Curriculum Map: English 8 2013
Course: English 8
Subtopic: English
Grade(s): None specified
Unit: Unit 1: Exploration of Truth
Subject: Language Arts
Timeline: 6 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Standards (2014)
CC.1.2.8.A (Advanced)
Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
CC.1.2.8.B (Advanced)
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text.
CC.1.2.8.E (Advanced)
Analyze the structure of the text through evaluation of the author’s use of specific sentences
and paragraphs to develop and refine a concept.
CC.1.2.8.F (Advanced)
Analyze the influence of the words and phrases in a text including figurative, connotative,
and technical meanings, and how they shape meaning and tone.
CC.1.3.8.A (Advanced)
Determine a theme or central idea of a text and analyze its development over the course of
the text, including its relationship to the characters, setting, and plot; provide an objective
summary of the text.
CC.1.3.8.C (Advanced)
Analyze how particular lines of dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.
CC.1.3.8.D (Advanced)
Analyze how differences in the points of view of the characters and the audience or reader
(e.g., created through the use of dramatic irony) create such effects as suspense or humor.
CC.1.3.8.E (Advanced)
Compare and contrast the structure of two or more texts and analyze how the differing
structure of each text contributes to its meaning and style.
CC.1.3.8.H (Advanced)
Analyze how a modern work of fiction draws on themes, patterns of events, or character
types from traditional works, including describing how the material is rendered new.
CC.1.4.8.A (Advanced)
Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and
information clearly.
CC.1.4.8.B (Advanced)
Identify and introduce the topic clearly, including a preview of what is to follow.
CC.1.4.8.C (Advanced)
Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples; include graphics and multimedia when
useful to aiding comprehension.
CC.1.4.8.L (Advanced)
Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.8.M (Advanced)
Write narratives to develop real or imagined experiences or events.
CC.1.4.8.N (Advanced)
Engage and orient the reader by establishing a context and point of view and introducing a
narrator and/or characters.
CC.1.4.8.O (Advanced)
Use narrative techniques such as dialogue, description, reflection, and pacing to develop
experiences, events, and/or characters; use precise words and phrases, relevant descriptive
details, and sensory language to capture the action and convey experiences and events.
CC.1.4.8.P (Advanced)
Organize an event sequence that unfolds naturally and logically using a variety of transition
words, phrases, and clauses to convey sequence, signal shifts from one time frame or
setting to another and show the relationships among experiences and events; provide a
conclusion that follows from and reflects on the narrated experiences or events.
CC.1.4.8.U (Advanced)
Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate
with others.
CC.1.4.8.V (Advanced)
Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow
for multiple avenues of exploration.
CC.1.4.8.W (Advanced)
Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format
for citation.
CC.1.5.8.A (Advanced)
Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
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CC.1.5.8.E (Advanced)
CC.1.5.8.G (Advanced)
Adapt speech to a variety of contexts and tasks.
Demonstrate command of the conventions of standard English when speaking based on
grade 8 level and content.
Big Ideas: Students will understand that:
Essential Questions:
Students will understand that...
Is truth the same for everyone?
People search for truth in different ways
People's views about what is true may differ, stay the same, or change
over time
Concepts:Students will know...
Students will know...
Competencies (including Transfer goals):Students will be able
to independently use their learning to...
Students will be able to use their learning to...
the format for writing a friendly letter
how to give and express directions accurately
how to write in a narrative structure
how to conduct research and correctly credit sources used
Create an alternate ending to a story
Write and perform a radio broadcast
Write a letter based on information gained from unit literature
selections
Express detailed directions in writing
Conduct research to discover information about an author
Complete a research report to explain how a scientific puzzle
was solved or how a famous real-life crime was solved
Write various types of journal entries
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through:
teacher observation quizzes
tests class discussion participation
projects
evaluation of written work produced
Other Evidence (Tests, quizzes, etc)
Stage Three - Learning Plan
Learning Activities:
Literary Analysis Workshop: Fiction and Nonfiction(text selections) Read Raymond’s Run by Toni Cade Bambara and/or A Retrieved Reformation by O. Henry: Mini-Lesson on common and proper nouns
Write an alternate ending for a story.
Write and perform a radio broadcast for classmates.
