1 Neshaminy School District Curriculum Maps Grade 8 ELA Instructional Requirement-Balanced Literacy Approach: 3 days literature (Vocabulary from literature) 3 days writing (Grammar & Conventions) Speaking & Listening as appropriate District Assessments: Three times as per Assessment Calendar (October, December, March) Core Resources Available to Teachers for Instruction: McDougal Littell Text, Grade-level Novels Writing Fundamentals (including Grammar & Conventions) Digital tools for written and oral presentations Library resources for research Habits of Mind Research in effective thinking and intelligent behavior indicates that there are some identifiable characteristics of effective thinkers. These Habits of Mind are seldom performed in isolation, but rather, clusters of such habits are drawn forth and employed in various situations. Below are all 16 Habits of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom. 1. Persisting -sticking to a task until it is completed. Identify characteristics of persistence shown by individuals in well-known events Imagine what might have occurred if more or less persistence was shown in a given scenario. 2. Managing Impulsivity -thinking before acting. Model the use of patience, including wait time during discussion, or using helpful sentence stems that reflect intentional choice. 3. Listening to Others-With Understanding and Empathy – listening, understanding, and empathizing with someone else’s point of view. Model appropriate listening and help student identify the most common “errors” in conversation. 4. Thinking Flexibly- considering alternative points of view or dealing with several sources of information simultaneously. Use RAFT assignments (Role, Audience, Format, Topic) where students must consider a situation, letter, speech or poem from a different perspective.
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Neshaminy School District Curriculum Maps Grade 8 ELA
Instructional Requirement-Balanced Literacy Approach: 3 days literature (Vocabulary from literature)
3 days writing (Grammar & Conventions)
Speaking & Listening as appropriate
District Assessments: Three times as per Assessment Calendar (October, December, March)
Core Resources Available to Teachers for Instruction:
Habits of Mind Research in effective thinking and intelligent behavior indicates that there are some identifiable characteristics of effective thinkers. These Habits of
Mind are seldom performed in isolation, but rather, clusters of such habits are drawn forth and employed in various situations. Below are all 16 Habits
of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom.
1. Persisting -sticking to a task until it is
completed.
Identify characteristics of persistence
shown by individuals in well-known
events
Imagine what might have occurred if
more or less persistence was shown in
a given scenario.
2. Managing Impulsivity -thinking
before acting.
Model the use of patience, including
wait time during discussion, or
using helpful sentence stems that
reflect intentional choice.
3. Listening to Others-With
Understanding and Empathy –
listening, understanding, and
empathizing with someone else’s point
of view.
Model appropriate listening and
help student identify the most
common “errors” in conversation.
4. Thinking Flexibly- considering
alternative points of view or dealing with
several sources of information
simultaneously.
Use RAFT assignments (Role,
Audience, Format, Topic) where
students must consider a situation,
letter, speech or poem from a
different perspective.
2
5. Thinking About our Thinking
(Metacognition)- mapping out thinking
process.
Diagram the relationship between a
want and a need.
Map out how characters from books or
thinkers in history might have arrived
at certain starting or stopping points in
thought.
6. Striving for Accuracy and Precision
-taking time to check over work.
Use “three before me,” a strategy
that insists on any important
assignment being checked by at
least three other people before being
handed in.
7. Questioning and Posing Problems- knowing how to ask questions to fill in
the gaps and asking a range of
questions.
Create a “parking lot” area in the
classroom—stocked with post-it
notes—where students can post
questions.
8. Applying Past Knowledge to New
Situations-being able to abstract meaning
from one experience and apply it in a new
and novel situation.
Use questions stems like “What do
you remember about. . .?”, “When
have you ever seen anything like
this?”
9.Thinking and Communicating with
Clarity and Precision- communicating
accurately in both written and oral form.
Remind students to avoid the
vagueness and abstraction—and
imprecision—of terms like always,
never, all, everybody, teachers, etc.
10. Gathering Data through All
Senses-knowing information gets into
the brain through different sensory
pathways.
Allow students to “cite” sources
from sensory data in addition to
traditional textual sources.
11. Creating, Imagining, and
Innovating –examining alternative
possibilities from many angles.
Offer persistent sources of
inspiring thought, design, art or
multimedia through writing
prompts, discussion points or
simply as a daily class closure.
12. Responding with Wonderment and
Awe-having a passion for learning.
