va01918659.schoolwires.netva01918659.schoolwires.net/.../41/8thEnglishCurriculum… · Web viewStudent may include, but not limited to, poetry writings, science, math, world geography,

Greene County Public Schools8th Grade Language Arts Pacing Guide 2016-2017

Quarter 1

Time/Dates SOL/Strand Objective/Content/Essential Questions/Cognitive Level

VerticalAlignment

Vocabulary Cross-curricular Connections

August 18-21

Introduction to Classroom

Class introductions:Activities to meet studentsPre-assessments

August 24 – September 4

8.5 h8.6 g8.8 a

The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry by:

Identifying the main idea

The student will read, comprehend, and analyze a variety of nonfiction texts by:

Identifying the main idea.

The student will writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing by:

Using a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.

Bloom = RememberBloom = UnderstandBloom = Apply

Students have been exposed to different genres of literature

FictionHistorical fictionScience fiction

FolktalesPoetryFantasy

BiographyAutobiographyRealistic fiction

Adventure storiesMystery

Main ideaGraphic organizer

Nonfiction

(Materials: power point and Smart Board

presentations about genres, genre

characteristic chart, The Adventures of Brer

Rabbit, Cinderella, Real

Bloom = AnalyzeBloom = Evaluate

Truth of the Three Little Pigs, Paul Bunyan, Daedalus, Aesop’s fables, White Socks

Only, Getting Through Thursday)

Sept. 8-Sept. 18

8.5 i8.6 i8.8 b8.8 f


Summarizing tests by relating supporting ideas


Analyzing the author’s use of text structure and word choice

The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing by:

Using and punctuating correctly varied sentence structures to included conjunctions and transition words.

Using quotation marks with dialogue and direct quotations.

Bloom = RememberBloom = UnderstandBloom = ApplyBloom = AnalyzeBloom = Evaluate

Students should know the basics of capitalization and

punctuation.

Text structureWord choice

Supporting ideasDependent Clauses

Independent ClausesDialogueCommaPeriod

(Materials: Two smart board lessons, cut and

paste study guide, game, Celebrity Tweets

using capitals, video with skeletal notes,

nonfiction “Ann Arbor and Transportation”

fiction “The Ransom of Red Chief”)

Diagram sentences provided by the

world geography, math, and science teachers related to

their current curriculum.

Sept. 21 - 25

8.5 j8.6 i8.8 b


Identifying an author’s organizational pattern using textual clues, such as transitional words and phrases.


Identifying the author’s organizational pattern using textual clues such as transitional words and phrases.

The student will edit writing for correct grammar , capitalization, punctuation, spelling, sentence structure, and paragraphing by:

Using and punctuating correctly varied sentence structures to include conjunctions and transitional words

Bloom = Evaluate

Students have had exposure to plot structure before.

Plot StructureInitiating Event

ExpositionRising Action

ClimaxFalling Action

ResolutionSetting

Organizational patternTransitional words

(Materials: “The Veldt,” picture books, “Rain,

Rain Go Away,” smart board lesson, blank

diagrams for students to fill out, gallery walk to

view diagrams, plot posters)

A nonfiction article will be paired with the

short story chosen by each teacher.

Sept. 28- Oct 9

8.5 c8.6 d8.6 f8.7 a8.7 e


Explaining how authors use characters, conflict, point-of-view voice, and tone to create meaning.


Analyzing author’s use of text structure and word choice

Differentiating between fact and opinion

The student will write in a variety of forms including narration, exposition, persuasion, and informational by:

Identifying the intended audienceSelecting specific vocabulary and

information for audience and purpose

Students have had exposure to

characters and conflict before.

Static CharactersDynamic Characters

Direct CharacterizationIndirect Characterization

ConflictInternal Conflict

External Conflict to include: individual,

nature, society, supernatural, and

technologyFact

OpinionAudience

Author’s purpose

(Materials: video about dynamic versus static,

skeletal notes, “Tell-Tale Heart,” “Poison,” “The Sniper” “The Monkey’s

Paw”)



Bloom’s = Analyze

Oct. 12 - 16 8.4 a8.4 b8.4 e8.5 a8.5 b8.6 a8.6 c8.6 d8.6 e8.6 j8.7 e

The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts by:

Identifying and analyzing an author’s use of figurative language

Using context structure and connotations to determine meaning and differentiate between multiple meanings among words and phrases

Discriminating between connotative and denotative meanings and interpret the connotation


Students have had exposure to figurative

language before.

