Model Curriculum
Framework
Grade 8
English Language Arts
Louisiana Department of Education
Cecil J. Picard
State Superintendent of Education
May 2004
© 2004, Louisiana Department of Education
Grade 8
English Language Arts
Table of Contents
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Unit 6:
Mystery—Elementary, My Dear Watson .....................................................................1
Laughing Out Loud—Humorous Fiction/Essays .........................................................7
Life is a Poem—Poetry...............................................................................................12
Nonfiction “I-Search”—Research Reports—Writing Products .................................17
That’s a Novel Idea—Novel .......................................................................................25
All the World’s a Stage—Drama ................................................................................31
Grade 8
English Language Arts
Unit 1: Mystery—Elementary, My Dear Watson
Time Frame: Approximately six weeks
Unit Description
The unit focuses on reading and responding to the mystery genre. Students will identify the
elements of mystery (clues, suspense, irony, deductive reasoning, sequence, foreshadowing,
flashback) and the vocabulary of mystery (alibi, clue, deduction, evidence, red herring,
sleuth, suspects, and witness). Students will compare and contrast specific story elements.
Students will sequence events and summarize or paraphrase information using text support.
Students will write a descriptive narrative, using dialogue that incorporates elements of a
short story and uses a variety of literary devices. Traditionally, “The Tell-Tale Heart” and
“The Adventures of the Speckled Band” have appeared in eighth-grade anthologies. The
Web site http://www.mysterynet.com/ can be used. Students will define vocabulary words
within the context of the literature.
Student Understandings
The essential goals of this unit are to read, comprehend, interpret, and analyze mysteries as a
literary genre. Mysteries are excellent for teaching critical thinking and problem-solving
skills and encourage student expression and response to text.
Guiding Questions
1. Can students identify the defining characteristics and elements of the mystery
genre?
2. Can students read, understand, and solve mysteries?
3. Can students analyze a literary narrative, particularly plot and character?
4. Can students relate mystery to personal experience?
5. Can students explain how writing a mystery is different from writing other fiction
stories?
Grade 8 ELAUnit 1 Mystery—Elementary, My Dear Watson
1
Unit 1 Grade-Level Expectations (GLEs)
GLE #
01a.
01b.
02c.
02d.
02e.
08a.
09f.
09g.
11.
14a.
14b.
14c.
14f.
18b.
18c.
18d.
18e.
18f.
18g.
GLE Text and Benchmarks
Develop vocabulary using a variety of strategies, including use of connotative and
denotative meanings (ELA-1-M1)
Develop vocabulary using a variety of strategies, including use of Greek, Latin,
and Anglo-Saxon roots and word parts (ELA-1-M1)
Interpret story elements, including effectiveness of plot sequence and/or subplots
(ELA-1-M2)
Interpret story elements, including the relationship of conflicts and multiple
conflicts (e.g., man vs. man, nature, society, self) to plot (ELA-1-M2)
Interpret story elements, including difference in third-person limited and
omniscient points of view (ELA-1-M2)
Use knowledge of the distinctive characteristics to classify and explain the
significance of various genres, including fiction (e.g., mystery, novel) (ELA-6M3)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including predicting the outcome of a story or situation (ELA7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including identifying literary devices (ELA-7-M1) (see ELA1-M2)
Use technical information and other available resources (e.g., Web sites,
interviews) to solve problems (ELA-7-M2)
Analyze grade-appropriate print and nonprint texts using various reasoning skills,
including identifying cause-effect relationships (ELA-7-M4)
Analyze grade-appropriate print and nonprint texts using various reasoning skills,
including raising questions (ELA-7-M4)
Analyze grade-appropriate print and nonprint texts using various reasoning skills,
including reasoning inductively and deductively (ELA-7-M4)
Analyze grade-appropriate print and nonprint texts using various reasoning skills,
including distinguishing facts from opinions and probability (ELA-7-M4)
Develop grade-appropriate compositions by identifying and applying writing
processes such as prewriting (e.g., brainstorming, researching, raising questions,
generating graphic organizers) (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes such as drafting (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes such as conferencing (e.g., peer and teacher) (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes such as revising based on feedback and use of various tools (e.g., LEAP
21 Writer’s Checklist, rubrics) (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes such as proofreading/editing (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes such as publishing using technology (ELA-2-M3)
Grade 8 ELAUnit 1 Mystery—Elementary, My Dear Watson
2
GLE #
19.
20a.
21.
28.
29.
31.
32.
33.
38a.
38c.
39a.
39b.
39c.
39d.
40a.
GLE Text and Benchmarks
Develop grade-appropriate paragraphs and multiparagraph compositions using the
various modes of writing (e.g., description, narration, exposition, and persuasion),
emphasizing narration and exposition (ELA-2-M4)
Use the various modes to write compositions, including short stories developed
with literary devices (ELA-2-M4)
Develop writing using a variety of literary devices, including understatements and
allusions (ELA-2-M5)
Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1)
Use standard English grammar, diction, syntax, and pronunciation when speaking
(ELA-4-M1)
State oral directions/procedures for tasks (ELA-4-M2)
Adjust volume and inflection to suit the audience and purpose of presentations
(ELA-4-M3)
Organize oral presentations with a thesis, an introduction, a body/middle
developed with relevant details, and a conclusion (ELA-4-M3)
Participate in group and panel discussions, including explaining the effectiveness
and dynamics of group process (ELA-4-M6)
Participate in group and panel discussions, including assuming a variety of roles
(e.g., facilitator, recorder, leader, listener) (ELA-4-M6)
Locate and select information using organizational features of grade-appropriate
