Unit
Standard
Skills
Assessment, Projects & Resources
Unit 1 (Short Stories)
Reading and Literature
A. Fluency
B. Vocabulary Expansion
C. Comprehension
D. Literature
B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading.
B2. Determine the meaning of unknown words by using a dictionary or context clues.
B3. Recognize and interpret words with multiple meanings.
B4. Describe the influences of other languages on the English Language.
B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary.
B6. Determine word meanings by using definition, restatement, example, comparison or contrast.
B7. Identify and explain analogies, similes and metaphors.
B8. Apply correct word pronunciation and inflection.
C1. Summarize and paraphrase main idea and supporting details
C2. Recall and use prior learning and preview text to prepare for reading.
C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies
C4. Make inferences and draw conclusions based on explicit and implied information
C7. Use knowledge of narrative and expository text
structures in a variety of content areas to summarize information.
C10 Monitor comprehension and use strategies to clarify understanding of the selection.
C13. Identify and utilize a variety of sources to compare and contrast information.
C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message.
D1. Read a variety of high quality literature.
D2. Analyze and evaluate relationships among elements of fiction.
D4. Analyze and evaluate how figurative language and literary devices contribute to the meaning of the text.
D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works.
D6. Relate a given literary work to historical events.
D8. Identify and understand recurrng themes across literary works and historic eras.
D12. Respond to literature using ideas and details from text to support reactions and make literary connections.
D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. A. Accelerated Reader-30 minutes a day
B. Study of Latin and Greek word parts:
Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue
Word Posters using Greek and Latin Word Parts.
C. Elements of Literature: Short Story : Collection 1
Plot and Setting
Weekly Warm-Ups-Written Responses to Poetry
Read:
“The Treasure of Lemon Brown”
“The Inn of Lost Time”
“The Monkey’s Paw”
“Aunty Misery”
Nonfiction Reading Strategies- KWL, Main Idea, Supporting Details-Notetaking Sheet Nonfiction Article on Harlem-Background Information before reading “The Treasure of Lemon Brown” Nonfiction Article on Samurai Warriors-Background Information before reading “The Inn of Lost Time”
Graphic Organizers:
Plot and Setting: Story Map, Setting Map(weather, time, customs, effect on character, etc.), Imagery Wheel, Plot Outline, Cause and Effect Chart
Selection Tests: Multiple Choice Test with Essay Question
8th Grade Language Arts Curriculum Map 2010 pg. 2
Unit
Standard
Skills
Assessment, Projects & Resources
Unit 1 (Short Stories)
Writing
A. Types of Writing
B. Elements of Composition
C. Spelling, Grammar, and Usage
D. Research
E. Handwriting and Word Processing
A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and
research reports.
B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including:
a. Prewriting
b. Drafting
c. Revising
d. Editing
e. Publishing
B7. Consider the intended audience.
C1. Compose complete sentences
C2. Edit writing
C3. Apply grammar conventions
C4. Apply punctuation conventions
E1. Write legibly using cursive
E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quick writes-Journaling
TAG Questions-Answer multiple questions within an essay question
Short Story Summary with a Graphic Organizer Pre-write
Compare and Contrast Essay:
Compare the Literary Elements in “The Monkey’s Paw” and “Aunty Misery” in Elements of Literature.
Six Trait Writing Rubrics to teach and assess writing projects
8th Grade Language Arts Curriculum Map 2010 pg. 3
Unit
Standard
Skills
Assessment, Projects & Resources
Unit 1 (Short Stories)
Speaking & Listening
A. Speaking and Listening
B. Media Literacy
A1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups. A2. Actively listen and comprehend messages.
A5. Follow a speaker’s presentation and represent it in notes. A6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose. A7. Participate effectively in group meetings.
