Grade 8
Common Core Implementation Archdiocese of New York Grade 8
Table of Contents
Grade-by-Grade Snapshot
03
Year at a Glance (not in PreK)
11
Reading Strategies
16
Grammar pacing guide
34
Unit 1 Urban Settings in America: “It Happened in the City”
39
Unit 2
Rural Settings in North America: “It Happened in the Country”
42
Unit 3
Looking Back on America
45
Unit 4
Authors and Artists
48
Unit 5
Dramatically Speaking
51
Unit 6
The Road Not Taken
54
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 8
GRADE 7 STANDARDS
GRADE 8 STANDARDS
“What are students
currently learning?”
“What should students
have learned?”
Reading Standards for Literature (RL)
Cite several pieces of textual evidence to
support analysis of what the text says explicitly
and any inferences drawn from text.
Determine a theme/central idea of a text and
analyze its development throughout text;
provide an objective of the text.
Analyze how story/drama elements interact
(e.g., how setting shapes characters).
Determine word/ phrases meanings, including
figurative and connotative meanings; analyze
the impact of rhymes/repetition of sounds
(alliteration) on a specific verse/stanza of poem
or section of a story/drama.
Analyze how the structure of a drama/poem
contributes to its meaning.
Analyze how an author develops and contrasts
the point of view of different characters.
Analyze stories/dramas/ poems by authors
who represent diverse world cultures.*
RL.8.1 Cite several pieces of textual evidence to
support analysis of what the text says explicitly
and any inferences drawn from text.
RL.8.2 Determine a theme/central idea of a text
and analyze its development throughout text;
include relationship to the
characters/setting/plot; provide an objective of
the text.
RL.8.3 Analyze how dialogue or incidents in a
story propel action, reveal character aspects, or
provoke decisions.
RL.8.4 Determine word/ phrases meanings,
including figurative and connotative meanings;
analyze the impact of word choice on meaning
and tone, including analogies or allusions to
other texts.
RL.8.5 Compare/contrast the structure of two or
more texts; analyze how the differing structures
contribute to its style and meaning.
RL.8.6 Analyze how differences in points of view
of characters and the reader (dramatic irony)
create effects such as suspense or humor.
Analyze a variety of literature from different
genres by authors who represent diverse world
cultures.*
Compare /contrast reading a
story/drama/poem to its audio/filmed/staged/
multimedia version, analyzing the effects of
techniques unique to each medium (lights,
focus, etc. in film).
(Not applicable to literature)
RL.8. 8 (Not applicable to literature)
Compare/contrast a fictional portrayal of a
time/place/ character and a historical account
of same period to understanding how authors
of fiction use or alter history.
RL.8.9 Analyze how a modern work of fiction
draws on themes/events/ character types from
myths, traditional stories, or religious words,
including how the material is rendered new.
Read and comprehend literature (including
stories, dramas, poetry) at the high of grades 45 independently and proficiently, with
scaffolding, by end of the year.
RL.8.10 Read and comprehend literature (stories,
dramas, poems) at the high end of grades 6-8
independently and proficiently by the end of the
year.
RL.8.7 Analyze the extent to which a filmed/live
production stays faithful to or departs from the
text/script. Evaluate the choices made by the
director or actors.
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 8
Page 1 of 8
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 8
GRADE 7 STANDARDS
GRADE 8 STANDARDS
“What are students
currently learning?”
“What should students
have learned?”
Make connections in narratives, poetry, and
drama to other texts, ideas, cultural
perspectives, eras, personal events, and
situations. Self-select texts to develop personal
preferences regarding authors; use established
criteria to categorize, select texts, and assess to
make informed judgments about the quality.*
RL.8.11 Interpret/analyze/evaluate narratives,
poetry, and drama by making connections to
other texts, ideas, cultural perspectives, eras,
personal events, and situations. Self-select texts
to develop personal preferences. Establish and
use criteria to make informed judgments about
the quality.*
Reading Standards for Informational Text (RI)
RI.8.1 Cite evidence that most strongly supports
Cite several pieces of evidence to support
analysis of what the text says explicitly and any
analysis of what the text says explicitly and any
inferences drawn from text.
inferences drawn from text.
Determine two or more central ideas in a text
and analyze their development throughout the
text; provide an objective summary of the text.
Analyze the interactions between
individuals/events/ideas in a text.
Determine words/ and phrases meanings,
including figurative, connotative, and technical
meanings; analyze the impact of word choice
on meaning and tone.
Analyze the structure an author uses to
organize a text, including how the major
sections contribute to the whole and to the
development of the ideas.
Determine an author’s point of view/ purpose,
and analyze how it is distinguished from that of
others.
Compare/contrast a text to an
audio/video/multimedia version of the text,
analyzing each medium’s portrayal of the
subject.
Trace and evaluate the textual arguments and
claims, assessing whether the reasoning is
sound and evidence supports the claims.
RI.8.2 Determine central idea and its relationship
to supporting ideas; analyze its development
throughout the text; provide an objective
summary of the text.
RI.8.3 Analyze how connections/distinctions are
made in text.
RI.8.4 Determine word/ and phrase meanings,
including figurative, connotative, and technical
meanings; analyze the impact of word choice on
meaning and tone, including analogies or
allusions to other texts.
RI.8.5 Analyze in detail the structure of a
paragraph, including the role of particular
sentences in developing a key concept.
RI.8.6 Determine an author’s point of view/
purpose, and analyze how the author
acknowledges/responds to conflicting evidence
or viewpoints.
RI.8.7 Evaluate the advantages/disadvantages of
using different mediums to present a topic or
idea.
RI.8.8 Explain and evaluate the argument and
specific claims in a text, assessing if the
reasoning/evidence is sound and sufficient;
recognize when irrelevant evidence is
introduced.
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 8
Page 2 of 8
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 8
GRADE 7 STANDARDS
GRADE 8 STANDARDS
“What are students
currently learning?”
“What should students
have learned?”
Analyze how two or more authors writing
about the same topic shape key information by
emphasizing different evidence or
interpretations of facts.
Use experience and knowledge of language and
logic, as well as culture, to think analytically,
problem solve, and advocate persuasively.*
Read and comprehend nonfiction at the high
end of grades 6-8 proficiently, with scaffolding,
by end of the year.
RI.8.9 Analyze how two or more texts might
provide conflicting information on the same
topic; identify disagreement on matters of fact
or interpretation.
Use experience and knowledge of language and
logic, as well as culture, to think analytically,
problem solve, and advocate persuasively.*
RI.8.10 Read and comprehend nonfiction at the
high end of grades 6-8 independently and
proficiently by end of the year.
Reading - Foundational Skills (RF)
No longer applicable starting at grade 6
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 8
Page 3 of 8
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 8
GRADE 7 STANDARDS
GRADE 8 STANDARDS
“What are students
currently learning?”
“What should students
have learned?”
Writing Standards (W)
Write arguments to support claims with clear
W.8.1 Write arguments to support claims with
reasons and relevant evidence by introducing
clear reasons and relevant evidence by
claim and acknowledging opposing claims,
introducing claim and acknowledging opposing
organizing the reasons evidence logically;
claims, organizing the reasons evidence logically;
support claims with logical reasoning, evidence, support claims with logical reasoning, evidence,
using accurate/credible sources; use
using accurate/credible sources; use
words/phrases/clauses to create cohesion and
words/phrases/clauses to create cohesion and
clarify the relationship between
clarify the relationship between claims/
claims/reasons/ evidence; write formally, and
counterclaims/reasons/ evidence; write formally,
provide a conclusion that follows from the
and provide a conclusion that follows from the
argument presented.
argument presented.
Write informative/explanatory texts to examine
a topic and convey ideas/concepts/information
W.8.2 Write informative/explanatory texts to
through the selection/organization/analysis of
examine a topic and convey
relevant content. Introduce a topic; previewing
ideas/concepts/information through the
what is to follow, organize ideas and
selection/organization/analysis of relevant
information using strategies such as definition,
content. Introduce a topic; previewing what is to
classification, comparison/contrast, and
follow, organize ideas and information into
cause/effect; include formatting (e.g.,
broader categories; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and
headings), graphics (e.g., charts, tables), and
multimedia as comprehension aids. Develop
multimedia as comprehension aids. Develop the
the topic with relevant facts, definitions,
topic with relevant facts, definitions, concrete
concrete details, quotations, etc.; use
details, quotations, etc.; use transitions, precise
transitions, precise language and domainlanguage and domain-specific vocabulary; write
specific vocabulary; write formally; and provide
formally; and provide a conclusion that supports
a conclusion that supports the information
the information presented.
presented.
Write narratives of real or imagined
experiences/events using effective technique,
descriptive details, and well-structured
sequences. Establish a context and point of
view; introduce a narrator and/or characters;
organize an event sequence that unfolds
naturally and logically; use narrative techniques
and description to develop, events/characters;
use transition words/ phrases/clauses to
convey sequence and signal shifts between
time frames/settings; use precise
words/phrases, descriptive details, and sensory
language; provide a conclusion that follows
from the narrated experiences or events.
W.8.3 Write narratives of real or imagined
experiences/events using effective technique,
descriptive details, and well-structured
sequences. Establish a context and point of view;
introduce a narrator and/or characters; organize
an event sequence that unfolds naturally and
logically; use narrative techniques and
description to develop, events/characters; use
transition words/ phrases/clauses to convey
sequence and signal shifts between time
frames/settings and show their relationship; use
precise words/phrases, descriptive details, and
sensory language; provide a conclusion that
follows from the narrated experiences or events.
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 8
Page 4 of 8
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 8
GRADE 7 STANDARDS
GRADE 8 STANDARDS
Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience and
grade level.
Produce text that explores a variety of cultures
and perspectives.*
With help, develop and strengthen writing by
planning, revising, editing, rewriting, or trying a
new approach, focusing on purpose and
audience, according to grade 7 standards.
W.8.4 Produce clear and coherent writing in
which the development, organization, and style
are appropriate to task, purpose, and audience
and grade level.
Produce text that explores a variety of cultures
and perspectives.*
W.8.5 With help, develop and strengthen writing
by planning, revising, editing, rewriting, or trying
a new approach, focusing on purpose and
audience, according to grade 8 standards.
W.8.6 Use technology and the Internet to
produce and publish writing; present the
relationship between information and ideas in
collaboration with others.
W.8.7 Conduct short research projects, using
several sources, in order to answer a question
(including self-generated question) and generate
additional related, focused questions allowing for
multiple avenues of exploration.
W.8.8 Gather relevant information from multiple
print/digital sources, using search terms; assess
the source’s credibility/accuracy;
quote/paraphrase information while avoiding
plagiarism, following standard citation.
W.8.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research using grade 8 standards
(literature: analyze how a modern work of
fiction draws on themes, patterns of events, or
character types from myths, traditional stories,
or religious works, including describing how the
material is rendered new; nonfiction: delineate
and evaluate the argument and specific claims in
a text, assessing whether the reasoning
/evidence is sound and sufficient; recognize
when irrelevant evidence is introduced).
W.8.10 Write routinely over extended and
shorter time frames for a range of disciplines
specific tasks, purposes, and audiences.
W.8.11 Create a presentation/art work/
poetry/stories/play/etc., in response to a literary
work with a commentary that identifies
connections and changes from the original.
Make well-supported, personal, cultural, textual,
and thematic connections across genres.*
“What are students
currently learning?”
“What should students
have learned?”
Use technology and the Internet to produce
and publish writing (link to and cite sources) in
collaboration with others.
Conduct short research projects, using several
sources, in order to answer a question and
generate additional related, focused questions
for further research.
Gather relevant information from multiple
print/digital sources, using search terms; assess
the source’s credibility/accuracy;
quote/paraphrase information while avoiding
plagiarism, following standard citation.
Draw evidence from literary or informational
texts to support analysis, reflection, and
research using grade 7standards (literature:
compare/contrast fictional portrayal of
time/place/characters and a historical account
of the same period to understand how authors
of fiction use or alter history; nonfiction: trace
and evaluate textual arguments and claims,
assessing and distinguishing those supported
by reasons/evidence from claims that are not).
Write routinely over extended and shorter time
frames for a range of disciplines specific tasks,
purposes, and audiences.
Create a presentation/art work/ poetry/stories/
play/etc., in response to a literary work with a
commentary that identifies connections. Make
deliberate, personal, cultural, textual, and
thematic connections across genres.*
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 8
Page 5 of 8
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 8
GRADE 7 STANDARDS
GRADE 8 STANDARDS
“What are students
currently learning?”
“What should students
have learned?”
Speaking and Listening Standards (SL)
SL.8.1 Work collaboratively with a partner or in
Work collaboratively with a partner or in
groups discussing grade 8 topics/texts building on
groups discussing grade 7 topics/texts building
ideas of others and self. Be prepared and draw on
on ideas of others and self. Be prepared and
preparation during discussion; follow rules for
draw on preparation during discussion; follow
discussions, track progress toward
rules for discussions, track progress for
goals/deadlines, and define roles. Pose and
goals/deadlines, and define roles. Pose and
respond to questions, connecting the ideas of
respond to questions, elaborating and making
others; elaborating and making comments that
comments that contribute to the discussion
contribute to the discussion; acknowledge new
and bring others back on topic; acknowledge
information expressed by others and
new information expressed by others and
qualify/justify own view (if warranted). Seek to
modify views (if warranted).
understand other perspectives and cultures and
Seek to understand other perspectives and
communicate effectively with those from varied
cultures and communicate effectively with
backgrounds.*
those from varied backgrounds.*
Analyze the main idea/ supporting details
presented in diverse media and formats;
explain how it clarifies a topic, text, or issue
under study.
Use experience and knowledge of language and
logic, as well as culture, to think analytically,
problem solve, and advocate persuasively. *
SL.8.2 Analyze the purpose of information
presented in diverse media and formats;
evaluate motives behind presentation.
