Mesquite ISD Curriculum Sequence
Eighth Grade - 1st Six Weeks
English Language Arts/Reading
Math
Establish campus/classroom instructional
routines, procedures and expectations
myFuturemyRoad
8.2 Vocabulary development: Latin &
Greek prefixes: ​ad-,dis-, di-, dif-, a-, an-,
eu-, ev-, dys-, epi-, tract
Universal Screener (BOY)
Strategies: Writer’s Notebook, ENGAGE,
Chunk & Chart, Close Read, Anchor
Charts
8.6 Narrative Structure
-Mentor Fiction Text: ​Raymond’s Run
● story elements & structure
● close read/analyze/respond
● annotate
-Fiction Texts:
● The Tell Tale Heart
● Lady or the Tiger
● The Invaders
● student self-selected text
8.17 Writing Workshop: Expository:
Literary Response [ABCD strategy][iWrite]
analyze the prompt/question
brainstorm ideas
craft a plan [organizational
structure]
draft [multiple drafts; revision;
editing]
8.4 Mentor Poetry Text: ​Introduction to
Poetry
● poetic elements & structure
● close read/analyze/respond
Poetry Text: ​The Midnight Ride of Paul
Revere [connected expository text]
Mathematical Process Standards
8.1A, 8.1B, 8.1C, 8.1D, 8.1E, 8.1F, 8.1G
8.2A​ Extend previous knowledge of sets
and subsets using a visual representation
to describe relationships between sets of
real numbers.
8.2B​ Approximate the value of an
irrational number, including pi and square
roots of numbers less than 225, and locate
that rational number approximation on a
number line.
8.2C ​Convert between standard decimal
notation and scientific notation.
8.2D​ Order a set of real numbers arising
from mathematical and real-world
contexts.
​
8.8A​ Write one-variable equations or
inequalities with variables on both sides
that represent problems using rational
​
number coefficients and constants.
8.8B​ Write a corresponding real-world
problem when given a one-variable
equation or inequality with variables on
both sides of the equal sign using rational
number coefficients and constants.
8.8C​ Model and solve one-variable
equations with variables on both sides of
the equal sign that represent mathematical
and real-world problems using rational
number coefficients and constants.
8.12D ​Calculate and compare simple
interest and compound interest earnings.
Checkpoint
Six Weeks Test
​
Science
Space
Our Universe/ Our Sun (8.8A,
​
8.8B): Students will
describe components of the universe, including
stars, nebulae, and galaxies, and use models such
as the Herztsprung-Russell diagram for
classification. Students will recognize that the Sun
is a medium-sized star near the edge of a
disc-shaped galaxy of stars and that the Sun is
many thousands of times closer to Earth than any
other star
Our Universe/ Distances in Space (8.8A, 8.8C):
Students will explore how different wavelengths of
the electromagnetic spectrum such as light and
radio waves are used to gain information about
distances and properties of components in the
universe.
Distances in Space/ Electromagnetic Spectrum
(8.8C, 8.8D): Students will model and describe how
light years are used to measure distances and sizes
in the universe.
Seasons (8.7A): Students will model and illustrate
how the tilted Earth rotates on its axis, causing day
and night, and revolves around the Sun causing
changes in seasons.
Lunar​ Phases/ Tides (8.7B, 8.7C): Students will
demonstrate and predict the sequence of events in
the lunar cycle.Students will relate the position of
the Moon and Sun to their effect on ocean tides.
Earth
​ Ocean Currents/ Wind (8.10A): Students will
recognize that the Sun provides the energy that
drives convection within the atmosphere and
oceans, producing winds and ocean currents
Weather (8.10B, 8.10C): Students will identify how
global patterns of atmospheric movement influence
local weather using weather maps that show high
and low pressures and fronts. Students will identify
the role of oceans in the formations of weather
systems such as hurricanes.
Social Studies
Students will define and apply vocabulary
words in 8.29B (social studies skills)
Students will identify reasons for Spanish,
French, and English exploration and
colonization of North America. (2A)
Students will identify reasons why the English
explored North America. (2A)
Students will identify reasons why Catholics
immigrated to Maryland. (23A)
Students will explain reasons for the
development of the plantation system. (12B)
Students will explain how fertile soil and a
warm climate contributed to the plantation
economy of the south. (11A)
Students will identify the various racial,
religious, and ethnic groups that settled in the
United States. (23A)
Students will explain the reasons for the
development of the transatlantic slave trade.