Don’t just allow opportunities for
student choice in topics, formats, or
learning pathways—insist on it.
13. Taking Responsible Risks-accepting
confusion, uncertainty, and the higher risks
of failure as part of the normal process.
Create an environment where failure is
analyzed, not punished.
14. Finding Humor-initiating humor
more often, placing greater value on
having a sense of humor, appreciating
and understanding others’ humor.
Point out humor where it is not
immediately apparent, especially in
stories and examples from your own
life.
Teach students to distinguish
between situations of human frailty
and fallibility that are in need of
compassion and those that are truly
funny.
15. Thinking Interdependently-
realizing that all of us together are
more powerful, intellectually and /or
physically, than any one individual.
Cooperative learning groups
Using digital and social media
provides opportunity for
interdependence.
16. Learning Continuously –always
striving for improvement.
Revisit old ideas, writing and
projects to identify areas for
development, improvement or
revision.
Arthur L. Costa, Ed.D. and Bena Kallick, Ph.D.
Teaching Tips created by Terry Heich, www.edutopia.org
Narrative structure can be either fiction or non-fiction (informational) and often follows a basic structure.
People experience the same media message differently.
Listening is the process of receiving, constructing meaning from, and responding to spoken and/nonverbal messages.
Questioning and contributing help speakers convey their message, explore issues, and clarify thinking.
A speaker’s choice of words and style set a tone and define the message.
A speaker selects a form and organizational pattern based on the audience and purpose.
Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression.
Good writers use a repertoire of strategies that enable them to vary form and style, in order to write for different purposes, audiences, and contexts.
Essential Questions:
What are the major components of narrative writing?
How does understanding a text’s structure help me better understand its meaning?
What do readers do when they do not understand everything in a text?
Why do readers need to pay attention to a writer’s choice of words?
How do readers construct meaning from text?
Why conduct research?
How do good writers express themselves? How does process shape the writer’s product?
How do writers develop a well written product?
4
How do rules of language affect communication?
Why does a writer choose a particular form of writing?
When is appropriate to ask questions?
How do speakers express their thoughts and feelings?
How does the choice of words affect the message?
How do speakers express their thoughts and feelings?
How does a speaker communicate so other will listen and understand the message?
Can one hear but not listen?
What’s the media message?
Grade: 8 Sub Unit: Short Story Timeline: 3-4 weeks
PA Core
Standards
What state
standards will
be met?
Content
What will be taught? Objectives
What will students know & be able to
do as a result of this instruction?
Assessments
What evidence will I collect that
demonstrates that students have
achieved the objectives?
Resources
What materials will I use to achieve
the objectives?
Reading
Literature
CC.1.3.8.A
CC.1.3.8.B
CC.1.3.8.C
CC.1.3.8D
CC.1.3.8.E
CC1.3.8.F
CC.1.3.8.I
CC.1.3.8.G
Writing
CC. 1.4.8.A-F
CC.1.4.8.M-T
Vocabulary
CC.1.2.8.F-K
CC1.3.8.F-K
Speaking and
Listening
CC.1.5.8.A
Literary elements
Plot
o Exposition
o Rising action
o Falling action
o Climax
o Resolution
Elements of fiction
o Plot structure (plot triangle)
o Conflict (external vs.
internal)
o Foreshadowing
o Flashback
o Characterization
o Setting
o Point of view
o Theme
Characterization
o Types
Flat
Identify and analyze literary
elements of a short story and how
they interact with the setting,
characters, and/or plot
Compare/contrast literary
elements
Identify and analyze minor and
major characters
Determine author’s purpose and
theme(s) in a text and analyze
how it is conveyed through
relevant details
Analyze how an author develops
and contrasts the points of view
of different characters and/or
narrators
Analyze how different points of
views of characters and the
audience and reader create
such effects as suspense or
humor
Reading quizzes/tests
o Literary elements
o Author’s purpose
Journals
Original personal narrative
Constructed responses
Anchor Texts: (Required)
Selections from McDougal Littell
short story collection – 8th
grade only
(Do not use any selections in any
genre from other grades.)
Note: Bold-faced words reflect progression in skills from
grade to grade.
