Greene County Public Schools
8th Grade Language Arts Pacing Guide 2016-2017
Quarter 1
Time/Dates / SOL/Strand / Objective/Content/Essential Questions/Cognitive Level / VerticalAlignment / Vocabulary / Cross-curricular Connections
August 18-21 / Introduction to Classroom / Class introductions:
Activities to meet students
Pre-assessments
August 24 – September 4 / 8.5 h
8.6 g
8.8 a / The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry by:
Identifying the main idea
The student will read, comprehend, and analyze a variety of nonfiction texts by:
Identifying the main idea.
The student will writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing by:
Using a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.
Bloom = Remember
Bloom = Understand
Bloom = Apply
Bloom = Analyze
Bloom = Evaluate / Students have been exposed to different genres of literature / Fiction
Historical fiction
Science fiction
Folktales
Poetry
Fantasy
Biography
Autobiography
Realistic fiction
Adventure stories
Mystery
Main idea
Graphic organizer
Nonfiction
(Materials: power point and Smart Board presentations about genres, genre characteristic chart, The Adventures of Brer Rabbit, Cinderella, Real Truth of the Three Little Pigs, Paul Bunyan, Daedalus, Aesop’s fables, White Socks Only, Getting Through Thursday)
Sept. 8-Sept. 18 / 8.5 i
8.6 i
8.8 b
8.8 f / The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry by:
Summarizing tests by relating supporting ideas
The student will read, comprehend, and analyze a variety of nonfiction texts by:
Analyzing the author’s use of text structure and word choice
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing by:
Using and punctuating correctly varied sentence structures to included conjunctions and transition words.
Using quotation marks with dialogue and direct quotations.
Bloom = Remember
Bloom = Understand
Bloom = Apply
Bloom = Analyze
Bloom = Evaluate / Students should know the basics of capitalization and punctuation. / Text structure
Word choice
Supporting ideas
Dependent Clauses
Independent Clauses
Dialogue
Comma
Period
(Materials: Two smart board lessons, cut and paste study guide, game, Celebrity Tweets using capitals, video with skeletal notes, nonfiction “Ann Arbor and Transportation” fiction “The Ransom of Red Chief”) / Diagram sentences provided by the world geography, math, and science teachers related to their current curriculum.
Sept. 21 - 25 / 8.5 j
8.6 i
8.8 b / The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry by:
Identifying an author’s organizational pattern using textual clues, such as transitional words and phrases.
The student will read, comprehend, and analyze a variety of nonfiction texts by:
Identifying the author’s organizational pattern using textual clues such as transitional words and phrases.
The student will edit writing for correct grammar , capitalization, punctuation, spelling, sentence structure, and paragraphing by:
Using and punctuating correctly varied sentence structures to include conjunctions and transitional words
Bloom = Evaluate / Students have had exposure to plot structure before. / Plot Structure
Initiating Event
Exposition
Rising Action
Climax
Falling Action
Resolution
Setting
Organizational pattern
Transitional words
(Materials: “The Veldt,” picture books, “Rain, Rain Go Away,” smart board lesson, blank diagrams for students to fill out, gallery walk to view diagrams, plot posters) / A nonfiction article will be paired with the short story chosen by each teacher.
Sept. 28- Oct 9 / 8.5 c
8.6 d
8.6 f
8.7 a
8.7 e / The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry by:
Explaining how authors use characters, conflict, point-of-view voice, and tone to create meaning.
The student will read, comprehend, and analyze a variety of nonfiction texts by:
Analyzing author’s use of text structure and word choice
Differentiating between fact and opinion
The student will write in a variety of forms including narration, exposition, persuasion, and informational by:
Identifying the intended audience
Selecting specific vocabulary and information for audience and purpose
Bloom’s = Analyze / Students have had exposure to characters and conflict before. / Static Characters
Dynamic Characters
Direct Characterization
Indirect Characterization
Conflict
Internal Conflict
External Conflict to include: individual, nature, society, supernatural, and technology
Fact
Opinion
Audience
Author’s purpose
(Materials: video about dynamic versus static, skeletal notes, “Tell-Tale Heart,” “Poison,” “The Sniper” “The Monkey’s Paw”) / A nonfiction article will be paired with the short story chosen by each teacher.
Oct. 12 - 16 / 8.4 a
8.4 b
8.4 e
8.5 a
8.5 b
8.6 a
8.6 c
8.6 d
8.6 e
8.6 j
8.7 e / The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts by:
Identifying and analyzing an author’s use of figurative language
Using context structure and connotations to determine meaning and differentiate between multiple meanings among words and phrases
Discriminating between connotative and denotative meanings and interpret the connotation
The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry by:
Explaining the use of symbols and figurative language
Making inferences and drawing conclusions based on explicit and implied information using evidence from the text as support.
