4 Days
ER
ER
Quarter
Quarter 1
Blank =
5 Days
Assessment
Unit/Collection/Focus
MCPS CRL #1 –
“Tell-Tale Heart”
Unit #1 - Collection 2:
“The Thrill of Horror”
MCPS RWA #1 –
“Animal Testing”
Point of view
Speech
Persuasive Techniques
Argumentative Essay
Write an argumentative essay.
Debate
MCPS CRL #2 –
“Harriet Tubman”
ER
2 Days
Quarter 2
4 Days
ER
MCPS RWA #2 –
“Gossip”
Unit #2 - Collection 3:
“The Move Toward Freedom”
Research
Analysis
Citation
Informative Essay
Write an informative essay.
ER
Winter Break
MCPS CRL #3 –
“Retrieved Reformation”
4 Days
4 Days
4 Days
4 Days
ER
Quarter 3
First Date of
Week
17 Aug
24 Aug
31 Aug
7 Sep
14 Sep
21 Sep
28 Sep
5 Oct
12 Oct
19 Oct
26 Oct
2 Nov
9 Nov
16 Nov
23 Nov
30 Nov
7 Dec
14 Dec
21 Dec
28 Dec
4 Jan
11 Jan
18 Jan
25 Jan
1 Feb
8 Feb
15 Feb
22 Feb
29 Feb
7 Mar
14 Mar
21 Mar
28 Mar
4 Apr
11 Apr
18 Apr
25 Apr
2 May
9 May
16 May
23 May
MCPS RWA #3 –
“Smartphones”
Unit #3 - Collection 5:
“Anne Frank’s Legacy”
Figurative Language
Characterization
Drama
Literary Analysis
Write a literary analysis.
4 Days
ER
Quarter 4
Narrative Essay
Multimedia Presentation
Literary Analysis
Informative Writing
Argumentative
Writing
Marion County Public Schools – Curriculum Map
Grade Level: 8
Subject: Language Arts 3
This Year-at-a-Glance is a general overview. Refer to the unit map for instruction and assessment guidance.
ER
EREarly
Release
Spring Break
MCPS CRL #4 (optional)
Unit #4 - Collection 6:
–
“The Value of Work”
“Anne Frank”
Narrative writing
Narrative
Compare and contrast
Multimedia Presentation
Write a narrative.
Give a multimedia presentation.
Formative and Summative Assessments listed are in no specific order
within the quarter. See the curriculum map for suggestions of when to
administer assessments and for detailed information about the units. CRL
and RWA scores are reported in Performance Matters.
Updated: 8/3/2015
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Page 1 of 14
Marion County Public Schools – Curriculum Map
Grade Level: 8
Subject: Language Arts 3
Please read before using curriculum map!
The following map offers the district’s plan for the school year. It aligns with the Language Arts Florida Standards with the rigor of skills increasing throughout the year. Every LAFS
is addressed within this map. NB: The maps contain abbreviated versions of the standards. It is every teacher’s responsibility to become familiar with the full standards. Also
included are standards for English Language Development*, civics, and health education, which we are statutorily required to include in our instruction. The maps have been
designed to follow the MCPS’s Learning-Focused template, incorporating LF components: Key Learning Statements, Unit Essential Questions, Lesson Essential Questions, Knows
and Dos.
Marion County has a high mobility rate with students changing schools during the year, so following the maps in order helps our students stay on track. While the maps provide an
instructional guide, teachers are responsible for developing lessons sufficiently rigorous to lead students to mastery of the standards. A sample lesson for each unit will be posted on
the K-12 Academic Services portal. These sample lessons contain each component that research shows is essential to effect student mastery of standards. Because these
lessons are new, we would appreciate feedback.
The textbook is the main ELA resource. With the adoption of the HMH Collections series, teachers are provided a text that blends literary and non-fiction—a key component of the
new standards. While not necessary for instruction, the HMH online materials provide a wealth of resources for the teacher and for the student. The online resources are referenced
on the maps as well as in the text at point of use.
The first two units have suggestions for differentiation. It is the teacher’s responsibility to determine appropriate differentiation for his/her students for each lesson.
