CURRICULUM
FOR
LANGUAGE ARTS
GRAD E 8
1
This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.
ACKNOWLEDGMENTS
Tiffany Lynch, Program Supervisor of Literacy
The Board acknowledges the following who contributed to the preparation of this curriculum.
Robyn Larche
Marsha Garay
Stephanie Holobinko
Stephanie Volino
Christine H. Salcito, Assistant Superintendent for Curriculum and Instruction
Subject/Course Title:
Date of Board Adoptions:
Language Arts
Grade 8
September 18, 2012
Revised – August 26, 2014
2
RAHWAY PUBLIC SCHOOLS CURRICULUM
GENERAL TECHNOLOGY RESOURCES
Teachers College Reading & Writing Project: Multimedia

Pathways to the Common Core: Videos from Inside Classrooms
40 clips of Common-Core aligned teaching and learning videos
http://readingandwritingproject.com/resources/video-and-e-media.html
Readworks.org (free sign up)
http://www.readworks.org/
Colorin Colorado: A bilingual site for families and educators English language learners
http://www.colorincolorado.org/
8th Grade Curriculum Resources (Louisiana Department of Education)
http://www.vrml.k12.la.us/8th/08CC/08%20ELA%20Grade%208/02%20ELA_Grade_8_BLM.pdf
Reading Informational Text: Learn Zillion (free sign up)
Lesson Set Videos- Reading "The Little League World Series' Only Perfect Game"
Common Core Standards: RI.8.2, RI.8.4, RI.8.6, RI.8.8
https://learnzillion.com/lessonsets/542-close-reading-informational-text-the-little-league-world-series-only-perfect-game

Evaluate an author's word choice to anticipate tone

Research allusions to understand author's meaning

Determine an author's point of view

Determine the central idea of a text by paying attention to main events

Delineate an author's argument in a text

Evaluate an argument in a text
Argumentative Writing: Learn Zillion (free sign up)
Lesson Set Videos- Argumentative writing: how strong is Jim Morrison's claim in "The Little League World Series' Only Perfect Game?"
Common Core Standards: W.8.1A, W.8.1B, W.8.1C, W.8.1E, W.8.5
https://learnzillion.com/lessonsets/636-writing-argumentative-essays-about-the-little-league-world-series-only-perfect-game

Craft a claim using close reading notes

Organize an argumentative essay using a persuasion map

Choose relevant evidence to support a claim by rereading close reading notes

Strengthen body paragraphs by connecting evidence to the claim

Acknowledge a counterclaim by critiquing your own argument

Introduce a claim by engaging the reader

Write a concluding statement by rewording main points

Revise an argument by color-coding topic sentences and corresponding evidence

Clarify relationships between ideas by adding transitions
Reading Informational Text: Learn Zillion (free sign up)
Lesson Set Videos- Reading "The Little Owls that Live Underground"
Common Core Standards: RI.8.1, RI.8.2, RI.8.4, RI.8.6, RI.8.8
https://learnzillion.com/lessonsets/421-close-reading-informational-text-the-little-owls-that-live-underground

Determine the central idea of a nonfiction article

Analyze how an idea is developed over the course of a text

Determine the tone of a text by analyzing word choice

Determine author's purpose using text evidence

Draw inferences about the author's thoughts and feelings on a topic using text evidence

Determine an author's bias

Evaluate an argument by assessing the author's claims and evidence
Argumentative Writing: Learn Zillion (free sign up)
Lesson Set Videos- Argumentative writing in response to "The Little Owls that Live Underground": burrowing owls need to be saved
Common Core Standards: W.8.1A, W.8.1B, W.8.1C, W.8.1E
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https://learnzillion.com/lessonsets/628-writing-a-persuasive-letter-in-response-to-the-little-owls-that-live-underground

Brainstorm and plan arguments in response to a prompt

Outline a persuasive letter

Draft an introduction to a persuasive letter

Draft the body of a persuasive letter

Draft the conclusion of a persuasive letter

Revise a persuasive letter by adding direct quotations
Reading Literature: Learn Zillion (free sign up)
Lesson Set Videos- Reading "A Pair of Silk Stockings
Common Core Standards: RL.8.1, RL.8.2, RL.8.3, RL.8.4, RL.8.6
https://learnzillion.com/lessonsets/434-close-reading-literature-a-pair-of-silk-stockings

Analyze a character's thoughts, actions, and words

Determine the impact of words on tone

Cite textual evidence to support inferences drawn from the text

Analyze differences in the points of view of characters

Determine the meaning of a symbol in a text

Determine the theme of a story and analyze its development
Narrative Writing: Learn Zillion (free sign up)
Lesson Set Videos- Narrative writing: Response to "A Pair of Silk Stockings"
Common Core Standards: L.8.3A, L.8.5A, W.8.3A, W.8.3B, W.8.3C, W.8.3D, W.8.3E
https://learnzillion.com/lessonsets/643-writing-narrative-in-response-to-a-pair-of-silk-stockings

Organize and sequence events in a narrative

Orient the reader by establishing a point of view

Develop characters by using dialogue

Use dialogue to develop a theme

Choose precise words and descriptive details in narrative writing

Use transition words, clauses, and phrases to convey sequence in a story

Craft dialogue with multiple meanings by using verbal irony

Use verbs in the conditional mood to convey tone

Draft a conclusion to a narrative story
Nonfiction Texts: Newsela.com (free sign up)
https://newsela.com/
Search by grade level and reading standard:

Reading Standard 1: What the Text Says Grade 8

Reading Standard 2: Central Idea Grade 8

Reading Standard 3: People, Events & Ideas Grade 8

Reading Standard 4: Word Meaning & Choice Grade 8

Reading Standard 5: Text Structure Grade 8

Reading Standard 6: Point of View/ Purpose Grade 8

Reading Standard 7: Multimedia Grade 8

Reading Standard 8: Arguments & Claims Grade 8
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RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Heroes and Villains - Summer Reading
Target Course/Grade Level: Grade 8
Unit Summary: During the summer break, students will read one of three teacher-recommended books and respond to short-answer
comprehension and critical thinking questions. The books will serve as a reference point for reviewing character and conflict. Students will begin to
examine the roles and characteristics of heroes and villains and how the struggle between the two contributes to conflict in literature and in life. This
topic will be developed further during the short story unit.
Approximate Length of Unit: 2 weeks
Primary interdisciplinary connections: N/A
LEARNING TARGETS
Standards:
Reading: Literature, 6-12
Reading: Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Strand:
Reading: Literature
RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text
complexity band independently and proficiently.
Reading: Informational Text
RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies,
or categories).
RI.8.10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and
proficiently.
Writing
W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
Speaking and Listening
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
5
Language
L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.8.6. 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.
21st Century Life & Career Skills
Determine an individual’s responsibility for personal actions and contributions to group activities.
Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks,
assignments, and projects.
Model leadership skills during classroom and extracurricular activities.
9.1.8.C.1
9.1.8.C.2
9.1.8.C.3
Unit Understandings
Students will understand that…

reading is a worthwhile activity which can be interesting, entertaining, stimulating, relaxing, or all of the above.

reading strengthens one’s vocabulary, deepens one’s understanding of human nature, and broadens one’s world view.

in fiction there can be several types of conflicts (character vs. self, character, nature, and society).

non-fiction texts employ elements of fiction, e.g., plot structure and conflict, to engage the reader.

authors employ heroes and villains in fiction to create conflict; heroes and villains are symbolic of the struggle between good and evil.

there are similarities and differences between character traits of heroes and villains.
Unit Essential Questions

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



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Are heroes perfectly good and are villains perfectly bad?
Can individuals be perfectly good or bad?
Are heroes born or made? Is heroism a matter of fate?
Can anyone be a hero given the right set of circumstances?
Why are heroes and villains appealing to the reader?
How do heroes and villains deal with conflict?
What motivates individuals in today’s society to act heroically?
Can you think of a situation in which you might be willing to act heroically?
Knowledge and Skills
Students will know…

conflict is essential to plot and can be categorized as a character’s struggle with himself, another character, nature, or society.

the struggle between heroes and villains is a source of conflict in literature and in life.

fate tests the morality of the hero or villain and exposes the character’s/individual’s strengths and weaknesses.

authors of non-fiction use conflict to engage the reader.

in works of fiction, heroes and villains often, though not always, are the protagonists and antagonists, respectively.
Students will be able to…

develop a vocabulary of character traits relating to heroes and villains.

identify the heroes and villains in the summer reading and ascribe character traits to them based on their words, thoughts, and actions.

analyze the types of conflicts found in summer reading and support that analysis by citing specific evidence from the text.

explain how heroes and villains contribute to the development of conflict by citing specific evidence from the text.

compare and contrast the qualities of fictional and real life heroes and villains.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
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Performance Task:

Open-Ended – Compose responses about character and conflict incorporating vocabulary specific to heroes and villains and types of
conflict.
Other Activities:

HW - Responses to short-answer comprehension and critical thinking questions about plot

Quiz – Character trait vocabulary

Quiz – Types of conflict
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Students will choose a summer reading book based on their reading and interest level.