5
Flat
Round
Dynamic
Static
Stock/stereotypical
Author’s purpose
Setting
o Time
o Place
o Social conditions
o Historical/geographical
environmental
Theme
Point of View
o First person
o Third person
Distinguish between first and
third person point of view
Determine two or more themes
over the course of a short story,
including its relationship to
supporting ideas; provide a
subjective summary
Compare/contrast the structure of
two or more texts and analyze
how the differing structure of
each contributes to its meaning
and style
Grade: 8 Sub Unit: Novel(s) Timeline: 4-6 weeks (for both novels; each novel may be read/taught
separately or both novels may be done in sequence)
6
PA Core
Standards
What state
standards will
be met?
Content
What will be taught? Objectives
What will students know & be able to
do as a result of this instruction?
Assessments
What evidence will I collect that
demonstrates that students have
achieved the objectives?
Resources
What materials will I use to achieve
the objectives?
Reading
Literature
CC.1.3.8.A
CC.1.3.8.B
CC.1.3.8.C
CC.1.3.8.D
CC.1.3.8.E
CC1.3.8.F
CC.1.3.8.I
CC.1.3.8J
Writing
CC. 1.4.8.A-F
CC.1.4.8.M-T
Vocabulary
CC.1.2.8.F-K
CC1.3.8.F-K
Speaking and
Listening
CC.1.5.8.A
Plot
Characterization
Setting
Genre
Theme
Point of view
o First person
o Third person
Omniscient
Limited
Dialogue
Types of conflict
Organization
Author’s purpose and audience
Style and technique
Voice and tone
Identify, analyze, and
compare/contrast literary
elements of a text and how they
interact with the setting,
characters, and/or plot
Identify, analyze, and
compare/contrast minor and
major characters
Determine author’s purpose and
theme(s) in a text and analyze
how it is conveyed through
relevant details
Identify and explain differences
among first person, third person,
third person limited, and third
person omniscient
Analyze how an author develops
and contrasts the points of view
of different characters and/or
narrators
Distinguish between first, third
person points of view
Determine two or more themes
over the course of a text,
including its relationship to
supporting ideas; provide a
subjective summary
Compare/contrast a fictional
portrayal of time, place, or
character and an historical
account of the same period as a
Reading quizzes/tests
o Elements of fiction
o Inferences based on text
o Literary elements
o Author’s purpose
Open-ended responses
Journals
Compare/contrast
Expository writing
Persuasive Writing
Anchor Texts –
Required (3 novels)
The Giver
Westing Game & one of the novels
from the optional list
Optional Additional Novels
Johnny Tremain
The Contender
Silence to the Bone
7
means of understanding how
authors of fiction use or alter
history
Draw inferences from the text
and use text based evidence to
support conclusions and
inferences
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
Analyze how a modern work of
fiction draws on themes,
patterns, events or character
types from myths, traditional
stories, or religious works such
as the Bible, including how the
material is rendered new
8
Grade 8 Sub Unit: Poetry Timeline: 3-4 weeks
Enduring Understandings:
A writer selects a form based on audience and purpose.
Words powerfully affect meaning.
A poet’s choice of words and style set a tone, define the message, and make an emotional and/or intellectual impression on the reader.
Essential Questions:
What constitutes poetry?
How does poetry differ from other literary forms?
What are the elements of poetry
What do readers do when they do not understand everything in a poem?
Why do readers need to pay attention to a poet’s choice of words?
How do readers construct meaning from poems?
How do poets express themselves? How does process shape the poet’s work?
Why does a poet choose a particular form of writing?
How does choice of words affect the message?
PA Core
Standards
What state
standards will
be met?
Content
What will be taught? Objectives
What will students know & be able to
do as a result of this instruction?
Assessments
What evidence will I collect that
demonstrates that students have
achieved the objectives?
Resources
What materials will I use to achieve
the objectives?
Reading
Literature
CC.1.3.8.A
CC1.3.8.B
CC1,3.8.D
CC1.3.8.E
CC1.3.8.F
Writing
CC. 1.4.8.A-F
CC.1.4.8.M-T
Vocabulary
CC.1.2.8.F-K
CC1.3.8.F-K
Forms of poems
o Free Verse
o Ballad
o Sonnet
o Ode
o Elegy
Elements of poetry
o Rhyme Scheme
o Rhythm
o Imagery
o Allusion
Identify and analyze difference
among different forms of poetry
Identify poet’s purpose and
analyze examples of poetry that
support the poetry’s intended
purpose.
