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Nutley Public Schools

Language Arts LiteracyGrade 8

Unit 1Coming of Age

Summary and RationaleIn this unit, students will understand the importance of identifying and following a specific theme through a variety of literary genres. Such may include non-fiction, science fiction, memoires, plays, short stories, poetry, or novels. Students will recognize, analyze and make connections to the theme: “Coming of Age”. The unit will require students to make meaningful connections to the theme as they compare characters, personal journeys, growth and the impact it has on other characters while relating such to their own personal experiences, current events, other literary texts and pop culture. In addition, students will examine and evaluate an author’s mood, tone, point of view and rationale in all literary pieces. Building on prior knowledge/experience and basic reasoning skills, students will identify the growth of a character(s) throughout a literary text while exercising reading comprehension skills including, but not limited to: analyzing and responding to the text, synthesizing a variety of ideas, and incorporating additional insight as they examine their role in society, history, life and culture. Student growth may be measured through a variety of questioning methods/assessments, including, but not limited to: multiple choice questions, open-ended questions, oral discussion, persuasive essay writing, online blogging and free writing/journal responses.

Recommended PacingMarking Period 1

10 weeksSeptember – November

Standards

Reading: LiteratureRL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says

explicitly as well as inferences drawn from the text.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of

the text, including its relationship to the characters, 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.

RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

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.

RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Reading: Informational TextRI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says

explicitly as well as inferences drawn from the text.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text,

including its relationship to supporting ideas; provide an objective summary of the text.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas,

or events (e.g., through comparisons, analogies, or categories).RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative,

connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

WritingW.8.1 Write arguments to support claims with clear reasons and relevant evidenceW.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.8.4 Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and ListeningSL.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.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

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.

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)

LanguageL.8.1 Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or

listening.L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based

on grade 8 reading and content, choosing flexibly from a range of strategies. 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. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the

meaning of a word (e.g., precede, recede, secede). Consult general and specialized reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g. verbal irony, puns) in context. Use the relationship between particular words to better understand each of the words. Distinguish among the connotations (associations) of words with similar denotations

(definitions).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.

Interdisciplinary ConnectionsStandardIn progress based on Middle School Model initiatives…Integration of TechnologyStandardCPI # Cumulative Progress Indicator (CPI)

Instructional Focus

Enduring UnderstandingsPublic speaking will assist in the maturation of students as contributing members of society.

Analyzing literature helps students to develop and refine critical thinking skills.

Life lessons are gleaned from literature and history.

Written expression is a valuable form of communication and directly influences verbal communication.

Authors use specific writing styles and strategies to convey meaning and purpose to the reader, thus helping the reader to make personal, societal, and/or historic connections to literature.

The connection between life’s and literature’s lessons can not only improve the quality of students’ lives, but also the quality of life of those they interact within society.

Moral, social, and intellectual advancement cannot be achieved without reflection.

Literature can be an agent of social change.

Figurative language has a significant impact on the reader’s mind and comprehension.

Poetry prose (rhyme scheme and structure) can possess symbolic meaning.

Essential QuestionHow can I develop good public speaking skills?

How do book reports and literary analysis differ?

How does vocabulary acquisition and usage impact me on a daily basis?

How does an author’s use of literary elements (point of view, character development, flashback, etc.) in fictional writing affect a reader’s comprehension?

How do I bring to bear my life experiences on what I read?

How do specific writing purposes (persuasion, exposition, analysis) appear in one’s life on a daily basis?

How does prose contribute to a poem’s meaning or message?

How does society and culture impact literature?