Use experience and knowledge of language and
logic, as well as culture, to think analytically,
problem solve, and advocate persuasively.*
W Explain a speaker’s argument/claims,
evaluating the soundness of the reasoning, and
relevance/sufficiency of evidence.
SL.8.3 Explain a speaker’s argument/claims,
evaluating the soundness of the reasoning, and
relevance/sufficiency of evidence. Identify when
irrelevant evidence is introduced.
Present findings, emphasizing main points in a
focused, coherent manner, with
descriptions/facts/details/examples; use
appropriate eye contact, adequate volume, and
clear pronunciation.
SL.8.4 Present findings, emphasizing main points
in a focused, coherent manner, with relevant
evidence, valid reasoning, and well-chosen
details; use appropriate eye contact, adequate
volume, and clear pronunciation.
Include multimedia components and visual
displays in presentations to clarify
claims/findings and emphasize main points.
Adapt speech to a variety of contexts/tasks,
using formal English when appropriate.
SL.8.5 Include multimedia/visual displays in
presentations to clarify information and
strengthen claims/evidence, and interest.
SL.8.6 Adapt speech to a variety of
contexts/tasks, using formal English when
appropriate.
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 8
Page 6 of 8
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 8
GRADE 7 STANDARDS
GRADE 8 STANDARDS
“What are students
currently learning?”
“What should students
have learned?”
Language Standards (L)
Use standard English grammar and usage when
writing/speaking. Explain function of
phrases/clauses; choose among
simple/compound/complex/compoundcomplex sentences to signal different
relationships among ideas; place
phrases/clauses within a sentence, correcting
misplaced and dangling modifiers.
L.8.1 Use standard English grammar and usage
when writing/speaking. Explain function of
verbals (gerunds, participles, infinitives), form
and use verbs in active/passive voice; use in
indicative, imperative, interrogative, conditional
and subjunctive mood. Correct inappropriate
shifts in verb voice and mood.
Use standard conventions of standard English
capitalization, punctuation (use commas to
separate coordinate adjectives), and correct
spelling when writing.
L.8.2 Use standard conventions of standard
English capitalization, punctuation (comma,
ellipsis, dash – indicate pause or break; use
ellipsis to indicate an omission), and correct
spelling when writing.
Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
Choose language that expresses ideas
succinctly, eliminating wordiness and
redundancy.
L.8.3 Use knowledge of language and its
conventions when writing, speaking, reading, or
listening. Use verbs in the active and passive
voice and in the conditional and subjunctive
mood to achieve particular effects.
Determine the meaning of unknown and
multiple-meaning words and phrases based on
grade 7 reading, using multiple strategies
(context, Greek and Latin affixes/ roots; and
general/specific reference materials. Verify the
preliminary purpose of the meaning of a word
or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
L.8.4 Determine the meaning of unknown and
multiple-meaning words and phrases based on
grade 8 reading, using multiple strategies
(context, Greek and Latin affixes/ roots; and
general/specific reference materials. Verify the
preliminary purpose of the meaning of a word or
phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
Understand figurative language, word
relationships, and nuances in word meanings
by interpreting figures of speech (e.g.,
literary/biblical/mythological allusions), using
the relationship between particular words (e.g.,
synonym/antonym/analogy), and distinguishing
among the connotations (associations) of
words with similar denotations (definitions)
(e.g., refined, respectful, polite, diplomatic,
condescending).
L.8.5 Understand figurative language, word
relationships, and nuances in word meanings by
interpreting figures of speech (e.g., verbal irony,
puns), using the relationship between particular
words, and distinguishing among the
connotations (associations) of words with
similar denotations (definitions) (e.g.,
bullheaded, willful, firm, resolute, persistent).
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 8
Page 7 of 8
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 8
GRADE 7 STANDARDS
GRADE 8 STANDARDS
Use accurately grade-appropriate academic and
domain-specific words and phrases; use
vocabulary knowledge when considering a
word/phrase important to comprehension or
expression.
L.8.6 Use accurately grade-appropriate academic
and domain-specific words and phrases; use
vocabulary knowledge when considering a
word/phrase important to comprehension or
expression.
“What are students
currently learning?”
“What should students
have learned?”
*Indicates standard specific to NY only.
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 8
Page 8 of 8
Grade 8 ELA Standards At-A-Glance
*Indicates standard specific to NY only.
** Indicates standards that are not overtly addressed in the maps. Typically, these standards are
naturally addressed during upper elementary/ middle school English language arts lessons.
Teachers should be noting these standards in their daily lesson plans.
SEPT
OCT
NOV
DEC
JAN
FEB
MAR
U4
U4
APR
MAY
JUN
U6
U6
Reading Standards for Literature (RL)
**RL.8.1 Cite the textual evidence that most strongly supports the analysis of what the text
says explicitly and any inferences drawn from text. (see RI.8.1)
RL.8.2 Determine a theme/central idea of a text and analyze its development throughout text;
include relationship to the characters/setting/plot; provide an objective of the text.
RL.8.3 Analyze how dialogue or incidents in a story propel action, reveal character aspects, or
provoke decisions.
**RL.8.4 Determine word/ phrase meanings, including figurative and connotative meanings;
analyze the impact of word choice on meaning and tone, including analogies or allusions to other
texts.
RL.8.5 Compare/contrast the structure of two or more texts; analyze how the differing
U2
structures contribute to its style and meaning.
RL.8.6 Analyze how differences in points of view of characters and the reader (dramatic irony)
create effects such as suspense or humor.
Analyze a variety of literature from different genres by authors who represent diverse world
cultures.*
text/script. Evaluate the choices made by the director or actors.
RL.8.8 (Not applicable to literature)
RL.8.9 Analyze how a modern work of fiction draws on themes/events/ character types from
myths, traditional stories, or religious works, including how the material is rendered new.
**RL.8.10 Read and comprehend literature (stories, dramas, poems) at the high end of grades
6-8 independently and proficiently by the end of the year
**RL.8.11 Interpret/analyze/evaluate narratives, poetry, and drama by making connections to
other texts, ideas, cultural perspectives, eras, personal events, and situations. Self-select texts to
develop personal preferences. Establish and use criteria to make informed judgments about the
quality.*
inferences drawn from text.
RI.8.2 Determine central idea and its relationship to supporting ideas; analyze its development
throughout the text; provide an objective summary of the text.
RI.8.3 Analyze how connections/distinctions are made in text.
NYC ARCH Year-at-a-Glance Grade 8
U1
U5
U5
U5
U5
U5
U2
RL.8.7 Analyze the extent to which a filmed/live production stays faithful to or departs from the
Reading Standards for Informational Text (RI)
RI.8.1 Cite evidence that most strongly supports analysis of what the text says explicitly and any
U5
U3
U3
U3
U3
U1
U2
U2
Page 1 of 5
Grade 8 ELA Standards At-A-Glance
*Indicates standard specific to NY only.
** Indicates standards that are not overtly addressed in the maps. Typically, these standards are
naturally addressed during upper elementary/ middle school English language arts lessons.
Teachers should be noting these standards in their daily lesson plans.
**RI.8.4 Determine word/phrase meanings, including figurative, connotative, and technical
meanings; analyze the impact of word choice on meaning and tone, including analogies or
allusions to other texts.
SEPT
OCT
NOV
DEC
JAN
RI.8.5 Analyze in detail the structure of a paragraph, including the role of particular sentences in
developing a key concept.
**RI.8.6 Determine an author’s point of view/ purpose, and analyze how the author
acknowledges/responds to conflicting evidence or viewpoints.
**RI.8.7 Evaluate the advantages/disadvantages of using different mediums to present a topic
or idea.
U1
FEB
MAR
U4
U4
U4
U4
APR
MAY
JUN
U1
U2
U2
RI.8.8 Explain and evaluate the argument and specific claims in a text, assessing if the
reasoning/evidence is sound and sufficient; recognize when irrelevant evidence is introduced.
RI.8.9 Analyze how two or more texts might provide conflicting information on the same topic;
identify disagreement on matters of fact or interpretation.
Use experience and knowledge of language and logic, as well as culture, to think analytically,
problem solve, and advocate persuasively.*
U3
U3
**RI.8.10 Read and comprehend nonfiction at the high end of grades 6-8 independently and
proficiently by end of the year.
Writing Standards (W)
W.8.1 Write arguments to support claims with clear reasons and relevant evidence by
introducing claim and acknowledging opposing claims, organizing the reasons evidence logically;
support claims with logical reasoning, evidence, using accurate/credible sources; use
words/phrases/clauses to create cohesion and clarify the relationship between claims/
counterclaims/reasons/ evidence; write formally, and provide a conclusion that follows from the
argument presented.
W.8.2 Write informative/explanatory texts to examine a topic and convey
ideas/concepts/information through the selection/organization/analysis of relevant content.
Introduce a topic; previewing what is to follow, organize ideas and information into broader
categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia as
comprehension aids. Develop the topic with relevant facts, definitions, concrete details,
quotations, etc.; use transitions, precise language and domain-specific vocabulary; write formally;
and provide a conclusion that supports the information presented.
NYC ARCH Year-at-a-Glance Grade 8
U2
U2
U5
U4
U5
U4
Page 2 of 5
Grade 8 ELA Standards At-A-Glance
*Indicates standard specific to NY only.
** Indicates standards that are not overtly addressed in the maps. Typically, these standards are
naturally addressed during upper elementary/ middle school English language arts lessons.
Teachers should be noting these standards in their daily lesson plans.
W.8.3 Write narratives of real or imagined experiences/events using effective technique,
descriptive details, and well-structured sequences. Establish a context and point of view;
introduce a narrator and/or characters; organize an event sequence that unfolds naturally and
logically; use narrative techniques and description to develop, events/characters; use transition
words/ phrases/clauses to convey sequence and signal shifts between time frames/settings and
show their relationship; use precise words/phrases, descriptive details, and sensory language;
provide a conclusion that follows from the narrated experiences or events.
**W.8.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience and grade level.
Produce text that explores a variety of cultures and perspectives.*
**W.8.5 With help, develop and strengthen writing by planning, revising, editing, rewriting, or
trying a new approach, focusing on purpose and audience, according to grade 8 standards.
**W.8.6 Use technology and the Internet to produce and publish writing; present the
relationship between information and ideas in collaboration with others.
W.8.7 Conduct short research projects, using several sources, in order to answer a question
(including self-generated question) and generate additional related, focused questions allowing
for multiple avenues of exploration.
**W.8.8 Gather relevant information from multiple print/digital sources, using search terms;
assess the source’s credibility/accuracy; quote/paraphrase information while avoiding plagiarism,
following standard citation.
**W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research using grade 8 standards (literature: analyze how a modern work of fiction draws on
themes, patterns of events, or character types from myths, traditional stories, or religious works,
including describing how the material is rendered new; nonfiction: delineate and evaluate the
argument and specific claims in a text, assessing whether the reasoning /evidence is sound and
sufficient; recognize when irrelevant evidence is introduced).
SEPT
OCT
U1
U1
NOV
DEC
U3
JAN
FEB
MAR
APR
MAY
JUN
U6
U6
U6
U6
U3
**W.8.10 Write routinely over extended and shorter time frames for a range of disciplines
specific tasks, purposes, and audiences.
W.8.11 Create a presentation/art work/ poetry/stories/play/etc., in response to a literary work
with a commentary that identifies connections and changes from the original. Make wellsupported, personal, cultural, textual, and thematic connections across genres.*
NYC ARCH Year-at-a-Glance Grade 8
U4
U4/5
U5
Page 3 of 5
Grade 8 ELA Standards At-A-Glance
*Indicates standard specific to NY only.
** Indicates standards that are not overtly addressed in the maps. Typically, these standards are
naturally addressed during upper elementary/ middle school English language arts lessons.
Teachers should be noting these standards in their daily lesson plans.
SEPT
OCT
NOV
U1
U1/2
U2
DEC
JAN
FEB
MAR
U4
U4
APR
MAY
JUN
U6
U6
U6
U6
Speaking and Listening Standards (SL)
SL.8.1 Work collaboratively with a partner or in groups discussing grade 8 topics/texts building
on ideas of others and self. Be prepared and draw on preparation during discussion; follow rules
for discussions, track progress toward goals/deadlines, and define roles. Pose and respond to
questions, connecting the ideas of others; elaborating and making comments that contribute to
the discussion; acknowledge new information expressed by others and qualify/justify own view
(if warranted). Seek to understand other perspectives and cultures and communicate effectively
with those from varied backgrounds.*
SL.8.2 Analyze the purpose of information presented in diverse media and formats; evaluate
motives behind presentation.
Use experience and knowledge of language and logic, as well as culture, to think analytically,
problem solve, and advocate persuasively.*
SL.8.3 Explain a speaker’s argument/claims, evaluating the soundness of the reasoning, and
relevance/sufficiency of evidence. Identify when irrelevant evidence is introduced.
SL.8.4 Present findings, emphasizing main points in a focused, coherent manner, with relevant
evidence, valid reasoning, and well-chosen details; use appropriate eye contact, adequate
volume, and clear pronunciation.
U5
SL.8.5 Include multimedia/visual displays in presentations to clarify information and strengthen
claims/evidence, and interest.
U3
U3
U3
U3
U5
**SL.8.6 Adapt speech to a variety of contexts/tasks, using formal English when appropriate.
Language Standards (L)
**L.8.1 Use standard English grammar and usage when writing/speaking. Explain function of
verbals (gerunds, participles, infinitives), form and use verbs in active/passive voice; use in
indicative, imperative, interrogative, conditional and subjunctive mood. Correct inappropriate
shifts in verb voice and mood.
**L.8.2 Use standard conventions of standard English capitalization, punctuation (comma,
ellipsis, dash – indicate pause or break; use ellipsis to indicate an omission), and correct spelling
when writing.
L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening. Use verbs in the active and passive voice and in the conditional and subjunctive mood
to achieve particular effects.