One of the most valuable resources available is your school librarian. Please consult him/her with specific requests to aid your instruction.
While the Standards Learning Checks are built into each unit to measure student mastery, the required assessments are noted in bold. The district assessments—Close Reading
Lessons and Reading Writing Assessments—are required each quarter with the students’ writing scores from CRLs and RWAs entered into Performance Matters. The Close
Reading Lessons will be posted each quarter on the K-12 Academic Services portal under the ELA tab. The RWAs (grades 6-11) are on the secure CDT portal and can be accessed
by only the testing coordinator or school administrator.
Please forward any suggestions or concerns about the curriculum maps to Connie Carpenter ([email protected]). A teacher committee will convene the
summer of 2016 to address the suggestions and concerns and to determine additional edits needed.
IMPORTANT: The Year-at-a-Glance, the YAG, is a quick overview of the year. You do not teach from the YAG. The curriculum maps give specifics.
* English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for
academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade
level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic
of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates
performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/la.pdf. The secondary ESOL contact in our district is
Denise Dickens.
As noted above, these standards are required by statute.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
SY 2015-2016
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Marion County Public Schools – Curriculum Map
Grade Level: 8
Subject: Language Arts 3
Language Arts Florida Standards for Unit 1
Reading: Literature
LAFS.8.RL.1.1 Cite textual evidence; make inferences.
LAFS.8.RL.1.2 Determine the theme or central idea of a text and analyze its development
LAFS.8.RL.1.3 Analyze incidents in a story.
LAFS.8.RL.2.4 Determine the meaning of words and phrases.
LAFS.8.RL.2.6 Analyze how differences in points of view create suspense.
Reading: Informational Text
LAFS.8.RI.1.1 Cite textual evidence; make inferences.
LAFS.8.RI.1.2 Provide an objective summary of the text.
LAFS.8.RI.2.4 Determine the meaning of words and phrases.
LAFS.8.RI.2.6 Determine author’s point of view or purpose.
LAFS.8.RI.3.8 Evaluate strength of author’s claims and identify faults.
Writing
LAFS.8.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.
LAFS.8.W.1.1a Write a clear organization of claims and counterclaims.
LAFS.8.W.1.1b Develop strong, accurate support for claims.
LAFS.8.W.1.1c Use cohesive words, phrases, and clauses to link information.
LAFS.8.W.1.1d Maintain a formal style.
LAFS.8.W.1.1e Write a strong conclusion.
LAFS.8.W.1.2b Develop topic with relevant, well-chosen information and examples.
LAFS.8.W.2.4 Produce clear and coherent writing.
LAFS.8.W.2.5 Revise and refine writing.
LAFS.8.W.3.9a Apply grade 8 Reading standards to literature.
Speaking and Listening
LAFS.8.SL.1.1 Engage in collaborative discussions.
LAFS.8.SL.1.1a Come to discussions prepared.
LAFS.8.SL.1.1b Follow rules for collegial discussions and decision-making.
LAFS.8.SL.1.1c Pose and respond to questions.
LAFS.8.SL.1.1d Acknowledge new information expressed by others.
LAFS.8.SL.1.3 Delineate a speaker’s argument and specific claims.
LAFS.8.SL.2.4 Present claims and findings.
LAFS.8.SL.2.6 Adapt speech to a variety of contexts and tasks.
Language
LAFS.8.L.1.1b Follow rules for collegial discussions and decision-making.
LAFS.8.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LAFS.8.L.1.2a Use punctuation to indicate a pause or break.
LAFS.8.L.2.3 Use knowledge of language and its conventions.
LAFS.8.L.3.4.a Use context as a clue to meaning.
LAFS.8.L.3.6 Acquire and use grade-appropriate general academic vocabulary.
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Marion County Public Schools – Curriculum Map
Grade Level: 8
Unit 1
Subject: Language Arts 3
Collection 2: “The Thrill of Horror”
KEY LEARNING STATEMENT:
Writers make decisions that influence how the audience responds to
the text.
UNIT ESSENTIAL QUESTION:
How do my decisions about my writing influence my audience?
LESSON ESSENTIAL QUESTIONS
How do I determine credibility?
