English Language Arts/ Grade 8
Curriculum Guide
August 14 - October 9, 2014
Unit 1: Argumentative Writing & Informative Texts
Suggested Pacing: First Nine Weeks: 10 - 90 minute class sessions
Unit At A Glance:
In this unit, students create arguments that are structured and cohesive, citing a variety of reference materials and
other forms of textual evidence to defend their interpretations and judgments. They will state claims and
counterclaims while participating in organized whole class or small group collegial discussions. Also, students
will create written pieces that demonstrate command of the conventions of standard English grammar and usage.
In written pieces, students will write sentences with varying structures, while recognizing and correcting
inappropriate shifts in verb voice and mood. Also, students will draw from prior knowledge and
primary/secondary sources to make inferences when reading informational/explanatory texts.
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ACOS/CCRS Standards:
Reading: Literature
1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well
as inferences drawn from the text. [RL.8.1]
Reading: Informational Text:
10. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well
as inferences drawn from the text. [RI.8.1]
Writing:
20. Write arguments to support claims with clear reasons and relevant evidence. [W.8.1]
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the
reasons and evidence logically. [W.8.1a]
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating
an understanding of the topic or text. [W.8.1b]
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,
reasons, and evidence. [W.8.1c]
d. Establish and maintain a formal style. [W.8.1d]
e. Provide a concluding statement or section that follows from and supports the argument presented. [W.8.1e]
31.Speaking and Listening:
30. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
1
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Sandra Pickens, BCS Middle School English Curriculum Writer.

This document is property of Birmingham City Schools. Do not reproduce without permission.
diverse partners on Grade 8 topics, texts, and issues, building on others' ideas and expressing their own
clearly. [SL.8.1]
Language:
36. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
[L.8.1]
a. Apply rules of subject-verb agreement when interrupted by a prepositional phrase, with inverted word order, with
indefinite pronouns as subjects, compound subjects joined by correlative and coordinating conjunctions, and
collective nouns when verb form depends on the rest of the sentence. (Alabama)
b. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular
sentences. [L.8.1a]
c. Form and use verbs in the active and passive voice. [L.8.1b]
d. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. [L.8.1c]
e. Recognize and correct inappropriate shifts in verb voice and mood.* [L.8.1d]
Essential Question(s):
Students use arguments and make inferences about textual evidence to change the reader’s point of view or to
make claims in order to convince others that something is true. Hence, understanding the components of a
structured argument can help students express their beliefs and values both verbally and in writing.
 How do readers make inferences?
 What is the purpose of an argument?
 Why is it important to have a strong claim?
 Why is it important to have textual evidence to support a claim?
 How do readers determine the main idea when it is inferred?
Learning Objective(s):
 I can write an argument using specific evidence as my support.
 I can state both a claim and a counterclaim and support them with relevant evidence and credible
sources.
 I can state an inference based on textual support.
 I can write complete sentences with a variety of patterns.
 I can correct inappropriate shifts in verb voice and mood.
Key Vocabulary:
Content
Academic
 Argument
 Analysis
 Claim
 Cite
 Counterclaim
 Inference
 Textual Evidence
 Active/Passive Voice
Assessments:
Use formative assessments to check for daily student mastery of a skill/standard and to guide future instruction.
Formative assessments like Interactive Student Notebooks (ISN) help students organize and store information
in a central location. They give students immediate feedback from the teacher, and they can be referred back to
at later times as resource tools. Another tool that helps guide and monitor instruction is the graphic
organizer/foldable. Graphic organizers and foldables (Zike) structure and organize student learning, breaking
2
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Sandra Pickens, BCS Middle School English Curriculum Writer.