How does literature impact society and culture?Evidence of Learning (Assessments)Daily Exit PassesBook Talk PresentationsDaily Grammar/Editing SentencesPersuasive EssaysOpen-Ended ResponsesNovel Quizzes and/or TestsLiterary/Theme Analysis PaperProjects/PresentationsVocabulary TestsWeekly Class Forum/Blog PostingsClass Discussions*** Common Assessment #1 – Persuasive Essay (used as a diagnostic assessment) Assessment Date – Late October / Early November (end of 1st MP)ObjectivesStudents will know or learn: The elements of plot (exposition, rising action, climax, falling action, resolution) Literary devices (characterization, conflict, point of view, flashback, foreshadowing, setting, mood, tone, etc)

and figurative language Good public speaking skills Close-reading strategies for informational texts and other non-fiction genres Formal writing response format for open-ended writing Selection of a topic choice/stance based on strength of argument Development of supporting evidence for their chosen stance Getting the reader’s attention Supporting an opinion with a variety of connections (personal, literature-based, historic, societal, etc.) How to conclude a thought/opinion/argument How the author uses tone to impact the reader’s mood How to interpret theme from a work and analyze it through writing The historical and/or societal significance related to the novel and the author’s influence/inspiration How to respond to an open-ended question for a variety of texts How symbolism and theme correlate and work to improve the reader’s understanding of character and plot

events Pertinent and related vocabulary, including terms of historical/societal significance

Students will be able to: Analyze literature (fiction and non-fiction) and the author’s use of plot and other literary devices Respond to literary analysis-based questions and utilize the text as support for their responses Deliver an oral presentation on literature utilizing note cards for key points and demonstrating good public

speaking skills Make connections across generations between non-fiction texts and their own lives Identify key concepts and ideas within informational texts and other non-fiction genres Formulate responses to non-fiction literature-based questions and utilize relevant text-evidence as

support Brainstorm possible arguments/ideas to support their stances/opinions Effectively develop and convey purpose through writing to the reader Utilize proper grammar mechanics and usage in writing Vary sentence structure and word choice/vocabulary Engage in the writing process (planning, writing, revising/editing, producing) Utilize grade-level and above grade-level vocabulary Identify and explain the central conflict of a story Analyze an author’s methods of characterization so as to draw connections with main characters Determine the mood of a story and speculate as to the impact it has on a reader’s comprehension Formulate logical and text-supported responses to narrative-based literature and text questions. Identify and analyze the deeper meaning behind an author’s use of literary-based symbols and determine the

impact they have on the text’s meaning and the author’s purpose

Integration

Technology Integration

Writing Integration

Suggested Resources

Summer Reading Presentation Handout and GuideSummer Reading Presentation RubricViva New JerseyStop the SunA Shot at ItThe Diary of Anne FrankBack ThereThe New ColossusChinese Hot PotDreamsI, TooDream KeeperKeepsakesCorretta and EdytheIn Balance with NatureThe Gettysburg AddressA Spirit UnshackledKinCamouflageJane AddamsA Summer to DieRoll of Thunder, Hear My CrySecret Life of BeesFrankensteinHomecomingOne Fat SummerOliver TwistInvitation to the GameThe Yearling

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Nutley Public Schools

Language Arts LiteracyGrade 8

Unit 2Social Issues

Summary and RationaleIn this unit, students will understand the importance of identifying and following a specific theme through a variety of literary genres. Such may include non-fiction, science fiction, memoires, plays, short stories, poetry, or novels. Students will recognize, analyze and make connections to the theme: “Social Issues”. The unit will require students to make meaningful connections to the theme as they identify, explore, and analyze current and past real world social issues in connection to the literature and writing. In addition, students will examine and evaluate an author’s mood, tone, point of view and rationale in all literary pieces, as it relates to the theme. Building on prior knowledge/experience and basic reasoning skills, students will identify the impact that literature has on society and history, and vice versa, while exercising reading comprehension skills including, but not limited to: analyzing and responding to the text, synthesizing a variety of ideas, and incorporating additional insight as they examine their role in society, history, life and culture. Student growth may be measured through a variety of questioning methods/assessments, including, but not limited to: multiple choice questions, open-ended questions, oral discussion, persuasive and expository essay writing, research-based projects and writing, online blogging and free writing/journal responses.

Recommended PacingMarking Period 2

10 weeksNovember – January

Standards

Reading: LiteratureRL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says

explicitly as well as inferences drawn from the text.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of

the text, including its relationship to the characters, 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.

RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

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.

RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Reading: Informational TextRI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says

explicitly as well as inferences drawn from the text.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text,

including its relationship to supporting ideas; provide an objective summary of the text.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas,

or events (e.g., through comparisons, analogies, or categories).RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative,

connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

WritingW.8.1 Write arguments to support claims with clear reasons and relevant evidenceW.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique,

relevant descriptive details, and well-structured event sequences. Engage and orient the reader by establishing a context and point of view and

introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Provide a conclusion that follows from and reflects on the narrated experiences or events.

W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how

well purpose and audience have been addressed.

W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and ListeningSL.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.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

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.

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)

LanguageL.8.1 Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or

listening.L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based

on grade 8 reading and content, choosing flexibly from a range of strategies. 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. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the

meaning of a word (e.g., precede, recede, secede).

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g. verbal irony, puns) in context. Use the relationship between particular words to better understand each of the words. Distinguish among the connotations (associations) of words with similar denotations

(definitions).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.

Interdisciplinary ConnectionsStandardIn progress based on Middle School Model initiatives…Integration of TechnologyStandardCPI # Cumulative Progress Indicator (CPI)

Instructional Focus

Enduring UnderstandingsPublic speaking will assist in the maturation of students as contributing members of society.

Analyzing literature helps students to develop and refine critical thinking skills.

Literature is an agent of social change

Life lessons are gleaned from literature and history

Written expression is a valuable form of communication and directly influences verbal communication

Authors use specific writing styles and strategies to convey meaning and purpose to the reader, thus helping the reader to make personal, societal, and/or historic connections to literature.

The connection between life’s and literature’s lessons can not only improve the quality of students’ lives, but also the quality of life of those they interact with in society.

Moral, social, and intellectual advancement cannot be achieved without reflection.

Literature can be an agent of social change.

Deciphering credible information for conducting research from internet websites and utilizing/organizing the information to support a thesis statement.

Plagiarism is unlawfully taking credit for an author’s or publisher’s words or ideas.

Figurative language has a significant impact on the reader’s mind and comprehension.

Poetry prose (rhyme scheme and structure) can possess symbolic meaning.

The relationship between society/culture and literature is correlative.

Essential Question

How does an author’s use of literary elements (point of view, character development, flashback, etc.) in fictional writing affect a reader’s comprehension?

How do I bring to bear my life experiences on what I read?

Why is it important to revisit previously learned ideals?

Why is it important to make connections between literature and society?

How do specific writing purposes (persuasion, exposition, analysis) appear in one’s life on a daily basis?

What are the characteristics of a credible source of information?

What is the difference between paraphrasing and plagiarism?

How can I use credible/factual information to consistently support a thesis statement?

How is a message/theme/moral conveyed differently through poetry as opposed to other works of literature?

How does prose contribute to a poem’s meaning or message?

In what ways do history and literature parallel one another?

How does society and culture impact literature?

How does literature impact society and culture?Evidence of Learning (Assessments)Daily Exit PassesDaily Grammar/Editing SentencesPersuasive EssaysExplanatory EssaysSpeculative/Narrative EssaysOpen-Ended ResponsesNovel Quizzes and/or TestsLiterary/Theme Analysis PaperResearch-based Project & PaperProjects/PresentationsVocabulary TestsWeekly Class Forum/Blog PostingsClass Discussions*** Common Assessment #2 – Persuasive Essay Assessment Date – Late January / Early February (end of 2nd MP)ObjectivesStudents will know or learn: Literary devices (characterization, conflict, point of view, flashback, foreshadowing, setting, mood, tone, etc)

and figurative language

Good public speaking skills Close-reading strategies for informational texts and other non-fiction genres Formal writing response format for open-ended writing Selection of a topic choice/stance based on strength of argument Development of supporting evidence for their chosen stance Getting the reader’s attention Supporting an opinion with a variety of connections (personal, literature-based, historic, societal, etc.) How to conclude a thought/opinion/argument How the author uses tone to impact the reader’s mood How to interpret theme from a work and analyze it through writing The components and methods used by authors of fiction to write a narrative The historical and/or societal significance related to the novel and the author’s influence/inspiration How to respond to an open-ended question for a variety of texts How symbolism and theme correlate and work to improve the reader’s understanding of character and plot

events Pertinent and related vocabulary, including terms of historical/societal significance

