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Grade Eight Pacing Guide 2015-2016

1st 9 weeksCollection 2: The Thrill of Horror

Collection 2 Academic Vocabulary: convention, predict, psychology, summary, technique

Aligned Novel Choices: Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson

Essential Question: What makes a horror story?

Collection Performance Task: Write a Literary Analysis SC Standards 8W1.1a-i, 8W4, 8W5**Note**- The class will do a shared/modeled writing with "The Monkey's Paw". Then students will do an independent writing with "The Tell-Tale Heart".

Collection Description: In this collection, students will examine why the horror genre both terrifies and fascinates.UNIT Standards:

Inquiry: 8-I.1.1 Develop questions to broaden thinking on a specific idea that frames inquiry for new learning and deeper understanding.8-I.2.1 Transact with text to formulate logical questions based on evidence, generate explanations, propose and present conclusions, and consider multiple perspectives.8-I.3.1 Develop a plan of action by using appropriate discipline-specific strategies.8-I.3.2 Examine historical, social, cultural or political context to broaden inquiry.8-I.3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.8-I.3.4 Organize and categorize important information, revise ideas, and report relevant findings.8-I.4.1 Employ a critical stance to demonstrate that relationships and patterns of evidence lead to logical conclusions, while acknowledging alternate views.8-I.4.2 Determine appropriate disciplinary tools and develop a plan to communicate findings and/or take informed action.8-I.4.3 Reflect on findings and pose appropriate questions for further inquiry.8-I.5.1 Acknowledge and value individual and collective thinking; use feedback from peers and adults to guide the inquiry process.8-I.5.2 Employ past and present learning in order to monitor and guide inquiry.8-I.5.3 Assess the processes to revise strategies, address misconceptions, anticipate and overcome obstacles, and reflect on completeness of the inquiry.

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Reading Literary Text:8-RL.5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 8-RL.6.1 Determine one or more themes and analyze the development and relationships to character, setting, and plot over the course of a text; provide an objective summary. 8-RL.7.2 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works, describing how the material is rendered new. 8-RL.8.1 Analyze how dialogue and/or incidents propel the action, reveal aspects of a character, or provoke a decision; determine the impact of contextual influences on setting, plot and characters. 8-RL.10.1 Use context clues to determine meanings of words and phrases. 8-RL.10.2 Students are expected to build upon and continue applying previous learning.8-RL.10.5 Students are expected to build upon and continue applying previous learning.8-RL.11.1 Analyze how the author’s development of perspectives of the characters and the reader create suspense or humor.

Reading Informational Text:8-RI.6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development 8-RI.7.1 Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea. 8-RI.7.2 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works, describing how the material is rendered new. 8-RI.8.1 Determine figurative, connotative, and technical meanings of words and phrases used in a text; analyze the impact of specific words, phrases, analogies, or allusions on meaning and tone. 8-RI.9.2 Determine or clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases, and affixes. 8-RI.10.1 Determine an author’s perspective or purpose and analyze how the author acknowledges or responds to conflicting evidence or viewpoints.

Writing:

8-W.2.1 a-b Write informative/explanatory texts that: a. introduce a topic; b. use relevant information from multiple and print and multimedia sources;

8-W.4.1 a-d When writing: a. show knowledge of the function of gerunds, participles, and infinitives and their functions in particular sentences; ensure that subjective, objective, and possessive pronouns are in the proper case; use intensive pronouns; recognize and use

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appropriate continuity b. form and use verbs in the active and passive voice;c. form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood; andd. recognize and correct inappropriate shifts in verb voice and mood.

8-W.5.2 Use: a. commas, ellipses, and dashes to indicate a pause, break, or omission; and b. an ellipsis to indicate an omission.

Communication:8-C.1.1 Prepare for and engage in conversations to explore complex ideas, concepts, and texts; build coherent lines of thinking. 8-C.1.4 Engage in a range of collaborative discussions about grade appropriate topics; acknowledge new information expressed by others and when necessary modify personal ideas. 8-C.5.1 Consider audience when selecting presentation types. 8-C.5.2 Select and employ a variety of craft techniques to convey a message and impact the audience.

