Lemont-Bromberek Combined School District 113A
Grade 8 Trimester Plan
Aligned to the Common Core State Standards for English/Language Arts
Trimester 1
Trimester 2
Standards for Literature and Informational Text
Strategies:
Strategies:
Trimester 3
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 (RL2) Summarizing
 (R13)
 (R15)
(RL5) Compare and Contrast Text
Structure
Literary Elements:
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(RL3) Characterization through dialogue
(RL4) Dialect, figurative language,
allusions, symbol
(RL9) Modern work draws on patterns of
events or character types from
myths/traditional sources
(R14) Determine meaning and impact of
words and phrases (figurative,
connotative, technical, mood, tone,
analogies, allusions)
(R18) Delineate and evaluate the
argument and specific claims in a text,
assessing soundness of reasoning and
relevancy
(R19) Analyze two texts within conflicting
information on the same topic
Required Resource:
Immigration:
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(R12,R18) “The Border: A Glare of Truth”
pg. 535
“The Struggle to be An All-American Girl”
pg. 342
“Americans All” pg. 492
(R12,R18) “The Border: A Glare of Truth”
pg. 535
(RL1,RL4,RL10) “The Circuit” pg. 404
(RL2,RL1,RL10) “Passage to Freedom:
The Sugihara Story” pg. 193
Macabre:
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(RL1,RL5,RL10) “The Monkey’s
Paw”/”Aunty Misery” pg. 89
(RL1,RL3,RL10) “The Open Window” pg.
156
“Those Three Wishes” pg. 10
ISAT Review
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(RL4,RL6) ISAT Skills Review “Gil’s
Furniture Bought and Sold” pg. 474
(R12) ISAT Informational Skills Review
“Native Hoops” pg. 476
Poetry Unit: (In order)
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(Rl2,Rl4,RL9) “The New Colossus”/ “First
Stop Ellis Island” pg. 766
(RL1,RL4,RL10) “I Hear America
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(RL5) Compare and Contrast Text Structure
(RL13) Analyze connections among
individuals, ideas, or events
(RL15) Analyze the structure of a specific
paragraph, including the role of particular
sentences in development of a key concept
Literary Elements:
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(RL4) Figurative and Connotative Meanings
(RL4) Impact of word choice on meaning,
tone and mood
(RL7) Analyze film version of drama vs. script
(RL14)
(RL16) Determine POV or purpose and
analyze how the author responds to
conflicting evidence or views
(RL18)
Required Resource:
Macabre:
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(RL1,RL4,RL6,RL10) “The Tell-Tale Heart”
pg. 367,387
(RL.8.1, RL.8.2, RL.8.3, RL.8.6) “The
Landlady” by Roald Dahl
“The Carnival”
“The Lottery”
“Lamb to the Slaughter”
Smekens “Whodunit” stories to focus on
argumentative
(RL1,RL3,RL9,RL10) “Flowers for Algernon”
pg. 52 – write argumentative on it
(RL1,RL10) “A Retrieved Reformation” pg.
178
ISAT Review
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 (RL3) Character motivation
 (RL4) Metaphor/Extended Metaphor
 (RL9) Allusion – Traditional/Religious
Works in Modern Fiction
 (RL9) Modern work draws on patterns of
events or character types from
myths/traditional stories
 (R14) Determine meaning and impact of
words and phrases
 (R18) Delineate and evaluate the
argument and specific claims in a text,
assessing soundness of reasoning and
relevancy
 (R19) Analyze two texts with conflicting
information on the same topic; identify
disagreement in fact/interpretation
Required Resource:
Holocaust:
 (RL7,RL10) “The Diary of Anne Frank”
pg. 839
 (R12,R13) “Camp Harmony from Nisei
Daughter” pg. 513
 (R13,R17) “from The Diary of a young
girl”, “from my Childhood under fire: A
Sarajevo Diary” pg. 917
 “Birdfoot’s Grampa”
Vietnam:
 (RL2,RL10) “Stop the Sun” pg. 267
 (R17) Video/CD-Rom of MLK Jr’s “I
Have a Dream Speech”
 (R14) “Mrs. Flowers” from I know Why
the Caged Bird pg. 213
“The Wise Old Woman” pg. 207
(R11,R14,R110) “Walking with Living Feet”
pg. 949
(R11,R12,R13,R14,R15,R110) “A Tragedy
Revealed: A Heroine’s Last days” pg. 929
 (Rll,R12,R14,R19,R110) “Skateboard
Park Documents” pg. 612
 (R13,R15) ISAT Informational Skills
Review “In Extreme Culture Shock!” pg.
