RCSD Eighth Grade ELA Planning & Pacing Guide 2012-2013 – Overview Format
August 27-28
Approximate
Dates
Includes 3 days for
CELDT* Testing + 2
BA #1
Establish Classroom Routines & Procedures
• Introduction to the grade ELA Program • Classroom Pre-assessments
ELA Reading
Standards
Reality Central Article
Reading Selection Choice
All selections include
standards RW1.3 .RW1.2 &
where appropriate RW 1.1
More Accessible Reading
Unit 1: Fiction and Non Fiction
RL 3.2 Evaluate the
August 29
structural elements of the
September 7 plot (e.g., subplots,
Labor Day Holiday
Monday, 9/3
September
10-14
parallel episodes, climax),
the plot's development,
and the way in which
conflicts are (or are not)
addressed and resolved.
(CST 3)
RL 3.2 (CST 3)
See above
September
24-28
Separate Justice
A Retrieved Reformation
October 1-5
Curriculum Associates
Benchmark I Window
* Classrooms unaffected
by CELDT testing should
respond to student needs
Mid-Unit Assessment
Debating the Ratings
RL 3.6 Identify
significant literary devices
(e.g., metaphor,
symbolism, dialect, irony)
that define a writer's style
and use those elements to
interpret the work.(CST 3)
Selection
Grammar
From An American Childhood
The CSI Effect
Applying the BIG QUESTION
UNIT ASSESSMENT
Common &
Proper Nouns
WC 1.5 Use correct
punctuation and
capitalization.
(CST 3)
Make
Predictions
Conflict &
Resolution
Plural Nouns
WC 1.6 Use Correct
spelling conventions
(CST 3)
Use Information To Solve a Problem
Baylink Schedule
Map: Ferry Terminal Building
Author’s
Purpose
Mood
The Adventure of the Speckled Band
At First Sight
Travels with Charley
American Dreaming
The American Dream
Writing Application
Writing Workshop
Standards WC 1.4-1.6 are to be embedded in all
Writing Workshops
Big Question – Is truth the same for everyone?
Leveling The Playing Field
Make
Plot
Raymond’s Run
Predictions
RC 2.1 Compare and contrast the features and elements of consumer materials to gain
meaning from documents (e.g., warranties, contracts, product information, instruction
manuals). (CST 2)
RC 2.6 Use information from a variety of consumer, workplace, and public documents to
explain a situation or decision and to solve a problem.(CST 3)
RL 3.4 Analyze the
relevance of the setting
(e.g., place, time,
customs) to the mood,
tone, and meaning of the
text. (CST 2)
Literary
Analysis
More Challenging Reading
This Land is Whose Land?
Gentlemen of Rio en
Medio
Laws for Kids Who Work
Cub Pilot on the
Mississippi
Informational Texts: Consumer Documents
September
17-21
Reading Skill
Author’s
Purpose
Author’s
Style
Conclude Writing Workshop
Personal
Pronouns
& Antecedents
WC 1.4 Edit written
manuscripts to ensure
that correct grammar
is used. (CST 3)
Pronouns
Reflexive
& Relative
WC 1.4 Edit written
manuscripts to ensure
that correct grammar
is used. (CST 3)
Autobiographical Essay and/or
Biographical Essay
Students write narrative, expository, persuasive, and
descriptive texts of at least 500 to 700 words in each
genre. The writing demonstrates a command of
standard American English and the research,
organizational, and drafting strategies outlined in
Writing Strategies Standard 1.0
Students write clear, coherent, and focused essays.
The writing exhibits students' awareness of the
audience and purpose. Essays contain formal
introductions, supporting evidence, and conclusions.
Students progress through the stages of the writing
process as needed.
2.1 Write biographies, autobiographies, short
stories, or narratives:
a) Relate a clear, coherent incident, event, or situation
by using well-chosen details.
b) Reveal the significance of, or the writer's attitude
about, the subject.
c) Employ narrative and descriptive strategies (e.g.,
relevant dialogue, specific action, physical
description, background description, comparison or
contrast of characters).