Selection/Feature Title

Critical Analysis Vocabulary Strategy(Critical Vocabulary)

Language Conventions

Selection Performance Task/Assessment

PACING

1st 7 days- Reading Workshop

set-up/expectations (lessons from The First 20 Days--see P: Drive "First 20 Days Reading Workshop")

ISN set-up Pre-assessment Interest

inventories

Pre-ASSESSMENT:Reading/Writing- Unit 1 Pre-Assessment on "P" drive.

Grammar- NoRedInk.com -create pre-assessment for grammar for diagnostic test on: Verb tense, MLA Citations, Colons and Semicolons, Clauses and Phrases, Misplaced and Dangling Modifiers.

ANCHOR TEXT: SHORT STORY“The Tell-Tale Heart”

Analyze Point of View SC Standards 8RL.5.1, 8RL.11.1

STRATEGY: p. 97 Use a Thesaurus SC Standard 8RL.10.5

Using Dashes p. 98

SC Standard 8W.5.2a

Writing Activity: Profilep. 96

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by Edgar Allan Poe p. 89

CLOSE READER: SHORT STORY“The Outsider”by H.P. Lovecraft p. 98c

Analyze Suspense SC Standards 8RL.5.1, 8RL.8.1,8RL.11.1

CRITICAL VOCABULARY:conceive, vex, stifle, crevice, audacity, vehemently, derision, hypocritical

SC Standards 8W2b, 8W4, 8W5FORMATIVE ASSESSMENT:“Tell-Tale Heart" Quiz

ESSAY “Scary Tales”by Jackie Torrence p. 99

Determine Author’s Viewpoint SC Standards 8RI.5.1 8RI.10.1

Analyze the Meanings of Words and Phrases SC Standards 8RI.5.1, 8RI. 8.1

none Subject-Verb Agreement p.104SC Standard 8W4

Speaking Activity: Debate* p. 103, 104aSC Standards 8RI.5.1,8C1.1, 8C1.4* Should be a written assignment rather than presented to the class due to time.

SHORT STORY“The Monkey’s Paw”by W.W. Jacobs p. 105

CLOSE READER: POEM“Frankenstein”by Edward Field p. 120c

Determine Theme

SC Standard 8RL.6.1

Analyze Stories: ForeshadowingSC Standards 8RL.5.1, 8RL.8.1

STRATEGY: p. 119Latin Roots SC Standard 8RL. 10.2

CRITICAL VOCABULARY:peril, condole, grimace, fate, credulity, prosaic, compensation, resignation

Subjunctive Mood p.120

SC Standard 8W4.1c

FORMATIVE ASSESSMENT:“Monkey's Paw" Quiz

MEDIA ANALYSIS: FILM CLIPfrom The Monkey’s Pawby Ricky Lewis Jr. p. 121

Evaluate Media SC Standard 8RI.7.1

none none Media Activity: Storyboard p. 124

SC Standards 8C5.1, 8C5.2

ANCHOR TEXT:LITERARY CRITICISM

Analyze Text: Literary Criticism

STRATEGY:Using Suffixes p. 131

Using Commas p. 132

Speaking Activity: p. 130

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“What Is the Horror Genre?”by Sharon A. Russell p. 125

CLOSE READER: ESSAY“Man-Made Monsters”by Daniel Cohen p. 132c

SC Standards 8RI.5.1, 8RI.6.1, 8RI. 10.1

Summarize Text SC Standards 8RI.5.1, 8RI.6.1

SC Standard 8RI.9.2

CRITICAL VOCABULARY:intensify, justify, parallel, quest

SC Standard 8W5.2a Discussion

SC Standards 8RL.5.1, 8RL. 7.2, 8I.3.3, 8I.3.4, 8C.1.4

FORMATIVE ASSESSMENT:"What is the Horror Genre?"

2nd 9 WeeksCollection 6: The Value of Work

Collection 6: Academic Vocabulary: commentary, minors, occupation, option, style

Aligned Novel Choices: Hitch by Jeanette Ingold

Essential Question: How is every job a learning experience from which you can develop and grow?Collection Performance Task:

Write an Argument SC Standards 8W.1.1 a- h, 8W4, 8W5

Collection Description: In this collection, students will explore the benefits and challenges that are part of being a worker.

