EAST ALLEN COUNTY SCHOOLS
Bundle 2
Grade 8
Language Arts
Adding Power to
Narratives
Big Idea: Connections
Enduring Understandings
Essential Questions
Writers organize writing in specific structures to help the reader understand
the text.
Why do you need to build your vocabulary?
How does a reader determine the theme of a story?
An author can teach a lesson to the reader within a narrative.
Why do readers/writers utilize organizational structures?
Using precise word choices adds power and detail to your writing.
How does the setting affect a story?
A good reader understands the stages of plot and how conflicts are
addressed and resolved in a story.
How does a reader evaluate the structural elements of the plot?
How does who tells the story affect your feelings?
CC/Learning Targets
RI.4
RL.2
RL.5
RL.6
RL.9
W.3
8.3.2
8.3.4
8.6.3
Core Vocabulary
climax
coordination
irony
parallel episodes
subordination
subplot
Links to Technology
-Dictionary (app)
-Snack Words (app)
-Speed Typing (app)
Bundle Performance Task(s)
After having read either Monster or Slumming as a whole group from the Plugged-in To Reading materials, students will develop a possible prequel or sequel to the
book (either individually or in small groups). Their task is to create a plot-line diagram for their new book. Once the plot-line diagram is completed, the students will
write a short summary of the story and its plot in a narrative form. The last piece of this task is for students to create a book trailer for their new book. After
completing the trailer, the students will share the final product with their peers. A possible assessment rubric is provided in the Appendix under curriculum for each
performance task.
As an extension, students will be challenged to develop more complex plots and characters for their prequel/sequel. The Analysis Frames (Best Practices Toolkit
p. D23) can help them generate ideas. Students may use the Core Analysis Frame for fiction, as well as more detailed frames for character and plot.
Grade 8
LA Bundle 2
Quarter 1
Sept.-Oct.
Recommended Read-Alouds
G8 - Bundle 2
Big Idea: Connections
Title
Relates to…
Author
Picture Books
The Keeping Quilt
Patricia Polacco
Narrative
Fancy Nancy
Jane O’Connor
Narrative
Oliver Button Is a Sissy
Tomie dePaola
The New Dog
Barbara Shook Hazen
Ruby’s Wish
Shirin Yim Bridges and
Sophie Blackall
When I Was Young in the Mountains
Cynthia Rylant
A Good Night for Freedom
Barb Marrow
The Harmonica
Tony Johnston
Just a Dream
Chris Van Allsburg
Mood
Tight Times
Barbara Shook Hazen
Mood
Voices in the Park
Anthony Browne
Author Heritage, Traditions, Attitudes, and …
Narrative, Theme, Importance of Setting,
Summary, Point of View, Plot,
Subordination/Coordination
Narrative, Theme, Importance of Setting,
Summary, Point of View, Plot,
Subordination/Coordination
Narrative, Theme, Importance of Setting,
Summary, Point of View, Plot,
Subordination/Coordination
Narrative, Theme, Importance of Setting,
Summary, Point of View, Plot,
Subordination/Coordination
Narrative, Theme, Importance of Setting,
Summary, Point of View, Plot,
Subordination/Coordination
Narrative, Theme, Importance of Setting,
Summary, Point of View, Plot,
Subordination/Coordination
Recommended Read-Alouds
G8 - Bundle 2
Pink and Say
Patricia Polacco
Author Heritage, Traditions, Attitudes, and …
Somebody Loves You, Mr. Hatch (storylineonline.net)
Eileen Spinelli
Theme, Characterization, Point of View, Irony
Poetry
Central Idea, Structure, Point of View
Hidden
Helen Frost
Connections (between events); Organization
Awakening the Heart: Exploring Poetry in Elementary and Middle
School
Georgia Heard
Connections (between family and friends)
Joey Pigza Swallows a Key
Jack Gantos
Connections (between poor behavior and
punishments)
Harris and Me
Gary Paulson
Connections (between family members)
Belle Prater’s Boy
Ruth White
Connections (between cousins)
The Absolutely True Diary of a Part-Time Indian
Sherman Alexie
Connections (between cultures; communities)
Novels
Reading Workshop
CC/Learning Targets
RI.4
(8.1.1)
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.
