Updated October 2016
2016-2017
Grade 8 English Language Arts Curriculum Guide
Overview:
The English Language Arts (ELA) Curriculum Guide is a guideline to support teachers of
English Language Arts as they implement the Washington State ELA Standards, previously the
Common Core State Standards or CCSS.
The Washington State Standards for English Language Arts (CCSS ELA) include standards for
reading, writing, language, and speaking & listening. These standards offer a focus for
instruction each year and help ensure that students gain adequate exposure to a range of
texts and tasks. Rigor is infused through the requirement that students read increasingly
complex texts and write for a range of audiences and purposes through the grades.
Students advancing through the grades are expected to meet each year’s grade-specific
standards and retain or further develop skills and understandings mastered in preceding
grades. For the complete document:
http://www.k12.wa.us/ELA/Standards.aspx
Definitions:
Washington State ELA Learning Standards (CCSS ELA) describe what students should
know and be able to do in reading, writing, language, speaking and listening at each
grade level. These statements are the core of the document. They are designed to
provide clear guidance to teachers about the reading skill and strategy instruction that is
to be taught and learned.
Transfer goal is the desired long-term independent goal/s. It is the goal that states what
students truly understand and excel when they take what they learned in one way or
context and use it in another, on their own. Students will be able to independently use or
apply their learning to other novel situations.
Meaning goal is an understanding that results from reflecting on and analyzing one’s
learning: an important generalization, a new insight, a useful realization that makes sense
out of prior experience or learning that was either fragmented or puzzling. This goal is
divided into two elements: Essential Questions and Disciplinary Understandings.
Disciplinary Understandings are the big ideas we want students to come to
understand within a discipline. What specifically do you want student to
understand? What inferences should they make?
Essential Questions are open-ended provocative questions designed to foster
inquiry, meaning-making, and transfer. These are questions that students will
keep considering.
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Clover Park School District ELA Curriculum Guide ~ Grade 8
Updated October 2016
Acquisition is the short term goal/s that we want students to acquire.
Knowledge and Skill are the daily learning targets. The acquisition goals state the key declarative
knowledge (factual information, vocabulary, and basic concepts) and procedural knowledge
(basic know-how or discrete skills) students are to learn by the end of each unit.
Stage One: Desired Results
Transfer, Meaning, Acquisition of Knowledge and Skill
Stage Two: Evidence
Assessment
Stage Three: Learning Plan
The intent of stage three is to hold teacher daily/weekly lesson plans.
Revisions in the 2014-15 Curriculum Guide reflect
EQUIP rubric
Language Standards 6-12
Language Progressive Skills, by Grade table – Students advancing through the grades are expected to
meet each year’s grade-specific language standards and retain or further develop skills and
understandings mastered in preceding grades. Beginning in Grade 3, skills and understandings that are
particularly likely to require continued attention in higher grades as they are applied to increasingly
sophisticated writing and speaking are marked with an asterisk (*). Find this table on page 56 of the CCSS
ELA document.
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Clover Park School District ELA Curriculum Guide ~ Grade 8
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This curriculum revision document maps out which Collections, novels and assessments will be implemented 2016-17 as part of the ELA
material adoption. A complete curriculum guide (written out standards, suggested targets, with stage 1, 2, and 3 format) for quarter 1
will be completed in August for use by teachers at the beginning of the school year.