Complete a Selection Test
Read Gentleman of Rio en Medio by Juan A.A. Sedillo and/or Cub Pilot on the Mississippi by Mark Twain: Mini lesson on plural nouns
Letter writing activity based on reading
Pre-writing activity for Person Profile
Open Book Test · Analyze Functional Texts including a Schedule and a Map:
Compare Functional Texts—schedule vs. map
Informative Writing—Detailed Directions · Read Old Ben by Jesse Stuart and Fox Hunt by Lensey Namioka:
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Complete a comparison chart of narrative structure of Old Ben and Fox Hunt
Create a timeline of plot events for Fox Hunt
Write an essay to compare and contrast the narrative structures used in both stories
Complete an explanatory journal response to write the description of a person
Selection Test
Read an excerpt from An American Childhood by Annie Dillard and/or The Adventure of the Speckled Band by Sir
Arthur Conan Doyle:
Mini lesson on personal pronouns
Complete a research report based on the resolution of one story
Selection Test
Read an excerpt from Travels with Charley by John Steinbeck and/or The American Dream by Martin Luther King,
Jr.:
Literary Analysis: Author’s Style
Journal Entry about a favorite and memorable place visited Selection Test Read The Finish of Patsy Barnes by Paul Laurence Dunbar and/or The Drummer Boy of Shiloh by Ray Bradbury:
Literary Analysis: Comparing Characters from Different Eras
Selection Test
Read A Christmas Memory by Truman Capote:
Conduct author research
Complete an autobiographical journal entry in which students narrate an event from their own life Materials and Resources:
Prentice Hall Literature: Grade Eight Literature Text
Internet Access
Copies of A Christmas Memory by Truman Capote
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Unit: Unit 2:Conflict Resolution
Subject: Language Arts
Timeline: 6 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Standards (2014)
CC.1.2.8.A (Advanced)
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
CC.1.2.8.C (Advanced)
Analyze how a text makes connections among and distinctions between individuals, ideas, or events.
CC.1.2.8.H (Advanced)
Evaluate an author’s argument, reasoning, and specific claims for the soundness of the
arguments and the relevance of the evidence.
CC.1.2.8.L (Advanced)
Read and comprehend literary non-fiction and informational text on grade level, reading
independently and proficiently.
CC.1.3.8.A (Advanced)
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective
summary of the text.
CC.1.3.8.B (Advanced)
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text.
CC.1.3.8.C (Advanced)
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
CC.1.3.8.D (Advanced)
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
CC.1.3.8.I (Advanced)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade-level reading and content, choosing flexibly from a range of strategies and
tools.
CC.1.3.8.J (Advanced)
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important
to comprehension or expression.
CC.1.3.8.K (Advanced)
Read and comprehend literary fiction on grade level, reading independently and proficiently. CC.1.4.8.A (Advanced)
Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and
information clearly.
CC.1.4.8.C (Advanced)
Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when
useful to aiding comprehension.
CC.1.4.8.D (Advanced)
Organize ideas, concepts, and information into broader categories; use appropriate and
varied transitions to create cohesion and clarify the relationships among ideas and
concepts; provide a concluding statement or section; include formatting when useful to
aiding comprehension.
CC.1.4.8.G (Advanced)
Write arguments to support claims.
CC.1.4.8.J (Advanced)
Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s), counterclaims, reasons, and evidence by using words, phrases, and clauses to
create cohesion; provide a concluding statement or section that follows from and supports
the argument presented.
CC.1.4.8.K (Advanced)
Write with an awareness of the stylistic aspects of composition.
CC.1.4.8.L (Advanced)
Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.8.M (Advanced)
Write narratives to develop real or imagined experiences or events.
CC.1.4.8.N (Advanced)
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.
CC.1.4.8.O (Advanced)
Use narrative techniques such as dialogue, description, reflection, and pacing to develop
experiences, events, and/or characters; use precise words and phrases, relevant descriptive
details, and sensory language to capture the action and convey experiences and events.
CC.1.4.8.S (Advanced)
Draw evidence from literary or informational texts to support analysis, reflection, and
research, applying grade-level reading standards for literature and literary nonfiction.
CC.1.4.8.T (Advanced)
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed.
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CC.1.5.8.A (Advanced)
CC.1.5.8.D (Advanced)
CC.1.5.8.F (Advanced)
Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound, valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume and clear pronunciation.
