Inform-Essay or
email (B)
Inform-Essay or
email
16
17
18
19
20
21
22
23
24
25
26
27
28
1,6
4
1,2
4
1,3
4
1,5,8
4
1,6
4
1,2,9
7
1,3, 9
4
1, 5, 9
4
1, 2, 9
4
1, 3, 9
4
1, 5, 8
4
1, 9
4
1, 2
4
29
Review
30
Review
31
Review
Narrative-Personal
or story (F)
Narrative-Personal
or story
Report/Observe
(F)
Inform-Essay or
email (B)
Inform-Essay or
email
ArgumentEditorial or blog
(B)
ArgumentEditorial or blog
ArgumentEditorial or blog
(F)
ArgumentEditorial or blog
32
33
34
35
36
37
Review
Review
Testing
ELA 8th Grade Pacing Guide
A List of grammar standards will be coming soon.