The student will read, comprehend, and analyze a variety of nonfiction texts by:
Drawing on background knowledge and knowledge of text structure to understand selections
Analyzing the author’s qualifications, viewpoint, and impact
Analyzing the author’s use of text structure and word choice
Analyzing details for relevance and accuracy
Identifying cause and effect relationships
The student will write in a variety of forms including narration, exposition, persuasion, and informational by:
Selecting specific vocabulary and information for audience and purpose
Bloom’s = Analyze
Bloom’s = Evaluate / Students have had exposure to figurative language before. / Simile
Hyperbole
Alliteration
Metaphor
Personification
Oxymoron
Onomatopoeia
Allusion
Understatement
Cliche
Pun
Idiom
Inference
Implied Theme and meaning
Stated Theme and meaning
Symbols
Explicit
Implied
Connotation
Denotation
Viewpoint
Cause and effect
(Materials: video on theme with skeletal notes, figurative language lap books, six short stories to find figurative language, ereading worksheets about types of irony, different literature terms, and theme) / A nonfiction article will be paired with the short story chosen by each teacher.
Ongoing Throughout Year / 8.4 a
8.4 b
8.4 c
8.4 d
8.4 f / The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts.
Identify and analyze an author’s use of figurative language.
Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases.
Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning of unfamiliar words and technical vocabulary.
Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling, and usage of words.
Extend general and specialized vocabulary through speaking, listening, reading, and writing. / analyze relationships common to analogy construction, including:
type or example
characteristics
association
operator
degree
mathematical
number
synonyms and antonyms
purpose
cause/effect
sequence
characteristic
product
degree
RESOURCES: Vocabulary workbooks, 8th Grade Literature and Language, Rain, Rain Go Away, Poison, Tell-Tale Heart, Ransom of Red Chief, ReadWorks.org, Newsela, IXL
COMMON ASSESSMENTS: Smart Goal Pre-test, In-class Writing sample, Benchmark, MAP testing, Short story test, genre test, figurative language test
Common Unit Plans: Genre unit, short story unit, figurative language unit
Greene County Public Schools
8th Grade Language Arts Pacing Guide 2015-2016
Quarter 2
Time/Dates / SOL/Strand / Objective/Content/Essential Questions/Cognitive Level / VerticalAlignment / Vocabulary / Cross-curricular Connections
Oct. 19-23 / 8.5 c
8.5 h
8.5 i
8.6 a
8.6 b
8.6 g
8.6 h
8.6 i
8.7 a
8.7 b
8.7 d
8.7 e / Oct. 19-23 - writing either creative writing or writing about literature, Tell-Tale Heart, clauses
The student will read and analyze a variety of fictional texts, narrative, nonfiction, and poetry by:
Identifying the main idea
Summarizing text relating the supporting details
Explaining how authors use characters, conflict, point of view, voice, and tone to create meaning
The student will read, comprehend, and analyze a variety of nonfiction texts by:
Drawing on background knowledge and knowledge of text structure to understand text selections
Making inferences and drawing conclusions based on implicit and implied information using evidence from text as support
Identifying the main idea
Summarizing the text identifying supporting ideas
Identifying an author’s organizational pattern using textual clues such as transitional words and phrases
The student will write in a variety of forms including narration, exposition, persuasion, and informational by:
Identifying intended audience
Using prewriting strategies to generate and organize ideas
Organizing details to elaborate the central idea and provide unity
Selecting specific vocabulary and information for audience and purpose
Bloom’s = Create / Students have had exposure to essay writing before. / Summarizing
Narrative
Expository
Persuasive
Informational
Planning
Drafting
Brainstorming
Webbing
Mapping
Outlining
Clustering
Listing
Graphic Organizers / Writing topics will connect to topics being covered in other core classes.