This document is property of Birmingham City Schools. Do not reproduce without permission.
down large pieces of information into smaller, more manageable chunks. They can be used before, during, or
after learning depending on the assigned task.
Students can also write paragraphs/essays and engage in small/whole group discussions, using textual support
as evidence of points rendered. Provide students with support and guidance as they craft their written pieces, and
provide students with opportunities to revisit their work and their classmates’ work, as well.
Additionally, teachers can Cold Call (video) on students, regardless of whether they have hands raised or not.
Using a variety of techniques such as random calls, tracking charts, or name sticks ensure that all students
contribute to the question. When cold calling, make sure that students have an adequate wait time (3-5 seconds)
to respond to the question.
Summative assessments can be used to gauge students’ learning relative to content standards, and they are
given to determine what students have mastered. Some examples of summative assessments include, but are not
limited to the following: state assessments, district benchmarks, weekly, end of unit tests, and end of term
exams.
Summative Assessment I: Pre-Test, August 25- September 5, 2014
Post-Test, October 1-15, 2014
Instructional Considerations:
Before:
The teacher should consider beginning the lesson by completing a “Before” activity to gain student interest in a
topic, to introduce a topic, or to activate prior knowledge. Anticipation Guides (CRISS) for instance, enable
students to activate prior knowledge before reading a passage via agreeing or disagreeing with statements that
relate to the content.
Sample Anticipation Guide for “The Gettysburg Address”
Directions: Before reading the speech, “The Gettysburg Address,” write Agree or Disagree in the “Before” column to
indicate your reaction to the statements. Then talk to your partner about your choices. After completing the reading, reread
the statements and record whether you agree or disagree in the “After” column. Compare these answers with your prereading choices. Did anything change? Be prepared to defend your ideas as a part of whole class discussion with evidence
from the text.
Before
Disagree
Statements
After
Agree
1.
Lincoln believed that our nation was
at a crossroads.
2.
The primary goal of the speech was to
honor the soldiers who had fought and died.
3.
Lincoln would agree that actions speak
louder than words.
Evidence
He mentions how the civil
war tested the survival and
“endurance” of our country.
3
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Sandra Pickens, BCS Middle School English Curriculum Writer.

This document is property of Birmingham City Schools. Do not reproduce without permission.
Another strategy that works well as a “Before” activity is the Socratic Seminar (College Board) or Inner/Outer
Circle Discussion. A Socratic Seminar engages students in discussions about a topic using questions and student
comments to move the discussion forward. Whereas a Socratic Seminar gives students the opportunity to
activate prior knowledge via speaking, a ⑥Quickwrite (College Board), on the other hand, quickly generates
multiple ideas that could be turned into longer pieces of writing at a later time. In a Quickwrite, students write in
response to a specific prompt for a short period of time. Teachers then collect their responses as a “ticket out the
door” or “exit ticket” to check for understanding of a taught concept.
During:
During the lesson, allow students to create Foldables (Zike), interactive, 3-D graphic organizers that help
students organize, learn, and contemplate new information. They can be shared or displayed, and they fit well in
an ISN. Other activities that work well during reading include Annotating the Text. When interacting with the
text, students make connections while gaining deeper insights about the meaning of the text. They can use
highlighters, sticky notes, or pens/pencils to mark up the text while reading.
Students can also create Double-Entry Reflective Journals to help them become more aware of their thoughts
while reading text (Tovani, 2000 & 2004). Students divide their papers lengthwise or create two sides, as if they
are going to make Two-Column Notes. On the left side of the paper, readers record quotes, comments, or
summary statements from the materials they are reading and then use the space on the right to note their
thoughts. The notes can be used at a later time as evidence for a writing piece.
Picture, Direct Quote, or Summary
(Give source and page number)
Thinking Prompts:
I wonder…
This reminds me of…
I predict…
I am confused because…
I will help myself by…
I think this means…
I am confused because…
After:
After presenting the lesson, check for student comprehension via engaging students in additional types of
formative assessment. For example, students can use hand signals like ⑥Hand Thermometers to attain peer
feedback from one another. Select one student to share his thoughts about one thing that is being worked on in
class such as identifying the claim in an argument. After the student has shared, prompt other students in class to
raise their hands to the level that they feel the student has met the criteria for the item - no verbal comments are
necessary as the student who shared has a very quick visual of where he is at.
 all the way up is "hot" or excellent
 half way up is "mild" or okay; meets but could be better
 just above desk height is "cold" or needs to be improved
4
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Sandra Pickens, BCS Middle School English Curriculum Writer.

