English Language Arts
3rd Nine Weeks
Grade 8
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is
committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,
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80% of our students will graduate from high school college or career ready
90% of students will graduate on time
100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned
instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the
Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy
learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and
are the underpinning for the development of the English/Language Arts curriculum maps.
Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in
reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRA) so that
every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map
provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.
A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides.
Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional
resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their
classrooms, including those with special learning needs.
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English Language Arts
3rd Nine Weeks
Grade 8
How to Use the Literacy Curriculum Maps
Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction
that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction
aligned to each of the elements of effective literacy program seen in the figure to the right.
This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our
students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in
alignment the with the three College and Career Ready shifts in instruction for
ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both
literary and informational.
(3) Building knowledge through content-rich nonfiction.
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English Language Arts
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Grade 8
Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring
that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some highleverage resources around each of the three shifts that teachers should consistently access:
The TNCore Literacy Standards
The TNCore Literacy Standards (also known as the College and Career Ready
Teachers can access the TNCore standards, which are featured throughout
Literacy Standards):
this curriculum map and represent college and career ready student
http://www.tncore.org/english_language_arts.aspx
learning at each respective grade level.
Shift 1: Regular Practice with Complex Text and its Academic Language
Student Achievement Partners Text Complexity Collection:
Teachers can learn more about how to select complex texts (using
http://achievethecore.org/page/642/text-complexity-collection
quantitative, qualitative, and reader/task measures) using the resources in
this collection.
Student Achievement Partners Academic Work Finder:
Teachers can copy and paste a text into this tool, which then generates the
http://achievethecore.org/page/1027/academic-word-finder
most significant Tier 2 academic vocabulary contained within the text.
Links to Support Vocabulary Instruction & Development
http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/
https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-andTier-3-Terms-for-ELA-and-Math.pdf
Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text
Student Achievement Partners Text-Dependent Questions Resources:
Teachers can use the resources in this set of resources to craft their own
http://achievethecore.org/page/710/text-dependent-question-resources
text-dependent questions based on their qualitative and reader/task
measures text complexity analysis.
Shift 3: Building Knowledge through Content-Rich Non-fiction
Student Achievement Partners Text Set Projects Sequenced:
Teachers can use this resource to learn about how to sequence texts into
http://achievethecore.org/page/1098/text-set-project-sequenced-under“expert packs” to build student knowledge of the world.
construction
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English Language Arts
3rd Nine Weeks
Grade 8
Using the Curriculum Maps, Grades 6-8
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Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.”
Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center
column.
Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.
Plan your weekly and daily objectives, using the evidence statements to help.
Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.
Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and
structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected
performance assessments.
Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.
Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include
differentiated activities for teacher-led small group instruction and literacy stations.
Using the WIDA MPIs
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers
with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the
corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are
appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing
assessments.
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English Language Arts
3rd Nine Weeks
Grade 8
Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:
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The Item Sampler (MICA) can be found here: https://micatime.com/
TDOE TNReady Practice Tools homepage: A summary of TNReady practice tools
Classroom Chronicles: Using MICA to prepare for TNReady: Hear how other teachers in TN are using MICA!
Ten Things to Know about TNReady from the TDOE
TNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on
each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The
appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.
Descriptions of TNReady Writing Types: This document outlines the three types of writing expected by the standards and information about how they will be
assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks.
Text Complexity for 6-12
Shelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. The textbook adoption process at that time followed the
requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. The textbook has
been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the
Council of Great City Schools. The textbook was rated as meeting all non-negotiable criteria and some indicators of superior quality. Non-negotiable criteria are Foundational
Skills (as applicable), Complexity of Texts, Quality of Texts, and Text-Dependent Questions.
All schools have access to these textbooks, so the Curriculum Maps draw heavily from them. Texts selected for inclusion in the Curriculum Maps, both those
from the textbooks and external/supplemental texts, have been evaluated by District staff to ensure that they meet all criteria for text complexity--Quantitative,
Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on
designated pages in the Pearson textbooks for those selections.
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English Language Arts
3rd Nine Weeks
Grade 8
Third Quarter
TN State Standards
SPIs, GLEs,
Evidence Statements
Content
Weeks 1-3
Reading Selections
Weeks 1-3
 Literary Analysis Workshop: from “Kindertransport” (drama) and from “Anne Frank & Me”
Sample MICA Items on RL 8.4 and RL 8.6
(drama)
https://micatime.com/
 “The Diary of Anne Frank, Act I” (Lexile 1080; drama; See text complexity measures pgs.
Create an exam using the paired texts “Ocean Watch” and “Into the Artic,” including question IDs
848-849)
44497, 44499, and 44494.
 “The Diary of Anne Frank, Act II” (Lexile 1080; drama; See text complexity measures pgs.
916-917)
Big Question: Is it our differences or our similarities that matter most? (Unit 5)
Reading Complex
Literature
Literature
Texts
RL.8.3
Evidence Statements
Analyze how particular lines of dialogue or
 Provide an analysis of how particular lines of
incidents in a story or drama propel the action,
dialogue or incidents in a story or drama propel
reveal aspects of a character, or provoke a
the action. RL.8.3
decision.
 Demonstrate the ability to determine the
RL.8.4
meaning of words and phrases as they are used
Determine the meaning of words and phrases
in a text (e.g. figurative, connotative) and/or
as they are used in text, including figurative and
provide an analysis of the impact of specific
connotative meanings; analyze the impact of
word choice on meaning and/or tone, including
specific word choices on meaning and tone,
analogies or allusions to other texts. RL.8.4
including analogies or allusions to other texts.
 Provide an analysis of how one or more
RL.8.6
differences in the points of view of the characters
Analyze how differences in the points of view of
and the audience and/or reader (e.g. through the
the characters and the audience or reader (e.g.
use of dramatic irony) create such effects as
created through the use of dramatic irony)
suspense or humor. RL.8.6
create such effects as suspense or horror.
 Provide an analysis of the extent to which a
RL.8.7
filmed production of a story or drama stays
Analyze the extent to which a filmed or live
faithful to or departs from the text or script,
production of a story or drama stays faithful to
including an evaluation of the choices made by
or departs from the text or script, evaluating the
the director or actors. RL.8.7
choices made by the director or actors.
Review
Review
 Provides an analysis of how the theme or central
RL.8.2
idea relates to the characters, setting, and/or
Determine a theme or central idea of a text and
plot. Provides an objective summary of a text.
analyze its development over the course of the
RL.8.2
text, including its relationship to the character,
Prentice Hall Literature – Reading Selections
Unit 5: Drama - Elements of Drama, Analyzing Dramatic
Elements, and Character, Action, and Theme
Literary Analysis Workshop pg. 804-813
Skills Focus: characterization, plot, theme, dialogue, causeeffect relationship, irony, types of drama, point of view RL.8.3
RL.8.4 RL.8.6
 Next Generation Glossary of Informational and
Literary terms
 See www.scsliteracy.weebly.com
(found on the middle school page)