Determine theme(s) and central
idea(s)
Identify and analyze how
figurative language adds meaning
and depth to a poem
Analyze the impact of rhymes
and other repetition sounds (e.g.
alliteration) on a specific verse or
Reading quizzes/tests
o Analysis of selected poetry
o Poet’s purpose
o Selected forms
o Figurative language
o Vocabulary
o Analysis of and
interpretation of selected
poems
Constructed Responses
Personal response to poetry
Composition of original poems
Recitation of poems
Selected poems from McDougal
Littell 8th
grade text.
Online poetry resources
(Do not use any selections from
other grade level literature texts.)
9
Speaking and
Listening
CC.1.5.8.A
CC.1.5.8.C
o Figurative language
o Simile
o Metaphor
o Alliteration
o Onomatopoeia
o Hyperbole
o Idiom
o Symbolism
o Imagery
Structure - Poetry vs. Prose
stanza
Analyze how form and structure
contributes to meaning
Compose original poetry using
models
Include figurative language in
each original poem
Participate in class discussions
Recite original poetry
Show a correct understanding of
poetry by use of voice inflection
and tone.
10
Grade: 8 Sub Unit: Informational (Non-Fiction) Timeline: 3-4 weeks
PA Core
Standards
What state
standards will
be met?
Content
What will be taught? Objectives
What will students know & be able to
do as a result of this instruction?
Assessments
What evidence will I collect that
demonstrates that students have
achieved the objectives?
Resources
What materials will I use to achieve
the objectives?
Reading
Informational
CC1.2.8.A
CC1.2. 8.B
CC1.2. 8.D
CC1.2. 8.H
CC1.2. 8.K
Writing
CC. 1.4.8.A-F
CC.1.4.8.M-T
Vocabulary
CC.1.2.8.F-K
CC1.3.8.F-K
Speaking and
Listening
CC.1.5.8.A
Autobiography/Memoir
Biography
Essay
o Expository
o Informative
o Persuasive
Information article
Interview
Text structure
o List
o Chronological
o Order of importance
o Description
o Comparison/Contrast
o Cause/Effect
o Problem/Solution
o Sequencing
o Persuasive
Main idea and supporting details
Summarizing
Fact and opinion
Author’s purpose
Bias
Propaganda
Newspapers
Identify and discuss differences
various forms of informational
texts
Analyze text structure an author
uses to organize a text such as
headings, graphics and charts.
Cite several pieces of textual
evidence to support analysis of
what the text says explicitly as
well as inferred
Determine central idea of text and
analyze its development over the
course of a text
Determine author’s point of view
or purpose and evaluate how
well the author distinguishes his
or her position from that of others
Analyze how author uses
meaning of words or phrases
Trace and evaluate argument and
specific claims in a text assessing
whether their reasoning is sound
and the evidence relevant and
sufficient to support the claims
Summarize the major points,
processes, and/or events of a
nonfictional text as a whole and
give examples that support the
author’s intended purpose.
Reading quizzes/tests
Text structure of
biography and
autobiography
Main ideas and
supporting details
Fact vs. opinion
Constructed responses
Objective summary of a non-
fiction piece
Anchor Texts (choose one of each –
memoir, biography/autobiography
and essay
Selected non-fiction selections from
McDougal Littell 8th
grade text.
(Do not use any selections from
other grade level literature texts.)
11
News clips
Point of view
o First person
o Third person
Persuasive techniques
Analyze features unique to
biography and autobiography.
Analyze the interactions between
individuals, events, and ideas in a
text (e.g. how ideas influence
individuals or events, or how
individuals influence ideas or
events
Compare/contrast a text to an
audio, video, or multimedia
version of a text analyzing each
medium’s portrayal of the subject
Distinguish between first and
third person point of view and
explain its effectiveness.
Distinguish between fact and
opinion.
Participate in large and small
group discussions
12
Grade 8 Unit: Vocabulary Timeline: ONGOING THROUGHOUT ALL UNITS
Enduring Understandings:
A rich vocabulary helps to communicate complex ideas effectively.
Vocabulary development assists comprehension.
Examining the context of unfamiliar words helps to promote understanding of a text.
Knowledge of prefixes, suffixes, and roots helps to increases your vocabulary.
Repeated use and application of new vocabulary embeds it in your lexicon.