G8 - Bundle 2
Resource of Ideas
- Teaching Reading in Middle School p. 225
- Inside the Writer’s-Reader’s Notebook pp. 21-24
- Best Practices Toolkit pp. E8 and E24
- Piggins by Jane Yolen
- A River Ran Wild by Lynne Cherry
-Idioms (app)
-English Idioms Illustrated (app)
-Context Clue Challenge
-SMART Board Lesson (Vocabulary Matching)
- Connotation Word Meanings
Evidence of Learning
- Class Discussion of Importance
of Setting in Shared
Reading and Read-Aloud
Selections
- Teacher Observation in Small
Reading Groups/Observational
Notes
- W-R Notebook
- Reading Conferences/
Observational Notes
- Literature (Short Stories)
“The Elevator” pp. 24-31
“Flowers for Algernon” pp. 190-215
“The Monkey’s Paw” pp. 358-370
- InterActive Reader & Writer Unit 3
“The Monkey’s Paw” pp. 56-71
“Out of Bounds” pp. 784-796
-PiTR
Monster by Walter D. Myers-Resource Binder pp. 78, 93
Mock Trial Youth Court TV
Definition Monster
Slumming by Kristen D. Randle-Resource Binder pp. 123, 128, 129
RL.2
(8.3.5)
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.
- Teaching Reading in the Middle School pp. 172-173
- The Harmonica by Tony Johnston
- Oliver Button Is a Sissy by Tomie dePaola
- The New Dog by Barbara Shook Hazen
- Ruby’s Wish by Shirin Yim Bridges and Sophie Blackal
- A Good Night for Freedom by Barb Marrow
- Class Discussion to Identify
Theme
- Small Group Discussion of
Recurring Themes (Traditional
and Contemporary Pieces)
- Teacher Observation in Small
Reading Groups/Observational
Reading Workshop
G8 - Bundle 2
- When I Was Young in the Mountains by Cynthia Rylant
- SMART Board Lesson ("The Treasure of Lemon Brown" and "Ribbons")
RL.5
(8.3.1)
RL.6
(8.3.8)
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.
Compare and contrast various
forms of poetry.
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.
- Literature Unit 4
- InterActive Reader & Writer Unit 4
“The Old Grandfather and His Little Grandson” pp. 87-88
“The Wise Old Woman” pp. 89-95
-PiTR
Monster by Walter D. Myers-Lesson Guide pp. 80-92
Slumming by Kristen D. Randle-Lesson Guide pp. 114-128
- Text Structure Lesson
-PiTR
Monster by Walter D. Myers-Resource Binder p. 72
- The Harmonica by Tony Johnston
- Oliver Button Is a Sissy by Tomie dePaola
- The New Dog by Barbara Shook Hazen
- Ruby’s Wish by Shirin Yim Bridges and Sophie Blackal
- A Good Night for Freedom by Barb Marrow
- When I Was Young in the Mountains by Cynthia Rylant
- Point of View Lesson
- Literature Unit 2
-PiTR
Monster by Walter D. Myers-Resource Binder pp. 621-622
Slumming by Kristen D. Randle-Resource Binder p. 132
Notes
- W-R Notebook
- InterActive Reader & Writer
Assessment pp. 96-97
- Literature Assessment
pp. 566-571
- Reading Conferences/
- Class/Small Group Discussion
- W-R Notebook
- Teacher Observation in Small
Reading Groups/Observational
Notes
- Reading Conferences
- Class Discussion of Points of
View in Shared Reading and
Read-Aloud Selections
- W-R Notebook
- Teacher Observation in Small
Reading Groups/Observational
Notes
- Student-Taught Lessons
- Student-Created Posters
- Quiz
- Reading Conferences
Reading Workshop
RL.9
(8.3.7)
8.3.2
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.
Analyze how an author’s
heritage, traditions, attitudes,
and beliefs influence a work.
Evaluate the structural elements of the
plot, such as subplots, parallel episodes,
and climax; the plot’s development; and
the way in which conflicts are (or are not)
addressed and resolved.
G8 - Bundle 2
- Best Practices Toolkit pp. D5-D11
- Pink and Say by Patricia Polacco
- Voices in the Park by Anthony Browne
- Character, Setting, and Plot Rap
- Character Motivation Activity
- From Myth to Modern Literature Lessons
- Literature Unit 2
- Literature pp.463 and 473
- The Harmonica by Tony Johnston
- Oliver Button Is a Sissy by Tomie dePaola
- The New Dog by Barbara Shook Hazen
- Ruby’s Wish by Shirin Yim Bridges and Sophie Blackal
- A Good Night for Freedom by Barb Marrow
- When I Was Young in the Mountains by Cynthia Rylant
- Suggested Novels:
The Outsiders by S.E. Hinton
The Contender by Robert Lipsyte
Stargirl by Jerry Spinelli
- Plot Structure Lesson
- Character, Setting, and Plot Rap
- SMART Board Lesson (Plot Diagram and Conflict)
- SMART Board Lesson (Plot Mountain)
- Literature Unit 1 pp. 21-157
-PiTR
Monster by Walter D. Myers-Lesson Guide pp. 80-92
Slumming by Kristen D. Randle-Lesson Guide pp. 114-128
- Class/Small Group Discussion
- W-R Notebook
- Teacher Observation in Small
Reading Groups/Observational
Notes
- Venn Diagram
- Character Role Play
- Character Interviews
- Character Analysis Chart
(Best Practices Toolkit p. D5)
- Reading Conferences
- Class Discussion of Structural
Elements of Plot from Literature
Selections
- Writing Samples/Rubric
- Plot Diagram/Plot Hill
- Teacher Observation in Small
Reading Groups/Observational
Notes
- W-R Notebook
- Literature Assessment
pp. 152-157
- Reading Conferences
Reading Workshop
8.3.4
Analyze the importance of the setting to
the mood, tone, and meaning of the text.