UNIT Standards:Inquiry: 8-I.1.1 Develop questions to broaden thinking on a specific idea that frames inquiry for new learning and deeper understanding.8-I.2.1 Transact with text to formulate logical questions based on evidence, generate explanations, propose and present conclusions, and consider multiple perspectives.8-I.3.1 Develop a plan of action by using appropriate discipline-specific strategies.8-I.3.2 Examine historical, social, cultural or political context to broaden inquiry.8-I.3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.8-I.3.4 Organize and categorize important information, revise ideas, and report relevant findings.8-I.4.1 Employ a critical stance to demonstrate that relationships and patterns of evidence lead to logical conclusions, while acknowledging

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alternate views.8-I.4.2 Determine appropriate disciplinary tools and develop a plan to communicate findings and/or take informed action.8-I.4.3 Reflect on findings and pose appropriate questions for further inquiry.8-I.5.1 Acknowledge and value individual and collective thinking; use feedback from peers and adults to guide the inquiry process.8-I.5.2 Employ past and present learning in order to monitor and guide inquiry.8-I.5.3 Assess the processes to revise strategies, address misconceptions, anticipate and overcome obstacles, and reflect on completeness of the inquiry.

Reading Literary Text:8-RL.5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.8-RL. 6.1 Determine one or more themes and analyze the development and relationships to character, setting, and plot over the course of a text, provide an objective summary8-RL. 9.1 Determine the figurative and connotative meanings of words and phrases as they are used in text, analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.8-RL.9.2 (grade 7) Analyze the impact of the author’s choice of words, word phrases, and conventions on meaning and tone.

Reading Informational Text:8-RI.5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.8-RI.10.1 Determine an author’s perspective or purpose and analyze how the author acknowledges or responds to conflicting evidence or viewpoints.8-RI.11.2 Analyze 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.

Writing:8W.1.1 Write arguments that:

a. Introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically;

b. Use relevant information from multiple print and multimedia sources;c. Support claims using valid reasoning and a variety of relevant evidence from accurate, verifiable sources;d. Use an organizational structure that provides unity and clarity among claims, counterclaims, reasons, and evidence;e. Develop the claim and counterclaims providing credible evidence and data for each;f. Develop and strengthen writing as needed by planning, revising, editing, rewriting;g. Paraphrase, quote and summarize avoiding plagiarism and following a standard format for citation;

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h. Establish and maintain a formal style and objective tone; andi. Provide a concluding statement or section that follows from and supports the argument.

8-W.4.1 When writing:a. Show knowledge of the function of gerunds, participles, and infinitives and their functions in particular sentences,b. Form and use verbs in the active and passive voice;c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood; andd. Recognize and correct inappropriate shifts in verb voice and mood.

8-W.5.1 Use:a. Commas, ellipsis, and dashes to indicate a pause, break, or omission, andb. An ellipsis to indicate an omission.

Communication:8-C.2.1 Gather relevant information from diverse print and multimedia sources to develop ideas, claims, or perspectives emphasizing salient points in a coherent, concise, logical manner with relevant evidence and well-chosen details.8-C.2.1 Analyze and evaluate credibility of information and accuracy of findings.8-C.2.3 Quote and paraphrase the data and conclusions while avoiding plagiarism and following a standard format for citation.8-C.5.2 Select and employ a variety of craft techniques to convey a message and impact the audience.




Selection Performance Task

PACING

ANCHOR TEXT: NOVEL EXCERPTfrom The Adventures of Tom Sawyer by Mark Twain p. 395

CLOSE READER: SHORT STORY“The Flying Machine”by Ray Bradbury

CLOSE READER: GRAPHIC STORY

Analyze Point of ViewSC Standards 8RL.5.1, 8RL.11.1

Determine Meaning of Words and Phrases SC Standard 8RL.5.1, 8RL.9.1

STRATEGY:Verbal Irony and Puns p. 403SC Standard 8RL.11.1

CRITICAL VOCABULARY:tranquil, survey, contemplate, particular, alacrity, dilapidated, covet, attain

Interrogative Mood p.404SC Standard 8W.4.1c

Writing Activity: Analysis p. 402SC Standards 8W.1.1 a-h, 8W.4, 8W.5

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“The Flying Machine”by Bernard Krigstein

ARGUMENT“Teens Need Jobs, Not Just Cash”by Anne Michaud p. 419

ARGUMENT“Teens at Work”from The Record-Journal

Delineate and Evaluate an Argument SC Standards 8RI.5.1, 8RI.10.1, 8RI.11.2

STRATEGY: Using Greek Suffixes p. 426SC Standard 8RI.9.2

CRITICAL VOCABULARY: sustain, borne, renowned, avert, initiative, detrimental, implication, deficiency

none Speaking Activity: Oral Report p. 425SC Standards 8RI.5.1, 8C.2.1-2.3, 8C.5.2