List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/doc
uments/List-of-Tier-2-and-Tier-3-Terms-for-ELA-andMath.pdf
 See pages 26-71 for ELA Tier 3
 Close Read: Character, Action, and Theme
 Model: from “Kindertransport” (drama) p.809
 Independent: from “Anne Frank & Me” (drama) p.810812
 After You Read pg. 813: Text Dependent
Questions
 (Key Ideas and Details) In what city does
the train journey begin? What are the
conditions on the train? Why are the people
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English Language Arts
3rd Nine Weeks
Grade 8
setting, and plot; provide an objective summary
of the text.
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These standards are constant and should be
taught throughout each quarter:
Cite Evidence: RL1, RI1
Analyze Content: RL/RI.8.2-9
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treated this way?
(Infer) Read the short biography of Anne
Frank on page 969 and the excerpts from
her diary on pages 970-974.
(Opinion) Does Cherie Bennett’s Anne
Frank seem like the real Anne Frank?
Explain. Compare your answers with a
partner.
“The Diary of Anne Frank, Act I” (Lexile 1080; drama) exemplar
p. 854-915 RL.8.3, RL.8.4, RL.8.6
 Skills Focus: cause/effect, moral dilemma, setting,
characterization, flashback, critical view of medium,
symbolism, dialogue
 Next Generation Glossary of Informational and
Literary terms
 See www.scsliteracy.weebly.com
(found on the middle school page)
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List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/doc
uments/List-of-Tier-2-and-Tier-3-Terms-for-ELA-andMath.pdf
 See pages 26-71 for ELA Tier 3
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Before You Read pg. 849. (Act I)
 Reading Skill: Cause and Effect
 Literary Analysis: Dialogue
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Critical Thinking pg. 912: Text Dependent Questions
 (Key Ideas and Details) In Scene 1, what objects does
Mr. Frank find in the secret rooms? (Infer) How are
these objects connected with the rest of the act?
 (Arguments) What does Mr. Frank’s reaction to the
crisis involving the thief reveal about his personality, as
compared with Mr. Van Daan’s? In general, what do the
stresses faced by the families tend to bring out more –
their differences or their similarities? Support your
answer with specific examples.
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English Language Arts
3rd Nine Weeks
Grade 8
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After You Read pg. 913 (Act I)
 Reading Skill: Cause and Effect
 Literary Analysis: Dialogue
“The Diary of Anne Frank, Act II” (Lexile 1080; drama) exemplar
p. 916-915 RL.8.3, RL.8.7
 Skill Focus: cause and effect, character’s motivation,
moral dilemma, setting, characterization, flashback, critical
view of medium, symbolism, dialogue
 Next Generation Glossary of Informational and
Literary terms
 See www.scsliteracy.weebly.com
(found on the middle school page)
 List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/doc
uments/List-of-Tier-2-and-Tier-3-Terms-for-ELA-andMath.pdf
 See pages 26-71 for ELA Tier 3
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Before You Read pg. 917 (Act II)
 Reading Skill: Cause and Effect
 Literary Analysis: Character’s Motivation
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Critical Thinking pg. 916 (Act II): Text Dependent
Questions (Key Ideas and Details) What is the time span
of Act II? (Infer) How have the characters changed since
the end of Act I? How do you know that Anne has
changed?
(Integration of Knowledge and Ideas) How has Anne been
able to preserve her dignity despite her suffering?
(Opinions) From Anne’s statements in Act II, do you think
that she believed that differences – or similarities- matter
most? What does Mr. Frank mean when he says of Anne:
“She puts me to shame”?
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After You Read pg. 917 (Act II)
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Reading Skill: Cause and Effect
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Literary Analysis: Character’s Motivation
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English Language Arts
3rd Nine Weeks
Grade 8
Resources
 The Secret Annex virtual tour (headphones needed unless
viewed as a whole class)
http://www.annefrank.org/en/Subsites/Home/
 Possible questions to use in conjunction with the
virtual tour:
 First floor questions- What is the purpose of the
first floor? Name the five rooms located on the
first floor and explain what happens in each
room. Outside of office hours, why do the people
in the secret annex use the first floor?
 Second floor questions- Name the rooms located
on the second floor and describe who uses each
room.
 Third floor questions- Describe the rooms on this
floor and explain who hid in each one. If you
had to hide in this building, which room would
you choose and why?
More websites with units, lessons, companion texts with
questions, writing prompts for journals, etc. for the
Holocaust:
 http://www.scholastic.com/teachers/collection/holocaustcollection-teaching-resources
 http://www.ushmm.org/remember/the-holocaust-survivorsand-victims-resource-center
 https://www.facinghistory.org/for-educators/educatorresources/resource-collections/holocaust-resourcecollection
 https://kckliteracycurriculum.wikispaces.com/file/view/Diary
+of+Anne+Frank.pdf
 http://hannahkstewart.weebly.com/uploads/1/1/2/4/112475
63/unit_plan.pdf
Additional resources:
 (nonfiction texts from daily news stories; all articles
available in 5 different comprehension levels for varying
reading abilities)
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English Language Arts
3rd Nine Weeks
Grade 8
https://newsela.com/
(online teacher’s edition plus much more)
www.pearsonsuccessnet.com
 (Reading Strategies and graphic organizers)
https://www.tn.gov/assets/entities/education/attachments/st
d_eng_3081.pdf
WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Model Performance for 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.
Level 1 (Entering)
Level 2 (Emerging)
Level 3 (Developing)
Level 4 (Expanding)
Level 5 (Bridging)
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Circle the pronouns in selected
sentences which show the
author’s point of view. Also, use
a collection of cartoons that give
model examples of different
types of irony or humor and
suspense, and have students
match types of irony to the
cartoons with a partner.
Categorize a collection of
cartoons that are model
examples of different types of
irony or humor and suspense,
and have students match types
of irony to the cartoons.
Students will read sentences in
an item bank using a resource
sheet modeling 1st and 3rd
person points of view that
describe the scenes in the
cartoons and will match the
sentences and the cartoons with
a partner.
Analyze the effect of changing
the author’s point of view or
using suspenseful/humorous
techniques on the audience’s
perception of a text’s message
by reading paragraphs written in
different points of view and
matching them with cartoons.
Distinguish between an author’s
attempts to produce suspense or
humor by classifying similar
cartoons which have paragraphs
describing the scenes.
Distinguish between an
author’s attempts to
produce suspense or humor
by classifying similar
cartoons which have
extended texts describing
the scenes
Language – Vocabulary
Language – Vocabulary
Vocabulary
L.8.4b
Use common, grade-appropriate Greek or Latin
affixes and roots as clues to the meaning of a
word (e.g., precede, recede, secede).
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.
Evidence Statements
 Demonstrates the ability to use context (e.g., the
overall meaning of a sentence or paragraph; a
word’s position or function in a sentence) as a
clue to the meaning of a word or phrase. L.8.4b
 Provides a statement demonstrating accurate
meaning and use of grade-appropriate general
academic words and phrases. L.8.6
Tier 2 Academic Vocabulary – create, evaluate, categorize
 List of Tier 2 Academic Vocabulary (referred to as Tier 2
Academic Terms by Marzano)
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/documen
ts/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf
o See pages 1-25 for Tier 2
Reviewed throughout the quarter:
Synonyms/antonyms
Literary Analysis Workshop
 Introducing the Big Question pg. 803
These standards are constant and should be
Prentice Hall Literature- Pearson Publishing
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English Language Arts
taught throughout each quarter:
Study and apply vocabulary - L.8.4-6
3rd Nine Weeks
Affixes- Latin roots
Context clues
Analogy and word relationships
Word parts and families
Grade 8
o
Learning Big Question Vocabulary
“The Diary of Anne Frank, Act I”
 Making Connections: Vocabulary pg. 852
o
Greek suffix –ist
 Vocabulary Development pgs. 852, 854, 856, 858, 860, 864,
866, 868, 874, 880, 882, 884, 892, 894, 896, 898, 900, 902,
904, and 910
 After You Read: Vocabulary pg. 913
“The Diary of Anne Frank, Act II”
 Making Connections: Vocabulary pg. 918
o Latin prefix in Vocabulary Development pgs. 918, 920, 922, 926, 930, 934,
936, 938, 942, 944, 946, 952, 954
 After You Read: Vocabulary pg. 957
Resources
 (Create quizzes, flashcards, and review games to use with
student devices)
https://getkahoot.com/
 (Vocabulary Central , Reading Kit)
www.pearsonsuccessnet.com
 (Vocabulary strategies and word benches)
https://www.tn.gov/assets/entities/education/attachments/s
td_eng_3081.pdf
 (15 vocabulary strategies)
http://learningtasks.weebly.com/vocabulary-strategies.html
 Vocabulary strategies and graphic organizers
o http://www.learningunlimitedllc.com/2013/07/5-stepsvocabulary-instruction/
o https://wvde.state.wv.us/strategybank/VocabularyStrat
egies.html
o https://wvde.state.wv.us/strategybank/VocabularyGra
phicOrganizers.html
o http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/docu
ments/List-of-Tier-2-and-Tier-3-Terms-for-ELA-andMath.pdf
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English Language Arts
Writing to Texts
3rd Nine Weeks
Grade 8
Writing
Writing
Writing Fundamentals
W.8.1
Write arguments to support claims in an
analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence.
a. Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims,
and create an organization that establishes
clear relationships among claim(s),
counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly,
supplying evidence for each while pointing
out the strengths and limitations of both in
a manner that anticipates the audience’s
knowledge level and concerns.
c. Use words, phrases, and clauses to link
the major sections of the text, create
cohesion, and clarify the relationships
between claim(s) and reasons, between
reasons and evidence, and between
claim(s) and counterclaims.
d. Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which
they are writing.
e. Provide a concluding statement or section
that follows from and supports the
argument presented.
Evidence Statements
Prentice Hall Literature- Pearson Publishing
Development of Ideas
Response addresses the prompt and provides
effective and comprehensive development of the
claim, topic and/or narrative elements by using clear
and convincing reasoning, details, text-based
evidence, and/or description; the development is
consistently appropriate to the task, purpose, and
audience.
Routine Writing (text-dependent):
 Writing about the Big Question pgs. 852 and 918
 Summaries, Graphic Organizers
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Journal entries- Using “Anne Frank & Me,” analyze the
stage directions and dialogue in this scene to identify
details that make Anne and Nicole believable characters.
How do these elements help you understand both
characters?
 Daily Language Practice
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.
a. Introduce a topic; organize ideas,
concepts, and information, using strategies
Organization
Response demonstrates purposeful coherence,
clarity, and cohesion and includes a strong
introduction, conclusion, and a logical, well-executed
progression of ideas, making it easy to follow the
writer’s progression of ideas.
Clarity of Language
Response establishes and maintains an effective
style, while attending to the norms and conventions of
the discipline. The response uses precise language
consistently, including descriptive words and phrases,
sensory details, linking and transitional words, words
to indicate tone2, and/or domain-specific vocabulary.
Knowledge of Language and Conventions
Response demonstrates command of the conventions
of standard English consistent with effectively edited
writing. Though there may be a few minor errors in
grammar and usage, meaning is clear throughout the
response.
Reviewed throughout the quarter:
 Essay organization and structure
 Topic sentences and supporting details
 Writing paragraphs
 Transitional words
Analysis (Argumentative)

Anne Frank wrote, “Despite everything, I believe that
people are really good at heart.” Using evidence from her
diary, write whether you agree or disagree with that
statement. Be sure to use logic and reason, not emotion.
Cite evidence from the text to support your answer.