G8 - Bundle 2
- The Harmonica by Tony Johnston
- Oliver Button Is a Sissy by Tomie dePaola
- The New Dog by Barbara Shook Hazen
- Ruby’s Wish by Shirin Yim Bridges and Sophie Blackal
- A Good Night for Freedom by Barb Marrow
- When I Was Young in the Mountains by Cynthia Rylant
- Just a Dream Chris Van Allsburg
- Tight Times by Barbara Shook Hazen
- Suggested Novel: Roll of Thunder, Hear My Cry by Mildred D. Taylor
- Setting Activity (Travel Brochure)
- Literature Unit 3
-PiTR
Monster by Walter D. Myers-Lesson Guide pp. 80-92
Slumming by Kristen D. Randle-Lesson Guide pp. 114-128
Correlating Learning Targets
RI.10
RL.1
RL.3
RL.4
RL.10
8.3.9
Teacher Notes
-All embedded apps included in this curriculum are free.
- Class/Small Group Discussion
- Graphic Organizer
- Setting Travel Brochure
- W-R Notebook
- Teacher Observation in Small
Reading Groups/Observational
Notes
- Reading Conferences
Writing Workshop
CC/Learning Targets
W.3
(8.5.1)
Write narratives to develop real or
imagined experiences or events using
effective technique, relevant descriptive
details, and well-structured event
sequences.
a. Engage and orient the reader by
establishing a context and point of view
and introducing a narrator and/or
characters; organize an event sequence
that unfolds naturally and logically.
b. Use narrative techniques, such as
dialogue, pacing, description, and
reflection, to develop experiences,
events, and/or characters.
c. Use a variety of transition words,
phrases, and clauses to convey
sequence, signal shifts from one time
frame or setting to another, and show the
relationships among experiences and
events.
d. Use precise words and phrases,
relevant descriptive details, and sensory
language to capture the action and
convey experiences and events.
e. Provide a conclusion that follows from
and reflects on the narrated experiences
or events.
G8 - Bundle 2
Resource of Ideas
- The Continuum of Literacy Learning pp. 164-165 and 172-173
- Traits of Writing: The Complete Guide for Middle School pp. 223 and
300-301
- The Keeping Quilt by Patricia Polacco
- Some Birthday by Patricia Polacco
- Fancy Nancy by Jane O’Connor
- The Relatives Came by Cynthia Rylant
- Piggie Pie! by Margie Palatini
- Show; Don’t Tell! Secrets of Writing by Josephine Nobisso
- Lightning Bug: Writing a Story
- Narrative Revising and Editing Checklist
- Student Model (Linden's Library)
- Student Model (How the Stars Came to Be)
- Language Network Ch.26
- Literature pp.558-560
Evidence of Learning
- Writing Conferences/
Observational Notes
- Writing Samples/Rubric
- District Writing Prompt
- Transition Cloze Activity
Writing Workshop
Correlating CC/Learning Targets
W.4
W.5
W.6
W.9
W.10
8.4.1
8.5.6
G8 - Bundle 2
Teacher Notes
-All embedded apps included in this curriculum are free.
Language and Word Study
CC/Learning Targets
8.6.3
Use subordination, coordination, and
noun phrases that function as adjectives,
and other devices to indicate clearly the
relationship between ideas.
Correlating Learning Targets
L.1
L.2
L.3
L.4
L.5
L.6
SL.1
G8 - Bundle 2
Resource of Ideas
- Coordination and Subordination Lesson
- Literature pp.237, 273, 681, 714, 727, 755, 781, 873
Teacher Notes
-All embedded apps included in this curriculum are free.
Evidence of Learning
- Identification of Examples in
Text
- Literature Review and
Assessment Questions
- Quiz