Grade Eight at a Glance English Language Arts Skill Map

GRADE EIGHT AT A GLANCE ENGLISH LANGUAGE ARTS SKILL MAP

UNIT ONE: Students will examine how UNIT TWO: As students examine text UNIT THREE: Students will explore UNIT FOUR: In this unit, students will authors develop characters as protagonists, structure and literary devices (flash forward, literary devices of mood, tone and irony write arguments to support claims with clear antagonists, and minor characters flashback, and foreshadow), they will analyze utilized in works of fiction and nonfiction to reasons and relevant evidence. By encountering the challenges and situations the authors’ reasons for employing them. create suspense. Students will make distinguishing fact from opinion, citing faced by teenagers. Students will read nonfiction selections and inferences, draw logical conclusions, justify textual evidence and drawing inferences view its’ media interpretation to evaluate formed opinions, and develop arguments as from texts they will produce clear and choices made by directors or actors to remain they evaluate the effectiveness of the coherent research-based arguments. true to or depart from the original text. devices used within the selections.

Genre/Reading Focu s: Genre/Reading Focu s: Genre/Reading Focu s: Genre/Reading Focu s: Fiction: Fiction: Fiction (Science Fiction): Fiction: *Born Worker by Gary Soto, pp. 84-93 *War Party by Louis L’Amour pp. 739-750 *Rain, Rain, Go Away by Isaac Asimov pp. The Giver by Lois Lowry *Checkouts by Cynthia Rylant, pp. 23-28 Summer of My German Soldier by Bette 555-561 Hunger Games by Suzanne Collins *Raymond’s Run by Toni Cade Bambara, Greene War of the Worlds by H.G. Wells Brave New World by A. Huxley pp. 33-40 In Darkness (dialect rich) by Nick Lake 800L Stranger in a Strange Land by Robert Heinlein Fahrenheit 451 by Ray Bradbury 890L 940L *Stop the Sun by Gary Paulsen, p.48-54 Face Relations (Short stories) by Monkey Man by Walter Dean Myers 760L Before We Were Free by Julia Alvarez 890L Horror/Suspense: th Nonfiction: 145 Street Short Stories by Walter Dean The Boy in the Striped Pajamas by John Boyne *The Tell-tale Heart by Edgar Allen Poe pp. Myers 1080L 625-630 New Birth of Freedom by Belinda Cooper, To Kill a Mockingbird by Harper Lee 870L *The Dinner Party by Mona Gardner pp. 566-7 The New York Times, Critical Review Outsiders by S.E. Hinton 750L Non-fiction: Bringing Back the Black Plague by Andrea Night by Elie Wiesel Nonfiction: Bennett, Nov. 1, 20111947=-Roswell UFO Nonfiction: A Long Way Gone: Memoirs of a Boy Soldier *Birthday Ritual A Grave Tradition by Crash by Billy Booth, About.com Warriors Don’t Cry by Melba Beals Patillo By Ishmael Beah Roger J. Hansen pp. 634-637 Exerpt from “Roswell UFO Incident” by 1000L Diary of Anne Frank The Great Influenza by John Barry “Court asked to balance information age The Little Rock Nine, 1957 – Reading Hana’s Suitcase by Karen Levine The Return of the Black Death by Susanne advances with constitutional protections” Advantage magazine (Revolution) Zlata’s Diary by Zlata Flipovic Scott by Robert Barnes, April 24, 2011 - The *From Dear America by George Robinson, Plague by Edward Marriott Washington Post p. 55 Narrative of the Life of Frederick Douglass, an “The Conficker Worm: April Fool’s Joke or High-Tech Cheating On The Rise At *The Great Rat Hunt by Laurence Yep, pp. American Slave by Frederick Douglass Unthinkable Disaster” by John Markoff, Schools by Kelly Wallace, June 17, 2009 – 107-114 *What to the Slave is the Fourth of July by March 19.2009 – The New York Times www.cbsnews.com/2102-500803_162- Frederick Douglass “Cell Phone Convenience or 21st Century 5094968.html *O Captain, My Captain by Walt Whitman, Plague” by Dr. Nick Begich and James Concepts: p. 779 Roderick, Earth Plus Press Central idea Concepts: Literary Elements Poetry: Elements of Argument Characterization Concepts: *Who Knows If the Moons by E.E. Techniques of Argument (appeals) Narrative Technique Plot analysis-techniques* Cummings p. 589 Author motives and purpose for plot and Author’s Perspective *South Bound on the Freeway by May character choices Skills: Text structure Swenson p. 588 Deduce central idea/theme Analyze setting/plot Skills: Concepts: Skills: Evaluate character motives Cause & effect Problem/Solution Distinguishing claims and counterclaims Dialogue *Flash forward, flashback, foreshadow Mood/Tone Analysis Analyze elements that propel the storyline Point of View Irony (situational and dramatic) Speculating author and director choices