Performance Task #1 pg. 1002: Analyze the Development
of Theme – Write an essay in which you focus on the
impact of character on theme in one of the drama
selections in this unit.
Analysis (informational)
 Performance Task pg. 1002 – Analyze Characterization –
Analyze characterization in a play in this unit. Select one
the plays in this unit with an interesting character. Tell what
you found interesting about this character. Determine your
character’s function in the play-central character,
antagonist, and so on. Cite specific plot events and
dialogue that reveal aspects of your character. Explain and
cite evidence from the text to support your answer.
 Using evidence from the text, determine the historical
cause that forces the Franks into hiding, and what impact it
has on their daily lives.
 How was Anne able to preserve her dignity despite her
suffering? Based on Anne’s statements in Act II, do you
think that she believed that differences- or similaritiesShelby County Schools
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English Language Arts
b.
c.
d.
e.
f.
such as definition, classification,
comparison/contrast, and cause/effect;
include formatting (e.g., headings),
graphics (e.g., charts, tables), and
multimedia when useful to aiding
comprehension.
Develop the topic with relevant facts,
definitions, concrete details, quotations, or
other information and examples.
Use appropriate transitions to clarify the
relationships among ideas and concepts.
Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
Establish and maintain a formal style.
Provide a concluding statement or section
that follows from the information or
explanation presented.
W.8.3
Write narratives to develop real or imagined
experiences or events using effective
technique, relevant descriptive details, and wellstructured event sequences.
W.8.4
Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
3rd Nine Weeks
Grade 8




matter most? Cite evidence from the text to support your
answer.
Give three examples of how the setting of the play affects
the characters and their actions.
Writing pg. 959 – Informative text – In preparation for
writing a film review, watch a film version of The Diary of
Anne Frank. Take notes, and draft a review. Be sure to
highlight the differences between the filmed and the written
versions, and explain which one you thought was more
effective.
Compare and contrast Anne’s relationship with her mother
to that with her father. Cite evidence from the text to
support your answer.
Compare Anne and Margot. Do their differences ever
cause problems? Cite evidence from the text to support
your answer.
Narrative
To explore the perspectives of two characters other than Anne
in “The Diary of Anne Frank,” write two diary entries about an
event from the play using evidence from the text to support your
ideas. pg. 915
 (See Resources in Complex Texts section for more
Holocaust texts and writing prompts).
Argumentative Writing Resources

(The Argumentative Rubric)
http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/Op
ArgRubric-Gr6-8.pdf

(How to write an argumentative essay)
http://www.bellevuecollege.edu/asc/writing/essaysguides/documents/argumentativeessay.pdf

(How to write an argumentative essay)
http://www.roanestate.edu/owl/argument.html

(How to write an argumentative essay)
http://depts.washington.edu/owrc/Handouts/Argumentative
%20Paper%20Format.pdf
Shelby County Schools
2015/2016
Page 13 of 35
English Language Arts
3rd Nine Weeks
Grade 8

(argumentative essay frame)
http://www.baltimorecityschools.org/Page/16215
Additional resources
 See weebly for writing prompt templates.
www.scsliteracy.weebly.com
 (How to organize an essay)
http://www.wikihow.com/Organize-an-Essay
http://writingcenter.unlv.edu/writing/organization.html
 (how to write a thesis statement)
https://owl.english.purdue.edu/owl/resource/545/01/
http://writingcenter.unc.edu/handouts/thesis-statements/
 The TNReady Informational/Explanatory Rubric
http://www.tn.gov/assets/entities/education/attachments/tnr
eady_rubric_info-expl_gr6-8.pdf
 The TNReady Narrative Rubric
http://www.tn.gov/assets/entities/education/attachments/tnr
eady_rubric_narrative_gr6-8.pdf
 Writing the Informative Essay
o
http://wordcrafter.net/CompI/InformativeEssay.html
o http://study.com/academy/lesson/informative-essaydefinition-examples-structure.html
 Writing the Explanatory Essay
o http://wordmart.com/html/explanatory____expository_essa.html
o https://www.sbcc.edu/clrc/files/wl/downloads/Structure
ofaGeneralExpositoryEssay.pdf
 Writing Graphic Organizers
o https://www.eduplace.com/graphicorganizer/
o https://wvde.state.wv.us/strategybank/GraphicOrganiz
ersforWriting.html
o http://www.dailyteachingtools.com/free-graphicorganizers-w.html
o https://www.superteacherworksheets.com/graphicorganizers.html
o http://edhelper.com/teachers/graphic_organizers.htm
 Writing a Compare and Contrast Essay
o https://www.sbcc.edu/clrc/files/wl/downloads/Writinga
Shelby County Schools
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English Language Arts
3rd Nine Weeks
Grade 8
CompareContrastEssay.pdf
http://www.bookrags.com/articles/5.html#gsc.tab
=0
 Compare and Contrast Graphic Organizer
http://www.waltoncsd.org/Downloads/compcon_chart.pdf
Conventions
o
Language
Language
L.8.1
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
Evidence Statements
These standards are constant and should be
taught throughout each quarter.
Study and apply grammar - L.8.1-3


Demonstrate the ability to use gerunds and
participial phrases correctly within context when
speaking or writing. L.8.1
Demonstrate the ability to employ a variety of
appropriate sentence-combining techniques (i.e.,
clauses) within context when speaking or writing.
L.8.1
Note: Grammar instruction should be embedded in the teaching
of writing.
Prentice Hall Literature- Pearson Publishing
Elements of Language- Holt Publishing
Participial and gerund phrases
Dangling and Misplaced Modifiers
Clauses – independent, subordinate (dependent)
Prentice Hall Literature- Pearson Publishing
Integrated Language Arts pg. 826, 914, and 958
 Reading Application
 Writing Application
 Prentice Hall Writing Coach
Resources
 (Practice with specific language conventions/usage/
vocabulary standards, or choose specific grammar and
usage games)
www.internet4classrooms.com
 (Instructional games available for grammar and usage skill
development)
http://grammar.ccc.commnet.edu/grammar/quiz_list.html
 (Instructions and quizzes for individual or group
development of grammar and usage skills)
http://www.sandhills.edu/academicdepartments/english/grammarguide.html
 (Instructional tools for ELL students)
http://a4esl.org/q/h/grammar.html
Shelby County Schools
2015/2016
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English Language Arts
3rd Nine Weeks
Grade 8
Speaking and Listening
Speaking and Listening
Speaking and Listening
SL.8.6
Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English
when indicated or appropriate.
Evidence Statements
Possible Suggestions throughout the quarter:
Group roles and responsibility, Accountable talk, Classroom
routines and procedures, Group behaviors and discussions,
Target audience, Oral presentation, Informal Debate, News
Story, Delivering an Oral Summary, Dramatic Readings
These standards are constant and should be
taught throughout each quarter.
Analyze Content: SL.8.2-3
Study and apply grammar: SL.8.6
Conduct Discussions: SL.8.1
Report Findings: SL.8.4-6