358
Novels:
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Literary Elements:
(R12,R16,R18) ISAT Literary Skills Review
“from The Power of Nonviolence” pg. 586
(R16,R18) ISAT Informational Skills Review
“Letter to Councilman Duane” pg. 590
Holocaust:
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Strategies:
Something Wicked This Way Comes by Ray
Bradbury
Dr. Franklin’s Island
ISAT:
Novels:
 Continue/Complete Holocaust Novel
Assignment
 The Outsiders by S.E. Hinton
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Singing”/ “I, Too” pg. 751
(R ) “Chicago” by Carl Sandburg
(R ) “The Railway Train” by Emily
Dickinson
(RL9,RL10) “Casey at the Bat” pg. 725
(RL2,RL4,RL10) “Refugee in America”/
“Saying Yes” pg. 773
(RL4,RL10) “O Captain! My Captain!” pg.
746
(RL4,RL10) “Ode to Thanks” pg. 741
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Choice – Mental and physical disorders
Holocaust Novel Unit – Students choose 2-3
Night by Elie Wiesel
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Cracker
Letters to Wolfe
Fallen Angels
Search and Destroy
The Mailbox
Inside out and back again
Novel(s):
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Ashes of Roses
Standards for Speaking and Listening
Skills:
Classroom Routines Used Throughout
 (SL2) Analyze the purpose of information the Year:
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presented in diverse media and formats
and evaluate the motives behind its
presentation
(SL4) Present claims and findings,
emphasizing salient points in a focused,
coherent manner with relevant evidence,
sound valid reasoning, and well-chosen
details; use appropriate eye-contact,
adequate volume, and clear
pronunciation
(SL5) Integrate multimedia and visual
displays into presentations to clarify
information, strengthen claims and
evidence, and add interest
(SL6) Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate
Required Resource:
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See corresponding story activities and
use when applicable
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Think-Pair-Share
Numbered Heads Together
Send a Problem
Jigsaw with Experts
Reciprocal Teaching
Skills:
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Skills:
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(SL3) Delineate a speaker’s argument and
specific claims, evaluating the soundness of the
reasoning and relevance and sufficiency of
evidence and identifying when irrelevant
evidence is introduced
(SL5) Integrate multimedia and visual displays
into presentations to clarify information,
strengthen claims and evidence, and add interest
Required Resource:
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See corresponding story activities and use when
applicable
For “The Tell-Tale Heart” students will create a
media project and present to the class, this
integrates various story elements and literary
devices
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(SL2) Analyze the purpose of
information presented in diverse
media and formats and evaluate
the motives behind its presentation.
(SL4) Present claims and findings,
emphasizing salient points in a
focused, coherent manner with
relevant evidence, sound valid
reasoning, and well-chosen details;
use appropriate eye-contact,
adequate volume, and clear
pronunciation
(SL6) Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate
Required Resource:
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See corresponding story activities
and use when applicable
Present News Articles for The
Outsiders corresponding research
project
Standards for Writing
Strategies:
Strategies:
Strategies:
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(W8) Gather relevant information from
multiple print and digital sources, using
search terms effectively; assess the
credibility and accuracy of each source;
and quote or paraphrase the data and
conclusions of others while avoiding
plagiarism and following a standard
format for citation
(W9) Draw evidence from literary or
informational texts to support analysis,
reflection, and research
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(W2) Write informative/explanatory texts to
examine a topic and convey ideas, concepts,
and information through the selection,
organization, and analysis of relevant content.
(W3) Write narratives to develop real or imagined
experiences or events using effective technique,
relevant descriptive details, and well-structured
event sequences
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(W1) Write arguments to support
claims with clear reasons and
relevant evidence
(W7) Conduct short research
projects to answer a question
Speaking and Listening
Speaking and Listening
Speaking and Listening
 SL.8.2
 SL.8.4
 SL.8.1
Present ode poems in poetry unit
 SL.8.3
 SL.8.4
 SL.8.1
*Potential Debate – Flowers for Algernon
Argumentative
 SL8.2
 SL.8.1
 SL.8.3
Present research activity for The
Outsiders
The Diary of Anne Frank – play read
Throughout the Year:
(RL1) Cite textual evidence to support analysis of text and inferences drawn from the text
(RL2) Determine a theme or central idea of a text and analyze its development, including its relationship to the characters, setting, and plot; provide
an objective summary of the text
(R11) Cite textual evidence that supports analysis of what the text says explicitly as well as inferences drawn from the text
(R12) Determine the 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
(R17) Determine advantages/disadvantages of using different mediums (e.g. print, digital text, video, multimedia) to present a particular topic/idea
(R110) Read and comprehend literary nonfiction at the high end of grade 8 text complexity independently and proficiently.
(SL1) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics,
texts, and issues, building on others’ ideas and expressing their own clearly
(W10) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences
(W4) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
(W5) With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have been addressed
(W6) Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as
well as to interact and collaborate with others