This document is property of Birmingham City Schools. Do not reproduce without permission.
Another activity that works well as an after strategy is RAFT (CRISS). RAFT (acronym for Role, Audience,
Format, and Topic) enables students to define the type of assignment they will create before they begin the
writing process. It helps students think critically about for whom they are writing, the most appropriate format
for the piece, and the topic they want to address. The following sample shows you how to use a RAFT, different
activities that can be used in a RAFT, and strong verbs that can be used when creating a RAFT.
SAMPLE adapted from Project CRISS
R
ROLE
A
AUDIENCE
F
FORMAT
T
TOPIC + strong
verb
Sampling of RAFT
Formats
Sampling of Strong
Verbs
Who are you? A soldier, Abraham Lincoln, an igneous rock, a
mathematical operation
To/for whom is this written/created? A mother, Congress, an
integer
What form will it take? A letter, speech, obituary, conversation,
multimedia presentation, cartoon, memo, journal, etc.
Persuade a soldier to spare your life. Demand equal pay for equal
work. Plead for a halt to mining in our valley.
advertisements, apology, art exhibit, cartoon, bumper sticker,
commercial, complaint, graffiti, poem, sermon, wanted poster, etc.
Admonish, accuse, advise, convince, demand, defend, disagree,
encourage, flatter, justify, persuade, plead, proclaim, etc.
Students can also gain a better understanding of new words and concepts via using the Frayer Model. Students
are asked to provide a Definition of a concept, Facts or Characteristics of the word, Examples, and Nonexamples. This graphic organizer will lead students to a deeper understanding of a word/concept and its
relationship to their own lives. The Frayer Model works well when students are struggling to take a stance on an
issue.
Definition (in your own words)
The belief that fairness
and equity will and can prevail to those who have
been wronged.
Facts/Characteristics
• make a bulleted list
• add a picture that helps you understand the
meaning of the “word”
Justice
Examples
(LIST AT LEAST 3)






(concept)
Fair Verdict
Legality
Honesty
Truth
Law
Fairness
Non-Examples
make a bulleted list about what
the “word” is NOT



Lawlessness
Illegality
Partiality
Pre-AP strategies to consider include teaching students how to strategically read nonfictional pieces to
analyze text, writing, and language. Students will read on all 3 levels, i.e., on the line, between the lines, and
5
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Sandra Pickens, BCS Middle School English Curriculum Writer.

This document is property of Birmingham City Schools. Do not reproduce without permission.
beyond the lines. Through close reading, students will employ simple analysis techniques to read for meaning
and understanding. On the
NMSI website (log-in required), teachers will find lessons and handouts that
provide resources to help student learners attain mastery of Pre-AP goals. Several suggested activities have been
listed under “Supplemental Resources” at the end of this guide.
Differentiation:
Intervention:
Break writing and reading tasks up into smaller parts for students who are struggling to comprehend or for
students who are not performing at grade level.
Source: Response to Intervention: Alabama’s Core Support for all Students
On level:
Create a digital persuasion map that allows students to navigate through a persuasive piece. If technology is not
available, students can complete a graphic organizer of their choice. Students can also write an editorial for a
newspaper, create a brochure, or a sermon using a piece of class text as the basis for their writing.
Accelerated:
Create anchor activities for students to work on if they complete their work early. Anchor activities give
accelerated learners the opportunity to work on meaningful, yet enriching activities without the threat of
receiving failing grades. For example, students can create brochures or Power Point presentations, and anchor
activities can be used in any subject area. A website with a list of anchor activities has been linked. Students can
also create a Google Docs presentation based on information provided by the teacher; the presentations can be
presented at a later time.
Accommodations: ELL/SPED
ELL:
WWW.wida.us/standards/CAN_DOs/
The descriptors provide a starting point for working with ELs. It serves as a tool for planning. The descriptors
provide a continuum of English language development. As teachers become aware of their students English
levels of proficiency, the descriptors provide sensory, graphic and interactive support needed to facilitate ELs'
access to content.
Technology (Hardware)
 Computers
 Promethean Boards
 Projectors
 Promethean Clickers (if needed)
Technology (Software)
 Various Websites
 Internet Access
 Streamed videos (if needed)
 Virtual Presentations, e.g., Prezi
 Elements of Literature (EOL) , One-Stop
6
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Sandra Pickens, BCS Middle School English Curriculum Writer.

This document is property of Birmingham City Schools. Do not reproduce without permission.