Integrate multimedia and visual displays into presentations to add interest, clarify
information, and strengthen claims and evidence.
Big Ideas: Students will understand that:
Students will understand that...
Encountering conflict is a universal experience
Conflicts in life occur in a variety of forms
There are many strategies for resolving conflict
Not all conflicts are able to be resolved
Concepts:Students will know...
Students will know...
Essential Questions:
Can all conflicts be resolved? Competencies (including Transfer goals):Students will be able
to independently use their learning to...
Students will be able to use their learning to...
how to compare and contrast texts
how to write an accurate summary
how to locate factual information on an assigned topic
write a critical review of literature
write a complete and concise summary
make inferences about the motivations of characters
write dialogue
locate accurate factual information about an assigned topic
participate in a debate
write an explanatory essay
analyze and interpret symbols in literature
write a short story
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through:
teacher observations
quizzes
practice work
project completion
variety of writing assignments
final unit test
Other Evidence (Tests, quizzes, etc)
Stage Three - Learning Plan
Learning Activities:
Students will participate in an introductory discussion about conflict.
Students will participate in a discussion about the elements of a short story and analyze the model texts- Peter and Rosa by Isak
Dinesen and An Hour with Abuelo by Judith Ortiz Cofer.
Students will read To Build a Fire by Jack London and A Glow in the Dark from Woodsong by Gary Paulsen.
Examine external conflicts with nature
Compare fictional and nonfictional narratives in an explanatory essay
Write a critical review of two works of literature
Read The Tell Tale Heart by Edgar Allan Poe and/or An Occurrence at Owl Creek Bridge by Ambrose Bierce
Read Lamb to the Slaughter by Roald Dahl
Analyze internal conflict and the horror genre
Write a character profile
Complete a practice test on comparing and contrasting
Complete a summary/original text comparison
Write a sample summary
Read Thank You, Ma'am by Langston Hughes and/or The Story-Teller by Saki
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Participate in a panel discussion
Write a personal essay applying a theme to daily life
Complete a practice test on making inferences
Read Bargain by A.B. Guthrie
Analyze the motivation of a character
Gather evidence in support of an opinion
Participate in a class debate about the guilt or innocence of a character
Read Charles by Shirley Jackson and/or Flowers for Algernon by Daniel Keyes
Write dialogue for a movie scene based on a short story
Locate and summarize a nonfiction article about a topic introduced in a short story
Read The White Umbrella by Gish Jen and/or The Medicine Bag by Virginia Driving Hawk Sneve
Discuss and compare symbols
Write an explanatory essay describing a theme and how a symbol helps illustrate that theme
Write a short story that includes believable characters who face a realistic conflict
Materials and Resources:
Prentice Hall Literature: Grade Eight Literature Text
Copies of An Occurrence at Owl Creek Bridge by Ambrose Bierce, Lamb to the Slaughter by Roald Dahl, and Bargain by A.B. Guthrie
Internet Access
Page 6 of 18
Unit: Unit 3: Information
Subject: Language Arts
Timeline: 6 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Standards (2014)
CC.1.2.8.A (Advanced)
Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
CC.1.2.8.C (Advanced)
Analyze how a text makes connections among and distinctions between individuals, ideas,
or events.
CC.1.2.8.D (Advanced)
Determine an author’s point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
CC.1.2.8.E (Advanced)
Analyze the structure of the text through evaluation of the author’s use of specific sentences
and paragraphs to develop and refine a concept.
CC.1.2.8.F (Advanced)
Analyze the influence of the words and phrases in a text including figurative, connotative,
and technical meanings, and how they shape meaning and tone.
CC.1.2.8.H (Advanced)
Evaluate an author’s argument, reasoning, and specific claims for the soundness of the
arguments and the relevance of the evidence.
CC.1.2.8.I (Advanced)
Analyze two or more texts that provide conflicting information on the same topic and
identify where the texts disagree on matters of fact or interpretation.
CC.1.2.8.K (Advanced)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade-level reading and content, choosing flexibly from a range of strategies and
tools.
CC.1.4.8.A (Advanced)
Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and
information clearly.
CC.1.4.8.B (Advanced)
Identify and introduce the topic clearly, including a preview of what is to follow.
CC.1.4.8.C (Advanced)
Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples; include graphics and multimedia when
useful to aiding comprehension.