L.8.4 Determine the meaning of unknown and multiple-meaning words and phrases based on
grade 8 reading, using multiple strategies (context, Greek and Latin affixes/ roots; and
general/specific reference materials.) Verify the preliminary purpose of the meaning of a word or
phrase (e.g., by checking the inferred meaning in context or in a dictionary).
NYC ARCH Year-at-a-Glance Grade 8
U1
U1/2
U2
Page 4 of 5
Grade 8 ELA Standards At-A-Glance
*Indicates standard specific to NY only.
** Indicates standards that are not overtly addressed in the maps. Typically, these standards are
naturally addressed during upper elementary/ middle school English language arts lessons.
Teachers should be noting these standards in their daily lesson plans.
L.8.5 Understand figurative language, word relationships, and nuances in word meanings by
interpreting figures of speech (e.g., verbal irony, puns), using the relationship between particular
words, and distinguishing among the connotations (associations) of words with similar
denotations (definitions) (e.g., bullheaded, willful, firm, resolute, persistent).
**L.8.6 Use accurately grade-appropriate academic and domain-specific words and phrases; use
vocabulary knowledge when considering a word/phrase important to comprehension or
expression.
NYC ARCH Year-at-a-Glance Grade 8
SEPT
OCT
NOV
DEC
JAN
FEB
MAR
APR
U4
U4/5
U5
MAY
JUN
Page 5 of 5
Reading Strategies for Archdiocese of NYC Unit Plans
General Reading Strategies and Techniques
Annotating the Text – is writing notes in the margins of the text or on sticky notes while reading.
Annotating is a way to summarize main ideas by paraphrasing a section of text. Annotation can be done
by having students write synonyms above difficult words and restating the phrases of difficult
sentences. You may begin by having students visualize the text and write notes about what they see in
their minds beside each image in the text.
Anticipation Guide – An anticipation guide is a checklist of approximately five to ten controversial
statements that either tap into a student’s prior knowledge or focus on the themes and main ideas of
the text being considered. Next to each statement, have students write A (Agree), D (Disagree) or ?,(Not
sure). For example, a statement on an anticipation guide for Kate Chopin’s The Awakening might read,
“Men and women should have different roles in life based on their different abilities,” while a statement
on an anticipation guide for Shakespeare’s Hamlet, or Julius Caesar, or Orwell’s Animal Farm might read,
“Power always eventually corrupts.” Teachers can generate statements or provide students with a topic
or theme of text and see if they can generate statements.
Categorizing – Categorizing involves grouping objects or ideas according to criteria that describe
common features or the relationships among all members of that group. This procedure enables
students to see patterns and connections; it develops students' abilities to manage or organize
information
Choral Reading – Choral Reading is a group or class oral reading method in which the students read
together, allowing them to feel more comfortable with reading unfamiliar words. The teacher may also
read with the students, allowing the teacher to lead by example. The teacher might use a slightly faster
pace and louder voice to direct the students in correct pronunciation and emphasis.
Clarify-Clarifying is the awareness that the text being read or the situation being described is not making
sense. It is noticing when you are not understanding, and then having strategies to “fix-up” the problem.
Clarifying, also called “monitoring your thinking” involves asking yourself questions while reading such
as: Does this make sense?, What does not make sense?, Do I know what is going on in the text?, Am I
getting the main idea?, Is there anything I don’t understand—vocabulary, sentence, paragraph, page, or
concept? The process of clarifying and the use of fix-up strategies must be explicitly taught and applied
in all content areas.
Cloze – Cloze is a procedure that requires students to use clues from the context of a passage to fill in
the blanks—those places in the passage where words have been deleted. As students read, they must
infer the missing words and details.
Directed Reading and Thinking Activity (DRTA) – instructional approach used with fluent readers to
improve comprehension skills. During independent reading students follow a predict, read, verify
sequence to discover information and derive meaning from text.
Dramatization (Drama)-Drama is an art form that explores human conflict and tension. It takes the form
of a story presented to an audience through dialogue and action. Drama has an emotional and
Page 1 of 10
intellectual impact on both the participants and the audience. It enables students to examine
themselves and deepen theirr understanding of human motivation and behavior. It broadens students’
perspectives through stories that portray life from different points of view, cultures and time periods.
Evaluate-An evaluation is an overall value claim about a subject. To evaluate, we use criteria to make
judgments based on evidence. Often, we also make use of comparison and contrast as strategies for
determining the relative worth of the subject we are considering. Critical parts of a solid evaluation are:
• Overall Claim or Judgment
• Supporting Judgments
• Criteria
• Evidence
• Comparison and Contrast
Good Reader Strategies – skills (e.g., look at the picture, read it again, find a little word in the big word,
see if the word fits, read it again, etc.) students should use to comprehend text and self-monitor. These
skills should be taught explicitly during instruction and reviewed during each lesson.
Graphic Organizers – a tool used to provide a visual way for students to organize the information or
concepts presented in text or an idea. Organizers assist students with the comprehension strategies of
visualizing, making connections and summarizing. Graphic organizers included in the appendix are:
Basic Web, GO Box, KWL, Prediction Chart, Cause/Effect Chart, Sequence Chart, Story Map, Main
Idea/Details, Concept Map, Character Map, Vocabulary Map, and the Venn Diagram.
Guided Reading – instructional approach whereby the teacher introduces a text to students and then
uses questions and prompts to interact with each child as he attempts to apply good reader strategies to
decode and comprehend the story, bringing meaning to the text.
Guided Reading steps: Introduce the text to the students in a brief conversation about the meaning,
language, and features of the text. During this conversation, clarify some of the language or provide
other vital information students will need to process the text with understanding, explain a few difficult
words or concepts (at the lower grade levels, the teacher may do a picture walk through the book to
prepare students for reading the text independently), and help the students notice a few important
words. Students then read for themselves. Each student whisper reads the text (softly in a “whisper”
voice). The teacher moves among students listening to individuals and sometimes interacting to support
reading. After reading, the group discusses the meaning of the text and revisits the text as necessary.
Guided reading provides the teacher with ideas for explicit teaching points based on what was observed
as students processed the text.
Identify the Goals of the Assignment Before Reading the Text – Is the assignment to read the text and
report on the information it contains? Is it to understand and follow a specific procedure? Is it to assess
how an author uses literary elements to shape the plot and convey a theme? Knowing what they need
to gain from a reading assignment can help students focus their attention and select the appropriate,
specific reading strategies to help them meet these goals.
Incorporate Vocabulary – When a student encounters an unfamiliar vocabulary word while reading a
passage, he or she should highlight the word, consider the context clues to gain a general sense of
Page 2 of 10
meaning, and then move on. After the reading assignment is completed, the student should go back and
enter the unfamiliar words in his or her vocabulary log or create note cards for them.
Journal- Journal writing is a flexible instructional tool, useful across the entire curriculum. While often
used as a class startup activity, it is used primarily to give students an opportunity to speculate on paper.
Curriculum oriented journal entries have the advantage of causing students to relate personally to the
topic before instruction begins. Asking for a summary of learning or for a question or two the student
still has at the end of the period causes the student to process and organize his or her thoughts about
the material covered. Journals are also beneficial as repositories for personal vocabulary and and word
list collections.
Multimedia Presentation – The integration of text, graphics, animation, sound, and/or video into a
presentation (e.g., Power Point presentations, commercial software, multimedia encyclopedias used for
reference)
Paired Reading – Paired reading is a method used to support student reading by having a pair of
students either read together in unison, or take turns reading sections of text aloud to each other. After
students read a designated section, the pair discusses what they have read. Usually strong readers are
paired with weak readers.
Phonemic Awareness – ability to think about and manipulate sounds to create new words
(i.e., cat  bat, an  fan). Phonemic awareness is auditory where phonics is both auditory and visual.
Picture Walk – Before opening the book, show the children the cover and read the title. Ask them what
they think the story will be about, based only on what they see. Slowly flip through the book, page by
page. Do not read the text aloud. Ask students questions about each picture they see, and try to elicit
responses that require them to make inferences based upon the pictures. On each page ask questions
using the 5 “W’s” such as: "Who is this?" "What is going on here?" "When is this story taking place?"
"Where is the character going?" "Why does the character look happy?" "How do you think the story will
end?" At the end of a picture walk, students go back to the beginning of the book and attempt to
independently read the text.
QAR – Question Answer Relationships is a guided reading strategy that trains students to recognize the
relationship between the type of question being asked and the place in the text where the answer may
be found. Generally there are four major types of questions identified in this strategy. They are: Right
There questions (factual answers which can be found in clearly stated text), Think and Search questions
(answers found in different parts of the text), Author and You questions (answer combines the reader’s
knowledge with information found in the text) and On My Own questions (questions do not ask the
reader to refer to the passage).
Questioning – a reading strategy in which questions are provided to readers before they begin reading a
narrative or informative passage. This strategy helps the reader pay close attention to specific
information such as key definitions and concepts within a text.
Page 3 of 10
Questioning the Author – is when teachers encourage students to question an author’s purpose and to
ponder the meanings the author intended to communicate in a given text. In addition to evaluating and
author’s viewpoint, questioning the author includes critically examining how successful an author is at
communicating his or her ideas. For example, students may disagree with the author’s perspective, but
respect the writer’s craft.
Read Aloud- A read aloud is a planned oral reading of a book or print excerpt, usually related to a theme
or topic of study. The read aloud can be used to engage the student listener while developing
background knowledge, increasing comprehension skills, and fostering critical thinking. A read aloud can
be used to model the use of reading strategies that aid in comprehension
Reader’s Theater-The performance of a literary work by an individual or group, wherein the text is read
expressively, but not fully staged and acted out.
Reciprocal Teaching – an instructional activity in which the teacher and students engage in a dialogue
about a text or specific content. Initially the teacher leads the dialogue and models how to lead the
discussion. Gradually over the course of the lesson, or over the course of the year, the teacher allows
students to take charge of guiding the dialogue, exchanging leadership responsibilities with their teacher
and peers.
Reread – After finishing a reading assignment, students often move on without reviewing the material.
However, going back and rereading recently or previously completed sections of the text are essential
for checking predictions or opinions and verifying information. Additionally, revisiting a particular
passage after completing the whole assignment can help students troubleshoot areas of difficulty.
Reflect – After reading students should reflect both on what they have learned and on the strategies
that best allow them to maximize their comprehension of the material.
Retelling-The process of retelling improves comprehension, concept of a story, critical thinking and oral
language development. The student constructs meaning as connections are being made between prior
knowledge of the content and an understanding about how text works. The structure of fiction retelling
is provided by basic story elements such as character, setting etc. The structure for nonfiction retelling is
through text features such as headings, photographs, and diagrams and the organization of the main
idea and supporting details of the content.
Shared Reading – is an instructional approach where the teacher reads the book to children in order to
develop reading readiness skills. Focus is on book awareness (cover page, title, etc.) and conventions of
print (written, spoken, word correspondence, punctuation, etc.) Shared reading involves using an
enlarged text, such as a big book that all the children can see. The teacher reads with fluency and
expression and may use a pointer as she/he moves through the text. Rereading of books, retellings,
poems, songs, shared writing products, and charts are included in this type of reading. The value of
shared reading is as follows:
• Allows the teacher to explicitly demonstrate early reading strategies
• Involves children in an active, social and purposeful and risk free way
• Provides opportunity to behave like a reader
• Creates body of known texts that children can access during independent reading
Page 4 of 10
Shared Writing – Shared writing is a cooperative instructional activity during which the teacher
serves as the scribe. Students contribute their ideas and the teacher negotiates the text. Shared
writing provides an opportunity for students to see the relationship between reading and writing.
Skim the Text to Identify the Main idea – Suited to shorter reading assignments, this strategy can be
tailored to skimming and identifying the main idea within chapters or sections of longer texts.
SQ3R – SQ3R, or survey, question, read, recite, review is a method of studying informative text. SQ3R
was designed to be used with textbooks and expository texts that provide information in an organized,
direct way.
Summarize – The process of synthesizing, condensing, and restating the important ideas of a text.
Summarizing is useful in helping students to identify and connect the main ideas and significant details
from a piece, while eliminating unnecessary or redundant information.
Take Notes – Whether they highlight or annotate, use a graphic organizer, or maintain a separate
notebook, constantly taking notes keeps students actively engaged with the text. These reading notes
can then become the basis for such assessments or assignments as paraphrasing and summarizing,
creating critical questions, making predictions, and role playing.
Textual Clues – Skilled readers get the lay of the land before they even begin reading. Looking at any
pictures or illustrations and reading introductions or chapter headings can help students think critically
about what to expect from the text.
Text Structure – The various patterns or ideas that are imbedded in the organization of text. Common
patterns of text structure are expository, cause/effect, compare/contrast, problem/solution and
sequence.
Think Aloud – A form of explicit modeling in which teachers give an oral description of the cognitive
processes they go through as they read with their students, so that students can understand how a
successful reader approaches a text. In other words, teachers say whatever they are looking at, thinking,
doing, and feeling, as they go about their task. This enables the students to see first-hand the process of
task completion (rather than only its final product).
Timeline – A timeline is a way of displaying a list of events in chronological order. It is typically a graphic
design showing a long bar labeled with dates alongside itself and (usually) events labeled on points
where they would have happened.
Whisper Reading – Students read their book out loud, yet in a quiet voice as the teacher provides “over
the shoulder” monitoring and support.
Before Reading Strategies
•
Question and Discuss-elicit prior knowledge, identify textual clues (titles, headings) and make
predictions
Page 5 of 10
•
Brainstorm-textual clues, topic articles, keywords and concepts, word maps, analogy problems
•
Connect to-own experiences, other texts and authors, preview the text, and examine clues to
overall structure and elements of the story
•
Set Purposes and General Questions-using anticipation guide, by selecting reading strategies
•
Write-nonstop, focused, or generalized notes, questions, pretests, questionnaires
•
Enact-role playing, improvisations, dramatizations, debates
•
Construct-graphic organizers, sketches, drawings, models, semantic maps
During Reading Strategies
•
Clarify-Notice if something is not making sense and clarify it.
