Curriculum Area
Title of Unit
Developed By
Language Arts
Grade Level
A Christmas Carol
Time Frame
Timberlane Regional Middle School Grade 8 LA Teachers
8
6 weeks
Content Standards
R:LT:8:2.2: Describing characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions, citing thoughts, words, or actions that reveal characters’ traits, motivations, or their changes over time
R:LT:8:1.5: Identifying literary devices as appropriate to genre: rhyme schemes, alliteration, simile, dialogue, imagery, metaphors, flashback, onomatopoeia, repetition, personification, or hyperbole
R:LT:8:2.5: Explaining how the author’s message or theme (which may include universal themes) is supported within the text (Local)
R:LT:8:3.1: Demonstrating knowledge of author’s style or use of literary elements and devices (e.g., imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, or use of
punctuation) to analyze literary works (Local)
R:V:8:2.2: Selecting appropriate words or explaining the use of words in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary (Local)
W:RC:8:1.3: Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas
W:RC:8:2.2: Making inferences about the relationship(s) among content, events, characters, setting, theme, or author’s craft (Local) EXAMPLES: Making links to author’s choice of words, style, bias, literary
techniques, or point of view; making links to characteristics of literary forms or genres
W:RC:8:2.3: Using specific details and references to text or relevant citations to support focus or judgment (Local)
W:RC:8:2.4: Organizing ideas, using transitional words/phrases and drawing a conclusion by synthesizing information demonstrate a connection to the broader world of ideas)
R:LT:8:4.2: Providing relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective) (Local)
Enduring Understandings
Essential Questions
Overarching Understanding
Understanding of author’s style or use of literary elements is essential to
literary analysis.
An author’s theme or message is supported within the text.
Understanding the links between background knowledge, text and
author’s craft .
Using text and citations to analyze the elements of literature is necessary
to support ideas.
Related Misconceptions
If a story/text is not modern, it is not relevant .
19th century language is impossible to understand.
Knowledge Students will know…
Why A Christmas Carol is a classic and how it influences culture today.
Charles Dickens; background and writing style.
The various themes associated with A Christmas Carol such as greed,
redemption and philanthropy.
Key Players
Ebenezer Scrooge
Jacob Marley
Charles Dickens
Bob Cratchit
Tiny Tim
Overarching
Why is it important to
identify an author’s
message?
How does an author’s
technique enhance the
reader’s ability to
understand the story?
Nephew Fred
Belle
Fezziwig
Fan
Philanthropists
Why is A Christmas Carol considered
a classic?
How does Charles Dickens’ style
differ from other authors you have
read?
Skills Students will be able to…
Describe character’s traits, motivations and changes over time by citing words
thoughts or actions.
Analyze text using margin notes and highlighting.
Discuss and write (informational an creative) to text connections.
Key Terms
Spirit of Christmas Past
Spirit of Christmas Present
Spirit of Christmas Yet to
Come
Cratchit Family
Topical
Philanthropy
Redemption
Dynamic Character
Figurative Language
Greed and Avarice
Internal Conflict
Symbolism
What is a Classic?
Victorian England
Diction
Curriculum Area
Title of Unit
Developed By
Language Arts
Grade Level
Writing in Response to Informational Text
Time Frame
Timberlane Regional Middle School Grade 8 LA Teachers
8
4-6 weeks
Content Standards
W:RC:8:1.1 Selecting and summarizing key ideas to set context (State)
W:RC:8:1.3 Connecting what has been read(plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas (Local)
W:RC:8:2.1 Stating and maintaining a focus (purpose), a firm judgment, or point of view when responding to a given question (State)
W:RC:8:2.2 Making inferences about the relationship(s) among content, events, characters, setting, theme, or author’s craft (State)
EXAMPLES: Making links to author’s choice of words, style, bias, literary techniques, or point of view; making links to characteristics of literary forms or genres
W:RC:8:2.3 Using specific details and references to text or relevant citations to support focus or judgment (State)
W:RC:8:2.4 Organizing ideas, using transitional words/phrases and drawing a conclusion by synthesizing information (e.g., demonstrate a connection to the broader world of
ideas) (Local)
R:IT:8:1.1: Obtaining information from text features (e.g., table of contents, glossary, index, transition words /phrases, transitional devices, bold or italicized text, headings, subheadings, graphic organizers,
charts, graphs, or illustrations) (Local)
R:IT:8:1.2: Using information from the text to answer questions, to state the main/central ideas, or to provide supporting details (Local)
R:IT:8:2.3: Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or explaining how purpose may affect the interpretation of the text; or using
supporting evidence to form or evaluate opinions/judgments and assertions about central ideas that are relevant (Local)
R:IT:8:2.4: Distinguishing fact from opinion, and identifying possible bias/propaganda or conflicting information within or across texts (Local)
R:IT:8:2.5: Making inferences about causes or effects (Local)
R:IT:8:2.6: Evaluating the clarity and accuracy of information (Local)
R:IT:8:1.5: Identifying the characteristics of a variety of types of text (e.g., reference: reports, magazines, newspapers, textbooks, biographies, autobiographies, Internet websites, public documents and discourse,
essays, articles, technical manuals ; and practical/functional: procedures/instructions, announcements, invitations, book orders, recipes, menus, advertisements, pamphlets, schedules)
Enduring Understandings
Overarching Understanding
Text features are all important to the understanding of the text.