Demonstrate an ability to adapt speech to a
variety of contexts and tasks, showing the
ability to use formal English when indicated or
appropriate. SL.8.6
Prentice Hall Literature- Pearson Publishing
Activities
 Use the photos, descriptions, and major events of the play,
along with original research, to present a guided tour of
daily life in the “Secret Annex.” pg. 915
 Choose a soliloquy (solo speech) from the play. Vary your
voice, use props, and employ dynamic gestures and
appropriate tone to achieve the atmosphere of “The Secret
Annex” to your audience.
Resources
 Teaching Soliloquies
o http://joy2learn.org/pdf/lesson_plans/literacy/Literacy_
Compare_Soliloquy_Monologue_Pagano.pdf
o http://teachingshakespeareblog.folger.edu/2015/02/17
/4-fresh-ideas-for-teaching-familiar-speeches/
o http://college.holycross.edu/projects/isp/measure/teac
hguide/teach_soliloquy.html
 Group roles and responsibilities
https://www.google.com/webhp?sourceid=chromeinstant&rlz=1C1QJDB_enUS641US641&ion=1&espv=2&ie
=UTF-8#q=group%20roles%20and%20responsibilities
 Classroom talk
http://www.ascd.org/publications/books/108035/chapters/P
rocedures-for-Classroom-Talk.aspx
 Accountable Talk
http://ifl.pitt.edu/index.php/educator_resources/accountabl
e_talk
 Accountable Talk Toolkit
http://www.ces.rcs.k12.tn.us/web_uploads/203_accountabl
e_talk_toolkit_10-09.pdf
Shelby County Schools
2015/2016
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English Language Arts
3rd Nine Weeks
Grade 8


Accountable Talk Teacher moves
http://wg.serpmedia.org/accountable_talk.html
Accountable Language Stems
http://www.dlenm.org/lacosecha2014/Handouts/Wiencek/A
ccountableTalkFeaturesandLanguageStems.pdf
Content
Third Quarter
TN State Standards
SPIs, GLEs,
Evidence Statements
Weeks 4-6
Reading Selections
Weeks 4-6
 Literary Analysis Workshop: from Peter and Rosa (short story) and “An Hour with Abuelo”
Sample MICA Items on RL 8.2 and 8.3
(short story)
https://micatime.com/
 “Tears of Autumn” by Yoshiko Uchida (short story; 1160 lexile)
Create an exam using the text “Undefeated,” including question IDs 43502, 43504, 43505,
 “The Tell-Tale Heart” (short story; 860 Lexile; Qualitative 4)
43823, 43824, 43825, 43831 and 43828.
See text complexity pgs. 244-245, 276-277
This item set also includes RL 8.4 and 8.6 to reinforce Weeks 1-3.
Big Question: Does Every Conflict Have a Winner? (Unit 2)
Reading Complex
Texts
Literature
Literature
Prentice Hall Literature – Reading Selections
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 character,
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.
Evidence Statements
 Provide an analysis of the development of the
theme or central idea over the course of a text.
RL.8.2
 Provide an analysis of how theme or central idea
relates to the characters, setting, and/or plot.
RL.8.2
 Provide an objective summary of a text. RL.8.2
Unit 2: Short Story - Elements of Short Story,
Analyzing Plot and Character Development, Determining
Themes in Short Stories
These standards are constant and should
be taught throughout each quarter:
Cite Evidence: RL1, RI1
Analyze Content: RL/RI.8.2-9



Provide an analysis of how particular lines of
dialogue or incidents in a story or drama propel
the action. RL.8.3
Provide an analysis of how particular lines of
dialogue or incidents in a story or drama
provoke a decision. RL.8.3
Provide an analysis of how particular lines of
dialogue or incidents in a story or drama reveal
aspects of a character. RL.8.3
Literary Analysis Workshop
 Skills Focus: setting, characters, plot, conflict, dialogue,
irony, theme
 Next Generation Glossary of Informational and
Literary terms
 See www.scsliteracy.weebly.com
(found on the middle school page)

List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/docu
ments/List-of-Tier-2-and-Tier-3-Terms-for-ELA-andMath.pdf
 See pages 26-71 for ELA Tier 3
 Close Read: Elements of a Short Story pg. 236
 Model: from Peter and Rosa (short story) p. 237
 Independent: “An Hour with Abuelo” (short story) p. 238242 RL.8.2, RL.8.3
 After You Read pg. 243: Text Dependent Questions
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English Language Arts
3rd Nine Weeks
Grade 8




(Infer) What concerns does the story of Abuelo’s
life raise for the narrator?
(Infer) In what way does Abuelo surprise the
narrator?
(Infer) How is the narrator changed by the events
of the story?
(Craft and Structure) Complete a diagram like the
one shown by comparing and contrasting Arturo
and Abuelo.
“Tears of Autumn” by Yoshiko Uchida (short story; 1160 lexile)
pgs. 264-272 RL.8.2
 Skills Focus: Compare and contrast, critical viewing, plot,
draw conclusions (make inferences), setting
 Next Generation Glossary of Informational and
Literary terms
 See www.scsliteracy.weebly.com
(found on the middle school page)
 List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/docu
ments/List-of-Tier-2-and-Tier-3-Terms-for-ELA-andMath.pdf
 See pages 26-71 for ELA Tier 3

Before You Read pg. 245
 Reading Skill: Compare and Contrast
 Literary Analysis: Setting

Critical Thinking pg. 272: Text Dependent Questions
 (Key Ideas and Details) In what ways is Hana’s life in
Japan unsatisfying to her? (Infer) How do these
details explain Hana’s decision to marry?
 (Key Ideas and Details) What happens when Hana
meets Taro? (Infer) What does Taro’s behavior toward
Hana suggest about his personality?
After You Read pg. 273
 Reading Skill: Compare and Contrast
 Literary Analysis: Setting

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English Language Arts
3rd Nine Weeks
Grade 8
“The Tell-Tale Heart” (short story 860 Lexile; Qualitative 4) p.
294-302 RL.8.3
 Skills Focus: Compare and contrast, characterization
(character traits), critical viewing, plot, draw conclusions
(make inferences)
 Next Generation Glossary of Informational and
Literary terms
 See www.scsliteracy.weebly.com
(found on the middle school page)
 List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/docu
ments/List-of-Tier-2-and-Tier-3-Terms-for-ELA-andMath.pdf
 See pages 26-71 for ELA Tier 3
 Before You Read pg. 276
 Reading Skill: Compare and Contrast
 Literary Analysis: Character traits

Critical Thinking pg. 302: Text Dependent Questions
 (Key Ideas and Details) Why does the narrator kill the
old man? (Infer) What does the narrator fear? What
details in the story indicate his fears?
 (Integration of Knowledge and Ideas) What conflicts
does the narrator experience before and after the
crime? (Opinions) What leads to his final breakdown?
Has his conflict been resolved? Explain.

After You Read pg. 303
 Reading Skill: Compare and Contrast
 Literary Analysis: Character traits
Optional Reading Selection
“Black Cat” by Edgar Allen Poe
 http://poestories.com/read/blackcat an online version of
another Edgar Alan Poe short story.
 Skills focus: analyze plot, setting, draw conclusions,
make inferences, and compare/contrast the main
characters from each short story.
Shelby County Schools
2015/2016
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English Language Arts
3rd Nine Weeks
Grade 8
Resources
 (Online teacher’s edition plus much more)
www.pearsonsuccessnet.com
 (More short stories by Edgar Alan Poe to use to develop
reading and writing skills)
http://poestories.com/stories.php
 (Reading Strategies and graphic organizers)
https://www.tn.gov/assets/entities/education/attachments/st
d_eng_3081.pdf
 (Tears of Autumn Unit)
http://www.bookrags.com/lessonplan/the-tears-ofautumn/#gsc.tab=0
 Tears of Autumn lesson plan
http://302staff.wikispaces.com/file/view/LessonPlanTearsof
Autumn8.pdf
 Tell Tale Heart study guide
https://mrstolin.wikispaces.com/file/view/Tell+Tale+Heart+S
tudy+Guide+packet,+pdf.pdf
 Tell Tale Heart Summary and Analysis

http://www.poedecoder.com/essays/ttheart/

http://www.poedecoder.com/essays/ttheart/

http://www.brighthubeducation.com/homework-helpliterature/59916-the-tell-tale-heart-questions/