Texts within Collections to be taught in sequential order (concepts/skills spiral). Anchor texts required. Other selections to be taught as
needed to address standards of the Collections end of unit test.
Standards: Ensure instruction and learning of the standards noted as part of the anchor texts and those assessed on the Collection test.
Formative Reading /Writing Opportunities (Optional): Teachers/PLC teams should determine formative tasks based on student data.
Writing tasks (i.e. literary analysis, essay, timed write) weekly/biweekly. Selection tests are optional – these assessments are primarily
comprehension and text specific vocabulary.
Summative Reading/Writing Assessments: Target assessment windows are noted within each section. The Collection Test (reading and
language) will be administered by the week prior to the end of the unit. The end of Collection Writing Task will be completed/turned in
prior to or at the last week of the unit. NOTE: Common writing assessments to use district writing rubrics.
Weeks Collection
Recommended Texts in
Sequential Order
Standards
6
weeks
30
days
Anchor Text
My Favorite Chaperone
short story 4 days
RL: 1-4
W: 2, 4, 9a, 10
L : 1c, 4a, 4d
Close Reader
RL: 1, 3, 4
Collection
One:
Culture and
Belonging
Formative
Reading /Writing
Assessments per
selection text
Summary (TM
p30a)
Summative Reading/Writing Assessments
NOTE: all writing assessments to use district
rubrics
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Clover Park School District ELA Curriculum Guide ~ Grade 8
Night –
memoir
Elie Weisel
Golden Glass-short story
Bonne Annee- personal
essay-2days
Cite text evidence
(short response)
RI: 1-6
W: 7
SL: 1a
L: 1a, 4c
A Place to Call Homeresearch study- 3days
RI: 1, 3, 4, 6
W: 7, 8
L: 4b, 6
Close Reader
What to Bring-essay
RI: 1, 3
Anchor Text
The Latehomecomermemoir anchor text-4
days
RL: 4
RI: 1-5, 8
W: 2, 7, 8
L: 1b, 3a, 4b,
4d, 6
Close Reader :
Museum Indiansmemoir
New Immigrants Share
Their Storiesdocumentary-2days
Author’s purpose
paragraph (TM
p40a Interactive
whiteboard lesson)
Updated October 2016
Wk4 Collections One Performance Task:
Personal Narrative-(Memoir Pivotal Moment
TM p 83-86)
OPTIONAL
Within or prior to Wk 5
Collection One Test
RL:1, 2, 3, 4
Compare/Contrast RI: 1, 3, 4, 7
(TM p51, #6)
L: 1a,b,c, 4b,d
Cite text evidence
(short response)
Teacher choice
(TM p68)
RI: 1, 4, 6
SL: 2, 4, 5
W: 7
Cite text evidence
(short response)
RI: 1, 2, 3, 6, 7
SL: 2, 4, 5
W: 7
Filmmaker’s
Purpose (TM p2, 3)
RI: 1, 4, 6
W: 7, 9
Allusion (TM
p78/78a)
NOTE: Selection
text tests are
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Clover Park School District ELA Curriculum Guide ~ Grade 8
The Powwow at the End
of the World-poem1day
7
weeks
Collection
Two:
The Thrill of
Horror
Anchor Text
The Tell-Tell Heart-short
story-3days
Close Reader :
The Outsider –short
story
primarily
comprehension
and text specific
vocabulary.
Optional
RL: 1, 3, 4, 6
SL: 1a, 4, 6
W: 3, 4, 9a,
10
L: 2a, 4c
RL: 1, 4, 6, 10
Scary Tales- essay 1day
RL: 1-4,6
SL: 1, 1a,c,3,4
L: 1
The Monkey’s Pawshort story-4 days
RL: 1-4, 6, 9
W: 2b, 7, 8,
9a
L : 1c, 3a, 4a,
b,c,d
The Monkey’s Pawmedia analysis 2days
RL: 2, 7
Updated October 2016
Wk6 Selection Performance Task Info
Research Explanatory w/texts read TM p7982 building created prompt around
immigration)
Creation of
Suspense/Point of
View (TM p96 #2, 3, 4,
6)
Plot Analysis
Whiteboard
Interactive Lesson TM
98a
Cite Text Evidence
(short response)
Collection Task: Writing Argument after
Scary Tales (TM p133-136)
Theme (TM p118,#6)
Foreshadow
(TM p118, #1)
Summary
(TM p124, #1)
Compare/Contrast
film and story
(TM p124 and 124a)
Selection Test
Monkey’s Paw Film
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Clover Park School District ELA Curriculum Guide ~ Grade 8
RI: 7
SL: 2, 4, 5
Frankenstein
Mary Shelley to
be read after
Collection 2
Close Reader
Frankenstein- poem
Anchor Text
What is the Horror
Genre?-literary
criticism 3days
6
weeks
Collection
Three:
The Move
Toward
Freedom
Autobiography
Narrative of
the Life of
Frederick
Douglass, An
American
Slave-read
concurrently
with unit
Anchor text :Excerpt
Narrative of the Life of
Frederick Douglass
autobiography 3days
Close Reader:
My Friend Douglassbiography
Harriett Tubman:
Conductor on the
Underground Railroadbiography 3days
Anchor Text
The Drummer Boy of
Shiloh- Historical Fiction
3days
Cite text evidence
(short response)
RL: 1, 2
Essay prewrite (TM
p130, #1, 3, 5, 7)
RI: 1, 2, 3, 4, 6
SL: 1a, 4
L: 2a, 4b
RI: 1, 3, 4, 5,6
W: 2b, 9b
SL: 1a,b,c,d,
4
L: 4a,d
RI: 1, 2, 3, 4,
5, 6
RI: 1, 3, 4, 5
W: 7, 9b
SL: 1a, 4
L: 1c, 3a, 5b,
6
Updated October 2016
(Wk 4 or 5 of the unit)
Collection Two Test
RL: 3, 6, 7, 9
RI: 2, 3, 4, 6
L: 1, 2a, 3a, 4b,c
(Wk 6 of the unit)
Collection Performance Task: Lit Analysis
of one/both fictional horror stories (TM
p137-140)
Author’s Purpose
(Literary Analysis) TM
p149 #6 and p150a
Cite text evidence
(short response)
Characterization
(TM p164 #1, 4, 5, 6)
(Wk 2 or 3 of unit)
Selection Test: Argument Harriett Tubman
moral dilemma/characterization (refer to
K on TM p158)
What is the moral dilemma faced by
Harriet Tubman if the fugitive slave chose
to return to his owner?
Historical
Setting/Mood
(TM p174 #1,2, 3, 6)
RL: 1, 2, 3, 4
SL: 1, 2, 4
Cite Text Evidence
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Clover Park School District ELA Curriculum Guide ~ Grade 8
Close Reader:
A Mystery of Heroismshort story
L: 1c, 4a, 5a,
6
W: 7, 8
Updated October 2016
(short response)
(Wk 4 of unit)
Selection Task : Compare/Contrast Poster
(TM p196 performance task)
RL: 1, 2, 3, 4
Excerpt Bloody Ties:
The Funeral of
Abraham Lincoln and
the Manhunt for
Jefferson Davis 4days
Close Reader:
Civil War JournalJournal Entries
RI: 1, 3, 4, 5, 6
W: 2, 7, 8, 9b
L: 1a, 4a,d,
5c
RI: 1, 3, 4, 5
Cite Text Evidence
(short response)
Elegy/Extended
Metaphor
(TM p202, #1, 5)
(Wk 5 of unit)
Collection 3 Test
RL:2, 3, 4
RI: 3, 4, 5, 6
L: 1a,c, 3a, 4a, 5b
O Captain! My
Captain! Poem 1 day
6
weeks
Collection
Four:
Approaching
Adulthood
Anchor Text Marigoldsshort story 4days
RL: 1, 4, 5
SL: 1, 6
RL: 1, 2, 3, 4
W: 2, 4, 9a,10
L: 1a, 4b,d, 6
Theme/Symbolism
(TM p226, #s 6, 7. 8)
Close Reader :
The Whistle-short story
RL: 1, 2, 3
Cite Text Evidence
(short response)
Hanging Fire and
Teenagers- paired
poems 2days
RL 1, 2, 4, 5
W 4, 9a, 10
SL 1a, 6
L 2c
Theme/Figurative
Language/Inferences
(TM p232 #s 1-6)
RL 1, 2, 5
Cite Text Evidence
(short response)
Close Reader
(Wk 1 of unit)
Selection Task:
Literary Analysis Character (TM 226)
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Clover Park School District ELA Curriculum Guide ~ Grade 8
Identity and Hard on
the Gas-paired poems
Anchor Text
When do Kids Become
Adults-Arguments from
“Room for Debate” in
the New York Times 5
days
Close Reader
Much Too Young to
Work So Hard-history
article
RI 1-6, 8, 9
W7
L 1d, 4b, 4d
SL 3-6
Trace and Evaluate
an Argument
(TM p244 #1-6 as
prewrite for
summative argument
RI 1, 6, 7, 8
Cite Text Evidence
(short response)
RI 1-5, 7-9
W 1a, 1b, 2,
4, 9b, 10
L 1, 4a
(TM p260 #s 1-5)
Updated October 2016
(Wk 5 of unit)
Collection 4 Test
RL: 1, 2, 3, 4
RI: 2, 5, 8, 9
L: 1a,d, 2c, 4b, 6
(Wk 6 of unit)
Explanatory Essay-What Does it Mean to
be an Adult? using all Collection Four
sources
Is 16 Too Young to
Drive a Car/Fatal Car
Crashes Drop for 16Year-Olds, Rise for
Older Teens-paired
article 3 days
3
weeks
Animal Farm
George Orwell
How does power corrupt the people who
have it?
Page 8 of 19
Clover Park School District ELA Curriculum Guide ~ Grade 8
Updated October 2016
CPSD Literary/ Vocabulary Terms
Introduce at 8th grade
6th and 7th grade terms to be reinforced at 8th grade can be found on the 6-12 excel
document on SharePoint
PLOT/story elements
Foreshadowing
GRAMMAR/SYNTAX/STRUCTURE
gerund
noun clause/noun phrase
participle
LITERARY DEVICES
flashback
sensory imagery
mood
dramatic irony
POETIC DEVICES
soliloquy
sonnet
assonance
consonance
RHETORICAL
TECHNIQUES
public opinion
Vocab.
GENRE
connotations
connotative meaning
denotation
inferred meaning
vernacular
LITERARY ANALYSIS
Text Structure/Feature
FIGURATIVE LANGUAGE
tone
ellipsis
juxtaposition
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Clover Park School District ELA Curriculum Guide ~ Grade 8
Updated October 2016
Gr 8 ELA - QUARTER 1
Weeks 1-6
Stage 1 – Desired Results
Transfer
Students will be able to independently use their learning to…