SimileHyperboleAlliterationMetaphor

PersonificationOxymoron

OnomatopoeiaAllusion

UnderstatementCliche

PunIdiom

InferenceImplied Theme and

meaningStated Theme and

meaningSymbolsExplicitImplied

Connotation



Explaining the use of symbols and figurative language

Making inferences and drawing conclusions based on explicit and implied information using evidence from the text as support.


Drawing on background knowledge and knowledge of text structure to understand selections

Analyzing the author’s qualifications, viewpoint, and impact


Analyzing details for relevance and accuracyIdentifying cause and effect relationships

The student will write in a variety of forms including narration, exposition,

DenotationViewpoint

Cause and effect

(Materials: video on theme with skeletal

notes, figurative language lap books, six

short stories to find figurative language, ereading worksheets about types of irony, different literature terms, and theme)

persuasion, and informational by:Selecting specific vocabulary and


Bloom’s = AnalyzeBloom’s = Evaluate

Ongoing Throughout Year

8.4 a8.4 b8.4 c8.4 d8.4 f

The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts.

Identify and analyze an author’s use of figurative language.

Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases.

Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning of unfamiliar words and technical vocabulary.

Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling, and usage of words.

Extend general and specialized vocabulary through speaking, listening, reading, and writing.

analyze relationships common to analogy construction, including:type or examplecharacteristicsassociationoperatordegreemathematicalnumbersynonyms and antonymspurposecause/effectsequencecharacteristicproductdegree

RESOURCES: Vocabulary workbooks, 8th Grade Literature and Language, Rain, Rain Go Away, Poison, Tell-Tale Heart, Ransom of Red Chief, ReadWorks.org, Newsela, IXL

COMMON ASSESSMENTS: Smart Goal Pre-test, In-class Writing sample, Benchmark, MAP testing, Short story test, genre test, figurative language test

Common Unit Plans: Genre unit, short story unit, figurative language unit


Quarter 2


VerticalAlignment


Oct. 19-23 8.5 c8.5 h8.5 i8.6 a8.6 b8.6 g8.6 h8.6 i8.7 a8.7 b8.7 d8.7 e

Oct. 19-23 - writing either creative writing or writing about literature, Tell-Tale Heart, clauses

The student will read and analyze a variety of fictional texts, narrative, nonfiction, and poetry by:

Identifying the main ideaSummarizing text relating the supporting

details Explaining how authors use characters,

conflict, point of view, voice, and tone to create meaning


Drawing on background knowledge and knowledge of text structure to understand text selections

Making inferences and drawing conclusions based on implicit and implied

Students have had exposure to essay

writing before.

SummarizingNarrative

ExpositoryPersuasive

InformationalPlanningDrafting

BrainstormingWebbingMappingOutliningClustering

ListingGraphic Organizers

Writing topics will connect to topics being covered in

other core classes.

information using evidence from text as support

Identifying the main ideaSummarizing the text identifying supporting

ideasIdentifying an author’s organizational

pattern using textual clues such as transitional words and phrases


Identifying intended audienceUsing prewriting strategies to generate and

organize ideasOrganizing details to elaborate the central

idea and provide unitySelecting specific vocabulary and


Bloom’s = Create

Oct. 26 -Nov. 6

8.5 c8.5 h8.5 i8.6 a8.6 b8.6 h8.7 c8.7 f8.7 g8.7 h

Oct. 26 – 30 - dependent and independent clauses, sentence types

Nov. 5-7 writing process, why write (explain, persuade, etc.) and prewriting strategies, type essays


Identifying the main ideaSummarizing text relating the supporting

detailsExplaining how authors use characters,



Drawing on background knowledge and


writing before.