How does word choice influence meaning?
Why do I pause?
What makes a good argument?
How can I effectively argue my ideas?
Why should opposing ideas be acknowledged?
How does an author’s word choice terrify and fascinate us?
Why is word choice important?
SY 2015-2016
PACING: 7-9 weeks
TEXTS:
“The Tell-Tale Heart” p. 89
“The Outsider” Close Reader, p. 21
“What is the Horror Genre?” p. 125
“Man-Made Monsters” Close Reader, p. 35
“The Monkey’s Paw” p. 105
“Scary Tales” p. 99
KNOW / DO
KNOW:
Theme and central idea
Summarizing and paraphrasing
Grammar: dashes, commas
Genre: suspense, horror, mystery, author’s purpose
Point of View: first person, unreliable narrator, voice
Vocabulary: context clues, multiple meaning words, Latin roots, context clues, theme,
style, tone, voice, diction, imagery
Figurative Language: metaphor, simile, symbol
Argumentative writing: audience, purpose, precise claim, reason, opposing
claim/counter claim, transitions, tone, validity
Standard English conventions
Inference
Persuasive techniques
Author’s purpose
Debate/collaborative discussion protocol
DO:
Cite strong textual evidence.
Determine the meaning of words and phrases as they are used in the text.
Analyze how authors create suspense.
Read and comprehend stories.
Determine a central idea and analyze its development.
Identify and use Greek and Latin affixes and roots, commas, and dashes
appropriately.
Analyze how a text makes connections among ideas.
Analyze an argument.
Write an argument.
Determine a theme and central idea to summarize events.
Revise and refine writing.
Participate in debates and collaborative discussions.
Page 4 of 14
Marion County Public Schools – Curriculum Map
Grade Level: 8
Unit 1
Subject: Language Arts 3
Collection 2: “The Thrill of Horror”
PACING: 7-9 weeks
SUGGESTED RESOURCES
Other selections located in Collection 2
Close Read Screencasts
View It
Interactive Whiteboard Lessons: Plot and conflict, Evaluating argument, Elements of an argument
Interactive Writing Lessons: Writing arguments
FYI
Grammar: Dashes, p. 98; Subject/verb agreement, p. 120; Commas, p. 132, Ellipses, p. 378
Grammar Notes: Lesson 16: Using commas
Performance Assessment Workbook, Unit 1: Argumentative Essay
ASSESSMENTS
MCPS CRL #1 – “The Tell-Tale Heart” and “Insanity Defense”
MCPS RWA #1 – “Animal Testing”
Argumentative Essay
Debate
STANDARD LEARNING CHECKS
DIFFERENTIATION
Anchor Text Selection Tasks: Teach, Practice, and Apply; Performance When Students Struggle…
Task; Extend and Reteach
Create a flow chart.
Unit Performance Task A: Persuasive Speech, p. 133
 Reread lines 116-122.
Unit Performance Task B: Literary Analysis, p. 137
 Have students list sequence of events.
Selection Performance Tasks: Textbook
 See page 92 for more detail.
Selection Test: Exam View
Create a T-chart.
Collection Test: Exam View
 Note criteria with example.
Observations
 See page 127 for more detail.
Exit tickets
Summarization
To Challenge Students…
Discussions
Analyze Voice.
 Identify sentence fragments.
 Look at punctuation and word order.
 Discuss the effects of Poe’s choices for the narrator’s voice.
 See page 94 for more detail.
SUGGESTED NOVELS
The Giver
I, Juan de Pareja
The Hunger Games
Divergent
Selected Works from Edgar Allen Poe
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Marion County Public Schools – Curriculum Map
Grade Level: 8
Subject: Language Arts 3
Language Arts Florida State Standards for Unit 2
Reading: Literature
LAFS.8.RL.3.7 Evaluate benefits and drawbacks of using visual and non-visual mediums to present information.
LAFS.8.RL.3.9 Compare and contrast different authors’ treatments of the same subject.
Reading: Informational Text
LAFS.8.RI.1.1 Cite textual evidence; make inferences
LAFS.8.RI.1.3 Analyze how a text makes connections.
LAFS.8.RI.2.5 Analyze structure.