John Hopkins Social Skills training- Y charts
Small Group Literature Circles
Think-Pair-Share
Analyzing Visuals: Setting and Characterization
8th Grade Language Arts Curriculum Map 2010 pg. 4
Unit
Standard
Skills
Assessment, Projects & Resources
Unit 2
Reading and Literature
A. Fluency
B. Vocabulary Expansion
C. Comprehension
D. Literature
A1. Increase fluency
B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading.
B2. Determine the meaning of unknown words by using a dictionary or context clues.
B3. Recognize and interpret words with multiple meanings.
B4. Describe the influences of other languages on the English Language.
B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary.
B6. Determine word meanings by using definition, restatement, example, comparison or contrast.
B7. Identify and explain analogies, similes, and metaphors.
B8. Apply correct word pronunciation and inflection.
C1. Summarize and paraphrase main idea and supporting details
C2. Recall and use prior learning and preview text to prepare for reading.
C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies
C4. Make inferences and draw conclusions based on explicit and implied information
C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the
selection.
C 13. Identify and utilize a variety of sources to compare and contrast information.
C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message.
D1. Read a variety of high quality literature.
D2. Analyze and evaluate relationships among elements of fiction.
D3. Analyze a character’s traits, emotions, motivation and give supporting evidence from the text.
D4. Analyze and evaluate how figurative languae and literary devices contribute to the meaning of a text.
D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works.
D6. Relate a given literary work to historical events.
D8. Identify and understand recurrng themes across literary works and historic eras.
D12. Respond to literature using ideas and details from text to support reactions and make literary connections.
D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. A. Accelerated Reader-30 minutes a day
B. Continue with Study of Latin and Greek word parts:
Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue.
Elements of Literature: Short Story : Collection 2
Characterization
Read:
“Hamadi”
“A Retrieved Reformation”
“The Wise Old Woman”
“Mrs. Flowers”
Graphic Organizers for Characterization-Character Analysis chart
Continue with Story Maps-Summaries
Selection Tests: Multiple Choice Test with Essay Question
Compare/Contrast characters in “The Wise Old Woman” and “Mrs. Flowers”
8th Grade Language Arts Curriculum Map 2010 pg. 5
Unit
Standard
Skills
Assessment, Projects & Resources
Unit 2
Writing
A. Types of Writing
B. Elements of Composition
.
C. Spelling, Grammar, and Usage
D. Research
E. Handwriting and Word Processing
A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports.
B1. Create multiple paragraph compositions that state, maintain and use
details in a logical order to support a main idea.
B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience.
B6. Use composing processes to develop writing, including:
f. Prewriting
g. Drafting
h. Revising
i. Editing
j. Publishing
B7. Consider the intended audience.
C1. Compose complete sentences
C2. Edit writing
C3. Apply grammar conventions
C4. Apply punctuation conventions
E1. Write legibly using cursive
E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed
Quickwrites-Journaling
TAG Questions-Answer multiple questions within an essay question
Short Story Summary with a Graphic Organizer Prewrite
Narrative Essay:
Personal Experience Essay
Six Traits of Writing
8th Grade Language Arts Curriculum Map 2010 pg. 6
Unit
Standard
Skills
Assessment, Projects & Resources
Unit 2
Speaking & Listening
A. Speaking and Listening
B. Media Literacy
A1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups.
A2. Actively listen and comprehend messages.
A5. Follow a speaker’s presentation and represent it in notes.
A6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose.
A7. Participate effectively in group meetings.
Small Group Literature Circles
Think-Pair-Share
Analyzing Visuals: Setting and Characterization
8th Grade Language Arts Curriculum Map 2010 pg. 7
Unit
Standard
Skills
Assessment, Projects & Resources
Unit 3 (Poetry)
Reading and Literature
B. Vocabulary Expansion
C. Comprehension
D. Literature
B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading.
B2. Determine the meaning of unknown words by using a dictionary or context clues.
B3. Recognize and interpret words with multiple meanings.
B4. Describe the influences of other languages on the English Language.
B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary.