COMPARE ANCHOR TEXTS

POEM“Chicago”by Carl Sandburg p. 428

Determine Meaning of Words and PhrasesSC Standards 8RL.5.1, 8RL.9.1

none none

POEM“Find Work”by Rhina P. Espaillat

Determine Theme SC Standards 8RL.5.1, 8RL. 6.1

Analyze Structure SC Standards 8RL.9.1, 8RL.9.2

POEM “My Mother Enters the Work Force”by Rita Dove

Analyze Structure SC Standards 8RL.9.1, 8RL.9.2

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COMPARE TEXTS

CLOSE READER: POEM“To be of Use”by Marge Piercy

CLOSE READER: POEM“A Story of How a Wall Stands”by Simon J. Ortiz

Analyzing the Text SC Standards 8RL.5.1, 8RL. 6.1SC Standards 8RL.9.1, 8RL.9.2

none noneWriting Activity: Compare and Contrast p.436

SC Standards 8Rl.5.1, 8W.2.1 a-m, 8W.4, 8W.5

3rd 9 Weeks3rd Nine WeeksCollection 4: Approaching Adulthood

Collection 4 Academic Vocabulary: debate, deduce, license, sufficient, trend

Aligned Novel Choices: The Giver by Lois Lowery

Essential Question: How is becoming a teenager a step closer to adulthood?Collection Performance Task: A Write a Literary Analysis SC Standards 8RL.5.1, 8W1.1a-i, 8W4, 8W5AND/ORB Produce a Multimedia Campaign SC Standards 8RI.5.1, 8W1.1a-m, 8W4, 8W5, 8C.2.1, 8C.3.2, 8C.5.1, 8C.5.2

Collection Description: In this collection, students will explore the passage from childhood to adulthood. UNIT Standards:

Inquiry: 8-I.1.1 Develop questions to broaden thinking on a specific idea that frames inquiry for new learning and deeper understanding.8-I.2.1 Transact with text to formulate logical questions based on evidence, generate explanations, propose and present conclusions, and

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consider multiple perspectives.8-I.3.1 Develop a plan of action by using appropriate discipline-specific strategies.8-I.3.2 Examine historical, social, cultural or political context to broaden inquiry.8-I.3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.8-I.3.4 Organize and categorize important information, revise ideas, and report relevant findings.8-I.4.1 Employ a critical stance to demonstrate that relationships and patterns of evidence lead to logical conclusions, while acknowledging alternate views.8-I.4.2 Determine appropriate disciplinary tools and develop a plan to communicate findings and/or take informed action.8-I.4.3 Reflect on findings and pose appropriate questions for further inquiry.8-I.5.1 Acknowledge and value individual and collective thinking; use feedback from peers and adults to guide the inquiry process.8-I.5.2 Employ past and present learning in order to monitor and guide inquiry.8-I.5.3 Assess the processes to revise strategies, address misconceptions, anticipate and overcome obstacles, and reflect on completeness of the inquiry.

Reading Literary Text:8-RL.5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.8-RL. 6.1 Determine one or more themes and analyze the development and relationships to character, setting, and plot over the course of a text, provide an objective summary.8-RL.8.1 Analyze how dialogue and/or incidents propel the action, reveal aspects of a character, or provoke a decision; determine the impact of contextual influences on setting, plot and characters.8-RL.10.2 Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes. (Grade 4)

Reading Informational Text:8-RI.5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.8-RI.6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development.8-RI.9.2 Determine or clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases, and affixes (grade 8).8-RI.9.5 Acquire and use general academic and domain specific words or phrases that signal contrast, addition, and logical relationships; demonstrate an understanding of nuances and jargon.8-RI.10.1 Determine an author’s perspective or purpose and analyze how the author acknowledges or responds to conflicting

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evidence or viewpoints.8-RI.11.2 Analyze 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.