resources, including complex reference sources (e.g., almanacs, atlases,
newspapers, magazines, brochures, map legends, prefaces, appendices) (ELA-5M1)
Locate and select information using organizational features of grade-appropriate
resources, including electronic storage devices (e.g., CD-ROMS, diskettes,
software, drives) (ELA-5-M1)
Locate and select information using organizational features of grade-appropriate
resources, including frequently accessed and bookmarked Web addresses (ELA-5M1)
Locate and select information using organizational features of grade-appropriate
resources, including organizational features of electronic information (e.g., Web
resources including online sources and remote sites) (ELA-5-M1)
Locate and integrate information from a variety of grade-appropriate resources,
including multiple printed texts (e.g., encyclopedias, atlases, library catalogs,
specialized dictionaries, almanacs, technical encyclopedias) (ELA-5-M2)
Sample Activities
Activity 1: Mystery Words (GLEs: 01a, 01b, 40a)
The teacher will introduce and discuss the mystery genre, ask the class to discuss mystery
stories they have read or seen recently, ask probing questions about the mystery examples
students give, and read aloud a short mystery.
Grade 8 ELAUnit 1 Mystery—Elementary, My Dear Watson
3
Students will use a new-word diagram (graphic organizer) to define vocabulary specific to
the mystery genre. After defining, students will create word searches, crossword puzzles, or
cartoons illustrating the words. Students will be assessed on knowledge of vocabulary.
Activity 2: Mystery-Specific Idiomatic Expressions/Figurative Language (GLE: 40a)
Students will generate, through a library or Internet search, a list of expressions used in the
mystery genre (e.g., “sly as a fox,” “barking up the wrong tree,” “red herring”), research the
origins, and create illustrations of the expressions.
Activity 3: Elements of the Mystery Genre (GLEs: 08a, 09f, 09g)
The teacher will demonstrate creating a graphic organizer of mystery elements by reading
aloud a short mystery and asking the students to make predictions.
Students will identify the elements (e.g., sleuth, witnesses, suspects, alibis, sequence of
events, clues, red herring, solution) in the mystery. Students will read (aloud or silently)
short mysteries and complete graphic organizers to share with the class.
Activity 4: Reading and Comparing Mystery Writers (GLEs: 08a, 11)
The teacher will discuss famous mystery writers (Edgar Allan Poe, Sir Arthur Conan Doyle,
Joan Lowery Nixon, Alfred Hitchcock, Agatha Christie, etc.). Students will read excerpts
from selected stories and discuss style and characteristics that authors use to build suspense.
Students will brainstorm how detective stories and horror stories are similar, yet different.
Students will research authors’ biographies and create simple biographical index cards.
Students will write (in journals) about any mysteries they have read or seen. In a whole-class
setting, students will generate a favorite mysteries list.
Activity 5: Mystery Webbing (GLEs: 31, 38a, 38c, 39a, 39b, 39c, 39d)
Working in cooperative groups, students will read, analyze, and arrange mystery elements to
determine how mysteries are created; use the Internet to access mystery Web sites suitable
for school use (e.g., http://kids.mysterynet.com/, http://www.kidsloveamystery.com/); and
select from these Web sites a short mystery for reading and responding. Students will then
use a story-web worksheet as a response guide and compare/contrast the main characters
from two different short mysteries by writing character sketches and creating illustrations of
the characters. Finally, students will summarize a mystery by creating a suspense storyboard
that depicts the main events of the story and share findings with the class by creating a
mystery corner.
Grade 8 ELAUnit 1 Mystery—Elementary, My Dear Watson
4
Activity 6: Reading and Responding to Mystery Novels (GLEs: 02c, 02d, 02e, 14a, 14b,
14c, 14f)
Students, in literature circles, will select a mystery novel to read from a class list. While
reading the novel, students will create a casebook (graphic organizer to report and solve the
mystery) in their reading-response journals. As they finish each chapter, students
individually will write a summary and predict what they think will happen next. Then the
group will discuss reasons or clues for their predictions. Students will complete a mystery
story map. Upon completion of the novel, students in groups will produce a rough draft of a
book review that they will peer edit to produce a final copy.
Activity 7: Creating a Mystery (GLEs: 02c, 19, 21)
Students will review with the teacher the elements of a mystery, and construct, in journals, a
graphic organizer with the following headings: characters, settings, crimes, events, clues,
possible distractions, and solution. Students will work with a partner to brainstorm ideas for
each heading to create the mystery elements needed for story writing and use the news story
format (who, what, where, when, why, how) as a springboard to help generate ideas.
Activity 8: Writing a Mystery (GLEs: 18b, 18c, 18d, 18e, 18f, 18g, 20a)
Students will use the graphic organizer (chart) made when brainstorming to begin writing a
mystery, free write a rough draft, and peer edit (with a partner). They will then conference
with the teacher to receive feedback and revise drafts, using the feedback to produce the final
copy.
The mysteries will be assessed via a teacher- or class-created rubric that incorporates the
elements and language of mystery.
Activity 9: Sharing Mysteries (GLEs: 28, 29, 32, 33)
Students will share their original mystery stories orally with the class and receive feedback
through a class-created rubric assessing oral performance. Students’ mysteries may be
collected and produced as a class booklet. Students will apply their learning by adapting a
mystery story to a radio drama and presenting it to an audience. Students will develop a class
rubric for the radio drama.
Grade 8 ELAUnit 1 Mystery—Elementary, My Dear Watson
5
Sample Assessments
Use a variety of performance assessments to determine student understanding of content.
Select assessments that are consistent with the type of product that results from the student
activities, and develop a scoring rubric collaboratively with other teachers or students. The
following are samples of assessments that can be used for this unit:
1. Oral Presentations