Key ideas can be pulled from text to summarize a selection.
Connecting to text improves understanding.
It’s necessary to plan and organize their ideas before writing a response.
When making analytical judgments about a text, a writer must maintain focus.
When responding to text, a reader must use relevant citations to support and
explain their statements.
An author’s point of view, bias, style and literary techniques affect the reader’s
interpretation of the text.
The reader will be able to draw a conclusion based on the synthesis of
information.
Related Misconceptions
A writer can make conclusions without any supporting evidence from the text.
It’s not necessary to plan before writing a short response.
Text features are not important.
An author always writes the truth.
Anything printed on the internet is a reliable source.
Essential Questions
Overarching
How does planning improve a written response?
How does prior knowledge add to our understanding of a text?
Why is it important to connect text with the outside world?
Why are text features important to understanding?
Why is it important to use relevant citations to support response to
literature?
How can an author’s style, bias, literary technique or point of view affect
the reader’s interpretation of the text?
Why is it important to synthesize information before drawing a
conclusion?
Knowledge Students will know…
How to write a summary.
How to cite from text.
How to plan a written response.
That text features enhance the meaning of the text.
The difference between biased and/or reliable sources.
Key Resources & Technology Integration
Will be embedded during
implementation.
Skills Students will be able to…
Cite key passages from text to support their statements.
Analyze text features.
Organize their response, using transitional words.
Plan content prior to writing.
Make connections to their own world and the broader world of ideas.
Identify an author’s bias, style of writing, point of view, purpose and
literary techniques.
Key Terms
Bias
Literary techniques
Summary
Transition words
Text features
Citations
Point of view
Purpose
Style of writing
Bibliography
Curriculum Area
Title of Unit
Developed By
Language Arts
Grade Level
Process Skills – Structures of Language
Time Frame
Timberlane Regional Middle School Grade 8 LA Teachers
8
Ongoing
Content Standards
W:SL:8:1.1 Using varied sentence length and structure to enhance meaning (e.g. including phrases and clauses) (Local)
W:SL:8:1.2 Using the paragraph form: indenting, main idea, supporting details (Local)
W:SL:8:1.3 Recognizing organizational structures within paragraphs or within texts (Local)
EXAMPLES (of text structures): description, sequence, chronology, proposition/support, compare/contrast, problem/solution, cause/effect, investigation
W:SL:8:1.4 Applying a format and text structure appropriate to the purpose of the writing (Local)
W:SL:8:1.6 Applying directionality as appropriate to text (Local)
Reading standards will be embedded during implementation.
Enduring Understandings
Essential Questions
Overarching Understanding
Varied sentence structure and length enhances meaning.
Using standard paragraph form clarifies the message for a reader.
Writers use various text structures to fit their purpose for writing.
Different organizational text structures are used throughout different texts.
Writers need to consider their audience and purpose.
Overarching
Why is varied sentence structure and length important to a reader?
How does a pre-writing plan help better develop a writer’s paragraph?
Why are different types of text organized differently?
Why is it important for a writer to work hard, so the reader does not have
to?
How do published writers organize their text?
Related Misconceptions
Will be embedded during implementation.
Knowledge Students will know…
How to combine sentences.
How to vary sentence structure and length.
How to form a paragraph.
How to test the flow of writing by reading their drafts aloud.
How to structure their text according to the purpose of their writing.
Key Resources & Technology Integration
Will be embedded during
implementation.
Skills Students will be able to…
Use varied sentence length and structure to enhance meaning.
Develop a format appropriate for the purpose of their writing.
Recognize various organizational structures with texts.