Materials
(taken from BCS English Language
Arts Pacing Guide)
Elements of Literature(EOL)
 “The Tell-Tale Heart” by
Edgar Allan Poe (mystery) pp.
536-545 (ACOS 1)
 “The Drummer Boy of
Shiloh” by Ray Bradbury
(historical fiction) pp. 203208 (ACOS 1)
 “Flowers for Algernon” by
Daniel Keyes (science fiction)
pp. 32-65 (ACOS 1)
 “Raymond’s Run” by Toni
Cade Bambara (realistic
fiction)pp. 546-556 (ACOS 1)
 Paul Revere’s Ride” by Henry
Wadsworth Longfellow
(narrative poem) pp. 628-635
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




(ACOS 1)
“Valentine for Ernest Mann”
by Naomi Shihab Nye (lyrical
poem) pp. 624-627 (ACOS 1)
“The Cremation of Sam
McGee” by Robert W.
Service (ballad) pp. 636-642
(ACOS 1)
“The Dying Cowboy” Author
Unknown pp. 643, 645-646
(ACOS 1)
Collection 1: Skills Review,
p. 127 (ACOS 1, 10)
Collection 2: Skills Review,
p. 228 (ACOS 1, 10)
Handbook of Literary Terms;
pp. 859-874 (ACOS 1, 10)
Planner
EOL, CD-ROM
EOL, PowerNotes
EOL, Audio CD Websites
Warriner’s Handbook (free PDF)
Supplemental Resources
Reader’s Handbook
 Inference: pp. 40, 52, 214,
285, 308, 347, 356, 653
Argument in Persuasive
Writing: pp. 247, 254-255

On-line Resources
*The information contained in these websites is
for educational purposes only. We make no
representations or warranties of any kind,
express or implied, about the completeness,
accuracy, reliability, suitability or availability
with respect to the sites.
(ACOS 20)
Argument Chart: pp. 249,
253-255, 667 (ACOS 20)
Daybook of Critical Reading and
Writing
 “The Art of Argument” pp.
87-102 (ACOS 20)
 Active Reading: Persuasive
Writing; pp. 187-202 (ACOS

Alabama Insight

Alabama College and
CareerReadiness Standards
(ACOS)

Achieve the Core

All About Adolescent
Literacy

Common Core State
Standards

Teaching Channel

Knox Education

College Board

Middleschool.net

Slideshare

Prezi

K12 Reader

NMSI-Laying the Foundation

ACT Aspire – Reading
20)
Writer’s Choice
 “Effective Listening” pp. 755759 (ACOS 30)
 “Informal Speech”; pp. 764768 (ACOS 30)
 Unit 16: “Subject-Verb
Agreement: Writing
Application”; p. 558(ACOS 20)
 Unit 7 Troubleshooter: “Lack
of Subject-Verb Agreement”
pp. 314-317 (ACOS 36)
 Unit 7 Troubleshooter:
“Incorrect Verb Tense or
Form” pp. 318-319 (ACOS 36)
 Unit 7 Troubleshooter:
“Incorrect Use of Pronouns”;
pp. 320-321(ACOS 36)
 Unit 8 (8.5): “Subjects,
Predicates, and Sentences:
Compound Subjects and
7
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Sandra Pickens, BCS Middle School English Curriculum Writer.

This document is property of Birmingham City Schools. Do not reproduce without permission.












Handbook of Reading and
Informational Terms; pp. 875890 (ACOS 1, 10)
Reading Informational Text:
Identifying and Connecting
Main Ideas (exposition); p.
462 (ACOS 10)
“Historical Data about the
Battle of Shiloh”: by
Encyclopedia Article Encarta
(historical data) pp. 194-196
(ACOS 10)
“Drumbeats and Bullets” by
Jim Murphy (historical text)
pp. 197-202 (ACOS 10)
“Walking with Living Feet”
by Dara Horn (personal essay)
pp. 463-467 (ACOS 10)
from Harriet Tubman:
Conductor of the
Underground Railroad” by
Ann Petry (biography) pp.
142-155 (ACOS 10)
“The Fugitive Slave Acts of
1793 and 1850” by Flo Ota
De Lange (exposition) pp.
157-161 (ACOS 10)
“The Gettysburg Address” by
Abraham Lincoln (speech) pp.
479-481 (ACOS 10)
from “I Have a Dream” by
Martin Luther King, Jr.
(speech) pp. 482-487 (ACOS
10)
Reading Informational Text:
“Documents for Life” by
Sheri Henderson (exposition)
pp. 800-802 (ACOS 10)
Reading Skills and Strategies:
“Information, Please” by
Kylene Beers (exposition) p.
803 (ACOS 10)
“Tools of the Trade from The
Newspaper Designer’s
Handbook” by Tim Harrower



Compound Predicates; pp.
367-368 (ACOS 36)
Unit 8 (8.6): “Subjects,
Predicates, and Sentences:
Simple and Compound
Sentences:; pp. 369-370