Students will read and answer questions independently and at their own pace.

Teacher will review unit essential questions and assessments.

Students will be grouped according to their summer reading book choices to analyze and discuss conflict.

Students will read about modern day heroes, such as first responders to disasters, and relate their circumstances and choices to
summer reading characters. Students will do likewise for villains.

Students will draw character sketches of fictional and real-life heroes and villains and make comparisons.

Students will create and maintain a dictionary of character traits to which they can refer throughout the year.

Socratic Seminar Introduction:
Students will be introduced to the Socratic Seminar and will discuss the following essential questions: Are heroes born or made?
Is heroism a matter of fate? Can anyone be a hero given the right set of circumstances? Compose a reflection about these essential
questions based on discussion and the texts read.
RESOURCES
Teacher Resources:
Summer Reading Books
Hunger Games by Suzanne Collins
Tangerine by Edward Bloor
Real Kids, Real Stories, Real Change by Garth Sundem
Informational Texts
News stories about modern day heroes, e.g., lifeguards, first responders to disasters such as Haiti and Katrina, Hudson River hero Sullenberger
Excerpts from Let’s Roll by Lisa Beamer
News stories about modern day villains, e.g., the terrorists of 9/11
Drawing supplies: paper, colored pencils
Equipment Needed:
Projector
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RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Isn’t It Ironic?
Target Course/Grade Level: Grade 8
Unit Summary: Students will read a variety of short stories to examine how authors of fiction use literary elements, such as character, setting, plot,
and theme, to structure their narratives. In addition, students will learn how to perform a close reading of text to discover how devices such as irony,
figurative language, point of view, and word choice contribute to meaning and tone.
Approximate Length of Unit: 4 weeks
Primary interdisciplinary connections: N/A
LEARNING TARGETS
Standards:
Reading: Literature, 6-12
Reading: Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Strand:
Reading: Literature
RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.8.2. 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.
RL.8.3. 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.
RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact
of specific word choices on meaning and tone, including analogies or allusions to other texts.
RL.8.5. 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.
RL.8.6. 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.
RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text
complexity band independently and proficiently.
Writing
W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
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W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured
event sequences.
W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.5. 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.
Speaking and Listening
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language
L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing
flexibly from a range of strategies.
L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.8.6. 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.
21st Century Life & Career Skills
9.1.8.C.1
9.1.8.C.2
9.1.8.C.3
Determine an individual’s responsibility for personal actions and contributions to group activities.
Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks,
assignments, and projects.
Model leadership skills during classroom and extracurricular activities.
Unit Understandings
Students will understand that…

competent readers engage with the text, i.e., think, as they read.

all works of fiction share structural elements, such as character, setting, plot, conflict, point of view, and theme, the recognition of which
bolsters the reader’s comprehension.

short stories share common elements with longer works of fiction, but they often have a narrow focus and can be read in one sitting.

fictional plots follow a pattern: exposition, rising action, climax, falling action, and resolution.

literary devices are used intentionally by a writer to allow a reader to more clearly visualize or become emotionally attached to a story.

author’s purpose and meaning must be inferred by the reader through analysis of literary elements and devices, i.e., they are not explicitly
stated by the writer.
Unit Essential Questions
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
Why should one journal while reading?
Must all fictional pieces follow the same format, i.e., the plot pyramid?
How does point of view affect a story?
How do authors develop theme, mood, and tone in a story?
How do authors use irony to create emotion or tension in a story?
Are heroes perfectly good and are villains perfectly bad?
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Knowledge and Skills
Students will know…

structural elements of a fictional story are: character, setting, plot, conflict, point of view, and theme.

author’s employ literary devices purposefully to engage the reader and convey meaning. Examples explored in this unit include: word
choice, figurative language, dialogue, irony, mood, and tone.

an author’s technique is determined by how he or she develops structural elements and employs literary devices.

in stories told from the first-person point of view, the narrator is biased, and the reader’s view of characters and events is limited.

setting contributes to the development of the characters, plot, mood, and theme.

theme, mood, and tone must be inferred through a combination of what the text says explicitly and an interpretation of the author’s use of
language and literary elements.

the protagonist is not always a “classic” hero, e.g., the protagonist in Poe’s “The Tell-Tale Heart” feels like a villain because he is crazy.
Students will be able to…

apply close reading strategies to decode the literal, inferential, and thematic meanings of short stories.

journal about interacting voice as they read silently; discuss their responses with their reading group.

identify literary elements and analyze the technique the author uses to develop them in each of the stories.

explain author’s purpose in using word choice, figurative language, dialogue, and irony by carefully analyzing specific sections of text.

infer the theme, mood, and tone in a story.

follow a standard format in composing an open-ended response.

develop a short narrative with a hero and a villain, follow a classic plot structure, and employ word choice, figurative language, and point
of view purposefully. Apply the five steps in the writing process in producing that narrative.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Performance Tasks:

Literacy Centers - Rotate through literacy centers to complete culminating activities relating to literary elements, e.g., draw a plot pyramid
of “The Tell-Tale Heart,” illustrate the irony in “The Dinner Party,” compare and contrast the character traits of heroes in two short
stories. Work produced in each center will be graded according to a rubric.
Other Evidence:

Open-Ended responses about the author’s use of literary elements, e.g., how does setting contribute to development of character and
conflict in “The Treasure of Lemon Brown?”

Open-Ended responses about the author’s technique. For example, how does Mona Gardner use irony in “The Dinner Party” to challenge
gender stereotypes? How does Poe convey mood and tone in “The Tell-Tale Heart?”

Quizzes – Literary elements and techniques
Learning Activities:
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Teacher will review unit essential questions and assessments.
Students will journal independently about interacting voice: envisioning, questioning, predicting, connecting, and inferring while reading
silently.
Students will discuss journal responses in cooperative reading groups.
Students will view PowerPoint about literary elements and author’s technique and take notes on same.
Cooperative reading groups will employ jigsaw method to discuss the author’s technique in developing literary elements in each of the
short stories.
Students will complete relevant Study Island assignments throughout the unit.
Writer’s Workshop Introduction:
o Students will develop a fictional short story that follows a traditional plot structure and has a hero and a villain. They will follow the
steps in the writing process: pre-writing, drafting, revising, editing, and publishing.
o Throughout the year teacher will present mini-lessons on the six traits of effective writing including specific grammar and usage
lessons. Students will be accountable for developing these traits to strengthen their writing across a range of tasks.
Launch Outside Reading (See Outside Reading Unit):
Students will compare and contrast outside reading books to core texts based on character development, setting, plot structure, and/or
conflicts.
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o
o
o
o
o
o
o
Any grade level texts with heroes and villains, including action and adventure.
Walter Dean Myers books
Racing in the Rain by Garth Stein
Percy Jackson series by Rick Riordan
Twilight series by Stephenie Meyer
Hunger Games series by Suzanne Collins
Uglies series by Scott Westerfeld
RESOURCES
Teacher Resources:
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McDougal Littell The Language of Literature textbook
“The Treasure of Lemon Brown,” “The Million Pound Bank Note,” “The Tell-Tale Heart,” “The Dinner Party,” “The Lie”
Common Core Clinics – Reading Literature
Literacy Center activities
http://www.inetteacher.com/Upload1/102670/docs/Tone-Mood%20Worksheet.pdf
“Ironic” by Alanis Morrisette, music and lyrics
Writer’s Workshop handouts and manipulatives for pre-writing narrative
http://www.writersstore.com/hero-is-a-4-letter-word
Audio recordings of literature book short stories can be used to differentiate for struggling readers
Plot Posters
Story Map Writer’s Craft
Character Card Bookmark or Reading Strategies Bookmarks
Equipment Needed:

Projector
Technology Resources:
Teacher Resources:

Identifying Tone and Mood
http://www.inetteacher.com/Upload1/102670/docs/Tone-Mood%20Worksheet.pdf

Hero is a Four-Letter Word
http://www.writersstore.com/hero-is-a-4-letter-word

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

Read Write Think Interactive: Drama Map
http://www.readwritethink.org/files/resources/interactives/dramamap/

Read Write Think Interactive: Literary Elements Map
http://www.readwritethink.org/files/resources/interactives/lit-elements/
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
Read Write Think Interactive: Venn Diagram, 3 Circles
http://rwtinteractives.ncte.org/view_interactive.aspx?id=28
8th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-8th-langbuilders.htm
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RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Tapestry of Voices - Multiculturalism
Target Course/Grade Level: Grade 8
Unit Summary: In this unit, students will read literary works representing a variety of cultures in America. This unit will be anchored by Gary
Soto’s novel, Buried Onions, the coming of age story of a young Mexican-American who struggles against negative community influences (cultural
stereotyping, poverty, crime) and hopelessness as he tries to find a path out of poverty. Students will explore how certain emotions, values, and
experiences transcend ethnic boundaries and allegiances. They will examine how Soto uses imperfect characters, rich language, and everyday
conflicts to convey important themes such as the alienation of the powerless, discrimination against minorities, and the struggles of the poor. As a
result of this unit, students should appreciate the benefits and challenges of living in a multicultural America.
Approximate Length of Unit: 6 weeks
Primary interdisciplinary connections: Social Studies
LEARNING TARGETS
Standards:
Reading: Literature, 6-12
Reading: Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Strand:
Reading: Literature
RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.8.2. 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.
RL.8.3. 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.
RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact
of specific word choices on meaning and tone, including analogies or allusions to other texts.
RL.8.5. 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.
RL.8.6. 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.
RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text
complexity band independently and proficiently.
13
Writing
W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured
event sequences.
W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.5. 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.
W.8.6. 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.
W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two).
Speaking and Listening
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives
(e.g., social, commercial, political) behind its presentation.
SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language
L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing
flexibly from a range of strategies.
L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.8.6. 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.
21st Century Life & Career Skills
9.1.8.A.1
9.1.8.A.2
9.1.8.B.2
9.1.8.C.1
9.1.8.C.2
9.1.8.C.3
9.1.8.D.4
9.1.8.F.1
Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and
problem-solving skills.
Implement problem-solving strategies to solve a problem in school or the community.
Assess data gathered to solve a problem for which there are varying perspectives (e.g., cross-cultural,
gender-specific, generational), and determine how the data can best be used to design multiple solutions.
Determine an individual’s responsibility for personal actions and contributions to group activities.
Demonstrate the use of compromise, consensus, and community building strategies for carrying out different
tasks, assignments, and projects.
Model leadership skills during classroom and extracurricular activities.
Compare and contrast nuances in verbal and nonverbal communication in different cultures that may result in
misinterpretation and misunderstanding.
Demonstrate how productivity and accountability contribute to realizing individual or group work goals within
or outside the classroom.
14
Unit Understandings
Students will understand…

America is a multicultural country formed by waves of people from different continents, many of whom came here in search of a better
life.

authors give voice to a variety of cultural experiences through their prose and poetry.

certain emotions, values, and experiences transcend ethnic boundaries and allegiances.

ignorance of other people’s cultures leads to stereotyping and alienation.

authors have distinct voices that are conveyed through their use of structural and literary devices.

setting contributes to the development of characters, conflicts, mood, and theme over the course of a novel.

that in a coming of age novel, or bildungsroman, the main character progresses from adolescence to adulthood as a result of his or her
experiences in the story.

individuals can rise above challenging surroundings and circumstances by making the right choices.
Unit Essential Questions











Where do you come from? Where are you going?
What is culture?
Is diversity a positive force? Why/why not?
Does where you grow up shape who you are?
What are the challenges to escaping poverty?
How does poverty affect one’s identity?
How does violence affect a community?
Does revenge solve problems?
How does family influence one’s identity?
To what extent should one be loyal to one’s family?
Why are heroes and villains appealing to the reader?
Knowledge and Skills
Students will know…

background information about the author of Buried Onions, Gary Soto, including his upbringing in a Mexican-American community.

authors use symbolism to appeal to the reader’s emotions and convey themes.

authors use imagery and figurative language (simile, metaphor, personification) to help the reader envision and to establish mood and
tone.

authors use dialect and foreign words to develop characters and convey aspects of their culture.

authors use first person point of view to allow the reader to experience the struggles and emotions of the narrator.

that conquering adversity leads to growth and maturity.

issues affecting migrant workers and their struggle for fair labor conditions.

demographics of America today.
Students will be able to…

apply close reading strategies to decode the literal, inferential, and thematic meanings of the text.

identify figurative language, explain its meaning, and examine the author’s purpose in using same to develop setting, mood, and theme.

examine the development of characters, conflicts, and themes over the course of the novel.

explain the consequences of gang violence and its impact on neighborhood culture.

explain how poverty impacts individuals differently leading them to make right and wrong choices.

analyze the conflicts Eddie faces and how those experiences help him to grow.

read charts that show the ethnic make-up of America and New Jersey in this century.

read a variety of literary works about diverse cultural experiences in America.

research the multicultural aspects of their own community.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
15
Performance Tasks:

“How Diverse is Your Community?” A local realtor has asked your design team to create a brochure persuading prospective residents
who are seeking a diverse community to settle in Rahway. Because the realtor wants to promote Rahway as a vibrant multicultural area,
the brochure must include both copy and illustrations that represent the diverse influences in the town (food, clothing, art, music,
entertainment). Include additional items of interest that might convince the client to choose Rahway, such as proximity and access to
cultural offerings outside of town. Remember, your final product must appeal to as many cultures as possible.
Other Evidence:

Open-Ended responses throughout the reading will serve as a formative assessment of student understanding.

