Grade 8 Reading Curriculum Literature Calendar Essential Question: Why do individuals and societies evolve? Marking Period 1 Marking Period 2 Fahrenheit 451 The Giver Marking Period 3 And Then There Were None Ten Under the Egg Marking Period 4 The Adventures of Huckleberry Finn Holocaust Literature Circles ● Night ● The Diary of Anne Frank ● I Have Lived a Thousand Years ● The Wave ● Prisoner B­3087 ● Nightfather Used to determine elements of fiction and nonfiction, and the extent to which conformity is essential in developing a society. Used to identify the elements of a mystery, and to determine the influence of intrinsic and extrinsic factors on human behavior. Vocabulary Studies: ●
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Used to analyze character development through personal, societal and historical events, and to analyze the characteristics of friendship. Vocabulary Studies: ●
Select words which are embedded in any of the readings done in class, fiction and nonfiction Acquire and apply academic and domain specific words within student body of work Demonstrate understanding of figurative language and understand the difference between connotation and denotation ●
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Select words which are embedded in any of the readings done in class, fiction and nonfiction Acquire and apply academic and domain specific words within student body of work Determine the meaning of words in context, by consulting reference materials and by applying knowledge of Greek and Latin affixes and roots Demonstrate understanding of figurative language and understand the difference between connotation and denotation Used to compare and contrast the structure of two or more texts, and to determine how the horrors of human suffering define an individual and a society. Vocabulary Studies: ●
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Vocabulary Studies: Select words which are embedded in any of the readings done in class, fiction and nonfiction Acquire and apply academic and domain specific words within student body of work Determine the meaning of words in context, by consulting reference materials and by applying knowledge of Greek and Latin affixes and roots Adopted by the Somerville Board of Education on August 16, 2016
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Select words which are embedded in any of the readings done in class, fiction and nonfiction Acquire and apply academic and domain specific words within student body of work Determine the meaning of words in context, by consulting reference materials and by applying knowledge of Greek and Latin affixes and roots Identify and interpret verbal irony, puns and other figures of speech in context Language Focus: ●
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Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences Form and use verbs in the active and passive voice Form and use verbs in the indicative, imperative, interrogative, conditional and subjunctive mood Language Focus: ●
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Language Focus: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences Form and use verbs in the active and passive voice Form and use verbs in the indicative, imperative, interrogative, conditional and subjunctive mood ●
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Language Focus: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences Form and use verbs in the active and passive voice Recognize and correct inappropriate shifts in voice and mood Form and use verbs in the indicative, imperative, interrogative, conditional and subjunctive mood Punctuation with emphasis on comma, ellipsis and dash Recognize and correct inappropriate shifts in voice and mood ●
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Supplemental texts Scholarly journals and informational articles NewsELA Commonlit MyOn Membean Smartboard Chromebooks Scholastic Magazine Quizlet Googledocs Holt Handbook StudyIsland SAM Resources ●
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Supplemental texts Scholarly journals and informational articles NewsELA Commonlit MyOn Membean Smartboard Chromebooks Scholastic Magazine Quizlet Googledocs Holt Handbook StudyIsland SAM Resources ●
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Supplemental texts Scholarly journals and informational articles NewsELA Commonlit MyOn Membean Smartboard Chromebooks Scholastic Magazine Quizlet Googledocs Holt Handbook StudyIsland SAM Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences Form and use verbs in the active and passive voice Recognize and correct inappropriate shifts in voice and mood Form and use verbs in the indicative, imperative, interrogative, conditional and subjunctive mood Punctuation with emphasis on comma, ellipsis and dash Use knowledge of language and its conventions when writing, speaking, reading and listening. Use knowledge of language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy Resources ●
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Supplemental texts Scholarly journals and informational articles Research outline Research graphic organizers Mini Lessons Commonlit MyOn Membean Smartboard Chromebooks Scholastic Magazine Quizlet Googledocs Holt Handbook StudyIsland SAM Grade: 8 ELA NJSLS Standards Unit: 1