Key Terms
Compound sentence
Run-on sentence
Sentence structure
Pre-writing
Audience
Writer’s purpose
Flow/Style
Text Structure
Cause/Effect
Curriculum Area
Title of Unit
Developed By
Language Arts
Grade Level
Process Skills – Writing Conventions
Time Frame
Timberlane Regional Middle School Grade 8 LA Teachers
8
Ongoing
Content Standards
W:C:8:1.1 Applying rules of standard English usage to correct grammatical errors
EXAMPLES: subject-verb agreement, pronoun-antecedent, consistency of verb tense, case of pronouns (Local)
W:C:8:1.2 Applying capitalization rules (Local)
W:C:8:1.4 Applying appropriate punctuation to various sentence patterns to enhance meaning (Local) EXAMPLES: hyphens, dashes, parentheses
W:C:8:2.5 Applying conventional and word-derivative spelling patterns/rules (Local)
EXAMPLES: identifying relationships among roots and common pre/suffixes, including foreign derivation
Reading standards will be embedded during implementation.
Enduring Understandings
Essential Questions
Overarching Understanding
Varied sentence structure and length enhances meaning.
Using standard paragraph form clarifies the message for a reader.
The use of proper spelling and conventions is necessary for effective
communication through writing.
Editing for conventions is an essential step in writing.
The writing process helps the writer produce a quality final draft.
In order to understand the text, readers need writers to use correct
conventions.
Writers need to know their common convention errors and edit them.
There are grammar rules in the English language.
Related Misconceptions
“It doesn’t matter”.
The computer will fix the errors.
It’s ok to accept my deficiencies in my writing.
Computer and texting slang is appropriate for all writing purposes.
Oral “voice” is the same as written “voice”.
Knowledge Students will know…
Clear pronoun-antecedent reference.
How to be consistent with verb tense.
Capitalization rules.
Punctuation rules (8th grade focus – hyphens, dashes, parenthesis)
Spelling rules and patterns (8th grade focus-word-derivative spelling
patterns/rules.)
Overarching
How can the mastery of writing conventions strengthen the meaning of a
writing piece?
How can the misuse of writing conventions detract from or weaken the
message of the author’s writing?
What do readers expect from a published piece of writing?
How do readers react to text with convention errors?
Skills Students will be able to…
Apply convention rules/standards.
Effectively use pronoun-antecedent references.
Use hyphens, dashes and parenthesis appropriately.
Edit their writing as a step of the writing process.
Key Resources & Technology Integration
Key Terms
Will be embedded during
implementation.
Grammar
Conventions
Pronoun
Antecedent
Agreement
Consistency
Colon
Semicolon
Punctuation
Roots
Suffix
Verb Tense
Foreign derivatives
Hyphens
Dashes
parenthesis
Prefix
Capitalization
Commonly Confused
Words
Revise
Edit
Etymology
Curriculum Area
Title of Unit
Developed By
Language Arts
Grade Level
Process Skills – Oral Communication
Time Frame
Timberlane Regional Middle School Grade 7 & 8 LA Teachers
8
Ongoing
Content Standards
W:OC:8:1.1 Following verbal instructions to perform specific tasks, to answer questions, or to solve problems (Local)
W:OC:8:1.2 Summarizing, paraphrasing, questioning, or contributing to information presented (Local)
W:OC:8:1.4 Participating in large and small group discussions showing respect for a range of individual ideas (Local)
W:OC:8:1.5 Reaching consensus to solve a problem, make a decision, or achieve a goal (Local)
W:OC:8:2.1 Exhibiting logical organization and language use, appropriate to audience, context, and purpose (Local)
W:OC:8:2.2 Maintaining a consistent focus (Local)
W:OC:8:2.3 Including smooth transitions, supporting thesis with well chosen details, and providing a coherent conclusion (Local) EXAMPLES (of support and elaboration): Using
illustrations, visuals, detailed descriptions, restatements, paraphrases, examples, comparisons, artifacts
W:OC:8:2.4 Effectively responding to audience questions and feedback (Local)
W:OC:8:2.5 Using a variety of strategies of address (e.g., eye contact, speaking rate, volume, articulation, inflection, intonation, rhythm, and gesture) to communicate ideas effectively
Reading standards will be embedded during implementation.
Enduring Understandings
Overarching Understanding
We prove that we are listening to a speaker if we can summarize,
paraphrase, question, and or contribute to a presentation.
Providing feedback to others is both important and helpful.
Democracy requires that people listen to and respect divergent opinions.
Interactive listening helps people and groups solve problems, make
decisions, and/or achieve goals. Interactive listening is a learned skill,
which can be improved.
Presenters must consider audience, context, and purpose when giving an
oral presentation.
Speakers need to use a logical organization and appropriate language to
deliver an understandable oral presentation.