CC.1.4.8.D (Advanced)
Organize ideas, concepts, and information into broader categories; use appropriate and
varied transitions to create cohesion and clarify the relationships among ideas and
concepts; provide a concluding statement or section; include formatting when useful to
aiding comprehension.
CC.1.4.8.G (Advanced)
Write arguments to support claims.
CC.1.4.8.I (Advanced)
Acknowledge and distinguish the claim(s) from alternate or opposing claims and support
claim with logical reasoning and relevant evidence, using accurate, credible sources and
demonstrating an understanding of the topic.
CC.1.4.8.J (Advanced)
Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among
claim(s), counterclaims, reasons, and evidence by using words, phrases, and clauses to
create cohesion; provide a concluding statement or section that follows from and supports
the argument presented.
CC.1.4.8.K (Advanced)
Write with an awareness of the stylistic aspects of composition.
CC.1.4.8.S (Advanced)
Draw evidence from literary or informational texts to support analysis, reflection, and
research, applying grade-level reading standards for literature and literary nonfiction.
CC.1.4.8.U (Advanced)
Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate
with others.
CC.1.4.8.V (Advanced)
Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow
for multiple avenues of exploration.
CC.1.5.8.A (Advanced)
Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
CC.1.5.8.B (Advanced)
Delineate a speaker’s argument and specific claims, evaluating the soundness of the
reasoning and the relevance and sufficiency of the evidence.
CC.1.5.8.C (Advanced)
Analyze the purpose of information presented in diverse media formats (e.g., visually,
quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its
presentation.
CC.1.5.8.E (Advanced)
Adapt speech to a variety of contexts and tasks.
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CC.1.5.8.F (Advanced)
CC.1.5.8.G (Advanced)
Integrate multimedia and visual displays into presentations to add interest, clarify
information, and strengthen claims and evidence.
Demonstrate command of the conventions of standard English when speaking based on
grade 8 level and content.
Big Ideas: Students will understand that:
Students will understand that...
Essential Questions:
How much information is enough?
there are many ways to communicate information
not all information is relevant
information is shared for a variety of purposes
Concepts:Students will know...
Students will know...
Competencies (including Transfer goals):Students will be able
to independently use their learning to...
The students will be able to use their learning to...
how to write an explanation or directions
how to analyze the structure of a text
how to evaluate an argument
how to locate factual information for a specific purpose
how to write an editorial in order to persuade
identify the main idea of text
write an explanatory essay
write directions
research and locate material containing an opposing view
write a speech
differentiate between fact and opinion
write a persuasive editorial
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through:
a variety of practice exercises
class discussion participation
teacher observation
quizzes
tests
projects
written work
Other Evidence (Tests, quizzes, etc)
Stage Three - Learning Plan
Learning Activities:
Students will examine and discuss the model texts of literary nonfiction We the People by Linda R. Monk and Making Tracks on Mars by
Andrew Mishkin
Read the essay Baseball by Lionel G. Garcia and/or an excerpt from Harriet Tubman: Conductor on the Underground Railroad by Ann
Petry.
Write a biographical sketch
Write a skit based on class reading
Read excerpts from The Vision of Maya Ying Lin by Brent Ashabranner and/or I Know Why the Caged Bird Sings by Maya Angelou
Research to create a mulitmedia presentation related to the reading
Complete a practice test on identifying main ideas
Read, analyze and compare a textbook article, public document, and letter associated with the topic of the Vietnam War
Read, compare, and contrast the essays Forest Fire by Anais Nin, Why Leaves Turn Color in the Fall by Diane Ackerman, and The
Season's Curmudgeon by Mary C. Curtis
Write an analysis of text structure--explanatory essay
Write a How-To Essay to explain a process
Read the speech The Trouble with Television by Robert MacNeil and/or On Woman's Right to Suffrage by Susan B. Anthony
Write an evaluation of the speech
Page 8 of 18
Research and locate an opposing argument to compare and contrast the original view presented
Read an excerpt from Sharing in the American Dream by Colin Powell and/or Science and the Sense of Wonder by Isaac Asimov
Write an response to react to the ideas presented in the speech
Conduct research and write a speech commemorating the founding of a volunteer organization or honoring the achievements of a
famous person
Complete a practice test on fact and opinion
Read and compare an editorial and a speech about the benefits or problems associated with cellular devices
Read Emancipation from Lincoln: A Photo-biography and/or Brown vs. Board of Education by Walter Dean Myers
Write a persuasive editorial
Materials and Resources:
Prentice Hall Literature: Grade Eight Literature Text
Internet Access
Page 9 of 18
Unit: Unit 4: Reaching People with Words
Subject: Language Arts
Timeline: 6 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Standards (2014)
CC.1.2.8.E (Advanced)
Analyze the structure of the text through evaluation of the author’s use of specific sentences
and paragraphs to develop and refine a concept.