LAFS.8.RI.2.6 Determine author’s point of view or purpose.
LAFS.8.RI.3.9 Compare and contrast texts.
Writing
LAFS.8.W.1.2 Write informative/explanatory texts.
LAFS.8.W.1.2a Write a clear introduction.
LAFS.8.W.1.2b Provide sufficient supporting details and background information.
LAFS.8.W.1.2c Use cohesive transitions to link ideas.
LAFS.8.W.1.2d Use precise language.
LAFS.8.W.1.2e Use a formal style.
LAFS.8.W.1.2f Write a strong conclusion.
LAFS.8.W.2.5 Revise and refine writing.
LAFS.8.W.3.7 Conduct short research projects.
LAFS.8.W.3.8 Gather information from print and digital sources.
LAFS.8.W.3.9b Apply grade 8 Reading standards to literary nonfiction.
LAFS.8.W.4.10 Write routinely over extended time frames and shorter time frames.
Speaking and Listening
LAFS.8.SL.1.1c Pose questions and respond to others’ questions and comments.
Language
LAFS.8.L.1.1a Explain the function of infinitives.
LAFS.8.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases.
LAFS.8.L.3.4c Consult reference materials, both print and digital.
LAFS.8.L.3.4d Verify the preliminary determination of meaning.
LAFS.8.L.3.5a Interpret figures of speech.
Civics Benchmarks
SS.8.C.1.5 Apply the rights and principals contained in the Constitution and Bill of Rights to lives of citizens today.
SS.8.C.1.6 Evaluate how amendments to the Constitution have expanded voting rights from our nation’s early history to present day.
Health Benchmarks
HE.8.B.5.1 Health-related plans of action
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Marion County Public Schools – Curriculum Map
Grade Level: 8
Subject: Language Arts 3
Collection 3: “The Move Toward Freedom”
Unit 2
KEY LEARNING STATEMENT:
Although written from different points of view, historical documents and
historical fiction share a purpose.
UNIT ESSENTIAL QUESTION:
How does literature reflect history?
LESSON ESSENTIAL QUESTIONS
Why does it matter who tells a true story?
Why do we tell true stories?
Why does word choice matter?
Why are themes important?
How do we know and understand characters?
How do authors create mood?
How is seeing an event different than reading about it?
PACING: 7-9 weeks
TEXTS:
Narrative of the Life of Frederick Douglass, an American Slave, p. 143
“My Friend Douglass” Close Reader, p. 43
“The Drummer Boy of Shiloh” p. 167
“A Mystery of Heroism,” Close Reader p. 49
“O Captain! My Captain!” 9. 199
KNOW / DO
KNOW:
Autobiography and biography
Verbs: conditional and indicative mood, infinitives
Primary and secondary sources, citation, bibliography, plagiarism
Author’s craft (pp. 152)
Vocabulary: topic, text structure, main idea, supporting evidence, text features,
tone, theme, style, tone, voice, diction, imagery
Latin affixes
DO:
Cite strong textual evidence.
Analyze how a text makes connections between individuals.
Determine an author’s point of view.
Determine theme of a text and analyze its relationship to a character.
Analyze how incidents in a story reveal aspects of a character.
Use verbs and verb shifts to indicate appropriate mood.
Present findings in a written and visual format.
Analyze informative text.
Compare and contrast the structure of two or more texts.
Write an informative/explanatory essay.
Revise and refine writing.
Use technology to publish writing.
Conduct short research projects.
Create a bibliography.