Writing Strategies Evaluation and Revision
WS 1.6 Revise writing for word choice; appropriate
organization; consistent point of view; and transitions
between paragraphs, passages, and ideas. (CST 6)
Written & Oral Language Conventions
Sentence Structure
WC 1.1 Use correct and varied sentence types and
sentence openings to present a lively and effective
personal style (CST 2).
Grammar
WC 1.4 Edit written manuscripts to ensure that
correct grammar is used. (CST 3)
Punctuation and Capitalization
WC 1.5 Use correct punctuation and
capitalization.(CST 3
either moving ahead in the
pacing guide or adding
additional distributive
practice.
Approximate
Dates
Vocabulary Workshop - Word Meanings
Grammar Workshop Subject/Predicate –
RW 1.3 Use word meanings within the appropriate context and show
ability to verify those meanings by definition, restatement, example,
comparison, or contrast. (CST 5)
Sentence Types
ELA Reading
Standards
Reality Central Article
Reading Selection Choice
WC 1.1 Use correct and varied sentence types and sentence openings
to present a lively and effective personal style (CST 2).
Reading Skill
Literary
Analysis
Grammar
Focus
Writing Application
Writing Workshop
All selections include
standards RW1.3, RW1.2 &
where appropriate, RW 1.1
Unit 2: Short Stories
Big Question – Can all conflicts be resolved?
RL 3.4 Analyze the
October
Games People Play
Compare &
Setting
relevance of the setting
8-12
Who Can Replace a Man?
Contrast
(e.g., place, time,
customs) to the mood,
Cyber Friends
tone, and meaning of the
Tears of Autumn
text. (CST 2)
October
15-19
Foundational Element
Reading Skill
Compare & Contrast
This literary selection is
the preparation for the
informational text
standards below.
The Insanity Defense
Tell Tale Heart
Compare &
Contrast
Character
Traits
Character
Perspectives
Informational Texts: Compare Summaries to an Original Text
RC 2.3 Find similarities and differences between texts in the treatment, scope, or
organization of ideas.(CST 2)
RC 2.4 Compare the original text to a summary to determine whether the summary
accurately captures the main ideas, includes critical details, and conveys the underlying
meaning. (CST 2)
Response To Literature
Action &
Linking Verbs
WC 1.4 Edit written
manuscripts to ensure
that correct grammar
is used. (CST 3)
Principal parts
of Regular
Verbs
Compare Summaries to an Original Text
Two Summaries of a Tell-Tale Heart
Mid-Unit Assessment
October
22-26
October 29
November 2
Foundational Element
Reading Skill
Make Inferences
RW 1.3 Use word
meanings within the
appropriate context and
show ability to verify
those meanings by
definition, restatement,
example, comparison, or
contrast. (CST 5)
Foundational Element
Reading Skill
Make Inferences
RL 3.5 Identify and
analyze recurring themes
(e.g., good versus evil)
across traditional and
contemporary works.
(CST 1)
Privacy vs. Safety
Charles
The IQ Question
Flowers For Algernon
Make
Inferences
Point of
View
Simple
Tenses of
Verbs
The Curfew Question
Thank-You M’am
Learning Character
The Story Teller
Make
Inferences
Theme
Tense &
Mood of
Verbs
Informational Texts: Real Life Reading Advertisements
RC 2.1 Compare and contrast the features and elements of consumer materials to gain
meaning from documents (e.g., warranties, contracts, product information, instruction
manuals). (CST 2)
WC 1.4 Edit written
manuscripts to ensure
that correct grammar
is used. (CST 3)
Evaluate Persuasive Appeals
Advertisements
Use Schaffer methodology to teach
the response to literature essay
2.2 Write responses to literature:
a) Exhibit careful reading and insight in
their interpretations.
b) Connect the student's own responses to
the writer's techniques and to specific
textual references.
c) Draw supported inferences about the
effects of a literary work on its audience.
