Grade 8 Unit Plans 2012/13
Grade 8, Quarter 1, Unit 1
Differences: Obstacles or Opportunities?
Anchor Text
Literature: “Flowers for Algernon” by Daniel Keyes
Suggested Readings:
Standards: Determine theme using literary elements and
provide an objective summary of the text (RL. 8.2).
Analyze dialogue to show what it reveals about a character
(RL. 8.3).
The Giver by Lois Lowry
“Raymond’s Run” by Toni Cade
Bambara
Poetry
“What is Success” by Ralph Waldo Emerson
Standard: Cite textual evidence to support analysis of what the text says, as well as inferences (RL. 8.1).
Ongoing Reading Standard: Self-select text for personal preference (RL. 8.11a).
Informational
“The Power of the Powerless: A Brother’s Lesson” by Christopher deVinck
Standards: Use textual evidence to support analysis of a text and inferences from the text (RI. 8.1).
Determine a central idea; provide summary of text (RI. 8.2).
Academic Vocabulary
hypothesis
proportional
statistical
disprove
justify
Content Vocabulary
motivation
unconscious
conscious
psychology
tangible
More Vocabulary Resources:
 Building Vocabulary from Word Roots (Teacher Created Materials) Unit Five, Lesson 23: “Review
Words from Science”
Standards: (L.8.4-6; RL/RI. 8.4)
Writing (W.8.4-6;10)
 Argument: Convince Charlie Gordon that he is a success according to Emerson’s poem.
Standards: Support claims with relevant evidence, maintaining a formal style and providing a concluding statement
(W. 8.1b., d., e).

*Informative: Examine the role of science in “improving” life.
Standards: Develop topic (facts, definitions, details, quotations, etc.), using appropriate transitions, precise language
and accurate vocabulary, maintaining a formal style and using a concluding statement (W. 8.2b.-f.).

Narrative: Write an alternate ending for “Flowers for Algernon.”
* indicates writing focus for the quarter.
Assessment
 MC on “Flowers for Algernon”
 Writing (portfolio)
Speaking/Listening
 Reflections on literature (discussion questions and connections)
Standard: Engage effectively in class discussions, expressing one’s own ideas, while respecting and elaborating on
classmates’ ideas (SL. 8.1a.).

Socratic Seminar/Class Discussion
Standard: Present claims and findings in a clear and coherent manner.(SL.8.4)
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Grade 8 Unit Plans 2012/13
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Suggested Topics: If Oliver’s condition could have been corrected, what life lessons
would have been lost? (“Power of the Powerless”) Charlie thinks that the operation was
worthwhile, do you agree? (“Flowers for Algernon”)
Standard: Acknowledge new information expressed by others, and when warranted, justify one’s own views (SL. 8.1d.).

Presentation on research topics
Standard: Present claims and findings (SL. 8.4).
Research
Skill Focus: evaluating sources for credibility, relevance
 Suggested topics: Christopher Reeve, stem cell research, science and creation
Standard: Write about topics reflecting research for a specific purpose, using academically appropriate language for
one’s audience (W. 8.10).
Language Standards (Grammar) (L.8.1)
 Review parts of speech and functions of words.
 Use an ellipsis to indicate an omission (Standard: L. 8.2b.).
 Spell correctly (Standard: L.8.2c.).
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Grade 8 Unit Plans 2012/13
Grade 8, Quarter 1, Unit 2
Author Study: Edgar Allan Poe
Anchor Text
“The Tell-Tale Heart” by Edgar Allan Poe
Standards: Analyze how differences in point of view create
suspense or humor (RL. 8.6).
Determine theme using literary elements and
provide an objective summary of the text (RL. 8.2).
Suggested Readings:
“Annabel Lee” by Edgar Allan Poe
“The Hitchhiker” by Lucille Fletcher
“The Woman in the Snow” retold by Patricia McKissack
“The Girl in the Lavender Dress” retold by Maureen Scott
Poetry
“The Raven” by Edgar Allan Poe
Standard: Provide an objective summary of the text (RL. 8.2).
Informational
“Man-Made Monsters” by Daniel Cohen
Standard: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (RI. 8.3).
Academic Vocabulary
derive
authority
evident
context
method
Content Vocabulary
allusion
audacity
conceive
gesticulation
vehemently
Additional Vocabulary Resources:
 Building Vocabulary from Word Roots (Teacher Created Materials) Unit Four, Lesson 18: “Latin
Bases -cap, -cat, -cept, -ceive = ‘take, seize, get’”

Standards: (L.8.4-6; RL/RI. 8.4)
Writing (W.8.4-6;10)
 Argument: Is the narrator of “Tell-Tale Heart” insane (innocent) or guilty of his crimes?
Standards: Support claims with relevant evidence, maintaining a formal style and providing a concluding statement
(W. 8.1b., d., e).