Recognize essential information/ideas in a variety of texts/situations encountered or created.

Use new vocabulary in oral and written communication.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
Students will keep considering…

The main idea and/or theme are essential to comprehending

How do I know if I really got the main point and
the text.
how can I prove that I understand?

Reading between the lines, or use of author’s clues, is essential

How is writing like a dress rehearsal?
to understanding the text.

How does vocabulary affect my learning?

Writing is a process.

How do our stories influence perception of

Writing is adapted to different audiences and purposes.
ourselves and the world?

How does the vocabulary we use represent who
we are?
Acquisition of Knowledge and Skill
In literary and/or informational text, students will know and be able to …
READING- Weeks 1-6, Collection One: Culture and Belonging (pp. 1-86) Short Story, Memoir, Personal Essay,
Research Study, Documentary, Poem.
READING - Novel Study: Night, a Memoir by Elie Weisel (Time frame not noted)
Standards RL10, RI10, W4, W5, and SL1a-d will be addressed across all 4 quarters, as they are part of rigorous
grade level instructional practice.
Collection 1 Required Texts:
Anchor Text 1: (Short Story) “My Favorite Chaperone” (p. 3)
RL1, RL2, RL3, RL4, L1c, L4a, L4b, W2, W4, W9a, W10
Anchor Text 2: (Memoir) “The Latehomecomer” (p.53)
RL4, RI1, RI2, RI3, RI4, RI5, RI8, RI10, W2, W7, W8, L1b, L3a, L4b, L4d, L6
Collections 1 Suggested Texts: These selections address Standards on Collection Test. Teachers may choose
other resources to cover these Standards.
Short Story: “The Golden Glass” (p. 30b)
Personal Essay: “Bonne Annee” (p. 31
Research Study: “A Place to Call Home” (p. 41)
Close Reader, Memoir: “Museum Indians” 9p. 70b)
Documentary: “New Immigrants Share Their Stories” (p. 71)
Poem: “The Powwow at the End of the World” (p. 75)
Optional: Performance Task B, Week 4: Write a Personal Narrative, Memoir Pivotal Moment TM (pp. 83-86)
Collections 1 Test, Week 5:
RL1, RL2, RL3, RL4, RI1, RI3, RI4, RI7, L1a-c, L4b, L4d
Performance Task, Week 6: Info Research Explanatory w/ texts read TM (pp 79-82) building created prompt
around immigration.
W2a-e, W4, W5, W8
Standards to Address in additional selections/novels in Quarter 2: RI 7, W1a-e
*RL/RI10, W4, W5, SL1 are part of rigorous grade level instructional practice and will be addressed across all 4
quarters.
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Clover Park School District ELA Curriculum Guide ~ Grade 8
Updated October 2016
ELA (Standards pulled from Anchor Texts, Collection
Test, and Writing Task)
READING
Learning Targets


Key Ideas and Details
RL/RI.8.1 Cite several pieces of textual evidence to
support analysis of what the text says explicitly as well
as inferences drawn from the text.
RL/RI.8.1

I can use information for the text to support its main ideas—both
those that are stated directly and those that are suggested.


Key Ideas and Details
RL.8.2 Determine a theme or central idea of a text and
analyze its development over the course of the text,
including its relationship to the characters, setting, and
plot; provide an objective summary of the text.
RI.8.2 Determine a central idea of a text and analyze its
development over the course of the text, including its
relationship to supporting ideas; provide an objective
summary of the text..
RL.8.2

I can define a text’s theme or main idea by analyzing its
relationship to the characters, setting, and plot, as well as hot it
unfolds throughout the text. I can also summarize the main idea of
the text without adding my own ideas or opinions.
RI.8.2

I can determine a text’s main idea by analyzing its relationship to
supporting details as well as how it progresses throughout the text. I
will also summarize the text as a whole without adding my own
ideas or opinions.
Key Ideas and Details
RL.8.3 Analyze how particular lines of dialogue or
incidents in a story or drama propel the action, reveal
aspects of a character, or provoke a decision.
RI.8.3 Analyze how a text makes connections among
and distinctions between individuals, ideas, or events
(e.g., through comparisons, analogies, or categories).
RL8.3

I I can analyze how specific events or lines of dialogue in a story or
drama move the action forward or show me things about the
characters.
RI.8.3

I can analyze the ways in which a text groups together or
separates individuals, events, and ideas.
Craft and Structure
RL.8.4 Determine the meaning of words and phrases as
they are used in a text, including figurative and
connotative meanings; analyze the impact of specific
word choices on meaning and tone, including
analogies or allusions to other texts.
RI.8.4 Determine the meaning of words and phrases as
they are used in a text, including figurative, connotative,
and technical meanings; analyze the impact of a
specific word choice on meaning and tone, including
analogies or allusions to other texts.
RI.8.5 Analyze in detail the structure of a specific
paragraph in a text, including the role of particular
sentences in developing and refining a key concept
RL.8.4

I can analyze specific words, phrases, and patterns of sound in the
text to determine what they mean and how they contribute to the
text’s larger meaning.
RL8.7 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.
RI.8.7 Evaluate the advantages and disadvantages of
using different mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or idea.
RL8.7

RI8.8 Trace and evaluate the argument and specific
claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient;
recognize when irrelevant evidence is introduced.
Range of Reading ad Level of Text Complexity
RL.8.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, in the
grades 6-8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
RI.8.10 By the end of the year, read and comprehend
literary nonfiction in the grades 6-8 text complexity
RI.8.8








RI.8.4

I can analyze specific words and phrases in the text to determine
both what they mean and how they affect the text’s tone and
meaning as a whole.
RI.8.5