•
Discuss-retellings from different points of view, responses to any before or during reading
activities, reflections.
•
Students Independently-mark or gloss text, take notes, write questions, partner read, keep
reading journals, predict, read to prove predictions, reread, alter reading rate, make
associations, compare and contrast, restate information, monitor comprehension, ask
questions, use fix-up strategies, hypothesize, ignore small problems and move on, seek expert
sources for clarification, ask reciprocal questions.
•
Teacher Directed-questioning or predicting, role taking, playing doubting or believing, reading
aloud
After Reading Strategies
•
Enact-debates, panel discussions, dramatizations, simulations, role playing
•
Present-demonstrations, talks
•
Write-nonstop, focused or generalized note taking, questions or answers
•
Map or Revise-previously made literary or informational text, tests, stories
•
Read-related material, rereading text from different perspectives
•
Construct-sketches, drawings
•
Question-self-question, generate questions from text
Page 6 of 10
•
View Related-slides, videos, films
•
Summarize-Summarize what was read, identifying and connected main ideas and details.
•
Evaluate-evaluate what was read, judging its validity based on the evidence given.
•
Retelling-paraphrase/retell what was just read.
Vocabulary Strategies
•
Context Clues-Students use their knowledge of their overall understanding of a sentence or
passage and their knowledge of other word meanings, syntax, and grammatical structures in the
passage to determine the meaning of an unknown word.
•
T-chart – A chart used to compare, contrast, or simply list two ideas
•
Vocabulary Journals-Students maintain a notebook for new vocabulary they encounter. There
are several forms of a vocabulary journal: Record unfamiliar vocabulary words they have learned
and what they have learned about them. Students record word definitions before they read and
arrange them in alphabetical order for a glossary. Maintain a list of unfamiliar words students
encounter while engaged in independent reading, research or homework assignments. Have
students record vocabulary word, definition and example in table format.
•
Vocabulary Note Cards-Note cards should contain some of the following information: part of
speech, etymological information, such as its Greek or Latin roots and prefixes or suffixes, and
the word’s definition in the students’ own words. Students can also include a sentence that uses
the word correctly or synonyms or antonyms or both.
•
Vocabulary Games- Most games are best played at the end of a unit when students have had
ample opportunities to explore new terminology in depth, and apply their knowledge in writing
and classroom discussion.
•
Word Wall-Word walls are posted lists of words students should know and be able to use
effectively. These words are posted on a wall of the classroom, creating a physical environment
that supports vocabulary enrichment. Word walls can deepen students’ understanding of the
content of a unit when each student is asked to contribute a new word from the reading or class
assignment. This is also a good way to frame the approach to vocabulary within a unit, by
creating a student-selected list of words that can be further investigated through word
organizers, concept webs, vocabulary note cards, and vocabulary games.
•
Another alternative is to create a wall of high-frequency words that students should master. To
be effective, the word wall should be a regular part of the classroom activities, as it could serve
as a part of a journal prompt, in conjunction with a particular assignment, or as ammunition for
an impromptu game.
Class Discussion Strategies
Page 7 of 10
Debate-Classroom debate requires students to conduct independent research, build a case, share their
learning with team members, and then present their findings to a cohesive group. The four basic styles
of debate are public forum debate on open-ended topics, parliamentary debate on broad policy topics,
Lincoln-Douglas debate on value-based topics, and a policy debate, on public policy issues.
Gallery Walk-A discussion activity for active student engagement. The Gallery Walk gets students out of
their chairs and actively involves them in synthesizing important concepts, in consensus building, in
writing, and in public speaking. In Gallery Walk, teams rotate around the classroom, composing answers
to questions as well as reflecting upon the answers given by other groups. Questions are posted on
charts or just pieces of paper located in different parts of the classroom. Each chart or "station" has its
own question that relates to an important class concept. The technique closes with an oral presentation
or "report out" in which each group synthesizes comments to a particular question.
Jigsaw-Jigsaw is a cooperative learning strategy that enables each student of a “home” group to
specialize in one aspect of a learning unit. Students meet with members from other groups who are
assigned the same aspect, and after mastering the material, return to the “home” group and teach the
material to their group members.
Just as in a jigsaw puzzle, each piece--each student's part--is essential for the completion and full
understanding of the final product. If each student's part is essential, then each student is essential. That
is what makes the Jigsaw instructional strategy so effective.
Roundtable Discussion-In a roundtable discussion there is no “head” or “foot” of the table. Everyone’s
input should be considered equal. A group or team discusses an issue, share opinions, strategies, tactics,
creation, maintenance, outcomes assessment, or just to brainstorm (throwing forth any ideas, no matter
what they may be). At these meetings, individuals should be open, honest, and direct with others
around the table; always showing mutual respect for the opinions of others.
Socratic Seminars-Is a collaborative intellectual dialogue facilitated with open-ended questions about
the text. In a Socratic Seminar, the participants carry the burden of responsibility for the quality of the
discussion. Good discussions occur when participants study the text closely in advance, listen actively,
share their ideas and questions in response to the ideas and questions of others, and search for
evidence in the text to support their ideas. The discussion is not about right answers; it is not a debate.
Students are encouraged to think out loud and to exchange ideas openly while examining ideas in a
rigorous, thoughtful, manner.
Think-Pair-Share-is a cooperative learning activity structured for partners. Students are given a problem,
asked to think about it and to come up with a response. Then they pair with a partner to discuss their
approach, ideas, and strategies for solving the problem. Each pair then shares their common
understandings with the whole class or group.
Essential Comprehension Skills
Cause and Effect-This pattern describes or discusses an event or action that is caused by another event
or action. On occasion, this pattern is also referred to as result. There are four possible cause-effect
Page 8 of 10
relationships: single cause-single effect, single cause-multiple effects, multiple causes-single effect, and
multiple causes-multiple effects.
Character Analysis- The character analysis is a specific character's traits. You can include feelings, acts,
says, looks, thoughts, title, author, etc.
Compare and Contrast-Compare and Contrast is used to highlight similarities and differences between
two things. It is a process where the act of classification is practiced. Compare and Contrast is used to
help students distinguish between types of ideas or group like ideas. It can be used to help students
identify language cues, clarify thinking and define ideas. It can also be used to facilitate indirect
instruction through concept formation or concept attainment.
Drawing Conclusions- Drawing conclusions refers to information that is implied or inferred. This means
that the information is never clearly stated. In drawing conclusions (making inferences), you are really
getting at the ultimate meaning of things - what is important, why it is important, how one event
influences another, how one happening leads to another.
Fact and Opinion-Helping students understand and apply the differences between fact and opinion is
crucial to analytical reading, writing, listening, and speaking. Distinguishing between fact and opinion is
key to interpreting information intelligently. It is one of the few “macro” skills that is interdisciplinary. It
is also a life-long skill that is refined from elementary school up through post doctoral study.
Identifying Main Idea-Students must be able to follow a specific sequence to identify stated and
inferred main idea as follows:
1. Identifying the key words of a sentence
2. Identifying key words or topic of a paragraph
3. Identifying the topic sentence of a paragraph
4. Recognizing an explicitly stated main idea of a paragraph
5. Inferring the main idea of a paragraph
6. Recognize relationships among main ideas in related paragraphs in longer selections
7. Inferring relationships among main ideas in related paragraphs in longer selections
Infer-An inference is a prediction or deduction about something in written text often to do with what
the character may see, hear, smell, taste or feel. An inference contrasts sharply with mere observation,
or literal language. Apart from generally improving a student's vocabulary and word knowledge, a good
way to improve inference skills is to ask prediction questions. The student could read a passage from a
book and then asked what may happen next and why.
Predict-Predicting involves more than trying to figure out what happens next. Students need to learn to
find evidence to form hunches, Prediction skills are also improved as students learn to ask better
questions, recall facts, reread, skim, infer, draw conclusions, and, ultimately, comprehend the text more
fully.
Sequence- Sequencing is recognizing the order of events. This not only helps in reading comprehension
with stories or historical events, but also provides a foundation for breaking large tasks into manageable
pieces that must go together in proper order.
Page 9 of 10
Skimming and Scanning –
Skimming is used to quickly identify the main ideas of a text. When you read the newspaper, you're
probably not reading it word-by-word; instead you're scanning the text. Skimming is done at a speed
three to four times faster than normal reading. People often skim when they have lots of material to
read in a limited amount of time. Use skimming when you want to see if an article may be of interest in
your research.
Scanning is a technique you often use when looking up a word in the telephone book or dictionary. You
search for key words or ideas. In most cases, you know what you're looking for, so you're concentrating
on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking
specific words and phrases. Scanning is also used when you first find a resource to determine whether it
will answer your questions. Once you've scanned the document, you might go back and skim it.
Supporting Details-Students must be able to identify Details as major and minor. They must know that
they support the main idea by telling how, what, when, where, why, how much, or how many.
Tone and Mood- Tone is the attitude a writer has towards the subject they're writing about. It is evident
in their diction, style, and opinion if they express one. Mood is the atmosphere created by the setting,
and actions of people and characters in it. It also relates to how the reader emotionally responds to
these elements like sadness for a tragedy.
Graphic Organizers
Definition-A graphic organizer is a visual depiction of key points in the text. It is a powerful tool to help
students process semantic information (words, facts and places). It creates images in the brain that
facilitate long term memory and it shows the relationship between concepts, facts and events in the text
in an explicit manner. A list of graphic organizer suggestions follows. Please see appendix___ for
samples.
•
•
•
•
•
•
•
•
•
•
•
•
•
K-W-L
Venn Diagram
Cause and Effect Chart
Sequence Chart
Story Map
Prediction Chart
Main Idea/Details
Semantic/Concept Map
Page 10 of 10
Character Map
Vocabulary Map
Basic Web
Basic Graphic Organizer Box
T-Chart
Cause and Effect
Fill in the missing information for the first five examples; then write your own cause/effect
statements.
Cause (reason)
Effect (result)
1. It rains very hard for one hour.
1. _________________________
2. Your teacher gives a surprise
quiz.
3. Your alarm clock doesn’t go off.
2. _________________________
4. _______________________
3. _________________________
4. The boy was very hungry.
5. _______________________
5. The principal sent a message that
he wants to see you.
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Cause/Effect Graphic Organizer
Venn Diagram Compare/Contrast
Compare and Contrast Venn Diagram Graphic Organizer
DETAILS
Main
Idea
_________________________________________________________
Details = Main Idea Graphic Organizer
Graphic Organizer Box
(Use for Sequence of Events, Details, Prediction, etc.)
GO BOX Graphic Organizer
Prediction Chart
For use with narrative text (fiction)
Write your prediction in the box on the left. After reading the passage, write what actually happened in the
box on the right. Compare your prediction with what really happened. Was your prediction correct?
Prediction
Prediction Chart Graphic Organizer
What Actually Happened
SEQUENCE CHAIN FOR
Sequence Chain Graphic Organizer
Story Map
Title: _________________________________Author ________________
Genre: ________________________________
Setting:
Characters:
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
Problem:
Event 1 _____________________________________________
Event 2 _____________________________________________
Event 3 _____________________________________________
Event 4 _____________________________________________
Summary
Theme/Author’s Purpose:______________________________________
Solution:
Topic______________________
Name:
_________________ Date:
___
ADNY Grammar Pacing Guide
Grade 8
Grammar/Mechanics
-Infused daily:
GRAMMAR: EIGHT
parts of speech:
STRUCTURE: what
part of speech it IS
(noun)
FUNCTION: what
that part of speech
DOES (subject in a
sentence)
SENTENCES:
• Simple
• Compound
• Complex
• Compound
Complex
MECHANICS:
recognize and use
correct
• Capitalization
• Punctuation
• Spelling
September
Review the correct structure
• Noun: definition
• Pronouns: relative
• Adjectives:
comparative/superlative
• Verbs: action/linking, reg. irreg,
principal parts modal auxiliary
• Adverbs:
• Prepositions
• Conjunctions: coordinate,
correlative, subordinate
• Interjections
October
Review the correct structure
• Noun: definition
• Pronouns: personal
• Adjectives: describe nouns
• Verbs: principal parts –
present, past, present participle,
past participle/ modal auxiliary
• Adverbs
• Prepositions
• Conjunctions: coordinate,
correlative, subordinate
• Interjections
Review the correct function of:
• Nouns: subject, direct obj., O of
P, SC, direct address, appositive
• Pronouns: S, DO, O of P,
Linking Verb Complement (LVC)
• Adjectives: LVC
• Verbs: transitive, intransitive
• Adverbs: manner, place, time,
cause
• Prepositions: introduce phrases
• Conjunctions: connecting
• Agreement: subject & predicate
Review the correct function of:
• Nouns: S, DO, object of
preposition, SC, DA, appositive
• Pronouns: S, DO, O of P, LVC
• Adjectives: LVC
• Verbs: transitive, intransitive
• Adverbs: time, cause
• Prepositions: introduce phrases
• Conjunctions: connecting
• Agreement: subject & predicate
Recognize and use phrases:
prepositional, appositive, infinitive,
participles
Recognize and use simple sentences
(Declaratory, Interrogative, Exclamatory,
and Imperative), compound sentences,
complex sentences (adjective clause &
adverbial clause), and compound
complex sentences
Introduce
• Verbals: gerunds
• Gerund phrases
Recognize and use simple sentences
(Declaratory, Interrogative,
Exclamatory, and Imperative),
compound sentences, complex
sentences (adjective clause & adverbial
clause), and compound complex
sentences
November
Review the correct structure
• Noun: definition
• Pronouns: reflexive, intensive
• Adjectives: comparative/superlative
• Verbs: reg. irreg, principal parts
• Adverbs
• Prepositions
• Conjunctions: coordinate,
correlative, subordinate
• Interjections
Review the correct function of:
• Nouns: S, DO, O of P, subjective
complement, DA, appositive
• Pronouns: S, DO, O of P, Linking
Verb Complement (LVC)
• Adjectives: LVC
• Verbs: transitive, intransitive
• Adverbs: manner, place, time, cause
• Prepositions: introduce phrases
• Conjunctions: connecting
• Agreement: subject & predicate
Introduce:
• Verbs: active & passive voice
• Noun Clauses
Recognize and use phrases: prepositional,
appositive, infinitive, participles, gerunds
Recognize and use simple sentences
(Declaratory, Interrogative, Exclamatory, and
Imperative), compound sentences, complex
sentences (adjective clause & adverbial
clause), and compound complex sentences
ADNY Grammar Pacing Guide
Grade 8
Grammar/Mechanics
-Infused daily:
GRAMMAR: EIGHT
parts of speech:
STRUCTURE: what
part of speech it IS
(noun)
FUNCTION: what
that part of speech
DOES (subject in a
sentence)
SENTENCES:
• Simple
• Compound
• Complex
• Compound
Complex
MECHANICS:
recognize and use
correct
• Capitalization
• Punctuation
• Spelling
December
Review the correct structure
• Noun: definition
• Pronouns: relative
• Adjectives: comp/superlative
• Verbs: modal auxiliary/mood
• Adverbs
• Prepositions
• Conjunctions: coordinate,
correlative, subordinate
• Interjections
January
Review the correct structure
• Noun: definition
• Pronouns: relative
• Adjectives: comparative/super.