d) Support judgments through references
to the text, other works, other authors, or to
personal knowledge
Writing Strategies
Organization & Focus
WS 1.1 Create compositions that establish a
controlling impression, have a coherent thesis,
and end with a clear and well-supported
conclusion. (CST 4)
Evaluation and Revision
WS 1.6 Revise writing for word choice;
appropriate organization; consistent point of
view; and transitions between paragraphs,
passages, and ideas. (CST 6)
Written & Oral Language Conventions
Grammar
WC 1.4 Edit written manuscripts to ensure that
correct grammar is used. (CST 3)
Punctuation and Capitalization
WC 1.5 Use correct punctuation and
capitalization.(CST 3)
November
5-9
Approximate
Dates
Applying the BIG QUESTION
UNIT ASSESSMENT
Vocabulary Workshop - Word Origins
Conclude Writing Workshop
RW 1.2 Understand the most important points in the history of the
English language & use common word origins to determine the
historical influence on English word meanings (CST 2)
WC 1.1 Use correct and varied sentence types and sentence openings
to present a lively and effective personal style (CST 2).
ELA Reading
Standards
Reality Central Article
Reading Selection Choice
Grammar Workshop – Verbs & Phrases
WC 1.4 Edit written manuscripts to ensure that correct
grammar is used. (CST 3)
Reading Skill
Literary
Analysis
Grammar
Focus
Writing Application
Writing Workshop
All selections include
Standards RW1.3, RW1.2 &
where appropriate, RW 1.1
Unit 3: Types of Non-Fiction
Foundational Element
November
Reading Skill
13-30
Main Idea & Details
Veterans Day
11/12/12
Benchmark
Assessment II
WS 1.2 Establish
coherence within and
among paragraphs through
effective transitions,
parallel structures, and
similar writing techniques.
(CST 4)
Big Question – How much information is enough?
Narrative
Kids Just Want To Have Fun
Adjectives &
Main Idea
Baseball
Righteous Heroes
From Harriet Tubman Conductor
on the Underground Railroad
November 19-20 Parent Teacher Conferences
December
3-11
Foundational Element
Reading Skill
Main Idea & Details
The People’s Art
RL 3.7 Analyze a work of
literature, showing how it
reflects the heritage,
traditions, attitudes, and
beliefs of its author.
(Biographical approach)
(CST 2)
Someone To Look up To
From Always To Remember –The
Vision of Maya Ying Lin
From I Know Why The Caged Bird
Sings
Informational Texts: Analyze Treatment,
Scope, & Organization of Ideas
RC 2.3 Find similarities and differences between texts in the
treatment, scope, or organization of ideas.(CST 2)
Main Idea
&
Implied Main
Idea
Essay
Articles
November 21-23 Thanksgiving Break
Biography &
Main Idea
Adverbs
Connections To
the Main Idea
Throughout An
Expository Essay
Autobiography
Modifying
Meaning
WC 1.4 Edit written
manuscripts to ensure
that correct grammar
is used. (CST 3)
Textbook Article
Gulf of Tonkin Resolution
Letter
Mid Unit Assessment
December
12-20
Applying the BIG QUESTION
UNIT ASSESSMENT
Vocabulary Workshop - Idioms
RW 1.1 Analyze idioms, analogies, metaphors, and similes to infer
the literal and figurative meanings of phrases.(CST 2)
Conclude Writing Workshop
Grammar Workshop Clauses & Sentence Structure
WC 1.3 Use subordination, coordination, apposition, and other
devices to indicate clearly the relationship between ideas. (CST 3)
WINTER BREAK
December 24, 2012-January 4,2013
Persuasive Essay
2.4 Write persuasive compositions
a) Include a well-defined thesis (i.e., one
that makes a clear and knowledgeable
judgment).
b) Present detailed evidence, examples,
and reasoning to support arguments,
differentiating between facts and opinion.
c) Provide details, reasons, and examples,
arranging them effectively by anticipating
and answering reader concerns and
counterarguments
Writing Strategies
Organization & Focus
WS 1.1 Create compositions that establish
a controlling impression, have a coherent
thesis, and end with a clear and wellsupported conclusion. (CST 4)
WS 1.2 Establish coherence within and
among paragraphs through effective
transitions, parallel structures, and similar
writing techniques. (CST 4)
Evaluation and Revision
WS 1.6 Revise writing for word choice;
appropriate organization; consistent point
of view; and transitions between
paragraphs, passages, and ideas. (CST 6)
Written & Oral Language Conventions
Grammar
WC 1.1 Use correct and varied sentence
types and sentence openings to present a
lively and effective personal style (CST 2).