Quiz - figurative language

Quiz - recall important events in each chapter

Explanatory - symbolism (onion, mortuary, stolen truck)

Test - multi-part test on character, conflict, theme

NJASK – “Abuela Invents the Zero” (Multiple Choice and Open-Ended)
Learning Activities











Teacher will review unit essential questions and assessments.
Students will reflect on essential questions before the unit and will revisit after completion.
Teacher will introduce the unit with a reading of a poem about multiculturalism in America.
Students will read literary works that give voice to multicultural experiences and will identify how the author’s use of language and
literary devices evokes particular cultures.
Students will journal independently about interacting voice: envisioning, questioning, predicting, connecting, and inferring while reading
silently. Students will discuss journal responses in cooperative reading groups.
Students will complete “Onion” graphic organizer identifying the layers of sadness that permeate the lives of Eddie and his community.
Students will complete a variety of immigration assignments found on the NY Times website.
Students will complete relevant Study Island assignments throughout the unit, e.g., figurative language.
Socratic Seminar: How is one responsible for friends, family, and community? How does one remain loyal to friends, family, and
community without sacrificing one’s own needs? Compose a reflection about these essential questions based on discussion and the texts
read.
Writer’s Workshop:
o Students will create “Where I’m From” poems using figurative language or multicultural diamante poems using nouns, verbs,
adjectives.
o After gathering symbols that represent student’s own experiences, students will describe those symbols and their significance to the
student’s life/family.
o Throughout the year teacher will present mini-lessons on the six traits of effective writing including specific grammar and usage
lessons. Students will be accountable for developing these traits to strengthen their writing across a range of tasks.
Outside Reading:
Students will compare and contrast outside reading books to core texts based on character development, setting, plot structure, and/or
conflicts.
o Books and Poetry by Gary Soto
o Barrio Boy by Ernesto Galarza
o The Circuit by Francisco Jimenez
o Eleven by Sandra Cisneros
o Lupita Manana by Patricia Beatty
o Call Me Maria by Judith Ortiz Cofer
o How Tia Lola Came to (Visit) Stay (The Tia Lola Stories) by Julia Alvarez
o Trash by Andy Mulligan
RESOURCES
Teacher Resources:





McDougal Littell The Language of Literature textbook - Multicultural short stories and poems
http://www.sydneyr.det.nsw.edu.au/equity/documents/Anti-Racism/MOSAICStudentWork2010/MoorefieldGHS/SR_Anthology-ofMulticultural-Poems.pdf
Going Where I’m Coming From: Memoirs of American Youth by Anne Mazer
News articles about successful politicians, business leaders, Olympic athletes, and other influential Americans from diverse backgrounds
Buried Onions Study Guide http://www.bookrags.com/studyguide-buried-onions/topicsfordiscussion2.html
16
Equipment Needed:

Projector
Technology Resources:
Teacher Resources:

Buried Onions Discussion Questions

http://www.bookrags.com/studyguide-buried-onions/topicsfordiscussion2.html

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/8/page/812/search-for-lessons-to-use-with-popular-stories-secondary-list-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

Read Write Think Interactive: Drama Map
http://www.readwritethink.org/files/resources/interactives/dramamap/

Read Write Think Interactive: Literary Elements Map
http://www.readwritethink.org/files/resources/interactives/lit-elements/

Read Write Think Interactive: Venn Diagram, 3 Circles
http://rwtinteractives.ncte.org/view_interactive.aspx?id=28

8th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-8th-langbuilders.htm
17
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: The Struggle for Freedom
Target Course/Grade Level: Grade 8
Unit Summary: In this unit, students will reflect on the journey of African-Americans who were brought to this country as slaves and had to
struggle to achieve freedom and equality. This unit will be anchored by Walter Dean Myers’ novel, The Glory Field, an epic story about the Lewis
family whose first ancestor was brought to America from Africa. In the course of reading the novel, students will examine how family values are
passed down through generations and will consider how the choices and sacrifices of one generation affect its descendants. They will examine the
merits of historical fiction as a literary genre and will analyze the choices Myers made in choosing the time periods in which to set each vignette.
Instruction on the persuasive essay will be introduced as students consider the heroic qualities of the central characters in the novel.
Approximate Length of Unit: 8 weeks
Primary interdisciplinary connections:
Social Studies, African American Studies
LEARNING TARGETS
Standards:
Reading: Literature, 6-12
Reading: Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Strand:
Reading: Literature
RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.8.2. 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.
RL.8.3. 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.
RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact
of specific word choices on meaning and tone, including analogies or allusions to other texts.
RL.8.5. 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.
RL.8.6. 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.
RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious
works such as the Bible, including describing how the material is rendered new.
18
RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text
complexity band independently and proficiently.
Reading: Informational Text
RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.2. 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.
RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze
the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RI.8.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key
concept.
RI.8.6. 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.
R.I. 8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is introduced.
RI.8.10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and
proficiently.
Writing
W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured
event sequences.
W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.5. 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.
W.8.6. 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.
W.8.7. 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.
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two).
Speaking and Listening
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives
(e.g., social, commercial, political) behind its presentation.
SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
19
Language
L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing
flexibly from a range of strategies.
L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.8.6. 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.
21st Century & Life Career Skills
9.1.8.A.1
9.1.8.A.2
9.1.8.B.2
9.1.8.C.1
9.1.8.C.2
9.1.8.C.3
9.1.8.D.4
9.1.8.F.1
Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving
skills.
Implement problem-solving strategies to solve a problem in school or the community.
Assess data gathered to solve a problem for which there are varying perspectives (e.g., cross-cultural, gender-specific,
generational), and determine how the data can best be used to design multiple solutions.
Determine an individual’s responsibility for personal actions and contributions to group activities.
Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks,
assignments, and projects.
Model leadership skills during classroom and extracurricular activities.
Compare and contrast nuances in verbal and nonverbal communication in different cultures that may result in
misinterpretation and misunderstanding.
Demonstrate how productivity and accountability contribute to realizing individual or group work goals within or outside
the classroom.
Unit Understandings
Students will understand…

families pass on values through generations.

choices made by individuals impact not only their lives, but also the lives of generations to come.

the conflicts faced by characters in historical fiction convey the real struggles faced by individuals in different time periods.

historical fiction presents readers with a story about fictional characters that takes place during a notable period in history.

African Americans were not granted the same freedoms as other Americans; they had to struggle for them.

persuasive techniques are used in speaking and writing and both are ubiquitous in everyday life.
Unit Essential Questions







What makes an individual free?
How are family values transmitted across generations?
What is the value of historical fiction?
How do decisions one makes today impact the future?
Do you think about how your choices affect others?
What motivates individuals in today’s society to act heroically?
How can persuasive writing be crafted so it motivates and influences a reaction from its audience?
Knowledge and Skills
Students will know…

historical events of the novel and their importance in the context of the African-American heritage.

the cause and effect of the characters’ decisions in each vignette.

the limited freedom the main characters endure and how the characters handle that injustice.

authors craft fictional stories to allow the reader to experience notable historical events.

authors choose third person narration to give readers a broad view of characters and events.

domain-specific vocabulary relating to debate, e.g., argument, affirmative, negative, opponent, and rebuttal.

consideration of task, purpose, and audience are essential to effective writing and speaking.
20
Students will be able to…

apply close reading strategies do decode the literal, inferential, and thematic meanings of the text.

determine a theme or central idea (i.e., prejudice, oppression, violence) of a text and analyze its development over the course of the text,
including its relationship to the characters, setting, and conflict.

relate fictional events in the story to real events taking place in history, e.g., Harriet Tubman freeing slaves from southern plantations.

examine how one generation’s choices affect future generations.

analyze the causes and effects of the choices made by the main characters in each time period.

analyze the modes of development in persuasive speeches and texts.

develop a persuasive essay in response to a question about heroism.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Performance Tasks:

Persuasive Essay – Students will compose a five-paragraph persuasive essay about the heroism of a character from the novel. They must
explain why the character is a hero and elaborate on the challenges the character faced and the choices they made during the time period in
which they lived. They will be required to: follow an established framework for organizing ideas; employ persuasive techniques
effectively to convince the audience of their position; and cite the text to support reasonable arguments. Students will develop this piece
following the five steps in the writing process.
Other Evidence:

Open-Ended responses throughout the reading will serve as a formative assessment of student understanding.

