Pre-Unit: Launching
Unit 1: Thrillers and Suspense
Unit 2: Science Fiction and Heroism
Essential
Questions
What do our reactions literature reveal about us
as readers?
How do we interact with a text in a meaningful
way?
How is suspense and tension created?
What is the science behind fear response and our
attraction to fear?
How does science fiction comment on and
predict social and/or ecological issues?
What defines a hero?
Texts
Honors: "Capricorn" by Joyce Carol Oates; The
Glass Castle excerpts by Jeannette Walls
Regular: Thirteen excerpts edited by James
Howe; First French Kiss excerpts by Adam
Bagdasarian;
Roald Dahl - “The Landlady,” “Lamb to the
Slaughter,” and “Man from the South”
Edgar Allan Poe – “The Tell-Tale Heart,” "The
Cask of Amontillado,” “Never Bet the Devil Your
Head,” and “The Black Cat”
W.W. Jacobs – “The Monkey’s Paw”
Ray Bradbury “There Will Come Soft
Rains,” “The Pedestrian,” “The Veldt,” “All
Summer in a Day,” and “Dark They Were
and Golden Eyed”
Honors: Fahrenheit 451 - Ray Bradbury
Regular: Ship Breaker – Paolo Bacigalupi
Supplementary Nonfiction Articles
Academic
Vocabulary
metacognition, sensory language, narrative
voice, point of view, stream of consciousness
tone, tension, suspense, unreliable narrator, round,
flat, dynamic and static character,
foreshadowing, dystopia, personification,
anthropomorphism, censorship, allegory,
allusion, archetype
Unit Goals
1) set up reader’s and writer’s notebooks
2) understand reading strategies to use:
rereading, marking text, making connections
and comments, asking questions, pulling quotes
3) analyze the impact of specific word choices
on meaning and tone
4) identify plot devices: conflict, devices to
create tension/suspense
5) analyze how particular lines of dialogue or
incidents in a story propel the action, reveal
aspects of a character, or provoke a decision
1 identify elements of fiction: characters, setting,
plot, conflict, theme, perspective (reliable vs.
unreliable), style and language, quality, imagery,
symbolism, use of figurative language, tone, mood,
and believability
2) identify internal and external conflicts
3) identify devices employed to create
tension/suspense (i.e. red herring, foreshadowing,
etc.)
4) analyze how particular lines of dialogue or
incidents in a story propel the action, reveal aspects
of a character, or provoke a decision
1) define various traits and types of heroes
through multiple genres and texts
2) understand the archetype of the hero's
journey, and apply it to various scenarios,
using both print and non-print texts
3). compare an archetype to an atypical hero.
3) analyze various literacy, nonfiction, and
non-print texts
4) evaluate the use of figurative and poetic
devices within prose and analyze their impact
CCSS for
Reading
RL.8.1, RL.8.2, RL.8.3, RL.8.4, RL.8.5, RL.8.6,
RL.8.7, RL.8.9, RL.8.10, RL.8.11
RL.8.1, RL.8.2, RL.8.3, RL.8.4, RL.8.5, RL.8.6,
RL. 8.7, RL.8.9, RL.8.10, RL8.11
RL.8.1, RL.8.2, RL.8.3, RL.8.4, RL.8.5,
RL.8.6, RL. 8.7, RL.8.9, RL.8.10, RL8.11
Writing
Outcomes
Personal Narrative:
“My Name” and “He/She Remembers”
Thriller Short Story
Critical Lens Essay
CCSS for
Writing
W.8.1, W8.3, W8.4, W8.5, W8.10
W8.1, W.8.2, W.8.3, W. 8.4, W. 8.5, W8.6, W8.7,
W8.9, W8.10
W8.1, W8.4, W8.5, W8.6, W8.7, W8.8,
W8.9, W8.10
Unit 3: Flowers for Algernon
Unit 4: Informational
Unit 5: Peace and Justice in Drama
Unit 6: Warriors Don’t Cry
Essential
Questions
What is the relationship between
challenges, multiple intelligences, and
strategies?
How can a writer achieve coherence
in writing?
What are the qualities that make
informational writing successful and
interesting?
How can one person make a
difference when encountering a social
challenge?
How can one person’s convictions
and strength effect change?
Texts
Flowers for Algernon by Daniel
Keyes
Critical Reading Series by Henry
and Melissa Billings
The Diary of Anne Frank
12 Angry Men by Reginald Rose
Warriors Don’t Cry by Melba
Pattillo Beals
Supplementary Articles (The
Holocaust, the justice system,
prejudices, propaganda, Aristotle and
persuasive appeals
Supplementary Articles
(Civil Rights, )
Supplementary Articles (genetics,
medical ethics, disabilities, animal
testing, psychological testing)
Academic
Vocabulary
reflection, multiple, intelligences,
coherence, ethics
compare/contrast, connotation,
denotation, syntax, diction, clarity
persuasive appeals, propaganda,
prejudice, ad hominem, advertising
zeitgeist, segregation, Jim Crow
Laws
Unit Goals
1) analyze characters and their
situations to better understand the
themes of the novel.
