First Nine Weeks-Grade 8 English Pacing Guide
English Standards of Learning for Reading/Word Analysis
English Standards of Learning for Writing
SOL 8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and
poetry.
a. Explain the use of symbols and figurative language.
c. Explain how the authors use characters, conflict, point of view, voice, and tone to create meaning.
h. Identify the main idea.
j. Identiy cause and effect relationships.
SOL 8.6 The student will read, comprehend, and analyze a variety of nonfiction texts.
e. Analyze details for relevance and accuracy.
g. Identify the main idea.
i. Identify an authors organizational pattern using textual clues, such as transitional words and
phrases.
j. Identify the cause and effect relationships.
SOL8.7 The student will write in a variety of forms, including narration, exposition, persuasion,
and informational.
a. Identify intended audience
b. Use pre-writing strategies to generate and organize ideas.
d. Organize details to elaborate the central idea and provide unity.
e. Select specific vocabulary and information for audience and purpose.
g. Revise writing for clarity of content, word choice, sentence variety,and transitions among paragraphs.
h. Use computer technology to plan, draft, revise, edit, and publish wirting.
SOL 8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling,
sentence structure, and paragraphing.
a. Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence
structure, and paragraphing
b. Use and punctuate correctly varied sentence structures to include conjunctions and transitions.
Supplemental Reading Texts
Reading Comprehension Strategies
Word Analysis
SOL 8.5m and 8.6l The student will use reading
strategies to monitor comprehension throughout
the reading process.
SOL 8.4 The student will apply knowledge of word
origins, analogies, and figurative language to
extend vocabulary develop within authentic texts.
Newsela.com
1. Make, confirm, revise predictions.
Wordgen.com
2. Visualize
a. Identify and analyze an author's use of figurative
language.
b. Use context, structure, and connotations to
determine meaning and differentiate among multiple
meanings of words and phrases.
c. Use roots, affixes, cognates, synonyms, and
antonyms to determine the meaning of unfamiliar words
and technical vocabulary.
d. Use dictionaries, thesauruses, and glossaries to
determine definition, pronunciation, etymology, spelling,
and usage of words.
e. Discriminate between connatative and denotative
meanings and interpret the connotation.
f. Extend the general and specialized vocabulary
through speaking, listening, reading, and writing.
Holocaust Museum, Auschwitz want Pokémon Go 3. Draw conclusions & Make inferences
4. Summarize
5. Evaluate
6. Ask Questions
Diary of Anne Frank (graphic novel)
7. Monitor & Clarify
8. Make Connections (Text to Text, Self, World
Academic Vocabulary-Tier 2 Words
analyze
relevance/relevant
accuracy/accurate
transiitional
evidence (evident)
trait
guest speaker
Text Selections & Traits of Writing
Thematic Unit: Courage
Novel or Inquiry Units may supplement the reading and writing standards during the nine weeks.
Essential Questions
What is courage?
What motivates people to be
courageous?
How is courage transforming?
How does perspective impact
courage?
How loud is courage?
Language of Literature, *Interactive Reader, Bridges to Literature & Traits Writing
August 23-September 23- 5 weeks
Formative and Summative
Assessments
Language of Literature Stories
Green Bridges Stories
*Diary of Anne Frank by F. Goodrich/A. Hackett (drama)*
Terrible Things: An Allegory of the Holocaust by Eve Bunting (alleg Words Their Way Screener
Stopping by Woods on a Snowy Evening by Robert Frost (poem)*
A Slave by Virginia Hamilton (true account)
Diagnostic Screeners
Domain Scored Writing Prompt
from The Last Seven Months of Anne Frank by W. Lindwer (intervie from Anne Frank: Child of the Holocaust by G. Brown (biography)
i-Ready Diagnostic
from All But My Life by Gerda Weissmann Klein (autobiography)
Reading Formative Assessment 1
Reading Formative 1
Reading Interim Assessment
Writing
Supplemental Writing Ideas
The Writing Process
What Writers Do When They Write, Focus Lesson/Spotlight Paper, Mentor Text Lesson from Undaunted Courage by Stephen Ambrose, Mixed Mode Lesson, Conferencing
Prewriting
What Writers Do When They Pre-write, Finding the Traits in Writing/Spotlight Paper, Mentor Lesson from Taking Sides by Gary Soto, Beginning of the Year Benchmark
Paper
Drafting
What Writers Do When They Draft, Drafting for Voice/Spotlight Paper, Mentor Lesson from Click by Linda Sue Park, Video Screening, and Conferencing Benchmark Paper
Revising
What Writers Do When They Revise, Brush Up on the Traits/Spotlight Paper, Mentor Text from Cranium WOW Board Game Box, Video Screening/Package It, Conferencing
Editing
What Writers Do When They Edit/Student Bloopers, No Excuses Editing/Spotlight Paper, Mentor Text Lesson from The Skim I'm In by Sharon G. Flake, Benchmark Paper
Assessment of Unit 1 Benchmark Paper
Language of Literature, *Interactive Reader, Bridges to Literature & Traits Writing
September 26-October 27-5 weeks
Essential Questions
What is courage?