Students will be able to: Analyze literature (fiction and non-fiction) and the author’s use of plot and other literary devices Respond to literary analysis-based questions and utilize the text as support for their responses Deliver an oral presentation on literature utilizing note cards for key points and demonstrating good public

speaking skills Make connections across generations between non-fiction texts and their own lives Identify key concepts and ideas within informational texts and other non-fiction genres Formulate responses to non-fiction literature-based questions and utilize relevant text-evidence as

support Brainstorm possible arguments/ideas to support their stances/opinions Effectively develop and convey purpose through writing to the reader Utilize proper grammar mechanics and usage in writing Vary sentence structure and word choice/vocabulary Engage in the writing process (planning, writing, revising/editing, producing) Utilize grade-level and above grade-level vocabulary Identify and explain the central conflict of a story Analyze an author’s methods of characterization so as to draw connections with main characters Determine the mood of a story and speculate as to the impact it has on a reader’s comprehension Formulate logical and text-supported responses to narrative-based literature and text questions. Identify and analyze the deeper meaning behind an author’s use of literary-based symbols and determine the

impact they have on the text’s meaning and the author’s purposeIntegration

Technology Integration

Writing Integration

Suggested ResourcesViva New Jersey

Stop the SunPrisoner of My CountryA President’s WifeThank You, Ma’amHarriet TubmanDear MarshaThe Diary of Anne FrankThe Importance of Being EarnestTime to TalkDreamsI, TooMy Mother Pierced QuiltsPaul Revere’s RideA Summer to DieRoll of Thunder, Hear My CrySecret Life of BeesFrankensteinHomecomingOne Fat SummerOliver TwistInvitation to the GameHuman Comedy

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Nutley Public Schools

Language Arts LiteracyGrade 8

Unit 3Overcoming Challenges

Summary and RationaleIn this unit, students will understand the importance of identifying and following a specific theme through a variety of literary genres. Such may include non-fiction, science fiction, memoires, plays, short stories, poetry, or novels. Students will recognize, analyze and make connections to the theme: “Overcoming Challenges”. The unit will require students to make meaningful connections to the theme as they identify, explore, and analyze various types of conflict/obstacles within and affecting the authors and characters of fiction and non-fiction works. In addition, students will examine and evaluate an author’s mood, tone, point of view and rationale in all literary pieces, as it relates to the theme. Building on prior knowledge/experience and reasoning/inference skills, students will examine the role literature has in identifying, enduring, and resolving conflict/obstacles, while exercising reading comprehension skills including, but not limited to: analyzing and responding to the text, synthesizing a variety of ideas, and incorporating additional insight as they examine their role in society, history, life and culture. Student growth may be measured through a variety of questioning methods/assessments, including, but not limited to: multiple choice questions, open-ended questions, oral discussion, persuasive and expository essay writing, online blogging and free writing/journal responses.

Recommended PacingMarking Period 3

10 weeksJanuary – April

Standards

Reading: LiteratureRL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says

explicitly as well as inferences drawn from the text.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of

the text, including its relationship to the characters, 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.

RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

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.

RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Reading: Informational TextRI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says

explicitly as well as inferences drawn from the text.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text,

including its relationship to supporting ideas; provide an objective summary of the text.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas,

or events (e.g., through comparisons, analogies, or categories).RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative,

connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

WritingW.8.1 Write arguments to support claims with clear reasons and relevant evidenceW.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique,

relevant descriptive details, and well-structured event sequences. Engage and orient the reader by establishing a context and point of view and

introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Provide a conclusion that follows from and reflects on the narrated experiences or events.

W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how

well purpose and audience have been addressed.

W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and ListeningSL.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.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

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.