2) demonstrate their understanding of
the text on four levels: factual,
interpretive, critical, and personal.
3) analyze the impact of specific
word choices on meaning and tone
4) identify plot devices
5) analyze how particular lines of
dialogue or incidents in a story propel
the action, reveal aspects of a
character, or provoke a decision
1) features and structures (print,
graphics, organizational aids, and
illustrations)
2) skimming and scanning
3) summarize and paraphrasing
4) distinguish between main ideas
and details
5) distinguish between relevant and
irrelevant information
6) distinguish between
informational and narrative
7) develop questions
8) analyze structure
9) author’s point of view and
purpose
1) engage in meaningful discussion of
historical and contemporary issues of
local and global importance
2) employ effective communication
skills in small and large group
settings
3) research an issue and create an
action plan to address it
4) examine and employ various media
channels
5) Determine a central idea of a text
and analyze its development over the
course of the text
1) evaluate the ways in which
culture, politics, and time period
affect the author of a work of
nonfiction
2) analyze how particular lines of
dialogue or incidents in a story
propel the action, reveal aspects of
a character, or provoke a decision
3) analyze how a text makes
connections among and
distinctions between individuals,
ideas, or events (e.g., through
comparisons, analogies, or
categories)
CCSS for
Reading
RL.8.1, RL.8.2, RL.8.3, RL.8.4,
RL.8.5, RL.8.6, RL.8.7, RL.8.9,
RL.8.10, RL.8.11
RI.8.1, RI.8.2, RI.8.3, RI.8.4, RI.8.5,
RI.8.6, RI.8.7, RI.8.8, RI.8.9,
RI.8.10
RL.8.1, RL.8.2, RL.8.3, RL.8.4,
RL.8.5, RL.8.6, RL.8.7, RL.8.9,
RL.8.10, RL.8.11
RI.8.1, RI.8.2, RI.8.3, RI.8.4,
RI.8.5, RI.8.6, RI.8.7, RI.8.8,
RI.8.9, RI.8.10
Writing
Outcomes
Research Paper
Short Responses (RAFT)
Extended Response
Persuasive Writing
Advertisements/ Persuasive Appeals
This I Believe Personal Essay
CCSS for
Writing
W8. 1, W.8.2, W.8.3, W. 8.4, W. 8.5,
W8.6, W8.7, W8.9, W8.10
W8.1, W8.2, W8.4, W8.5, W8.9,
W8.10
W8.1, W8.4, W8.5, W8.6, W8.7,
W8.8, W8.9, W8.10
W8.1, W8.3, W8.4, W8.5, W8.6,
W8.8, W8.9, W8.10
8th Grade ELA Common Core State Standards
RI: Reading Standards for Informational Text
Key Ideas and Details
Key Ideas and Details
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.
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.
RL.8.2: Determine a theme or central idea of a text and analyze its development
over the course of the text, including how it is conveyed through particular
details; provide an accurate summary of the text distinct from personal opinions
or judgments.
RI.8.2: Determine a central idea of a text and analyze its development over the
course of the text, including how it is conveyed through particular details;
provide an accurate summary of the text distinct from personal opinions or
judgments.
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.
RI.8.3: Analyze how a text makes connections among and distinctions between
key individuals, ideas, or events (e.g., through comparisons, analogies, or
categories).
Craft and Structure
Craft and Structure
RL.8.4: Determine the meaning of words and phrases as they are used in a text,
including analogies or allusions to other texts; analyze the impact of specific
word choices on meaning and tone.
RI.8.4: Determine the meaning of words and phrases as they are used in a text,
including analogies or allusions to other texts; analyze the impact of specific
word choices on meaning and tone.
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.
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.
RL.8.6: Explain how differences in the point of view of characters and the
audience or reader (e.g., created through the use of dramatic irony) creates such
effects as suspense or humor.
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.
Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
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.
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.
(Not applicable to literature)
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 and identifying when irrelevant evidence is introduced.
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.
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.
Range of Reading and Level of Text Complexity
Range of Reading and Level of Text Complexity
RL.8.10: By the end of the year, read and comprehend literature, including
stories, dramas, and poems, in the grades 6–8 text complexity band independently
and proficiently.
RI.8.10: By the end of the year, read and comprehend literary nonfiction in the
grades 6–8 text complexity band independently and proficiently.
W: Writing Standards: Eighth Grade
Text Types and Purposes
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.
Production and Distribution of Writing
W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including
grade 8.)
W.8.6: Use technology, including the Internet, to produce and publish a minimum of five pages of writing as well as to interact and collaborate with others.
Research to Build and Present Knowledge
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.
a.
Apply grade 8 Reading standards to literature (e.g., ―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).
b.
Apply grade 8 Reading standards to literary nonfiction (e.g., ―Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient and identifying when irrelevant evidence is introduce).
Range of Writing
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) for a range of
discipline-specific tasks, purposes, and audiences.