Timeline: Marking Period 1 Essential Questions: What is the importance of individuality in society? Why do we conform? Focus of Standard Learning Objectives: Reading: Literature Dystopian Fiction Outcomes: Comprehension Text Suggestions: Assessments: RL.8.1​ ​Cite the textual evidence​ and make relevant connections​ that most strongly support an analysis of what the text says explicitly, as well as inferences drawn from the text. RL.8.2​ ​Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.8.3​ ​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. RL.8.4​ ​Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.5​ ​Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. RL.8.6​ ​Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. RL.8.7​ ​Evaluate the choices made by the directors or actors by analyzing the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script. RL.8.9​ ​Analyze ​and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge)​ how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, ●
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Cite textual evidence to make Concepts: inferences drawn from the text. ● Story Structure Determine a central idea, ● Point of View providing an objective summary ● Theme of the text. ● Sequence of Events Analyze relationships between ● Cause and effect characters and ideas and events. ● Elements of Drama Determine word meanings ● Characterization through use of context clues. ● Formal and Informal Language Compare and contrast text ● Figurative Language structure. ● Sensory Details Analyze particular words within ● Mood/Tone a piece of literature to clarify ● Synonyms key concepts. ● Antonyms Distinguish between modalities ● Vocabulary in determining author’s development and purpose. acquisition Evaluate structure of a piece of ●
Elements of genre literature including how ●
Dialogue sentences support the main ●
Connotation, idea. denotation, and Evaluate the text or script of a annotation filmed or live production. ●
Discussion Compare and contrast the ●
Making inferences similarities and/or differences ●
Predicting between text and filmed ●
Reflection productions. ● Making connections Determine the theme of ● Reasoning multiple genres by citing textual evidence. Evaluate how characters respond to challenges. Determine how patterns of events help to establish the plot. Discuss how the speaker’s point of view affects the story. Read and comprehend multiple genres of various complexities of literature independently. Fiction Texts: Nightjohn Gary Paulsen The Burning of the Valley Anne Schraft “The Portable Phonograph” Walter Van Tilburg Clark “You Have Insulted Me” Kurt Vonnegut, Jr. “Burning a Book” William Stafford “A Summer’s Reading” Bernard Malamud “The Phoenix” Sylvia Townsend Warner Life as we Knew it Susan Beth Pfeffer Prose Constructed Response Journal Entries Critical Thinking Questions Teacher/Unit Created Test Quizzes Projects Formative Assessments Homework Menus Presentations Classroom Activities including describing how the material is ●
rendered new. ​RL.8.10​ ​By the end of the year, read and comprehend literature, including stories, dramas, and poems, at ​grade level complexity (see Appendix A) or above, scaffolding as needed. Compare and contrast ideas between different genres of literature. Grade: 8 Unit: 1
ELA NJSLS Standards Essential Questions: What is the importance of individuality in society? Why do we conform? Focus of Standard Learning Objectives: Outcomes: Non­fiction reading Dystopian Fiction Comprehension Timeline: Marking Period 1 Text Suggestions: Assessments: RI.8.1​ ​Cite the textual evidence ​and make relevant connections ​that most strongly support an analysis of what the text says explicitly, as well as inferences drawn from the text. RI.8.2​ ​Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI.8.3​ ​Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.4​ ​Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RI.8.5​ ​Analyze the structure ​an author uses to organize​ a specific paragraph in a text, including the role of particular sentences,​to develop and to refine a key concept. RI.8.6​ ​Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. RI.8.7​ ​Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. RI.8.8​ ​Delineate 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. RI.8.9​ ​Analyze ​and reflect on (e.g., practical ●
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Compare and contrast the similarities and/or differences between text and filmed productions. Determine the theme of multiple genres by citing textual evidence. Evaluate how characters respond to challenges. Determine how patterns of events help to establish the plot. Discuss how the speaker’s point of view affects the story. Read and comprehend multiple genres of various complexities of literature independently. Compare and contrast ideas between different genres of literature. Concepts: ● Main Idea ● Opinion ● Fact ● Point of View ● Thesis ● Sequence of Events ● Formal and Informal Language ● Cause and effect ● Compare and contrast ● Analysis ● Summarizing ● Selection of relevant evidence ● Vocabulary development and acquisition ● Connotation, denotation, and annotation ● Discussion ● Making inferences ● Predicting ● Reflection ● Making connections ● Reasoning ● Voice Nonfiction Texts: “Madam C.J. Walker” Jim Haskins “Mao’s Lost Children” The Guardian “Serving Mein Fuhrer” Eleanor Ayer Harriet Tubman: Conductor on the Underground Railroad Ann Petry “The Picture of Conformity” The Washington Post Prose Constructed Response Journal Entries Critical Thinking Questions Teacher/Unit Created Test Quizzes Projects Formative Assessments Homework Menus Presentations Classroom Activities knowledge, historical/cultural context, and background knowledge) two or more texts ​a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. RI.8.10​ ​By the end of the year, read and comprehend literary nonfiction ​(see Appendix A) at grade level text complexity (see Appendix A) or above, with scaffolding as needed. Grade: 8 ELA NJSLS Standards Unit: 1