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)

LanguageL.8.1 Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or

listening.L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based

on grade 8 reading and content, choosing flexibly from a range of strategies. 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. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the

meaning of a word (e.g., precede, recede, secede). Consult general and specialized reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g. verbal irony, puns) in context. Use the relationship between particular words to better understand each of the words. Distinguish among the connotations (associations) of words with similar denotations

(definitions).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.

Interdisciplinary ConnectionsStandardIn progress based on Middle School Model initiatives…Integration of TechnologyStandardCPI # Cumulative Progress Indicator (CPI)

Instructional Focus

Enduring UnderstandingsPublic speaking will assist in the maturation of students as contributing members of society.

Analyzing literature helps students to develop and refine critical thinking skills.

Life lessons are gleaned from literature and history

Written expression is a valuable form of communication and directly influences verbal communication

Authors use specific writing styles and strategies to convey meaning and purpose to the reader, thus helping the reader to make personal, societal, and/or historic connections to literature.

The connection between life’s and literature’s lessons can not only improve the quality of students’ lives, but also the quality of life of those they interact with in society.

Moral, social, and intellectual advancement cannot be achieved without reflection.

Literature can be an agent of social change.

Figurative language has a significant impact on the reader’s mind and comprehension.

Poetry prose (rhyme scheme and structure) can possess symbolic meaning.

The relationship between society/culture and literature is correlative.

Essential QuestionHow does an author’s use of literary elements (point of view, character development, flashback, etc.) in fictional writing affect a reader’s comprehension?

How do I bring to bear my life experiences on what I read?

Why is it important to revisit previously learned ideals?

Why is it important to make connections between literature and society?

How do specific writing purposes (persuasion, exposition, analysis) appear in one’s life on a daily basis?

How do I support a thesis statement?

How is a message/theme/moral conveyed differently through poetry as opposed to other works of literature?

How does prose contribute to a poem’s meaning or message?

How does society and culture impact literature?

How does literature impact society and culture?Evidence of Learning (Assessments)Daily Exit PassesDaily Grammar/Editing SentencesPersuasive EssaysExplanatory EssaysSpeculative/Narrative EssaysOpen-Ended ResponsesNovel Quizzes and/or TestsLiterary/Theme Analysis PaperProjects/PresentationsVocabulary TestsWeekly Class Forum/Blog PostingsClass Discussions*** Common Assessment #3 – Persuasive Essay Assessment Date – April (end of 3rd MP)ObjectivesStudents will know or learn: Literary devices (characterization, conflict, point of view, flashback, foreshadowing, setting, mood, tone, etc)

and figurative language Good public speaking skills Close-reading strategies for informational texts and other non-fiction genres Formal writing response format for open-ended writing Selection of a topic choice/stance based on strength of argument Development of supporting evidence for their chosen stance Getting the reader’s attention Supporting an opinion with a variety of connections (personal, literature-based, historic, societal, etc.) How to conclude a thought/opinion/argument How the author uses tone to impact the reader’s mood How to interpret theme from a work and analyze it through writing The components and methods used by authors of fiction to write a narrative The historical and/or societal significance related to the novel and the author’s influence/inspiration How to respond to an open-ended question for a variety of texts How symbolism and theme correlate and work to improve the reader’s understanding of character and plot

events Pertinent and related vocabulary, including terms of historical/societal significance

Students will be able to: Analyze literature (fiction and non-fiction) and the author’s use of plot and other literary devices Respond to literary analysis-based questions and utilize the text as support for their responses Deliver an oral presentation on literature utilizing note cards for key points and demonstrating good public

speaking skills Make connections across generations between non-fiction texts and their own lives Identify key concepts and ideas within informational texts and other non-fiction genres Formulate responses to non-fiction literature-based questions and utilize relevant text-evidence as

support Brainstorm possible arguments/ideas to support their stances/opinions Effectively develop and convey purpose through writing to the reader Utilize proper grammar mechanics and usage in writing Vary sentence structure and word choice/vocabulary Engage in the writing process (planning, writing, revising/editing, producing) Utilize grade-level and above grade-level vocabulary Identify and explain the central conflict of a story Analyze an author’s methods of characterization so as to draw connections with main characters Determine the mood of a story and speculate as to the impact it has on a reader’s comprehension Formulate logical and text-supported responses to narrative-based literature and text questions. Identify and analyze the deeper meaning behind an author’s use of literary-based symbols and determine the