• Verbs: reg. irreg, principal parts
• Adverbs
• Prepositions
• Conjunctions: coordinate,
correlative, subordinate
• Interjections
February
Review the correct structure
• Noun: definition
• Pronouns: relative
• Adjectives: describe nouns
• Verbs: action/linking /mood
• Adverbs
• Prepositions
• Conjunctions: coordinate,
correlative, subordinate
• Interjections
Review the correct function of:
• Nouns: S, DO, O of P, SC, DA,
appositive
• Pronouns: S, DO, O of P,
Linking Verb Complement (LVC)
• Adjectives: LVC
• Verbs: transitive, intransitive
• Adverbs: manner, place, time,
cause
• Prepositions: introduce phrases
• Conjunctions: connecting
• Agreement: subject & predicate
Introduce:
• Verbs: Indicative Mood
Review the correct function of:
• Nouns: S, DO, O of P, SC, DA,
appositive
• Pronouns: S, DO, O of P,
Linking Verb Complement (LVC)
• Adjectives: LVC
• Verbs: active / passive
• Adverbs: manner, place, time,
cause
• Prepositions: introduce phrases
• Conjunctions: connecting
• Agreement: subject & predicate
Introduce:
• Verbs: Imperative Mood
Review the correct function of:
• Nouns: S, DO, O of P, SC, DA,
appositive
• Pronouns: S, DO, O of P,
Linking Verb Complement (LVC)
• Adjectives: LVC
• Verbs: transitive, intransitive
• Adverbs: manner, place, time,
cause
• Prepositions: introduce phrases
• Conjunctions: connecting
• Agreement: subject & predicate
Introduce:
• Verbs: Interrogative Mood
• Verbs: Subjunctive Mood
Recognize and use phrases:
prepositional, appositive, infinitive,
participles, gerunds
Recognize and use simple sentences
(Declaratory, Interrogative, Exclamatory,
and Imperative), compound sentences,
complex sentences (adjective clause,
adverbial clause, & noun clause)), and
compound complex sentences
Recognize and use phrases:
prepositional, appositive, infinitive,
participles, gerunds
Recognize and use simple sentences
(Declaratory, Interrogative, Exclamatory,
and Imperative), compound sentences,
complex sentences (adjective clause,
adverbial clause, & noun clause)), and
compound complex sentences
Recognize and use phrases: prepositional,
appositive, infinitive, participles, gerunds
Recognize and use simple sentences
(Declaratory, Interrogative, Exclamatory,
and Imperative), compound sentences,
complex sentences (adjective clause,
adverbial clause, & noun clause)), and
compound complex sentences
ADNY Grammar Pacing Guide
Grade 8
Grammar/Mechanics
-Infused daily:
GRAMMAR: EIGHT
parts of speech:
STRUCTURE: what
part of speech it IS
(noun)
FUNCTION: what
that part of speech
DOES (subject in a
sentence)
SENTENCES:
• Simple
• Compound
• Complex
• Compound
Complex
MECHANICS:
recognize and use
correct
• Capitalization
• Punctuation
• Spelling
March
Review the correct structure
• Noun: definition
• Pronouns: relative, intensive
• Adjectives: comparative/super.
• Verbs: mood, modal auxiliary
• Adverbs: describe verbs
• Prepositions
• Conjunctions: coordinate,
correlative, subordinate
• Interjections
April
Review the correct structure
• Noun: definition
• Pronouns: relative, reflexive
• Adjectives: comp./superlative
• Verbs: reg. irreg, principal parts
• Adverbs: describe verbs
• Prepositions
• Conjunctions: coordinate,
correlative, subordinate
• Interjections
Review the correct function of:
• Nouns: S, DO, O of P, SC, DA,
appositive
• Pronouns: S, DO, O of P, Linking
Verb Complement (LVC)
• Adjectives: LVC
• Verbs: active and passive voice
• Adverbs: manner, place, time,
cause
• Prepositions: introduce phrases
• Conjunctions: connecting
• Agreement: subject & predicate
Introduce:
• Verbs: Conditional Mood
Review the correct function of:
• Nouns: S, DO, O of P, SC, DA,
appositive
• Pronouns: S, DO, O of P,
(LVC)
• Adjectives: LVC
• Verbs: transitive, intransitive,
active and passive voice
• Adverbs: manner, place, time,
cause
• Prepositions: introduce phrases
• Conjunctions: connecting
• Agreement: subject & predicate
May / June
Review the correct structure
• Noun: definition
• Pronouns: relative, personal
• Adjectives: describe nouns
• Verbs: action/linking /mood, reg.
irreg, principal parts
• Adverbs: describe verbs
• Prepositions
• Conjunctions: coordinate,
correlative, subordinate
• Interjections
Review the correct function of:
• Nouns: S, DO, O of P, SC, DA,
appositive
• Pronouns: S, DO, O of P,
Linking Verb Complement (LVC)
• Adjectives: LVC
• Verbs: transitive, intransitive,
active and passive voice
• Adverbs: manner, place, time,
cause
• Prepositions: introduce phrases
• Conjunctions: connecting
• Agreement: subject & predicate
Recognize and use phrases: prepositional,
appositive, infinitive, participles, gerunds
Recognize and use phrases:
prepositional, appositive, infinitive,
participles, gerunds
Recognize and use phrases: prepositional,
appositive, infinitive, participles, gerunds
Recognize and use simple sentences
(Declaratory, Interrogative, Exclamatory,
and Imperative), compound sentences,
complex sentences (adjective clause,
adverbial clause, & noun clause), and
compound complex sentences
Recognize and use simple sentences
(Declaratory, Interrogative, Exclamatory,
and Imperative), compound sentences,
complex sentences (adjective clause,
adverbial clause, & noun clause), and
compound complex sentences
Recognize and use simple sentences
(Declaratory, Interrogative, Exclamatory,
and Imperative), compound sentences,
complex sentences (adjective clause,
adverbial clause, & noun clause), and
compound complex sentences
ADNY Grammar Pacing Guide
Grade 8 Mechanics
September
•
•
•
Reviews correct usage of
capital letters and
punctuation
Uses correct punctuation
for friendly and business
letters
Reviews correct simple,
compound, complex, and
compound complex
sentence structures
October
•
•
February
•
•
Reviews correct usage of
capital letters and
punctuation
Reviews correct simple,
compound, complex, and
compound complex
sentence structures
Uses correct
capitalization when
referring to Ethnic
groups
Compares and contrasts
adjectival and adverbial
clauses for correct
punctuation
November
•
•
Reviews correct usage of
capital letters and
punctuation
Reviews correct simple,
compound, complex, and
compound complex
sentence structures
•
Uses an ellipsis (…) to
indicate an omission
January
•
•
March
•
Uses semicolons to
separate multiple series
in a sentence
December
April
•
•
Reviews correct usage of
capital letters and
punctuation
Reviews correct simple,
compound, complex, and
compound complex
sentence structures
May
•
•
Reviews correct usage of
capital letters and
punctuation
Reviews correct simple,
compound, complex, and
compound complex
sentence structures
Reviews correct usage of
capital letters and
punctuation
Reviews correct simple,
compound, complex, and
compound complex
sentence structures
June
•
•
Reviews correct usage of
capital letters and
punctuation
Reviews correct simple,
compound, complex, and
compound complex
sentence structures
ADNY Grammar Pacing Guide
Grade 8 Writing
September
•
•
Narrative: Original
stories (fictional,
biographical, or
autobiographical) that
include plot, setting, and
characters who have
motives for what they do;
Using a variety of
strategies to create
interest, suspense, and
dialogue
Narrative
(Communicative):
Letters (friendly and
business); Invitations;
Notes and cards
October
•
February
•
•
Research report
(Interpretive): Using
outline; Multiple sources;
Defining terms;
Including thesis
statement, support, and
conclusion; Bibliography
Note-taking (in all
content areas) from class
lectures, written material,
speeches, interviews, and
listening selections
Informative /
Explanatory
(Expository): Book
report relating to a saint;
Set of directions for
conducting a science
experiment; “How to”
article; Content report
(using 4-5 sources);
Responding to DBQs
including complete
scaffolding and essay;
Lab reports
November
•
•
March
•
Research report
(Analytic): Using
outline; Multiple sources;
Including thesis
statement, support,
counterarguments, and
conclusion;
Bibliography; Edit,
proofread, and publish
using multimedia
Opinion (Interpretive /
Persuasive): Using a
topic to write a clearlystated opinion expressing
a particular point of
view; Elaborating with
supporting evidence;
Drawing conclusions
from this evidence;
Including
counterarguments
Opinion (Persuasive):
Infomercial
April
•
Narrative (Imaginative):
Original short story that
includes chronology,
rising action, conflict,
climax, falling action,
and resolution; Anecdote
that describes a fictional
experience
December
•
Narrative (Descriptive):
Poems; Using vivid
language, alliteration,
simile, metaphor,
personification,
repetition, imagery,
rhythm, and rhyming
pattern; Blank verse
poem to evoke emotions
and images; Using the
same theme presented in
blank verse poem to
compose a work in prose
January
•
•
May
Narrative (Imaginative):
Original play or video
script including plot,
theme, characters,
setting, dialogue,
monologue, asides,
narrator, and stage
directions; Storyboard
Research report
(Interpretive): Purpose;
3-5 research questions;
Distinguishing between
primary and secondary
sources; Creating a
questionnaire that can be
used for an interview or
survey
Note-taking from class
lectures, written
materials, speeches,
interviews, and listening
selections using semantic
maps, clusters, and
graphic organizers
June
•
•
Opinion (Analytical):
Review of movie, play,
or TV show; Provide
relevant information;
Analyze information;
Evaluate validity,
quality, and
dependability; Post
review on website
Self-evaluating several
pieces of writing
Grade: 8
Unit: 1
Title: Urban Settings in America: “It Happened in the City”
Essential Question
Key Content: The student will…
How does the urban setting
contribute to the selected
stories?
• Read and discuss a variety of fiction and nonfiction about urban life in
America, then compare/contrast story characters, plots, themes, and
settings from the stories.
• Write a variety of responses to literature, poetry, and informational text.
• Analyze different accounts of the same event (e.g., September 11, 2001,
Triangle Shirtwaist Factory fire).
• Write poetry and perform it for classmates.
Unit Focus
Continue to explore characters and plots, examining how
setting, directly or indirectly, affects these story elements;
cite textual evidence that uncovers the setting, analyze
the impact of the setting on individuals and events, and
write an urban narrative; write reflective essay response
to the essential question.
Code
RI.8.1
RI.8.6
W.8.3
Vocabulary and Terms to Emphasize
•
•
•
•
•
•
connotative meaning
explicit textual evidence
implicit textual evidence
literal vs. figurative language
setting
theme
Dates of Instruction: _______________________
• Define relationships between words (e.g., urban, urbanization,
suburban; city, citify; metropolitan, metropolis).
Standard
Cite evidence that most strongly supports analysis of what the text says explicitly and any
inferences drawn from text.
Determine an author’s point of view/ purpose, and analyze how the author
acknowledges/responds to conflicting evidence or viewpoints.
Write informative/explanatory texts to examine a topic and convey ideas/concepts/information
through the selection/organization/analysis of relevant content. Introduce a topic; previewing what
is to follow, organize ideas and information into broader categories; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia as comprehension aids. Develop the
topic with relevant facts, definitions, concrete details, quotations, etc.; use transitions, precise
language and domain-specific vocabulary; write formally; and provide a conclusion that supports
the information presented.
Work collaboratively with a partner or in groups discussing grade 8 topics/texts building on ideas
of others and self. Be prepared and draw on preparation during discussion; follow rules for
discussions, track progress toward goals/deadlines, and define roles. Pose and respond to
questions, connecting the ideas of others; elaborating and making comments that contribute to
the discussion; acknowledge new information expressed by others and qualify/justify own view
(if warranted).
Seek to understand other perspectives and cultures and communicate effectively with those from
varied backgrounds*
L.8.4
Determine the meaning of unknown and multiple-meaning words and phrases based on grade 8
reading, using multiple strategies (context, Greek and Latin affixes/roots; and general/specific
reference materials). Verify the preliminary purpose of the meaning of a word or phrase (i.e., by
checking the inferred meaning in context or in a dictionary).
*Indicates standard specific to NY only.