Skills: Problem/Solution Determining/critiquing the problem/ solution Interpret/scrutinize aspects of mood/tone Identifying/analyzing situational and dramatic irony GRADE EIGHT AT A GLANCE ENGLISH LANGUAGE ARTS SKILL MAP

Writing Focus: Writing Focus: Writing Focus: Writing Focus: Narrative Informational Explanatory Argumentative Informational/Explanatory Explanatory Argumentative Explanatory

Concepts: Concepts: Concepts: Literary Elements Concepts: Problem/Solution Elements of Argument Characterization Author’s Perspective Analyzing mood Techniques of Argument (appeals) Text Organization Text structure Irony (situational and dramatic) Author motives and purpose for plot and Word Choice character choices Skills: Skills: Skills: Problem/Solution Skills: Develop characters Point of View Create mood and tone Utilize well-chosen relevant facts Craft narration Utilize Formal Style Employ irony Problem/Solution Use dialogue Utilize relevant facts Utilize precise language and domain- Employ irony Use of description and sensory language Utilize precise language and domain-specific specific vocabulary Create mood and tone Sequencing events vocabulary Use concrete details Utilize precise language and domain- Use of transition words/phrases Sequencing events specific vocabulary Use concrete details MLA citation

Grammar/Skill Focus: Grammar/Skill Focus: Grammar/Skill Focus: Grammar/Skill Focus:  Quotations, commas, and other  Common and complex sentences  Verbs (interrogative, conditional and  MLA citation punctuation (diagramming sentences) subjunctive mood)  Adverbial clauses and phrases  Examine use of dialect  Active and passive voice  Verbals (infinitives, gerunds and  Formal style  Indicative and imperative verbs participles)  Colon and semi-colon  Precise language and domain-  Rhetoric specific vocabulary  Ellipses Focus CCSS Focus CCSS Focus CCSS Focus: CCSS RL.8.1, RL.8.3, RL.8.6, RL.8.7; RI.8.1, RL.8.2, RL.8.5, RL.8.10; RI.8.2, RI.8.4, RL.8.2, RL.8.5; RI.8.5, RI.8.6, RI.8.7, RL.8.4, RL.8.9; RI.8.1, RI.8.10; W.8.1a-d, RI.8.2, RI.8.3, RI.8.4, RI.8.5, RI.8.6; W.8.1, RI.8.5, RI.8.6, RI.8.7, RI.8.9; W.8.1b-c, RI.8.9; W.8.1b-c, d, W.8.2b, d, W.8.4, W8.5, W.8.9, W.8.10, L. W.8.2, W8.3, W.8.5; L.8.1, L8.2a, L.8.6; W.2b,d, W.8.4, W.8.5, W.8.6, W.8.7; L.8.2, W.8.5, W.8.6, W.8.7; L.8.2, L.8.3, L.8.4; SL.8.1a-d, SL.8.2, SL.8.5, SL.8.6 L.8.3; SL.8.2, SL.8.4, SL.8.5, SL.8.6 SL.8.2, SL.8.3, SL.8.4