Timeline: Marking Period 1 Essential Questions: What is the importance of individuality in society? Why do we conform? Focus of Standard Learning Objectives: Language Dystopian Fiction Outcomes: Comprehension Text Suggestions: Assessments: L.8.1 ​Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.8.2 ​Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.8.3 ​Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.8.4 ​Determine or clarify the meaning of unknown and multiple­meaning words or phrases based on ​grade 8 reading and content, choosing flexibly from a range of strategies. L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.8.6
Acquire and use accurately grade­appropriate general academic and domain­specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. ●
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Develop and apply academic vocabulary. Apply rules of grammar at grade level complexity. Capitalize, punctuate and spell correctly. Apply grammar and language rules when speaking, listening, reading or writing. Understand how words and function in language. Understand word and phrase nuances. Concepts: ● Verbals ● Gerunds ● Participle ● Infinitive ● Active and Passive voice and verbs ● Formal and Informal Language ● Indicative ● Imperative ● Interrogative ● Conditional ● Subjunctive ● Subject/verb agreement
● Predicate ● Redundancy ● Wordiness ● Adjectives ● Affixes ● Prefixes ● Suffixes ● Root Words ● Using Prepositions ● Adverbs ● Denotation, connotation ● Pun ● Domain specific words and phrases ● Irony ● Figurative language ● Pronunciation ● Ellipses (See Suggested Texts) Prose Constructed Response Journal Entries Critical Thinking Questions Teacher/Unit Created Test Quizzes Projects Formative Assessments Homework Menus Presentations Classroom Activities Grade: 8 Unit: 1
Dystopian Fiction Timeline: Marking Period 1 ELA NJSLS Standards Essential Questions: What is the importance of individuality in society? Why do we conform? Focus of Standard Learning Objectives: Speaking and Listening SL.8.1 ​Engage effectively in a range of collaborative discussions (one­on­one, in groups and teacher­led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.2 ​Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.8.3 ​Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. SL.8.4​ Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well­chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Social Studies Standards Addressed: 6.1.8.C.4.c Analyze how technological innovations affected the status and social class of different groups of people, and explain the outcomes that resulted. Outcomes: Comprehension ●
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Concepts: Discuss content among different size small groups, building on each others’ ideas and expressing their own clearly. Analyze information from different formats and medias and evaluate source motivation or purpose. Outline and note speaker’s argument, claim or presentation and evaluate it based on reason, relevance, and sufficient support. Present claims, arguments and findings coherently, with sound reasoning and sufficient evidence, using appropriate public speaking skills and etiquette. ● Point of View ● Debate ● Argument ● Analyze ● Argument ● Counter argument ● Rebuttal ● Opinion ● Fact ● Active listening ● Presentation ● Justification ● Collaboration ● Scaffolding ● Logic ● Formal and Informal Language ● Delineation ● Claims ● Coherence ● Questioning ● Qualifying ● Reasoning ● Motivation ● Validation Text Suggestions: Assessments: (See suggested texts) Prose Constructed Response Journal Entries Critical Thinking Questions Teacher/Unit Created Test Quizzes Projects Formative Assessments Homework Menus Presentations Classroom Activities Grade: 8 ELA NJSLS Standards Learning Objectives: Reading: Reading literature Unit: 2
Elements of a Mystery Timeline: Marking Period 2 Essential Questions: How do we determine right and wrong? How are we influenced intrinsically and extrinsically? Focus of Standard Outcomes: Comprehension Text Assessments: Suggestions: RL.8.1​ ​Cite the textual evidence​ and make relevant connections​ that most strongly support an analysis of what the text says explicitly, as well as inferences drawn from the text. RL.8.2​ ​Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.8.3​ ​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. RL.8.4​ ​Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.5​ ​Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. RL.8.6​ ​Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. RL.8.7​ ​Evaluate the choices made by the directors or actors by analyzing the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script. RL.8.9​ ​Analyze ​and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge)​ how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. ​RL.8.10​ ​By the end of the year, read and comprehend literature, including stories, dramas, and poems, at ​grade level complexity (see Appendix ●