*Informative: How did Poe’s experiences shape or influence his writing? (Research)
Standards: Develop topic (facts, definitions, details, quotations, etc.), using appropriate transitions, precise language
and accurate vocabulary, maintaining a formal style and using a concluding statement (W. 8.2b.-f.).

Narrative: Create a monster (poem or story) based on Cohen’s “Man-Made Monsters”.
* indicates writing focus for the quarter.
Assessment
 MC on “The Tell-Tale Heart”
 Writing (portfolio)
Speaking/Listening
 Reflections on literature (discussion questions and connections)

Standard: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated
or appropriate (SL. 8.6).
Poe biography listening activity or video on the life of Poe
Standard: Acknowledge new information expressed by others (SL. 8.1d.).
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Grade 8 Unit Plans 2012/13
Research
Skill Focus: Writing one’s own thesis statement; finding at least one credible source
 Suggested topic: Poe’s life and experiences (How did Poe’s experiences shape or influence his
writing?)
Standard: Write about topics reflecting research for a specific purpose, using academically appropriate language for one’s
audience (W. 8.10).
Language Standards (Grammar)
 Use punctuation (comma, ellipsis, dash) to indicate a pause or break (Standard: L. 8.2a.).
 Spell correctly (Standard: L. 8.2c.).
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Grade 8 Unit Plans 2012/13
Grade 8, Quarter 2, Unit 3
Life’s Journey
Anchor Text
The Pearl by John Steinbeck
Standards: Analyze a full-length novel by an author who represents diverse world cultures; analyze differences in the points of
view of the characters and the audience or reader. (RL.8.6)
Poetry
“The Road Not Taken” by Robert Frost
Standard: Analyze poems by making connections to other texts, ideas, and cultural perspectives. (RL.8.11)
Informational
Social Studies textbook chapter on Spain conquering Mexico
Standard: Comprehend literary nonfiction, both independently and proficiently. (RI.8.10)
Standard: Analyze in detail the structure of text (RI.8.5)
Academic Vocabulary
incandescence
judicious
petulant
malignant
benign
contemptuous
monotonous
disparagement
Content Vocabulary
parable
avarice
lament
benediction
transfigured
irresolution
subjugation
Additional Vocabulary Resources:
 Building Vocabulary from Word Roots (Teacher Created Materials) Unit Four, Lesson 20: “Words
From Animal Roots”

Standards: (L.8.4-6; RL/RI. 8.4)
Writing(W.8.4-6;10)
 *Arguments: Who is responsible for Coyotito’s death in The Pearl?
Standards: Write arguments to support claims with clear reasons and relevant evidence, create cohesion, clarify
relationships among claims, reasons and evidence. (W.8.1,1c)


Informative: Track the symbolism in The Pearl; Compare/Contrast using Ann Landers article.
Narrative: Retell a scene from The Pearl from another character’s perspective.
* Indicates focus for this quarter
Assessment
 MC on The Pearl
 Writing (portfolio)
Speaking/Listening
 Reflections on literature (discussion questions and connections)
Standards: Engage in a range of collaborative discussions including collegial discussions, decision making, and the
defining of individual roles. (SL.8.1-1e)
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Grade 8 Unit Plans 2012/13

Presentation of research
Standard: Present claims and findings in a focused coherent manner with relevant evidence and well-chosen details.
(SL.8.4)
Standard: Analyze information in diverse media (SL.8.2)
Standard: Present claims in a focused, coherent manner (SL.8.4)
Standard: Integrate multi-media into presentations (SL.8.5)
Research
 Skill focus: Creating parenthetical citations
 Suggested topics: Imperialism, Spain conquering Mexico, Colonialism
Standard: Create a text in response to a literary work with commentary that identifies well-supported connections
across genres and cultures. (W.8.11)
Language Standards (Grammar) (L.8.1)

Infinitives
Standard: Explain the function of infinitives in particular sentences. (L8.1a)

Capitalization, punctuation, spelling
Standard: (L.8.2)