http://cummingsstudyguides.net/Guides2/Telltale.ht
ml
WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Model Performance for 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
Level 1 (Entering)
Level 2 (Emerging)
Level 3 (Developing)
Level 4 (Expanding)
Level 5 (Bridging)
Match given lines of dialogue
from a text or incidents in an
illustrated text to actions,
characters, or events which
provoke a decision and which
are listed on the chart with a
partner.
Complete a chart by matching
given lines of dialogue from a
text or incidents in selected
sentences from a text to actions,
characters, or events which
provoke a decision and which
are listed on the chart with a
partner
Identify lines of dialogue in
selected text passages or
incidents in the selected text
which propel the action, reveal
aspects of a character, or
provoke a decision with a
partner.
Identify lines of dialogue in a text
or incidents in the text which
propel the action, reveal aspects
of a character, or provoke a
decision with a partner.
Identify and analyze how
lines of dialogue in a text or
incidents in the text propel
the action, reveal aspects of
a character, or provoke a
decision.
Shelby County Schools
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English Language Arts
3rd Nine Weeks
Grade 8
Language – Vocabulary
Language – Vocabulary
Vocabulary
L.8.4b
Use common, grade-appropriate Greek or Latin
affixes and roots as clues to the meaning of a
word (e.g., precede, recede, secede).
L.8.5b
Use the relationship between particular words
to better understand each of the words.
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.
Evidence Statements
 Demonstrates the ability to use context (e.g., the
overall meaning of a sentence or paragraph; a
word’s position or function in a sentence) as a
clue to the meaning of a word or phrase. L.8.4b
 Demonstrates the ability to use context (e.g., the
overall meaning of a sentence or paragraph; a
word’s position or function in a sentence) as a
clue to the meaning of a word or phrase. L.8.5b
 Demonstrates the ability to determine the
connotations (associations) of words with similar
denotations (definitions) (e.g., bullheaded, willful,
firm, persistent, resolute). L.8.5b
 Provide a statement demonstrating accurate
meaning and use of grade-appropriate general
academic words and phrases. L.8.6
Tier 2 Academic Vocabulary – gather, produce, adapt
 List of Tier 2 Academic Vocabulary (referred to as Tier 2
Academic Terms by Marzano)
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/document
s/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf
o See pages 1-25 for Tier 2
These standards are constant and should
be taught throughout each quarter:
Study and apply vocabulary - L.8.4-6
Reviewed throughout the quarter:
Synonyms/antonyms
Affixes - Latin roots
Context clues
Analogy and word relationships
Word parts and families
Prentice Hall Literature- Pearson Publishing
Literary Analysis Workshop: from Peter and Rosa (short story)
and “An Hour with Abuelo” (short story)
 Introducing the Big Question: Learning Big Question
Vocabulary pg. 231
 Vocabulary Development pgs. 236, 238
“Tears of Autumn” by Yoshiko Uchida (short story; 1160 lexile)
L.8.6
 Making Connections: Vocabulary pg.262
o
Latin prefix de Vocabulary Development pgs. 262, 264, 268, 270
 After You Read pg. 273: Vocabulary
o
Latin prefix de“The Tell-Tale Heart” L.8.4b, L.8.5b
 Making Connections: Vocabulary pg.292
o Latin suffix –ity
 Vocabulary Development pgs. 292, 294, 296, 298, 300
 After You Read pg.303: Vocabulary
o Latin suffix –ity
Resources
 Tears of Autumn vocabulary words
https://quizlet.com/71900241/english-unit-6-tears-ofautumn-flash-cards/
 Tell Tale Heart quizlet
https://quizlet.com/17791626/the-tell-tale-heart-studyShelby County Schools
2015/2016
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English Language Arts
3rd Nine Weeks
Grade 8
Writing
Writing
guide-flash-cards/
(Create quizzes, flashcards, and review games to use with
student devices)
https://getkahoot.com/
 (Vocabulary Central , Reading Kit)
www.pearsonsuccessnet.com
 (Vocabulary strategies and word benches)
https://www.tn.gov/assets/entities/education/attachments/st
d_eng_3081.pdf
 (15 vocabulary strategies)
http://learningtasks.weebly.com/vocabulary-strategies.html
 Vocabulary strategies and graphic organizers
o http://www.learningunlimitedllc.com/2013/07/5-stepsvocabulary-instruction/
o https://wvde.state.wv.us/strategybank/VocabularyStrat
egies.html
o https://wvde.state.wv.us/strategybank/VocabularyGrap
hicOrganizers.html
o http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/docu
ments/List-of-Tier-2-and-Tier-3-Terms-for-ELA-andMath.pdf
Writing Fundamentals
W.8.1
Write arguments to support claims in an
analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence.
g. Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims,
and create an organization that
establishes clear relationships among
claim(s), counterclaims, reasons, and
evidence.
h. Develop claim(s) and counterclaims fairly,
supplying evidence for each while pointing
out the strengths and limitations of both in
Evidence Statements
Prentice Hall Literature- Pearson Publishing
Development of Ideas
Response addresses the prompt and provides
effective and comprehensive development of the
claim, topic and/or narrative elements by using clear
and convincing reasoning, details, text-based
evidence, and/or description; the development is
consistently appropriate to the task, purpose, and
audience.
Routine Writing (text dependent questions)
 Writing About the Big Question pg. 278
 Critical Thinking and After You Read
 Journal entries, Graphic Organizers, Daily Language
Practice, Summaries and Other text dependent questions

Writing to Texts
Organization
 Response demonstrates purposeful coherence,
clarity, and cohesion and includes a strong
introduction, conclusion, and a logical, well-
Analysis (Argument)

Performance Task #1: Analyze the Development of Theme
– Write an essay in which you focus on the impact of
character on theme in one of the selections that you’ve
read. Identify the theme of your chosen short story. Focus
on one or more of the main characters. Explain how each
character’s words or actions relate to or help develop the
theme. Cite evidence from the text that supports your
Shelby County Schools
2015/2016
Page 22 of 35
English Language Arts
i.
j.
k.
a manner that anticipates the audience’s
knowledge level and concerns.
Use words, phrases, and clauses to link
the major sections of the text, create
cohesion, and clarify the relationships
between claim(s) and reasons, between
reasons and evidence, and between
claim(s) and counterclaims.
Establish and maintain a formal style and
objective tone while attending to the
norms and conventions of the discipline in
which they are writing.
Provide a concluding statement or section
that follows from and supports the
argument presented.
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.
a. Introduce a topic; organize ideas,
concepts, and information, using
strategies such as definition, classification,
comparison/contrast, and cause/effect;
include formatting (e.g., headings),
graphics (e.g., charts, tables), and
multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant facts,
definitions, concrete details, quotations, or
other information and examples.
c. Use appropriate transitions to clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
e. Establish and maintain a formal style.
3rd Nine Weeks
executed progression of ideas, making it easy to
follow the writer’s progression of ideas.
Grade 8

Clarity of Language
 Response establishes and maintains an effective
style, while attending to the norms and
conventions of the discipline. The response uses
precise language consistently, including
descriptive words and phrases, sensory details,
linking and transitional words, words to indicate
tone2, and/or domain-specific vocabulary.
Knowledge of Language and Conventions
 Response demonstrates command of the
conventions of standard English consistent with
effectively edited writing. Though there may be a
few minor errors in grammar and usage,
meaning is clear throughout the response.
Reviewed throughout the quarter:
Writing Sentences, Thesis statement
Essay organization and structure
Topic sentences and supporting details
Writing paragraphs
Performance tasks
claims.
Throughout Edgar Allan Poe’s short story, “The Tell-Tale
Heart,” the reader is left to wonder whether or not the
narrator is sane when he commits the murder of the old
man. While there is no question that the narrator
committed the act, in a modern courtroom, there is a
possibility that he might not be found guilty of murder.
Based on what you have read or learned from other
classmates in the various articles and the evidence you
compiled from “The Tell-Tale Heart,” write an
argumentative essay that states and defends whether the
narrator is sane (and therefore guilty of murder) or insane
(and therefore not guilty by insanity). Please see the link
below for more information.
http://rankin.schoolwires.net/cms/lib08/MS01910580/Ce
ntricity/Domain/3761/writing%20prompt.pdf
Analysis (Inform/Explain)
 Citing details from the beginning, middle, and end of the
story, explain how the author helps increase your
understanding of Abuelo.