Quiz - cause and effect

Quiz – recall important events in each chapter

Test – multi-part test after each section on character, setting, conflict, and plot.
Learning Activities











Teacher will review essential questions and assessments stressing that the hero question must be considered and documented throughout
the reading of the novel.
Teacher will introduce the unit by reading the poem, “I, Too, Sing America,” by Langston Hughes.
Students will read The Glory Field silently and journal about interacting voice as they read. They will discuss their responses with their
reading group.
Students will illustrate the setting based on the descriptions given in the text.
Students will choose a character and rewrite a segment of the story from that character’s point of view using dialect appropriately.
Students will track the use of symbols, such as the shackles and the plantation, as the novel progresses through various time periods.
Students will analyze segments of The Great Debaters and notable speeches to identify persuasive techniques being used.
Students will complete relevant Study Island assignments throughout the unit.
Socratic Seminar: Do you think the main characters made the right choices given the challenges they faced? How would you have acted if
confronted with those same challenges? Compose a reflection about these essential questions based on discussion and the texts read.
Writer’s Workshop:
o Create African Praise poems using figurative language.
o Generation Rap - Interview a relative from a previous generation about their experiences as an adolescent. Following the interview
compose a vignette about their experience.
o Throughout the year teacher will present mini-lessons on the six traits of effective writing including specific grammar and usage
lessons. Students will be accountable for developing these traits to strengthen their writing across a range of tasks.
Outside Reading:
Students will compare and contrast outside reading books to core texts based on character development, setting, plot structure, and/or
conflicts.
o Poetry by Langston Hughes
o The Long Walk to Water by Linda Sue Park
o The Legend of Buddy Bush, by Moses, Sheila P.
o Days of Tears: A Novel in Dialogue, by Lester, Julius
o Maritcha: A Nineteenth-Century American Girl, by Bolden, Tonya
o Dark Sons, by Grimes, Nikki
o The Road to Paris, by Grimes, Nikki
21
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o
o
o
o
o
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o
o
o
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o
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o
Gifted Hands: The Ben Carson Story, by Ben Carson
Days of Jubilee: The End of Slavery in the United States, by McKissack, Patricia C. and Frederick L.
Locomotion, by Woodson, Jacqueline
The Battle of Jericho, by Draper, Sharon
The Red Rose Box, by Woods, Brenda
The Land, by Taylor, Mildred
Miracle's Boys, by Woodson, Jacqueline
Let It Shine! Stories of Black Women Freedom Fighters, by Francie, Andrea Davis Pinkney, English, Karen
Black Hands, White Sails: The Story of African American Whalers, by McKissack, Patricia C. & Frederick L.
Now is Your Time: The African American Struggle for Freedom, by Myers, Walter Dean
The Words of Martin Luther King, Jr., by Coretta Scott King
Forged by Fire, by Draper, Sharon M.
Breaking Ground, Breaking Silence: The Story of New York's African Burial Ground, by Hansen, Joyce and McGowan, Gary
I See the Rhythm, by Igus, Toyomi
The Other Side: Shorter Poems, by Johnson, Angela
Toning the Sweep, by Johnson, Angela
Rebels Against Slavery: American Slave Revolts, by McKissack, Patricia C. and Frederick L.
Soujourner Truth: Ain't I a Woman?, by McKissack, Patricia C. and Frederick L.
Justin and the Best Biscuits in the World, by Walter, Mildred Pitts
Let the Circle Be Unbroken, by Taylor, Mildred D.
Childtimes: A Three-Generation Memoir, by Greenfield, Eloise and Little, Lessie Jones
Andrew Young: Young Man With a Mission, by Haskins, James
The Way a Door Closes, by Smith, Hope Anita
The Skin I'm In, by Flake, Sharon
Another Way to Dance, by Southgate, Martha
Elijah of Buxton, by Curtis, Christopher Paul
Twelve Rounds to Glory: The Story of Muhammad Ali, by Smith Jr., Charles R.
We are the Ship: The Story of Negro League Baseball, by Nelson, Kadir
Keeping the Night Watch, by Smith, Hope Anita
Maizon at Blue Hill, by Woodson, Jacqueline
My People, by Hughes, Langston, illustrated by Charles R. Smith, Jr.
1001 Things People Should Know about African American History, by Steward, Jeffrey C.
To Be a Slave, by Lester, Julius
Chains, by Anderson, Laurie Halse
A Friendship for Today, by McKissack, Patricia C.
Never Forgotten, by McKissack, Patricia
RESOURCES
Teacher Resources:









The Glory Field by Walter Dean Myers
“I, Too, Sing America” and “Mother to Son” by Langston Hughes
Lesson plans and assessments - http://www.bookrags.com/lessonplan/the-glory-field/funactivities.html
McDougal Littell The Language of Literature textbook – “Harriet Tubman: Conductor on the Underground Railroad,” “Letter to Harriet
Tubman”
Common Core Clinics – Writing and Language – Persuasive Writing
Martin Luther King, Jr. speeches
The Great Debaters film segments
http://www.middleschooldebate.com/topics/upcomingtopics.htm#badl
Excerpts from the literature of African-American authors: Maya Angelou, W.E. DuBois, Langston Hughes, John Lewis, Cornel West,
Melissa Harris-Perry, Christopher Paul Curtis, Nikki Giovanni, Nora Zeale Hurston
Equipment Needed:

Projector
22
Technology Resources:
Teacher Resources:

Middle School Public Debate Program
http://www.middleschooldebate.com/topics/upcomingtopics.htm#badl

The Glory Field Fun Activities

http://www.bookrags.com/lessonplan/the-glory-field/funactivities.html

Achieve the Core: Harriet Tubman lessons

http://achievethecore.org/dashboard/300/search/1/1/8/page/812/search-for-lessons-to-use-with-popular-stories-secondary-list-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

Read Write Think Interactive: Drama Map
http://www.readwritethink.org/files/resources/interactives/dramamap/

Read Write Think Interactive: Literary Elements Map
http://www.readwritethink.org/files/resources/interactives/lit-elements/

Read Write Think Interactive: Venn Diagram, 3 Circles
http://rwtinteractives.ncte.org/view_interactive.aspx?id=28

8th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-8th-langbuilders.htm
23
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: The Power of Memories
Target Course/Grade Level:
Grade 8
Unit Summary: In this unit, students will explore the Holocaust through their reading of Elie Wiesel’s memoir, Night. This is a firsthand account
of the brutality of the ghettos, the many cruelties endured by innocent people, and the atrocities of the concentration camps. Through this text and
other resources, students should recognize the importance of never forgetting the mistakes of the past. Students will study Nazi propaganda and its
impact on the German population using The Wave to recognize the efficacy of the Nazi’s methods. Students will reflect on crimes against humanity
that have happened since the Holocaust and are still happening today and will appreciate that the individual has the power to make a difference in
society.
Approximate Length of Unit: 6 weeks
Primary interdisciplinary connections: Social Studies, Technology
LEARNING TARGETS
Standards:
Reading: Literature, 6-12
Reading: Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Strand:
Reading: Literature
RL.8.7. 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 the director or actors.
Reading: Informational Text
RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.2. 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.
RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies,
or categories).
RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze
the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RI.8.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key
concept.
RI.8.6. 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.
24
RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular
topic or idea.
RI.8.9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on
matters of fact or interpretation.
RI.8.10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and
proficiently.
Writing
W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured
event sequences.
W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.7. 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.
W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two).
Speaking and Listening
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language
L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing
flexibly from a range of strategies.
L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.8.6. 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.
21st Century Life & Career Skills
9.1.8.A.1
9.1.8.C.1
9.1.8.C.2
9.1.8.C.3
9.1.8.F.1
Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving
skills.
Determine an individual’s responsibility for personal actions and contributions to group activities.
Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks,
assignments, and projects.
Model leadership skills during classroom and extracurricular activities.
Demonstrate how productivity and accountability contribute to realizing individual or group work goals within or outside
the classroom.
Unit Understandings
Students will understand that…

memoirs are a sub-genre of non-fiction written in the first person. When writers compose first person accounts of historical events, these
texts have an emotional impact on the reader.
25







the study of history, including the successes and failures of individuals and governments, should inform opinions and policies today.
historical events should be studied using a variety of sources (memoirs, novels, poems, newspapers) and mediums (print, video, art,
cartoons).
the power of the group mentality can be a danger to everyone because it subverts an individual’s humanity.
the Holocaust is a significant historical event that represents the darkest side of human nature.
propaganda is a persuasive technique/device used to influence the public.
individuals write memoirs of painful events in order to educate others and prevent future injustices.
human rights violations are prevalent in the world today and there are individuals who speak out against them.
Unit Essential Questions










Which is more dangerous and destructive: the brutality of an insane dictator or the silence of a sane public?
How does silence perpetuate violence? Why was the world silent when Hitler was slaughtering a race of people?
Why is it important to study historical events like the Holocaust?
Does history repeat itself?
Has the world learned a lesson from the Holocaust?
How does one survive when stripped of basic needs and rights?
How do memoirs teach, heal, and unite?
What are the best ways to remember?
Do individuals have a responsibility to fight social injustices?
Are heroes born or made? Is heroism a matter of fate?
Knowledge and Skills
Students will know…

Wiesel’s memoir is an example of literary non-fiction, which is structured like a narrative. Through the author’s use of figurative
language, imagery, and symbolism, literary non-fiction appeals to the reader’s emotions and conveys a theme.