Read-alouds
Literature circles
Student-created mystery stories
Radio drama
2. Written Products







Word searches
Crossword puzzles
Journal entries
Favorite mysteries list
Summaries
Character sketches
Book reviews
3. Visual Representations



Graphic organizers
Cartoons
Illustrations of expressions used in mysteries
4. Other Types of Assessments



Teacher observations
Skills checklists
Anecdotal records
Grade 8 ELAUnit 1 Mystery—Elementary, My Dear Watson
6
Grade 8
English Language Arts
Unit 2: Laughing Out Loud—Humorous Fiction/Essays
Time Frame: Approximately six weeks
Unit Description
The unit focuses on reading and responding to humorous essays, humorous fiction, and
comic strips. Students will identify the elements of the short story used in humorous fiction.
Students will compare and contrast specific story elements. Students will recognize,
interpret, and use surprise, exaggeration, and understatement to create humor. Students will
distinguish the types of irony: verbal, situational, and dramatic. Students will identify and
recognize satire in essays, short stories, and comic strips. Students will compare/contrast real
life to television situation comedies. Through reading, discussions, assignments, and
activities, students will make connections to humor across cultures. Students will define
vocabulary words within the context of the literature.
Student Understandings
The essence of humor is surprise. Humor may often be culture based. What is funny to one
may not be funny to another.
Guiding Questions
1. Can students identify the techniques of humor: exaggeration, understatement, and
surprise?
2. Can students distinguish types of irony: verbal, situational, and dramatic?
3. Can students draw inference from context clues in humor?
4. Can students relate humor to personal experiences?
Unit 2 Grade-Level Expectations (GLEs)
GLE #
01a.
01b.
02a.
02b.
GLE Text and Benchmarks
Develop vocabulary using a variety of strategies, such as use of connotative
and denotative meanings (ELA-1-M1)
Develop vocabulary using a variety of strategies, including use of Greek,
Latin, and Anglo-Saxon roots and word parts (ELA-1-M1)
Interpret story elements, including stated and implied themes (ELA-1-M2)
Interpret story elements, including development of character types (e.g., flat,
round, dynamic, static) (ELA-1-M2)
Grade 8 ELAUnit 2Laughing Out Loud—Humorous Fiction/Essays
7
GLE #
02c.
02d.
02e.
02f.
03a.
03b.
03c.
03d.
03e.
05.
06.
07.
09a.
09b.
09c.
09d.
10.
15d.
16.
17a.
GLE Text and Benchmarks
Interpret story elements, including effectiveness of plot sequence and/or
subplots (ELA-1-M2)
Interpret story elements, including the relationship of conflicts and multiple
conflicts (e.g., man vs. man, nature, society, self) to plot (ELA-1-M2)
Interpret story elements, including difference in third-person limited and
omniscient points of view (ELA-1-M2)
Interpret story elements, including how a theme is developed (ELA-1-M2)
Interpret literary devices, including allusions (ELA-1-M2)
Interpret literary devices, including understatement (meiosis) (ELA-1-M2)
Interpret literary devices, including how word choice and images appeal to the
senses and suggest mood and tone (ELA-1-M2)
Interpret literary devices, including the use of foreshadowing and flashback to
direct plot development (ELA-1-M2)
Interpret literary devices, including the effects of hyperbole and symbolism
(ELA-1-M2)
Interpret ideas and information in a variety of texts (e.g., scientific reports,
technical guidelines, business memos) and make connections to real-life
situations and other texts (ELA-1-M4)
Analyze universal themes found in a variety of world and multicultural texts in
oral and written responses (ELA-6-M1)
Compare and contrast elements (e.g., plot, setting, character, theme) in
multiple genres (ELA-6-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including sequencing events to examine and evaluate
information (ELA-7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including summarizing and paraphrasing to examine and
evaluate information (ELA-7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including interpreting stated or implied main ideas (ELA7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including comparing and contrasting literary elements and
ideas within and across texts (ELA-7-M1) (see ELA-1-M2)
Explain the relationship between life experiences and texts to generate
solutions to problems (ELA-7-M2)
Write complex, multiparagraph compositions on student- or teacher-selected
topics organized with elaboration (anecdotes, relevant facts, examples, and/or
specific details) (ELA-2-M1)
Organize individual paragraphs with topic sentences, relevant elaboration, and
concluding sentences (ELA-2-M1)
Develop grade-appropriate compositions on student- or teacher-selected topics
that include word choices (diction) appropriate to the identified audience
and/or purpose (ELA-2-M2)
Grade 8 ELAUnit 2Laughing Out Loud—Humorous Fiction/Essays
8
GLE #
17b.
17c.
17d.
19.
21.
30.
GLE Text and Benchmarks
Develop grade-appropriate compositions on student- or teacher-selected topics
that include vocabulary selected to clarify meaning, create images, and set a
tone (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected topics
that include information/ideas selected to engage the interest of the reader
(ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected topics
that include clear voice (individual personality) (ELA-2-M2)
Develop grade-appropriate paragraphs and multiparagraph compositions using
the various modes of writing (e.g., description, narration, exposition, and
persuasion), emphasizing narration and exposition (ELA-2-M4)
Develop writing using a variety of literary devices, including understatements
and allusions (ELA-2-M5)
Follow procedures (e.g., read, question, write a response, form groups) from
detailed oral instructions (ELA-4-M2)
Sample Activities
Activity 1: Humor Me (GLEs: 02a, 02b, 02c, 02d, 02e)
Students will brainstorm the names of various comedians that they know. In journals,
students quickly write descriptions of these comedians and what makes them funny. Then
students will read and listen to a variety of humorous stories, poems, and essays. Students
will complete story charts to determine literary elements. Students will bring in examples of
cartoons or comic strips that they consider funny and create a class board. Students will
discuss what it is that makes us laugh as we read. Students will respond in journals to the
following question: What do we mean when we say someone has a sense of humor?
Activity 2: Vocabulary—Puns and Connotative/Denotative Words (GLEs: 01a, 01b)
Students will generate a list of puns and connotative and denotative words encountered in the
humorous selections. Students will add these words to their personal vocabulary list and
draw illustrations for the words.
Activity 3: Elements and Techniques of Humor (GLEs: 03a, 03b, 03c, 03d, 03e, 09b,
16)
The teacher will present a minilesson on irony (verbal, situational or dramatic, and
exaggeration or understatement), giving examples from selections. The teacher will read a
portion of a humorous story, stopping to have students think-pair-share about the story’s
outcome. Students will write journal entries based on the discussions. Students will share
Grade 8 ELAUnit 2Laughing Out Loud—Humorous Fiction/Essays
9
responses orally. Students will find and record examples of irony as they read other
selections.
Activity 4: Reading and Responding to Humor (GLEs: 06, 07)
In literature circles, students will choose selections from a teacher-generated list of humorous
stories, essays, and poems to read and discuss. Students will chart where they find examples
of irony in the stories. Using a scale of one through five (with five being the highest rating),
students will rate a story’s humor and share and discuss findings with the group. Students
will choose a scene to be performed as a creative enactment (e.g., pantomime, skit,
monologue) that emphasizes the irony of the selection.
Activity 5: Viewing Humor (GLEs: 02f, 05, 10)
Students will watch an appropriate television situation comedy. Students will use a Venn
diagram, T chart, or Y chart to compare/contrast the sitcom’s story line with what would
happen in real life.
Activity 6: Writing a Humorous Anecdote (GLEs: 15d, 17a, 17b, 17c, 17d, 19, 21)
The teacher will introduce the humorous anecdote’s guidelines (brief, entertains readers,
often about real people, often uses dialogue, makes a point, or reveals a personality trait) by
showing models. Students will use sources of inspiration (journal, family and friends,
photos, biographies) for brainstorming possible topics for anecdotes. Students will apply the
writing process to develop the anecdote and use peer and self-evaluation to edit, revise, and
produce a final draft. Students will receive feedback through a checklist.
Activity 7: Sharing Humorous Anecdotes (GLE: 30)
The class will decide as a whole group how they would like to share their humorous
anecdotes (e.g., reading aloud, class book, skit, bulletin board).
Activity 8: Comics in the Classroom (GLEs: 02a, 02e, 09a, 09b, 09c, 09d)
Students will explore a variety of comic strips. Comic strips force readers to infer and use
their imaginations. As comics are multidimensional (combining both words and images),
they can be used to teach many concepts (e.g., character development, dialogue, transitions,
sequence, conclusions). In journals, students will brainstorm the names of various comic
books or comic strips that they know and write a description about them. The teacher will
distribute examples of comic books or strips. In small groups, students will discuss the
similarities and differences. Students will note the various layouts and designs. As a group,
Grade 8 ELAUnit 2Laughing Out Loud—Humorous Fiction/Essays
10
students will read a poem or short story and create a comic strip summarizing its message.
Students will be provided feedback through a class-created rubric.
Sample Assessments
Use a variety of performance assessments to determine student understanding of content.
Select assessments that are consistent with the type of product that results from the student
activities, and develop a scoring rubric collaboratively with other teachers or students. The
following are samples of assessments that can be used for this unit:
1. Oral Presentations



Sharing of journal entries
Literature circles—pantomime, skit, monologue
Read-alouds
2. Written Products



Journal entries
Vocabulary lists
Written anecdotes
3. Visual Representations



Story charts
Cartoons
Graphic organizers (e.g., Venn diagram, T chart)
4. Other Types of Assessments