Writing:8W.1.1 Write arguments that:


b. Use relevant information from multiple print and multimedia sources;c. Support claims using valid reasoning and a variety of relevant evidence from accurate, verifiable sources;d. Use an organizational structure that provides unity and clarity among claims, counterclaims, reasons, and evidence;e. Develop the claim and counterclaims providing credible evidence and data for each;f. Develop and strengthen writing as needed by planning, revising, editing, rewriting;g. Paraphrase, quote and summarize avoiding plagiarism and following a standard format for citation;h. Establish and maintain a formal style and objective tone; andi. Provide a concluding statement or section that follows from and supports the argument.

8W.2.1 Write informative/explanatory texts that:a. Introduce a topic;b. Use relevant information from multiple print and multimedia sources;c. Organize ideas, concepts, and information into broader categories;d. Assess the credibility of each source;e. Include formatting, graphics, and multimedia to aid comprehension;f. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and

examples;g. Develop and strengthen writing as needed by planning, revising, editing, rewriting;h. Paraphrase, quote, and summarize to avoid plagiarism;i. Follow a standard format for citation;j. Use appropriate and varied transitions to created cohesion and clarify the relationships among ideas and concepts.k. Use precise language and domain-specific vocabulary to explain the topic; l. Establish and maintain a style and tone authentic to the purpose; and m. Provide a concluding statement or section that follows and supports the information or explanation presented.

8-W.4.1 a. When writing, show knowledge of the function of gerunds, participles, and infinitives and their functions in particular sentences;8-W.4.1 d. When writing, recognize and correct inappropriate shifts in verb voice and mood.

8-W.5 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. -11-


Communication:8-C.1.1 Prepare for and engage in conversations to explore complex ideas, concepts and texts; build coherent lines of thinking.8-C.1.4 Engage in a range of collaborative discussions about grade appropriate topics; acknowledge new information expressed by others and when necessary, modify personal ideas.8-C.2.2 Analyze and evaluate credibility of information and accuracy of findings.





PACING

ANCHOR TEXT: SHORT STORY“Marigolds”by Eugenia Collier p. 213

CLOSE READER: SHORT STORY“The Whistle”by Anne Estevis p. 71

Analyze Stories: Characters’ Motivation

SC Standard 8RL. 5.1, 8RL.8.1

Determine Theme SC Standard 8RL.5.1, 8RL.6.1

STRATEGY:Use Latin Suffixes p. 227SC Standard 8RL.10.2CRITICAL VOCABULARY:poignant, ostensible, retribution, stoicism, perverse, bravado, impotent, exuberance, degradation, squalor

Infinitives p. 228SC Standard 8W4.1a

Writing Activity: Essay p. 226

SC Standards 8W1.1 a-I, 8W4, 8W5

POEM“Hanging Fire”by Audre Lorde p.230

POEM“Teenagers” by Pat Mora p.231

CLOSE READER: POEM Comparison“Identity”by Julio Noboa Polanco p. 234c

“Hard on the Gas”

Make Inferences SC Standard 8RL.5.1

Determine Theme SC Standards 8RL.5.1, 8RL.6.1

none Words Ending in y p. 234

SC Standard 8W.4.1

Writing Activity: Comparison p. 233

SC Standards 8RL.5.1, 8W.2.1

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by Janet S. Wong

ANCHOR TEXT: ARGUMENTS “When Do Kids Become Adults?”From “Room for Debate” in the New York Times p. 235

CLOSE READER: HISTORY ARTICLE“Much Too Young to Work So Hard”by Naoki Tanaka p.246a

Trace and Evaluate an Argument

SC Standards 8RI.5.1, 8RI.6.1, 8RI.10.1, 8RI.11.2

STRATEGY: p. 245Greek RootsSC Standard 8RI.9.2

CRITICAL VOCABULARY:arbitrary, unmoor, confluence, egregious, inadequate, diffuse, autonomous, thwart, cohort

Shifts in Voice and Mood p. 246SC Standard 8W.4.1d

Speaking Activity: Debate p. 244SC Standards 8RI.5.1,8C1.1, 8C1.4

Compare Texts

ARTICLE“Is 16 Too Young to Drive a Car?”by Robert Davis p. 247

Determine Central Ideas and Details

SC Standard 8RI.5.1, 8RI.6.1

ARTICLE “Fatal Car Crashes Drop for 16-Year-Olds, Rise for Older Teens”by Allison Aubrey p. 256