WC 1.4 Edit written manuscripts to ensure
that correct grammar is used. (CST 3)
Punctuation and Capitalization
WC 1.5 Use correct punctuation and
capitalization.(CST 3)
Approximate
Dates
ELA Reading
Standards
Reality Central Article
Reading Selection Choice
Reading Skill
Literary
Analysis
Grammar
Focus
Fact &
Opinion
Persuasive
Technique
Prepositions
All selections include
Standards RW1.3, RW1.2 &
where appropriate, RW 1.1
January
7-25
Consider
teaching both
selections to
teach the
standards in
depth
MLK Holiday
1/21/13
RC 2.2 Analyze text that
uses proposition and
support patterns.(CST 3)
RC 2.7 Evaluate the unity,
coherence, logic, internal
consistency, and structural
patterns of text. (CST 3)
Approximate
Dates
ELA Reading
Standards
Net Smarts
The Trouble With Television
Old Enough To Vote
On Woman’s Right to
Suffrage
Comparing Types of Organization
Forest Fire, Why Leaves Turn Color In the Fall,
The Season’s Curmudgeon Sees the Light
RC 2.3 Find similarities and differences between texts in the
treatment, scope, or organization of ideas.(CST 2)
RC 2.7 Evaluate the unity, coherence, logic, internal consistency, and
structural patterns of text. (CST 3)
Reality Central Article
Reading Selection Choice
Informational Texts: Analyze Proposition &
Support
RC 2.2 Analyze text that uses proposition and support patterns.(CST
3)
Reading Skill
Literary
Analysis
Grammar
Focus
Writing Application
Writing Workshop
All selections include
Standards RW1.3, RW1.2 &
where appropriate, RW 1.1
Unit 4: Poetry
January 28
February 1
February
4-8
Big Question –What is the secret to reaching someone with words?
GRAMMAR MONTH
RW 1.3 Use word
Rapping About Poetry
Using
Sound
Subject
meanings within the
Poetry Collection 1
Context
Devices
Compliments
appropriate context and
show ability to verify
those meanings by
definition, restatement,
example, comparison, or
contrast. (CST 5)
RL 3.1 Determine and
articulate the relationship
between the purposes and
characteristics of different
forms of poetry (e.g.,
ballad, lyric, couplet, epic,
elegy, ode, sonnet).
(CST 2)
RW 1.1 Analyze idioms,
analogies, metaphors, and
similes to infer the literal
and figurative meanings
of phrases.(CST 2)
RL 3.6 Identify
significant literary devices
(e.g., metaphor,
symbolism, dialect, irony)
that define a writer's style
and use those elements to
interpret the work.(CST 3)
CAT!
Silver
Your World
• alliteration
• onomatopoeia
• rhyme
• rhyme scheme
• meter
Fit to a Tee
Poetry Collection 2
The Drum (for MLK)
Ring Out, Wild Bells
Thumbprint
City Spam
Poetry Collection 3
Concrete Mixers Harlem Night Song
The City Is So Big
Alone in Alaska
Poetry Collection 4
Little Exercise
Ode To
Enchanted Light
The Sky Is Low, the Clouds Are
Mean
Informational Texts: Compare & Contrast Features of Consumer Materials
RC 2.1 Compare and contrast the features and elements of consumer materials to gain
meaning from documents (e.g., warranties, contracts, product information, instruction
manuals) (CST 2)
Context
Clues
WC 1.4 Edit written
manuscripts to ensure
that correct grammar
is used. (CST 3)
Figurative
Language
•simile
• metaphor
• personification
Direct &
Indirect
Objects
WC 1.4 Edit written
manuscripts to ensure
that correct grammar
is used. (CST 3)
Recipes
Nutrition Labels Lunch Menus
Response To Literature
Teachers may want to review the response
to genre by practicing it with poetry while
emphasizing writing strategy 1.3 and
written and oral language convention 1.1
Writing Strategies
Organization & Focus
WS 1.1 Create compositions that establish
a controlling impression, have a coherent
thesis, and end with a clear and wellsupported conclusion. (CST 4)
WS 1.3 Support theses or conclusions with
analogies, paraphrases, quotations,
opinions from authorities, comparisons,
and similar devices. (CST 3)
Evaluation and Revision
WS 1.6 Revise writing for word choice;
appropriate organization; consistent point
of view; and transitions between
paragraphs, passages, and ideas. (CST 6)
Written & Oral Language Conventions
Grammar
WC 1.1 Use correct and varied sentence
types and sentence openings to present a
lively and effective personal style (CST 2).