SUGGESTED RESOURCES
Other selections located in Collection 3
Grammar: Conditional Mood, p. 166; Indicative Mood, p. 176; Infinitives, p. 198
Close Read Screencasts
View It
Interactive Whiteboard Lessons: Biographies and autobiographies, Doing research on the web, Primary and secondary sources
Grammar Notes: Lesson 6: Understanding Verb Forms
Interactive Writing Lessons: Writing as a process
Performance Assessment Workbook, Unit 2: Informative/Explanatory Essay
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Marion County Public Schools – Curriculum Map
Grade Level: 8
Subject: Language Arts 3
Collection 3: “The Move Toward Freedom”
Unit 2
PACING: 7-9 weeks
ASSESSMENTS
MCPS CRL #2 – Harriet Tubman
MCPS RWA #2 – Gossip
Informative Essay
STANDARDS LEARNING CHECKS
Anchor Text Selection Tasks: Teach, Practice, and Apply;
Performance Task; Extend and Reteach
Unit Performance Task A: Visual Presentation, p. 203
Unit Performance Task B: Literary Analysis, p. 207
Unit 4 Task 2 from Performance Assessment Book, p. 117
Selection Performance Tasks: Textbook
Selection Test: Exam View
Collection Test: Exam View
Observations
Exit tickets
Summarization
Discussions
DIFFERENTIATION
When Students Struggle…
Read the Lines Aloud
 Model reading for the students
 Have students turn to a partner and reread the same lines aloud
Work in pairs
 Fill out graphic organizer to explain possible meanings of expressions
Level Up Tutorials
 Biographies and Autobiographies
 Historical Fiction and Setting
To Challenge Students…
Analyze Motivation
 Have students research to understand why a character may have made his/her
decisions
SUGGESTED NOVELS
Roll of Thunder, Hear My Cry
Charlotte Doyle
Witch of Blackbird Pond
The Land
Johnny Tremain
The Life and Times of Frederick Douglass
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Marion County Public Schools – Curriculum Map
Grade Level: 8
Subject: Language Arts 3
Language Arts Florida Standards for Unit 3
Reading: Literature
LAFS.8.RL.1.1 Cite textual evidence; make inferences.
LAFS.8.RL.1.3 Analyze how dialogue or incidents in a drama propel the action, reveal aspects of a character, or provoke a decision.
LAFS.8.RL.2.4 Determine the meaning of words and phrases in a text.
LAFS.8.RL.2.6 Analyze how differences in points of view create suspense.
LAFS.8.RL.3.9 Compare and contrast different authors’ treatments of the same subject.
Reading: Informational Text
LAFS.8.RI.3.7 Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea.
Writing
LAFS.8.W.2.4 Produce clear and coherent writing.
LAFS.8.W.2.5 Revise and refine writing.
LAFS.8.W.2.6 Use technology to produce and publish writing.
LAFS.8.W.3.9 Draw evidence from literary or information texts to support analysis, reflection, and research.
LAFS.8.W.3.9a Apply grade 8 Reading standards to literature.
LAFS.8.W.4.10 Write routinely over extended time frames and shorter time frames.
Speaking and Listening
LAFS.8.SL.1.1a Come to discussions prepared.
LAFS.8.SL.1.2 Analyze the purpose of information in diverse media.
LAFS.8.SL.2.6 Adapt speech to a variety of contexts and tasks.
Language
LAFS.8.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LAFS.8.L.1.2.b Use ellipsis to indicate omission.
LAFS.8.L.1.2.c Spell correctly.
LAFS.8.L.2.3 Use knowledge of language and its conventions.
LAFS.8.L.2.3a Use verbs in the active and passive voice.
LAFS.8.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.8.L.3.5b Use relationships between particular words to better understand the words.
LAFS.8.L.3.5c Distinguish among the connotations and denotations of words.
LAFS.8.L.3.6 Acquire and use grade-appropriate academic and domain-specific words and phrases.
Health Benchmarks
HE.8.B.4.1 Effective communication.
HE.8.B.4.3 Causes of conflict.
HE.8.C.2.5 Marketing strategies.
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Marion County Public Schools – Curriculum Map
Grade Level: 8
Subject: Language Arts 3
Collection 5: “Anne Frank’s Legacy”
Unit 3
KEY LEARNING STATEMENT:
Authors write stories that represent their culture and backgrounds.
UNIT ESSENTIAL QUESTION
How is culture represented in literature?
LESSON ESSENTIAL QUESTIONS
How does figurative language enhance a text?
How do historical events contribute to literature?
Why do we need to read between the lines?
Why does presentation matter?
How are we influenced?
How do answers lead to more questions?