Knowledge of Language
Standard: (L.8.3)
* Suggested Review: the function of verbs
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Grade 8 Unit Plans 2012/13
Grade 8, Quarter 2, Unit 4
The Oral Tradition (Myths and Folklore)
Anchor Text
“Pandora’s Box” retold by Louis Untermeyer
Suggested Readings:
Standard: Interpret, analyze, and evaluate narratives by making
connections to other texts, ideas, and cultural perspectives. (RL.8.11)
Poetry
“Legacies: by Nikki Giovanni
“Orpheus and Eurydice” retold by Olivia Coolidge
“Auntie Misery” retold by Judith Ortiz Cofer
“Racing the Great Bear” retold by Joseph Bruchac
Standard: Interpret, analyze, and evaluate poems by making connections to other texts, ideas, cultural perspectives, and
personal events. (RL.8.11)
Informational
“Storytellers: Past and Present”
Standard: Comprehend literary nonfiction, both independently and proficiently. (RI.8.10)
Academic Vocabulary
conduct
predict
continual
effect
Content Vocabulary
myth
adorned
disconsolate
grievously
endowments
Other Vocabulary Resources:
 Building Vocabulary from Word Roots (Teacher Created Materials) Unit Two, Lesson 10: “Words
from Greek and Roman Gods”

Standards: (L.8.4-6; RL/RI. 8.4)
Writing (W.8.4-6;10)
 Narrative: Create or update a myth/legend.
 Informative: Pandora Project (see attached).
 *Arguments: Part of Pandora Project
Standard: Write arguments to support claims with clear reasons, relevant evidence, create cohesion, and clarify
relationships among claims. (W8.1)
Standard: Create a presentation, artwork or text in response to a literary work with a commentary. (W.9.11)
* Indicates focus for this quarter
Assessment
 MC on “Pandora’s Box”
 Writing (portfolio)
Speaking/Listening
 Reflections on literature (discussion questions and connections)
Standard: Engage in a range of collaborative discussions including collegial discussions, decision making, and the
defining of individual roles. (SL8.1)
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Grade 8 Unit Plans 2012/13
Research
 Skill focus: Using parenthetical citations
 Suggested topics: folktales in other cultures (reflections of cultural values)

Standard: Create a text in response to a literary work with commentary that identifies well-supported connections
across genres and cultures. (W8.11)
Language Standards (Grammar)

Gerunds and Participles
Standards: Explain the function of gerunds and participles in particular sentences. (L8.1a)
* Suggested Review: the function of verbs and sentence structure
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Grade 8 Unit Plans 2012/13
Grade 8, Quarter 3, Unit 5
Injustice and Society
Anchor Text
“Letter from Birmingham Jail” by Dr. M. L. King, Jr.
Standards: Analyze the impact of specific word choices on meaning
and tone, including analogies or allusions (RI.8.4)
Determine the author’s point of view or purpose and analyze
how the author acknowledges and responds to conflicting
evidence or viewpoints (RI.8.6)
Suggested Readings:
The Contender by Robert Lipsyte
The Cage by Ruth Minsky Sender
The Diary of Anne Frank by Goodrich and Hacket
“The Long Night of the Little Boats” by Basil Heatter
Poetry
“Mother to Son” by Langston Hughes
“Elegy for Anne Frank” by Jessica Smith
Standards: Compare and contrast the structure of two or more texts and
analyze how the differing structures contribute to meaning and style (RL.8.5)
Analyze poems who represent diverse world cultures (RL.8.6a)
Comprehend literature independently and proficiently (RL8.10)
Interpret poetry by making connections to other texts, eras, and situations (RL.8.11)
Informational
“All But My Life” by Gerda Weissman Klein
Standards: Comprehend literary nonfiction, both independently and proficiently (RI.8.10)
Academic Vocabulary
direct action
civil rights
lynch
sociologically
civil disobedience
Content Vocabulary
confined
deplore
cognizant
interrelatedness
unfettered
oppressor
provocation
Additional Vocabulary Resources
 Building Vocabulary from Word Roots (Teacher Created Materials) Unit Two, Lesson 8 “Bases
solv, solute = ‘free, loosen’ and string, strict, strain = ‘tie, bind, squeeze’”

Standards: (L.8.4-6; RL/RI. 8.4)
Writing (W.8.4-6;10)
 *Argument: Essay on current event linked to theme of injustice and society (research task).
Standards: Write arguments to support claims with clear reasons and relevant evidence (W.8.1); Introduce claim (s),
and opposing claims (W.8.2); Create cohesion and clarify relationships among claims and counterclaims (W.8.2)


Informative: Note-taking on current event linked to theme of injustice and society.
Narrative: Character journal based on suggested full-length text.
*Indicates focus for this quarter
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Grade 8 Unit Plans 2012/13
Assessment
 MC on “Letter from Birmingham Jail”
 Writing (portfolio)
Speaking/Listening
 Reflections on literature (discussion questions and connections)

