Unit 1: the Main Events: Plot & Conflict s1

DRAFT 7.24.09 GRADE 8

Unit 1: The Main Events: Plot & Conflict Unit Assessment Objectives:  Identify and analyze plot: stages (3.A.3.B)  Analyze how language choices create style: suspense – (3.A.7.a)  conflicts (internal/external) – taught in “The Elevator” & lessons from Standards Lesson File (3.A.3.b)  chronological order in non-fiction (2.A.3.a)  sequence relationships: order of events, flashback) (3.A.3.h)  identifying cause/effect (1.E.3.a)  predict with foreshadowing (3.A.3.h)  compare/contrast (3.A.3.e)  determine meaning by applying knowledge of Latin words/roots [1.D.3.b]  use a dictionary [1.D.3.c]  avoid sentence fragments (5.A.2.c)  understand and use pronouns and antecedents correctly (5.B.2.b)  punctuate possessives correctly (5.C.2.a)

Big Question: What makes a story worth telling? Selections Literary Focus/VSC Objectives Writing/Grammar Literary Genres  Read a variety of literary forms and genres (3.A.1.b) Workshop Reading Strategies  Become familiar with the skills and strategies for active Workshop: “The reading (1.E.2, 1.E.3) Elevator” – Short Story “The Elevator” – Short  Analyze how conflicts affect character action (3.A.3.g)  Punctuating possessives Story  Identify and analyze stages of plot (3.A.3.b) —5.C.2.a (Use p.88 of The Resource Manager) Level: Average “Raymond’s Run” –  Draw inferences (1.E.4.c)  Correct sentence Short Story  Analyze conflict (3.A.3.b) fragments—5.A.2.c  Explore character motivation (3.A.3.d)  Correct run-on sentences  Identify stages of plot (3.A.3.b) —5.A.2.c (Use p. 62 in The Resource Manager) Level: Average “The Tell-Tale Heart” –  Analyze how language choices create style: suspense  Analyze elements of style Short Story (3.A.7.a) and their contribution to  Analyze ambiguities or contradictions in the text meaning (parallel (3.A.8.b) structure)—3.A.7.f Level: Challenging  Use reference aids: dictionary/thesaurus (1.D.3.c) “The Hitchhiker” –  Analyze approach to time: foreshadowing (3.A.3.h)  Use correct Radio Play  Analyze structural features of a drama (3.A.5.b) pronoun/antecedent agreement—5.B.2.b Level: Average “My First Free  Distinguish among types of narrative text: memoir Summer” - Memoir (3.A.3.a)  Analyze relationships between and among events: cause and effect (3.A.3.E)  Analyze chronological order in nonfiction (2.A.3.a)  Use word structure to determine word meaning: Latin Level: Easy roots (1.D.3.b) (Optional)

1 DRAFT 7.24.09 GRADE 8

“Paul Revere’s Ride” – No indicators from these lessons appear on the unit assessment. poem “The Other Riders” – Historical Article Level: Average Quick Write:  Use dialogue, descriptive detail, chronological order, and Personal Narrative sensory language (4.1.2.a)

Unit 2: Through Different Eyes: Character & Point-of-View Unit Assessment Objectives:  Identify and analyze 1st person and 3rd person point of view (3.A.3.i)  Identify and analyze character traits and motives (3.A.3.d)  Identify and analyze methods of characterization (3.A.3.d)  Use knowledge of prefixes and base words to determine meaning of derivatives (1.D.3.b)  Identify main idea and details (2.A.4.c)  Use context to determine meaning of multiple-meaning words (1.D.3.a)  Understand and complete analogies (1.D.3.a)  Use correct verb tenses (5.B.2.c)  Use comparative and superlative forms correctly (5.B.2)  Use coordinated conjunctions to combine sentences (5.A.2.b)

Big Question: What brings a story to life? Selections Literary Focus/VSC Objectives Grammar Skills to Infuse Readers’ Workshop Lesson:  Analyze characterization (3.A.3.d)  Prefixes “I Go Along”  Analyze internal/external conflicts (fore-, that motivate characters (3.A.3.g) mal-)—  Analyze point of view (3.A.3.i) 1.D.3.b “The Treasure of Lemon  Make and support inferences (1.E.4.c)  Identify and use  Analogie Brown” – Short Story, IR  Identify and analyze 3rd person limited past/present/future s— point of view (3.A.3.i) verb tenses 1.D.3.a Related Nonfiction:  Use similes as context clues to correctly (5.B.2.c)  “Timeline: Evolution determine word meaning (1.D.3.a) of Blues” - Timeline  “Basic Blues: An American Art Form” – Online Article  “Musicians Know the Blues Firsthand” - Newspaper Article