(12B)
Students will identify selected racial, ethnic,
and religious groups that settled in the United
States and explain their reasons for
immigration. (11A)
Students will analyze the British economic
policies following the French and Indian War.
(4A)
Mesquite ISD Curriculum Sequence
Eighth Grade - 2nd Six Weeks
English Language Arts/Reading
Math
Vocabulary development: Latin bases:
trac, tract, treat, trud, trus, past, pastor,
greg, solv, solute, string, strict, strain, ver,
fall, fals, fail, fault, and words from Greek
& Roman Gods
Mentor Expository Text: ​My First Free
Summer
​
--Strategies: ENGAGE and Chunk and
Chart
● What does the text say?
● How does the text work?
​
● What does the text mean?
Mathematical Process Standards
8.1A, 8.1B, 8.1C, 8.1D, 8.1E, 8.1F, 8.1G
8.3A​ Generalize that the ratio​ of
corresponding sides of similar shapes are
proportional, including a shape and its
dilation.
8.4A​ Use similar right triangles to develop an
understanding that slope, ​m, given as the rate
comparing the change in y-values to the
​
change in x-values, (y​2​ – y​1​)/(x​2​ – x​1​), is the
same for any two points (x​1​, y​1​) and (x​2​, y​2​) on
the same line.
8.6A ​Describe the volume formula ​V=Bh of a
cylinder in terms of its base area and height.
8.6B ​Model the relationship between the
volume of a cylinder and a cone having both
congruent bases and heights and connect
that relationship to the formulas.
8.6C ​Use models and diagrams to explain the
Pythagorean Theorem.
8.7A​ Solve problems involving the volume of
cylinders, cones, and spheres.
8.7B​ Use previous knowledge of surface area
to make connections to the formulas for
lateral and total surface area and determine
solutions for problems involving rectangular
prisms, triangular prisms, and cylinders.
8.7C ​Use the Pythagorean Theorem and its
converse to solve problems.
8.7D ​Determine the distance between two
points on a coordinate plane using the
Pythagorean Theorem.
8.8D ​Use informal arguments to establish
facts about the angle sum and exterior angle
of triangles, the angles created when parallel
lines are cut by a transversal, and the
angle-angle criterion for similarity of triangles.
Expository text: student self-selected
expository
Writing Workshop: Expository
--ABCD strategy
-analyze the prompt/question asked
-brainstorm ideas
-craft a plan [organizational structure]
-draft [multiple drafts; revision, editing]
Reading/Writing Workshop: Research
● formulate topic & proposal
● gather information [taking notes
from expository text as
primary/secondary sources]
● Expository text:
○ Obama speech
○ Pitch it……
○ Portion Distortion
○ internet search
Checkpoint
Six Weeks Test
Science
Earth (Continued)
Plate Tectonics (8.9A, 8.9B): Students will
describe the historical development of
evidence that supports plate tectonic theory.
Students will relate plate tectonics to the
formation of crustal features
Topographic Maps/ Satellite Views (8.9C):
Students will interpret topographic maps and
satellite views to identify land and erosional
features and predict how these features may
be reshaped by weathering.
Force, Motion, & Energy
Forces, PE/KE, Work (8.6A, 6.8A, 7.7A):
Students will demonstrate and calculate how
unbalanced forces change the speed or
direction of an object's motion. Students will
compare and contrast potential and kinetic
energy. Students will contrast situations
where work is done with different amounts of
force to situations where no work is done
such as moving a box with a ramp and
without a ramp, or standing still.
Social Studies
Students will analyze the Proclamation of
1763 as a cause of the American Revolution.
(4A)
Students will analyze the Intolerable Acts,
Stamp Act, mercantilism, and lack of
representation in Parliament as causes of the
American Revolution. (4A)
Students will identify the grievances listed in
the Declaration of Independence. (15C)
Students will explain the issues surrounding
the signing of the Declaration of
Independence and the Battles of Lexington
and Concord. (4C)
Students will explain the effects of the
Continental victory in the Battle of Saratoga.
(4C)
Students will explain the issues surrounding
the winter at Valley Forge. (4C)
Students will explain the issues surrounding
the Continental victory in the Battle of
Yorktown. (4C)
Students will explain the issues surrounding
the ratification of the Treaty of Paris of 1783.