Speakers use various strategies to help their audience understand (visuals,
descriptions, restatements, paraphrases, etc).
Presenters can and should predict some of the audience’s questions and
prepare responses; Control of articulation, gesture, eye contact, speaking
rate and volume, etc. will help speakers reach their audience.
Related Misconceptions
Just because I am speaking, people are listening and engaged.
I should read everything on my Power Point.
The use of technology and visual aids will automatically engages my
audience.
Essential Questions
Overarching
What is interactive listening? And, what impedes it?
How does an interactive audience enhance an oral presentation?
What can be gained by listening to different—even controversial—
opinions?
How do I show others respect during a group discussion?
What is consensus?
Why are organization, use of language, audience, context and purpose
important when making an oral presentation?
How do visual aids, illustrations, and artifacts support an oral
presentation?
How can a speaker respond to audience feedback effectively and
appropriately, even if he/she doesn’t agree with the audience’s views
given during feedback?
How does a speaker know if they are presenting their information
effectively?
Knowledge Students will know…
Who their audience is.
Audiences respond to physicality, voice, pace, gestures, intonation, volume,
eye contact, and articulation.
What their purpose for presenting is and how to articulate it to the
audience.
Key Resources & Technology Integration
Will be embedded during
implementation.
Skills Students will be able to…
Effectively present their ideas orally.
Recognize effective presentation skills.
Be active listeners.
Give valuable feedback to presenters to help strengthen their
presentations.
Know how to use visual aids and technology to enhance their
presentations (rather than hinder it).
Use pace, volume, gestures, articulation, eye contact and inflection.
Key Terms
Pace
Volume
Articulation
Eye contact
Gestures
Feedback
Active listening
Visual aids
Intonation
Presentation
Oral communication
Purpose
Audience
Recitation
Divergent opinion
Consensus
Curriculum Area
Title of Unit
Developed By
Language Arts
Grade Level
Process Skills – Habit of Writing
Time Frame
Timberlane Regional Middle School Grade 8 LA Teachers
8
Ongoing
Content Standards
W:HW:8:2.1 Writing with frequency, including in-school, out-of-school, and during the summer (Local)
W:HW:8:2.2 Sharing thoughts, observations, or impressions (Local)
W:HW:8:2.3 Generating topics for writing (Local)
EXAMPLES: Journal writing, free writes, poetry, quick writes, scientific observations, learning
logs, readers’/writers’ notebook, letters and personal notes, reading response journals, sketch
journals/cartooning, songs, lyrics, reflective writing, short plays
W:HW:8:2.4 Writing in a variety of genres (Local)
Reading standards will be embedded during implementation.
Enduring Understandings
Essential Questions
Overarching Understanding
Writing practice helps people become better writers.
Writers use various genre to explore their topics.
There are many ways to express your thoughts through writing.
Not all genres of writing appeal to every reader/writer.
Very few pieces of writing need to be formally published.
Overarching
Topical
Why is it important to write
frequently?
Why is it important to
evaluate writing?
How can a writer generate
topics to write about?
What writing do I most enjoy?
What writing is a challenge for
me?
How do I generate a topic for
writing?
Related Misconceptions
If we’re not in LA class, we don’t have to write.
Writers are born; they don’t have to practice.
Knowledge Students will know…
Skills Students will be able to…
Writing is a skill and an art that improves with practice.
Which genre they are most comfortable writing.
That an author writes about he/she knows.
There’s a multitude of ways to express your thoughts in writing.
Express their thoughts in writing.
Write in a variety of genres.
Choose the genre they are most comfortable with.
Toolkit, Key Resources & Technology Integration
Key Terms
journal writing
free writes
poetry
quick writes
scientific observations, learning logs
readers’/writers’ notebook
Genre
Topic
Evaluate
Practice
Habit
letters and personal notes
reading response journals
sketch journals/cartooning songs
lyrics
reflective writing
short plays
Frequent
Generate
Published
Curriculum Area
Title of Unit
Developed By
Language Arts
Grade Level
Informational Writing - Report
Time Frame
Timberlane Regional Middle School Grade 8 LA Teachers
8
4-6 weeks
Content Standards
W:IW:8:1.1 Using an organizational text structure appropriate to focus/controlling idea (Local) EXAMPLES (of text structures): sequence, chronology, proposition/support,
compare/contrast, problem/solution, cause/effect, investigation
W:IW:8:1.2 Selecting appropriate information to set context, which may include a lead/hook (State)
W:IW:8:2.1 Establishing a topic (State)
W:IW:8:2.2 Stating and maintaining a focus/controlling idea/thesis (State)
W:IW:8:2.3 Writing with a sense of audience, when appropriate (Local)
W:IW:8:2.4 Establishing an authoritative voice (Local)
W:IW:8:3.1 Including facts and details relevant to focus/controlling idea, and excluding extraneous information
W:IW:8:3.2 Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (Local)
W:IW:8:3.3 Addressing readers’ concerns (including counterarguments – in persuasive writing; addressing potential problems –in procedures; providing context –in reports) (Local)
W:IW:8:3.4 Commenting on the significance of information, when appropriate (Local)
Reading standards will be embedded during implementation.