RI.8.7

RL.8.10

RI.8.10

I can examine individual paragraphs in a text and analyze
how particular sentences contribute to the whole.
I can compare and contrast how events and information are
presented in a text and a filmed or live production of the text.
I can evaluate the benefits and drawbacks of using visual
and non-visual mediums to present information.
I can evaluate the strength of the author’s claims and
reasoning and identify any faults or weaknesses in them..
I will read and understand grade-level appropriate literary
texts by the end of grade 8.
I will demonstrate the ability to read and understand gradelevel appropriate literary nonfiction texts by the end of grade
8.
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Clover Park School District ELA Curriculum Guide ~ Grade 8
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band proficiently, with scaffolding as needed at the high
end of the range.
LANGUAGE
Conventions of Standard English
L.8.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of verbals (gerunds, participles,
infinitives) in general and their function in particular
sentences.
b. Form and use verbs in the active and passive voice.
c. Place phrases and clauses within a sentence,
recognizing and correcting misplaced and dangling
modifiers.
L.8.7.1
I can correctly understand and use the conventions of English grammar
and usage.
L8.1a

L8.1b

L8.1c

I can explain the function of verbals.
I can use verbs in both the active and passive voice.
I can use verbs in the indicative, imperative, interrogative,
conditional, and subjunctive mood.
Knowledge of Language
L.8.3
a. Use verbs in the active and passive voice and in the
conditional and subjunctive mood to achieve particular
effects (e.g., emphasizing the actor or the action;
expressing uncertainty or describing a state contrary to
fact).
L.8.3a
Vocabulary Acquisition and Use
L.8.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 6
reading and content, choosing flexibly from a range of
strategies.
a. Use context (e.g., the overall meaning of a sentence
or paragraph; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin
affixes and roots as clues to the meaning of a word
(e.g., belligerent, bellicose, rebel).
d. Verify the preliminary determination of the meaning
of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
Vocabulary Acquisition and Use
L.8.6 Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases; gather vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
WRITING
Text Types and Purposes
W.8.2 Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information
through the selection, organization, and analysis of
relevant content.
a. Introduce a topic clearly, previewing what is to
follow; organize ideas, concepts, and information into
broader categories; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic with relevant well-chosen facts,
definitions, concrete details, quotations, or other
information and examples.
c. Use appropriate transitions to clarify the relationships
among ideas
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
L.8.4 I can understand the meaning of grade-level appropriate words
and phrases.

I can choose appropriate verb voice and mood to
create different effects.
L.7.4.a

I can use context clues

I can use Greek or Latin Roots.

I can infer and verify the meanings of words in context.

I can learn and use grade-appropriate vocabulary.
L.8.4.b
L.8.4.d
L.8.6
W.8.2

W8.2a

W.8.2b

W.8.2c

W.8.2d

I can write clear, well-organized, and thoughtful informative
and explanatory texts.
I can write a clear introduction, organized with headings and
visuals (when appropriate).
I can include sufficient supporting details and background
information.
I can include cohesive transitions to link ideas.
I can include precise language and vocabulary.
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Clover Park School District ELA Curriculum Guide ~ Grade 8
Updated October 2016
e. Establish and maintain a formal style and objective
tone.
f. Provide a concluding statement or section that follows
from the information or explanation presented.
W.8.2e

W.8.2f

Production and Distribution of Writing
W.8.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards
1-3 above.)
Production and Distribution of Writing
W.8.5 With some guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience
have been addressed. (Editing for conventions should
demonstrate command of Language standards 1 – 3 up
to and including grade 8).
RESEARCH WRITING
W8.7 Conduct short research projects to answer a
question, drawing on several sources and generating
additional related, focused questions for further
research and investigation.
W8.8 Gather relevant information from multiple print and
digital sources; assess the credibility of each source;
and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
Research to Build and Present Knowledge
W.8.9 Draw evidence from literary or informational texts
to support analysis, reflection, and research. Apply
grade 8 reading standards to literature and literary
nonfiction.
a. Apply grade 8 Reading standards to literature (e.g.,
“Analyze how a modern work of fiction draws on
themes, patterns of events, or character types from
myths, traditional stories, or religious works such as the
Bible, including describing how the material is rendered
new”0.
Range of Writing
W.8.10 Write routinely over extended time frames (time
for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
SPEAKING and LISTENING
W.8.4

I can produce writing that is appropriate to the task, purpose, and
audience for whom I am writing.
I can use a formal style in writing.
I can write a strong conclusion that restates the importance or
relevance of the topic.
W.8.5

With help from peers and adults, I will revise and refine my writing
to address what is most important for my purpose and audience.
W.8.7

I can conduct short research projects to answer a question using
multiple sources and generating topics for further research.
W.8.8

I can effectively conduct searches to gather information from
different sources and assess the strength of each source, following
a standard format for citation.
W. 8.9

I can paraphrase, summarize, quote, and cite primary and
secondary sources to support my analysis, reflection, and
research.
W.8.10