WC 1.4 Edit written manuscripts to ensure
Mid-Unit Assessment
February
5-8
Approximate
Dates
February
11-14
Presidents’ Day
Holiday 15&18
RL 3.1 Determine and
articulate the relationship
between the purposes and
characteristics of different
forms of poetry (e.g.,
ballad, lyric, couplet, epic,
elegy, ode, sonnet).
(CST 2)
ELA Reading
Standards
RL 3.6 Identify
significant literary devices
(e.g., metaphor,
symbolism, dialect, irony)
that define a writer's style
and use those elements to
interpret the work. (CST
3)
Performing Poets
Paraphrase
Poetry Collection 5
Old Man
Runagate, Runagate
Forms of
Poetry
• lyric poem
• speaker
• narrative poem
• sonnet
• allusions
Blow, Blow, Thou Winter Wind
It’s a Holiday
Poetry Collection 6
The New Colossus
Paul Revere’s Ride
Harriet Beecher Stowe
Reality Central Article
Reading Selection Choice
My Brother and Sister Drive
Me Crazy
Poetry Collection 7
January
New World
For My Sister Molly Who in
The Fifties
Reading Skill
Paraphrase
Literary
Analysis
Imagery
Preposition
Phrases
WC 1.4 Edit written
manuscripts to ensure
that correct grammar
is used. (CST 3)
Grammar
Focus
Infinitive
Phrases
WC 1.4 Edit written
manuscripts to ensure
that correct grammar
is used. (CST 3)
Writing That Heals
Poetry Collection 8
Your little Voice
Drum Song
Grandma Ma Ling
Informational Texts: Analyze Technical Directions
RC 2.1 Compare and contrast the features and elements of consumer materials to gain
meaning from documents(e.g., warranties, contracts, product information, instruction
manuals) (CST 2) RC 2.5 Understand and explain the use of a complex mechanical device by
following technical directions.(CST 3)
RC 2.6 Use information from a variety of consumer, workplace, and public documents to
explain a situation or decision and to solve a problem.(CST 3)
February
19-22
that correct grammar is used. (CST 3)
Punctuation and Capitalization
WC 1.5 Use correct punctuation and
capitalization.(CST 3)
Answering Machine Directions
Limited Warranty For Answering Machine
WA 2.6 Write technical documents:
a) Identify the sequence of activities needed to design a system,
operate a tool, or explain the bylaws of an organization.
b)Include all the factors and variables that need to be considered.
c)Use formatting techniques(e.g., headings, differing fonts) to aid
comprehension.
Applying the BIG QUESTION
UNIT ASSESSMENT
Vocabulary Workshop - Analogies
Conclude Writing Workshop
RW 1.1 Analyze idioms, analogies, metaphors, and similes to infer
the literal and figurative meanings of phrases.(CST 2)
WC 1.2 Identify and use parallelism, including similar grammatical
forms in all written discourse to present items in a series and items
juxtaposed for emphasis. (CST 2)
Grammar Workshop Improving Sentences
Writing Application
Writing Workshop
Continued
Approximate
Dates
ELA Reading
Standards
Reality Central Article
Reading Selection Choice
Reading Skill
Literary
Analysis
Grammar
Focus
Writing Application
Writing Workshop
All selections include
standards RW1.3, RW1.2 &
where appropriate, RW 1.1
Unit 5: Drama Big Question: Is it our differences or our similarities that matter most?