Enduring Understandings
Essential Questions
Overarching Understanding
Choose a specific topic you are passionate about.
The importance of planning and organizing before beginning the writing
process.
Including important details and facts helps support the focus of the writing
piece.
Excluding extraneous information helps maintain focus.
Identification of the validity of sources is important in report writing.
Properly citing the sources of information is imperative.
Related Misconceptions
Will be embedded during implementation.
Knowledge Students will know…
How to write a clear thesis.
How to take notes while researching for a particular thesis. (i.e. two column
notes, top down web, summarizing)
How to use a variety of sources.
How to take notes and document sources.
Key Resources & Technology Integration
Will be embedded during
implementation.
Overarching
How do I establish a topic that effectively conveys my purpose?
How does a thesis shape/focus a writer’s investigative process?
Why is it important to organize information?
How do I appeal to a sense of audience?
Skills Students will be able to…
Anticipate the reader’s concerns.
Develop a working thesis.
Writing with a sense of audience.
Choosing and organizing relevant facts.
Key Terms
Thesis
[parenthetical] Citation
Bibliography
Research
Assertion
Lead/Hook
Conclusion
Transitions
Sources
Footnotes
Debate
Validity
Analyze
Organization
Introduction
Plagiarize
Paraphrasing
Curriculum Area
Title of Unit
Developed By
Language Arts
Grade Level
Informational Writing - Procedural
Time Frame
Timberlane Regional Middle School Grade 8 LA Teachers
8
4-6 weeks
Content Standards
W:IW:8:1.1 Using an organizational text structure appropriate to focus/controlling idea (Local)
EXAMPLES (of text structures): sequence, chronology, proposition/support, compare/contrast, problem/solution, cause/effect, investigation
W:IW:8:1.2 Selecting appropriate information to set context, which may include a lead/hook (State)
W:IW:8:2.1 Establishing a topic (State)
W:IW:8:2.2 Stating and maintaining a focus/controlling idea/thesis (State)
W:IW:8:2.3 Writing with a sense of audience, when appropriate (Local)
W:IW:8:2.4 Establishing an authoritative voice (Local)
W:IW:8:3.1 Including facts and details relevant to focus/controlling idea, and excluding extraneous information
W:IW:8:3.2 Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (Local)
W:IW:8:3.3 Addressing readers’ concerns (including counterarguments – in persuasive writing; addressing potential problems –in procedures; providing context –in reports) (Loc
W:IW:8:3.4 Commenting on the significance of information, when appropriate (Local)
Reading standards will be embedded during implementation.
Enduring Understandings
Essential Questions
Overarching Understanding
Procedural writing requires you to be accountable and responsible to your
target audience.
Real world writing is often collaborative.
Procedural writing requires the author to provide an authoritative voice.
Stating and maintaining a focus is important to the integrity of a procedural
essay.
Related Misconceptions
If I “get it”, everyone will “get it.”
Everyone can follow an easy recipe.
What seems easy/obvious to one person is easy/obvious to another.
Knowledge Students will know…
How to write a clear set of instructions that can be followed by a target
audience.
How to conduct usability testing.
How to respond to peer feedback and revise to improve usability.
How to present their final product.
Key Resources & Technology Integration
Will be embedded during
implementation.
Overarching
How do I decide what’s important to include in my writing?
Why is it important to include such details as visual images?
How do I anticipate what a reader’s concerns might be and address them
appropriately?
Skills Students will be able to…
Develop a written set of procedures
Gain experience with writing instructions.
Know what details are important and look at them from the perspective
of another person.
Use an authoritative voice in their writing.