I can write for many different purposes and audiences both over
short and extended periods of time.
Page 13 of 19
Clover Park School District ELA Curriculum Guide ~ Grade 8
COMPREHENSION AND COLLABORATION
SL8.1 Engage effectively in a range of collaborative
discussions (one on one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and
issues, building on others’ ideas and expressing their
own clearly.
a. Come to discussions prepared, having read or
researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text,
or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific
goals and deadlines, and define individual roles as
needed.
c. Pose questions that connect the ideas of several
speakers and respond to others’ questions and
comments with relevant evidence, observations, and
ideas.
d. Acknowledge new information expressed by others
and, when warranted, qualify or justify my own views in
light of the evidence presented..
SL8.1

I will actively participate in a variety of discussions.
SL8.1a

I will read any required material beforehand and come to the
discussion prepared.
SL8.1b

I will work with others to set goals and processes within the group.
SL8.1c

I will ask questions that connect the ideas of several speakers and
give relevant responses to the questions of others.
SL8.1d

I will recognize different perspectives and adjust my own views if
necessary.
8TH GRADE ELA STANDARDS NOT COVERED THAT NEED TO BE
ADDRESSED USING ADDITIONAL SELECTIONS/NOVEL
RL:
RI:7
L:2b, 5c
W:1a-e, 3a-e,5,6
SL:
Evaluative Criteria
Updated October 2016
Quarter 1
RI 7
L2b
W3a-e
Quarter 2
RI 7
W1a-e
Quarter 3
L 5c
W1a-e
Quarter 4
W6
Stage 2 - Evidence
Students will show their learning by…
PERFORMANCE TASK(S):
Reading:

Collection 1 Test Answer Key

Writing:
District provided writing rubric.
Please provide students with formative opportunities to demonstrate
learning of skills, knowledge and understandings before common formal
assessment is given
Teachers at each grade level are expected to share the assessment data
to make instructional decisions for continued improvement.
District Common Assessments:
Reading and Language: Collections 1 Test
Performance Task, Week 6: Info Research Explanatory w/ texts read TM (pp 79-82)
building created prompt around immigration.
Stage 3 – Learning Plan
Teacher created unit/daily lesson plans should include theses five elements:
Expectations for learning (clear learning target), Instructional plan with strategies and activities to help students learn
and demonstrate their learning of the daily learning target, and High Yield strategy for engaging students, plan for
differentiation, assessment (formative or summative).
Page 14 of 19
Clover Park School District ELA Curriculum Guide ~ Grade 8
Updated October 2016
Gr 8 ELA - QUARTER 2
7 Weeks
Stage 1 – Desired Results
Transfer
Students will be able to independently use their learning to…

Recognize essential information/ideas in a variety of texts/situations encountered or created.

Use new vocabulary in oral and written communication.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
Students will keep considering…

The main idea and/or theme are essential to comprehending

How do I know if I really got the main point and
the text.
how can I prove that I understand?

Reading between the lines, or use of author’s clues, is essential

How is writing like a dress rehearsal?
to understanding the text.

How does vocabulary affect my learning?

Writing is a process.

How do our stories influence perception of

Writing is adapted to different audiences and purposes.
ourselves and the world?

How does the vocabulary we use represent who
we are?
Acquisition of Knowledge and Skill
In literary and/or informational text, students will know and be able to …
READING - Collection Two: The Thrill of Horror, Short Story, Literary Criticism, Essay, Media, Poem. (7 weeks
including novel.)
READING - Novel Study: Frankenstein by Mary Shelley to be read after Collection 2. (7 weeks including novel.)
Standards RL10, RI10, W4, W5, and SL1a-d will be addressed across all 4 quarters, as they are part of rigorous grade level
instructional practice.
Collection 2 Required Texts:
Anchor Text 1: Short Story by Edgar Allen Poe “The Tell Tale Heart” (p. 89)
RL1, RL3, RL4, RL6, SL1a, SL4, SL6, W3, W4, W9a, W10, L2a, L4c
Anchor Text 2: Literary Criticism by Sharon A. Russell “What is the Horror Genre?” (p. 125)
RI1, RI2, RI3, RI4, RI6, SL1a, SL4, L2a, L4b, SL1a-d
Collections 2 Suggested Texts: These selections address Standards on Collection Test. Teachers may choose
other resources to cover these Standards.
Short Story by H. P. Lovecraft, “The Outsider” (p. 98b)
Essay by Jackie Torrence, “Scary Tales” (p. 99)
Short Story by W.W. Jacobs, “The Monkey’s Paw” (p. 105)
Media Analysis “The Monkey’s Paw” (p. 121)
Poem by Edward Field, “Frankenstein” (p. 120)
Optional: Selection Performance Task Week 4 after “Scary Tales”: Writing Argument
Collections 2 Test, Week 5:
RL3, RL6, RL7, RL9, RI2, RI3, RI4, RI6, L1, L2a, L3a, L4b-c
Performance Task, Week 6: Literary Analysis of one/both fictional horror stories (p. 137)
W2a-f, W5, W9, W9a, W10
Standards to Address in additional selections/novels in Quarter 2: RI 7, W1a-e
*RL/RI10, W4, W5, SL1 are part of rigorous grade level instructional practice and will be addressed across all 4
quarters.
Page 15 of 19
Clover Park School District ELA Curriculum Guide ~ Grade 8
Updated October 2016
ELA (Standards pulled from Anchor Texts, Collection
Test, and Writing Task)
READING
Learning Targets


Key Ideas and Details
RL/RI.8.1 Cite several pieces of textual evidence to
support analysis of what the text says explicitly as well
as inferences drawn from the text.
RL/RI.8.1

I can use information for the text to support its main ideas—both
those that are stated directly and those that are suggested.