Night is a primary source recounting the horrific events of the Holocaust, including the ghettos and concentration camps. Wiesel believed
in the importance of “never forgetting” as a means of preventing future atrocities such as genocide.

Hitler used propaganda to persuade individuals and governments to turn against the Jews. He appealed to the youth because they were
easily swayed and vulnerable; they lacked experience, wanted acceptance into a group, were willing to try new things, and were not afraid
of the unknown.

peer pressure and group dynamics impact the choices of individuals.

Anti-Semitism is the prejudice and discrimination against the Jewish population which still exists today.

genocide is the destruction of groups of people based on their race, religion, etc., and it continues to happen around the world today.

the history and purpose of the Nobel Peace Prize, including past winners.
Students will be able to…

read Night by Elie Wiesel and determine key events in each chapter.

explain author’s purpose in using word choice, imagery, biblical allusion, and symbolism to strengthen message and appeal to reader.

read The Wave by Todd Strasser to recognize how the human need to be part of a group can make one susceptible to peer pressure and
manipulation; draw parallels to the indoctrination of the Hitler youth.

research aspects of the Holocaust to broaden their understanding of this event.

study roots of words and use same to analyze meaning of domain specific vocabulary: Holocaust, ghetto, genocide, concentration camp,
anti-Semitism, stereotyping, scapegoat.

research the history of the Nobel Prize and its previous winners.

compose an explanatory essay in response to a quote or poem.

compose a personal narrative incorporating elements of literary non-fiction.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Performance Tasks:

Students will complete a Webquest that will require them to tour the Internet, including the Holocaust Museum Website, to gather
information about the Holocaust. When their research is complete, they will demonstrate an understanding of Nazi propaganda, Nazi war
criminals, the Nobel Peace Prize, and the perpetration of genocide in the world today. Their research must also culminate in an
understanding of why it is important to remember the Holocaust and how the task of remembrance has been carried out up until now.
26
Other Evidence:

Open-Ended responses throughout the reading will serve as a formative assessment of student understanding.

Quiz – vocabulary relating to the Holocaust

Quiz – recall important events in each chapter

Test – Explain the author’s purpose in using figurative language, imagery, symbolism

Explanatory essay – Explain the meaning of quotes about indifference to injustice using textual evidence from Night and from Holocaust
research to support opinions and ideas.

Explanatory – Compare and contrast the print and video versions of The Wave.
Learning Activities












Teacher will review essential questions and assessments.
Teacher will introduce the unit by reading the picture book Terrible Things.
Teacher will guide students through a close reading of the preface by Elie Wiesel to examine how the author uses metaphor and repetition
to convey his message.
Students will read Night and The Wave silently and journal about interacting voice as they read. They will discuss their responses with
their reading group.
Students will research different aspects of the Holocaust (history of ghettos, the Hitler Youth, significance of the Star of David, non-Jews
in the camps, anti-Semitism, Zionism) and present findings to reading groups using Jigsaw method.
Students will engage in Socratic Seminars about topics such as the indoctrination of youth, the struggle for survival, the power of the
group mentality, and the power of memories.
Students will examine the meaning of quotations by Rev. Martin Niemoller and Martin Luther King, Jr. and relate them to the Holocaust.
Students will create a Holocaust dictionary.
Students will complete relevant Study Island assignments throughout the unit, e.g., roots and affixes.
Students will view segments of movies to help visualize aspects of the Holocaust, e.g., how the Jews were forced into ghettos, and
compare the experience of viewing to reading.
Students will watch The Wave and compare the movie to the book.
Writer’s Workshop:
o Publish a personal narrative incorporating elements of literary nonfiction.
o Throughout the year teacher will present mini-lessons on the six traits of effective writing including specific grammar and usage
lessons. Students will be accountable for developing these traits to strengthen their writing across a range of tasks.
Outside Reading:
Students will compare and contrast outside reading books to core texts based on character development, setting, plot structure, and/or
conflicts.
o The Boy in the Striped Pajamas by John Boyne
o The Book Thief by Marcus Zusak
o The Diary of Anne Frank by Anne Frank, Frances Goodrich, Albert Hackett
o Daniel’s Story by Carol Matas
o Sarah’s Key by Tatiana de Rosnay
o Memoirs
o Books about Holocaust http://www.waltham.lib.ma.us/Young%20Adult%20Services/worldwarii.pdf
o Books about genocide
RESOURCES
Teacher Resources:








Night by Elie Wiesel
The Wave by Todd Strasser (book and movie)
“The Enchanted Street” by Monika Kotowska
Terrible Things (allegory) by Eve Bunting
Schindler’s List - opening scene of Jews being removed from their homes and taken to ghettos
The Holocaust Museum Website
Holocaust Power Points in faculty shared
http://tezak-nightunit.weebly.com/essential-questionsthemes.html
27
Equipment Needed:


Computer Lab access 2-3 days
Projector
Technology Resources:
Teacher Resources:

Books about Holocaust http://www.waltham.lib.ma.us/Young%20Adult%20Services/worldwarii.pdf

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/8/page/812/search-for-lessons-to-use-with-popular-stories-secondary-list-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

The Holocaust-How Could That Happen? Webquest
http://questgarden.com/136/20/2/131107110013/

Night: by Elie Wiesel

http://tezak-nightunit.weebly.com/essential-questionsthemes.html

United States Holocaust Memorial Museum
http://www.ushmm.org/

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

Read Write Think Interactive: Drama Map
http://www.readwritethink.org/files/resources/interactives/dramamap/

Read Write Think Interactive: Venn Diagram, 3 Circles
http://rwtinteractives.ncte.org/view_interactive.aspx?id=28

8th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-8th-langbuilders.htm
28
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Look It Up
Target Course/Grade Level: Grade 8
Unit Summary: In this unit students will revisit the concept of the hero that was introduced with the summer reading. They will continue to
develop their understanding of heroism by writing about a modern-day hero. Students may choose their own subject as long as their research proves
why this person is a hero based on criteria that defines a hero. In choosing their topic students may consider some aspect of a literary unit that
arouses their curiosity, e.g., a crusader against genocide, a successful immigrant who has overcome obstacles. To demonstrate proficiency in
applying the steps of the research and the writing processes, students should produce a lengthy piece of scholarly writing.
Approximate Length of Unit: 3 weeks
Primary interdisciplinary connections: Social Studies, Technology
LEARNING TARGETS
Standards:
Reading: Literature, 6-12
Reading: Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Strand:
Reading: Informational Text
RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is introduced.
RI.8.10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and
proficiently.
Writing
W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.5. 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.
W.8.6. 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.
W.8.7. 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.
29
W.8.8. 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.
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two).
Speaking and Listening
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language
L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing
flexibly from a range of strategies.
L.8.6. 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.
21st Century Life & Career Skills
9.1.8.C.1
9.1.8.C.2
9.1.8.C.3
9.1.8.D.3
Determine an individual’s responsibility for personal actions and contributions to group activities.
Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks,
assignments, and projects.
Model leadership skills during classroom and extracurricular activities.
Use effective communication skills in face-to-face and online interactions with peers and adults from home and from
diverse cultures.
Unit Understandings
Students will understand that…

research broadens and strengthens one’s understanding about a topic.

completing a sequence of steps according to an established timeline is an efficient approach to compiling a research paper.