SL.8.1
Concept
Inferences
Author’s Purpose
Point of View
Essay
Expository Writing
Features of
Informational Texts:
Narrative Writing
Process Writing
Cooperative
Learning
Cultural Diversity
Critical Response
Vocabulary
Multiple-Meaning
Affixes/Roots
Grade: 8
Unit: 1
Title: Urban Settings in America: “It Happened in the City”
Dates of Instruction: _______________________
Suggested Activities/Investigations/Demos:
NOTE: Students should read a variety of literature and informational texts this year. Give the students a list of twenty genres, such as adventure, historical
fiction, comedy, ancient history, science fiction, fantasy, etc., from which to select titles. Students should plan to read at least four new genres during the
year.
1. INTRODUCTORY ACTIVITY/DISCUSSION: Read Alphabet City and City by Numbers, both by Stephen Johnson (or similar photography books
about cities), to the class. Ask students what they think the author’s purpose was in writing the texts, how to use these texts to look at urban
settings/cities in a different way, and what the advantages and disadvantages are to using picture books to examine setting? Have students write
their responses in their journal and share it with a partner prior to discussing as a class.
2.
GRAPHIC ORGANIZER: As students read the novels and/or short stories throughout this unit, have them make notes using a basic GO Box
graphic organizer. They should record main characters, problems faced by the character(s) and how they are resolved, theme, impact of setting
on characters and if the impact is implied or stated, unique words/phrases to describe the setting. Be sure they note page numbers with relevant
information that is explicitly stated or implied, and cite the text during class discussion.
3.
DISCUSSION: Have students keep a Venn diagram to compare and contrast the story elements (characters, settings, plots, and themes) of
each of the novels read during this unit. Students should analyze their information. Using a Socratic Seminar form of discussion, students will
determine and discuss if there are any generalizations that can be made about the impact of the urban setting on the story.
4.
INFORMATIONAL TEXT RESPONSE: Have the students read various informational texts about the same event (e.g., September 11, 2001).
Analyze Triangle Shirtwaist Factory fire and how different texts make connections and distinctions among individuals, ideas, or events. Students
should respond to what they have learned by writing an essay, add a visual/multimedia component, and share it with their classmates. .
5.
POETRY/DISCUSSION: Compare and contrast the poem Chicago, by Carl Sandburg with the book, The Great Fire, by Jim Murphy using a
Venn diagram. These take place in the same city. How is the urban setting portrayed in each? How does the structure of each lend credence to
its meaning? Discuss as a class. Have students write a poem about living in the city (or where they live compared to the city) and recite/perform
it for their classmates.
6.
ART APPRECIATION/DISCUSSION: It has been said that places have a character of their own. Show several pictures of urban architecture
(you may choose to show Alphabet City or City by Numbers, by Stephen Johnson again, or photographs by Jacob Riis – see Resources) and
discuss how the architecture invokes different feelings and how some buildings appear to have their very own character. How can a building add
to the setting in a story? Have students write their thoughts in their journals and share with a partner prior to class discussion.
7.
WORD STUDY: Students will create a personal dictionary of terms found and used throughout this unit (e.g., urban, urbanization, suburban, city,
citify, metropolitan, metropolis, etc.) as they study the etymology of words. Discuss the importance of knowing where the word comes from and
how knowing the origin of a word helps to know how to spell and understand the word’s meaning. You may also choose to have the students
write their words on index cards for sorting and categorization. Students should use the words learned in this unit in their writing.
8.
REFLECTIVE RESPONSE: Students should write a reflective response to the essential question: “How does the urban setting contribute to
these stories?” Include words/phrases learned in this unit, as well as figurative and connotative language. Have students work together to edit
and rewrite in order to strengthen their responses. Students may make an audio recording and upload it as a podcast on the class webpage
(if applicable).
Strategies
Journal/Interpretive Writing
Graphic Organizer: GO Box
Graphic Organizer: Venn Diagram
Socratic Seminar
Graphic Organizer: Venn Diagram
Vocabulary Word Cards
Grade: 8
Unit: 1
Title: Urban Settings in America: “It Happened in the City”
Cross-Curricular Connections
Dates of Instruction: _______________________
Resources
Religion/Values: Certain inequalities of gifts and resources exist among God’s people. How did the Catholic
Church help to change these inequalities? As Christians, we are called into a relationship of love with the whole
human family (Guidelines for Catechesis pg. 60-61). Explore figures such as Mother Cabrini.
Social Studies: Highlight new rules and regulations of the Progressive Era.
Art: Examine how artists depicted life in the slums by exploring the photography of Jacob Riis (see Resources).
For poems, click on this link http://www.poemhunter.com/ and type
“Chicago” in the search box; make choice. You may also type Haiku in the
search box for examples of Haiku poetry.
For pictures of city architecture, click on this link: http://www.art.com and
type city buildings, cityscapes, Chicago cityscapes, Manhattan cityscapes,
etc., in the search box, to get a large variety of pictures
Photographs by Jacob Riis:
http://www.masters-of-photography.com/R/riis/riis.html
Assessing Student Understanding
•
•
Present an original report between 7 and 10 minutes for teachers and other students on
the impact of urban living.
Students write and perform a poem about living in the city, demonstrating
understanding of poetry and the setting nuances of city living.
•
•
Students create a dictionary or vocabulary word cards which include the etymology of
each of the words. Students demonstrate knowledge of new words by using them in
their writing and verbal discussion throughout the unit.
Students write an essay response to the essential question (“What does the urban
setting contribute to these stories?”), demonstrating understanding of how setting
affects the story.
Teacher Notes/Reflections
Grade: 8
Unit: 2
Title: Rural Settings in America: It Happened in the Country
Essential Question
Key Content: The student will…
How does the rural setting
contribute to the selected
stories?
•
•
•
•
Read and discuss a variety of fiction and nonfiction about rural life in
North America.
Compare and contrast information learned about rural life with the
previous study of urban life; begin to examine “suburban” life as a
combination of rural and urban.
Analyze and evaluate story characters, plots, themes, and settings
from stories about rural North America.
Evaluate the structure of various texts and discuss the impact of the
structure on its meaning.
Unit Focus
In this unit, students specifically refer back to unit one,
comparing and contrasting rural settings to urban ones.
This unit also expands beyond the borders of the
United States to Canada and Mexico. Students
examine how text structures support the characteristics
of different genres and contribute meaning to
each character.
Vocabulary and Terms to Emphasize
•
•
•
•
•
•
•
•
•
•
agrarian
agriculture
country
countryside
genre
hamlet
rural
rustic
(review of) setting
text structures
Dates of Instruction: ____________
•
•
•
•
(review of) explicit
textual evidence
(review of) implicit
textual evidence
travelogue
village
Code
•
•
Write an argument, supported by clear reasons and evidence,
about the aspect of living in rural North America you believe was
the most memorable.
Recognize nuances in meaning among similar words (e.g., rural,
agrarian, agriculture, hamlet, village, country, countryside and
rustic).
Standard
Concept
RL.8.5
Compare/contrast the structure of two or more texts; analyze how the differing structures contribute
to its style and meaning.
Analyze
Analytic Writing
Compare/Contrast
Evaluate
Interpretive Writing
RI.8.2
Determine central idea and its relationship to supporting ideas; analyze its development throughout
the text; provide an objective summary of the text.
Main Idea/
Supporting Details/
Summary
RI.8.7
Evaluate the advantages/disadvantages of using different mediums to present a topic or idea.
Evaluation
W.8.1
Write arguments to support claims with clear reasons and relevant evidence by introducing claim
and acknowledging opposing claims, organizing the reasons evidence logically; support claims with
logical reasoning, evidence, using accurate/credible sources; use words/phrases/clauses to create
cohesion and clarify the relationship between claims/ counterclaims/reasons/ evidence; write
formally, and provide a conclusion that follows from the argument presented.
Work collaboratively with a partner or in groups discussing grade 8 topics/texts building on ideas of
others and self. Be prepared and draw on preparation during discussion; follow rules for
discussions, track progress toward goals/deadlines, and define roles. Pose and respond to
questions, connecting the ideas of others; elaborating and making comments that contribute to the
discussion; acknowledge new information expressed by others and qualify/justify own view (if
warranted).
Seek to understand other perspectives and cultures and communicate effectively with those from
varied backgrounds.*
Persuasive Writing
Writing Arguments
to Support Claims
Determine the meaning of unknown and multiple-meaning words and phrases based on grade 8
reading, using multiple strategies (context, Greek and Latin affixes/roots; and general/specific
reference materials. Verify the preliminary purpose of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
Connotative
Language
Figurative Language
Vocabulary/
Structural Analysis
SL.8.1
L.8.4
Cooperative
Learning
Cultural Diversity
Grade: 8
Unit: 2
Title: Rural Settings in America: It Happened in the Country
Dates of Instruction: ____________
Suggested Activities/Investigations/Demos:
1. INTRODUCTORY ACTIVITY/DISCUSSION: Read A Mountain Alphabet, by Margriet Ruurs or P is for Piñata: A Mexico Alphabet, by Tony
Strategies
Discussion/Questioning
Johnston to the class. Question students and lead them in a discussion, asking, “What is the author’s purpose in creating these texts? How
are these books presenting rural life as a contrast to the previous study of urban life? What are the advantages and disadvantages to using
picture books to examine setting?”
2.
GRAPHIC ORGANIZER: As students read novels and/or short stories from this unit, direct them to use graphic organizers, such as a story
map, to take notes in their journals about the story characters, plot, theme, and setting. Tell them that as they take notes about these categories,
to think about how the setting impacts the story, especially in comparison to the urban settings discussed in the previous unit. Be sure to note
page numbers with relevant information, so they can go back and cite the text during class discussion.
1. Who are the major character(s)?
2. What is the problem faced by the character(s)? How do he/she/they resolve the problem?
3. What is the theme of the novel? (i.e., good vs. evil, overcoming challenges, etc.)
4. What is the impact of the setting(s) on the characters?
5. Is the impact of the setting stated or implied?
6. What unique words and phrases are used to describe the setting(s)?
3.
DISCUSSION: Compare and contrast (you may want to use a Venn diagram) settings, characters, plots, and themes among the various
novels read as well as to those with urban settings from the previous unit. Make some generalizations about the impact the rural setting has on
these stories. What are they?
4.
WORD STUDY: [Continuing activity from the first unit] Ask students, “Where do words come from? How does knowing their origin help to not
only spell the words but also to understand their meaning? Students should add words found, learned, and used throughout this unit to their
personal dictionary or word cards (e.g., rural, agrarian, agriculture, hamlet, village, country, countryside, rustic, etc.). These dictionary/cards will
be used all year long to explore the semantics (meanings) of words and their origins.
5.
ART APPRECIATIONA/ DISCUSSION: How is rural life in America portrayed in Grant Wood's famous painting, American Gothic? Notice the
symmetry of the elements in the painting and the frontality of the figures. How does the structure of art impact meaning in a way similar
to/different from literature and informational text? Students write responses to these questions in their journals and share with a partner prior to
class discussion.
6. DRAMATIZATION/FLUENCY: After reading American poetry selections, have students select their favorite poem and answer the following
questions: “How does the structure of poetry contribute to its meaning in a different manner than prose? What does the poem reveal about life in
America?” Write responses to these questions in journals and share with a partner prior to reciting the favorite poem to classmates.
Graphic Organizer: Story Map
Graphic Organizer: Venn Diagram:
Compare and Contrast
Vocabulary Word Cards
Discussion/Question
Grade: 8
Unit: 2
Title: Rural Settings in America: It Happened in the Country
Cross-curricular Connections
Dates of Instruction: ____________
Resources
Religion/Values: What are our responsibilities as stewards of the earth? Create an awareness of decisions based
on natural law, church law, and society’s laws. Use parables as reference.
Click here for selections from American poetry
http://www.gutenberg.org/files/3650/3650-h/3650-h.htm
Math: Have students analyze statistics on population trends, cultural trends from graphs and other sources.
What patterns can you discern from the graphs and what predictions can you make for the future?
Click for a gallery of Grant Wood art (Click on the picture, American gothic1930 for a larger view)
http://xroads.virginia.edu/~ma98/haven/wood/gallery4.html
Social Studies: Have students create a chart of FDR’s programs that focused on rural America.
Science: Awareness of rural settings/how landscape has changed over time; the importance of preserving the
environment. How have we affected our environment both positively and negatively? (Use books, such as
Silent Spring, by Rachel Carson, From Seed to Pumpkin, by Wendy Pfeffer, or Sarah, Plain and Tall,
by Patricia MacLachlan.)
Art: Have students examine the photography of Dorothea Lang.
Assessing Student Understanding
• Ask students the following questions, “What has been the most memorable aspect of rural
America you have read? What made it memorable to you? Write a brief essay explaining
your reaction to the piece both positive and negative.
• Respond to this line from the poem Mending Wall, by Robert Frost: “Good fences make good
neighbors.” Why does this surface contradiction make sense, not only in the context of the
poem, but also in daily life? How does the structure contribute to the meaning? Write
responses and share with the class.
• Write a response to the essential question: “What makes the rural setting unique to these
stories?” Make sure to include words and phrases learned as part of word study, including
figurative and connotative language.
Teacher Notes/Reflections
Grade: 8
Unit: 3
Essential Question
How does learning history
through literature differ from
learning through informational
text?
Title: Looking Back on America
Key Content: The student will…
•
•
•
•
Read and discuss a variety of fiction and nonfiction about events
from America’s past.
Compare and contrast story characters, plots, themes, and settings
from stories about American history.
Analyze how historical fiction draws on themes, patterns of events,
or character types from myths or traditional stories.
Write a variety of responses to literature, poetry, and informational
texts.
Unit Focus
Students read works of historical fiction and discuss
how authors' perspectives might produce accounts of
historical events that differ from what we know
happened. Students work collaboratively to reconcile
different authors’ points of view and discuss why these
differences occur. Students also study the actual
historical events.
Vocabulary and Terms to Emphasize
•
•
•
•
•
•
•
character types
cultural diversity
historical fiction
patterns of events
point of view
pre-conceived notion
stereotype
Dates of Instruction: _______________________
Code
•
•
•
Determine an author’s point of view in a text, and discuss the
impact that it has on what was written.