PACING: 7-9 weeks
TEXTS:
The Diary of Anne Frank, p. 279
The Diary of Anne Frank Act 1, Scenes 1 & 2, Close Reader, p. 91
"After Auschwitz,” p. 379
“There But for the Grace” p. 385
KNOW / DO
KNOW:
Dialogue
Characterization
Ellipsis
Drama: playwright, script, stage directions, setting, cast
Flashback
Figurative language: hyperbole, idiom, irony (situational and dramatic),
analogy, repetition
Parallelism
Persuasive techniques
Citation/plagiarism
Elements of a memoir: descriptive, sensory details, pacing, reflection
Elements of a personal essay
Active and passive voice
Connotation and denotation
DO:
Analyze how particular lines of dialogue in a drama propel the action and
reveal aspects of a character.
Determine how punctuation affects meaning of text.
Analyze how text changes over time.
Understand how flashbacks reveal character.
Write a literary analysis.
Analyze how a subject can have multiple meanings when presented
differently.
Write in active and passive voice.
Determine the connotation and denotation of words.
Understand figurative language.
Evaluate the use of media to present a topic.
SY 2015-2016
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Marion County Public Schools – Curriculum Map
Grade Level: 8
Subject: Language Arts 3
Collection 5: “Anne Frank’s Legacy”
Unit 3
PACING: 7-9 weeks
SUGGESTED RESOURCES
Other selections located in Collection 5
Grammar: Ellipses, p. 378
Grammar Notes: Lesson 23: Writing with parallel structure
Close Read Screencasts
View It
Interactive Whiteboard Lessons: Patterns of organization, Setting, Point of View
Interactive Writing Lessons: Informational essay
Performance Assessment Handbook, Unit 3: Literary Analysis
ASSESSMENTS
MCPS CRL #3 – Retrieved Reformation
MCPS RWA #3 – Smartphones
Literary Analysis
STANDARDS LEARNING CHECKS
Anchor Text Selection Tasks: Teach, Practice, and Apply;
Performance Task; Extend and Reteach
Selection Performance Tasks: Textbook
Selection Test: Exam View
Collection Test: Exam View
Observations
Exit tickets
Summarization
Discussions
DIFFERENTIATION
When Students Struggle…
o Help students access the text by understanding the use of ellipses and
sentence fragments in dialogue. Using a whiteboard, highlight examples of
both.
o Explain definition of ellipses
o Explain how dialogue is written.
Level Up Tutorials:
o Author’s Perspective
To Challenge Students…
o Analyze the impact of perspective. Have students form small groups to create
diary entries that one of the other characters might have written.
SUGGESTED NOVELS
Maus
The Book Thief
Nazi Hunter
Anne Frank: The Diary of a Young Girl
Any Holocaust Novel
SY 2015-2016
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Marion County Public Schools – Curriculum Map
Grade Level: 8
Subject: Language Arts 3
Language Arts Florida Standards for Unit 4
Reading: Literature
LAFS.8.RL.1.1 Cite textual evidence; make inferences.
LAFS.8.RL.1.2 Determine a theme and analyze its development.
LAFS.8.RL.1.3 Analyze how particular lines of dialogue in a story propel the action.
LAFS.8.RL.2.4 Determine the meaning of words and phrases; analyze the impact of word choices on meaning and tone.
LAFS.8.RL.2.5 Compare and contrast the structure of two or more texts.
LAFS.8.RL.2.6 Analyze how differences in points of view create dramatic irony or humor.
LAFS.8.RL.4.10 By the end of the year, read and comprehend literature at the high end of the grade 8 complexity band.
Reading: Informational Text
LAFS.8.RI.4.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grade 8 complexity band.
Writing
LAFS.8.W.1.3 Write narratives.
LAFS.8.W.1.3a Draw in readers with introduction.
LAFS.8.W.1.3b Use narrative techniques to develop events and characters.
LAFS.8.W.1.3c Use transition words.
LAFS.8.W.1.3d Use precise words.
LAFS.8.W.1.3e Write a strong conclusion.
LAFS.8.W.2.4 Produce clear and coherent writing.
LAFS.8.W.2.5 Revise and refine writing.
LAFS.8.W.2.6 Use technology to produce and publish writing.
LAFS.8.W.3.9b Apply grade 8 Reading standards to literary nonfiction.