in-text citations and a Works Cited page are necessary in order for the writer to avoid plagiarism and for the reader to confirm that the
sources are credible.

paraphrasing not only avoids plagiarism, but also ensures that the writer grasps the source material.

the concept of the hero is reflected in life and in literature.
Unit Essential Questions









Are heroes born or made? Is heroism a matter of fate or choice?
Can anyone be a hero given the right set of circumstances?
What motivates individuals in today’s society to act heroically?
How have the events of the past influenced the heroes of today?
Why is it important to write about research? Isn’t reading good enough?
How can one differentiate between reliable and unreliable source material, especially when searching the Internet?
Why must research be paraphrased?
Why is it important to cite source material?
What makes a research paper interesting and engaging for the reader?
Knowledge and Skills
Students will know…

there are a number of sequential steps in the research process.
30



the meaning of research paper terminology, e.g., citation, plagiarism, thesis statement, MLA.
how to differentiate between credible and non-credible sources based on a set of objective criteria.
a thesis statement evolves over the course of the research.
Students will be able to…

choose a research topic which piques their interest and which satisfies an objective criteria about heroes and heroism.

read a variety of print and Internet material and identify credible sources.

prepare notecards or maintain a research journal.

create an outline which organizes the research into a logical format.

develop a thesis statement which clearly introduces the writer’s main idea about a topic.

incorporate a combination of direct quotes and paraphrased information and cite appropriately.

create a Works Cited page following MLA conventions.

revise and edit their paper before publishing.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Performance Tasks:

Students will publish a five-page typed, double-spaced report using Times Roman 12pt font, plus title and Works Cited pages. The final
product will be graded according to a rubric that measures organization, content, grammar, and mechanics.
Other Evidence:

Quizzes – research paper terminology, criteria for judging credible sources

Outline of research paper

Research notecards

Peer editing worksheet

NJASK “Hero Paper Boy” (Multiple Choice and Open-Ended)
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Teacher will review requirements of the research paper beginning with essential questions and ending with the assessment rubric.

Teacher will review steps in the research process and a schedule of deadlines for thesis statement, outline, first draft, etc.

Teacher will review the conventions for in-text citations and the Works Cited page, as well as research paper terminology.

Students will view “Wading through the Web” PowerPoint about navigating Internet sources and will complete accompanying study
guide.

Students will visit library and/or computer lab to research topic.

Students will complete relevant Study Island assignments throughout the unit, e.g., k., l., and m., which relate to sources, citations, and
plagiarism.

Students will peer-edit drafts for content and organization.
RESOURCES
Teacher Resources:




http://www.fcboe.org/files/curriculum/survival_guide.pdfResearch paper rubric.
McDougal Littell The Language of Literature textbook – “Harriet Tubman: Conductor on the Underground Railroad,” “Letter to Harriet
Tubman”
Martin Luther King, Jr. speech
Suggestions for possible subjects: recent Nobel Peace Prize winners, activists such as author Gary Soto, Doctors without Borders
31




http://www.crlsresearchguide.org/
http://www.readwritethink.org/classroom-resources/lesson-plans/scaffolding-methods-research-paper-1155.html
http://www.readwritethink.org/classroom-resources/lesson-plans/wading-through-teaching-internet-983.html?tab=4#tabs
http://pearsonfoundation.org/jumpstart/servicelearningprogram/downloads/RFTR09_SLP_Pub_HSLes1.pdf
Equipment Needed:


Access to computers in lab or library
Projector
Technology Resources:
Teacher Resources:

Research Paper Survival Guide
http://www.fcboe.org/files/curriculum/survival_guide.pdf

Basic Steps in the Research Process
http://www.crlsresearchguide.org/

Scaffolding Methods for Research Paper Writing
http://www.readwritethink.org/classroom-resources/lesson-plans/scaffolding-methods-research-paper-1155.html

Wading Through the Web: Teaching Internet Research Strategies
http://www.readwritethink.org/classroom-resources/lesson-plans/wading-through-teaching-internet-983.html?tab=4#tabs

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Britannica School
http://school.eb.com/
32
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: The American Dream
Target Course/Grade Level: Grade 8
Unit Summary: In this unit students will read John Steinbeck’s powerful novel, Of Mice and Men. They will broaden their understanding of the
challenges of the Great Depression, especially the conditions for migrant workers in California. Through the characters they encounter, they will
examine the enduring nature of discrimination and prejudice in society. They will also discover the human capacity to care unselfishly for another
despite adverse economic conditions. Persuasive essays will also be analyzed and developed in this unit.
Approximate Length of Unit: 6 weeks
Primary interdisciplinary connections: Social Studies
LEARNING TARGETS
Standards:
Reading: Literature, 6-12
Reading: Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Strand:
Reading: Literature
RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.8.2. 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.
RL.8.3. 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.
RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact
of specific word choices on meaning and tone, including analogies or allusions to other texts.
RL.8.5. 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.
RL.8.6. 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.
RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text
complexity band independently and proficiently.
Reading: Informational Text
R.I. 8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is introduced.
33
Writing
W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.5. 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.
W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two).
Speaking and Listening
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence
and identifying when irrelevant evidence is introduced.
SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language
L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing
flexibly from a range of strategies.
L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.8.6. 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.
21st Century Life & Career Skills
9.1.8.A.1
9.1.8.C.1
9.1.8.C.2
9.1.8.C.3
9.1.8.F.1
Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving
skills.
Determine an individual’s responsibility for personal actions and contributions to group activities.
Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks,
assignments, and projects.
Model leadership skills during classroom and extracurricular activities.
Demonstrate how productivity and accountability contribute to realizing individual or group work goals within or outside
the classroom.
Unit Understandings
Students will understand that…

literature gives voice to human issues and social themes that not only relate to specific time periods in history but also transcend both time
and place.

judgments about others are based on criteria that come from a variety of perspectives and experiences.

discrimination towards others can be based on a variety of factors, such as race, gender, class, intelligence, and age.

literature allows individuals to reflect on the people, events, and places in their own lives.

friendship often involves difficult commitments and sacrifices that test one’s strength of character.

the achievement of the American Dream can be a key motivator in an individual’s life choices.

authors use idiomatic speech and dialect as a method of characterization that also reinforces setting.

persuasive techniques are used in speaking and writing and both are ubiquitous in everyday life.
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Unit Essential Questions








What are the human issues and social themes that transcend time and place?
What are the criteria for forming judgments about others, and do they change according to circumstance?
In what ways does one’s race, gender, class, intelligence, or age affect one’s experience and situation in life?
What are the responsibilities, expectations, and realities regarding friendship?
What is the American Dream, and what purpose does it serve in an individual’s life?
How does an author use characterization to develop theme?
Can anyone be a hero given the right set of circumstances?
How can persuasive writing be crafted so it motivates and influences a reaction from its audience?
Knowledge and Skills
Students will know…

background information about the Great Depression in general, about migrant workers in California specifically, and about the influence
of Steinbeck.

authors use literature as a means of social commentary, e.g., Steinbeck’s characters and their conflicts attempt to raise awareness about the
harsh realities of the Depression.

