INSTRUCTIONAL FOCUS DOCUMENT
Eighth Grade/English Language Arts
UNIT: 01
SUGGESTED DURATION:
Six Weeks
TITLE: Exploring Fiction and Drama
State Resources:
RATIONALE:
This unit bundles student expectations that address word study along with reading and writing processes and skills to interpret and analyze fiction texts and
drama. The goal is for students to ultimately create their own imaginative stories, using effective literary elements and techniques. Students use literary works as
the avenue to practice making inferences, summarizing, synthesizing, and providing textual evidence during their reading experiences. Students examine
teacher-selected and student-selected literature based on individual interests and abilities, providing opportunities to make important personal and world
connections within and across different contexts and genres. An emphasis on the integration of listening, speaking, reading and writing skills allow the continued
development of the processes necessary for comprehension and written communication.
In Grade 06 and Grade 07, students analyzed figurative language and graphical elements in the structure and elements of drama (including the playwright’s use
of dialogue and stage directions), and elements of plot in fiction (including the influence of the setting on plot development). Students also wrote imaginative
stories. During this unit, students continue to analyze: (a) drama with a focus on how playwrights characterize their protagonists and antagonists through
dialogue and staging, and (b) fiction, including linear plot structures, the central characters’ influence on the theme, and an analysis of the different forms of
point of view. Students continue to write imaginative stories, effectively applying more complex literary techniques. Vocabulary, spelling, punctuation,
capitalization and grammar are studied throughout the unit to support comprehension and oral and written communication. Word study is inclusive of genre
specific vocabulary, literary terms, and appropriate vocabulary from the literature. In English I, students analyze how dramatic conventions enhance dramatic
text and complex literary elements for their contribution to nonlinear plot structures. They continue to write a variety of literary texts including stories, and scripts
with increasing complexity.
Graham and Perin (2007) reference a recent study by sharing that, “teaching students to focus on the function and practical application of grammar within the
context of writing produced strong and positive effects on students’ writing” (p. 21). Graham and Perin (2007) also cite the importance of setting product goals
along with collaborative writing opportunities in order to improve student writing.
Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to the Carnegie Corporation of New York. Washington, DC:
Alliance for Excellent Education.
MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:
UNDERDEVELOPED CONCEPTS:
 When writing short stories, students need to make sure to include all story elements, including the main character, setting, problem, resolution, character
©2009, TESCCC
06/01/10
Bolded Black Definitions- Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
page 1 of 5
INSTRUCTIONAL FOCUS DOCUMENT
Eighth Grade/English Language Arts
UNIT: 01

SUGGESTED DURATION:
Six Weeks
TITLE: Exploring Fiction and Drama
change and conclusion. Many students simply list a series of events and problems without paying attention to what makes an engaging story.
Some students struggle with identifying the conflict of a story and are not always able to recognize internal conflicts. Class discussions and collaborative
opportunities allow students to “see” the thinking process and make better decisions about a story’s true meaning.
According to the Texas Administrative Code, school districts shall implement English Language Proficiency Standards (ELPS) as an integral part of
each subject in the required curriculum. http://www.tea.state.tx.us/curriculum/biling/elps.html
PERFORMANCE INDICATORS
CONCEPTS
Read a fictional text and create literary dominos using
index cards to write key events in the text that led to the
overall outcome of the story. Collaborate with others to
discuss and analyze the rationale behind each individual’s
plot points, and as a group, create a final “domino”
diagram, labeling literary elements, including the type of
conflict, rising action, climax, falling action and resolution.
Determine the underlying theme of the text, reflect
independently in writing, and present your findings when
completed. (8.FIG19A, 8.FIG19B, 8.FIG19C, 8.FIG19D,
8.FIG19E; 8.6A; 8.17C; 8.20A, 8.20Bi; 8.25C; 8.28A)
1A, 1C, 1E, 1G, 1H; 2E, 2H; 3B, 3E, 3F, 3H; 4C, 4D,
4F, 4I, 4J, 4K; 5G
Interpretation – Understanding
Read a literary drama and analyze the protagonist and
antagonist of the story. Create two character maps or
graphic representations, where you identify each
character’s goals, needs, major flaws, background, etc.
along with the textual evidence, including dialogue and
staging cues, to support your conclusions. Compose a
short essay or use visuals to explain how the protagonist’s
qualities are affected by historical and cultural setting and
how the character’s qualities influence the overall theme
and resolution of the work. (8.FIG19A, 8.FIG19B,
Interpretation – Connections.
Relevance
©2009, TESCCC
Purpose – Entertain
KEY UNDERSTANDINGS FOR LEARNERS
Authors use literary techniques in order to heighten
interest, appeal to an audience, and effectively
communicate their message.
Elements – Plot, Setting,
Characters, Theme, Mood
Techniques – Symbolism,
Suspense, Irony, Oxymoron,
Idioms, Hyperbole
Readers create connections to make text personally
relevant and useful.