Essential Questions:
How do you increase my vocabulary?
How do you recognize the meaning of unfamiliar words?
How can knowledge of new vocabulary become permanent?
Why is an extensive vocabulary important?
PA Core
Standards
What state
standards will
be met?
Content
What will be taught? Objectives
What will students know & be able to
do as a result of this instruction?
Assessments
What evidence will I collect that
demonstrates that students have
achieved the objectives?
Resources
What materials will I use to achieve
the objectives?
Reading
Informational
CC1.2.8.F
CC1.2.8.J
CC1.2.8.K
Vocabulary building skills
o C.O.D.E.
o Using context clues
o Connotation
o Denotation
o Etymology
Compound words
Synonyms/Antonyms
Prefixes/Suffixes/Roots
Recognize the meanings of
unfamiliar words as they are
presented in context
Identify the multiple meanings of
words
Recognize roots, prefixes, and
suffixes and use them to identify
appropriate meaning of words
Identify synonyms and antonyms
Vocabulary quizzes
Writing assignments
Speaking
Presentations
Vocabulary
From various texts
Tier 1,2,3 words from Writing
Fundamentals
13
Homophones
Contractions
Define and use correctly new
vocabulary words
Determine or clarify the meaning
of words that have multiple
meanings
Acquire and use accurately
grade-appropriate academic and
domain-specific word and
phrases; gather vocabulary
knowledge when considering a
word or phrase important to
comprehension or expression.
14
Grade 8 Unit: Grammar and Conventions Timeline: ONGOING THROUGHOUT ALL UNITS
Enduring Understandings:
Correct grammar in written and verbal communication helps to make a positive impression on the audience.
Rules and conventions of language help readers understand what is being communicated.
Essential Questions:
What is the importance of using proper grammar in all forms of communication?
How do rules of language affect communication?
How does the use of correct grammar and conventions affect meaning?
PA Core
Standards
What state
standards will
be met?
Content
What will be taught? Objectives
What will students know & be able
to do as a result of this instruction?
Assessments
What evidence will I collect that
demonstrates that students have
achieved the objectives?
Resources
What materials will I use to
achieve the objectives?
Reading
Literature
CC.1.3.8.A
CC.1.3.8.B
CC.1.3.8.C
Writing
CC1.4.6.E
CC1.4.6.F
CC1.4.6.K
CC1.4.6.L
CC1.4.6.R
CC1.4.6.G
Speaking and
Listening
CC.1.5.8.A
Parts of Speech
o Active v. passive voice
o Conditions verbs and
conditional verbs
o Participles
o Gerunds
o Infinitives
Punctuation
o Commas
o Dash
o Colon
o Line breaks
o Pause punctuation
o Parentheses
Style and Tone
o Ways to enhance writing
to make it more
interesting for readers
o Ways to add
nonrestrictive elements
Use verbs for active or
passive voice in a sentence
Explore the importance of
consistent tense when
listening to and writing
stories
Use of conditions and
conditional verbs
Identify participles and
gerunds
Use of dash
Use of comma for pacing
writing
Understand how line breaks
enhance and add further
meaning to the texts they
read and write
Identify how pause
punctuation marks give
writers the ability to express
Formative assessments
embedded and ongoing in all
lessons.
Assessed through writing and
other assessment tools such
as teacher made quizzes
and/or program materials
Grammar and Conventions
Progression Chart
Writing Fundamentals
McDougal Littell Literature
Text
Teacher created worksheets
On-line sources
15
CC.1.5.8.D
CC.1.5.8.Ea narrator’s voice indicating
how readers should hear the
story
Understand how using
parentheses
Use acceptable ways to break
standard grammar rules of
English when considering
audience and engagement
and appeal
Add nonrestrictive elements
in order to include additional
information in their
sentences
16
Grade 8 Unit: Writing/Writing Fundamentals
Overarching Big Ideas for English and Language Arts, Grades 6-12
Substantive ideas expressed with clarity and coherence, through written and oral communication, are necessary for success.
Proficient readers use a variety of reading strategies to access and comprehend information from different sources.
We become lifelong readers by exploring personal interests through a variety of literary genres.
What we read affects how we interpret our world and the world around us.
Effective writing is a recursive process. It is a powerful means of communication that informs, persuades and entertains.
Ideas can be effectively communicated through digital and non-digital formats.