Analyze Text SC Standards 8RI.5.1, 8RI.6.1, 8RI.10.1

Compare Texts Analyze Information in Texts

SC Standards 8RI.5.1, 8RI.6.1

STRATEGY: Domain-Specific Words p. 261SC Standard 8RI.9.5

CRITICAL VOCABULARY:notion, novice, bane,

Fragments p. 262SC Standard 8W. 4.1

Writing Activity: Opinion p. 260

SC Standards 8W.1.1a-m, 8W4, 8W5, 8C1.4

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paradox, impetuous, anecdote

COMPARE MEDIA:

PUBLIC SERVICE ANNOUNCEMENT—FILM“Your Phone Can Wait” by Stephanie Ramirez p. 263

Analyze Ideas in Media

SC Standard 8C.2.2

none none

PUBLIC SERVICE ANNOUNCEMENT—POSTER“Driving Distracted” p. 266

Analyze Diverse Media SC Standard 8C.2.2

none none

COMPARE MEDIA Evaluate Media SC Standard 8C.2.2

n/a n/a Media Activity: Public Service Announcementp. 268

SC Standards 8W1.1a, 8W1.1b, 8I.3.3, 8I3.4, 8C.2.1

4th 9 WeeksCollection 5: Anne Frank’s Legacy

Collection 5 Academic Vocabulary: communicate, draft, liberation, philosophy, publish

Aligned Novel Choices: Teacher Choice

Essential Question: How might a person go on living even after their death?Collection Performance Task: Write an Expository Essay SC Standards 8W2.1 a-m, 8W4, 8W5

Collection Description: In this collection, students will learn about the lasting legacy of a young girl and her diary.UNIT Standards:

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Inquiry: 8-I.1.1 Develop questions to broaden thinking on a specific idea that frames inquiry for new learning and deeper understanding.8-I.2.1 Transact with text to formulate logical questions based on evidence, generate explanations, propose and present conclusions, and consider multiple perspectives.8-I.3.1 Develop a plan of action by using appropriate discipline-specific strategies.8-I.3.2 Examine historical, social, cultural or political context to broaden inquiry.8-I.3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.8-I.3.4 Organize and categorize important information, revise ideas, and report relevant findings.8-I.4.1 Employ a critical stance to demonstrate that relationships and patterns of evidence lead to logical conclusions, while acknowledging alternate views.8-I.4.2 Determine appropriate disciplinary tools and develop a plan to communicate findings and/or take informed action.8-I.4.3 Reflect on findings and pose appropriate questions for further inquiry.8-I.5.1 Acknowledge and value individual and collective thinking; use feedback from peers and adults to guide the inquiry process.8-I.5.2 Employ past and present learning in order to monitor and guide inquiry.8-I.5.3 Assess the processes to revise strategies, address misconceptions, anticipate and overcome obstacles, and reflect on completeness of the inquiry.

Reading Literary Text:8-RL.5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.8-RL. 6.1 Determine one or more themes and analyze the development and relationships to character, setting, and plot over the course of a text, provide an objective summary.8-RL.8.1 Analyze how dialogue and/or incidents propel the action, reveal aspects of a character, or provoke a decision; determine the impact of contextual influences on setting, plot and characters.

8-RL. 9.1 Determine the figurative and connotative meanings of words and phrases as they are used in text, analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.8-RL.11.2 Analyze the author’s choice of structures within the text and draw conclusions about how they impact meaning.

Reading Informational Text:8-RI.8.1 Determine figurative, connotative, and technical meanings of words and phrases used in a text; analyze the impact of specific words, phrases, analogies, or allusions on meaning and tone. 8-RI.9.2 Determine or clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases, and affixes.

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8-RI.10.1 Determine an author’s perspective or purpose and analyze how the author acknowledges or responds to conflicting evidence or viewpoints. 8-RI.11.2 Analyze 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.

Writing:8-W.1.1 Write arguments that:


b. Use relevant information from multiple print and multimedia sources;c. Support claims using valid reasoning and a variety of relevant evidence from accurate, verifiable sources;d. Use an organizational structure that provides unity and clarity among claims, counterclaims, reasons, and evidence;e. Develop the claim and counterclaims providing credible evidence and data for each;f. Develop and strengthen writing as needed by planning, revising, editing, rewriting;g. Paraphrase, quote and summarize avoiding plagiarism and following a standard format for citation;h. Establish and maintain a formal style and objective tone; andi. Provide a concluding statement or section that follows from and supports the argument.