impact they have on the text’s meaning and the author’s purposeIntegration

Technology Integration

Writing Integration

Suggested ResourcesViva New JerseyStop the SunPrisoner of My CountryA President’s WifeThank You, Ma’amA Shot at ItHarriet TubmanDear MarshaThe Diary of Anne FrankA Midsummer Night’s DreamBack ThereThe Importance of Being EarnestFable for When There’s No Way OutYour WorldThe New ColossusChinese Hot PotA Time to TalkDreamsI, TooMy Mother Pierced QuiltsDream KeeperPaul Revere’s RideCorretta and EdytheIn Balance with NatureThe Gettysburg AddressA Spirit UnshackledKin

CamouflageJane AddamsA Summer to DieRoll of Thunder, Hear My CrySecret Life of BeesFrankensteinHomecomingOne Fat SummerDeathwatchOliver TwistInvitation to the GameThe YearlingHuman Comedy

a

Nutley Public Schools

Language Arts LiteracyGrade 8

Unit 4Interrelationship/Self-Reliance

Summary and RationaleIn this unit, students will understand the importance of identifying and following a specific theme through a variety of literary genres. Such may include non-fiction, science fiction, memoires, plays, short stories, poetry, or novels. Students will recognize, analyze and make connections to the theme: “Interrelationship/Self-Reliance”. The unit will require students to make meaningful connections to the theme as they identify, explore, and analyze both the dependent and independent relationships present in literature and society. In addition, students will examine and evaluate an author’s mood, tone, point of view and rationale in all literary pieces, as it relates to the theme. Building on prior knowledge/experience and reasoning/inference skills, students will examine the role literature has in underscoring the significant impact that relationships can have in literature, society, and their own lives, while exercising reading comprehension skills including, but not limited to: analyzing and responding to the text, synthesizing a variety of ideas, and incorporating additional insight as they examine their role in society, history, life and culture. Student growth may be measured through a variety of questioning methods/assessments, including, but not limited to: multiple choice questions, open-ended questions, oral discussion, persuasive and expository essay writing, online blogging and free writing/journal responses.

Recommended PacingMarking Period 4

10 weeksApril – June

Standards

Reading: LiteratureRL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says

explicitly as well as inferences drawn from the text.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of

the text, including its relationship to the characters, 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.

RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

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.

RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Reading: Informational TextRI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says

explicitly as well as inferences drawn from the text.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text,

including its relationship to supporting ideas; provide an objective summary of the text.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas,

or events (e.g., through comparisons, analogies, or categories).RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative,

connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

WritingW.8.1 Write arguments to support claims with clear reasons and relevant evidenceW.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique,

relevant descriptive details, and well-structured event sequences. Engage and orient the reader by establishing a context and point of view and

introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Provide a conclusion that follows from and reflects on the narrated experiences or events.

W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and ListeningSL.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.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

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.

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)

LanguageL.8.1 Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or

listening.L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based

on grade 8 reading and content, choosing flexibly from a range of strategies. 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. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the

meaning of a word (e.g., precede, recede, secede). Consult general and specialized reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g. verbal irony, puns) in context.

Use the relationship between particular words to better understand each of the words. Distinguish among the connotations (associations) of words with similar denotations

(definitions).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.

Interdisciplinary ConnectionsStandardIn progress based on Middle School Model initiatives…Integration of TechnologyStandardCPI # Cumulative Progress Indicator (CPI)

Instructional Focus

Enduring UnderstandingsPublic speaking will assist in the maturation of students as contributing members of society.

Analyzing literature helps students to develop and refine critical thinking skills.

Life lessons are gleaned from literature and history.

Authors use specific writing styles and strategies to convey meaning and purpose to the reader, thus helping the reader to make personal, societal, and/or historic connections to literature.