Teacher observations
Skills checklists
Anecdotal records
Grade 8 ELAUnit 2Laughing Out Loud—Humorous Fiction/Essays
11
Grade 8
English Language Arts
Unit 3: Life Is a Poem—Poetry
Time Frame: Approximately seven weeks
Unit Description
The unit focuses on reading and responding to classic and contemporary poetry. In order to
write poetry, students should first read poetry. Students will describe the defining
characteristics of lyric and narrative poetry. Students will understand how a poet’s message
is conveyed through the use of various poetic techniques or devices including similes,
metaphors, personification, hyperboles, onomatopoeia, alliteration, symbol, imagery, and
idioms. Students will memorize and recite poetry. In a poetry reading-response journal,
students will offer observations, make connections, react, speculate, and raise questions in
response to poetry. After reading poetry examples, students will follow the writing process
to create poetry using selected formats. Students will define vocabulary words within the
context of the literature and use words appropriately in original poetry.
Student Understandings
Poetry is a way of expressing one’s innermost feelings. Poets create images that stir our
imaginations, making us see the world in new, unexpected ways. Poetry is meant to be read,
heard, and enjoyed. We should avoid overanalyzing poetry.
Guiding Questions
1.
2.
3.
4.
5.
6.
Can students describe the defining characteristics of poetry?
Can students distinguish between narrative and lyric poetry?
Can students identify poetry elements and forms?
Can students describe how the poet’s and speaker’s point of view affect the text?
Can students analyze figurative language in poetry?
Can students relate poetry to personal experiences?
Unit 3 Grade-Level Expectations (GLEs)
GLE #
03a.
03c.
GLE Text and Benchmarks
Interpret literary devices, including allusions (ELA-1-M2)
Interpret literary devices, including how word choice and images appeal to the
senses and suggest mood and tone (ELA-1-M2)
Grade 8 ELAUnit 3Life is a Poem—Poetry
12
GLE #
03e.
04a.
06.
07.
08c.
09b.
09d.
09e.
09g.
12.
13.
17a.
17d.
18c.
18d.
18e.
18g.
21.
28.
GLE Text and Benchmarks
Interpret literary devices, including the effects of hyperbole and symbolism
(ELA-1-M2)
Draw conclusions and make inferences in print and nonprint responses about
ideas and information in grade-appropriate texts, including epics (ELA-1-M3)
Analyze universal themes found in a variety of world and multicultural texts in
oral and written responses (ELA-6-M1)
Compare and contrast elements (e.g., plot, setting, character, theme) in
multiple genres (ELA-6-M2)
Use knowledge of the distinctive characteristics to classify and explain the
significance of various genres, including poetry (e.g., lyric, narrative) (ELA-6M3)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including summarizing and paraphrasing to examine and
evaluate information (ELA-7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including comparing and contrasting literary elements and
ideas within and across texts (ELA-7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including making inferences and drawing conclusions
(ELA-7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including identifying literary devices (ELA-7-M1) (see
ELA-1-M2)
Evaluate the effectiveness of an author’s purpose (ELA-7-M3)
Analyze an author’s viewpoint by assessing appropriateness of evidence and
persuasive techniques (e.g., appeal to authority, social disapproval) (ELA-7E3)
Develop grade-appropriate compositions on student- or teacher-selected topics
that include word choices (diction) appropriate to the identified audience
and/or purpose (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected topics
that include clear voice (individual personality) (ELA-2-M2)
Develop grade-appropriate compositions by identifying and applying writing
processes such as drafting (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes such as conferencing (e.g., peer and teacher) (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes such as revising based on feedback and use of various tools (e.g.,
LEAP 21 Writer’s Checklist, rubrics) (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes such as publishing using technology (ELA-2-M3)
Develop writing using a variety of literary devices, including understatements
and allusions (ELA-2-M5)
Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1)
Grade 8 ELAUnit 3Life is a Poem—Poetry
13
GLE #
29.
30.
32.
GLE Text and Benchmarks
Use standard English grammar, diction, syntax, and pronunciation when
speaking (ELA-4-M1)
Follow procedures (e.g., read, question, write a response, form groups) from
detailed oral instructions (ELA-4-M2)
Adjust volume and inflection to suit the audience and purpose of presentations
(ELA-4-M3)
Sample Activities
Activity 1: Narrative or Lyrical? (GLE: 03a)
The teacher will generate a cross-cultural selection of narrative and lyric poetry. The teacher
will present a web overview of the major characteristics of poetry in general and a formal
definition of the difference between narrative poetry and lyric poetry. In small groups,
students will read aloud the poetry selections and classify them as lyric poetry or narrative,
using a graphic organizer to list characteristics to justify classifications. For narrative poems,
students will complete a story map.
Activity 2: Simile or Metaphor? (GLEs: 03c, 09b, 09d, 09e, 09g)
In small groups, students will identify similes and metaphors in the narrative and lyric poetry
previously read in class. Students will use a double-entry journal to record the simile or
metaphor and its meaning. As a group, students will visually represent the similes and
metaphors. Students will generate a list of similes and metaphors they encounter in their
poetry study. Students will write their own similes and metaphors.
Activity 3: Personification, Hyperbole, or Idioms? (GLEs: 03e, 04a, 06, 07, 09d, 09g)
In small groups, students will identify personification, hyperbole, or idioms in the narrative
and lyric poetry previously read. Students will use a double-entry journal to record the
personification, hyperbole, or idiom and its meaning. As a group, the students will decide
how to represent personification, hyperbole, or idioms visually. Students will generate a list
of personification, hyperbole, and idioms encountered in their poetry study. Students will
draw and write their own examples of personification, hyperbole, or idioms.
Activity 4: A Poem’s Meaning (GLEs: 03a, 03c, 03e, 08c, 09g)
Often poems are puzzling. Students should be able to explain what the meaning is by
examining the parts of the poem. In small groups, students will analyze an assigned poem.
Students will look for clues to its meaning in the poet’s word choices and unusual and
Grade 8 ELAUnit 3Life is a Poem—Poetry
14
important features of the poem and give a personal response. Students will use close reading
and paraphrasing to find the meaning. Students will create a graphic organizer to
demonstrate understanding. Individually, students will then apply their knowledge to an
unfamiliar poem. Students will be provided feedback through a teacher-created rubric.
Activity 5: Sound and Structure (GLEs: 03c, 09g)
Students will examine rhyme patterns and the use of sound devices, recognize a poem’s
rhythm, and identify a poem’s structure. Students will identify alliteration in poetry and
create their own alliterative lines by writing and illustrating an example using their own name
(e.g., “Anna ate an apple”). The class will share their work and publish a class booklet.
Activity 6: Free Verse or Structured Verse? (GLEs: 08c, 09d)
Students will use a Venn diagram, T chart, or Y chart to compare the characteristics of a free
verse and a structured verse poem. Students will read and respond to free verse and
structured verse. Students will record personal preferences in journals.
Activity 7: Poetry: The Total Effect (GLEs: 06, 07, 09d, 12, 13)
Individually, students will select several poems to create a personal reflection booklet.
Students will copy the poems, state a reason for selecting each poem, and give their
interpretations of the poem, noting how the poet conveyed his or her meaning through
language, sound, and structure. Students will apply the writing process to their analysis.
Students will be provided feedback on their work via a rubric.
Activity 8: Writing Poetry (GLEs: 17a, 17d, 18c, 18d, 18e, 18g, 21)
Using models of various types of poetry, students will create an original poem. Students will
apply the writing process, using self-evaluation and peer evaluation to edit, revise, and
produce a final draft. Students will share their poem with the class.
Activity 9: Poetry Alive (GLEs: 28, 29, 30, 32)
Students will select a short poem to memorize and recite for the class. Students will develop
appropriate actions to accompany the recitation. Students will be provided feedback via an
oral presentation rubric.
Grade 8 ELAUnit 3Life is a Poem—Poetry
15
Sample Assessments
Use a variety of performance assessments to determine student understanding of content.
Select assessments that are consistent with the type of product that results from the student
activities, and develop a scoring rubric collaboratively with other teachers or students. The
following are samples of assessments that can be used for this unit:
1. Oral Presentations


Read-alouds
Poetry recitation
2. Written Products




Journal entries
Lists of similes, metaphors, personification, etc.
Paraphrases of a poem
Student poems
3. Visual Representations