B6. Determine word meanings by using definition, restatement, example, comparison or contrast.
B7. Identify and explain analogies, similes, and metaphors.
B8. Apply correct word pronunciation and inflection.
C1. Summarize and paraphrase main idea and supporting A
C2. Recall and use prior learning and preview text to prepare for reading.
C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies
C4. Make inferences and draw conclusions based on explicit and implied information
C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information.
C10 Monitor comprehension and use strategies to clarify understanding of the selection.
C 13. Identify and utilize a variety of sources to compare and contrast information.
C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message.
D1. Read a variety of high quality literature.
D2. Analyze and evaluate relationships among elements of fiction.
D3. Analyze a character’s traits, emotions, motivation and give supporting evidence from the text.
D4. Analyze and evaluate how figurative languae and literary devices contribute to the meaning of a text.
D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works.
D6. Relate a given literary work to historical events.
D8. Identify and understand recurrng themes across literary works and historic eras.
D12. Respond to literature using ideas and details from text to support reactions and make literary connections.
D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. B. Study of Latin and Greek word parts:
Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue
Word Posters using Greek and Latin Word Parts.
C. –D. Elements of Literature: Short Story : Collection 3-4 Theme and Author’s Style
To introduce Theme-Read:
“The Cub”
“Stop the Sun”
“The Medicine Bag”
Aesop’s Fables:
Read six fables, complete story chart, characterization, plot, and theme, or moral of the story.
To introduce Author’s Style-Two Author Studies
Read-Edgar Allen Poe:
Tell-Tale Heart
The Raven
The Cask of Amontillado
The Pit and the Pendulum-View film
Examine: Mood, Tone, Literary Devices (imagery, dialect, symbols), Figures of Speech (similes, metaphors, personification, idioms), Irony
Read-Ray Bradbury
Ray Bradbury Biography-“Ray Bradbury is on Fire”
“The Flying Machine”
“The Dragon”
“The Foghorn”
“The Smile”
“There Will Come Soft Rains”
“All Summer in a Day”
Complete Story Chart- Setting, Characters, Plot, Theme for each of the stories Variety of comprehension activities for each story
8th Grade Language Arts Curriculum Map 2010 pg. 8
Unit
Standard
Skills
Assessment, Projects & Resources
Unit 3 (Poetry)
Writing
A. Types of Writing
B. Elements of Composition
.
C. Spelling, Grammar, and Usage
D. Research
E. Handwriting and Word Processing
A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports.
B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea.
B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience.
B6. Use composing processes to develop writing, including:
k. Prewriting
l. Drafting
m. Revising
n. Editing
o. Publishing
B7. Consider the intended audience.
C1. Compose complete sentences
C2. Edit writing
C3. Apply grammar conventions
C4. Apply punctuation conventions
E1. Write legibly using cursive
E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed
Quickwrites-Journaling
TAG Questions-Answer multiple questions within an essay question
Literary Devices Packet- Similes, Metaphors, Alliteration, Idioms, Onomatopeia
Multiparagraph Film Summary/Analysis:
Essay on the Pit and the Pendulum
Theme Strips: Choose one of Ray Bradbury’s short stories and create a theme strip, illustrating it with symbols that have significance to the story.
Six Trait Writing
8th Grade Language Arts Curriculum Map 2010 pg. 9
Unit
Standard
Skills
Assessment, Projects & Resources
Unit 3 (Poetry)
Speaking & Listening
A. Speaking and Listening
B. Media Literacy
A1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups. A2. Actively listen and comprehend messages.
A5. Follow a speaker’s presentation and represent it in notes.
A6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and
purpose.
A7. Participate effectively in group meetings.
Analyzing Visuals
View “The Pit and the Pendulum”
Complete story chart, analyze irony, write summary
Small Group Activities
8th Grade Language Arts Curriculum Map 2010 pg. 10
Unit
Standard
Skills
Assessment, Projects & Resources
Unit 4
Reading and Literature
A. Fluency
B. Vocabulary Expansion
C. Comprehension
D. Literature
A1. Increase fluency
B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and indeWpendent reading.