LAFS.8.W.3.9a Apply grade 8 Reading standards to literature.
LAFS.8.W.4.10 Write routinely over extended time frames and shorter time frames.
Speaking and Listening
LAFS.8.SL.1.a Come to discussions prepared.
LAFS.8.SL.2.5 Integrate visual displays into presentations.
Language
LAFS.8.L.1.1c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
LAFS.8.L.1.1d Recognize/correct inappropriate shifts in verb voice and mood.
LAFS.8.L.2.3a Use verbs in the active and passive voice.
LAFS.8.L.3.4c Consult reference materials, both print and digital.
LAFS.8.L.3.5a Interpret figures of speech.
Health Benchmarks
HE.8.C.1.2 Analyze interrelated health/unhealthy behavior relationships.
HE.8.C.2.5 Marketing strategies.
HE.8.B.4.4 Compare/contrast assistance strategies
HE.8.B.5 Decision making
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Marion County Public Schools – Curriculum Map
Grade Level: 8
Subject: Language Arts 3
Collection 6: “The Value of Work”
Unit 4
KEY LEARNING STATEMENT:
Many experiences contribute to an author’s voice.
UNIT ESSENTIAL QUESTION:
How do I develop and maintain voice in my writing?
TEXTS:
The Adventures of Tom Sawyer, p. 395
Comparing Versions of The Flying Machine, Close Reader, p. 111
“The Real McCoy” Close Reader, p. 125
“One Last Time” p. 405
LESSON ESSENTIAL QUESTIONS
How does the narrator influence a story?
How do we create memorable characters?
Why are events sometimes ironic?
How do we manipulate words?
PACING: 7-9 weeks
KNOW / DO
KNOW:
Verbs: Interrogative mood
Point of View: 3rd person omniscient, first person
Irony: dramatic irony, verbal irony
Tone
Dialogue/dialect/voice
Pun
Verbs: interrogative mood, active and passive voice.
How is voice created?
How do visual materials send a message?
Why is it important to visualize texts?
Why is it important to use my own words?
DO:
Analyze the impact of specific word choices on meaning and tone.
Compare and contrast the structure of two or more texts.
Analyze connections among individuals, ideas, and events.
Create a multimedia presentation.
Write in active and passive voice.
Write narratives to depict real experiences or events.
Form and use infinitives in a sentence.
RESOURCES
Other selections located in Collection 6
Grammar: Interrogative mood, p. 404; Semicolons and Run-ons, p. 418
Grammar Notes: Lesson 18: Using quotation marks
Close Read Screencasts
View It
Interactive Whiteboard Lessons: Word choice and tone, figurative language and imagery
Interactive Writing Lessons: Producing and publishing with technology
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Marion County Public Schools – Curriculum Map
Grade Level: 8
Subject: Language Arts 3
Collection 6: “The Value of Work”
Unit 4
PACING: 7-9 weeks
ASSESSMENTS
MCPS CRL 4 (optional) – “Anne Frank”
Narrative Essay
Multimedia presentation
STANDARDS LEARNING CHECKS
DIFFERENTIATION
Anchor Text Selection Tasks: Teach, Practice, and Apply; Performance
Task; Extend and Reteach
Unit Performance Task A: Short Story, p. 437
Unit Performance Task B: Argument, p. 441
Selection Performance Tasks: Textbook
Selection Test: Exam View
Collection Test: Exam View
Observations
Exit tickets
Summarization
Discussions
When Students Struggle…
o Explain how to use punctuation marks, such as commas, dashes, and
question marks, to know where to pause and when to change intonation,
o Model for students an effective reading of the text.
o Finally, have students work in groups to practice reading on their own.
Level Up Tutorials…
o Point of View
o Third-Person Point of View
o Narrator and Speaker
To Challenge Students…
o Have students create dialogue. Working together with a partner, they will
reread a section of a text and find details of a particular character. The
partners will work together to write and role-play the conversation.
SUGGESTED NOVELS
I Am Malala
Any Mark Twain Novel/Short Story
The Adventures of Tom Sawyer
The Midwife’s Apprentice
Divergent
The Hunger Games
The Fault in Our Stars
SY 2015-2016
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