CC.1.2.8.F (Advanced)
Analyze the influence of the words and phrases in a text including figurative, connotative,
and technical meanings, and how they shape meaning and tone.
CC.1.2.8.G (Advanced)
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital
text, video, multimedia) to present a particular topic or idea.
CC.1.3.8.A (Advanced)
Determine a theme or central idea of a text and analyze its development over the course of
the text, including its relationship to the characters, setting, and plot; provide an objective
summary of the text.
CC.1.3.8.C (Advanced)
Analyze how particular lines of dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.
CC.1.3.8.E (Advanced)
Compare and contrast the structure of two or more texts and analyze how the differing
structure of each text contributes to its meaning and style.
CC.1.3.8.F (Advanced)
Analyze the influence of the words and phrases in a text including figurative and
connotative meanings, and how they shape meaning and tone.
CC.1.4.8.A (Advanced)
Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and
information clearly.
CC.1.4.8.B (Advanced)
Identify and introduce the topic clearly, including a preview of what is to follow.
CC.1.4.8.C (Advanced)
Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples; include graphics and multimedia when
useful to aiding comprehension.
CC.1.4.8.G (Advanced)
Write arguments to support claims.
CC.1.4.8.I (Advanced)
Acknowledge and distinguish the claim(s) from alternate or opposing claims and support
claim with logical reasoning and relevant evidence, using accurate, credible sources and
demonstrating an understanding of the topic.
CC.1.4.8.J (Advanced)
Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among
claim(s), counterclaims, reasons, and evidence by using words, phrases, and clauses to
create cohesion; provide a concluding statement or section that follows from and supports
the argument presented.
CC.1.4.8.K (Advanced)
Write with an awareness of the stylistic aspects of composition.
CC.1.4.8.L (Advanced)
Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.8.M (Advanced)
Write narratives to develop real or imagined experiences or events.
CC.1.4.8.O (Advanced)
Use narrative techniques such as dialogue, description, reflection, and pacing to develop
experiences, events, and/or characters; use precise words and phrases, relevant descriptive
details, and sensory language to capture the action and convey experiences and events.
CC.1.4.8.S (Advanced)
Draw evidence from literary or informational texts to support analysis, reflection, and
research, applying grade-level reading standards for literature and literary nonfiction.
CC.1.4.8.W (Advanced)
Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format
for citation.
CC.1.4.8.X (Advanced)
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
CC.1.5.8.A (Advanced)
Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
CC.1.5.8.B (Advanced)
Delineate a speaker’s argument and specific claims, evaluating the soundness of the
reasoning and the relevance and sufficiency of the evidence.
CC.1.5.8.C (Advanced)
Analyze the purpose of information presented in diverse media formats (e.g., visually,
quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its
presentation.
Page 10 of 18
CC.1.5.8.F (Advanced)
Integrate multimedia and visual displays into presentations to add interest, clarify
information, and strengthen claims and evidence.
Big Ideas: Students will understand that:
Students will understand that...
Essential Questions:
What is the secret to reaching someone with words?
words have power and should be chosen carefully
words can have a variety of meanings
words mean different things to different people
Concepts:Students will know...
Students will know...