B2. Determine the meaning of unknown words by using a dictionary or context clues.
B3. Recognize and interpret words with multiple meanings.
B4. Describe the influences of other languages on the English Language.
B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary.
B6. Determine word meanings by using definition, restatement,
example, comparison or contrast.
B7. Identify and explain analogies, similes and metaphors.
B8. Apply correct word pronunciation and inflection.
C1. Summarize and paraphrase main idea and supporting details
C2. Recall and use prior learning and preview text to prepare for reading.
C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies
C4. Make inferences and draw conclusions based on explicit and implied information
C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information.
C10 Monitor comprehension and use strategies to clarify understanding of the selection.
C13. Identify and utilize a variety of sources to compare and contrast information.
C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message.
D1. Read a variety of high quality literature.
D2. Analyze and evaluate relationships among elements of fiction.
D3. Analyze a character’s traits, emotions, or motivation and give support from the text.
D4. Analyze and evaluate how figurative language and literary devices contribute to the meaning of the text.
D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works.
D6. Relate a given literary work to historical events.
D7. Respond to and analyze the effects of sound, form, figurative language and graphics in order to uncover meaning in poetry.
D8. Identify and understand recurrng themes across literary works and historic eras.
D12. Respond to literature using ideas and details from text to support reactions and make literary connections.
D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment.
A. Accelerated Reader-30 minutes a day
B. Continue with Study of Latin and Greek word parts:
Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue.
1960’s Study:
Introduce using materials from 1960’s Postal Service Publication Vocabulary related to the 1960’s
Read nonfiction relating to the 1960’s Era
Create Timeline of Major Events
Analyze Music and Poetry from the 1960’s
Complete Setting Chart using Scholastic Issue: “The 1960’s”
Novel:
Vocabulary: “Think About It” charts to analyze context clues.
Character Chart
Plot Outline
Variety of comprehension Activities
Question Writing Activity
Robert Frost Poem: “Nothing Gold Can Stay”
8th Grade Language Arts Curriculum Map 2010 pg. 11
Unit
Standard
Skills
Assessment, Projects & Resources
Unit 4
Writing
A. Types of Writing
B. Elements of Composition
C. Spelling, Grammar, and Usage
D. Research
E. Handwriting and Word Processing
A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports.
B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea.
B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience.
B6. Use composing processes to develop writing, including:
p. Prewriting
q. Drafting
r. Revising
s. Editing
t. Publishing
B7. Consider the intended audience.
C1. Compose complete sentences
C2. Edit writing
C3. Apply grammar conventions
C4. Apply punctuation conventions
E1. Write legibly using cursive
E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed
Quickwrites-Journaling
TAG Questions-Answer multiple questions within an essay question
Biopoem
Essay:
Character Analysis Essay:
Choose one character from the novel, The Outsiders, and write a character analysis.
Six Trait Writing
8th Grade Language Arts Curriculum Map 2010 pg. 12
Unit
Standard
Skills
Assessment, Projects & Resources
Unit 4
Speaking & Listening
A. Types of Writing
B. Elements of Composition
C. Spelling, Grammar, and Usage
D. Research
E. Handwriting and Word Processing
A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports.
B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea.
B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience.
B6. Use composing processes to develop writing, including:
u. Prewriting
v. Drafting
w. Revising
x. Editing
y. Publishing
B7. Consider the intended audience.
C1. Compose complete sentences
C2. Edit writing
C3. Apply grammar conventions
C4. Apply punctuation conventions
E1. Write legibly using cursive
E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed
Quickwrites-Journaling
TAG Questions-Answer multiple questions within an essay question
Biopoem
Essay:
Character Analysis Essay:
Choose one character from the novel, The Outsiders, and write a character analysis.
Six Trait Writing
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