Level: Average “Flowers for Algernon” –  Identify and analyze character  Identify and use Short Story, IR traits (3.A.3.d) superlative forms  Analyze 1st person point of view correctly Level: Challenging (3.A.3.i) (5.A.2.a) From Harriet Tubman:  Identify and analyze methods of  Avoid clauses as Conductor on the characterization (3.A.3.d) fragments by joining Underground Railroad &  Use context clues to determine dependent and Letter to Harriet Tubman - word meaning (1.D.3.a) independent clauses Biography (5.A.2.c)  Sentence combining using coordinating conjunctions (5.A.2.c)

Level: Average

“The Mysterious Mr. Lincoln”  Identify & analyze characteristics – Biography of a biography (3.A.3.a)  Identify main idea and details (2.A.4.c)  Use context to determine meaning of multiple-meaning words (1.D.3.a) Level: Easy Process Writing Workshop:  Describe in prose (4.A.2.b)  Use sensory Describing a Person/character details  Revise, edit using a rubric (4.A.3.a)

Unit 3: The Place to Be: Setting and Mood Unit Assessment Objectives:  Identify and analyze setting in fiction and nonfiction (3.A.3.c)  Identify and analyze mood (3.A.3.c)  Identify, analyze, and evaluate imagery (3.A.7.e)  Use context clues to determine the meaning of idioms (1.D.3.a)  Use context clues to determine the origins and multiple meanings of words (1.D.3.a)  Use transitions to show how ideas are related (5.A.2.d)  Maintain subject-verb agreement when using compound subjects and indefinite pronouns (5.B.2.a)  Determine the scope (narrow vs. broad) of the selection (2.A.4.f)  Use sensory details to visualize while reading (1.E.3.h)

Big Question: Where can imagination take you? Selections Literary Focus/VSC Grammar Skills to Infuse Readers’ Workshop  Identify and analyze setting  Visualize Lesson: from Journey (3.A.3.c) using to Topaz and The  Identify, analyze, and evaluate sensory House of Dies Drear imagery (3.A.7.e) details “The Drummer Boy of  identify and analyze setting (3.A.3.c) (1.E.3.h) Shiloh” – Short Story  use context clues to determine  Use meanings of idioms (1.D.3.a) context Level: Challenging clues to “The Monkey’s Paw” –  Identify and analyze mood  Maintain determine Short Story (3.A.3.c) subject/verb the origins agreement when and using compound multiple Level: Challenging subjects (5.B.2.a) meanings “The Story of an  Determine the scope( narrow vs.  Subject-verb of words: Eyewitness” – broad) of selection (2.A.4.f) agreement with homograp Magazine Article  Identify and analyze setting indefinite pronouns hs (3.A.3.c) (5.B.2.a) (1.D.3.a) Level: Average Mi Madre/Canyon de  Identify, analyze and evaluate Chelly - Poem imagery (3.A.7.e)

Level: Easy Process Writing  Compose to inform Workshop: (4.A.2.c) Comparison-Contrast  Compose using Essay transitions to connect ideas (5.A.2.d) Unit 4: A World of Meaning: Theme and Symbol Unit Assessment Objectives:  Analyze universal themes (3.A.6.a)  Analyze imagery: symbolism (3.A.7.e)  Make inferences/draw conclusions (1.E.4.c)  Use reference aids to confirm definitions (1.D.3.c)  Use word structure (suffixes) to determine meaning of words (1.D.3.b)  Clarify meaning by using active voice (4.A.3.a.4)  Apply standard English capitalization (5.C.2)

Big Question: What are life’s hidden messages? Selections Literary Focus/VSC Grammar Skills to infuse Readers’ Workshop Lesson  Identify and interpret symbol  Capitalizati “Abeula Invents the Zero” (3.A.7.e) on (5.C.2)  Identify and analyze theme (3.A.6.a) “Pandora’s Box” – Greek Myth  Identify and analyze theme (3.A.6.a)

Level: Challenging  Use reference aids (1.D.3.c) “The Old Grandfather & His Little  Use knowledge of suffixes to Grandson”- Russian Folk Tale determine word meaning (1.D.3.b) “The Wise Old Woman” – Japanese  Identify and analyze theme Folk Tale (3.A.6.a)

Level: Easy “My Mother Pieced Quilts” and  Draw conclusions and make Use active voice “quilting” - Poems inferences (1.E.4.c) (4.A.3.a.4)  Identify and interpret symbol— Level: Average 3.A.7.e

Unit 5: Painting with Words: Poetry--Assessment Objectives:  Analyze and evaluate figurative language: simile, metaphor, extended metaphor, personification (3.A.7.d)  Analyze speaker (3.A.4.d)  Analyze sound elements of poetry: rhyme scheme, rhythm, repetition, assonance, alliteration (3.A.4.c)  Analyze structural features and their contribution to meaning: stanzas (3.A.4.b)  Use word origin to determine meaning (1.D.3.b)  Use word structure (root words) to determine meaning (1.D.3.b)  Paraphrase (1.E.4.e)  Support an opinion (4.A.2.d)  Use commas in a series and between adjectives (5.C.2)  Punctuate titles (5.C.2)

