Grade Eight Pacing Guide 2015-2016 1st 9 weeks Collection 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 -1-
27
Embed
images.pcmac.orgimages.pcmac.org/.../Documents/GRade_Eight_Pacing_… · Web view8-RI.9.2 Determine or clarify the meaning of a word or phrase using knowledge of word patterns,
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
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.
-1-
Grade Eight Pacing Guide 2015-2016
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
-2-
Grade Eight Pacing Guide 2015-2016
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.
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
-3-
Grade Eight Pacing Guide 2015-2016
by Edgar Allan Poe p. 89
CLOSE READER: SHORT STORY“The Outsider”by H.P. Lovecraft p. 98c
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
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
-5-
Grade Eight Pacing Guide 2015-2016
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;
-6-
Grade Eight Pacing Guide 2015-2016
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.
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
-9-
Grade Eight Pacing Guide 2015-2016
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
-10-
Grade Eight Pacing Guide 2015-2016
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;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-
Grade Eight Pacing Guide 2015-2016
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.
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:
-14-
Grade Eight Pacing Guide 2015-2016
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.
-15-
Grade Eight Pacing Guide 2015-2016
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:
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;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.
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
-18-
Grade Eight Pacing Guide 2015-2016
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:
-19-
Grade Eight Pacing Guide 2015-2016
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