Central IdeaElaboration

UnityRereadingReflectingRethinkingRewritingRevising

ProofreadingEditing

Publishing


other core classes.

knowledge of text structure to understand text selections

Making inferences and drawing conclusions based on implicit and implied information using evidence from text as support

Summarizing the text identifying supporting ideas






Bloom’s = CreateNov. 9-20 8.5 j

8.6 i8.8 c8.8 d

Nov. 10-14 – prepositionsNov. 16-20 – preposition review, use preposition to introduce subject verb (more focus in 3rd nine weeks) Look at how prep phrases are either an adjective or adverb


Identify an author’s organizational pattern

This will be a more in-depth study of

prepositions and their functions within

sentences, especially in maintain subject

verb agreement.

PrepositionsObject of Preposition

Action verbsLinking verbs

Transitive verbsIntransitive verbs

Objective caseNominative case

SingularPlural

Subject

Study sentences provided by the



using textual clues, such as transitional words and phrases.


Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.


Choosing the correct case and number for pronouns in prepositional phrases with compound objects

Maintaining consistent verb tense across paragraphs

Bloom’s = Create

PredicateNumber agreementGender agreement

Nov. 23 – Dec 11

8.5 h8.5 i

Nov. 23- 24 – Inference, nonfiction reading strategies, main idea, bias

Students have a basic understanding of

Main ideaExplicit

Use nonfiction from science and

8.5 k8.6 a8.6 b8.6 c8.6 g8.6 h8.7 e

Nov 30 – Dec 4 – Inference, nonfiction reading strategies, fact opinionDec. 7-11 – Nonfiction unit in the library that pulls in writing (all cannot go same week)


Identify the main ideaSummarize texts relating supporting detailsIdentify cause and effect relationships



Making inferences and drawing conclusions based on explicit and implied information using evidence from text as a support


Identifying the main ideaSummarizing the text and identifying

supporting details


non-fiction and will draw on background

knowledge from science and world

geography based on readings.

ImpliedSupporting details

Point of ViewQualification

geography to write an essay with a

strong thesis statement and support from

articles that they read.

Select specific vocabulary and information for audience and purpose

Bloom’s = evaluate

Dec. 14-18 8.5 e8.6 d8.8 c

Dec 14 – 18 – Gift of the Magi unit comparing various retellings of the story


Compare and contrast the author’s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts.


Analyze the author’s use of text structure and word choice


Choosing the correct case and number for pronouns in prepositional phrases with compound objects

Students are familiar with literary terms

used for fiction readings.

PlotCharacter

SettingTheme

Students make comparisons and contrasts across

differing mediums

Bloom’s = Create


8.4 a8.4 b8.4 c8.4 d8.4 f




Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning of unfamiliar words and technical vocabulary.

Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling, and

analyze relationships common to analogy construction including:type or examplecharacteristicsassociationoperatordegreemathematicalnumbersynonyms and antonymspurposecause/effectsequencecharacteristicproduct

usage of words.Extend general and specialized vocabulary

through speaking, listening, reading, and writing.

degree

RESOURCES: Vocabulary workbooks, 8th Grade Literature and Language, ReadWorks.org, Newsela, IXL, Gift of the Magi, Preposition list

COMMON ASSESSMENTS: Benchmark, Essay, Preposition test, Gift of the Magi, Unbroken

Common Unit Plans: Preposition unit, Gift of the Magi unit, Essay unit, Nonfiction unit


Quarter 3


VerticalAlignment


Jan. 5 – 8Jan 11 – 15Jan 18-22

8.5 h8.5 i8.5 k8.6 a8.6 b8.6 c8.6 g

Jan 5-8 – Inference, nonfiction reading strategies, main idea, biasJan 11-15 – Inference, nonfiction reading strategies, fact opinionJan 18-22 – Nonfiction unit in the library that pulls in writing (all cannot go same




geography based on

Main ideaExplicitImplied

Supporting detailsPoint of ViewQualification




8.6 h8.7 e

week)








supporting details




readings. articles that they read.

Jan 25-29 8.8b The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

Use and punctuate correctly varied sentence structures to include conjunctions and transition words.

Students have been introduced to

commas prior to 8th

grade, so we will build upon their prior

knowledge with a more in depth study.

