English/Language Arts Resource Document- Quarter 1
Eighth Grade
Unit 1: Relationships and Community
 Dates: August 1, 2016- September 30, 2016
Essential Question (If multiple options, pick the essential questions you wish to use):
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What are the elements that build a strong friendship?
How do friendships change over time?
What impact does family have during different stages of our lives?
What can we learn from different generations?
How is conflict an inevitable part of relationships?
How do you know if a relationship is healthy or hurtful?
What personal qualities help or hinder the formation of relationships?
Indicators covered in this quarter:
8.RL.2.1: Cite the textual evidence that most strongly supports an analysis of what a text says explicitly as well as inferences drawn from the text.
8.RL.2.2: Analyze the development of a theme or central idea over the course of a work of literature, including its relationship to the characters, setting, and
plot; provide a detailed summary that supports the analysis.
8.RL.2.3: Analyze how particular lines of dialogue or incidents in a work of literature propel the action, reveal aspects of a character, or provoke a decision.
8.RL.3.2: Analyze a particular point of view or cultural experience in a work of world literature considering how it reflects heritage, traditions, attitudes, and
beliefs.
8.RN.2.1: Cite the textual evidence that most strongly supports an analysis of what a text says explicitly as well as inferences drawn from the text.
8.RN.2.2: Analyze the development of a central idea over the course of a text, including its relationship to supporting ideas; provide a detailed, objective
summary of the text.
8.RN.2.3: Analyze how a text makes connections and distinctions among individuals, events, and ideas.
8.RN.3.3: Determine an author’s perspective or purpose in a text, and analyze how the author acknowledges and responds to conflicting evidence or
viewpoints.
8.RV.2.1: Use context to determine or clarify the meaning of words and phrases.
8.RV.2.2: Students are expected to build upon and continue applying concepts learned previously. (See pacing guide for full description of previous standard)
8.RV.2.3: Distinguish among the connotations of words with similar denotations.
8.RV.3.1: Analyze the meaning of words and phrases as they are used in works of literature, including figurative and connotative meanings; analyze the
impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
8.RV.3.2: Determine the meaning of words and phrases as they are used in a nonfiction 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.
8.RV.3.3: Interpret figures of speech (e.g. verbal irony, puns) in context.
8.W.3.1: Write arguments in a variety of forms. (See pacing guide or correlation guide for full description of standard)
8.W.3.3: Write narrative compositions in a variety of forms. (See pacing guide or correlation guide for full description of standard)
8.W.4: Apply the writing process (See pacing guide or correlation guide for full description of standard)
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English/Language Arts Resource Document- Quarter 1
8.W.6.1e: Usage – Students are expected to build upon and continue applying conventions learned previously. (See pacing guide for full description of
previous standard)
8.W.6.2a: Capitalization – Students are expected to build upon and continue applying conventions learned previously. (See pacing guide for full description of
previous standard)
8.W.6.2b: Punctuation – Using punctuation (comma, ellipsis, dash) to indicate a pause, break, or omission.
8.W.6.2c: Spelling – Students are expected to build upon and continue applying conventions learned previously. (See pacing guide for full description of
previous standard)
8.SL.2.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and issues,
building on others’ ideas and expressing personal ideas clearly.
8.SL.2.2: Examine, analyze, and reflect on ideas under discussion by identifying specific evidence from materials under study and other resources.
8.ML.2.2: Analyze and interpret how people experience media messages differently, depending on point of view, culture, etc.