Key Ideas and Details
RI.8.2 Determine a central idea of a text and analyze its
development over the course of the text, including its
relationship to supporting ideas; provide an objective
summary of the text..
RI.8.2

I can determine a text’s main idea by analyzing its relationship to
supporting details as well as how it progresses throughout the text. I
will also summarize the text as a whole without adding my own
ideas or opinions.


Key Ideas and Details
RL.8.3 Analyze how particular lines of dialogue or
incidents in a story or drama propel the action, reveal
aspects of a character, or provoke a decision.
RI.8.3 Analyze how a text makes connections among
and distinctions between individuals, ideas, or events
(e.g., through comparisons, analogies, or categories).
RL8.3

I I can analyze how specific events or lines of dialogue in a story or
drama move the action forward or show me things about the
characters.
RI.8.3

I can analyze the ways in which a text groups together or
separates individuals, events, and ideas.
Craft and Structure
RL.8.4 Determine the meaning of words and phrases as
they are used in a text, including figurative and
connotative meanings; analyze the impact of specific
word choices on meaning and tone, including
analogies or allusions to other texts.
RI.8.4 Determine the meaning of words and phrases as
they are used in a text, including figurative, connotative,
and technical meanings; analyze the impact of a
specific word choice on meaning and tone, including
analogies or allusions to other texts.
RL.8.4

I can analyze specific words, phrases, and patterns of sound in the
text to determine what they mean and how they contribute to the
text’s larger meaning.
RL.8.6 Analyze how differences in the points of view of
the characters and the audience or reader (e.g.,
created through the use of dramatic irony) create such
effects as suspense or humor.
R.I.8.6 Determine an author’s point of view or purpose in
a text and analyze how the author acknowledges and
responds to conflicting evidence or viewpoints.
RL.8.6

RL8.7 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.
RL8.7

Integration of Knowledge and Ideas
RL.8.9 Analyze how a modern work of fiction draws on
themes, patterns of events, or character types from
myths, traditional stories, or religious works such as the
Bible, including describing how the material is rendered
new.
RL.8.9

Range of Reading ad Level of Text Complexity
RL.8.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, in the
grades 6-8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
RI.8.10 By the end of the year, read and comprehend
literary nonfiction in the grades 6-8 text complexity
band proficiently, with scaffolding as needed at the high
end of the range.
RL.8.10





RI.8.4

I can analyze specific words and phrases in the text to determine
both what they mean and how they affect the text’s tone and
meaning as a whole.
RI.8.6

I can analyze how differences between the points of view of
characters and readers create effects like suspense or humor.
I can understand the author’s point of view and analyze how
the author sets his or her position apart from others.
I can compare and contrast how events and information are
presented in a text and a filmed or live production of the text.

RI.8.10

I can recognize and analyze how an author draws from and
uses historical source material.
I will read and understand grade-level appropriate literary
texts by the end of grade 8.
I will demonstrate the ability to read and understand gradelevel appropriate literary nonfiction texts by the end of grade
8.
Page 16 of 19
Clover Park School District ELA Curriculum Guide ~ Grade 8
Updated October 2016
LANGUAGE
Conventions of Standard English
L.8.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
Conventions of Standard English
L.8.2
a. Use punctuation (commas, ellipsis, dash) to indicate
a pause or break.
Knowledge of Language
L.8.3
a. Use verbs in the active and passive voice and in the
conditional and subjunctive mood to achieve particular
effects (e.g., emphasizing the actor or the action;
expressing uncertainty or describing a state contrary to
fact).
Vocabulary Acquisition and Use
L.8.4
b. Use common, grade-appropriate Greek or Latin
affixes and roots as clues to the meaning of a word
(e.g., belligerent, bellicose, rebel).
c. Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation of a word or
determine or clarify its precise meaning or its part of
speech.
WRITING
Text Types and Purposes
W.8.2 Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information
through the selection, organization, and analysis of
relevant content.
a. Introduce a topic clearly, previewing what is to
follow; organize ideas, concepts, and information into
broader categories; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic with relevant well-chosen facts,
definitions, concrete details, quotations, or other
information and examples.
c. Use appropriate transitions to clarify the relationships
among ideas
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective
tone.
f. Provide a concluding statement or section that follows
from the information or explanation presented.
Text Types and Purposes
W.8.3 Write narratives to develop real or imagined
experiences or events using effective technique,
relevant descriptive details, and well-structured event
sequences.
Production and Distribution of Writing
W.8.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards
1-3 above.)
L.8.7.1
I can correctly understand and use the conventions of English grammar
and usage.
L8.2a

I can use different punctuation to indicate a pause or break.
L.8.3a

I can choose appropriate verb voice and mood to
create different effects.