Key Terms
Procedure
Directions
Steps
Clarity
Usability
Markers
Authoritative voice
Focus
Controlling idea
Guideposts
Thesis
Curriculum Area
Title of Unit
Developed By
Language Arts
Grade Level
Informational Writing – Persuasive
Time Frame
Timberlane Regional Middle School Grade 8 LA Teachers
8
4-6 weeks
Content Standards
W:IW:8:1.1 Using an organizational text structure appropriate to focus/controlling idea (Local)
EXAMPLES (of text structures): sequence, chronology, proposition/support, compare/contrast, problem/solution, cause/effect, investigation
W:IW:8:1.2 Selecting appropriate information to set context, which may include a lead/hook (State)
W:IW:8:2.1 Establishing a topic (State)
W:IW:8:2.2 Stating and maintaining a focus/controlling idea/thesis (State)
W:IW:8:2.3 Writing with a sense of audience, when appropriate (Local)
W:IW:8:2.4 Establishing an authoritative voice (Local)
W:IW:8:3.1 Including facts and details relevant to focus/controlling idea, and excluding extraneous information
W:IW:8:3.2 Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (Local)
W:IW:8:3.3 Addressing readers’ concerns (including counterarguments – in persuasive writing; addressing potential problems –in procedures; providing context –in reports) (Local)
W:IW:8:3.4 Commenting on the significance of information, when appropriate (Local)
Reading standards will be embedded during implementation.
Enduring Understandings
Essential Questions
Overarching Understanding
Students will be able to tell the significance of information.
Clear focused thesis produces higher quality persuasion.
Acknowledging other or opposing points of view.
The use of a broad spectrum of supporting information bridges the author
with the audience. Improves argument.
Evaluating the authenticity of sources strengthens an argument.
Related Misconceptions
Because I believe it, it is true.
Because it’s on the internet, it is true.
Wikipedia is an accurate source of information
Knowledge Students will know…
How to write persuasively using different formats appropriate for various
audiences.
An authoritative voice in writing can help make a powerful statement.
The importance of cause and effect.
Overarching
How is a persuasive topic established?
How do I write to a specific audience while still appealing to a greater
audience?
Why should only relevant facts and details be included in informational
writing?
What are the varieties of facts that a persuasive writer can use?
How do I anticipate what a reader’s concerns might be and address them
appropriately?
Skills Students will be able to…
Develop a thesis.
Use evidence to support a thesis.
Distinguish fact from opinion.
Use tone, voice, and word choice appropriate to their audience to
persuade.
Anticipate and respond to a counter argument.
Toolkit, Resources & Technology Integration
Key Terms
“Reviewlette”
Advice column
Persuasive letters to a variety of audiences
Thesis
Persuade
Counter argument
Pro/Con
Research
Point of View Essays
Use of Newspapers
Affirmative/negative
Fact vs. opinion
Controversy
Debate
Audience
Voice
Tone
Perspective
Citations/Quotations
Cause/effect
Curriculum Area
Title of Unit
Developed By
Language Arts
Grade Level
Expressive Writing – Reflective Essay
Time Frame
Timberlane Regional Middle School Grade 8 LA Teachers
8
4 weeks
Content Standards
W:EW:8:5.1 Engaging the reader by establishing context (purpose) (Local)
W:EW:8:5.2 Analyzing a condition or situation of significance (e.g., reflecting on a personal learning or personal growth), or developing a commonplace, concrete occasion as the basis for
the reflection
W:EW:8:5.4 Using a range of elaboration techniques (i.e., questioning, comparing, connecting, interpreting, analyzing, or describing) to establish a focus (Local)
W:EW:8:5.5 Providing closure – leaving the reader with something to think about (Local)
Reading standards will be embedded during implementation.
Enduring Understandings
Essential Questions
Overarching Understanding
A greater understanding of self in relation to the world.
Expressing in writing what you learn from life experiences.
Identifying how an experience can bring about personal change.
The act of writing from personal experience helps one to process.
How the sharing of writing helps make experiences universal (taking away
isolation).
Overarching
What makes an experience memorable?
What writing techniques are needed to convey the richness of your
experience?
How does reflective writing lead to discovery of self?
Related Misconceptions
Will be embedded during implementation.
Knowledge Students will know…
How to write about personal experiences using varied forms of written
expression.
How the relation of experiences through writing connects self to world.
How they feel about their experiences/how it affects you.
How to gauge an audience as to what is appropriate to share in a
professional (school) setting.
Skills Students will be able to…
Develop a purpose for sharing the experience.
Engage an audience.
Understand what is appropriate to share in various settings.
Use the Six Traits of writing to convey personal feeling.