Suggested Texts from Prentice Hall:
 I Know Why the Caged Bird Sings by Maya Angelou (pg. 462)
o RL. 2.2, RL.3.1, RL.3.2
 The Finish of Patsy Barnes by Paul Laurence Dunbar (pg. 282)
o RL.2.1, RL.2.2, RL.2.3, RL.3.2
 “Raymond’s Run” by Tony Bambara (pg. 39)
o RL.2.1, RL.2.3, RL.3.1
 “The White Umbrella” by Gish Jen (pg. 380)
o RL.2.2, RL.3.1, RL.3.2, RV.3.1
 “Describe Somebody” by Jacqueline Woodson (pg. 591)
o RL.2.2, RL.2.3, RV.3.1
 “The Choice” by Dorothy Parker (pg. 642)
o RL.2.1, RL.2.2, RV.3.1
 “Locomotion” by Jacqueline Woodson (pg. 462)
o RV.3.1, RL.2.1
 “An Hour with Abuelo” by Judith Cofer (pg. 209)
o RL.2.2, RL.2.3, RL.2.1, RV.3.1
Supplemental Texts (Links to Articles and other online texts):
 The Medicine Bag by Virginia Hawk
o http://lake.k12.fl.us/cms/lib05/FL01000799/Centricity/Domain/4933/The%20Medicine%20Bag.pdf
 “Mexico Tackles Bullying with National Campaign”
o https://newsela.com/articles/mexico-bullies/id/4459/
 “Technology Causing Problems in Relationships All Over the World”
o http://soc202events.blogspot.com/2011/01/technology-causing-problems-in.html
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English/Language Arts Resource Document- Quarter 1
From Springboard Level 3:
 Select texts that connect to theme from SpringBoard unit- The Challenge of Heroism
 “Woman Warrior” by Corie Brown and Laura Shapiro (pg. 42)
o RN.2.1, RN.2.2, RN.2.3, RN.3.3
 “Moco Limping” by David Nava Monreal (pg. 13)
o RL.2.1, RL.2.2, RV.3.1
 “Love Triumphs: 6-year-old Becomes a Hero to a Band of Toddlers, Rescuers” by Ellen Barry (pg. 17)
o RN.2.1, RN.2.2, RN.2.3, RN.3.3
Potential Novel Options (available through Alice’s Loaners):
Other Novel Options:
 Keesha’s House by Helen Frost (N/A)
 Tears of a Tiger by Sharon Draper (700 lexiles)
 Seed Folks by Paul Fleischman (710 lexiles)
 Red Kayak by Priscilla Cummings (800 lexiles)
 Bronx Masquerade by Nikki Grimes (670 lexiles)
 Things Fall Apart by Chinua Achebe (890 lexiles)
 Hatchet by Gary Paulsen (1020 lexiles)
 The Absolutely True Diary of a Part-Time Indian by Sherman Alexie (1020
lexiles)
 The Outsiders by S.E. Hinton (750 lexiles)
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Higher Level Books:
 Finding Fish by Fisher (1080 lexile)
 What Are You: Voices of Mixed-Race Young People by Gaskins (900 lexile)
Teacher Resources to Support Indicators/Themes Taught in this Quarter:
Teaching the Relationships and Community Theme:
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http://www.partnersagainsthate.org/educators/middle_school_lesson_plans.pdf
http://www.goodcharacter.com/BCBC/Friendship.html
http://www.goodcharacter.com/ISOC/Citizenship.html
Reading Literature
o Drawing Conclusions and Making Inferences.docx (RL.2.1 and RN.2.1)
o http://secondarysolutionsblog.com/teaching-inference/ (RL.2.1 and RN.2.1)
o https://www.teachingchannel.org/videos/themes-in-english-literature (RL.2.2)
o Theme_Practice_Exercises.pdf (RL.2.2)
o http://www.pbslearningmedia.org/resource/vtl07.la.rv.text.lptriangle/interpreting-characters-setting-plot-and-theme-the-triangle-shirtwaist-factory-disaster/
(8.RL.2.2)
o http://www.readingquest.org/strat/summarize.html (RL.2.2)
o https://learnzillion.com/lessons/1990-analyze-dialogue-between-characters-to-understand-different-characters-points-of-view (8.RL.2.3)
o Analyzing Dialogue Lesson.pdf (8.RL.2.3)
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English/Language Arts Resource Document- Quarter 1
o Elements of Plot.docx (RL.2.3)
o http://www.readwritethink.org/classroom-resources/lesson-plans/said-said-analyzing-gender-287.html (8.RL.2.3)