Standards: Engage in a range of collaborative discussions (SL.8.1); follow rules for discussions (SL.8.1b); pose
questions to connect ideas of several speakers (SL.8.1c); seek to understand other perspectives and cultures (SL.8.1e)
Presentation of research
Standards: Present claims and findings in a focused coherent manner with relevant evidence and well-chosen details
(SL.8.4)
Research
 Skill focus: Using parenthetical citations; creating a bibliography.
 Suggested topics: Current event linked to theme of injustice and society.
Standards: Analyze the purpose of information presented in diverse media and formats and evaluate the motives
behind its presentation (SL.8.2)
Language Standards (Grammar)
 Form and use verbs in the active and passive voice (note: for active and passive voice focus on
appropriate use of passive voice; for mood focus on correct use of subjunctive)
 Form and use verbs in the indicative, imperative, interrogative, conditional and subjunctive
mood
 Use correct punctuation
 Determine meanings of words in context
 Demonstrate understanding of figurative language
Standards: Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking (L.8.1); Recognize and correct inappropriate shifts in verb voice and mood (L.8.1d)
Demonstrate command of conventions when writing (L.8.2); use punctuation (comma, ellipsis, dash) to indicate a
pause or break (L.8.2a); Use knowledge of language and its conventions (L.8.3); Use verbs in the active and passive
voice (L.8.3a); Determine or clarify meaning of unknown worlds (L.8.4); Demonstrate understanding of figurative
language (L.8.5); Interpret figures of speech in context (L.8.5a)
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Grade 8 Unit Plans 2012/13
Grade 8, Quarter 4, Unit 6
The Circle of Life
Anchor Text
On Borrowed Time by Paul Osborn
Standards: Analyze how differences in point of view create suspense or
humor (RL.8.6)
Standards: Analyze how a modern text draws on themes from myths or
Religious works (RL. 8.9)
Suggested Readings:
“Aunty Misery” retold by Judith Ortiz Cofer
“Orpheus and Eurydice” retold by Olivia Coolidge
Poetry
“Do not go gentle into that good night” by Dylan Thomas
Standards: Analyze how a filmed production differs from the text (RL.8.7)
Informational
Article on Mexico’s Day of the Dead (attached)
Standards: Determine author’s point of view or purpose in a text, and analyze conflicting evidence or viewpoints. (RI.8.6)
Academic Vocabulary
similitude
appreciate
justifiably
inclination
authorization
Content Vocabulary
immortality
bellowing
compensate
dereliction
dispense
Additional Vocabulary Resources:
 Building Vocabulary from Word Roots (Teacher Created Materials) Unit V, Lesson 24: “Review
Words from Social Studies”

Standards: (L.8.4-6; RL/RI. 8.4)
Writing (W.8.4-6;10)
 *Narrative: reflective pieces for portfolio
Standard: Write narratives to develop real or imagined experiences using effective technique, relevant details, and
well-structured sequences. (W.8.3)


Informative: compare the themes of the play and poem.
Persuasive: Research assignment – persuasive thesis paper.
* Indicates focus for this quarter
Assessment
 MC on On Borrowed Time
 Writing (portfolio)
Speaking/Listening
 Reflections on literature (discussion questions and connections)
Standard: Engage in a range of collaborative discussions including collegial discussions, decision making, and the
defining of individual roles. (SL.8.1)
Standard: Evaluate the soundness of reasoning and relevance of evidence. (SL.8.3)
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Grade 8 Unit Plans 2012/13

Speech/Presentation (of research paper)
Standard: Analyze the purpose of information presented in diverse media and formats (visually and orally). (SL.8.2)


Research
Full paper (min. 2 pages) with parenthetical citations and bibliography (min. 2 sources)
Suggested topics: Current social issue
Standard: Conduct a short research project drawing on several sources and generating additional related, focused
questions that allow for exploration. (W.8.7)
Standard: Evaluate the advantages/disadvantages of using different mediums (RI. 8.7)
Standard: Evaluate the arguments and claims of a text (RI. 8.8)
Standard: Analyze two or more texts with conflicting information (RI.8.9)
Standard: Use experience and knowledge to address problems and advocate persuasively (RI.8.9a)
Language Standards (Grammar) (L.8.1-3)
 Using verbs in the active and passive voice to achieve particular effects

Using verbs in the conditional and subjunctive mood to achieve particular effects
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking. (L.8.1)
*Suggested Review: the function of verbs
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