Toolkit, Resources & Technology Integration
Key Terms
Memoir
Poetry
Journal Writing
(i.e. W / R Notebook)
Reflection
Memoir
Voice
Diction (lively)
Thesis
Goals/Goal Setting
Reflection on YOU as a learner
Self Assessment
Moral
Point of View
Figurative Language
Sensory Details
Sentence Variety
Inner voice/thoughts
Curriculum Area
Title of Unit
Developed By
Language Arts
Grade Level
Expressive Writing - Poetry
Time Frame
Timberlane Regional Middle School Grade 8 LA Teachers
8
4-6 weeks
Content Standards
W:EW:8:3.1 Writing poems in a variety of voices for a variety of audiences (purpose) (Local)
W:EW:8:3.2 Writing poems that express the speaker’s moods, thoughts, or feelings (Local)
W:EW:8:3.3 Choosing conventional or alternative text structures to achieve impact (Local)
EXAMPLES (Text structures): free verse, haiku, concrete poems
W:EW:8:4.1 Selecting vocabulary according to purpose and for effect on audience (Local)
W:EW:8:4.2 Using rhyme, figurative language (Local)
EXAMPLES (of figurative language): simile, personification, alliteration, onomatopoeia (Local)
W:EW:8:4.4 Using a variety of poetic forms (Local)
Reading standards will be embedded during implementation.
Enduring Understandings
Essential Questions
Overarching Understanding
Poetry is a form of expressive writing.
Poetry can have an even greater affect if it is spoken.
Poems come in a variety of forms.
Poetry is rich in figurative language / sensory details.
Poetry can be abstract and inferential (higher level critical thought).
Related Misconceptions
If it is a poem, it must rhyme.
Knowledge Students will know…
Overarching
What are the distinctive features of a poem?
How is a poem different from prose?
What are different types of poetry?
How does text structure the meaning or desired affect on the reader?
Skills Students will be able to…
Not all poetry needs to rhyme.
Poetry is a method of personal expression.
Poetry uses language in a selective and powerful way.
Anyone can access poetry / Available to us all (fight stereotypes).
The necessity and benefit of rereading poetry for understanding.
Write structured and unstructured poetry (i.e. rhyme / non-rhyming
verse).
Analyze a wide variety of poems for meaning and text structure.
Reflect how a poem makes a personal connection to their lives (personal
and professionally written poems).
Understand the power of word choice .
Toolkit, Key Resources & Technology Integration
Key Terms
Song Lyrics
Variety of Poem / Poetry Structures
Figurative Language
Sensory Details
Diction
Structure
Chap Books
Poetry Slams / Readings
Rhythm
Rhyme
Voice
Imagery
Stanza
Prose
Iambic Pentameter
Free Verse
Curriculum Area
Title of Unit
Developed By
Language Arts
Grade Level
Expressive Writing – Narrative Writing
Time Frame
Timberlane Regional Middle School Grade 8 LA Teachers
8
4-6 weeks
Content Standards
W:EW:8:1.1 Creating a clear and coherent (logically consistent) story line (Local)
W:EW:8:1.2 Establishing context, character motivation, problem/conflict/challenge, and resolution and maintaining point of view (Local)
W:EW:8:1.3 In written narratives, students organize and relate a story line/plot/series of events by…
Using a variety of effective transitional devices (e.g., ellipses, time transitions, white space, or words/phrases) to enhance meaning (Local)
W:EW:8:1.5 Establishing and maintaining a theme (Local)
W:EW:8:1.6 Providing a sense of closure (Local)
W:EW:8:2.1 Creating images, using details and sensory language to advance the plot/story line (Local)
W:EW:8:2.2 Using dialogue to advance plot/story line (State)
W:EW:8:2.3 Developing characters through description, dialogue, actions, and relationships with other characters, when appropriate (Local)
W:EW:8:2.4 Using voice appropriate to purpose (State)
W:EW:8:2.5 Maintaining focus (State)
W:EW:8:2.6 Selecting and elaborating important ideas; and excluding extraneous details (Local)
W:EW:8:2.7 Controlling the pace of the story (Local) EXAMPLE: Developing the narrative with greatest emphasis on the most important parts
Reading standards will be embedded during implementation.
Enduring Understandings
Essential Questions
Overarching Understanding
Overarching
How to focus and organize a story (beginning, middle, end).
Important details move the plot along.
Organization of events in a narrative creates a clear storyline .
Setting, character, and conflict need to be established.
Related Misconceptions
Will be embedded during implementation.
Knowledge Students will know…
How does a writer develop and establish a theme?
What makes a storyline clear?
How does being selective lead to a successful story?
How does a writer create and resolve a conflict in a story?
Skills Students will be able to…
The five different types of conflicts in narratives.
The difference between relevant and irrelevant details.
The elements of a storyline (i.e. plot diagram).
Assess a story to see if it fits the plot diagram model.
Create closure within a narrative.
Create a narrative.
