Curriculum Map Subject:___ ___ENGLISH___ Grade_8 Student Objectives The student will… (TSW) Month/ /Week NY Standard(s) Through
out the school year 8.LC.R.1‐9 Vocabulary See attached sheet How can I communicate better and clearer so that others will comprehend what I say and write? * Vocabulary Units * In‐text vocabulary * tests and quizzes Through
out the school year 8.LC.W.4 8.LC.W.8 Grammar ‐ compose mechanically grade‐appropriate texts ‐ draft, revise, and edit written work How can using proper grammar assist in my communication skills? * Worksheets See attached * Smart‐Board sheet Lessons * Peer‐editing * Writing samples * Tests/quizzes Through
out the school year Standards 1‐4 Writing ‐ write for > information and understanding > literary response and expression > critical analysis and evaluation > social interaction Why is writing well so important to my future? * Smart‐Board Lessons *Writing samples *Tests on terminology Concepts (Unit/Theme) Essential Questions Assessments Vocabulary See attached sheet See attached sheet Resources * Vocabulary Worksheets *Composition Notebook * Vocabulary section in 3 ring binder * Vocabulary Book * Worksheets * Composition Notebook (for notes) * Grammar Section in 3 ring binder * Writing Portfolio * Composition Notebook * Writing Section in 3 ring binder Reflection: ___________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ Prepared By: _____Lisa Smithling________________ 10/20/2010 8:06:33 AM Curriculum Map Subject:___ ___ENGLISH___ Grade_8 Month/ /Week NY Standard(s) Oct. ‐ Nov. Standard 2: 8.2.R.1 8.2.R.2 8.2.R.3 Oct. ‐ Nov. Standard 2: 8.2.S.1 8.2.S.3 Standard 3: 8.3.S.1 Standard 4: 8.4.L.1‐6 8.4.S.1‐4 Short Stories Classroom Discussions Oct. ‐ Nov. Standard 4: 8.4.R.3 8.4.W.4 8.4.W.6 Short Stories Personal Response Journals Concepts (Unit/Theme) Short Stories Story Elements Student Objectives Essential Questions The student will… (TSW) ‐ read a variety of genres, How can fiction allow us Assessments Vocabulary Resources ‐ Various teacher‐
made worksheets and quizzes ‐ Unit test setting plot conflict climax resolution theme point of view characterization Textbook Composition notebook 3 ring binder authors, and themes ‐ interpret characters, plot, setting and theme ‐ identify author's point of view as readers to explore and experience while in the safety of our minds? ‐ express interpretations and support them ‐ Ask and respond to questions to clarify ‐ express opinions or judgements about information, ideas, opinions, issues, themes, and experiences ‐ see other sheet ‐ write personal reactions to experiences, events, and observations, using a form of social communication ‐ recognize the types of language that are appropriate to social communication How do I become involved in a discussion that is thought provoking, engaging and respectful of others? Teacher assessed Individual Identified Vocabulary composition notebook My opinions count, how can I write so that others will understand what I think? Effort grade appropriate school language composition notebook Reflection: ___________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ Prepared By: _____Lisa Smithling________________ 10/20/2010 8:06:33 AM Curriculum Map Subject:___ ___ENGLISH___ Grade_8 Month/ /Week NY Standard(s) Week 1 8.2.R.3 8.2.R.5 8.2.R.7 8.2.L.4 Concepts (Unit/Theme) Short Stories "Split Cherry Tree" adventure Week 2 Standard 2: 8.2.R.2 8.2.R.5 8.2.R.7 8.2.L.2 Short Stories "Amigo Brothers" sports Student Objectives The student will… (TSW) ‐ identify author's point of view ‐ recognize how the author's use of language creates images or feelings ‐ compare motives of characters, causes of events, and importance of setting in lit. to own lives ‐ recognize social, and cultural features in literary texts ‐ interpret characters, theme and dialogue ‐ recognize how the author's use of language creates images and feelings