Steinbeck’s choice of characters and their various circumstances suggest that the American Dream is elusive for some members of society.

an author’s technique is determined by how he or she develops structural elements and employs literary devices.

authors use idioms and dialect to develop character, establish setting, and set tone in literature.

theme, mood, and tone must be inferred through a combination of what the text says explicitly and an interpretation of the author’s use of
language and literary elements.

domain-specific vocabulary relating to persuasive essay, e.g., rhetoric, thesis statement, and rebuttal.

consideration of task, purpose, and audience are essential to effective persuasive writing.
Students will be able to…

apply close reading strategies to decode the literal, inferential, and thematic meanings of the text.

draw parallels to the characters’ experiences during the Depression and the challenges people confront today.

describe the American Dream and the path to making that dream a reality.

interpret the characters’ dialect and idioms, e.g., “fatta the lan.”

examine how Steinbeck uses imagery and figurative language to help the reader envision and establish mood and tone.

identify examples of foreshadowing and make predictions as a result.

determine a theme or central idea (i.e., alienation, prejudice, dreams, and friendship) of a text and analyze its development over the course
of the text, including its relationship to the characters, setting, and conflict.

analyze the modes of development in persuasive speeches and texts.

compose a persuasive essay in response to a question about heroism.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Performance:

Persuasive Essay – Students will compose a five-paragraph persuasive essay in answer to the question: Was George justified in killing
Lennie? Why/Why not? They will be required to: follow an established framework for organizing ideas; employ persuasive techniques
effectively to convince the audience of their position; and cite the text to support reasonable arguments. Students will develop this piece
following the five steps in the writing process.
Other Assessments:

Open-Ended responses throughout the reading will serve as a formative assessment of student understanding.

Quiz – dialect and idioms

Quiz – chapter vocabulary

Quiz – recall important events in each chapter

Quiz – persuasive vocabulary

Test - multi-part test on character, conflict, theme
35


NJASK - Persuasive Text Modes of Development – Capital Punishment Editorials (Multiple Choice and Open-Ended)
NJASK – “The Circuit” (Multiple Choice and Open-Ended)
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Teacher will review essential questions and assessments stressing that the question of George’s status as a hero must be considered and
documented throughout the reading of the novel.

Teacher will introduce the unit by letting students watch segments of Seabiscuit and study photos of the Great Depression.

Teacher will guide students through a close reading of the first chapter to examine how the author develops an idyllic setting into which he
brings the troubled main characters. Students will recognize Steinbeck’s distinct style beginning with this chapter.

Students will read Of Mice and Men silently and journal about interacting voice as they read. They will discuss their responses with their
reading group.

Students will identify examples of idioms and dialect and rewrite in modern language.

Students will create character sketches that visually represent the characters based on the descriptions given in the text.

Students will read “Flowers for Algernon” and compare and contrast Charley to Lennie.

Students will complete relevant Study Island assignments throughout the unit.

Writer’s Workshop:
o What is your American Dream? How do you plan to realize it? Compose essays and poems that address these questions.
o Throughout the year teacher will present mini-lessons on the six traits of effective writing including specific grammar and usage
lessons. Students will be accountable for developing these traits to strengthen their writing across a range of tasks.

Outside Reading:
Students will compare and contrast outside reading books to core texts based on character development, setting, plot structure, and/or
conflicts.
o Other books by Steinbeck: The Pearl, The Red Pony, The Grapes of Wrath
o Books set during the Great Depression: Out of the Dust by Karen Hesse, Seabiscuit by Laura Hillenbrand
o Freak the Mighty by Rodman Philbrick
o Books about migrant workers: The Circuit by Francisco Jimenez
RESOURCES
Teacher Resources:







McDougal Littell The Language of Literature textbook – “Flowers for Algernon”
“This Land is Your Land” – song by Woody Guthrie
Photos of Great Depression
Opening scene of the film Seabiscuit
Student Survival Guide - http://www.lausd.k12.ca.us/Belmont_HS/mice/
Levels of Understanding - http://www.prestwickhouse.com/PDF/SAMPLE/308199.pdf
Assessments - http://s3.amazonaws.com/engrade-myfiles/4087525877955907/Sec-OfMiceAndMen.pdf
Equipment Needed:

Projector, DVDs
Technology Resources:
Teacher Resources:

Using Blooms Taxonomy to Explore Literature
https://www.prestwickhouse.com/samples/308199.pdf

Achieve the Core: “Flowers for Algernon” lessons

http://achievethecore.org/dashboard/300/search/1/1/8/page/812/search-for-lessons-to-use-with-popular-stories-secondary-list-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
36
Student Resources:

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

Read Write Think Interactive: Drama Map
http://www.readwritethink.org/files/resources/interactives/dramamap/

Read Write Think Interactive: Venn Diagram, 3 Circles
http://rwtinteractives.ncte.org/view_interactive.aspx?id=28

8th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-8th-langbuilders.htm
37
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Outside Reading
Target Course/Grade Level: Grade 8
Unit Summary: Students will read a minimum of four books independent of the in-class novels. These books may be loosely connected in terms of
their subject matter or theme to the units being studied in the classroom. The outside reading books should be enjoyable and interesting to the
students; however, they must also be at or above grade level.
Approximate Length of Unit: 3-4 weeks per book
Primary interdisciplinary connections: Social Studies, Technology
LEARNING TARGETS
Standards:
Reading: Literature, 6-12
Reading: Informational Text, 6-12
Writing, 6-12
Speaking & Listening, 6-12
Language, 6-12
Content Strand:
Reading: Informational Text
RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is introduced.
RI.8.10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and
proficiently.
Writing
W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.7. 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.
W.8.8. 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.
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two).
38
Speaking and Listening
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
SL.8.4. 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.
SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language
L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing
flexibly from a range of strategies.
L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.8.6. 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.
21st Century Life & Career Skills
9.1.8.C.1
9.1.8.C.2
9.1.8.C.3
9.1.8.D.3
Determine an individual’s responsibility for personal actions and contributions to group activities.
Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks,
assignments, and projects.
Model leadership skills during classroom and extracurricular activities.
Use effective communication skills in face-to-face and online interactions with peers and adults from home and from
diverse cultures.
Unit Understandings
Students will understand that…

reading is a worthwhile activity which can be interesting, entertaining, stimulating, relaxing or all of the above.

reading strengthens one’s vocabulary, deepens one’s understanding of human nature, and broadens one’s world view.

competent readers can communicate their understanding of literary elements and textual meaning through a variety of creative mediums.

readers often develop preferences with regard to genre, author, and topic; competent readers challenge themselves with quality literature
that is outside of their comfort zone.
Unit Essential Questions



How does reading outside the classroom make one a better reader?
How does an independent reading book influence the reader’s perspective on a topic or theme being studied in class?
How can an independent reading book be both entertaining and challenging?
Knowledge and Skills
Students will know…

fiction and non-fiction genres and sub-genres, how to recognize those genres, and their individual genre preferences.

how to choose books that are appropriate to their reading and interest levels.

all works of fiction share structural elements such as character, setting, plot, and point of view, the recognition of which bolsters the
reader’s comprehension.

there can be numerous perspectives on a single historical event.

written and oral presentations about literature help deepen one’s understanding of the text

art and technology are creative mediums through which understanding can be communicated.
39
Students will be able to…

read for an average of twenty minutes each day outside of the classroom.

choose books that share a topic or theme with the core text in order to broaden their perspective and foster critical thinking about an event
or issue.

discuss the literary aspects of independent reading with their in-class reading groups.

compare and contrast the structure and literary elements of outside and in-class reading.

evaluate outside reading and make recommendations supported by references to text.

develop a variety of creative and engaging “book reports” to demonstrate understanding of outside reading.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Performance Tasks (one for each book):

Students will choose their assessment from a list of differentiated, teacher-approved activities and present to the class. For example: write
letters to the author, compose poems or songs relating to characters or events in the book, write a character’s diary, or construct a diorama
to represent the climax.
Other Evidence:



Quizzes – One quiz per book on literary elements.
Explanatory - Compare and contrast outside books to core texts based on character development, setting, plot structure, and/or conflicts.
Persuasive - make recommendations about the book to fellow students, librarian.
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Teacher will review essential questions and assessments.

Students will visit that RMS library or the classroom library to select their outside reading book. They may refer to a teacher-suggested list
that offers a range of difficulty levels or they may choose their own.

Students will choose the form of their assessment from a teacher-approved list that offers a range of creative tasks catering to multiple
intelligences.

Students will present their performance tasks to their groups or to the class.
RESOURCES
Teacher Resources:





Book recommendations for students
Differentiated “book report” activities
Compare and Contrast outline and template
Classroom library
7th & 8th Grade Academy library
Equipment Needed:

Book display cases

Classroom library books to complement new curriculum.
40