Toolkit, Key Resources & Technology Integration
Key Terms
Take 5
55 Fiction
Plot line
Climax
Conflict
Hook
Twilight Zone episode
‘Change the Ending’
Theme
Setting
Character
Point of View
Resolution
Protagonist
Antagonist
Dialogue
Curriculum Area
Title of Unit
Developed By
Language Arts
Grade Level
Writing in Response to Literary Text
Time Frame
Timberlane Regional Middle School Grade 8 LA Teachers
8
4-6 weeks
Content Standards
W:RC:8:1.1 Selecting and summarizing key ideas to set context (State)
W:RC:8:1.3 Connecting what has been read(plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas (Local)
W:RC:8:1.3 Connecting what has been read(plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas
(Local)
W:RC:8:2.1 Stating and maintaining a focus (purpose), a firm judgment, or point of view when responding to a given question (State)
W:RC:8:2.2 Making inferences about the relationship(s) among content, events, characters, setting, theme, or author’s craft (State)
EXAMPLES: Making links to author’s choice of words, style, bias, literary techniques, or point of view; making links to characteristics of literary forms or genres
W:RC:8:2.3 Using specific details and references to text or relevant citations to support focus or judgment (State)
W:RC:8:2.4 Organizing ideas, using transitional words/phrases and drawing a conclusion by synthesizing information (e.g., demonstrate a connection to the broader world of ideas)
R:LT:8:1.1: Identifying or describing character(s), setting, problem/ solution, or plots/subplots, as appropriate to text; or identifying any significant changes in character or setting over
time; or identifying rising action, climax, or falling action (Local)
R:LT:8:2.2: Describing characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions, citing thoughts, words, or actions that reveal characters’ traits, motivations,
or their changes over time (Local)
R:LT:8:1.1: Identifying or describing character(s), setting, problem/ solution, or plots/subplots, as appropriate to text; or identifying any significant changes in character or setting over
time; or identifying rising action, climax, or falling action (Local)
R:LT:8:1.2: Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State)
R:LT:8:2.3: Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship
among elements within text (e.g., describing the interaction among plot/subplots) (Local)
R:LT:8:1.4: Identifying the characteristics of a variety of types/genres of literary text (e.g., literary texts: poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical
fiction, mysteries, science fiction, myths, legends, short stories, epics (poems, novels, dramas) (Local)
R:LT:8:1.5: Identifying literary devices as appropriate to genre: rhyme schemes, alliteration, simile, dialogue, imagery, metaphors, flashback, onomatopoeia, repetition, personification, or
hyperbole (Local)
R:LT:8:2.4: Explaining how the narrator’s point of view affects the reader’s interpretation (Local)
R:LT:8:2.5: Explaining how the author’s message or theme (which may include universal themes) is supported within the text (Local)
R:LT:8:3.1: Demonstrating knowledge of author’s style or use of literary elements and devices (e.g., imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism,
or use of punctuation) to analyze literary works (Local)
R:LT:8:1.3: Generating questions before, during, and after reading to enhance//expand understanding and /or gaining new information (Local)
R:LT:8:4.1: Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local)
Enduring Understandings
Overarching Understanding
Text features are all important to the understanding of the text.
Key ideas can be pulled from text to summarize a selection.
Connecting to text improves understanding.
It’s necessary to plan and organize their ideas before writing a response.
When making analytical judgments about a text, a writer must maintain focus.
An author’s point of view, bias, style and literary techniques affect the reader’s
interpretation of the text.
The reader will be able to draw a conclusion based on the synthesis of
information.
Essential Questions
Overarching
How does planning improve a written response?
How does prior knowledge add to our understanding of a text?
Why is it important to connect text with the outside world?
Why are text features important to understanding?
How can an author’s style, bias, literary technique or point of view affect
the reader’s interpretation of the text?
Why is it important to synthesize information before drawing a
conclusion?
Related Misconceptions
A writer can make conclusions without any supporting evidence from the text.
It’s not necessary to plan before writing a short response.
Text features are not important.
An author always writes the truth.
Anything printed on the internet is a reliable source.
Knowledge Students will know…
How to write a summary.
How to plan a written response.
That text features enhance the meaning of the text.
The difference between biased and/or reliable sources.
How to make a text to text, text to world or text to self connection.
Key Resources & Technology Integration
Will be embedded during
implementation.
Skills Students will be able to…
Analyze text features.
Organize their response, using transitional words.
Plan content prior to writing.
Make connections to their own world and the broader world of ideas.
Identify an author’s bias, style of writing, point of view, purpose and
literary techniques.
Key Terms
Author’s craft
Theme
Summary
Characterization
Setting
Plot
Transition Words
Inference
Conflict
Elements of Fiction