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Cite textual evidence to make inferences drawn from the text. Determine a central idea, providing an objective summary of the text. Analyze relationships between ideas and events. Determine word meanings through use of context clues. Compare and contrast text structure. Analyze particular words within a piece of text to clarify key concepts. Distinguish between modalities in determining author’s purpose. Evaluate structure of a piece of text and literature including how sentences support the main idea. Evaluate the text or script of news clips of world events. Compare and contrast the similarities and/or differences between text and news clips and documentaries. Concepts: ● Story Structure ● Point of View ● Theme ● Sequence of Events ● Cause and effect ● Elements of Drama ● Characterization ● Formal and Informal Language ● Figurative Language ● Sensory Details ● Mood/Tone ● Synonyms ● Antonyms ● Vocabulary development and acquisition ● Elements of genre ● Dialogue ● Connotation, denotation, and annotation ● Discussion ● Making inferences ● Predicting ● Reflection ● Making connections ● Reasoning Fiction Texts: “After Agatha Christie” Linda Pastan “The Song of Wandering Aengus” William Butler Yeats “The Dying Detective” Sir Arthur Conan Doyle “A Poison that Leaves No Trace” Sue Grafton “April Witch” Ray Bradbury “The Sensible Thing” F. Scott Fitzgerald “Murders in the Rue Morgue” Edgar Allen Poe “The Masque of the Red Death” Edgar Allen Poe Prose Constructed Response Journal Entries Critical Thinking Questions Teacher/Unit Created Test Quizzes Projects Formative Assessments Homework Menus Presentations Classroom Activities A) or above, scaffolding as needed. Grade: 8 ELA NJSLS Standards Learning Objectives: Reading: Informational Unit: 2
Elements of a Mystery Timeline: Marking Period 2 Essential Questions: How do we determine right and wrong? How are we influenced intrinsically and extrinsically? Focus of Standard Outcomes: Comprehension Text Assessments: Suggestions: RI.8.1​ ​Cite the textual evidence ​and make relevant connections ​that most strongly support an analysis of what the text says explicitly, as well as inferences drawn from the text. RI.8.2​ ​Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI.8.3​ ​Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.4​ ​Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RI.8.5​ ​Analyze the structure ​an author uses to organize​ a specific paragraph in a text, including the role of particular sentences,​to develop and to refine a key concept. RI.8.6​ ​Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. RI.8.7​ ​Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. RI.8.8​ ​Delineate 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. RI.8.9​ ​Analyze ​and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge) two or more texts ​a case in which two or more texts provide conflicting ●
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Compare and contrast the similarities and/or differences between text and filmed productions. Determine the theme of multiple genres by citing textual evidence. Evaluate how characters respond to challenges. Determine how patterns of events help to establish the plot. Discuss how the speaker’s point of view affects the story. Read and comprehend multiple genres of various complexities of literature independently. Compare and contrast ideas between different genres of literature. ● Main Idea ● Opinion ● Fact ● Point of View ● Thesis ● Sequence of Events ● Formal and Informal Language ● Cause and effect ● Compare and contrast ● Analysis ● Summarizing ● Selection of relevant evidence ● Vocabulary development and acquisition ● Connotation, denotation, and annotation ● Discussion ● Making inferences ● Predicting ● Reflection ● Making connections ● Reasoning ● Voice Concepts: Nonfiction Texts: “The Roots of Mystery and Content Vocabulary” Perfection Learning “Suspense” Mary Higgins Clark “Love’s Initiations” Thomas Moore “Kitty Genovese: The Murder, the Bystanders, the Crime” New York Times Founding Mothers: Women Who Shaped America Melissa Carosella and Stephanie Kuligowski Founding Mothers: The Women Who Raised Our Nation Cokie Roberts Prose Constructed Response Journal Entries Critical Thinking Questions Teacher/Unit Created Test Quizzes Projects Formative Assessments Homework Menus Presentations Classroom Activities information on the same topic and identify where the texts disagree on matters of fact or interpretation. RI.8.10​ ​By the end of the year, read and comprehend literary nonfiction ​(see Appendix A) at grade level text complexity (see Appendix A) or above, with scaffolding as needed. Grade: 8 ELA NJSLS Standards Learning Objectives: Language Unit: 2
Elements of a Mystery Timeline: Marking Period 2 Essential Questions: How do we determine right and wrong? How are we influenced intrinsically and extrinsically? Focus of Standard Outcomes: Comprehension Text Assessments: Suggestions: L.8.1 ​Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.8.2 ​Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.8.3 ​Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.8.4 ​Determine or clarify the meaning of unknown and multiple­meaning words or phrases based on ​grade 8 reading and content, choosing flexibly from a range of strategies. ​ L.8.5 ​Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ​L.8.6 ​Acquire and use accurately grade­appropriate general academic and domain­specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. ●