8-W.4 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

8-W. 5.2a Use commas, ellipses, and dashes to indicate a pause, break, or omission

Communication:8-C.1.1 Prepare for and engage in conversations to explore complex ideas, concepts, and texts; build coherent lines of thinking.8-C.1.2 Participate in discussions; share evidence that supports the topic, text, or issue; connect the ideas of several speakers and respond with relevant ideas, evidence, and observations.8-C.1.3 Apply effective communication techniques based on a variety of contexts and tasks.8-C.1.4 Engage in a range of collaborative discussions about grade appropriate topics; acknowledge new information expressed by others and when necessary modify personal ideas.8-C.1.5 Consider new ideas and diverse perspectives of others when forming opinions; qualify or justify views based on evidence presented regarding a topic, text, or issue.





PACING

ANCHOR TEXT: Analyze Drama none none Writing Activity: -16-


DRAMAfrom The Diary of Anne Frankby Frances Goodrich and Albert Hackett p. 279

CLOSE READER:DRAMAThe Diary of Anne Frank; Act 1, Scenes 1 and 2p. 354c

SC Standards 8RL.5.1, 8RL.6.1, 8RL.8.1

Analyze Dialogue in Drama Analyze Incidents in Drama

SC Standards 8RL. 5.1, 8RL. 8.1

Character Sketch SC Standards 8RL.5.1, 8RL. 8.1, 8W.1.1a-m, 8W4, 8W5

DIARYfrom The Diary of a Young Girl by Anne Frank p. 355

Analyze Text: Elements of a Diary SC Standards 8RL.5.1, 8RL.8.1, 8RL.12.2

Make InferencesSC Standard 8RL.5.1

STRATEGY:Connotation and Denotation p. 368SC Standard 8RL.9.1

CRITICAL VOCABULARY: insolent, reproach, mediate, splendid, conjecture

none Speaking Activity: Performance p. 367SC Standards 8C1.1, 8C1.4

LITERARY CRITICISMfrom Anne Frank: The Book, The Life, the Afterlifeby Francine Prose p. 369

Determine Author’s Point of View

SC Standard 8RI.10.1

Analyze the Meanings of Words and Phrases SC Standard 8RI.8.1

STRATEGY: p. 377Latin Suffixes SC Standard 8RI.9.2

CRITICAL VOCABULARY:intersperse, ineradicable, refuge, incisive, precocious, tangential, emblematic, impervious, poignant, banal

Use Ellipses p. 378SC Standard 8W.5.2a

Writing Activity: Analysis p. 376

SC Standards 8RI.5.1, 8RI.11.2, 8W1, 8C1

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SPEECH“After Auschwitz” by Elie Wiesel p. 379

Analyze Word Choices SC Standard 8RI.8.1

none none Speaking Activity: Discussion p. 384

SC Standards 8C2.1, 8C.3.2, 8C5.2,

POEM“There But for the Grace” by Wisława Szymborska p. 385

Analyze Sound Devices SC Standard 7RL9.1

none none Writing Activity: Analysis p. 388

SC Standards 8W1.1a-m, 8W4, 8W5

4th 9 WeeksCollection 1: Culture and Belonging

Collection 1 Academic Vocabulary: contribute,

Essential Question: How is culture the widening of the mind and of the spirit?Collection Performance Task: A Write an Expository Essay

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immigrate, reaction, relocate, shifting

Aligned Novel Choices: Picture Bride by Yoshiko Uchida

SC Standards 8W2.1 a-m, 8W4, 8W5

AND/ORB Write a Personal Narrative SC Standards 8W3.1 a-h, 8W4, 8W5

Collection Description: In this collection, students will explore how people develop their own identity within a new culture.