(4C)
Mesquite ISD Curriculum Sequence
Eighth Grade - 3rd Six Weeks
English Language Arts/Reading
Math
Vocabulary development: Greek & Latin
bases: ​pan(t), omni, neo, nov,clin, cumb,
cub, phon, voc, vok and Heroes of Greek
Reading/Writing Workshop: Research
-gathering information
-synthesize and organize information
● thesis statement
● working outline
● organizational structure
● incorporate direct quotations
-draft [MLA format]
● introduction [lead, context, thesis]
● body paragraphs [topic sentence,
development of topic - supporting
evidence using direct quotations
and paraphrases] ​
● avoid plagiarism
● conclusion
-revise [self & peer]
​
-edit [self & peer]
Kuder survey
Checkpoint
Six Weeks Test
Mathematical Process Standards
8.1A, 8.1B, 8.1C, 8.1D, 8.1E, 8.1F, 8.1G
8.4B​ ​Graph proportional relationships,
interpreting the unit rate as the slope of
the line that models the relationship.
8.4C ​Use data from a table or graph to
determine the rate of change or slope and
y-intercept in mathematical and real-world
problems.
8.5A ​Represent linear proportional
situations with tables, graphs, and
equations in the form of ​y=kx.
8.5B ​Represent liner non-proportional
situations with tables, graphs, and
equations in the form of ​y=mx+b, where ​b
does not equal 0.
8.5E S
​ olve problems involving direct
variations.
8.5F D
​ istinguish between proportional and
nonproportional situations using tables,
graphs, and equations in the form ​y=kx or
y=mx+b, where ​b does not equal 0.
8.8D ​Use informal arguments to establish
facts about the angle sum and exterior
angle of triangles, the angles created
when parallel lines are cut by a
transversal, and the angle-angle criterion
for similarity of triangles.
8.9A ​Identify and verify the values of x
and y that simultaneously satisfy two
linear equations in the form ​y=mx+b from
the intersections of the graphed equations.
​
​
Science
Force, Motion, & Energy Continued
Forces, PE/KE, Work (8.6A, 6.8A, 7.7A):
Students will demonstrate and calculate how
unbalanced forces change the speed or
direction of an object's motion. Students will
compare and contrast potential and kinetic
energy. Students will contrast situations
where work is done with different amounts of
force to situations where no work is done
such as moving a box with a ramp and
without a ramp, or standing still.
Speed, Velocity, & Acceleration (8.6B):
Students will differentiate between speed,
velocity, and acceleration.
Calculating Speed (6.8C): calculate average
speed using distance and time
measurements.
Newton’s Laws (8.6C): investigate and
describe applications of Newton's law of
inertia, law of force and acceleration, and law
of action-reaction such as in vehicle
restraints, sports activities, amusement park
rides, Earth's tectonic activities, and rocket
launches.
Measuring/ Graphing Changes in Motion
(6.8D): Students will measure and graph
changes in motion.
Energy Transformations (6.9C): Students will
demonstrate energy transformations such as
energy in a flashlight battery changes from
chemical energy to electrical energy to light
energy.
Social Studies
Students will explain the events surrounding
the writing of the Articles of Confederation.
(4C)
Students will explain how the Northwest
Ordinance established procedures for the
expansion of the United States. (6A)
Students will describe the major domestic
problems faced by national leaders such as
maintaining national security, building a
military, creating a stable economic system,
setting up the court system, and defining the
authority of the government. (5A)
Identify the influence of the Magna Carta, the
English Bill of Rights, the Mayflower Compact,
and the Federalist Papers on the system of
government. (15A)
Students will explain how colonial grievances
from the Declaration of Independence were
addressed in the Constitution and Bill of
Rights. (15C)
Students will analyze the principles of the
Constitution. (15D)
Students will analyze the arguments of
Federalists Alexander Hamilton and James
Madison in favor of ratification of the
Constitution. (17A)
Students will analyze the principles of the
Constitution. (15D)
Students will summarize the purposes for and
process of amending the Constitution. (16A)
Students will summarize rights guaranteed by
the Bill of Rights. (19B)
Students will identify the foreign policy of
George Washington and explain the impact of
Washington’s Farewell Address. (5E)