Competencies (including Transfer goals):Students will be able
to independently use their learning to...
how to write a problem and solution argument essay
how to use words to project images
how to locate factual information for an assigned project
how to analyze and interpret functional texts
how to analyze and interpret poetry
read, analyze and interpret poetry
identify and interpret literary devices in writing
recognize and understand idioms
locate accurate factual information for an assigned topic
analyze and interpret technical directions and consumer
documents
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through: teacher observations
class discussion participation
class presentations
project completion
writing responses
practice exercises
quizzes
tests
Other Evidence (Tests, quizzes, etc)
Stage Three - Learning Plan
Learning Activities:
Discuss forms, importance of and reasons for communication.Define poetry discuss elements of poetry
Read poems that exemplify various types of figurative language possibly including:
Mama is a Sunrise by Evelyn Tooley Hunt, Dream Deferred by Langston Hughes, In a Station of the Metro by William Carlos Williams, Dulce
et Decorum Est by Wilfred Owen, Concrete Mixers by Patricia Hubbell, Ode to Enchanted Light by Pablo Neruda, The Highwayman by Alfred
Noyes
Because I Could Not Stop for Death by Emily Dickinson, Two Sunflowers by William Blake, Mirror by Sylvia Plath, The Morns are Meeker by
Emily Dickinson, Dawn by Paul Laurence Dunbar, The Sky is Low by Emily Dickinson,
Silver by Walter de la Mare, Flint by Christina RossettiRoad Not Taken by Robert Frost, Stopping by Woods on a Snowy Evening by Robert
Frost
Ballad of Birmingham by Dudley Randall, The Charge of the Light Brigade by Tennyson, Women by Alice Walker, Runagate Runagate by
Robert Hayden, O Captain! My Captain! By Walt Whitman
Cat by Eleanor Farjeon, The Drum by Nikki Giovanni
Thumbprint by Eve Merriam, Ring Out, Wild Bells by Tennyson
Blow, Blow, Thou Winter Wind by William Shakespeare
· Read and compare examples of poetry and prose with Snake on the Etowah by David Bottoms, Vanishing Species by Bailey White
· Write a Problem-and-Solution Argument Essay
· Analyze Functional Texts including a recipe, product information, and a menu
· Complete a small group comparison of the carefully chosen words used to project images in the poems January by John Updike,
New World by N. Scott Momaday, For My Sister Molly Who in the Fifties by Alice Walker
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· Complete a Practice Test on using context clues
· Complete a Practice Test on paraphrasing
· Read narrative and lyric poems that retell or discuss historically significant events or figures The Wreck of the Hesperus by Henry
Wadsworth Longfellow, Paul Revere’s Ride by Henry Wadsworth Longfellow, The New Colossus by Emma Lazarus, Harriet Beecher
Stowe by Paul Laurence Dunbar
· Research information and write a narrative or lyric poem containing factual information about a significant figure or event in
history
· Explore how words make connections between people and the world by analyzing and interpreting the poems your little
voice/Over the wires came leaping by e.e. Cummings, Drum Song by Wendy Rose, Grandma Ling by Amy Ling
· Analyze functional texts using examples of technical directions and a consumer document
· Write a Comparison Contrast Essay
· Complete a Vocabulary Workshop on Idioms
· Complete a Communications Workshop: Evaluating Media Messages
· Complete a Cumulative Review
Materials and Resources:
Prentice Hall Literature: Grade Eight Literature Text
Internet Access
Copies of the following poems: Mama is a Sunrise by Evelyn Tooley Hunt, Dream Deferred by Langston Hughes, In a Station of the Metro by
William Carlos Williams, Dulce et Decorum Est by Wilfred Owen, The Highwayman by Alfred Noyes, Because I Could not Stop for Death by
Emily Dickinson, Two Sunflowers by William Blake, Stopping by Woods on a Snowy Evening by Robert Frost, and The Wreck of the
Hesperus by Henry Wadsworth Longfellow Copies of A Midsummer Night's Dream by William Shakespeare
Page 12 of 18
Unit: Unit 5:Similarities and Differences
Subject: Language Arts
Timeline: 6 Weeks
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Standards (2014)
CC.1.2.8.B (Advanced)
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text.
CC.1.2.8.D (Advanced)
Determine an author’s point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
CC.1.2.8.E (Advanced)
Analyze the structure of the text through evaluation of the author’s use of specific sentences
and paragraphs to develop and refine a concept.
CC.1.3.8.A (Advanced)
Determine a theme or central idea of a text and analyze its development over the course of
the text, including its relationship to the characters, setting, and plot; provide an objective
summary of the text.
CC.1.3.8.B (Advanced)
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text.
CC.1.3.8.D (Advanced)
Analyze how differences in the points of view of the characters and the audience or reader
(e.g., created through the use of dramatic irony) create such effects as suspense or humor.