Teachers’ Notes: Teachers’ Notes: Teachers’ Notes: Teachers’ Notes: Have students focus on Teachers should review student selected Flash forward is a device in the narrative of a For additional resources, McDougal the measures of technology used to topics for Sign Post & Culminating Tasks to motion picture, novel, etc., by which a future event Littell’s grade 8 unit 4 houses an excellent create/maintain the structures of their ensure validity and relevance. or scene is inserted into the chronological structure collection of science fiction, horror, and utopian/dystopian society. of the work. suspense and poetry pieces. This unit If To Kill A Mockingbird is used, below are Flash back is a device in the narrative of a motion introduces argument writing. In this unit, Teachers should review guidelines for suggested film viewing points: picture, novel, etc., by which an event or scene students make distinctions between critiquing peers. Rubrics can be established  Jem and Scout visit Boo’s porch taking place before the present time in the narrative persuasive and argumentative writing. to help evaluate presentations.  Atticus kills Tim Johnson is inserted into the chronological structure of the  Scout and Atticus prevents Tom’s lynching work. Irony is a rhetorical device, literary technique, Teachers may incorporate Big 6 Research  Tom Robinson’s trial Foreshadow means to give clues or hints to suggest or event characterized by an incongruity, or Skills into unit. events that will occur later in the story, either good contrast, between reality (what is) and Sequencing & titles are suggestions only. or bad. These clues can be either obvious or subtle appearance (what seems to be). There are three Enduring Understanding: Teachers may utilize additional titles that and can be weaved into dialogue, description or the types used: dramatic, situational and verbal. As technology progresses it presents moral support the unit focus. attitudes and reactions of the characters. Dramatic irony is when the words and actions of dilemmas. Suggested films – the characters of a work of literature have a Enduring Understanding: Narrative of Frederick Douglass Hana’s Suitcase As we begin to discover self, we realize we are different meaning for the reader than they do for The Boy in the Striped Pajamas Diary of Anne the characters. This is the result of the reader integral partners in a larger community. Frank having a greater knowledge than the characters A Long Way Gone Hotel Rwanda Paper Clips (documentary) themselves. See attached video websites Situational irony is the outcome that turns out to be very different than what is expected. Students can engage in collaborative discussions to share their reactions to both works prior to writing Verbal irony is irony in which a person says or their argument essays. writes one thing and means another, or uses words to convey a meaning that is the opposite Enduring Understanding: of the literal meaning. Regardless of societal, cultural and environmental challenges, mankind triumphs Enduring Understanding: and endures. Varied genres allow readers to explore different perspectives, controversial issues GRADE EIGHT AT A GLANCE ENGLISH LANGUAGE ARTS SKILL MAP

and points of view.