Recite poetry with classmates.
Conduct an in-depth research project on a historical event of
choice, followed by a multimedia report that includes insights from
historical fiction.
Standard
Concept
RL.8.9
Analyze how a modern work of fiction draws on themes/events/character types from myths, traditional
stories, or religious works, including how the material is rendered new.
Genre Analysis
RI.8.3
Analyze how connections/distinctions are made in text.
RI.8.9
Analyze how two or more texts might provide conflicting information on the same topic; identify
disagreement on matters of fact or interpretation.
Use experience and knowledge of language and logic, as well as culture, to think analytically, problem
solve, and advocate persuasively.*
Connections/
Distinctions
Cultural
Diversity
Interpretive
Writing
Text Analysis
W.8.7
Conduct short research projects, using several sources, in order to answer a question (including selfgenerated question) and generate additional related, focused questions allowing for multiple avenues
of exploration.
SL.8.5
Include multimedia/visual displays in presentations to clarify information and strengthen
claims/evidence and interest.
L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening. Use
verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular
effects.
*Indicates standard specific to NY only.
Analysis
Note Taking
Research
Report
Multimedia
Clarification
English
Language
Conventions
Grade: 8
Unit: 3
Title: Looking Back on America
Dates of Instruction: _______________________
Suggested Activities/Investigations/Demos:
Strategies
1.
GRAPHIC ORGANIZER: As historical fiction from this unit is read, take journal notes about the story characters, plot, themes, patterns of
events, and setting using story maps and/or character maps. Ask students to continue to think about how the historical setting impacts the
story. Students should be sure to note page numbers with relevant information so they can go back and cite the text during class discussion.
1. Who are the major character(s)?
2. Do they remind you of any character types from myths or other traditional stories? How?
3. What is the problem faced by the character(s)? How do he/she/they resolve the problem?
4. What is the theme of the novel (i.e., good vs. evil, overcoming challenges, etc.)?
5. What is the impact of the historical setting(s) on the characters, plot, or theme?
6. Are there any recognizable patterns of events? What are they and what do they remind you of?
Graphic Organizers: Story
Map/Character Map
2.
CLASS DISCUSSION: Use Venn diagrams to compare and contrast the impact of historical settings on characters, plots, and themes of the
various novels read. Ask students if they can begin to make any generalizations about the impact historical setting has on these stories? What
are they?
Graphic Organizer: Venn Diagram
3.
CLASS DISCUSSION/INFORMATIONAL TEXT RESPONSE: Read the 15th and 19th Amendment to the United States Constitution from the
perspective of the Voters’ Rights movement. Using a T-chart, compare this to how the 15th and 19th Amendment is presented in We the People,
by Peter Spier. Discuss how the illustrations help you to understand the text. Then read Words We Live By: Your Annotated Guide to the
Constitution, by Linda R. Monk and discuss how the annotations help you further.
4.
POETRY RESPONSE/CLASS DISCUSSION: Direct students to respond to this line from the poem I Hear America Singing, by Walt Whitman,
“The delicious singing of the mother–or of the young wife at work–or of the girl sewing or washing–Each singing what belongs to her, and to none
else.” What is the literal versus figurative meaning of this line? Discuss how literature can give a different view of history than informational texts.
Why are we so drawn to poetry? Have students write their responses to these questions in their journals and share with a partner prior to class
discussion.
5.
DRAMATIZATION/FLUENCY: After reading, A Dream Deferred, by Langston Hughes, discuss the meaning of this poem as it relates to life in
America. How does the structure of poetry contribute to its meaning in a different manner than prose? What does the poem reveal about life in
America? Have students decide how to share lines/stanzas with a classmate, and perform a dramatic reading of this poem.
6.
ART APPRECIATION/ CLASS DISCUSSION: How does art help us to look back on America in a different way than informational or literary
texts do? How does the visual depiction of an event by artist and photographers, such as photographer Dorothea Lange (see resources), tell a
deeper story than text alone?
7.
WORD STUDY: [Continuing activity from the second unit.] Add the words “we’ve found, learned, and used throughout this unit” to the student’s
personal dictionary or word card collection (e.g., from I Hear America Singing: hatter, blithe, melodious, robust, etc.).
T-chart
Discussion
Vocabulary Word Cards
Grade: 8
Unit: 3
Title: Looking Back on America
Dates of Instruction: _______________________
Cross-curricular Connections
Resources
Religion/Values: Discuss the history of the Catholic Church in the early ages by using the stories of St. Peter and
Paul to provide a literary connection between church history and literature. Consider what other events are
occurring in history at this time? How does this affect St. Peter and Paul’s role in the Catholic Church? Why?
St. Peter and Paul persevered through difficult times and remained loyal to their faith. Think about a time in your
life when you remained loyal to something you believed in. Explain (see Resources).
Click this link for the Constitution of the United States
http://constitutionus.com/
Click on link—under popular poets-- click on “Langston Hughes” to find the
poem, Harlem [Dream Deferred]
http://www.poemhunter.com/
Search “Walt Whitman”, search his poems for, I Hear America Singing
http://www.poemhunter.com/
Dorothea Lange photography:
http://artseal.ypguides.net/page/15klg/Figurative_Portraiture.html
Saint stories for all:
http://www.loyolapress.com/saints-stories-for-kids.htm
Assessing Student Understanding
• Summarize what has been learned about Voters’ Rights by outlining the main ideas behind
the 15th and 19th Amendments. Do this by creating a comic strip of key ideas. Be sure to
note the page/paragraph numbers that each box refers to, so you can go back and cite the
text during class discussion.
• Write a response to the essential question: “How is learning history through literature
different than learning through informational texts?” Make sure to include words and phrases
learned as part of word study, including figurative and connotative language, and refer to
literature and informational texts read. Record the essay and upload it as a podcast, or other
multimedia format, on the class webpage for this unit.
• Choose an event from America’s past to research, focusing on the connections among
individuals, ideas, and events. Draw on several sources, including a variety of literary,
informational, and multimedia texts in order to find multiple perspectives on an event and
write a report.
Teacher Notes/Reflections
Grade: 8
Unit: 4
Essential Question
How are artists and authors
similar?
Title: Authors and Artists
Key Content: The student will…
•
•
•
•
Read and discuss a variety of fiction and nonfiction, specifically what
these genres reveal about art and artists.
Determine an author’s point of view in a text, compare it with an
artist’s perspective in a work of art, and discuss the impact
perspective has on what was created.
Compare and contrast authors’ and artists’ motivations for creativity.
Conduct research on an artist of choice.
Unit Focus
Students consider the motives of authors and artists.
How is the process of writing the same or different from
painting a picture? Students read books written about
artists, and study art that can be seen in museums.
Students work with classmates to uncover the
unspoken meanings behind words and artwork. They
also look at other art (e.g., illustrations and commercial
art) for similarities to and differences from fine art.
Code
RL.8.2
RI.8.5
RI.8.8
W.8.2
Vocabulary and Terms to Emphasize
•
•
•
•
•
•
•
•
author’s style
connotative language
humor
irony
mood
perspective (worm’s eye, bird’s eye)
point of view
tone
Dates of Instruction: _______________________
SL.8.2
L.8.5
W.8.11
•
•
•
Determine the meaning of words and phrases as they are used to
describe authors and artists, including figurative, connotative, and
technical vocabulary.
Discuss how the use of literary techniques, such as humor or point
of view, helps engage readers with the text.
Write a variety of responses to literature, poetry, informational text,
and works of art.
Standard
Concept
Determine a theme/central idea of a text and analyze its development throughout text; include
relationship to the characters/setting/plot; provide an objective of the text.
Analyze in detail the structure of a paragraph, including the role of particular sentences in developing a
key concept.
Theme
Explain and evaluate the argument and specific claims in a text, assessing if the reasoning/evidence is
sound and sufficient; recognize when irrelevant evidence is introduced.
Write informative/explanatory texts to examine a topic and convey ideas/concepts/information through
the selection/organization/analysis of relevant content. Introduce a topic; previewing what is to follow,
organize ideas and information into broader categories; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia as comprehension aids. Develop the topic with relevant facts,
definitions, concrete details, quotations, etc.; use transitions, precise language and domain-specific
vocabulary; write formally; and provide a conclusion that supports the information presented.
Analyze the purpose of information presented in diverse media and formats; evaluate motives behind
presentation.
Use experience and knowledge of language and logic, as well as culture, to think analytically, problem
solve, and advocate persuasively.*
Central
Argument
Writing
Informative Text
Understand figurative language, word relationships, and nuances in word meanings by interpreting
figures of speech (e.g., verbal irony, puns), using the relationship between particular words, and
distinguishing among the connotations (associations) of words with similar denotations (definitions)
(e.g., bullheaded, willful, firm, resolute, persistent).
Create a presentation/art work/poetry/stories/play/etc., in response to a literary work with a
commentary that identifies connections and changes from the original. Make well-supported, personal,
cultural, textual, and thematic connections across genres.*
Figurative
Language
*Indicates standard specific to NY only.
Paragraph
Structure
Author’s
Purpose
Descriptive
Writing
Presentation
Grade: 8
Unit: 4
Title: Authors and Artists
Dates of Instruction: _______________________
Suggested Activities/Investigations/Demos:
1.
CLASS DISCUSSION: Look at how artists' use of perspective impacts their art. Have a roundtable discussion of the different perspectives
(e.g., bird’s eye, worm’s eye) and how changing the perspective would entirely change the piece. Find other examples of art using these
perspectives. As students proceed through this unit, have them use a similar approach to examine how authors use point of view. Determine an
author’s point of view or purpose in a text and analyze how (and if) the author acknowledges conflicting viewpoints. How does the point of view
affect their understanding of the story, and how would changing the point of view entirely change the story (see Resources) ?
2.
GRAPHIC ORGANIZER: Have students read biographies of authors and artists and take notes in their journals about the character’s motivation
for creativity. As they take notes about these categories in their journals also direct them to maintain a Venn diagram of the similarities and
differences between authors and artists. Be sure to note page numbers with relevant information in the journal so they can go back and cite the
text during class discussion.
• Who is the focus of the biography?
• When did the author or artist first know that he/she was a creative person?
• How did the time in which the author or artist lived, or his/her physical location (i.e., urban or rural), impact his/her
work?
• What unique words and phrases are used to describe the artist?
3.
4.
5.
6.
Strategies
Roundtable Discussion
Journal/Venn Diagram
Compare and Contrast
CLASS DISCUSSION: Using the Venn diagram and journal entries from the prior activity, have students compare and contrast the lives of
authors and artists based on the information from the graphic organizer. Students should be able to begin to make generalizations about how
authors and artists are similar.
Journals
CLASS DISCUSSION: Have students look at a variety of art: fine art, illustrations, ads, pictorial histories, etc., and evaluate the motives (e.g.,
social, commercial, political) behind each presentation. How does the motivation impact the message? Why? Write responses to these questions
in students’ journals.
Vocabulary Note Cards
WORD STUDY: [Continuing activity from the third unit.] Add words found, learned, and used throughout this unit to vocabulary note cards
(e.g., from stories, such as From the Mixed-up Files of Mrs. Basil E. Frankweiler, by E.L.Konigsburg: inconspicuous, impostor, and stowaway;
elements of art/principles of design: color, proportion, line, shape, space, unity, balance, form, texture, rhythm). This unit focuses on
distinguishing among the connotations of these words as used by artists.
CLASS DISCUSSION/ART APPRECIATION: Examine and discuss the variety of perspectives used by the artists in the selected artworks.
(e.g., worm’s eye perspective, sitting at the table, far away, up close, etc.). How does the perspective affect the viewer’s relationship to the work?
Students write responses to these questions in their journals and share with a partner prior to class. (See Resources)
Journal
Grade: 8
Unit: 4
Title: Authors and Artists
Dates of Instruction: _______________________
Cross-curricular Connections
Resources
Religion/Values: The plaque the “Descent of the Holy Spirit” is a literary interpretation of the receiving of the Holy
Spirit by the Apostles. The coming of His Spirit completes the cycle which god promised through the birth, death
and resurrection of Jesus..Confirmation is the sacrament by which we receive the Holy Spirit.
Art: Students will choose an artist, research and view their art work. Does the research about the artist correlate
with his/her actual art?
Click for a National Gallery tour of the art of Vincent van Gogh
http://www.nga.gov/exhibitions/vgwel.htm
Click for famous works of art
http://gardenofpraise.com/art.htm
Assessing Student Understanding
• After reading selections from a poetry book, have students choose their favorite poem. How
does the structure of the poem selected contribute to its meaning and style? How does the
point of view of the author create effects, such as suspense or humor? Students share
insights with a partner and then perform their favorite poem for classmates.
• Just as the elements and principles of design are the building blocks for artists, discuss the
elements or building blocks for quality writing. Students write responses in their journals and
share with a partner prior to class discussion.
• Based on everything read, written, and discussed in this unit, write a response to the
essential question: “How are artists and authors similar?” Make sure to include words and
phrases learned as part of word study, including connotative language.
Teacher Notes/Reflections
Grade: 8
Unit: 5
Essential Question
How is reading a script for a
play, a speech, or a poem
different than actually performing
dramatically?
Title: Dramatically Speaking
Key Content: The student will…
•
•
•
•
Read and discuss a variety of dramatic fiction and nonfiction about
plays, playwrights, public speakers, and poets.
Analyze how particular lines of dialogue in Thorton Wilder’s Our
Town propel the action and reveal aspects of a character.
Compare and contrast characters, plots, themes, settings, and
literary techniques used in plays and films.
Analyze the extent to which a film or radio production of Our Town
stays faithful to or departs from the text or script, evaluating the
choices made by the director or actors.
Unit Focus
Students read plays, such as Our Town, and compare
it to a Shakespearian play and film with similar themes.
They read and listen to famous speeches. They read
and perform poetry. While reading, students analyze
lines of dialogue, scenes, or words that are critical to
the development of the story. They pay special
attention to word choice, and how word meaning is
revealed through tone and inflection.