Purpose – Entertain
Elements – Plot, Characters, Theme,
Dialogue
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INSTRUCTIONAL FOCUS DOCUMENT
Eighth Grade/English Language Arts
UNIT: 01
TITLE: Exploring Fiction and Drama
SUGGESTED DURATION:
Six Weeks
8.FIG19C, 8.FIG19D, 8.FIG19E, 8.FIG19F; 8.3C; 8.5A;
8.6A, 8.6B; 8.17C)
1A, 1C, 1E, 1G, 1H; 2E, 2H; 3B, 3E, 3F, 3H; 4C, 4D,
4F, 4I, 4J, 4K; 5G
Analyze the different forms of points of view for a variety
of fictional texts. Create a graphic organizer to include
each of the selected texts, types of point of view, and its
influence on the story. (8.FIG19A, 8.FIG19B, 8.FIG19C,
8.FIG19D, 8.FIG19E; 8.6A, 8.6C)
1D, 1E, 1G; 4D, 4F, 4G, 4H, 4I, 4J, 4K; 5G
Write an imaginative story that embraces a meaningful
theme, using the conventions of language and a range of
literary elements, strategies, and techniques. (8.6A;
8.14A, 8.14B, 8.14C, 8.14D, 8.14E; 8.15Ai, 8.15Aii,
8.15Aiii, 8.15Aiv, 8.15Av; 8.19Aiii, 8.19Av; 8.19B; 8.20A,
8.20Bi)
1D, 1E, 1G; 4D, 4F, 4G, 4H, 4I, 4J, 4K; 5G
Element – Point of View, Style
Authors choose point of view to present a perspective.
Perspective
Interpretation – Connections
Writers use techniques and elements to enable the reader
to experience and connect with the events and characters.
Elements – Plot, Setting, Characters,
Theme, Tone, Voice, Style, Dialogue
Techniques – Suspense ,Sensory
Detail, Imagery, Simile, Metaphor,
Hyperbole, Personification, Pun,
Irony, Oxymoron
Conventions – Grammar,
Punctuation, Capitalization, Spelling
Writers use conventions of written language to
communicate clearly and effectively.
Record multiple entries in a Vocabulary Notebook that
demonstrate knowledge of new words and their meanings.
(8.2A, 8.2C, 8.2D, 8.2E)
1A, 1C, 1E, 1F
Interpretation – Vocabulary,
Comprehension
Understanding new words and concepts enhances
comprehension and oral and written communication.
Record multiple reflections to communicate connections,
thoughts and responses to fiction and drama. (8.FIG19A,
8.FIG19B, 8.FIG19C, 8.FIG19D, 8.FIG19E, 8.FIG19F;
8.2B; 8.17C)
Interpretation-Connections
Readers use strategies to support interpretation of text.
©2009, TESCCC
06/01/10
Bolded Black Definitions- Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
page 3 of 5
INSTRUCTIONAL FOCUS DOCUMENT
Eighth Grade/English Language Arts
UNIT: 01
SUGGESTED DURATION:
Six Weeks
TITLE: Exploring Fiction and Drama
4G, 4I, 4J, 4K; 5G
KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT






Protagonist: the story’s main character
Antagonist: opposition of the protagonist
Subjective: perspective is restricted to one character
Objective: action and words are revealed without the benefit of the inner thoughts and feelings
Omniscient: told from an all-knowing perspective
Limited: the narrator restricts his knowledge to one character’s view or behavior
INSTRUCTIONAL
COMPONENTS
Word Study
Reading
©2009, TESCCC
INSTRUCTION
TEKS:
Vocabulary: 8.2A,C,D,E
ONGOING TEKS:
TEKS:
Comprehension: 8.FIG19A,B,C,D,E,F
Vocabulary: 8.2B
Theme and Genre: 8.3C
Drama: 8.5A
Fiction: 8.6A,B,C
Sensory Language: 8.8A
Reading/Writing Connection: 8.17C
Organizing and Presenting: 8.25C
Teamwork: 8.28A
ONGOING TEKS:
Fluency: 8.1A
FORMATIVE ASSESSMENT
EXAMPLES
Observation Data
Teacher-Student Conference
Checklist
Rubric
Writer’s Notebook
Vocabulary Notebook
Reader’s Notebook
06/01/10
Bolded Black Definitions- Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
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INSTRUCTIONAL FOCUS DOCUMENT
Eighth Grade/English Language Arts
UNIT: 01
SUGGESTED DURATION:
Six Weeks
TITLE: Exploring Fiction and Drama
Writing
TEKS:
Writing Process: 8.14A,B,C,D,E
Literary Text: 8.15Ai-v
Conventions: 8.19Aiii,v,B, C
Capitalization: 8.20A
Punctuation: 8.20Bi
Spelling: 8.21A
Teamwork: 8.28A
ONGOING TEKS:
Oral Reading Fluency Check
Oral Quiz
Written Quiz
Portfolio
The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English
Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills.
TEKS#
SE#
8.2
TEKS
SPECIFICITY
Reading/Vocabulary Development. Students understand new vocabulary and
use it when reading and writing. Students are expected to:
©2009, TESCCC
06/01/10
Bolded Black Definitions- Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
page 5 of 5