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Develop and apply academic vocabulary. Apply rules of grammar at grade level complexity. Capitalize, punctuate and spell correctly. Apply grammar and language rules when speaking, listening, reading or writing. Understand how words and function in language. Understand word and phrase nuances. ​(See suggested texts) ● Verbals ● Gerunds ● Participle ● Infinitive ● Active and Passive voice and verbs ● Formal and Informal Language ● Indicative ● Imperative ● Interrogative ● Conditional ● Subjunctive ● Subject/verb agreement ● Predicate ● Redundancy ● Wordiness ● Adjectives ● Affixes ● Prefixes ● Suffixes ● Root Words ● Using Prepositions ● Adverbs ● Denotation, connotation ● Pun ● Domain specific words and phrases ● Irony ● Figurative language ● Pronunciation ● Ellipses Concepts: Prose Constructed Response Journal Entries Critical Thinking Questions Teacher/Unit Created Test Quizzes Projects Formative Assessments Homework Menus Presentations Classroom Activities Grade: 8 Unit: 2
Elements of a Mystery Timeline: Marking Period 2 Essential Questions: How do we determine right and wrong? How are we influenced intrinsically and extrinsically? ELA NJSLS Standards Learning Objectives: Reading: Speaking and Listening Outcomes: Assessments: SL.8.1 ​Engage effectively in a range of collaborative discussions (one­on­one, in groups and teacher­led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.2 ​Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. Make sure the SL standards are reflected in the rest of the map. SL.8.3 ​Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. SL.8.4​ Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well­chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Social Studies Standards Addressed: 6.1.8.A.3.a Evaluate the impact of the Constitution and Bill of Rights on current day issues. Focus of Standard Comprehension: Text Suggestions: Concepts: ● Point of View ● Debate ● Argument ● Analyze ● Argument ● Counter argument ● Rebuttal ● Opinion ● Fact ● Active listening ● Presentation ● Justification ● Collaboration ● Scaffolding ● Logic ● Formal and Informal Language ● Delineation ● Claims ● Coherence ● Questioning ● Qualifying ● Reasoning ● Motivation ● Validation (See suggested texts) Prose Constructed Response Journal Entries Critical Thinking Questions Teacher/Unit Created Test Quizzes Projects Formative Assessments Homework Menus Presentations Classroom Activities Grade: 8 ELA NJSLS Standards Learning Objectives: Reading: Literature Unit: 3
Themes in American Literature Timeline: Marking Period 3 Essential Questions: What is friendship? How is a belief system developed? Focus of Standard Outcomes: Comprehension Text Assessments: Suggestions: RL.8.1​ ​Cite the textual evidence​ and make relevant connections​ that most strongly support an analysis of what the text says explicitly, as well as inferences drawn from the text. RL.8.2​ ​Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.8.3​ ​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. RL.8.4​ ​Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.5​ ​Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. RL.8.6​ ​Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. RL.8.7​ ​Evaluate the choices made by the directors or actors by analyzing the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script. RL.8.9​ ​Analyze ​and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge) how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. ​RL.8.10​ ​By the end of the year, read and comprehend literature, including stories, dramas, and poems, at ​grade level text complexity (see Appendix A) or above, with scaffolding as needed. ●
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Cite textual evidence to make inferences drawn from the text. Determine a central idea, providing an objective summary of the text. Analyze relationships between characters and ideas and events. Determine word meanings through use of context clues. Compare and contrast text structure. Analyze particular words within a piece of literature to clarify key concepts. Distinguish between modalities in determining author’s purpose. Evaluate structure of a piece of literature including how sentences support the main idea. Evaluate the text or script of a filmed or live production. Concepts: ● Story Structure ● Point of View ● Theme ● Sequence of Events ● Cause and effect ● Elements of Drama ● Characterization ● Formal and Informal Language ● Figurative Language ● Sensory Details ● Mood/Tone ● Synonyms ● Antonyms ● Vocabulary development and acquisition ● Elements of genre ● Dialogue ● Connotation, denotation, and annotation ● Discussion ● Making inferences ● Predicting ● Reflection ● Making connections ● Reasoning Fiction Texts: “John Henry, the Hammerman” Adrien Stoutenburg “The Growing of Paul Bunyan” William J. Brooke “Youth” Langston Hughes “The No Guitar Blues” Gary Soto “On Aging” Maya Angelou “Be­ers and Doers” Budge Wilson “I’m Nobody” Emily Dickinson “Tiffany, Age Eleven” Rebecca Carroll “Allegory of the Cave” Plato Prose Constructed Response Journal Entries Critical Thinking Questions Teacher/Unit Created Test Quizzes Projects Formative Assessments Homework Menus Presentations Classroom Activities Grade: 8 ELA NJSLS Standards Learning Objectives: Reading: Informational Unit: 3