Public Document
Informational Texts: Compare & Contrast Features & Elements
RC 2.1 Compare and contrast the features and elements of consumer materials to gain meaning
from documents(e.g., warranties, contracts, product information, instruction manuals) (CST 2)
RC 2.6 Use information from a variety of consumer, workplace, and public documents to
explain a situation or decision and to solve a problem.(CST 3)
Holocausts in Rwanda & Darfur
February 25 RL 3.2 Evaluate the
structural elements of the
Ann Frank, Act 1
March 1
plot (e.g., subplots,
parallel episodes, climax),
the plot's development,
and the way in which
conflicts are (or are not)
addressed and
resolved.(CST 3)
March
5-8
RL 3.4 Analyze the
relevance of the setting
(e.g., place, time,
customs) to the mood,
tone, and meaning of the
text. (CST 2)
A Meaningful Life
Ann Frank, Act 2
Informational Texts: Evaluate Unity & Coherence
RC 2.1 Compare and contrast the features and elements of consumer materials to gain meaning
from documents (e.g., warranties, contracts, product information, instruction manuals). (CST 2)
RC 2.7 Evaluate the unity, coherence, logic, internal consistency, and structural patterns of
text. (CST 3)
Contract
Job Applications
Cause &
Effect
2.5 Write documents related to career
development, including simple business
letters and job applications:
Dialogue
Dangling &
Misplaced
Modifiers
WC 1.3 Use
subordination,
coordination,
apposition, and other
devices to indicate
clearly the
relationship between
ideas. (CST 3)
Cause &
Effect
Career Documents
Character
Motivation
Clauses
WC 1.3 Use
subordination,
coordination,
apposition, and other
devices to indicate
clearly the
relationship between
ideas. (CST 3)
Website: Florida Holocaust Museum
News Release – Photography Exhibition
a) Present information purposefully and
succinctly and meet the needs of the
intended audience.
b) Follow the conventional format for the
type of document (e.g., letter of inquiry,
memorandum).
Writing Strategies
Organization & Focus
WS 1.2 Establish coherence within and among
paragraphs through effective transitions, parallel
structures, and similar writing techniques. (CST 4)
Research and Technology
WS 1.4 Plan and conduct multiple-step information
searches by using computer networks and modems
(CST NA).
Evaluation and Revision
WS 1.6 Revise writing for word choice; appropriate
organization; consistent point of view; and transitions
between paragraphs, passages, and ideas. (CST 6)
Written & Oral Language Conventions
Sentence Structure WC 1.2 Identify and use
parallelism, including similar grammatical forms, in
all written discourse to present items in a series and
items juxtaposed for emphasis.(CST 2)Grammar
WC 1.4 Edit written manuscripts to ensure that
correct grammar is used. (CST 3)
Punctuation and Capitalization
WC 1.5 Use correct punctuation and
capitalization.(CST 3)
March
11-15
Parent Teacher
Conferences 3/153/20
Applying the BIG QUESTION
UNIT ASSESSMENT
Conclude Writing Workshop Emphasis given to standard: WS 1.2 Establish coherence within and among paragraphs through effective transitions, parallel structures, and
similar writing techniques. (CST 4)
Approximate
Dates
ELA Reading
Standards
Reality Central Article
Reading Selection Choice
Reading Skill
Literary
Analysis
Grammar
Focus
Writing Application
Writing Workshop
All selections include
Standards RW1.3. RW1.2 &
where appropriate, RW 1.1
Unit 6: Themes in American Stories Big Question –Are yesterday’s heroes important toady?
March 18-22 RL 3.7 Analyze a work of Heroes Without Haloes
Summarize Mythology
literature, showing how it
Parent Teacher
Coyote
Steals
the
Sun
and
reflects the heritage,
Conferences 3/15traditions, attitudes, and
Moon
3/20
beliefs of its author.