What motivates people to be
courageous?
How is courage transforming?
How does perspective impact
courage?
Language of Literature Stories
Green Bridges Stories
Formative and Summative
Assessments
Diagnostic Screeners
The Treasure of Lemon Brown by Walter Dean Myers (short story)* Wilma Mankiller by Linda Lowery (biography)
Reading Formative 2
Charge of the Light Brigade by Alfred Lord Tenneyson (poetry)
Cesar Chavez: Civil-Rights Champion by Nancy Lobb (biography)
Writing RAFT Formative
Rules of the Game by Amy Tan (short story)
Robert Clemente: Hero and Friend by Irma Zepeda (biography)
Reading Summative Test
from Still Me by Christopher Reeve (autobiography)
Dust of Snow by Robert Frost (poetry)
Trait Scored Persuasive
Benchmark Paper
Speech by Christopher Reeve (autobiography)
Haiku by Issa (poetry)
IA ReadingWriting Division
Benchmark Test
Nikki Giovanni (author study)
Daybreak in Alabama by Langston Hughes (poetry)
Graffiti by Jane Yolen (poetry)
How loud is courage?
Trombones and Colleges by Walter Dean Myers (novel excerpt)
Writing (Persuasive)
Supplemental Writing Ideas
Theme: Responsibility
Ideas-Finding a Topic
Topics, Topics, Everywhere/Pinpointing a Piece, R.A.F.T.S. Actiivty/Grammar&Usage, Differentiated Lessons, Mentor Text Lesson using Warning Lables for Bloggers,
Conferences and Partner for Grammar Usage Check, Begin Persuasive Unit Project
Organization-Creating the Lead
Focus Lesson-Lead the Way/Pinpointing a Piece, R.A.F.T.S. Activity/Word Study:Greek Root-Tele, Differentiated Lessons, Benchmark Paper 2/Mentor Lesson from Peeled
by Joan Bauer/Improving the Piece, Independent Writing/Conferencing
Voice-Establishing a Tone
Focus Leson-Time for a Tone-Up/Pinpointing a Piece, Benchmark Paper 1/R.A.F.T.S. Activity/Grammar&Usage, Differentiated Lesson,s, Benchmark Paper 2/Mentor Text
Lesson from Students on Strike by John A. Stokes/Improving the Piece, Independent Writing/Conferencing/Partner -Grammar & Usage Check
The entire unit requires students to be working on a persuasive project as an independent writing assignment.
REALITY CHECK 1-Must do before starting the next unit.
Assessment of Persuasive Unit Project
Terminology
Scaffolding Strategies
Main idea
audience
plaigiarism
punctuation
Narration/Narrative
purpose
edit
sentence struct authentic texts
Description
topic sentence
primary source paragraphing
Exposition/Expository
thesis statemen secondary sour sentence format cognates
Persuasion/Persuasive
central idea
grammar
word origins
etymology
Graphic Organizer
embed
capitalization
analogies
organizational p After Reading: Analysis and Discussion of Text,
figurative lang.
WIDA Library
Academic Conversation Protocol
SIFT
Before Reading: Building Background Knowledge, Setting a Purpose for Reading, Key Vocabulary
affixes
During Reading: Marking the text, Pausing to connect, Writing in the margins