8th Grade ELA – Q3 Snapshot
“Social Classes in Literature”
created 12/09/2016
Texts
Weeks 1 – 2
January 4th – January 13th
Standards and TDQs
Culminating Tasks
Spiral RI standards and those from
checkpoint.
Extended Text: The Outsiders (RL.8.1-RL.8.9)
Finish Unbroken
Checkpoint #2 student
conferences/error analysis
Weeks 3 – 4
January 17th – January 27th
(NF) – quick read and spiral RI
standards as necessary– social
classes articles:

“A Wealth of Wealthy
Characters in
Literature”

“Types of Social Classes
of People” OR “Social
Class in the United
States from Sociology:
Understanding and
Changing the Social
World”
w/unit kick-off
The Governess (drama –
textbook)
We will hit several lit standards with
this drama. There are great resources
for this play we can look into:
https://prezi.com/pgxv8a6aidf5/neilsimon-the-governess/
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.
How can you identify the central theme or
idea of The Governess?
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. (first time
taught with a play)
Argumentative Writing with
Literature – In The Governess,
Mistress claims that she wants Julia
to learn a lesson from what has
happened. Think about what Mistress
is trying to teach Julia. Brainstorm
the ways she tries to get her point
across. Decide whether or not you
think it is Mistress’ responsibility to
teach Julia this lesson. Write a welldeveloped essay explaining what
Mistress wants Julia to learn, how she
attempted to teach the lesson, and
whether you think the lesson as a
success. Use details from the play to
support your response. Use proper
grammar, spelling, and mechanics.
How do particular lines of dialogue or
events in the story propel the action of the
plot or reveal a character?
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 such as suspense or humor.
How do the differing points of view
between Julia and Mistress impact the
readers’ understanding of the central
message?
Weeks 5 – 6
January 30th – February 10th
(NF) – multiple texts:
1.
“Fans Must Understand
That College Sports is
Big Business” by Brian
Frederick
2. “Without Athletes, The
Big Money in College
Sports Disappears” by
Bobby Rush
RI.8.1 – Cite the textual evidence that most
strongly supports an analysis 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).
Argumentative Writing with
Informational Texts: You have
read multiple opinions from
several professionals regarding
compensation for college athletes.
Brainstorm the reasons for and
against this dilemma and why it is
a concern. Write a well-developed
essay arguing for what you believe
is appropriate compensation for
college athletes. Cite and elaborate
on evidence from the text, address
3. “A Fair Day’s Pay for a
Fair Day’s Work” by
Ramogi Huma
4. “NCAA Amateurism is
an Illusion” by Warren
Zola
Extended Text: The Outsiders (RL.8.1-RL.8.9)
5.
“Real Scholarships
Need to Make a
Comeback” by Allen
Sack
6. “The Cost of Paying
Athletes Would Be Far
Too High” by Andrew
Zimbalist
7. “College Athletes Are
Already Paid With
Their Education” by
Rick Burton
We want to add more
articles here to balance the
FOR and AGAINST
arguments.
Week 7
February 13th – February 17th
(F) – “The Most Dangerous
Game” – short story
*possible midterm if time
allows
Do we have something to
pair with this text?
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.
potential counterclaim(s), and use
appropriate grammar and
spelling.
RI.8.5 – Analyze in detail the structure of
a specific paragraph in a text, including the
role of particular sentences in developing
and refining 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.8.8 – 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 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.
RL.8.1 – Cite the textual evidence that
most strongly supports an analysis of what
the text says explicitly as well as inferences
drawn from the text.
RL.8.2 – Determine the 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.8.9 – Analyze 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.
TBD This might be a good place
for another narrative writing
prompt.
Weeks 8-10
February 13th – March 10th
Extended Text: The Outsiders (RL.8.1-RL.8.9)
(F) The Outsiders
RL.8.1 – Cite the textual evidence that
most strongly supports an analysis of what
the text says explicitly as well as inferences
drawn from the text.
TBD
RL.8.2 – Determine the 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.8.9 – Analyze 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.
Language Standards and Speaking & Listening Standards are imbedded in daily warm-up and daily lessons.
Additional Notes: (Allow time in Q3 to include time for teaching POW TIDE, TREE, “Do-What”, and the
expectations of the writing rubric). Students will have the opportunity to complete a MIST practice session
toward the beginning of Q3.
*Possibly create a midterm if time allows.