Code
RL.8.3
RL.8.6
RL.8.7
dialogue
drama
film noir
flashback
monologue
screenplay
script
staging
•
•
•
•
Write a variety of responses to literature and informational texts,
including speeches.
Conduct research on a playwright or public speaker of choice.
Discuss how creating a sound argument is essential to engaging
listeners in a speech.
Perform for classmates in a variety of styles (e.g., drama, poetry,
speeches, etc.).
Standard
Analyze how dialogue or incidents in a story propel action, reveal character aspects, or provoke
decisions.
Analyze how differences in points of view of characters and the reader (dramatic irony) create effects,
such as suspense or humor.
Analyze a variety of literature from different genres by authors who represent diverse world cultures.*
Analyze the extent to which a filmed/live production stays faithful to or departs from the text/script.
Evaluate the choices made by the director or actors.
Write arguments to support claims with clear reasons and relevant evidence by introducing claim and
acknowledging opposing claims, organizing the reasons evidence logically; support claims with logical
reasoning, evidence, using accurate/credible sources; use words/phrases/clauses to create cohesion
and clarify the relationship between claims/counterclaims/reasons/evidence; write formally, and provide
a conclusion that follows from the argument presented.
SL.8.3
Explain a speaker’s argument/claims, evaluating the soundness of the reasoning, and
relevance/sufficiency of evidence. Identify when irrelevant evidence is introduced.
L.8.5
Understand figurative language, word relationships, and nuances in word meanings by interpreting
figures of speech (e.g., verbal irony, puns), using the relationship between particular words, and
distinguishing among the connotations (associations) of words with similar denotations (e.g.,
bullheaded, willful, firm, resolute, persistent).
W.8.11
Create a presentation/art work/ poetry/stories/play/etc., in response to a literary work with a
commentary that identifies connections and changes from the original. Make well-supported, personal,
cultural, textual, and thematic connections across genres.*
*Indicates standard specific to NY only.
W.8.1
Vocabulary and Terms to Emphasize
•
•
•
•
•
•
•
•
Dates of Instruction: _______________________
Concept
Analyze
Dialogue
Analyze Point
of View
Original
Imaginative
Writing
Analyze Film
vs. Script
Expository
Writing
Writing
Arguments
Evaluate
Reasoning
Figurative
Language
Presentation
Grade: 8
Unit: 5
Title: Dramatically Speaking
Dates of Instruction: _______________________
Suggested Activities/Investigations/Demos:
Strategies
1.
GRAPHIC ORGANIZER: Tell students as they read the plays (and view the films) in this unit, they should take notes in their journals about
particular lines of dialogue or incidents that create the action, reveal aspects of a character, or provoke a decision. Be sure to note page numbers
with relevant information so you can go back and cite the text during class discussion.
What is the setting of the play?
Who are the major and minor characters?
What is the theme of the play?
What problems are faced by the character(s)? How does he/she overcome this challenge?
Which lines of dialogue or events were pivotal to the play? Why?
Describe the use of literary techniques, such as flashback, in the play. How do these reveal the point of view of the character
and create suspense?
Journal
2.
CLASS DISCUSSION: Use a Venn diagram to compare and contrast the plots, settings, themes, characters, and literary techniques used.
Begin to make any generalizations about how films and plays have a different impact than literature? What are they?
Venn Diagram
3.
DRAMATIZATION/CLASS DISCUSSION: As a class, read the script of Our Town. Discuss how the use of flashbacks adds suspense to the
tone of the play. Then create a radio drama version and/or view the film version and compare these to the written version. Analyze the extent to
which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the
director or actors. (See Resources)
4.
LITERARY RESPONSE: Ask students, “How are the speeches by Martin Luther King, Jr. and those by Franklin Delano Roosevelt similar?
Different? What perspective does each bring to their speeches? How do these speakers inspire listeners? What is important for us to learn from
these speeches, and why is it important to continue reading/listening to them from generation to generation?” Have students write their
responses in their journals (see Resources).
5.
GRAPHIC ORGANIZER: Have students create a T-chart or Venn diagram and compare two speeches, such as the “Fireside Chat” by Franklin
Delano Roosevelt and Martin Luther King Jr.’s “I have a Dream.” List each speaker’s arguments and specific claims, evaluate the soundness of
the reasoning, and make a judgment about the relevance and sufficiency of the evidence they present. (See Resources)
T-chart/Venn Diagram
WORD STUDY: [Continue this activity from the fourth unit] Tell students to add words found, learned, and used throughout this unit to their
personal vocabulary note cards set (i.e., dialogue, monologue, staging, etc.). This unit will especially focus on vocabulary unique to plays.
Vocabulary Note Cards
6.
Discussion
Journal
Grade: 8
Unit: 5
Title: Dramatically Speaking
Dates of Instruction: _______________________
Cross-Curricular Connections
Resources
Social Studies: Analysis of a speech. The students will analyze selected speeches to determine the effectiveness
of the speaker’s claims and message. What is your understanding of the message of the speech? What lines
support your answer?
Click for radio version of “Sorry, Wrong Number”
http://www.finalrune.com/sorry-wrong-number/
Click for script of “Sorry, Wrong Number”
http://www.genericradio.com/show.php?id=7b05729b5f34bf0c
Click for the last 10 minutes of the film, “Sorry, Wrong Number”
http://www.youtube.com/watch?v=LHsD6TLDMwU
Click for Shakespeare’s plays online
http://www.shakespeare-online.com/plays/
Click on Barbara Jordan’s 1976 Keynote address
http://www.americanrhetoric.com/speeches/barbarajordan1976dnc.html
Click to hear the first Fireside chat (of FDR) on the banking crisis
http://www.youtube.com/watch?v=jt9f-MZX-58
Assessing Student Understanding
• Why have Shakespeare’s plays, such as A Midsummer Night’s Dream, stood the test of
time? Why do we study these plays today? Have students write an argument in support of
studying Shakespeare in eighth grade, including citations from selections read and
connections to references in modern-day websites, plays, and movies.
• Ask students to answer the following questions in their journals. “How is the delivery of
spoken message similar and different between plays and speeches? When would you
choose to give a speech? When would you choose to embed a speech (monologue) in a
drama? What are the similarities and differences between performing in a play and delivering
a speech?”
• Pose the following to students: “Based on your experiences reading and performing in this
unit, write a response to the essential question: “How is reading a script for a play or speech
or poem different than actually performing dramatically?” Which do you prefer and why?”
Have students respond to the questions in an essay form, citing specific examples from
poems, speeches, or plays read.
Teacher Notes/Reflections
Grade: 8
Unit: 6
Essential Question
How can literature help us define
the greater good?
Title: The Road Not Taken
Key Content: The student will…
•
•
•
•
Read and discuss a variety of novels that reveal, explicitly or
implicitly, “the greater good.”
Experiment with performing poetry in a variety of styles and discuss
how these changes affect its interpretation.
Compare and contrast characters, plots, themes, settings, and
literary techniques used in the stories read.
Analyze how particular lines of dialogue in literature propel the action
and reveal aspects of a character.
Unit Focus
Students learn how literature helps us define the
tension between the needs of the individual and the
greater good of society. Students apply the reading,
writing, speaking, listening, and language strategies
and skills they have learned to analyze how authors
use allegory, symbolism, and satire to affect the reader.
This unit ends with a review of The Road Not Taken, by
Robert Frost to see how this unit led to a deeper
understanding of the poem.
Code
allegory
explicit
hero/heroine
implicit
satire
strength of character
symbolism
writing style
•
•
Analyze how writing styles and literary techniques, such as
symbolism or satire, are used and how their use impacts meaning
and reader engagement.
Analyze the extent to which a filmed version of a story stays faithful
to or departs from the text, evaluating the choices made by the
director or actors.
Standard
Concept
Analyze the extent to which a filmed/live production stays faithful to or departs from the
text/script. Evaluate the choices made by the director or actors.
Write narratives of real or imagined experiences/events using effective technique, descriptive
details, and well-structured sequences. Establish a context and point of view; introduce a
narrator and/or characters; organize an event sequence that unfolds naturally and logically; use
narrative techniques and description to develop, events/characters; use transition words/
phrases/clauses to convey sequence and signal shifts between time frames/settings and show
their relationship; use precise words/phrases, descriptive details, and sensory language;
provide a conclusion that follows from the narrated experiences or events.
Analyze Film
SL.8.4
Present findings, emphasizing main points in a focused, coherent manner, with relevant
evidence, valid reasoning, and well-chosen details; use appropriate eye contact, adequate
volume, and clear pronunciation.
Presentation Skills
L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Use verbs in the active and passive voice and in the conditional and subjunctive mood to
achieve particular effects.
Language/Grammar
Skills
RL.8.7
W.8.3
Vocabulary and Terms to Emphasize
•
•
•
•
•
•
•
•
Dates of Instruction: _______________________
W.8.11
Create a presentation/art work/poetry/stories/play/etc., in response to a literary work with a
commentary that identifies connections and changes from the original. Make well-supported,
personal, cultural, textual, and thematic connections across genres.*
*Indicates standard specific to NY only.
Writing Narratives
Creating Presentations
Grade: 8
Unit: 6
Title: The Road Not Taken
Dates of Instruction: _______________________
Suggested Activities/Investigations/Demos:
1.
2.
3.
4.
5
6.
7.
INTRODUCTORY ACTIVITY: As a class activity, read The Road Not Taken, by Robert Frost. Have students talk with a classmate about what
they think the poem means, both literally and figuratively. Ask them to write their ideas down in their journals. The class will revisit this poem at
the end of the unit to see if thoughts and ideas have changed.
GRAPHIC ORGANIZER: As students read the novels (and view the films) in this unit, they should take notes in their journals about particular
lines of dialogue or incidents that propel the action, reveal aspects of a character, or “the greater good.” Page numbers should be noted with
relevant information so they can go back and cite the text during class discussion.
What is the setting of the novel?
Who are the major and minor characters?
What problems are faced by the character(s)? How does he/she overcome this challenge?
Which lines of dialogue or events were pivotal to the novel? Why?
What elements were changed between the novel and the film version?
What traditional, mythical, or Biblical references are made in the novel?
What elements of “the greater good” are revealed, implicitly or explicitly, in the novel?
CLASS DISCUSSION: Use a Venn diagram to compare and contrast settings, themes, and characters, and how these story elements help us
to define “the greater good.” Have students evaluate each other’s claims by their classmates and evaluate the soundness of reasoning they use
in discussion. Ask students if they can begin to make any generalizations about what is “the greater good”?
INFORMATIONAL TEXT RESPONSE: After reading, about Oscar Romero: Bishop of the Poor, ask students to respond to the following
question in their journals: “How did Archbishop Romero follow ‘The Road Not Taken’ in his approach to the genocide occurring in El Salvador?
What can we learn from him?” (See Resources.)
LITERARY RESPONSE/CLASS DISCUSSION: After reading/viewing The Outsiders, by S.E. Hinton (See Resources): Discuss the role of the
setting in The Outsiders.
How does the setting help to understand the motivations of the characters?
How does Hinton use colors and shades of colors as descriptive words throughout the story?
Why is this literary technique effective and how does it help us understand the characters?
Have students write responses to these questions in their journal and share with a partner prior to class discussion.
SPEECH WRITING/PRESENTATION: Compare the societal discriminations the brothers in The Outsiders experienced to the Salvadoran
Bishops’ discrimination against Oscar Romero. How are the characters’ experiences similar yet different? Ask pairs of students to write a speech
where they argue which form of discrimination is more detrimental. Cite specific passages from the texts. Pairs should present their speeches to
the class.
CLASS DISCUSSION: Re-read the first poem read in this unit, The Road Not Taken. After this unit of study, ask students to describe how their
understanding of this poem has changed. What new insights have they gained? After class discussion, practice reading the poem aloud
emphasizing different words. How does changing emphasis change the meaning? Ask students to highlight the words and phrases they plan to
emphasize and recite it for the class. How is their interpretation similar to, and different from others? How can taking a risk (such as performing a
poem in a unique manner) be a positive step?
Strategies
Journal
Journal
Venn Diagram
Journal
Discussion
Grade: 8
Unit: 6
Title: The Road Not Taken
Dates of Instruction: _______________________
Cross-Curricular Connections
Resources
Religion/ Values: Social justice: How do social injustices affect society? (See Resources: Oscar Romero: Bishop
of the Poor.)
Social Studies: Discussion on the civil rights movement: How did the civil rights movement try to correct social
injustices? (See Resources for biographies of Martin Luther King, Jr., Rosa Parks, and Malcolm X.)
Click here to read about Oscar Romero: Bishop of the Poor
http://www.uscatholic.org/culture/social-justice/2009/02/oscar-romerobishop-poor
Click for the story, The Outsiders by S.E. Hinton
http://theoutsidersbook.blogspot.com/2005/09/whole-book.html
Click for a biography of Martin Luther King, Jr.
http://www.nobelprize.org/nobel_prizes/peace/laureates/1964/king-bio.html
Click for a biography of Rosa Parks
http://www.achievement.org/autodoc/page/par0bio-1
Click for a biography of Malcolm X
http://www.malcolmx.com/
Click to read The Sea-Wolf, by Jack London
http://www.jacklondons.net/writings/SeaWolf/toc.html
Assessing Student Understanding
• Ask students the following; “What injustices have you experienced in your lifetime? How did
these situations make you feel? What, if anything, did you do about these injustices? If you
were able to respond again, would you do things any differently?” Write an essay answering
these questions.
• Have students compare the characters Atticus Finch and Bob Ewell from To Kill a Mocking
Bird, by Harper Lee. How do their perspectives on life differ? Are there any similarities
between the two characters?
• Based on the students’ experiences reading novels and viewing related films in this unit, as
well as literature read all year, write a response to the essential question: “How can literature
help us define the greater good?”
Teacher Notes/Reflections