ASSESSMENTS ASSESSMENTS ASSESSMENTS ASSESSMENTS Sign Post Task: (to be completed midway Sign Post Task: (to be completed midway Sign Post Task: (to be completed midway Sign Post Task: (to be completed midway through the unit) through the unit) through the unit) through the unit) RL.8.3; W.8.3, W.8.4, W.8.5, W.8.6; SL.8.1, RL.8.1, RL.8.3, RL.8.5; RI.8.1, RI.8.5, RI.8.6; RL.8.1, RL.8.2, RL.8.4, RL.8.6; RI.8.1, RI.8.3, RL.8.1, RL.8.10; RI.8.1, RI.8.8, RI.8.10; W.8.1, SL.8.4, SL.8.6; L.8.1, L.8.2, L.8.3, L.8.6 W.8.2, W.8.4, W.8.5, W.8.6; SL.8.1; L.8.1, L.8.2, RI.8.4, RI.8.6; W.8.2, W.8.4, W.8.5, W.8.6; W.8.4, W.8.6; SL.8. 1, SL.8.3, SL.8.5, SL.8.6; L.8.3, L.8.6 SL.8.1; L.8.1, L.8.2, L.8.3, L.8.5, L.8.6 L.8.1, L.8.2, L.8.3, L.8.6 An interior monologue is an expression of a Irony is a rhetorical device, literary technique, character's thoughts: an extended passage in a  Select a title from this unit that employs  Choose one of the readings to research or event characterized by an incongruity, or selection or novel that expresses what a character one or more of these literary devices: flash an aspect of advancement in contrast, between reality (what is) and is thinking and feeling. forward, flashback, foreshadow. technology.  Write an explanatory essay identifying appearance (what seems to be). There are three  Using persuasive techniques create an types used: dramatic, situational and verbal.  Choose a character from one of the which device(s) is/are used. advertisement (commercial, magazine selections in this unit.  Explain how the author uses this/these article), PowerPoint, brochure or  Select a text you have read from this pamphlet convincing your audience for  Pick a scene that depicts your character device(s) to move the plot.  In your essay, address how the use of unit. or against the idea of a utopian society. struggling with a problem or a difficult  Analyze the use of irony in the text. situation. this/these device(s) impact(s) you as a  Evaluate the specific claims that are  Write an Explanatory essay explaining presented in the selected text.  Write an interior monologue from your reader. how irony is used and the underlying  Assess whether the reasoning is sound characters’ Point of View showing how truth the author is trying to reveal. he/she will handle this dilemma. Culminating Task: and evidence is relevant. RI.8.1, RI.8.7; W.8.1, W.8.4, W.8.5, W.8.6; W.8.8,  Cite evidence from the text to support  Be prepared to defend your claim after Include within your monologue: W.8.10; SL.8.1, SL.8.2; L.8.1, L.8.2, L.8.3, L.8.6 your writing. your presentation. * dialogue that reveal aspects of your  Peers critique classmates’ claims character & motives for your actions. Argument Writing Culminating Task: evaluating the soundness of the RL.8.1, RL.8.2, RL.8.3, RL.8.5, RL.8.10; Cite evidence from the text to support  Select a nonfiction text from this unit. reasoning and relevance/sufficiency of your writing. Be prepared to read your RI.8.1, RI.8.2, RI.8.3, RI.8.10; W.8.1, W.8.4, the evidence presented and/or identify  View a film/documentary/movie or video monologue aloud. W.8.5, W.8.6; L.8.1, L.8.2, L.8.3, L.8.6 when irrelevant evidence is introduced. clip presentation of the text.  Use a graphic organizer to record your Culminating Task: Argument Writing notes as you critically look at the literary RL.8.1, RL.8.2; RI.8.2; W.8.2, W.8.4, W.8.5, text and its media interpretation. Culminating Task: W.8.6; L.8.1, L.8.2, L.8.3, L.8.6  Discuss reactions to both works.  Select two or more texts that you have RL.8.1, RL.8.10; RI.8.1; RI.8.8, RI.8.9,  Plan and write an argument essay read from the unit. RI.8.10; RLST.6-8.8, RLST.6-8.9; W.8.2, Analytical Writing analyzing the fidelity of the films’  Analyze how mood and tone are used W.8.4, W.8.5, W.8.6; SL.8.1, SL.8.3, SL.8.5, interpretation of the text. by the authors to contribute to the SL.8.6; L.8.1, L.8.2, L.8.3, L.8.5, L.8.6  Choose two selections you have read  Evaluate the choices made by the director development of theme/central idea of from this unit. or actors. the selections. Explanatory Research Writing  Write an argument supporting or  Read the following quote:  Identify the protagonist and the opposing the authors’ use of these Quote: Humanity is acquiring all the right antagonist from each selection. techniques. technology for all the wrong reasons.  Cite examples from the text to support –R. Buckminster Fuller  Analyze the motivations and actions of your argument. US architect & engineer (1895-1983) each of these characters.  Select two or more texts that provide  Create one quote/proverb that captures conflicting information on the same topic. the central idea of both selections.  Analyze and identify where the texts Proverb – a short popular saying disagree on matters of fact or that expresses effectively some interpretation. commonplace truth or useful  Research the conflicting information. thought; adage.  Write an Explanatory Research Paper examining the relationship of the conflicting information to the quote  Write an analytical essay examining how above. the relationships between protagonists  Cite evidence from multiple texts using primary and secondary sources to and antagonists propel the plot and support your position. supports the quote/proverb you have created. GRADE EIGHT AT A GLANCE ENGLISH LANGUAGE ARTS SKILL MAP

Footnote:

1Sequencing and titles are suggestions only. Teachers may utilize additional titles that support the unit focus.

2RL.8.8 does not appear in the unit because it is not applicable at this grade level according to the Common Core State Standards.

3Standard L.8.4 is not directly addressed with the units. Teachers are encouraged to creatively incorporate these standards via additional tasks.