Curriculum Map 8th grade English
Month / Main Concept(General terms) / Standards/Objectives / Assessments / Vocabulary / Resources /
August / Getting- to-know you activities
Disclosures and class routines
SRI testing
Informational Text Structure
Context Clues / Reading Standards for Informational Text
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.
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.
Reading Standards for Informational Text
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 specific word choices on meaning and tone, including analogies or allusions
to other texts.
Reading Standards for Literature
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.
Language Standards
3. Determine or clarify the meaning of unknown and
multiple-meaning words or phrases based on grade 8
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. / Formative assessment on informational text
Write a paragraph about a topic using different styles of informational text
Formative assessment on Context Clues / Compare/Contrast
Problem/Solution
Description
Question/Answer
Cause and Effect
Sequence
Connotation
Denotation
Figurative
Technical / Informational Text Powerpoint
Handouts
For taking notes
Examples
Text sort cards
Context Clues handouts and examples
September / Narrator/Point of View
Narrative Writing / Reading Standards for Literature
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.
Reading Standards for Informational Text
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.
Writing Standard
3. Write narratives to develop real or imagined experiences
or events using effective technique, relevant descriptive
details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context
and point of view and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing,
description, and reflection, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and
clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects
on the narrated experiences or events. / “Invictus” by William Ernest Henley – memorize and recite
Narrative essay written and scored on Utahwrite / Narrator
Point of View
1st Person
2nd Person
3rd Person
Limited 3rd Person Narrator
Omniscient Narrator
Narrator Purpose
Narrative
Plot
Characters
Setting / Literature book for examples in both literature and informational text
“Invictus” by William Ernest Henley as example of 1st person narrator in poetry
Graph Paper for Time Line
Utahwrite.com
October
End of 1st Term / Theme/Summary
Similes and Metaphors / Reading Standards for Literature
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.
Language Standards
5. Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. verbal irony, puns) in context.
b. Use the relationship between particular words to better understand each of the words.
c. Distinguish among the connotations (associations)
of words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute). / Formative assessment to determine theme and summary of an piece of literature or informational text
Formative assessment
Identify figurative language in literature
Write metaphors and similes
1st Term summative assessment – multiple choice test / Theme
Summary
Figurative Language
Simile
Metaphor
Allusion
Irony
Connotation
Denotation / Music to discuss themes
GIST articles and handouts for summary
Music – lyrics that are similes and metaphors
Month / Main Concept / Standards/Objectives / Assessments / Vocabulary / Resources /
November / Irony
Inferences
Author’s Perspective / Formative Assessment using passages from “Flowers for Algernon” / Rorsach Test
I.Q. Test
Motivation
Apperception Test
Irony
Inference
Bell Curve / “Flowers for Algernon” in textbook
December / Point of View
Six Writing Traits (focus on Ideas and Content, and Organization)
Five-Paragraph Essay / Reading Standards for Literature
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.
Reading Standards for Informational Text
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.
Writing Standards
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 and varied transitions to create cohesion
and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary
to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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. / “If” by Rudyard Kipling -- memorize and present
Five-Paragraph Essay written and scored on Utahwrite / 2nd Person Point of View
Ideas and Content
Organization
Transition
Thesis
Relevant
Credible
Introduction
Conclusion
Revise
Attention Getter (Hook) / “If” by Rudyard Kipling as an example of 2nd person in poetry
Utahwrite.com
January
End of 2nd Term / Six Writing Traits (focus on Ideas and Content, and Organization)
Five-Paragraph Essay
Suffixes
Revision / (continued from December) / Five-Paragraph essay written on and scored by Utahwrite
2nd term summative assessment – five-paragraph essay scored on Utahwrite and teacher checklist
Month / Main Concept / Standards/Objectives / Assessments / Vocabulary / Resources /
January / Commonly Confused Words
Persuasive Essay – focus on Ideas and Content, and Organization
Thesis Sentence / Writing Standards
1.Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
4.Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
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. / Formative assessment on commonly confused words
Persuasive essays written on and scored by Utahwrite
Formative assessment on writing a thesis sentence / Counter-argument
Thesis
Claim
Purpose
Audience
Format
T.H.E.M.E.S.
D.R.A.P.E.S. / Commonly confused words packet
Utahwrite.com
T.H.E.M.E.S. and D.R.A.P.E.S. information sheets
Thesis sentence worksheet
February / Persuasive Essay – focus on Ideas and Content, and Organization
Take DWA / (continued from January) / DWA
March
End of 3rd Term / Point of View
Subjunctive Mood
Monitor Comprehension
Context Clues
Write a Comparison-Contrast Essay
Summary
Determine Main Ideas
Dramatic Irony
Simile
Theme
Irony
Author’s Purpose / Reading Standards for Literature
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
Language Standards
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
c. Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Use verbs in the active and passive voice and in the
conditional and subjunctive mood to achieve particular effects.
5.Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. verbal irony, puns) in context.
b. Use the relationship between particular words to better understand each of the words.
Reading Standards for Literature
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.
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
Writing Standards
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. / Good Timber” by Douglas Malloch memorized and presented
Formative assessment using a passage from The Diary of Anne Frank
Write a summary of scenes from The Diary of Anne Frank
Formative assessment using passages from The Diary of Anne Frank to identify main ideas, dramatic irony, simile, theme, and irony
Write a comparison-contrast essay
3rd term summative assessment --Persuasive essay written on and scored by Utahwrite and teacher checklist/rubric / Holocaust
Genocide
Immigrate and Emigrate
Nazi
Jew
Judaism
Drama
Stage direction
Annex
Dramatic irony
Vocabulary from the play in context / Good Timber” by Douglas Malloch as an example of 3rd person point of view in poetry
Worksheets for subjunctive mood
The Diary of Anne Frank in play form from the textbook
Month / Main Concept / Standards/Objectives / Assessments / Vocabulary / Resources /
March / Research / Writing Standards
7.Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
8.Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility 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.
9.Draw evidence from literary or informational texts to support analysis, reflection, and research. / Formative assessment on primary and secondary sources
Completion of research packet / Primary Source
Secondary Source
Reliable Source
Valid Source
Plagiarism
Paraphrase
Summarize
Quote / Primary and Secondary Source Powerpoint
Netbooks or computer lab for research
Research packet
April / Research
CRT Review
Take the CRT / (Continued from March)
May/June
End of 4th Term / Point of View
Author’s Perspective
Elements of Literature
Setting
Character
Plot
Theme
Dialogue
Voice
Compare/Contrast / Standards for 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.
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.
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.
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.
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.
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. / Formative assessments using passages from The Outsiders to identify point of view, setting, character, plot, theme, dialogue, and voice
Write a compare/contrast essay
4th term summative assessment – CRT raw score / Madras
Corvette
Palomino
Cowlick
Shanghai
Bootlegging
Rogue (ish) (ly)
Ornery
Peroxide
Nonchalant / The Outsiders
Or another novel
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