Story map
Graphic organizers
4. Other Types of Assessments



Teacher observations
Skills checklists
Anecdotal records
Grade 8 ELAUnit 3Life is a Poem—Poetry
16
Grade 8
English Language Arts
Unit 4: Nonfiction “I-Search”—Research Reports—Writing Products
Time Frame: Approximately six weeks
Unit Description
This unit focuses on researching and presenting a topic of the student’s choice. This is not a
standard research project, but rather personal research that begins with natural curiosity.
The end product will be a narrative of the research adventure. The I-Search represents “What
I Know, What I Wanted to Know, and What I Learned.” The unit also focuses on writing a
content area (science or social studies) research report and the modes and products of
writing. The essential goals of this unit are to conduct informal and formal research to write
an informational narrative or report and to respond to prompts and self-selected topics.
Regular vocabulary study will include having students define vocabulary words within the
context of the research and apply the words to self-generated writings.
Student Understandings
Students will understand that an I-Search report tells about a writer’s personal involvement
with a topic and also conveys information about it. In contrast, a research paper deals with a
particular topic in a more formal, objective way.
Guiding Questions
1. Can students generate a topic of personal interest, formulate open-ended questions
for research, and develop a plan for gathering information?
2. Can students identify appropriate sources and gather relevant information?
3. Can students use a variety of communication techniques to present information
gathered?
4. Can students apply the writing process effectively?
5. Can students use the four modes of writing (description, narration, exposition,
persuasion) to respond to text and real-life experiences?
Grade 8 ELAUnit 4Nonfiction “I-Search”—Research Reports—Writing Products
17
Unit 4 Grade-Level Expectations (GLEs)
GLE #
04b.
04c.
08b.
10.
11.
14d.
14e.
14f.
15a.
15c.
15e.
15f.
17a.
17c.
17e.
18a.
18c.
GLE Text and Benchmarks
Draw conclusions and make inferences in print and nonprint responses about
ideas and information in grade-appropriate texts, including consumer materials
(ELA-1-M3)
Draw conclusions and make inferences in print and nonprint responses about
ideas and information in grade-appropriate texts, including public documents
(ELA-1-M3)
Use knowledge of the distinctive characteristics to classify and explain the
significance of various genres, including nonfiction (e.g., workplace documents,
editorials) (ELA-6-M3)
Explain the relationship between life experiences and texts to generate solutions
to problems (ELA-7-M2)
Use technical information and other available resources (e.g., Web sites,
interviews) to solve problems (ELA-7-M2)
Analyze grade-appropriate print and nonprint texts using various reasoning skills,
including generating a theory or hypothesis (ELA-7-M4)
Analyze grade-appropriate print and nonprint texts using various reasoning skills,
including skimming/scanning (ELA-7-M4)
Analyze grade-appropriate print and nonprint texts using various reasoning skills,
including distinguishing facts from opinions and probability (ELA-7-M4)
Write complex, multiparagraph compositions on student- or teacher-selected
topics organized with a clearly stated focus or central idea (ELA-2-M1)
Write complex, multiparagraph compositions on student- or teacher-selected
topics organized with organizational patterns (e.g., comparison/contrast, order of
importance, chronological order) appropriate to the topic (ELA-2-M1)
Write complex, multiparagraph compositions on student- or teacher-selected
topics organized with transitional words and phrases that unify ideas and points
(ELA-2-M1)
Write complex, multiparagraph compositions on student- or teacher-selected
topics organized with an overall structure (e.g., introduction, body/middle, and
concluding paragraph that summarizes important ideas and details) (ELA-2-M1)
Develop grade-appropriate compositions on student- or teacher-selected topics
that include word choices (diction) appropriate to the identified audience and/or
purpose (ELA-2-M2)
Develop grade-appropriate compositions on student- or teacher-selected topics
that include information/ideas selected to engage the interest of the reader (ELA2-M2)
Develop grade-appropriate compositions on student- or teacher-selected topics
that include variety in sentence structure (ELA-2-M2)
Develop grade-appropriate compositions by identifying and applying writing
processes such as selecting topic and form (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes such as drafting (ELA-2-M3)
Grade 8 ELAUnit 4Nonfiction “I-Search”—Research Reports—Writing Products
18
GLE #
18e.
18f.
18g.
19.
20b.
20c.
22a.
24a.
24b.
34.
35.
36.
37.
38b.
39a.
39b.
39c.
39d.
40a.
GLE Text and Benchmarks
Develop grade-appropriate compositions by identifying and applying writing
processes such as revising based on feedback and use of various tools (e.g., LEAP
21 Writer’s Checklist, rubrics) (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes such as proofreading/editing (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes such as publishing using technology (ELA-2-M3)
Develop grade-appropriate paragraphs and multiparagraph compositions using the
various modes of writing (e.g., description, narration, exposition, and persuasion),
emphasizing narration and exposition (ELA-2-M4)
Use the various modes to write compositions, including problem/solution essays
(ELA-2-M4)
Use the various modes to write compositions, including essays defending a stated
position (ELA-2-M4)
Write for a wide variety purposes, including persuasive letters that include
appropriate wording and tone and that state an opinion (ELA-2-M6)
Write paragraphs and compositions following standard English structure and
usage, including varied sentence structures and patterns, including complex
sentences (ELA-3-M3)
Write paragraphs and compositions following standard English structure and
usage, including phrases and clauses used correctly as modifiers (ELA-3-M3)
Determine the credibility of the speaker (e.g., hidden agenda, slanted or biased
materials) (ELA-4-M4)
Deliver grade-appropriate persuasive presentations (ELA-4-M4)
Summarize a speaker’s purpose and point of view (ELA-4-M4)
Compare, contrast, and evaluate information found in a wide variety of
text/electronic media, (e.g., microprint, public speeches, art form) (ELA-4-M5)
Participate in group and panel discussions, including applying agreed-upon rules
for formal and informal discussions (ELA-4-M6)
Locate and select information using organizational features of grade-appropriate
resources, including complex reference sources (e.g., almanacs, atlases,
newspapers, magazines, brochures, map legends, prefaces, appendices) (ELA-5M1)
Locate and select information using organizational features of grade-appropriate
resources, including electronic storage devices (e.g., CD-ROMs, diskettes,
software, drives) (ELA-5-M1)
Locate and select information using organizational features of grade-appropriate
resources, including frequently accessed and bookmarked Web addresses (ELA5-M1)
Locate and select information using organizational features of grade-appropriate
resources, including organizational features of electronic information (e.g., Web
resources including online sources and remote sites) (ELA-5-M1)
Locate and integrate information from a variety of grade-appropriate resources,
including multiple printed texts (e.g., encyclopedias, atlases, library catalogs,
specialized dictionaries, almanacs, technical encyclopedias) (ELA-5-M2)
Grade 8 ELAUnit 4Nonfiction “I-Search”—Research Reports—Writing Products
19
GLE #
40b.
40c.
41.
42a.
42b.
42c.
43a.
43b.
43c.
44.
45a.
45b.
45c.
46.
GLE Text and Benchmarks
Locate and integrate information from a variety of grade-appropriate resources,
including electronic sources (e.g., Web sites, databases) (ELA-5-M2)
Locate and integrate information from a variety of grade-appropriate resources,
including other media sources (e.g., audio and video tapes, films, documentaries,
television, radio) (ELA-5-M2)
Explain the usefulness and accuracy of sources by determining their validity (e.g.,
authority, accuracy, objectivity, publication date, coverage) (ELA-5-M2)
Gather and select information using data-gathering strategies/tools, including
surveying (ELA-5-M3)