The connection between life’s and literature’s lessons can not only improve the quality of students’ lives, but also the quality of life of those they interact with in society.

Moral, social, and intellectual advancement cannot be achieved without reflection.

Figurative language has a significant impact on the reader’s mind and comprehension.

Poetry prose (rhyme scheme and structure) can possess symbolic meaning.

The relationship between society/culture and literature is correlative.

Essential QuestionHow does an author’s use of literary elements (point of view, character development, flashback, etc.) in fictional writing affect a reader’s comprehension?

How do I bring to bear my life experiences on what I read?

Why is it important to revisit previously learned ideals?

Why is it important to make connections between literature and society?

How do specific writing purposes (persuasion, exposition, analysis) appear in one’s life on a daily basis?

How do I support a thesis statement?

How is a message/theme/moral conveyed differently through poetry as opposed to other works of literature?

How does prose contribute to a poem’s meaning or message?

How does society and culture impact literature?

How does literature impact society and culture?Evidence of Learning (Assessments)Daily Exit PassesDaily Grammar/Editing SentencesPersuasive EssaysExplanatory EssaysSpeculative/Narrative EssaysOpen-Ended ResponsesNovel Quizzes and/or TestsLiterary/Theme Analysis PaperProjects/PresentationsVocabulary TestsWeekly Class Forum/Blog PostingsClass Discussions*** Common Assessment #4 – Persuasive Essay Assessment Date – Late May / Early June (end of 4th MP)ObjectivesStudents will know or learn: Literary devices (characterization, conflict, point of view, flashback, foreshadowing, setting, mood, tone, etc)

and figurative language Good public speaking skills Close-reading strategies for informational texts and other non-fiction genres Formal writing response format for open-ended writing Selection of a topic choice/stance based on strength of argument Development of supporting evidence for their chosen stance Getting the reader’s attention Supporting an opinion with a variety of connections (personal, literature-based, historic, societal, etc.) How to conclude a thought/opinion/argument How the author uses tone to impact the reader’s mood How to interpret theme from a work and analyze it through writing The components and methods used by authors of fiction to write a narrative The historical and/or societal significance related to the novel and the author’s influence/inspiration How to respond to an open-ended question for a variety of texts How symbolism and theme correlate and work to improve the reader’s understanding of character and plot

events Pertinent and related vocabulary, including terms of historical/societal significance

Students will be able to: Analyze literature (fiction and non-fiction) and the author’s use of plot and other literary devices Respond to literary analysis-based questions and utilize the text as support for their responses Deliver an oral presentation on literature utilizing note cards for key points and demonstrating good public

speaking skills Make connections across generations between non-fiction texts and their own lives Identify key concepts and ideas within informational texts and other non-fiction genres Formulate responses to non-fiction literature-based questions and utilize relevant text-evidence as

support

Brainstorm possible arguments/ideas to support their stances/opinions Effectively develop and convey purpose through writing to the reader Utilize proper grammar mechanics and usage in writing Vary sentence structure and word choice/vocabulary Engage in the writing process (planning, writing, revising/editing, producing) Utilize grade-level and above grade-level vocabulary Identify and explain the central conflict of a story Analyze an author’s methods of characterization so as to draw connections with main characters Determine the mood of a story and speculate as to the impact it has on a reader’s comprehension Formulate logical and text-supported responses to narrative-based literature and text questions. Identify and analyze the deeper meaning behind an author’s use of literary-based symbols and determine the

impact they have on the text’s meaning and the author’s purposeIntegration

Technology Integration

Writing Integration

Suggested ResourcesViva New JerseyStop the SunA Tell-Tale HeartThank You, Ma’amA Shot at ItHarriet TubmanDear MarshaThe Diary of Anne FrankA Midsummer Night’s DreamFable for When There’s No Way OutYour WorldThe New ColossusChinese Hot PotA Time to TalkDreamsI, TooMy Mother Pierced QuiltsDream KeeperA Summer to DieRoll of Thunder, Hear My CrySecret Life of BeesFrankensteinHomecomingOne Fat SummerDeathwatchOliver TwistThe Yearling