Writing: Informative Text (“Tears of Autumn) pg. 275 – Write
a description based on “Tears of Autumn”. Describe
Hana’s new home in America. Include details about the
setting.
Writing pg. 305 – Write a character profile of the main
character in “The Tell-Tale Heart”. Explain how the
character’s traits affect the story’s plot and resolution.
Using “The Tell-Tale Heart,” compare and contrast the
perspectives of the narrator and the old man on the night of
the murder. Citing evidence from the text, identify the
ways the reader knows what the old man is thinking and
feeling.
Compare/contrast the two main characters from “A TellTale Heart” and “The Black Cat”. Cite evidence from both
texts to explain your comparisons.
Shelby County Schools
2015/2016
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English Language Arts
f.
Provide a concluding statement or section
that follows from the information or
explanation presented.
W.8.9
Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
3rd Nine Weeks
Grade 8
Argumentative Writing Resources

(The Argumentative Rubric)
http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpA
rgRubric-Gr6-8.pdf

(How to write an argumentative essay)
http://www.bellevuecollege.edu/asc/writing/essaysguides/documents/argumentativeessay.pdf

(How to write an argumentative essay)
http://www.roanestate.edu/owl/argument.html

(How to write an argumentative essay)
http://depts.washington.edu/owrc/Handouts/Argumentative
%20Paper%20Format.pdf

(argumentative essay frame)
http://www.baltimorecityschools.org/Page/16215
Resources
 (Writing Strategies and graphic organizers)
https://www.tn.gov/assets/entities/education/attachments/st
d_eng_3081.pdf
 See weebly for writing prompt templates.
www.scsliteracy.weebly.com
 (How to organize an essay)
http://www.wikihow.com/Organize-an-Essay
http://writingcenter.unlv.edu/writing/organization.html
 (how to write a thesis statement)
https://owl.english.purdue.edu/owl/resource/545/01/
http://writingcenter.unc.edu/handouts/thesis-statements/
 The TNReady Informational/Explanatory Rubric
http://www.tn.gov/assets/entities/education/attachments/tnr
eady_rubric_info-expl_gr6-8.pdf
 Writing the Informative Essay
o http://wordcrafter.net/CompI/InformativeEssay.html
o http://study.com/academy/lesson/informativeessay-definition-examples-structure.html
 Writing the Explanatory Essay
Shelby County Schools
2015/2016
Page 24 of 35
English Language Arts
3rd Nine Weeks
Grade 8
http://wordmart.com/html/explanatory____expository_essa.
html
o https://www.sbcc.edu/clrc/files/wl/downloads/Stru
ctureofaGeneralExpositoryEssay.pdf
 Writing Graphic Organizers
o https://www.eduplace.com/graphicorganizer/
o https://wvde.state.wv.us/strategybank/GraphicOr
ganizersforWriting.html
o http://www.dailyteachingtools.com/free-graphicorganizers-w.html
o https://www.superteacherworksheets.com/graphi
c-organizers.html
o http://edhelper.com/teachers/graphic_organizers.
htm
 Writing a Compare and Contrast Essay
o https://www.sbcc.edu/clrc/files/wl/downloads/Writinga
CompareContrastEssay.pdf
o
http://www.bookrags.com/articles/5.html#gsc.tab
=0
 Compare and Contrast Graphic Organizer
http://www.waltoncsd.org/Downloads/compcon_chart.pdf
Conventions
o
Language
Language
L.8.1
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
Evidence Statements
L.8.1a
Explain the function of verbals (gerunds,
participles, infinitives) in general and their
function in particular sentences.
These standards are constant and should
be taught throughout each quarter.
Study and apply grammar - L.8.1-3

Demonstrate the ability to use verbs, participial
and gerund phrases correctly within context
when speaking or writing L.8.1
Note: Grammar instruction should be embedded in the teaching
of writing.
Prentice Hall Literature- Pearson Publishing
Elements of Language- Holt Publishing
Verbs – action and linking, principal parts of regular verbs
Participial and gerund phrases, Dangling and Misplaced
Modifiers, Clauses – independent, subordinate (dependent)
Prentice Hall Literature- Pearson Publishing
Integrated Language Arts pg. 304
 Reading Application
 Writing Application
 Prentice Hall Writing Coach
Shelby County Schools
2015/2016
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English Language Arts
3rd Nine Weeks
Speaking and Listening
Speaking and Listening
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.
Evidence Statements
These standards are constant and should
be taught throughout each quarter.
Analyze Content: SL.8.2-3
Study and apply grammar: SL.8.6
Conduct Discussions: SL.8.1
Report Findings: SL.8.4-6

Demonstrate the ability to present claims and
findings, emphasizing salient points in a
focused, coherent manner with relevant
evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact,
adequate volume, and clear pronunciation.
SL.8.4
Grade 8
Resources
 (Practice with specific language conventions/usage/
vocabulary standards, or choose specific grammar and
usage games)
www.internet4classrooms.com
 (Instructional games available for grammar and usage skill
development)
http://grammar.ccc.commnet.edu/grammar/quiz_list.html
 (Instructions and quizzes for individual or group
development of grammar and usage skills)
http://www.sandhills.edu/academicdepartments/english/grammarguide.html
 (Instructional tools for ELL students)
http://a4esl.org/q/h/grammar.html
Speaking and Listening
Possible Suggestions throughout the quarter:
Group roles and responsibility, Accountable talk, Classroom
routines and procedures, Group behaviors and discussions,
Target audience, Oral presentation, Informal Debate, News
Story, Delivering an Oral Summary, Dramatic Readings
Prentice Hall Literature- Pearson Publishing
Activities
 Comprehension and Collaboration – Prepare and present
an oral response to the short story you read. pg. 305
 In small groups, create a short film, either based on one of
Poe’s stories, or one that the group has written. The film
should be 10 minutes or less, and ready to present, using
the rubric provided. (See link for rubric)
http://www.rcampus.com/rubricshowc.cfm?sp=yes&code=
Q4CW92&
Resources
 Creating Short films
o http://rock-your-world.org/curriculum/takeactions/producing-documentaries
o
http://lessonbucket.com/category/filmmaking/
o http://learning.blogs.nytimes.com/teaching-topics/filmShelby County Schools
2015/2016
Page 26 of 35
English Language Arts
3rd Nine Weeks
Grade 8






Third Quarter
Weeks 7-9
TN State Standards
SPIs, GLEs,
Reading Selections
 Reading for Information: Summary of “The Tell-Tale Heart” (expository texts)
 “The Story-Teller” by Saki (Lexile 1110; short story)
See text complexity pgs. 384-385
Weeks 7-9
Sample MICA Items on RI 8.3
Create an exam using the text “New Year’s Day” including question ID 43376. Consider adding
additional items for standards taught earlier in the year.
For writing practice, consider sample MICA Items on W 8.1 and/or 8.2
https://micatime.com/
Create an exam using question IDs 43996 or 43997. Both the informational and explanatory
prompts are based on the same text. ID 43942 is an editing task.
Big Question: Does Every Conflict Have a Winner? (Unit 2)
Reading Complex
Texts
Evidence Statements
in-the-classroom/?_r=0
Group roles and responsibilities
https://www.google.com/webhp?sourceid=chromeinstant&rlz=1C1QJDB_enUS641US641&ion=1&espv=2&ie
=UTF-8#q=group%20roles%20and%20responsibilities
Classroom talk
http://www.ascd.org/publications/books/108035/chapters/Pr
ocedures-for-Classroom-Talk.aspx
Accountable Talk
http://ifl.pitt.edu/index.php/educator_resources/accountable
_talk
Accountable Talk Toolkit
http://www.ces.rcs.k12.tn.us/web_uploads/203_accountabl
e_talk_toolkit_10-09.pdf
Accountable Talk Teacher moves
http://wg.serpmedia.org/accountable_talk.html
Accountable Language Stems
http://www.dlenm.org/lacosecha2014/Handouts/Wiencek/
AccountableTalkFeaturesandLanguageStems.pdf
Content
Informational
Informational
Prentice Hall Literature – Reading Selections
RI.8.3
Analyze how a text makes connections among
and distinctions between individuals, ideas, or
events (e.g., through comparisons, analogies,
or categories).
Evidence Statements
 Provides an analysis of how a text makes
connections among and distinctions between
individuals (e.g., through comparisons,
analogies, or categories).
Elements of a Short Story/Analyzing Plot and Character
Development/Determining Theme in Short Stories
Analyzing Expository Texts
Reading for Information: Summaries of “The Tell-Tale Heart”
Shelby County Schools
2015/2016
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English Language Arts
3rd Nine Weeks

Literature
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.8.6
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 horror.
These standards are constant and should
be taught throughout each quarter:
Cite Evidence: RL1, RI1
Analyze Content: RL/RI.8.2-9

Provides an analysis of how a text makes
connections among and distinctions between
ideas (e.g., through comparisons, analogies, or
categories).
Provides an analysis of how a text makes
connections among and distinctions between
events (e.g., through comparisons, analogies, or
categories). RI.8.3
Literature
 Provides a statement of a theme or central idea
of a text, based on textual evidence.
 Provides an analysis of the development of the
theme or central idea over the course of the
text.
 Provides an analysis of how the theme or
central idea relates to the characters, setting,
and/or plot.
 Provides an objective summary of a text. RL.8.2