Gather and select information using data-gathering strategies/tools, including
interviewing (ELA-5-M3)
Gather and select information using data-gathering strategies/tools, including
paraphrasing (ELA-5-M3)
Generate grade-appropriate research reports that include information presented in
a variety of forms, including visual representations of data/information (ELA-5M3)
Generate grade-appropriate research reports that include information presented in
a variety of forms, including graphic organizers (e.g., outlines, timelines, charts,
webs) (ELA-5-M3)
Generate grade-appropriate research reports that include information presented in
a variety of forms, including works cited lists and/or bibliographies (ELA-5-M3)
Use word processing and/or other technology to draft, revise, and publish a
variety of works, including documented research reports with bibliographies
(ELA-5-M4)
Give credit for borrowed information following acceptable use policy, including
integrating quotations and citations (ELA-5-M5)
Give credit for borrowed information following acceptable use policy, including
using endnotes (ELA-5-M5)
Give credit for borrowed information following acceptable use policy, including
creating bibliographies and/or works cited lists (ELA-5-M5)
Interpret information from a variety of graphic organizers including timelines,
charts, schedules, tables, diagrams, and maps in grade-appropriate sources (ELA5-M6)
Sample Activities
Activity 1: Selecting a Topic (GLEs: 04b, 04c, 11, 18a, 38b, 41)
Students will generate a list of topics in which they are interested by looking for ideas in their
journals, conversations with friends, reading, watching television, and daydreaming. In a
writer’s journal or notebook, students will record the selection process they have followed
and create a time frame for the project or paper completion. Students will use a KWL chart
Grade 8 ELAUnit 4Nonfiction “I-Search”—Research Reports—Writing Products
20
to formulate questions to guide their research. Students will discuss their topic ideas and
receive informal feedback in peer editing groups.
Activity 2: Gathering Information (GLEs: 08b, 10, 22a, 42a, 42b, 42c, 46)
Students will use the Internet and library for available information on a selected topic and
record it on note cards. Students may also use alternative strategies to gather information
(e.g., friendly conversations; interviews; activities; or written sources provided by
companies, government agencies, and political, cultural, and scientific organizations).
Students may write business letters to the appropriate organizations, asking for materials.
Students will update their KWL chart and continue to record notes in their writer’s journal or
notebook.
Activity 3: Drafting the I-Search Report (GLEs: 04b, 04c, 18c, 18e, 18f, 18g)
Students will develop drafts answering the following questions: Why am I interested in this
topic? What did I find out about this topic? How did I conduct my search? What did I learn
about myself from the research? Students will document sources using MLA format.
Students will apply the writing process using peer or self-evaluation to edit, revise, and
produce a final draft. Students’ writing will be assessed using a class-created rubric or LEAP
21 writing rubric.
Activity 4: Publishing I-Search Reports (GLEs: 18e, 18g, 43c, 44)
Students will orally present a synopsis of their reports. The class will provide feedback via
an oral presentation rubric. The class will decide how to publish and share the I-Search
reports.
Activity 5: Content Area/Informational Research (GLEs: 04b, 04c, 14d, 14e, 18a, 39d,
42c)
Teacher will model focused versus broad topics. Students will generate a list of topics of
interest on either a science or social studies topic. Students may skim books to narrow the
topic. Students should check the table of contents, the introduction, picture captions,
quotations, or other possible sources of quick information. Students will narrow the topic.
Students will develop a set of questions to guide their investigation of the topic.
Grade 8 ELAUnit 4Nonfiction “I-Search”—Research Reports—Writing Products
21
Activity 6: Locating Information/Evaluating Sources/Making Source Cards (GLEs:
14d, 14e, 14f, 40a, 40b, 40c, 41)
Students will locate sources through a library or Internet search. Possible sources are
speeches, newspapers, books, magazines, almanacs, atlases, thesauruses, dictionaries,
encyclopedias, CD-ROM encyclopedias, statistical abstracts, public documents, and online
databases. Students may use these guiding questions: Is the material current? Is the author
qualified? What credentials does the author have? Is the author fair? Students will then
make source cards to compile a works cited list.
Activity 7: Taking Notes (GLEs: 37, 39a, 39b, 39c, 39d, 43a, 43b)
The teacher will explain and model use of note cards and how they connect to source cards.
The teacher will model note-taking of one idea per card using paraphrasing and summarizing,
both with and without questions. Students will construct an outline from note cards.
Students will create a rough draft of their research report from the outline and note cards,
inserting parenthetical documentation as needed. Students will create a works cited page
using MLA format.
Activity 8: Drafting/Publishing (GLEs: 15a, 15e, 43c, 44, 45a, 45b, 45c)
Teacher and students will discuss plagiarism. Students will revise their reports to give credit
for borrowed information. Students continue the writing process of revising, editing and
proofreading, and publishing. Students will receive feedback via a rubric.
Activity 9: Problem/Solution Essay (GLEs: 04b, 15a, 15e, 15f, 17a, 17e, 20b)
Students will write complex, multiparagraph compositions on student- or teacher-selected
topics and prompts that present a problem and a proposed solution (introduction), explain and
support the solution (body), and restate the problem and the benefits of the solution
(conclusion). Students can generate ideas through interviews, newspaper stories, advice
columns, magazine articles and essays, school happenings, talking with friends, or
responding to fiction or nonfiction selections. Students will apply the writing process,
revising for sentence structure. Students will receive feedback through the LEAP Writer’s
Checklist or LEAP 21 Writing Rubric.
Activity 10: Comparison/Contrast Essay (GLEs: 15c, 15e, 17c, 17e, 18a, 19, 46)
Students will read and interpret information from a variety of graphic organizers that
compare/contrast things or ideas. Students will write a complex multiparagraph essay on
student- or teacher-selected topics or prompts that evaluates two things or ideas from fiction
or nonfiction selections. In the essay, students will discuss the ways the things or ideas are
Grade 8 ELAUnit 4Nonfiction “I-Search”—Research Reports—Writing Products
22
similar and the ways they are different. Students will use transitional words and phrases to
make the similarities and differences clear and summarize the comparison in the conclusion.
Students will receive feedback through the LEAP Writer’s Checklist or LEAP 21 Writing
Rubric.
Activity 11: Persuasive Essay/Speech (GLEs: 20c, 24a, 24b, 34, 35, 36, 37)
Students will write complex, multiparagraph compositions on student- or teacher-selected
topics that clearly present an issue. Students will take a position and use language
appropriate to the audience that they are trying to convince. Students’ essays will be
supported with facts, statistics, and reasons; will answer possible objections; and will
conclude with a summary of their position and a call to action (if needed). Students apply the
writing process and use peer or self-evaluation to edit, revise, and produce a final product.
Feedback will be provided through the LEAP Writer’s Checklist or LEAP 21 Writing Rubric.
Students can then develop their essays into speeches and present them to the class. Students
will listen to persuasive speeches to determine the credibility of the speaker. The class will
provide feedback to the speaker via a class-created rubric.
Sample Assessments
Use a variety of performance assessments to determine student understanding of content.
Select assessments that are consistent with the type of product that results from the student
activities, and develop a scoring rubric collaboratively with other teachers or students. The
following are samples of assessments that can be used for this unit:
1. Oral Presentations