(Biographical approach)
(CST 2)
RL 3.6 Identify
significant literary devices
(e.g., metaphor,
symbolism, dialect, irony)
that define a writer's style
and use those elements to
interpret the work.(CST 3)
March
26-30
WA 1.1 Analyze idioms,
analogies, metaphors, and
similes to infer the literal
and figurative meanings
of phrases.(CST 2)
RL 3.6 Identify
significant literary devices
(e.g., metaphor,
symbolism, dialect, irony)
that define a writer's style
and use those elements to
interpret the work.(CST 3)
Racing With the Wind
Why the Waves Have
Whitecaps
SPRING BREAK –March 25 – April 4
Larger Than Life
Summarize
Brer Possum’s Dilemma
Oral
Tradition
Research Report
Sentence
Structure
WC 1.1 Use correct
and varied sentence
types and sentence
openings to present a
lively and effective
personal style
(CST 2).
Commas
WC 1.5 Use correct
punctuation and
capitalization.
(CST 3)
Freedom Writers
Chicoria
April 15-19
RL 3.7 Analyze a work of
literature, showing how it
reflects the heritage,
traditions, attitudes, and
beliefs of its author.
(Biographical approach)
(CST 2)
Long Road To Justice
Choice: A Tribute to MLK, Jr.
Heroes of 9/11
A Episode of War
Informational Texts: Evaluate the Treatment of Scope, and
Organization of Ideas
RC 2.3 Find similarities and differences between texts in the treatment, scope, or organization
of ideas.(CST 2)
Purpose for
Reading
b) Record important ideas, concepts, and
direct quotations from significant
information sources and paraphrase and
summarize all perspectives on the topic, as
appropriate.
c) Use a variety of primary and secondary
sources and distinguish the nature and
value of each.
d) Organize and display information on
charts, maps, and graphs.
WS 1.3 Support theses or conclusions with analogies,
paraphrases, quotations, opinions from authorities,
comparisons, and similar devices. (CST 3)
Cultural
Context
Semi Colons
& Colons
WC 1.5 Use correct
punctuation and
capitalization.
(CST 3)
Purpose for
Reading
a) Define a thesis.
Writing Strategies
Organization & Focus
WS 1.1 Create compositions that establish a
controlling impression, have a coherent thesis, and
end with a clear and well-supported conclusion.
(CST 4)
Spring Break – April 2-6
Informational Texts: Evaluate Structural Patterns
Book Review
RC 2.1 Compare and contrast the features and elements of consumer materials to gain meaning
Book Features
from documents (e.g., warranties, contracts, product information, instruction manuals). (CST 2)
RC 2.7 Evaluate the unity, coherence, logic, internal consistency, and structural patterns of
text. (CST 3)
RL 3.4 Analyze the
April 8-12
The Kindness of Strangers
relevance of the setting
From Out Of Dust : Debts
(e.g., place, time,
customs) to the mood,
Honorable Warriors
tone, and meaning of the
Ellis Island
text. (CST 2)
2.3 Write research reports:
Author’s
Influences
Radio Transcripts
Photo Essay
Political Carton
Research and Technology
WS 1.4 Plan and conduct multiple-step information
searches by using computer networks and modems
(CST NA).
WS 1.5 Achieve an effective balance between
researched information and original ideas. (CST NA)
Capitalization Written & Oral Language Conventions
Sentence Structure WC 1.2 Identify and use
parallelism, including similar grammatical forms, in
all written discourse to present items in a series and
items juxtaposed for emphasis.(CST 2)Grammar
WC 1.4 Edit written manuscripts to ensure that
correct grammar is used. (CST 3)
Punctuation and Capitalization
WC 1.5 Use correct punctuation and
capitalization.(CST 3)
April 22-26
STAR
WINDOW
Applying the BIG QUESTION
UNIT ASSESSMENT
Grammar Workshop – Punctuation
WC 1.5 Use correct punctuation and capitalization.(CST 3)
Post CST
Teachers may elect to teach the selections listed below or work with a teacher developed novel unit
April 29
May 3
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WINDOW
Modeled Selection
Unit 1 – Author’s Purpose
From The Baker Heater League
The 11:59
RL 3.3 not included
in pacing guide
above.