‐ compare motives of characters to own lives ‐ identify how author's choice of words, use of characterization, and use of other lit. devices affect listener's interpretation Essential Questions Assessments Vocabulary Resources ‐ Can a person's beliefs be changed? ‐ What is the generation gap and how can it be overcome? Various Teacher created worksheets and activities classroom discussion fodder withe pillage protozoa textbook composition notebook 3 ring binder What makes a good friend? How can I be like Felix and Antonio? Teacher‐created worksheets and graphic organizers classroom discussion superimposed unbridled dispelled bedlam haymaker claret various spanish words Textbook composition notebook 3 ring binder Reflection: ___________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ Prepared By: _____Lisa Smithling________________ 10/20/2010 8:06:33 AM Curriculum Map Subject:___ ___ENGLISH___ Grade_8 Month/ /Week NY Standard(s) Week 3 Standard 2: 8.2.R.2 8.2.R.3 8.2.R.7 8.2.L.2 8.2.L.4 Standard 3: 8.3.R.1 Concepts (Unit/Theme) Short Stories "The Man to Send Rain Clouds" cultural Student Objectives The student will… (TSW) Essential Questions Assessments ‐ See above objectives ‐ evaluate the validity of information in texts How can I be respectful to TCW and other people's beliefs and classroom culture? discussion Vocabulary Textbook composition notebook 3 ring binder ^ Textbook ^ Online poetry sites ^ Various poetry collection books * Poetry section of notebook * Composition Notebook ^ Novels ^ Novel section in notebook ^ Composition notebook Nov.‐
8.2.R.3‐6 Dec. 8.2.R.8 3 Weeks 8.2.L.1,3,4 8.2.S.1‐3 8.3.R.1&2 8.3.W.1,3 &4 8.3.L.1‐3 &6 8.3.S.1 & 3 Poetry Unit ‐ Identify poetic elements in order to interpret poetry ‐ determine the author’s message ‐ listen to poetry and comprehend the complexities ‐ express themselves through their own poetry * How does poetry give a different perspective on everyday life and feelings? * How can poetry help me express my own thoughts and feelings? ~ Various worksheets ~ Teacher‐ created test and quizzes ~ student created poems showing the various literary elements Literal Figurative Simile Metaphor Personification Hyperbole Rhyme Rhythm Alliteration Onomatopoeia Jan. & May‐ June 4 Weeks Novel Units ‐ take the prior knowledge of the short story unit and the basic elements unit to comprehend and analyze longer pieces of literature * How can knowing the elements of a novel help me enjoy the work more and understand what was written? * How can reading benefit me in the ~ Classroom discussions ~ Teacher created worksheets ~ Quizzes and test Story elements Literary elements Various vocabulary from texts 8.2.R.1‐5, 7‐9 8.2.W.2&3 8.2.L.1,2,4 8.2.S.1 &3 8.3.W.1,2,6 8.3.S.1,2 8.4.R.1‐3 Resources Reflection: ___________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ Prepared By: _____Lisa Smithling________________ 10/20/2010 8:06:33 AM Curriculum Map Subject:___ ___ENGLISH___ Grade_8 Month/ /Week NY Standard(s) Concepts (Unit/Theme) Student Objectives The student will… (TSW) 8.4.L.1‐6 8.4.S.2‐5 8.LC.R.2‐4,7,9‐
15,17‐20 8.LC.L.1,4,5 8.LC.S.1,2,4‐9 Feb.‐ 8.1.R.2,6,8,9,12 Non‐Fiction Unit March 8.1.L.1‐4 3 Weeks 8.2.R.1,4,5,7,8 8.2.S.1 8.3.R.1‐3 8.3.W.1 8.3.L.1‐4 8.3.S.1 8.4.R.1‐3 8.LC.R.11,12,14
‐16 8.LC.W.7,9 8.LC.S.7‐9 May Standard 1: Research Paper Information and understanding Essential Questions Assessments Vocabulary Resources Autobiography Biography Speech Essay Article Travelogue ^ Textbook ^ Teacher provided reading materials *Nonfiction section of notebook * Composition Notebook future? ~ Group and Individual projects ~ Written essay * comprehend nonfiction text * apply thinking skills to interpret data * recognize author’s intent in writing * judge information presented * express sound opinions based upon the information ‐ Why is nonfiction writing so important? ‐ How can I understand what the text is saying? ‐ How can I express my thoughts and opinions in a clear fashion on the material presented? ‐ worksheets ‐ group work ‐ group discussions ‐ project * research a topic * write a three page essay on topic * present information to class ^ What research will I need to do in the future? ^ How can I sift through all the information given to me to pin point just the information I need? ~ research cards and worksheets ~ essay ~ presentation ^ Library ^ Internet ^ Smartboard ^ Research section of notebook ^ Reflection: ___________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ Prepared By: _____Lisa Smithling________________ 10/20/2010 8:06:33 AM Curriculum Map Subject:___ ___ENGLISH___ Grade_8 Month/ /Week NY Standard(s) Concepts (Unit/Theme) Student Objectives The student will… (TSW) Essential Questions ^ How can I effectively communicate my findings to others? Assessments Vocabulary Resources Composition notebook Reflection: ___________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ Prepared By: _____Lisa Smithling________________ 10/20/2010 8:06:33 AM