Themes in American Literature Timeline: Marking Period 3 Essential Questions: What is friendship? How is a belief system developed? Focus of Standard Outcomes: Comprehension Text Assessments: Suggestions: RI.8.1​ ​Cite the textual evidence ​and make relevant connections ​that most strongly support an analysis of what the text says explicitly, as well as inferences drawn from the text. RI.8.2​ ​Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI.8.3​ ​Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.4​ ​Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RI.8.5​ ​Analyze the structure ​an author uses to organize​ a specific paragraph in a text, including the role of particular sentences,​to develop and to refine a key concept. RI.8.6​ ​Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. RI.8.7​ ​Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. RI.8.8​ ​Delineate 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. RI.8.9​ ​Analyze ​and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge) two or more texts ​a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. RI.8.10​ ​By the end of the year, read and comprehend literary nonfiction ​(see Appendix A) at grade ●
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Compare and contrast the similarities and/or differences between text and filmed productions. Determine the theme of multiple genres by citing textual evidence. Evaluate how characters respond to challenges. Determine how patterns of events help to establish the plot. Discuss how the speaker’s point of view affects the story. Read and comprehend multiple genres of various complexities of literature independently. Compare and contrast ideas between different genres of literature. ● Main Idea ● Opinion ● Fact ● Point of View ● Thesis ● Sequence of Events ● Formal and Informal Language ● Cause and effect ● Compare and contrast ● Analysis ● Summarizing ● Selection of relevant evidence ● Vocabulary development and acquisition ● Connotation, denotation, and annotation ● Discussion ● Making inferences ● Predicting ● Reflection ● Making connections ● Reasoning ● Voice Concepts: Nonfiction Texts: “Once Upon a Time When We Were Colored” Clifton Taulbert “Madam C.J. Walker” Jim Haskins “Narrative of the Life of Frederick Douglass, an American Slave. Written by Himself” Frederick Douglass ‘Surviving Hurricane Sandy and After the Disaster” Scholastic Scope “I Would Rather Die” Scholastic Scope “This Land Was Made for You and Me: the Life and Songs of Woody Guthrie” Elizabeth Partridge Prose Constructed Response Journal Entries Critical Thinking Questions Teacher/Unit Created Test Quizzes Projects Formative Assessments Homework Menus Presentations Classroom Activities level text complexity (see Appendix A) or above, with scaffolding as needed. Grade: 8 ELA NJSLS Standards Learning Objectives: Language Unit: 3 Themes in American Literature Timeline: Marking Period 3 Essential Questions: What is friendship? How is a belief system developed? Focus of Standard Outcomes: Comprehension Text Assessments: Suggestions: ​L.8.1 ​Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.8.2 ​Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.8.3 ​Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.8.4 ​Determine or clarify the meaning of unknown and multiple­meaning words or phrases based on ​grade 8 reading and content, choosing flexibly from a range of strategies. ​ L.8.5 ​Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ​L.8.6 ​Acquire and use accurately grade­appropriate general academic and domain­specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. ●
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Develop and apply academic vocabulary. Apply rules of grammar at grade level complexity. Capitalize, punctuate and spell correctly. Apply grammar and language rules when speaking, listening, reading or writing. Understand how words and function in language. Understand word and phrase nuances. Concepts: ● Verbals ● Gerunds ● Participle ● Infinitive ● Active and Passive voice and verbs ● Formal and Informal Language ● Indicative ● Imperative ● Interrogative ● Conditional ● Subjunctive ● Subject/verb agreement ● Predicate ● Redundancy ● Wordiness ● Adjectives ● Affixes ● Prefixes ● Suffixes ● Root Words ● Using Prepositions ● Adverbs ● Denotation, connotation ● Pun ● Domain specific words and phrases ● Irony ● Figurative language ● Pronunciation ● Ellipses (See suggested texts) Prose Constructed Response Journal Entries Critical Thinking Questions Teacher/Unit Created Test Quizzes Projects Formative Assessments Homework Menus Presentations Classroom Activities Grade: 8 Unit: 3
Themes in American Literature Timeline: Marking Period 3 Essential Questions: What is friendship? How is a belief system developed? ELA NJSLS Standards Learning Objectives: Speaking and Listening SL.8.1 ​Engage effectively in a range of collaborative discussions (one­on­one, in groups and teacher­led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.2 ​Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.8.3 ​Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. SL.8.4​ Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well­chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Social Studies Standards Addressed​: 6.1.8.A.3.a. Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native Americans. 6.1.8.A.3.g. Evaluate the impact of the Constitution and Bill of Rights on current day issues. 6.1.8.C.4.b. Explain how major technological developments revolutionized land and water transportation, as well as the economy, in New Jersey and the nation. 6.1.8.C.4.c. Analyze how technological innovations affected the status and social class of different groups of people, and explain the outcomes that resulted. 6.1.8.D.4.a. Analyze the push­pull factors that led to increases in immigration, and explain why ethnic and cultural conflicts resulted. Outcomes: Focus of Standard Comprehension Text Selections: ●