Textual evidence is necessary to make convincing arguments.
Text complexity (what we read and the skill with which we read) develops reading independence and proficiency.
Enduring Understandings:
Consistent practice improves writing skills?
Oral discussion helps to build connections to others and create opportunities for learning.
A writer selects a form based on audience and purpose.
Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.
Words powerfully affect meaning.
Good readers compare, infer, synthesize, and make connections (test to text, text to world, text to self) to make text personally relevant and useful.
Researchers gather and critique information from different sources for specific purposes.
Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text.
Fluent readers group words quickly to help them gain meaning from what they read.
Essential Questions:
What are the various types of writing?
How do the types differ from each other
What are the appropriate uses for the different types?
How can discussion increase our knowledge and understanding of an idea(s)?
How does the choice of words affect the message?
How do good writers express themselves?
How does process shape the writer’s product?
Writing skills and grammar and conventions will
be taught in conjunction with literature.
17
How do the rules of language affect communication?
Why does a writer choose a particular form of writing?
How do I figure out a word I do not know?
How does fluency affect comprehension?
What do readers do when they do not understand everything in a text?
Why do readers need to pay attention to a writer’s choice of words?
How do readers conduct meaning from text?
Why conduct research?
PA Core
Standards
What state
standards will
be met?
Content
What will be taught? Objectives
What will students know & be able
to do as a result of this instruction?
Assessments
What evidence will I collect that
demonstrates that students have
achieved the objectives?
Resources
What materials will I use to
achieve the objectives?
Reading
Informational
CC1.2.8.A-B
CC1.4.8.A-X
Writing
CC. 1.4.8.A-F
CC.1.4.8.M-T
Sentences
o Varied
o Expanded
o Compound subjects and
predicates
Paragraph development
o Topic sentence
o Supporting details (all
senses)
o Supported by one example
o Supported by several
examples
Types of paragraphs
o descriptive
o narrative
o explanatory
o how and why
o comparison
o cause and effect
o persuasive/argumentative
Composition
o introductory paragraph
o body paragraphs
o concluding paragraph
o transitions
o word choice
Improve writing skills in the
different types of writing
Improve writing skills as
assesses by the state
assessment program
Incorporate the use of
sophisticated transitions into
writing
Continue to develop and refine
writing style
Respond to a picture prompt in
writing
Write a business letter using
the correct format
Apply elements of standard
written English
Essays/Paragraphs
Responses to literature
Vocabulary activities
Reflections
Thesis based three part paper
(Introductory
Paragraph/Body
Paragraphs/Concluding
Paragraphs)
o Narrative
o Expository
o Persuasive
o Compare/Contrast
McDougal Littell Text
PA Writing Domain Scoring
Guide
Teacher made rubrics
Graphic Organizers
o Four Square
o Outlines
Word or other writing
program
PowerPoint or other types of
electronic presentation
Writing Folder/Portfolio
Writing Fundamentals
18
Report
Letters
o friendly
o social
o business
Poetry
19
Grade: 8 Sub Unit: How Writer’s Work (WRITING FUNDAMENTALS) Timeline: 2-3 Weeks
PA Core
Standards
What state
standards will
be met?
Content
What will be taught? Objectives
What will students know & be able
to do as a result of this instruction?
Assessments
What evidence will I collect that
demonstrates that students have
achieved the objectives?
Resources
What materials will I use to
achieve the objectives?