o http://www.learnnc.org/lp/pages/1918 (8.RL.3.2)
o http://www.uen.org/core/displayLessonPlans.do?courseNumber=4280&standardId=70824 (8.RL.3.1)
Reading Nonfiction
o For RN.2.1, see resources for RL.2.1 in the category above; use non-fiction texts instead of literature to fulfill the standard
o http://www.ereadingworksheets.com/e-reading-worksheets/reading-unit-and-lesson-plans-aligned-with-common-core-state-standards/#point-of-view-unit-andlesson-plans (8.RN.2.2)
o http://www.sharemylesson.com/TaxonomySearchResults.aspx?area=resources&keywords=RI.8.3 (8.RN.2.3)
o http://www.adlit.org/strategies/23336/ (8.RN.2.3)
o http://learnzillion.com/lessons/1957-determine-authors-purpose-by-analyzing-text-structure (RN.3.2 and RN.3.3)
o Different Texts on the Same Topic.docx (RN.3.2)
o http://www.ereadingworksheets.com/free-reading-worksheets/authors-purpose-worksheets/ (RN.3.3)
o https://learnzillion.com/lessons/1782-determining-authors-purpose (RN.3.3)
Reading Vocabulary
o http://library.thinkquest.org/4382/idiom.html (RV.2.2 and RV.3.3)
o http://learning.blogs.nytimes.com/2013/10/04/skills-practice-understanding-and-making-analogies/?_php=true&_type=blogs&_r=0 (RV.2.2 and RV.3.3)
o https://www.teachingchannel.org/videos/theme-symbolism-allusion-lesson (RV.3.3)
o http://teacher.scholastic.com/scholasticnews/magazines/scope/pdfs/SCOPE-REPRO-042709-14.pdf (8.RV.3.3)
o http://www.teachling.wwu.edu/node/71 (8.RV.3.3)
o http://blog.flocabulary.com/allusion/ (RV.3.3)
o http://www.vocabulary.co.il/context-and-definitions/ (RV.2.1)
o http://www.readwritethink.org/classroom-resources/student-interactives/word-matrix-30071.html (RV.2.1)
o http://www.teachertrap.com/2013/01/strategies-for-using-context-clues.html (RV.2.1)
o http://grammar.about.com/od/words/a/connotations.htm (RV.3.1 and 3.2)
Writing
o http://blogs.canby.k12.or.us/uploads/stewartc/Where%20Im%20From%20poem%20assignment.pdf (W.3.3)
o Narrative Topic Ideas.pdf (W.3.3)
o Sensory Details.pdf (W.3.3)
o http://homeworktips.about.com/od/biography/a/bio.htm (W.3.3)
o http://learnzillion.com/lessons/2073-revise-by-varying-sentence-patterns (W.4)
o http://www.ehow.com/info_7850731_middle-school-proofreading-editing-activities.html (W.4)
o http://www.time4writing.com/sentence-writing/simple-complex-compound-sentences/ (W.6.1e)
o Grammar- Types of Sentences Activities.pdf (W.6.1e)
o http://www.dailyteachingtools.com/language-arts-cap1.html (8.W.6.1a)
o https://learnzillion.com/lessonsets/313-using-commas-ellipses-and-dashes (8.W.6.2b)
o http://www.dailyteachingtools.com/how-to-teach-spelling.html (8.W.6.2c)
o http://www.educationworld.com/a_special/spelling_activities.shtml (8.W.6.2c)
Speaking and Listening
o http://educationalaspirations.com/tag/collaborative-classroom/ (SL.2.1, SL.2.2)
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English/Language Arts Resource Document- Quarter 1
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http://www.spannj.org/pti/Collaborative_teaming_and_PBS.pdf (SL.2.1, SL.2.2)
http://www.edutopia.org/stw-collaborative-learning-resources (SL.2.1, SL.2.2)
ELA Websites for Continual Use:
www.thinkcerca.com
www.adlit.org
www.readworks.org
www.newsela.com
http://etc.usf.edu/lit2go/
http://www.activelylearn.com/
www.readtheory.org
http://www.uen.org/7-12interactives/lang_arts.shtml
http://www.myeasybee.com/blog/the-best-free-vocabulary-graphic-organizers/
http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension
DOE Resources
http://www.doe.in.gov/standards/englishlanguage-arts
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