CommaDependent clause

Independent clauseCorrelative conjunctionSubordinate conjunction

Coordinating conjunction

Introductory phraseAppositive

Items in a seriesAdjectives

Dates and placesDirect address

Students will use correct

punctuation in other classes

during writing assignments.

Feb 1-5 8.8b8.8f

The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

Use and punctuate correctly varied sentence structures to include conjunctions and transition words.

Use quotation marks with dialogue and direct quotations.

Students should have been introduced to basics of quotation

mark usage.

QuotationsSingle quotations

Signal phrasesCommas

Split phrases

Students will use correct underlining and quotations in other core classes

Feb 8-11Feb 17-19

8.5 c8.5 h8.5 i8.6 a8.6 b

writing process, why write (explain, persuade, etc.) and prewriting strategies, type essays

The student will read and analyze a variety of fictional texts, narrative, nonfiction,


writing before.

Central IdeaElaboration

UnityRereadingReflecting


other core classes.

8.6 h8.7 c8.7 f8.7 g8.7 h

and poetry by:Identifying the main ideaSummarizing text relating the supporting

detailsExplaining how authors use characters,



Drawing on background knowledge and knowledge of text structure to understand text selections

Making inferences and drawing conclusions based on implicit and implied information using evidence from text as support

Summarizing the text identifying supporting ideas






RethinkingRewritingRevising

ProofreadingEditing

Publishing

Bloom’s = CreateFeb 22-26 8.5 l

8.6 a8.6 d8.6 e8.8 e


Using prior and background knowledge as a context for new learning




Analyzing details for relevance and accuracy

The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing

Using comparative and superlative degrees of adverbs and adjectives

Bloom’s = RememberBloom’s = UnderstandBloom’s = ApplyBloom’s = Analyze

This is a more in-depth look into adjectives and

adverbs.

AdjectivesAdverbs

ComparativeSuperlative

Review sentences provided by the



Feb 29-Mar 4Mar 7-11

8.78.8

The student will write in a variety of forms including narration, exposition, persuasion, and informational.

The student will edit writing for grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

Test taking strategies and review of

material taught leading up to the 8th

grade writing SOL test.

EliminationPurpose

AudienceThesis

StructureTopic sentence

OutlinesPrewriting

Central ideaUnity

EvidenceTransitions

ClarityWord choice

VarietyRevisingEditing

Grammar

Students can use test taking

strategies with all other core subjects.


8.4 a8.4 b8.4 c8.4 d8.4 f




Use roots, affixes, cognates, synonyms, and

analyze relationships common to analogy construction, including:type or examplecharacteristicsassociationoperatordegreemathematicalnumber

antonyms to determine the meaning of unfamiliar words and technical vocabulary.



synonyms and antonymspurposecause/effectsequencecharacteristicproductdegree

RESOURCES: Vocabulary workbooks, 8th Grade Literature and Language, ReadWorks.org, Newsela, IXL, Unbroken, poetry texts,

COMMON ASSESSMENTS: MAP test, Essay, Writing Prompt, Writing SOL

Common Unit Plans: Capitalization, Punctuation, Quotations, Dialogue, nonfiction


Quarter 4


VerticalAlignment


March 14-18March 21-25April 4-8

8.5 a8.5 c8.5 d8.5 e8.5 g8.5 h8.5 k8.5 l8.6 b8.6 d8.6 f8.6 g8.6 h8.6 j8.8 b8.8 c8.8 f8.8 g


Explaining the sue of symbols and figurative language

Explaining how authors use characters, conflict, point of view, voice and tone to create meaning

Understanding the author’s use of conventional elements and characteristics within a variety of genres

Compare and Contrast the author’s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts

Identifying and asking questions that clarify varying viewpoints

Identifying cause and effect relationshipsUsing prior and background knowledge as a

context for new learningIdentifying an author’s organizational

pattern using textual clues such as transitional words and phrases

The novel unit will be a cross-curricular

assignment that combines reading and

writing over the course of fifteen

days.