Reading
Literature
CC.1.3.8.I
CC.1.3.8.J
Writing
CC1.4.8.E
CC.1.4.8.F
CC.1.4.8.G
CC.1.4.8.L
CC1.4.8.M
CC.1.4.8.R-X
Speaking and
Listening
CC.1.5.8.A-G
Structures and routines of
writer’s workshop
Purposes for writing
Identify forms of writing
Roles in collaborative
discussions
Writing Process
Styles of writing found in
mentor texts
Learn how to work in a writing
workshop environment by
following the structures,
routines, and procedures of the
unit
Become part of the community
of writers who listen to, share
with, and respond to each
other’s thoughts , writing, and
ideas
Explore the many reasons why
writers write
Identify the multiple forms of
writing used in texts
Think about the authors and
their processes in creating the
mentor texts
Learn how writers use tools to
facilitate the writing process
and organize and revise their
writing
Engage effectively in a range
of collaborative discussions
(partner, whole-class, group)
Produce clear and coherent
writing appropriate to purpose
and audience by [planning,
revising, editing, rewriting,
and/or trying a new approach
Explore their own interests as
writers by creating lists of
possible topics and the types of
writing they would like to
research
Learn how to keep a Writer’s
Informative Essay
Completion of graphic
organizers
Tests/Quizzes
Checks for understanding
found in Writing
Fundamentals
Writing Fundamentals
Mentor Texts
Standards-Based Writing
Rubric found in Writing
Fundamentals Grade 8 How
Writer’s Work
Pennsylvania Writing Domain
Scoring Guide
20
Notebook
Read mentor texts to discover
revision techniques and apply
these to strengthen their own
writing
Refine pieces by editing for
grade-level grammar
Create a published piece of
writing which the
development, organization,
and style reflect the purpose
and audience
21
Grade: 8 Sub Unit: Argumentative Essay – Content Areas Timeline: 3-4 weeks
PA Core
Standards
What state
standards will
be met?
Content
What will be taught? Objectives
What will students know & be able
to do as a result of this instruction?
Assessments
What evidence will I collect that
demonstrates that students have
achieved the objectives?
Resources
What materials will I use to
achieve the objectives?
Reading
Literature
CC.1.3.8.I
CC.1.3.8.J
Writing
CC.1.4.8.A-X
Speaking and
Listening
CC.1.5.8.A-G
Value of an argument
Text dependent analysis
Fact from opinion
Importance of providing
relevant evidence when
supporting an argument
How to examine evidence
Writing process
Research sources
o Cavendish Squared
Databases
o Gale Databases
o eBooks
o Books and articles in print
Complete MLA format for
research paper
Citing sources
o Types of citations (images
and music in addition to
citations learned in earlier
grades)
o Parenthetical citations
o Works Cited page
o EasyBib (notecards in
addition to citations)
Engage in a range of
collaborative discussions with
diverse partners on content
area topics and issues, building
on others’ ideas and express
their own identity
Read mentor texts to identify
the structural elements,
purpose, and writing style of
argumentative essays
Analyze and evaluate the
argument and specific claims
in mentor texts, assessing
whether the reasoning is sound
and the evidence relevant
Write arguments to support
claims in an analysis of
substantive topics or texts
using valid reasoning and
relevant and sufficient
evidence
Write informative/explanatory
texts to examine and convey
complex and information
clearly and accurately through
the effective selection,
organization, and analysis of
content
Conduct a short , sustained
research project based on
focused questions and claims,
demonstrating understanding
of the discipline-specific topic
under investigation
Gather relevant information
from multiple print and digital
Argumentative essay
Completion of graphic
organizers
Tests/Quizzes
Checks for understanding
found in Writing
Fundamentals
Parenthetical citations
Works Cited page
EasyBib notecards
Writing Fundamentals
Mentor Texts
Standards-Based Writing
Rubric found in Writing
Fundamentals Grade 8
Argumentative Essay –
Content Areas
Pennsylvania Writing Domain
Scoring Guide
Cavendish Squared Databases
Gale Databases
eBooks
Books and articles in print
Middle School Research
Packet for 8th
grade
22
sources
Draw evidence from
informational texts to support
analysis, reflection, and
research
Develop and strengthen
writing as needed by planning,
revising, editing, rewriting,
and/or trying a new approach
Use words, phrases, and
clauses to create cohesion and
clarify the relationships among
claims, counterclaims, reasons,
and evidence
Provide a concluding
statement or section that
supports the argument
presented
Use technology to produce and
publish writing and present the
relationships between
information and ideas
23
Grade: 8 Sub Unit: Research Report Timeline: 3-4 weeks
PA Core
Standards
What state
standards will
be met?
Content
What will be taught? Objectives
What will students know & be able
to do as a result of this instruction?
Assessments
What evidence will I collect that
demonstrates that students have
achieved the objectives?
Resources
What materials will I use to
achieve the objectives?