ACT Aspire- English

3 Paragraph Essay Outline

Misplaced and Dangling
Modifiers

National Geographic

Prepositions Power Point

Prezi on Misplaced and
Dangling Modifiers

Writer’s Choice Practice site

Avoiding Verb Shifts

Power Point on Verb Moods

Verbs Voice and Mood
(OWL)

Shifts in Mood Power Point

Active Prompts

Warriner’s Handbook

Verbals

Verb Voice and Mood

A+ College Ready/Pre AP
(ACOS 36)
Unit 15: Verbals; pp. 526-539
(ACOS 36)
Unit 10 (10.10): “Verbs:
Active and Passive Voice” pp.
419-420 (ACOS 36)
Laying the Foundation
 Claims in a Visual Text
 Foundation Lesson: Analysis
of Rhetoric - Persuasion and
Argumentation
 Analyzing Argument in a
Visual Text
 Foundation Lesson:
Persuasive Appeals
 Dialectical Journals Rhetorical Analysis and
Persuasion
 Finding Appeals in
Contemporary Speeches
 Interpreting Logical and
Emotional Appeals: "Letter
from Birmingham Jail"
 Subject Verb Agreement
 Identifying and Writing
Prepositional Phrases
 Foundation Lesson: Sentence
Structure Basics
 Foundation Lesson: Sentence
Strategies
 A Syntax Lesson Based upon
Killgallon's Sentence
Composing for Middle School
- Treasure Island
 Concession and
Counterargument
 Foundation Lesson (Middle
8
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Sandra Pickens, BCS Middle School English Curriculum Writer.

This document is property of Birmingham City Schools. Do not reproduce without permission.
(journalism) pp. 804-808





(ACOS 10)
Understanding Consumer
Materials: Elements and
Features of Consumer
Materials (economic account)
p. 818 (ACOS 10)
Warp Speed Document
(economic account) pp. 818827 (ACOS 10)
Understanding Technical
Directions (technical) pp.
828-834 (ACOS 10)
“Giving and Evaluating a
Persuasive Speech”; pp. 986988 (ACOS 30)


School): Challenge or Defend
Foundation Lesson: Writing
the Argumentative Essay
Using the Appeals to Plan
Your Argument
Writing an Argument
Teacher Notes:
When planning this unit, it is important to note that students should have been exposed to making inferences and
citing textual evidence as support for an analysis in Grades 6 [RL.6.1] and 7 [RL 7.1]. In Grade 8, students will
not only cite evidence, but they will also determine what evidence most strongly supports an analysis of what the
text says [RL 8.1]. They will continue to write arguments to support claims with clear reasoning [W 8.1], and
they will continue to discern the difference between writing in a formal versus an informal voice. Written pieces
should exemplify cohesion via outlining, using T-Charts, and graphic organizers to structure essays. In Grade 8,
students will also be introduced to counterclaims, and they should begin to articulate and understand the
dynamics of the claim/counterclaim relationship. Teachers should continue to teach explicit skills that enable
students to integrate quotes smoothly into their writing, and students should continue to identify and write a
variety of sentences, e.g., compound, complex, and compound-complex. Students will also continue to
demonstrate command of the conventions of Standard English grammar and usage [L.7.1] with particular
attention placed on inappropriate shifts in verb voice and mood [L.8.1d], verbals [L8.1a], and active/passive
voice [L8.1.b].
Looking ahead:
In the next unit, you can expect to cover the following:
 informative writing
 fictional/expository texts.
9
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Sandra Pickens, BCS Middle School English Curriculum Writer.

This document is property of Birmingham City Schools. Do not reproduce without permission.
References
Birmingham City Schools English Language Arts CCRS Curriculum Pacing Chart.
Franciosi, D., Havens, L., Santa, C., & Valdes, B. (2014). Project CRISS, 4th Edition. Kendall Hunt
Publishing Company.
Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland,
ME: Stenhouse.
Tovani, C. (2004). Do I really have to teach reading? Portland, ME: Stenhouse.
Zike, Dinah. Dinah Zike’s Foldables™. Macmillian/McGraw-Hill.
10
NMSI-Laying the Foundation
⑥ BCS “Big 6” Strategies
This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document to
support your planning and daily instructional practices. It is not a substitution for lesson plans.
This guide was created by Sandra Pickens, BCS Middle School English Curriculum Writer.

This document is property of Birmingham City Schools. Do not reproduce without permission.