I can use Greek or Latin Roots.

I can use reference materials.
L.8.4.b
L.8.4.c

W.8.2

W8.2a

W.8.2b

W.8.2c

W.8.2d

W.8.2e

W.8.2f

I can write clear, well-organized, and thoughtful informative
and explanatory texts.
I can write a clear introduction, organized with headings and
visuals (when appropriate).
I can include sufficient supporting details and background
information.
I can include cohesive transitions to link ideas.
I can include precise language and vocabulary.
I can use a formal style in writing.
I can write a strong conclusion that restates the importance or
relevance of the topic.
W.8.3

I can write clear, well-structured, detailed narrative texts.
W.8.4

I can produce writing that is appropriate to the task, purpose, and
audience for whom I am writing.
Page 17 of 19
Clover Park School District ELA Curriculum Guide ~ Grade 8
Updated October 2016
Production and Distribution of Writing
W.8.5 With some guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience
have been addressed. (Editing for conventions should
demonstrate command of Language standards 1 – 3 up
to and including grade 8).
Research to Build and Present Knowledge
W.8.9 Draw evidence from literary or informational texts
to support analysis, reflection, and research. Apply
grade 8 reading standards to literature and literary
nonfiction.
a. Apply grade 8 Reading standards to literature (e.g.,
“Analyze how a modern work of fiction draws on
themes, patterns of events, or character types from
myths, traditional stories, or religious works such as the
Bible, including describing how the material is rendered
new”0.
Range of Writing
W.8.10 Write routinely over extended time frames (time
for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
SPEAKING and LISTENING
COMPREHENSION AND COLLABORATION
SL8.1 Engage effectively in a range of collaborative
discussions (one on one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and
issues, building on others’ ideas and expressing their
own clearly.
a. Come to discussions prepared, having read or
researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text,
or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific
goals and deadlines, and define individual roles as
needed.
c. Pose questions that connect the ideas of several
speakers and respond to others’ questions and
comments with relevant evidence, observations, and
ideas.
d. Acknowledge new information expressed by others
and, when warranted, qualify or justify my own views in
light of the evidence presented..
W.8.5

With help from peers and adults, I will revise and refine my writing
to address what is most important for my purpose and audience.
Presentation of Knowledge and Ideas
SL.8.4 Present claims and findings, emphasizing salient
points in a focused, coherent manner with relevant
evidence, sound valid reasoning, and well-chosen
details; use appropriate eye contact, adequate volume,
and clear pronunciation.
Presentation of Knowledge and Ideas
SL.8.6 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when
indicated or appropriate.
SL8.4
W. 8.9

I can paraphrase, summarize, quote, and cite primary and
secondary sources to support my analysis, reflection, and
research.
W.8.10

I can write for many different purposes and audiences both over
short and extended periods of time.
SL8.1

I will actively participate in a variety of discussions.
SL8.1a

I will read any required material beforehand and come to the
discussion prepared.
SL8.1b

I will work with others to set goals and processes within the group.
SL8.1c

I will ask questions that connect the ideas of several speakers and
give relevant responses to the questions of others.
SL8.1d

I will recognize different perspectives and adjust my own views if
necessary.

I will organize and present information to listeners in a logical
sequence and style that is appropriate to my task and
audience.
SL.8.6

I can adapt the formality of my speech appropriately.
Page 18 of 19
Clover Park School District ELA Curriculum Guide ~ Grade 8
8TH GRADE ELA STANDARDS NOT COVERED THAT NEED TO BE
ADDRESSED USING ADDITIONAL SELECTIONS/NOVEL
RL:
RI:7
L:2b, 5c
W:1a-e, 3a-e,5,6
SL:
Evaluative Criteria
Quarter 1
RI 7
L2b
W3a-e
Updated October 2016
Quarter 2
RI 7
W1a-e
Quarter 3
L 5c
W1a-e
Quarter 4
W6
Stage 2 - Evidence
Students will show their learning by…
PERFORMANCE TASK(S):
Reading:

Collection 2 Test Answer Key

Writing:
District provided writing rubric.
Please provide students with formative opportunities to demonstrate
learning of skills, knowledge and understandings before common formal
assessment is given
Teachers at each grade level are expected to share the assessment
data to make instructional decisions for continued improvement.
District Common Assessments:
Reading and Language: Collections 2 Test
Performance Task, Week 6: Literary Analysis of one/both fictional horror stories
Stage 3 – Learning Plan
Teacher created unit/daily lesson plans should include theses five elements:
Expectations for learning (clear learning target), Instructional plan with strategies and activities to help students learn
and demonstrate their learning of the daily learning target, and High Yield strategy for engaging students, plan for
differentiation, assessment (formative or summative).
Page 19 of 19