UNIT Standards:Inquiry: 8-I.1.1 Develop questions to broaden thinking on a specific idea that frames inquiry for new learning and deeper understanding.8-I.2.1 Transact with text to formulate logical questions based on evidence, generate explanations, propose and present conclusions, and consider multiple perspectives.8-I.3.1 Develop a plan of action by using appropriate discipline-specific strategies.8-I.3.2 Examine historical, social, cultural or political context to broaden inquiry.8-I.3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.8-I.3.4 Organize and categorize important information, revise ideas, and report relevant findings.8-I.4.1 Employ a critical stance to demonstrate that relationships and patterns of evidence lead to logical conclusions, while acknowledging alternate views.8-I.4.2 Determine appropriate disciplinary tools and develop a plan to communicate findings and/or take informed action.8-I.4.3 Reflect on findings and pose appropriate questions for further inquiry.8-I.5.1 Acknowledge and value individual and collective thinking; use feedback from peers and adults to guide the inquiry process.8-I.5.2 Employ past and present learning in order to monitor and guide inquiry.8-I.5.3 Assess the processes to revise strategies, address misconceptions, anticipate and overcome obstacles, and reflect on completeness of the inquiry.

Reading Literary Text:

Reading Informational Text:

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Writing:

Communication:

Selection/Feature Title Critical Analysis Vocabulary Strategy(Critical Vocabulary)

Language Conventions Selection Performance Task

ANCHOR TEXT: SHORT STUDY“My Favorite Chaperone” by Jean Davies Okimoto p. 3

CLOSE READER: SHORT STORY “Golden Glass”by Alma Luz Willanueva p. 30c

Analyze Stories: Plot SC Standards 8RL.5.1, 8RL.8.1

Analyze Stories: Character SC Standards 8RL.5.1, 8RL.8.1

STRATEGY:Context Clues p. 29SC Standard 8RL.10.1

CRITICAL VOCABULARY:sponsor, stun, dispatcher, scuffle, whimper

Imperative Mood p.30SC Standard 8W4.1c

Writing Activity: Summary p. 28, 30aSC Standards 8RL.5.1, 8RL.6.1, W.2.1 a-m

PERSONAL ESSAY“Bonne Année”by Jean-Pierre Benoît p. 31

Determine Central Idea and Details SC Standards 8RI.5.1, 8RI.6.1

Analyze Text: Personal EssaySC Standards 8RI.5.1, 8RI.6.1, 8RI.8.2

STRATEGY: p. 39Using a Glossary SC Standard 8RI.9.4

CRITICAL VOCABULARY: predominate, coup, persecution, dispossess, natal

Participles p.40

SC Standard 8W4.1a

Media Activity: Poster p. 38

SC Inquiry Standard 8I.3.3, 8I.3.4, 8W2.1 a-e, 8W4, 8W5

RESEARCH STUDY“A Place to Call Home”by Scott Bittle and Jonathan Rochkind p. 41

CLOSE READER: ESSAY“What to Bring”by Naisha Jackson p. 52c

Analyze Nonfiction Elements

SC Standard 8RI.5.1, 8RI.8.2

STRATEGY: p. 52Using Greek Prefixes

SC Standard 8RI.9.2

CRITICAL VOCABULARY: tumult, pernicious, naturalize, telecommunications, perpetual

none Writing Activity: Explanation p. 51SC Standards 8W2.1 a-m, 8W4, 8W5

ANCHOR TEXT: Analyze the Meanings of STRATEGY: Active and Passive Voice Writing Activity: -20-


MEMOIR from The Latehomecomerby Kao Kalia Yang p.53

CLOSE READER: MEMOIR“Museum Indians” by Susan Power p.70c

Words and Phrases SC Standards 8RI.5.1, 8RI.8.1

Analyze Text: Memoir SC Standard 8RI.5.1, 8RI.6.1,8RI. 10.1

Using Latin Prefixes p. 69SC Standard 8RI.9.2

CRITICAL VOCABULARY:requisite, resonate, nominal, recap, repatriate, chide, expiration, despondent

p. 70 SC Standard 8W4.1b

Report p. 68

SC Inquiry Standard 8I.3.3, 8I.3.4, 8W2.1 a-e, 8W4, 8W5

MEDIA ANALYSIS: DOCUMENTARYNew Immigrants Share Their Storiesdirected by Lisa Gossels p. 71

Analyze Media SC Standard 8RI.7.1

none none Media Activity:Video p.74,74a

SC Standards 8C5.1, 8C5.2

POEM“The Powwow at the End of the World”by Sherman Alexiep. 75

Determine Meaning of Words and Phrases SC Standards 8RL.5.1, 8RL.9.1

Make Inferences SC Standard 8RL.5.1

none none Speaking Activity: p. 78Discussion

SC Standards 8RL.5.1, 8RL. 7.2, 8I.3.3, 8I.3.4, 8C.1.4

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