Reading
Literature
CC.1.3.8.I
CC.1.3.8.J
Writing
CC.1.4.8.A-X
Speaking and
Listening
CC.1.5.8.A-G
Purpose for research report
Structure and features of
research reports
Research methods
To determine credible sources
Paraphrasing
Plagiarism
MLA format for citations
Writing process
Determine the purpose of
research reports
Identify the structure and
features of research reports
Use areas of interest, search
engine tools, social studies and
science content, and the
research of others to generate
ideas for writing
Develop research questions
and a plan about a subject or
topic of interest
Conduct research using
relevant, reputable sources
including books, reference
materials, periodicals, journals,
and multiple print digital
sources
Analyze the structures,
conventions, and graphic
features of research reports for
the purpose of incorporating
these features in their own
writing
Determine the credibility and
authenticity of information
Quote or paraphrase the data
and conclusions of others
while avoiding plagiarism and
following a standard format
for citations
Report findings to readers for
the purpose of deepening their
understanding of the presented
Writing pieces
Completion of graphic
organizers
Tests/Quizzes
Checks for understanding
found in Writing
Fundamentals
Writing Fundamentals
Mentor Texts
Standards-Based Writing
Rubric found in Writing
Fundamentals Grade 8
Research Report
o Pennsylvania Writing Domain
Scoring Guide
24
topic
Analyze data, facts, statistics,
quotations, and definitions for
the purpose of writing a
research-based report
Develop and strengthen
writing as needed by planning,
revising, and editing
Examine and attend to the
formal style of a research
report
Use technology, including the
internet, to produce and
publish writing and present the
relationships between
information and ideas
efficiently and effectively
Publish a clear and cohesive
research report in which
development and organization
are appropriate to purpose and
audience
25
Grade: 8 Sub Unit: Multi Genre Memoir Timeline: 2-3 weeks
PA Core
Standards
What state
standards will
be met?
Content
What will be taught? Objectives
What will students know & be able
to do as a result of this instruction?
Assessments
What evidence will I collect that
demonstrates that students have
achieved the objectives?
Resources
What materials will I use to
achieve the objectives?
Reading
Literature
CC.1.3.8.I
CC.1.3.8.J
Writing
CC.1.4.8.A-F
CC.1.4.8.G
CC.1.4.8.H
CC.1.4.8.L
CC1.4.8.M-X
Speaking and
Listening
CC.1.5.8.A-G
Multiple types of memoirs
o Picture books
o Poetry
o Short story
o Novel
o Graphic novel
Author’s purpose
Informational reading and
writing strategies
Text features
Descriptive language
Writing strategies
o Brainstorming
o Organization
Writing Process
Envision the possibilities for
their own memoirs, while
being exposed to many types
of multi-genre stories
Understand and experiment
with various forms of memoirs
such as picture books, poetry,
short story, novel, and graphic
novel
Identify common elements of
memoirs, as well as variations
in the style and structure in
memoir writing, to help make
decisions about their own
memoir
Engage and orient readers by
establishing a context and a
point of view
Organize event sequences that
unfold naturally and logically
Convey sequence and signal
shifts from one time frame or
setting to another using
transition words, phrases and
clauses
Use precise words and phrases,
relevant descriptive details,
and sensory language to
capture the action and convey
experiences and/or events
Provide a conclusion that
follows from and reflects on
the narrated experiences and/or
events
Collaborate with a teacher and
Original memoir
Completion of graphic
organizers
Tests/Quizzes
Checks for understanding
found in Writing
Fundamentals
Writing Fundamentals
Mentor Texts
Standards-Based Writing
Rubric found in Writing
Fundamentals Grade 8 Multi-
genre memoir
Pennsylvania Writing Domain
Scoring Guide
26
peers to develop and
strengthen writing as needed
by planning, revising, editing,
and focusing on how well
purpose and audience have
been addressed
Use technology to produce and
publish a memoir
27
Grade 8 Unit: Speaking and Listening (Presentations/Public Speaking) Timeline: ONGOING THROUGHOUT ALL UNITS
Overarching Big Ideas for English and Language Arts, Grades 6-12
Substantive ideas expressed with clarity and coherence, through written and oral communication, are necessary for success.
Proficient readers use a variety of reading strategies to access and comprehend information from different sources.
We become lifelong readers by exploring personal interests through a variety of literary genres.
What we read affects how we interpret our world and the world around us.
Effective writing is a recursive process. It is a powerful means of communication that informs, persuades and entertains.
Ideas can be effectively communicated through digital and non-digital formats.
Textual evidence is necessary to make convincing arguments.
Text complexity (what we read and the skill with which we read) develops reading independence and proficiency.