NovelFigurative Language

Plot StructureSub plots

ViewpointsGenres

A novel will be used and paired

with several non-fiction articles from science and/or world geography




Differentiate between fact and opinionIdentifying the main ideaSummarizing the text identifying the

supporting detailsIdentifying the cause and effect

relationships


Using and punctuating correctly varied sentence structure to include conjunctions and transitional words

Choose the correct case and number for pronouns and prepositional phrases with compound objects

Using quotation marks with dialogue and direct quotations

Use correct spelling for frequently used words

Bloom’s = RememberBloom’s = Understand

Bloom’s = ApplyBloom’s = Evaluate

April 11-15April 18-22

8.3 a8.3 b8.3 c8.3 d

The student will analyze, develop, and produce creative or information media messages.Evaluate the persuasive/ informational technique being using nonprint media including television, radio, video, and internetExamine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors and interpretationsUse media and visual literacy skills to create products that express new understandingsEvaluate sources for relationships between intent and factual content

Some terminology will have been

covered in history and language arts.

LogosEthosPathos

PropagandaCommercialPersuasionRhetoric

BandwagonPatriotism

BriberyTransfer

In math class the students will use

car advertisements to determine cost

of interest or monthly payments.

April 25-29 8.4 a8.4 b8.4 c8.4 d8.4 e8.4 f8.5 f8.5 i8.5 m8.7 a8.7 e8.7 h



Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and

Students will transfer learned skills to

analyzing poetry.

haikulimerickballad

free versecoupletquatrainrhymerhythmmeter

repetitionalliteration

onomatopoeia

Poems will be paired with related

fiction and non-fiction passages.

phrases.Use roots, affixes, cognates, synonyms, and

antonyms to determine the meaning of unfamiliar words and technical vocabulary.


Discriminate between connotative and denotative meaning and interpret the connotation



Compare and contrast author’s styleSummarize text relating supporting detailsUse reading strategies to monitor

comprehension throughout the reading process



Use computer technology to plan, draft,

.

revise, edit, and publishIdentify the intended audience

Bloom’s = EvaluateMay 2-6 8.5 h

8.5 i8.5 k8.6 a8.6 b8.6 c8.6 g8.6 h8.7 e








supporting details


Select specific vocabulary and information




geography based on readings.

Main ideaExplicitImplied

Supporting detailsPoint of ViewQualification

This is functional reading




articles that they read.

for audience and purpose


May 9-13 8.5 h8.5 i8.5 k8.6 a8.6 b8.6 c8.6 g8.6 h8.7 e








supporting details

We will be reviewing all material learned in

class thus far to prepare for the reading SOL.

PaceElimination

StrategyReview

Underlining

Reading skills translate to higher understanding in all other classes.




May 16-20 8.5 h8.5 i8.5 k8.6 a8.6 b8.6 c8.6 g8.6 h8.7 e







We will be reviewing all material learned in

class thus far to prepare for the reading SOL.

PaceElimination

StrategyReview

Underlining

Reading skills translate to higher understanding in all other classes.


supporting details




May 23-27 8.7 e8.7g8.8b8.8e



Bloom’s = Create

Our end of the year project for after SOL testing is to make a scrapbook of their

middle school years as a keepsake before

entering the high school as freshmen.

PoetryAutobiography

InterviewHistory

Student may include, but not

limited to, poetry writings, science,

math, world geography, and one related arts document from

their year, a letter from someone they admire that begins

with I Wish For You, letters from

friends culture page, five books they have read

with a summary,

Who I Am essay, three paragraphs about how they

have changed, 8th

grade will, twenty things they have learned, and any pictures or other

items they choose.

RESOURCES: Vocabulary workbooks, 8th Grade Literature and Language, Flowers for Algernon, Pigman, Of Mice and Men, Ender’s Game, Tears of a Tiger, And Then There Were None, ReadWorks.org, and other short story selections not found in literature book

COMMON ASSESSMENTS: Smart Goal Post-test, SOL reading exam, Fiction test, Poetry test

Common Unit Plans: Scrapbook, SOL Review unit,

Documents

va01918659.schoolwires.netva01918659.schoolwires.net/.../41/8thEnglishCurriculum… · Web viewStudent may include, but not limited to, poetry writings, science, math, world geography,