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Determine word meanings based on text. Identify figurative language in a piece of literature. Use text­related academic vocabulary to comprehend literature ● Point of View ● Debate ● Argument ● Analyze ● Argument ● Counter argument ● Rebuttal ● Opinion ● Fact ● Active listening ● Presentation ● Justification ● Collaboration ● Scaffolding ● Logic ● Formal and Informal Language ● Delineation ● Claims ● Coherence ● Questioning ● Qualifying ● Reasoning ● Motivation ● Validation (See suggested texts) Prose Constructed Response Journal Entries Critical Thinking Questions Teacher/Unit Created Test Quizzes Projects Formative Assessments Homework Menus Presentations Classroom Activities 6.1.8.D.4.b. Describe efforts to reform education, women’s rights, slavery and other issues during the Antebellum period. 6.1.8.D.4.c. Explain the growing resistance to slavery and New Jersey’s role in the Underground Railroad. 6.1.8.A.5.a. Explain how and why the Emancipation Proclamation and the Gettysburg Address continue to impact American life. 6.1.8.B.5.a. Assess the role of various factors (i.e., geography, natural resources, demographics, transportation, leadership, and technology) that affected the course and outcome of the Civil War. Grade: 8 Unit: 4 The Holocaust Timeline: Marking Period 4 Essential Questions: What responsibilities does an individual have as a member of society? Why do we continue to be inhumane? ELA NJSLS Standards Focus of Standard Learning Objectives: Outcomes: Skills: Text Assessments: Selections: Reading: Literature/Poetry/Drama RL.8.1​ ​Cite the textual evidence​ and make relevant connections​ that most strongly support an analysis of what the text says explicitly, as well as inferences drawn from the text. RL.8.2​ ​Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.8.3​ ​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. RL.8.4​ ​Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.5​ ​Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. RL.8.6​ ​Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. RL.8.7​ ​Evaluate the choices made by the directors or actors by analyzing the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script. RL.8.9​ ​Analyze ​and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge)​ how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. ​RL.8.10​ ​By the end of the year, read and comprehend literature, including stories, dramas, and poems, at ​grade level complexity (see Appendix ●
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Cite textual evidence to make inferences drawn from the text. Determine a central idea, providing an objective summary of the text. Analyze relationships between characters and ideas and events. Determine word meanings through use of context clues. Compare and contrast text structure. Analyze particular words within a piece of literature to clarify key concepts. Distinguish between modalities in determining author’s purpose. Evaluate structure of a piece of literature including how sentences support the main idea. Evaluate the text or script of a filmed or live production. Compare and contrast the similarities and/or differences between text and filmed productions. Concepts: Fiction Texts: ● Story Structure “From ● Point of View Hiroshima” ● Theme Laurence Yep ● Sequence of Events ● Cause and effect “Floating ● Elements of Drama Lanterns XII” ● Characterization Iri and Toshi ● Formal and Maruki Informal Language ● Figurative Language “Family Album” ● Sensory Details Amos Neufield ● Mood/Tone ● Synonyms Short ● Antonyms Stories/Poetry by ● Vocabulary Edgar Allen Poe development and acquisition ● Elements of genre ● Dialogue ● Connotation, denotation, and annotation ● Discussion ● Making inferences ● Predicting ● Reflection ● Making connections ● Reasoning Prose Constructed Response Journal Entries Critical Thinking Questions Teacher/Unit Created Test Quizzes Projects Formative Assessments Homework Menus Presentations Classroom Activities A). Grade: 8 Unit: 4 The Holocaust Timeline: Marking Period 4 Essential Questions: What responsibilities does an individual have as a member of society? Why do we continue to be inhumane? ELA NJSLS Standards Focus of Standard Learning Objectives: Outcomes: Skills: Text Selections: Assessments: Reading: Informational Text RI.8.1​ ​Cite the textual evidence ​and make relevant connections ​that most strongly support an analysis of what the text says explicitly, as well as inferences drawn from the text. RI.8.2​ ​Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI.8.3​ ​Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.4​ ​Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RI.8.5​ ​Analyze the structure ​an author uses to organize​ a specific paragraph in a text, including the role of particular sentences,​to develop and to refine a key concept. RI.8.6​ ​Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. RI.8.7​ ​Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. RI.8.8​ ​Delineate 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. RI.8.9​ ​Analyze ​and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge) two or more texts ​a case in which two or more texts provide conflicting ●