Provide an analysis of how one or more
differences in the point of view of the characters
and the audience and/or reader (e.g., through
the use of dramatic irony) creates such effects
as suspense or humor. RL.8.6
Grade 8
(expository texts) p. 309-310
 Reading Skill: Compare Summaries to an Original Text
RI.8.3
 After You Read pg. 311: Text Dependent Questions
 (Key Ideas and Details) What are four details that
appear in both summaries? What are four details
that you found in the second summary but not in
the first?
 (Structure) Explain how reading a summary
differs from reading the full text.
“The Story-Teller” by Saki (Lexile 1110; short story) RL.8.1,
RL.8.2, RL.8.6
 Skills Focus: plot, making inferences, point of view,
theme, draw conclusions, compare and contrast
 Next Generation Glossary of Informational and
Literary terms
 See www.scsliteracy.weebly.com
(found on the middle school page)
 List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/docu
ments/List-of-Tier-2-and-Tier-3-Terms-for-ELA-andMath.pdf
 See pages 26-71 for ELA Tier 3
 Before You Read pg. 385
 Reading Skill: Make Inferences
 Literary Analysis: Theme
 Critical Thinking pg. 402: Text Dependent Questions
 (Key Ideas and Details) What questions do the
children ask their aunt? (Analyze) Why are the
children unsatisfied with her answers? How well does
the aunt understand children? Explain.
 (Infer) Why do the children like the bachelor’s story
better than the aunt’s?
 After Read pg. 403
 Reading Skill: Make Inferences
 Literary Analysis: Theme
Additional resources:
Shelby County Schools
2015/2016
Page 28 of 35
English Language Arts
3rd Nine Weeks
Grade 8
www.pearsonsuccessnet.com (Online teacher’s manual)
Storyteller study guide
 http://www.gradesaver.com/the-storyteller
 http://www.lee.k12.nc.us/cms/lib03/NC01001912/Centr
icity/Domain/778/The%20Storyteller%20Study%20Gui
de.pdf
 http://genius.com/3201661
 Storyteller in print
 http://www.classicshorts.com/stories/Storyteller.html
 http://www.townsendpress.com/uploaded_files/tinymc
e/Library%20Excerpts/Laugh_Chills.pdf
 http://www.acschools.org/cms/lib07/PA01916405/Cent
ricity/Domain/399/The%20Storyteller.pdf
 (Nonfiction texts from daily news stories; all articles
available in 5 different comprehension levels for varying
reading abilities)
https://newsela.com/
 (Reading Strategies and graphic organizers)
https://www.tn.gov/assets/entities/education/attachments/st
d_eng_3081.pdf
Vocabulary


Language – Vocabulary
Language – Vocabulary
L.8.4b
Use common, grade-appropriate Greek or Latin
affixes and roots as clues to the meaning of a
word (e.g., precede, recede, secede)
Evidence Statements
 Demonstrates the ability to use context (e.g., the
overall meaning of a sentence or paragraph; a
word’s position or function in a sentence) as a
clue to the meaning of a word or phrase. L.8.4b
L.8.5b
Use the relationship between particular words
to better understand each of the words.
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.
These standards are constant and should
be taught throughout each quarter:


Demonstrates the ability to determine the
relationship between particular words in written
or spoken texts. L.8.5b
Provides a statement demonstrating accurate
meaning and use of grade-appropriate general
academic words and phrases. L.8.6
Reviewed throughout the quarter:
Synonyms/antonyms
Affixes- Latin roots
Tier 2 Academic Vocabulary – support, conduct, develop
 List of Tier 2 Academic Vocabulary (referred to as Tier 2
Academic Terms by Marzano)
http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/document
s/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf
o
See pages 1-25 for Tier 2
Prentice Hall Literature- Pearson Publishing
Reading for Information: Summaries of “The Tell-Tale Heart”
(expository texts)
 Content Area Vocabulary pg. 308
 Vocabulary Development pg. 310
 After You Read: Vocabulary pg. 303 and 311
o Root crit“The Story-Teller” by Saki
Shelby County Schools
2015/2016
Page 29 of 35
English Language Arts
Study and apply vocabulary - L.8.4-6
3rd Nine Weeks
Context clues
Analogy and word relationships
Word parts and families
Grade 8



Making Connections: Vocabulary pg. 394
o Latin prefix preVocabulary Development pgs. 394, 396, 398, 400
After You Read: Vocabulary pg. 403
o Latin prefix pre-
Resources
 (Create quizzes, flashcards, and review games to use with
student devices)
https://getkahoot.com/
https://quizlet.com/28281271/8th-reading-story-teller-questflash-cards/

Writing to Texts
Writing
Writing
(Vocabulary Central , Reading Kit)
www.pearsonsuccessnet.com
 (Vocabulary strategies and word benches)
https://www.tn.gov/assets/entities/education/attachments/st
d_eng_3081.pdf
 (15 vocabulary strategies)
http://learningtasks.weebly.com/vocabulary-strategies.html
 Vocabulary strategies and graphic organizers
o http://www.learningunlimitedllc.com/2013/07/5-stepsvocabulary-instruction/
o https://wvde.state.wv.us/strategybank/VocabularyStrat
egies.html
o https://wvde.state.wv.us/strategybank/VocabularyGrap
hicOrganizers.html
o http://soltreemrls3.s3-website-us-west2.amazonaws.com/marzanoresearch.com/media/docu
ments/List-of-Tier-2-and-Tier-3-Terms-for-ELA-andMath.pdf
Writing Fundamentals
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.8.2a
Introduce a topic clearly, previewing what is to
Evidence Statements
Prentice Hall Literature- Pearson Publishing
Development of Ideas
 Response addresses the prompt and provides
effective and comprehensive development of the
claim, topic and/or narrative elements by using
Routine Writing (text-dependent):
 Writing About the Big Question
 After You Read
 Journal entries
Shelby County Schools
2015/2016
Page 30 of 35
English Language Arts
follow; organize ideas, concepts, and
information into broader categories; include
formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to
aiding comprehension.
W.8.2b
Develop the topic with relevant, well-chosen
facts, definitions, concrete details, quotations,
or other information and examples.
W. 8.2c
Use appropriate and varied transitions to create
cohesion and clarify the relationships among
ideas and concepts.
W. 8.2d
Use precise language and domain-specific
vocabulary to inform about or explain the topic.
W.8.2f
Provide a concluding statement or section that
follows from and supports the information or
explanation presented.
W.8.2e
Establish and maintain a formal style.
W.8.1
Write arguments to support claims in an
analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence.
l. Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims,
and create an organization that
establishes clear relationships among
claim(s), counterclaims, reasons, and
evidence.
m. Develop claim(s) and counterclaims fairly,
supplying evidence for each while pointing
out the strengths and limitations of both in
a manner that anticipates the audience’s
knowledge level and concerns.
3rd Nine Weeks
clear and convincing reasoning, details, textbased evidence, and/or description; the
development is consistently appropriate to the
task, purpose, and audience.
Organization
 Response demonstrates purposeful coherence,
clarity, and cohesion and includes a strong
introduction, conclusion, and a logical, wellexecuted progression of ideas, making it easy to
follow the writer’s progression of ideas.
Clarity of Language
 Response establishes and maintains an effective
style, while attending to the norms and
conventions of the discipline. The response uses
precise language consistently, including
descriptive words and phrases, sensory details,
linking and transitional words, words to indicate
tone2, and/or domain-specific vocabulary.
Knowledge of Language and Conventions
 Response demonstrates command of the
conventions of standard English consistent with
effectively edited writing. Though there may be a
few minor errors in grammar and usage,
meaning is clear throughout the response.
Reviewed throughout the quarter:
Writing Sentences
Essay organization and structure
Thesis statement
Topic sentences and supporting details
Writing paragraphs
Performance tasks
Grade 8




Summaries
Daily Language Practice
Graphic Organizers
Other Resources
Analysis (Inform/Explain)
 Timed Writing: Expository Text: Evaluation pg. 311
(Reading for Information) – Write an essay in which
you evaluate the two summaries of “The Tell-Tale
Heart.” First, compare the summaries, and accuracy.
Then, assess each summary to determine how
effective each summary is.
 Performance Task #1 pg. 454 – Analyze the
Development of Theme – Write an essay in which you
analyze the importance of plot events and characters’
actions to the development of a story’s theme.
 Performance Task #3 pg. 454: Analyze Point of View
– Write an essay in which you analyze how point of
view affects readers’ knowledge of characters and
events in a story.
Analysis (Argumentative)
Writing Workshop: Write an Argument: Response to Literature:
Critical Review pg. 326 – Write a critical review of two or more
works of literature that are linked by theme or topic.
Narrative
 Writing: Narrative Text pg. 405: Write a brief personal
essay showing how a theme of “The Story-Teller” applies
to everyday life.
Resources
 (Writing Strategies and graphic organizers)
https://www.tn.gov/assets/entities/education/attachments/st
d_eng_3081.pdf
 The TNReady Informational/Explanatory Rubric
http://www.tn.gov/assets/entities/education/attachments/tnr
eady_rubric_info-expl_gr6-8.pdf
 The TNReady Argumentative Rubric
Shelby County Schools
2015/2016
Page 31 of 35
English Language Arts
n.
o.
p.
Use words, phrases, and clauses to link
the major sections of the text, create
cohesion, and clarify the relationships
between claim(s) and reasons, between
reasons and evidence, and between
claim(s) and counterclaims.
Establish and maintain a formal style and
objective tone while attending to the
norms and conventions of the discipline in
which they are writing.
Provide a concluding statement or section
that follows from and supports the
argument presented.
W.8.9
Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
W.8.3
Write narratives to develop real or imagined
experiences or events using effective
technique, relevant descriptive details, and
well-structured event sequences.
3rd Nine Weeks
Grade 8

http://www.tn.gov/assets/entities/education/attachments/tnr
eady_rubric_opinion-argue_gr6-8.pdf
The TNReady Narrative Rubric
http://www.tn.gov/assets/entities/education/attachments/tnr
eady_rubric_narrative_gr6-8.pdf
Argumentative Writing Resources