Oral reports (synopses of I-search)
Persuasive speeches
Interviews
2. Written Products




Journal entries (writers’ notebooks)
Business letters
I-search report
Problem/solution essays
3. Visual Representations

Graphic organizers (e.g., KWL chart)
Grade 8 ELAUnit 4Nonfiction “I-Search”—Research Reports—Writing Products
23
4. Other Types of Assessments



Teacher observations
Skills checklists
Anecdotal records
Grade 8 ELAUnit 4Nonfiction “I-Search”—Research Reports—Writing Products
24
Grade 8
English Language Arts
Unit 5: That’s a Novel Idea—Novel
Time Frame: Approximately six weeks
Unit Description
This unit focuses on reading and responding to a novel. Students will describe the defining
characteristics of fiction—particularly a novel. Students will identify and explain various
types of characters, plots, and settings and will analyze the effects of literary elements.
Students will describe how the author’s style elicits an emotional response from the reader
and will compare/contrast authors’ styles. Students will write in a variety of modes about
situations based on the selections. Students will respond using nonprint methods, and
vocabulary instruction will occur within the context of the novel.
Student Understandings
The essential goals of this unit are to read, comprehend, and interpret a long work of fiction
through a variety of reading strategies. The novel may be considered an expanded short story.
The novel allows for many characters, settings, and conflicts, and a good novel can become
more fascinating and more real than our actual surroundings. The novel can also help
generations understand the meaning of their times.
Guiding Questions
1. Can students identify and explain various types of characters and how their
interactions and conflicts affect the plot of the novel?
2. Can students explain how authors pace action and use subplots, parallel episodes,
and climax?
3. Can students compare and contrast various points of view (first person, third
person, or third-person omniscient) and explain how voice affects literary text?
4. Can students identify and explain universal themes across different works by the
same author and in the works of different authors?
Grade 8 ELAUnit 5That’s a Novel Idea—Novel
25
Unit 5 Grade-Level Expectations (GLEs)
GLE #
01a.
01b.
02b.
02c.
02d.
06.
08a.
09a.
09b.
09c.
09d.
09e.
09f.
09g.
10.
14a.
14b.
GLE Text and Benchmarks
Develop vocabulary using a variety of strategies, such as use of connotative
and denotative meanings (ELA-1-M1)
Develop vocabulary using a variety of strategies, including use of Greek,
Latin, and Anglo-Saxon roots and word parts (ELA-1-M1)
Interpret story elements, including development of character types (e.g., flat,
round, dynamic, static) (ELA-1-M2)
Interpret story elements, including effectiveness of plot sequence and/or
subplots (ELA-1-M2)
Interpret story elements, including the relationship of conflicts and multiple
conflicts (e.g., man vs. man, nature, society, self) to plot (ELA-1-M2)
Analyze universal themes found in a variety of world and multicultural texts in
oral and written responses (ELA-6-M1)
Use knowledge of the distinctive characteristics to classify and explain the
significance of various genres, including fiction (e.g., mystery, novel) (ELA-6M3)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including sequencing events to examine and evaluate
information (ELA-7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including summarizing and paraphrasing to examine and
evaluate information (ELA-7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including interpreting stated or implied main ideas (ELA7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including comparing and contrasting literary elements and
ideas within and across texts (ELA-7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including making inferences and drawing conclusions
(ELA-7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including predicting the outcome of a story or situation
(ELA-7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including identifying literary devices (ELA-7-M1) (see
ELA-1-M2)
Explain the relationship between life experiences and texts to generate
solutions to problems (ELA-7-M2)
Analyze grade-appropriate print and nonprint texts using various reasoning
skills, including identifying cause-effect relationships (ELA-7-M4)
Analyze grade-appropriate print and nonprint texts using various reasoning
skills, including raising questions (ELA-7-M4)
Grade 8 ELAUnit 5That’s a Novel Idea—Novel
26
GLE #
14c.
15a.
15b.
15c.
15e.
15f.
16.
22c.
23.
24a.
24b.
25a.
25b.
25c.
26.
27.
30.
38b.
38c.
GLE Text and Benchmarks
Analyze grade-appropriate print and nonprint texts using various reasoning
skills, including reasoning inductively and deductively (ELA-7-M4)
Write complex, multiparagraph compositions on student- or teacher-selected
topics organized with a clearly stated focus or central idea (ELA-2-M1)
Write complex, multiparagraph compositions on student- or teacher-selected
topics organized with important ideas or events stated in a selected order
(ELA-2-M1)
Write complex, multiparagraph compositions on student- or teacher-selected
topics organized with organizational patterns (e.g., comparison/contrast, order
of importance, chronological order) appropriate to the topic (ELA-2-M1)
Write complex, multiparagraph compositions on student- or teacher-selected
topics organized with transitional words and phrases that unify ideas and points
(ELA-2-M1)
Write complex, multiparagraph compositions on student- or teacher-selected
topics organized with an overall structure (e.g., introduction, body/middle, and
concluding paragraph that summarizes important ideas and details) (ELA-2M1)
Organize individual paragraphs with topic sentences, relevant elaboration, and
concluding sentences (ELA-2-M1)
Write for a wide variety of purposes, including text-supported interpretations
of elements of grade-appropriate stories, poems, plays, and novels (ELA-2M6)
Use standard English capitalization and punctuation consistently (ELA-3-M2)
Write paragraphs and compositions following standard English structure and
usage, including varied sentence structures and patterns, including complex
sentences (ELA-3-M3)
Write paragraphs and compositions following standard English structure and
usage, including phrases and clauses used correctly as modifiers (ELA-3-M3)
Apply knowledge of parts of speech in writing, including infinitives,
participles, and gerunds (ELA-3-M4)
Apply knowledge of parts of speech in writing, including superlative and
comparative degrees of adjectives (ELA-3-M4)
Apply knowledge of parts of speech in writing, including adverbs (ELA-3-M4)
Spell high-frequency, commonly confused, frequently misspelled words and
derivatives (e.g., roots and affixes) correctly (ELA-3-M5)
Use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell
check) to find correct spellings (ELA-3-M5)
Follow procedures (e.g., read, question, write a response, form groups) from
detailed oral instructions (ELA-4-M2)
Participate in group and panel discussions, including applying agreed upon
rules for formal and informal discussions (ELA-4-M6)
Participate in group and panel discussions, including assuming a variety of
roles (e.g., facilitator, recorder, leader, listener) (ELA-4-M6)
Grade 8 ELAUnit 5That’s a Novel Idea—Novel
27
Sample Activities
Activity 1: Sustained Silent Reading (GLEs: 14b, 14c)
Students will self-select a novel to be read independently during SSR. Students will respond
in reading journals to prompts (e.g., This reminds me of_____, What surprised me was_____,
I think this novel is_____.) Students will keep a reading log of novels read.
Activity 2: Vocabulary (GLEs: 01a, 01b, 26, 27)
Students will use a dictionary to determine the Greek, Latin, or Anglo-Saxon roots and word
parts encountered in selected novels. Students will generate a list of root words and
derivatives and add them to personal vocabulary lists. Students will compare lists to create a
vocabulary listing for novels read.
Activity 3: Class Novel (GLEs: 06, 09c, 09d, 09f, 09g, 10, 14a)
Students will read or listen to a novel as a whole class in a directed-reading format. The
students and teacher will read the novel, stopping at various points. In journals, students
predict what they think will happen next. Students will share responses orally, explaining
what details in the text caused them to make a particular prediction. The students and teacher
will continue reading to confirm, eliminate, or revise their predictions. Novel study can be
done through use of the study guide technique or Socratic seminar.
Activity 4: Literature Circles (GLEs: 08a, 10, 14b, 22c, 30, 38b, 38c)
Literature circles can be formed with each group reading and responding to a different novel.
Role sheets may be used to facilitate the organization of the group. Students will select a
novel from a teacher-generated list and be grouped according to choice. Students will read
at home and prepare for discussion during literature circle time. Students will be assessed via
a rubric on class participation and preparation, reading log entries, and reading folders.
Activity 5: Character Analysis (GLEs: 02b, 16)
Whether the whole-class or literature circle format is used, students will describe characters
introduced and create character profile charts to trace the development of characters, noting
the type (e.g., flat, round, dynamic, static), and make predictions about what caused the
change. Students will assume the role of a character and write a journal entry or
autobiographical sketch from that character’s viewpoint. Students will create a sociogram to
show the interaction of the characters. Students will discuss the interactions of the
characters. Students will write comparison/contrast paragraphs on selected characters.
Grade 8 ELAUnit 5That’s a Novel Idea—Novel
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Students will respond in journals to the following prompts: Does this character remind you
of someone you know? How would the character react to a real-life situation?
Activity 6: Setting Analysis (GLEs: 16, 22c, 23, 24a, 24b)
Students will describe the setting at the beginning of the novel and create a chart that shows
when and if the setting changes. In journals, students will write a reflection noting how the
setting influences the characters. The teacher will facilitate a discussion showing that,
usually, a story’s setting will help establish the mood. Using a double-entry journal, students
will copy descriptive quotes about the setting and respond to the following questions: How
does this description make you feel? What do you think of the mood that’s being created?
Activity 7: Plot Analysis (GLEs: 02c, 02d, 15a, 16, 25a, 25b, 25c)
Students will use graphic organizers (e.g., plot diagrams) that show the novel’s structure
(exposition, rising action, climax, falling action, resolution). Students will respond to journal
or notebook prompts regarding the effectiveness of plot sequence and details. As a class, or
in literature circles, students will discuss their responses paying particular attention to the
relationship of conflicts within the plot. Students will record in their journals or writers’
notebooks how symbolism, foreshadowing, and flashback were employed to direct plot
development. Students will write a short paragraph describing the effectiveness of these
techniques on the plot’s advancement. Students will discuss their responses in groups.
Activity 8: Theme Development (GLEs: 02c, 02d, 15b, 15c, 15e, 15f, 22c)
Students will use graphic organizers or summary notes to record details from each chapter
that names the theme and gives examples that show what the characters do or say that relates
to the theme. Students will share and compare notes and then compile a list. After
discussions, the group will come up with a statement about the theme. The group will
support their choice of the theme with statements and paragraphs from the text.
Activity 9: After the Novel (GLEs: 09a, 09b, 09c, 09d, 09e, 09f, 09g)
Students will respond in various forms as requested by the teacher (e.g., formal assessment,
book reviews, book talks, projects, illustrations, dramatizations). Students will be provided
feedback by a rubric created for the form selected.
Grade 8 ELAUnit 5That’s a Novel Idea—Novel
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Sample Assessments
Use a variety of performance assessments to determine student understanding of content.
Select assessments that are consistent with the type of product that results from the student
activities, and develop a scoring rubric collaboratively with other teachers or students. The
following are samples of assessments that can be used for this unit:
1. Oral Presentations




Read-alouds
Literature circles
Book talks
Dramatizations
2. Written Products





Journal entries (reading logs)
Vocabulary lists
Paragraphs
Note-taking
Book reviews
3. Visual Representations




Sociograms (character analysis)
Graphic organizers
Illustrations to accompany novel
Posters
4. Other Types of Assessments