Oct. 26 -Nov. 6 / 8.5 c
8.5 h
8.5 i
8.6 a
8.6 b
8.6 h
8.7 c
8.7 f
8.7 g
8.7 h / Oct. 26 – 30 - dependent and independent clauses, sentence types
Nov. 5-7 writing process, why write (explain, persuade, etc.) and prewriting strategies, type essays
The student will read and analyze a variety of fictional texts, narrative, nonfiction, and poetry by:
Identifying the main idea
Summarizing text relating the supporting details
Explaining how authors use characters, conflict, point of view, voice, and tone to create meaning
The student will read, comprehend, and analyze a variety of nonfiction texts by:
Drawing on background knowledge and knowledge of text structure to understand text selections
Making inferences and drawing conclusions based on implicit and implied information using evidence from text as support
Summarizing the text identifying supporting ideas
The student will write in a variety of forms including narration, exposition, persuasion, and informational by:
Identifying intended audience
Using prewriting strategies to generate and organize ideas
Organizing details to elaborate the central idea and provide unity
Selecting specific vocabulary and information for audience and purpose
Bloom’s = Create / Students have had exposure to essay writing before. / Central Idea
Elaboration
Unity
Rereading
Reflecting
Rethinking
Rewriting
Revising
Proofreading
Editing
Publishing / Writing topics will connect to topics being covered in other core classes.
Nov. 9-20 / 8.5 j
8.6 i
8.8 c
8.8 d / Nov. 10-14 – prepositions
Nov. 16-20 – preposition review, use preposition to introduce subject verb (more focus in 3rd nine weeks) Look at how prep phrases are either an adjective or adverb
The student will read and analyze a variety of fictional texts, narrative, nonfiction, and poetry by:
Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.
The student will read, comprehend, and analyze a variety of nonfiction texts by:
Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing by:
Choosing the correct case and number for pronouns in prepositional phrases with compound objects
Maintaining consistent verb tense across paragraphs
Bloom’s = Create / This will be a more in-depth study of prepositions and their functions within sentences, especially in maintain subject verb agreement. / Prepositions
Object of Preposition
Action verbs
Linking verbs
Transitive verbs
Intransitive verbs
Objective case
Nominative case
Singular
Plural
Subject
Predicate
Number agreement
Gender agreement / Study sentences provided by the world geography, math, and science teachers related to their current curriculum.
Nov. 23 – Dec 11 / 8.5 h
8.5 i
8.5 k
8.6 a
8.6 b
8.6 c
8.6 g
8.6 h
8.7 e / Nov. 23- 24 – Inference, nonfiction reading strategies, main idea, bias
Nov 30 – Dec 4 – Inference, nonfiction reading strategies, fact opinion
Dec. 7-11 – Nonfiction unit in the library that pulls in writing (all cannot go same week)
The student will read and analyze a variety of fictional texts, narrative, nonfiction, and poetry by:
Identify the main idea
Summarize texts relating supporting details
Identify cause and effect relationships
The student will read, comprehend, and analyze a variety of nonfiction texts by:
Drawing on background knowledge and knowledge of text structure to understand selections
Making inferences and drawing conclusions based on explicit and implied information using evidence from text as a support
Analyzing the author’s qualifications, viewpoint, and impact
Identifying the main idea
Summarizing the text and identifying supporting details
The student will write in a variety of forms including narration, exposition, persuasion, and informational by:
Select specific vocabulary and information for audience and purpose
Bloom’s = evaluate / Students have a basic understanding of non-fiction and will draw on background knowledge from science and world geography based on readings. / Main idea
Explicit
Implied
Supporting details
Point of View
Qualification / Use nonfiction from science and geography to write an essay with a strong thesis statement and support from articles that they read.
Dec. 14-18 / 8.5 e
8.6 d
8.8 c / Dec 14 – 18 – Gift of the Magi unit comparing various retellings of the story
The student will read and analyze a variety of fictional texts, narrative, nonfiction, and poetry by:
Compare and contrast the author’s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts.
The student will read, comprehend, and analyze a variety of nonfiction texts by:
Analyze the author’s use of text structure and word choice
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing by:
Choosing the correct case and number for pronouns in prepositional phrases with compound objects
Bloom’s = Create / Students are familiar with literary terms used for fiction readings. / Plot
Character
Setting
Theme / Students make comparisons and contrasts across differing mediums
Ongoing Throughout Year / 8.4 a
8.4 b
8.4 c
8.4 d
8.4 f / The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts.
Identify and analyze an author’s use of figurative language.
Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases.
Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning of unfamiliar words and technical vocabulary.
Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling, and usage of words.
Extend general and specialized vocabulary through speaking, listening, reading, and writing. / analyze relationships common to analogy construction including:
type or example
characteristics
association
operator
degree
mathematical
number
synonyms and antonyms
purpose
cause/effect
sequence
characteristic
product
degree
RESOURCES: Vocabulary workbooks, 8th Grade Literature and Language, ReadWorks.org, Newsela, IXL, Gift of the Magi, Preposition list