CC.1.3.8.E (Advanced)
Compare and contrast the structure of two or more texts and analyze how the differing
structure of each text contributes to its meaning and style.
CC.1.3.8.G (Advanced)
Analyze the extent to which a filmed or live production of a story or drama stays faithful to
or departs from the text or script, evaluating the choices made by directors or actors.
CC.1.3.8.H (Advanced)
Analyze how a modern work of fiction draws on themes, patterns of events, or character
types from traditional works, including describing how the material is rendered new.
CC.1.4.8.A (Advanced)
Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and
information clearly.
CC.1.4.8.B (Advanced)
Identify and introduce the topic clearly, including a preview of what is to follow.
CC.1.4.8.C (Advanced)
Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples; include graphics and multimedia when
useful to aiding comprehension.
CC.1.4.8.D (Advanced)
Organize ideas, concepts, and information into broader categories; use appropriate and
varied transitions to create cohesion and clarify the relationships among ideas and
concepts; provide a concluding statement or section; include formatting when useful to
aiding comprehension.
CC.1.4.8.E (Advanced)
Write with an awareness of the stylistic aspects of composition.
CC.1.4.8.F (Advanced)
Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.8.G (Advanced)
Write arguments to support claims.
CC.1.4.8.M (Advanced)
Write narratives to develop real or imagined experiences or events.
CC.1.4.8.S (Advanced)
Draw evidence from literary or informational texts to support analysis, reflection, and
research, applying grade-level reading standards for literature and literary nonfiction.
CC.1.4.8.V (Advanced)
Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow
for multiple avenues of exploration.
CC.1.4.8.W (Advanced)
Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format
for citation.
CC.1.5.8.A (Advanced)
Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
CC.1.5.8.D (Advanced)
Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound, valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume and clear pronunciation.
CC.1.5.8.F (Advanced)
Integrate multimedia and visual displays into presentations to add interest, clarify
information, and strengthen claims and evidence.
Page 13 of 18
Big Ideas: Students will understand that:
Students will understand...
Essential Questions:
Is it our differences or our similarities that matter most?
there are many ways in which people distinguish themselves
from one another
all human beings have similar needs and desires
society is impacted by the way we handle our similarities and
differences
many standards we use to judge others are only superficial
realities
Concepts:Students will know...
Competencies (including Transfer goals):Students will be able
to independently use their learning to...
how to participate properly in a debate
how to analyze functional texts
how to write a business letter to obtain a job
how to analyze expository texts
how to locate relevant information and accurately credit sources
participate in debates
analyze functional texts
write a business letter
analyze expository texts
locate accurate factual information for an assigned topic
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through:
teacher observations
group discussion participation and evaluation
quizzes
written work
practice tests
a group project
a cumulative review
Other Evidence (Tests, quizzes, etc)
Stage Three - Learning Plan
Learning Activities:
Discuss the ways in which people distinguish themselves from one another and how similarities and differences influence behavior.
Review and discuss elements of drama.
Read the short play The Governess by Neil Simon
Write a public service announcement that persuades listeners to support the fair treatment of workers.
Participate in a debate about the proposal: "The minimum working age should be lowered to thirteen."
Complete a practice test on drawing conclusions Analyze functional texts including a public document, a contract, and a job application
Read the short story The Ninny by Anton Chekhov
Write an explanatory essay to compare and contrast the characterization, events, style, endings, and tone of The Ninny and The
Governess
Write a business letter to apply for a job
Read the drama The Diary of Anne Frank by Francis Goodrich and Albert Hackett
Complete a practice test on cause and effect
Analyze expository texts including a web site and a news release
Read an excerpt from Anne Frank: The Diary of a Young Girl
Read an excerpt from Anne Frank Remembered by Miep Gies
Research and create a multi-media report on a topic associated with a figure or event surrounding WWII
Complete a literature circle group project
view and analyze the film adaptation of The Boy in the Striped Pajamas
Complete a cumulative review
Complete a written and/or spoken performance task on the literature circle novel choice
Materials and Resources:
Prentice Hall Literature: Grade Eight Literature Text
Internet Access
Copies of the following novels:
Under the Blood Red Sun by Graham Salisbury
Good Night, Mr. Tom by Michelle Magorian
Alicia, My Story by Alicia Appleman-Jurman
Thanks to My Mother by Schoschana Rabinovici
The Island on Bird Street by Uri Orlev
Page 14 of 18
All But My Life by Gerda Weissman I Have Lived a Thousand Years by Livia Bitton-Jackson
The Devil's Arithmetic by Jane Yolen
The Boy in the Striped Pajamas by John Boyne
The Cage by Ruth Minsky Sender
Film version of The Boy in the Striped Pajamas
Page 15 of 18
Unit: Unit 6:Grammar and Mechanics
Subject: Language Arts
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Standards (2014)
CC.1.4.8.E (Advanced)
Write with an awareness of the stylistic aspects of composition.