Teacher observations
Skills checklists
Anecdotal records
Formal assessments (e.g., teacher-made or standardized tests)
Grade 8 ELAUnit 5That’s a Novel Idea—Novel
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Grade 8
English Language Arts
Unit 6: All the World's a Stage—Drama
Time Frame: Approximately five weeks
Unit Description
The unit focuses on reading and responding to drama by applying a variety of reading
strategies. Students will describe the defining characteristics of drama. Students will
analyze and evaluate the effects of literary techniques and devices on the understanding of a
play. Students will compare/contrast a dramatic performance or video with a print version of
the same story. Students will perform and write short plays. Students will respond through
writing, speaking, listening, and designing projects. Students will define vocabulary words
within the context of the literature.
Student Understandings
Dramas are literary works composed in verse or prose, usually for theatrical performance,
where conflicts and emotions are expressed through dialogue and action. A good drama has
interesting characters, who connect with one another in a variety of ways.
Guiding Questions
1. Can students identify the elements of drama?
2. Can students analyze techniques authors use to describe characters, including the
narrator?
3. Can students identify and explain the point of view of the narrator or other
characters, as expressed in the characters’ thoughts, words, or actions?
4. Can students identify a universal theme expressed in a play and relate it to
personal experience?
5. Can students summarize a dramatic presentation?
6. Can students evaluate a dramatic presentation?
Unit 6 Grade-Level Expectations (GLEs)
GLE #
06.
07.
GLE Text and Benchmarks
Analyze universal themes found in a variety of world and multicultural texts
in oral and written responses (ELA-6-M1)
Compare and contrast elements (e.g., plot, setting, character, theme) in
multiple genres (ELA-6-M2)
Grade 8 ELAUnit 6All the World’s a Stage—Drama
31
GLE #
08d.
09d.
09e.
09f.
09g.
14e.
17e.
18a.
18b.
18c.
18d.
18e.
18f.
18g.
22b.
22c.
28.
29.
32.
GLE Text and Benchmarks
Use knowledge of the distinctive characteristics to classify and explain the
significance of various genres, including drama (e.g., plays) (ELA-6-M3)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including comparing and contrasting literary elements
and ideas within and across texts (ELA-7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including making inferences and drawing conclusions
(ELA-7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including predicting the outcome of a story or situation
(ELA-7-M1) (see ELA-1-M2)
Demonstrate understanding of information in grade-appropriate texts using a
variety of strategies, including identifying literary devices (ELA-7-M1) (see
ELA-1-M2)
Analyze grade-appropriate print and nonprint texts using various reasoning
skills, including skimming/scanning (ELA-7-M4)
Develop grade-appropriate compositions on student- or teacher-selected
topics that include variety in sentence structure (ELA-2-M2)
Develop grade-appropriate compositions by identifying and applying writing
processes such as selecting topic and form (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes such as prewriting (e.g., brainstorming, researching, raising
questions, generating graphic organizers) (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes such as drafting (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes such as conferencing (e.g., peer and teacher) (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes such as revising based on feedback and use of various tools (e.g.,
LEAP 21 Writer’s Checklist, rubrics) (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes such as proofreading/editing (ELA-2-M3)
Develop grade-appropriate compositions by identifying and applying writing
processes such as publishing using technology (ELA-2-M3)
Write for a wide variety purposes, including evaluations of advertisements,
political cartoons, and speeches (ELA-2-M6)
Write for a wide variety purposes, including text-supported interpretations of
elements of grade-appropriate stories, poems, plays, and novels (ELA-2-M6)
Adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1)
Use standard English grammar, diction, syntax, and pronunciation when
speaking (ELA-4-M1)
Adjust volume and inflection to suit the audience and purpose of presentations
(ELA-4-M3)
Grade 8 ELAUnit 6All the World’s a Stage—Drama
32
GLE #
40a.
40b.
40c.
GLE Text and Benchmarks
Locate and integrate information from a variety of grade-appropriate
resources, including multiple printed texts (e.g., encyclopedias, atlases, library
catalogs, specialized dictionaries, almanacs, technical encyclopedias) (ELA-5M2)
Locate and integrate information from a variety of grade-appropriate
resources, including electronic sources (e.g., Web sites, databases) (ELA-5M2)
Locate and integrate information from a variety of grade-appropriate
resources, including other media sources (e.g., audio and video tapes, films,
documentaries, television, radio) (ELA-5-M2)
Sample Activities
Activity 1: What Is Drama? (GLE: 08d)
The teacher will ask students to discuss plays or musicals they may have seen or participated
in on stage. Students will discuss how their experience was different from watching a movie
or television program. Students can describe how it felt to be a member of the audience or a
member of the cast. Students will note that drama is written to be performed and comes in a
variety of media, such as movies and television shows.
Activity 2: Elements of Drama (GLEs: 06, 07, 08d)
In groups, students will read and compare the prose version of a short story with a scripted
version. Students will use a graphic organizer to chart similarities and differences. Students
will describe the defining characteristics of a drama as acts and scenes, a cast of characters,
dialogue or monologue, the plot, the setting, the stage directions, and the theme.
Activity 3: Readers’ Theater (GLEs: 14e, 22c, 40a, 40b, 40c)
Students as a group will search anthologies, the library, the Internet, and classroom
magazines for short one-act plays to read as a class. Students will select a short story to be
rewritten as a readers’ theater script, applying the characteristics of drama (e.g., stage
directions).
Activity 4: Reading a Play (GLEs: 09e, 09g, 17e, 22c, 28, 29, 32)
As a class, students will read a longer drama (e.g., The Diary of Anne Frank). Students will
respond to literal, interpretative, and evaluative questions about the drama. Students will also
create storyboards, timelines, story maps, collages, maps, or models to respond to the play.
Grade 8 ELAUnit 6All the World’s a Stage—Drama
33
Activity 5: Analyzing Characters (GLEs: 07, 09d, 09e, 09f, 09g)
Students will choose two characters who interact with each other during one of the dramas
they have read or viewed. Students will reread the scenes in which the two characters talk
with each other or about each other and make notes about what the scene or dialogue reveals
about each character’s attitude toward the other. For each of the two characters, students will
make a cluster diagram that analyzes the character’s relationship with the other character and
how this affects the drama as a whole. Students will address character development, i.e.,
does the relationship change?
Activity 6: Writing a Character Analysis (GLEs: 18a, 18b, 18c, 18d, 18e, 18f, 18g)
Students will use their cluster diagrams to develop a multiparagraph essay that analyzes the
feelings and attitudes of the characters toward each other and how the relationship changes
during the course of the drama. Students will cite scenes, incidents, or lines from the dramas
to support their statements. Students will apply the writing process, use self- or peer
evaluation to edit their essay, revise it, and produce a final product. Feedback will be
provided through the LEAP 21 reading response rubric.
Activity 7: Be the Critic (GLEs: 06, 07, 22b, 22c)
As a class, students will watch a video of a drama they have read (e.g., The Diary of Anne
Frank). In groups, students will compare the video and the play version. The group reporter
will record findings on a comparison/contrast chart or Venn diagram. Groups will share
comments with other groups.
Sample Assessments
Use a variety of performance assessments to determine student understanding of content.
Select assessments that are consistent with the type of product that results from the student
activities, and develop a scoring rubric collaboratively with other teachers or students. The
following are samples of assessments that can be used for this unit:
1. Oral Presentations



Oral responses to prompts
Read-alouds
Readers’ theater
Grade 8 ELAUnit 6All the World’s a Stage—Drama
34
2. Written Products


Adaptation of short story for readers’ theater
Multiparagraph essay
3. Visual Representations







Graphic organizers (e.g., cluster diagrams, Venn diagrams)
Story boards
Story maps
Timelines
Collages
Maps
Models
4. Other Types of Assessments



Teacher observations
Skills checklists
Anecdotal records
Grade 8 ELAUnit 6All the World’s a Stage—Drama
35