Comparing Literary Works
Comparing Narrative Structure
The Finish of Patsy Barnes
Drummer Boy of Shiloh
RL 3.3 Compare and contrast motivations and reactions of literary
characters from different historical eras confronting similar
situations or conflicts.(CST2)
RL 3.4 Analyze the relevance of the setting (e.g., place, time,
customs) to the mood, tone, and meaning of the text. (CST 2)
Comparing Characters of Different Eras
Old Ben
Fox Hunt
RL 3.2 Evaluate the structural elements of the plot (e.g., subplots,
parallel episodes, climax), the plot's development, and the way in
which conflicts are (or are not) addressed and resolved.(CST 3)
May 6-10
STAR
WINDOW
Unit 2 – Inspiration & Irony
RL 3.6 Identify significant literary devices (e.g., metaphor, symbolism,
dialect, irony) that define a writer's style and use those elements to
interpret the work. (CST 3)
An Hour With Abuelo
Comparing Types Of Narratives
Up The Slide
A Glow In the Dark from Woodsong
Comparing Symbols
The White Umbrella
The Medicine Bag
RL 3.6 Identify significant literary devices (e.g., metaphor,
symbolism, dialect, irony) that define a writer's style and use those
elements to interpret the work. (CST 3)
May 13-17
Unit 3 – Writing Style in Non Fiction
RL 3.7 Analyze a work of literature, showing how it reflects the
heritage, traditions, attitudes, and beliefs of its author. (Biographical
approach) (CST 2)
Making Tracks on Mars
May 20-24
Unit 4 – Poetry Speaker, Verse, Plot
Describe Somebody
About A Summer Sky
Comparing Tone
Emancipation From Lincoln: A Photobiography
Brown vs. Board of Education
RL 3.6 Identify significant literary devices (e.g., metaphor,
symbolism, dialect, irony) that define a writer's style and use those
elements to interpret the work. (CST 3)
RL 3.7 Analyze a work of literature, showing how it reflects the
heritage, traditions, attitudes, and beliefs of its author.
(Biographical approach) (CST 2)
Comparing Poetry & Prose
Snake on The Etowah
Vanishing Species
RL 3.4 Analyze the relevance of the setting (e.g., place, time,
customs) to the mood, tone, and meaning of the text. (CST 2)
RL 3.5 Identify and analyze recurring themes (e.g., good versus
evil) across traditional and contemporary works.(CST 1)
RL 3.6 Identify significant literary devices (e.g., metaphor,
symbolism, dialect, irony) that define a writer's style and use those
elements to interpret the work. (CST 3)
Comparing Types Of Description
The Road Not Taken
O Captain! My Captain
Research Report Continued and
Concluded
May 28
June 4
Unit 5 – Writing Drama from the What if Perspective
The Governess
From Anne Frank & Me
Comparing Adaptations to Originals
The Ninny
Comparing Sources to an Original
From Anne Frank The Diary of A Young Girl
From Anne Frank Remembered
RL 3.7 Analyze a work of literature, showing how it reflects the
heritage, traditions, attitudes, and beliefs of its author.
(Biographical approach) (CST 2)
June 5-13
Unit 6 – Real life Inspiration, Imagery & Themes RL
3.5 Identify and analyze recurring themes (e.g., good versus evil)
across traditional and contemporary works.(CST 1)
RL 3.6 Identify significant literary devices (e.g., metaphor, symbolism,
dialect, irony) that define a writer's style and use those elements to
interpret the work. (CST 3)
Water Names
Comparing Heroic Characters
Davy Crockett’s Dream , Paul Bunyan of the
North Woods, Invocation from John Brown’s Body
RL 3.1 Determine and articulate the relationship between the
purposes and characteristics of different forms of poetry (e.g.,
ballad, lyric, couplet, epic, elegy, ode, sonnet).(CST 2))
RL 3.5 Identify and analyze recurring themes (e.g., good versus
evil) across traditional and contemporary works.(CST 1)
Comparing Themes
Poetry, From My Own True Name, Words To Sit
in , Like Chairs
• Teachers may elect to rotate the order of units 5 (Drama) and 6 (Themes in American Stories)