(How to write an argumentative essay)
http://www.bellevuecollege.edu/asc/writing/essaysguides/documents/argumentativeessay.pdf

(How to write an argumentative essay)
http://www.roanestate.edu/owl/argument.html

(How to write an argumentative essay)
http://depts.washington.edu/owrc/Handouts/Argumentative
%20Paper%20Format.pdf

(argumentative essay frame)
http://www.baltimorecityschools.org/Page/16215
Resources
 (Writing Strategies and graphic organizers)
https://www.tn.gov/assets/entities/education/attachments/st
d_eng_3081.pdf
 See weebly for writing prompt templates.
www.scsliteracy.weebly.com
 (How to organize an essay)
http://www.wikihow.com/Organize-an-Essay
http://writingcenter.unlv.edu/writing/organization.html
 (how to write a thesis statement)
https://owl.english.purdue.edu/owl/resource/545/01/
http://writingcenter.unc.edu/handouts/thesis-statements/
 Writing the Informative Essay
o http://wordcrafter.net/CompI/InformativeEssay.html
o http://study.com/academy/lesson/informativeessay-definition-examples-structure.html
 Writing the Explanatory Essay
Shelby County Schools
2015/2016
Page 32 of 35
English Language Arts
3rd Nine Weeks
Grade 8
http://wordmart.com/html/explanatory____expository_essa.
html
o https://www.sbcc.edu/clrc/files/wl/downloads/Stru
ctureofaGeneralExpositoryEssay.pdf
 Writing Graphic Organizers
o https://www.eduplace.com/graphicorganizer/
o https://wvde.state.wv.us/strategybank/GraphicOr
ganizersforWriting.html
o http://www.dailyteachingtools.com/free-graphicorganizers-w.html
o https://www.superteacherworksheets.com/graphi
c-organizers.html
o http://edhelper.com/teachers/graphic_organizers.
htm
 Writing a Compare and Contrast Essay
o https://www.sbcc.edu/clrc/files/wl/downloads/Writinga
CompareContrastEssay.pdf
o
http://www.bookrags.com/articles/5.html#gsc.tab
=0
 Compare and Contrast Graphic Organizer
http://www.waltoncsd.org/Downloads/compcon_chart.pdf
Conventions
o
Language
Language
L. 8.1c
Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
Evidence Statements
L. 8.1d
Recognize and correct inappropriate shifts in
verb voice and mood.
These standards are constant and should
be taught throughout each quarter.
Study and apply grammar - L.8.1-3

Demonstrate an understanding of appropriate
shifts in verb voice and mood in written and
spoken texts. L.8.1d
Note: Grammar instruction should be embedded in the teaching
of writing.
Prentice Hall Literature- Pearson Publishing
Elements of Language- Holt Publishing
Verbs – simple tense, tenses, and mood
Prentice Hall Literature- Pearson Publishing
Integrated Language Arts pg. 382 and 404
 Reading Application
 Writing Application
 Prentice Hall Writing Coach
Resources
 (Practice with specific language conventions/usage/
vocabulary standards, or choose specific grammar and
Shelby County Schools
2015/2016
Page 33 of 35
English Language Arts
3rd Nine Weeks
Speaking and Listening
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. 8.1a
Come to discussions prepared, having read or
researched material under study; explicitly draw
on that preparation by referring to evidence on
the topic, text, or issue to probe and reflect on
ideas under discussion.
SL.8.1b
Follow rules for collegial discussions and
decision-making, track progress toward specific
goals and deadlines, and define individual roles
as needed.
SL.8.1c
Pose questions that connect the ideas of
several speakers and respond to others’
questions and comments with relevant
evidence, observations, and ideas.
SL.8.1d
Acknowledge new information expressed by
others, and, when warranted, qualify or justify
their own views in light of the evidence
presented.
Evidence Statements





Demonstrate an ability to 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.8.1
Demonstrate an ability to come to discussions
prepared, having read or researched material
under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under
discussion. SL.8.1a
Demonstrate the ability to follow rules for
collegial discussions and decision-making, track
progress toward specific goals and deadlines,
and define individual roles as needed. SL.8.1b
Demonstrate the ability to pose questions that
connect the ideas of several speakers and
respond to others’ questions and comments
with relevant evidence, observations, and ideas.
SL.8.1c
Demonstrate the ability to acknowledge new
information expressed by others, and, when
warranted, qualify or justify their own views in
light of the evidence presented. SL.8.1d
Grade 8
usage games)
www.internet4classrooms.com
 (Instructional games available for grammar and usage skill
development)
http://grammar.ccc.commnet.edu/grammar/quiz_list.html
 (Instructions and quizzes for individual or group
development of grammar and usage skills)
http://www.sandhills.edu/academicdepartments/english/grammarguide.html
 (Instructional tools for ELL students)
http://a4esl.org/q/h/grammar.html
Speaking and Listening
Possible Suggestions throughout the quarter:
Group roles and responsibility, Accountable talk, Classroom
routines and procedures, Group behaviors and discussions,
Target audience, Oral presentation, Informal Debate, News
Story, Delivering an Oral Summary, Dramatic Readings
Prentice Hall Literature- Pearson Publishing
Activities
 Performance Task #6 pg. 455 – Compare Point of
View in Two Different Texts – Compare two stories in
this unit with different points of view and evaluate the
impact of point of view on the reader.
Resources
 Group roles and responsibilities
https://www.google.com/webhp?sourceid=chromeinstant&rlz=1C1QJDB_enUS641US641&ion=1&espv=2&ie
=UTF-8#q=group%20roles%20and%20responsibilities
 Classroom talk
http://www.ascd.org/publications/books/108035/chapters/Pr
ocedures-for-Classroom-Talk.aspx
 Accountable Talk
http://ifl.pitt.edu/index.php/educator_resources/accountable
_talk
 Accountable Talk Toolkit
http://www.ces.rcs.k12.tn.us/web_uploads/203_accountabl
Shelby County Schools
2015/2016
Page 34 of 35
English Language Arts
Research Project
(Reading and
Writing- Begins in
3rd Grade for
PARCC
accountability)
These standards are constant and should
be taught throughout each quarter.
Analyze Content: SL.8.2-3
Study and apply grammar: SL.8.6
Conduct Discussions: SL.8.1
Report Findings: SL.8.4-6
Research
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.8.2b
Develop the topic with relevant, well-chosen
facts, definitions, concrete details, quotations,
or other information and examples.
These standards are constant and should
be taught throughout each quarter.
Analyze Content: SL.8.2-3
Study and apply grammar: SL.8.6
Conduct Discussions: SL.8.1
Report Findings: SL.8.4-6
3rd Nine Weeks
Grade 8


e_talk_toolkit_10-09.pdf
Accountable Talk Teacher moves
http://wg.serpmedia.org/accountable_talk.html
Accountable Language Stems
http://www.dlenm.org/lacosecha2014/Handouts/Wiencek/A
ccountableTalkFeaturesandLanguageStems.pdf
Research
Research
Evidence Statements
Prentice Hall Literature- Pearson Publishing


Demonstrate the ability to 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.
Demonstrate the ability to develop a topic with
relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and
examples.
Activities
 Research and Technology: Build and Present Knowledge
pg. 383 – Write a summary of an article on either of the
following topics:
o A child’s adjustment to kindergarten
o Human intelligence and the development of the
brain.

Create a PowerPoint, Prezi, Powtoon, etc. about
Rorschach tests. (How are Rorschach tests used, and
how has that use changed over time? Explain why the
tests are considered controversial. What is the validity of
these tests? What are the reasons that some question the
tests’ validity? What is the value of comparing the validity
of the Rorschach tests with medical tests like ultrasounds
and MRIs? Why are the Rorschach tests “projective” tests?
For what reasons and purposes do psychologists disagree
on the use of these tests?)
Shelby County Schools
2015/2016
Page 35 of 35