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Compare and contrast the similarities and/or differences between text and filmed productions. Determine the theme of multiple genres by citing textual evidence. Evaluate how characters respond to challenges. Determine how patterns of events help to establish the plot. Discuss how the speaker’s point of view affects the story. Read and comprehend multiple genres of various complexities of literature independently. Compare and contrast ideas between different genres of literature. Concepts: ● Main Idea ● Opinion ● Fact ● Point of View ● Thesis ● Sequence of Events ● Formal and Informal Language ● Cause and effect ● Compare and contrast ● Analysis ● Summarizing ● Selection of relevant evidence ● Vocabulary development and acquisition ● Connotation, denotation, and annotation ● Discussion ● Making inferences ● Predicting ● Reflection ● Making connections ● Reasoning ● Voice Prose Constructed Response Journal Entries Critical Thinking Questions Teacher/Unit Created Test Quizzes Projects Formative Assessments Homework Menus Presentations Classroom Activities Nonfiction Texts: “Diary of a Young Girl” Anne Frank “Anne Frank Beyond the Diary” Ruud van der Rol and Rian Verhoeven “An Unforgettable Journey” Maiju Xiong Candy Bomber Michael O. Tunnell “Immigrant Kids” Russell Freedman “Going to America” Nicholas Gage I am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban Malala Yousafzai information on the same topic and identify where the texts disagree on matters of fact or interpretation. RI.8.10​ ​By the end of the year, read and comprehend literary nonfiction ​(see Appendix A) at grade level text complexity (see Appendix A) or above, with scaffolding as needed. Grade: 8 Unit: 4 The Timeline: Marking Period 4 Holocaust Essential Questions: What responsibilities does an individual have as a member of society? Why do we continue to be inhumane? ELA NJSLS Standards Focus of Standard Learning Objectives: Outcomes: Skills: Text Selections: Assessments: Language L.8.2 ​Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.8.3 ​Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.8.4 ​Determine or clarify the meaning of unknown and multiple­meaning words or phrases based on ​grade 8 reading and content, choosing flexibly from a range of strategies. ​ L.8.5 ​Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ​L.8.6 ​Acquire and use accurately grade­appropriate general academic and domain­specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. ●
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Develop and apply academic vocabulary. Apply rules of grammar at grade level complexity. Capitalize, punctuate and spell correctly. Apply grammar and language rules when speaking, listening, reading or writing. Understand how words and function in language. Understand word and phrase nuances. Concepts: ● Verbals ● Gerunds ● Participle ● Infinitive ● Active and Passive voice and verbs ● Formal and Informal Language ● Indicative ● Imperative ● Interrogative ● Conditional ● Subjunctive ● Subject/verb agreement ● Predicate ● Redundancy ● Wordiness ● Adjectives ● Affixes ● Prefixes ● Suffixes ● Root Words ● Using Prepositions ● Adverbs ● Denotation, connotation ● Pun ● Domain specific words and phrases ● Irony ● Figurative language ● Pronunciation ● Ellipses (See suggested texts) Prose Constructed Response Journal Entries Critical Thinking Questions Teacher/Unit Created Test Quizzes Projects Formative Assessments Homework Menus Presentations Classroom Activities Grade: 8 Unit: 4 The Holocaust Timeline: Marking Period 4 Essential Questions: What responsibilities does an individual have as a member of society? Why do we continue to be inhumane? ELA NJSLS Standards Focus of Standard Learning Objectives: Outcomes: Skills: Text Selections: Assessments: Speaking and Listening SL.8.1 ​Engage effectively in a range of collaborative discussions (one­on­one, in groups and teacher­led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.2 ​Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.8.3 ​Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. SL.8.4​ Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well­chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. ​Social Studies Standards Addressed​: 6.1.8.A.3.a. Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native Americans. 6.1.8.A.3.g. Evaluate the impact of the Constitution and Bill of Rights on current day issues. 6.1.8.C.4.c. Analyze how technological innovations affected the status and social class of different groups of people, and explain the outcomes that resulted. 6.1.8.D.4.a. Analyze the push­pull factors that led to increases in immigration, and explain why ethnic and cultural conflicts resulted. 6.1.8.A.5.a. Explain how and why the Emancipation Proclamation and the Gettysburg Address continue to impact American life. Concepts: ●
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Determine word meanings based on text. Identify figurative language in a piece of literature. Use text­related academic vocabulary to comprehend literature. ● Verbals ● Gerunds ● Participle ● Infinitive ● Active and Passive voice and verbs ● Formal and Informal Language ● Indicative ● Imperative ● Interrogative ● Conditional ● Subjunctive ● Subject/verb agreement ● Predicate ● Redundancy ● Wordiness ● Adjectives ● Affixes ● Prefixes ● Suffixes ● Root Words ● Using Prepositions ● Adverbs ● Denotation, connotation ● Pun ● Domain specific words and phrases ● Irony ● Figurative language ● Pronunciation ● Ellipses (See suggested texts) Prose Constructed Response Journal Entries Critical Thinking Questions Teacher/Unit Created Test Quizzes Projects Formative Assessments Homework Menus Presentations Classroom Activities