CC.1.4.8.L (Advanced)
Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.8.Q (Advanced)
Write with an awareness of the stylistic aspects of writing.
CC.1.5.8.G (Advanced)
Demonstrate command of the conventions of standard English when speaking based on
grade 8 level and content.
Big Ideas: Students will understand that:
Students will understand that the rules of our language are useful and
necessary.
Concepts:Students will know...
Students will know:
Essential Questions:
How do the rules of language enhance our ability to communicate?
Why is it important to be able to communicate effectively with others?
Competencies (including Transfer goals):Students will be able
to independently use their learning to...
Students will be able to:
how the parts of speech function
how sentence variety can enhance written expression
the rules associated with the use of standard English grammar
explain the function of all parts of speech
effectively use all parts of speech
add variety to their sentence structure
demonstrate correct usage of standard English
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will be assessed through:
teacher observation
practice exercise work
quizzes
tests
project
Other Evidence (Tests, quizzes, etc)
Stage Three - Learning Plan
Learning Activities:
· Review types and functions of nouns
· Practice identification of nouns
· Review types and functions of pronouns
· Practice identification of pronouns
· Take a quiz on nouns and pronouns
· Review types and functions of verbs
· Practice identification of verbs
· Take a quiz on verbs
· Review types and functions of adjectives and adverbs
· Practice identification of adjectives and adverbs
· Take a quiz on adjectives and adverbs
· Review types and functions of prepositions
· Practice identification of prepositions
· Take a quiz on prepositions
· Review types and functions of conjunctions and interjections
· Practice identification of conjunctions and interjections
· Take a quiz on conjunctions and interjections
· Review types of sentences and various sentence structure
· Practice identifying and writing various types of sentences
Take a unit test on the parts of speech and types of sentences
Materials and Resources:
Prentice Hall Literature: Grade Eight Literature Text
Page 16 of 18
Internet Access
Prentice Hall: Writer's Workshop
1.
() Page 17 of 18
Unit: Unit 7: Vocabulary
Subject: Language Arts
Stage One - Desired Results
Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):
STATE: PA Core Standards (2014)
CC.1.2.8.K (Advanced)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade-level reading and content, choosing flexibly from a range of strategies and
tools.
CC.1.3.8.I (Advanced)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade-level reading and content, choosing flexibly from a range of strategies and
tools.
CC.1.3.8.J (Advanced)
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important
to comprehension or expression.
Big Ideas: Students will understand that:
Students will explore and discover the meaning of unknown words.
Students will explore the multiple meaning of a variety of terms.
Concepts:Students will know...
Students will know...
how to locate the official definition of a word
how to determine the general meaning of a word by using
context clues
how the meaning of a word can change based on usage
Essential Questions:
Why is it important to choose words carefully?
How does word choice impact effective communication?
How will an expanded vocabulary enable me to communicate more
effectively?
Competencies (including Transfer goals):Students will be able
to independently use their learning to...
Students will be able to ...
Locate the meaning of unknown words
Apply vocabulary knowledge to a range of topics across the
curriculum
Use a variety of strategies for determining the meaning of
unknown terms
Determine how the meaning of a word changes based on
context
Stage Two - Assessment Evidence
Performance Tasks/Products/Projects
Students will complete on going vocabulary lessons associated with content areas across the curriculum.
Other Evidence (Tests, quizzes, etc)
Stage Three - Learning Plan
Learning Activities:
Students will work to complete the lessons presented in the vocabulary workbook throughout the course of the school year.
Materials and Resources:
Vocabulary Text
Dictionaries
Internet Access
Page 18 of 18