Big Question: What makes a poem? Selections Literary Focus/VSC Grammar Readers’ Workshop Lesson  Analyze speaker (3.A.4.a) “Lineage” - Poem  Identify and analyze sound devices (3.A.4.c)  Identify and analyze imagery and figurative language (3.A.7.d) “Simile: Willow and Ginkgo” and  Compare length and meaning of stanzas “Introduction to Poetry” - Poems (3.A.4.b)  Identify and analyze imagery and figurative Level: Average language (3.A.7.d) “Macavity: The Mystery Cat” and  Analyze figurative language (3.A.7.d) “Vermin” - Poems  Use knowledge of word origins to help determine word meaning (1.D.3.b) Level: Average

“the lesson of the moth” and  Analyze speaker (3.A.4.d)  Use commas “Identity” - Poems correctly (5.C.2) Level: Easy “It’s all I have to bring today –“ and  Paraphrase (1.E.4.e) “We Alone” - Poems

Level: Average “Speech to the Young: Speech to the  Identify and analyze sound devices Progress-Toward” and “Mother to (3.A.4.c) Son” – Lyric Poems

Level: Easy “On the Grasshopper and Cricket” –  Identify and analyze sound devices: rhyme Sonnett scheme (3.A.4.c)  Paraphrase lines of poetry (1.E.4.e) “Ode on Solitude” - Ode

Level: Challenging “One More Round” and  Use knowledge of Latin roots to determine

“Not My Bones” - Poems meaning (1.D.3.b)

Level: Challenging From Fortune’s Bones - Book  Support an opinion (4.A.2.d) Excerpt

Level: Average “Boots of Spanish Leather” - Ballad  Identify and analyze sound devices: rhythm and meter (3.A.4.c) from The Song of Hiawatha – Epic  Punctuate titles correctly (5.C.2)

Level: Challenging Quick Write: Personal Response to a  Compose to express personal ideas Poem (4.A.2.a)

Unit 6: A Unique Imprint: Style, Voice, and Tone Unit Assessment Objectives:  Identify, analyze, and evaluate elements of style: word choice, sentence structure, and imagery (3.A.7.f)  Compare and contrast style (3.A.7.a)  Compare and contrast tone (3.A.7.b)  Identify sequence using signal words while reading (1.E.3.a)  Combine sentences and write concisely by using appositives and appositive phrases (5.A.2.b)  Punctuate appositives correctly (5.A.2.b)  Identify and analyze tone (3.A.7.b)  Identify and analyze voice: complex sentences with descriptions, hyperbole, and understatement (3.A.7.f)  Use knowledge of the Latin root leg to help determine word meaning (1.D.3.b)  Form compound sentences by joining two simple sentences: or independent clauses (5.A.2.d)  Identify and analyze irony (3.A.7.e)  Evaluate information and opinions (3.A.8)  Use context clues to determine the meaning of idioms (1.D.3.a)  Form a complex sentence by joining an independent and a dependent clause (5.A.2.d)  Use the writing process to write a literary  Write a literary analysis essay (4.A.2.c)

Big Question: What’s in STYLE? Selections Literary Focus/VSC Grammar Skills to infuse Readers’ Workshop Lesson  Identify and evaluate style (3.A.7.f)  Tone  Analyze voice (3.A.7.f) (in  Identify and analyze tone (3.A.7.b) poetry “New York Day Women” –  Identify and evaluate style (3.A.7.f)  Use appositives and ) Short Story  Identify sequence by using signal appositive phrases to write words (1.E.3.a) concisely (5.A.2.b) Level: Average “The Lady or the Tiger” –  Identify and analyze tone (3.A.7.b) Short Story

Level: Challenging From Roughing It – Memoir  Analyze voice (3.A.7.f)  Form compound sentences  Use knowledge of Latin roots by joining two simple Level: Challenging (1.D.3.b) sentences (5.A.2.d) “Us and Them” – Personal  Identify and analyze irony (3.A.7.e)  Form a complex sentence Essay  Identify and analyze tone (3.A.7.b) by joining and independent  Evaluate information and opinions and dependent clause (3.A.8) (5.A.2.d)  Use context to determine the meanings of idioms (1.D.3.a) Level: Average Process Writing Workshop:  Use the writing process to Literary Analysis write a literary analysis essay (4.A.2.c)

Unit 7: Our Place in the World: History, Culture, and the Author Unit Assessment Objectives:  Identify and analyze the influence of an author’s background—1.c.1.a  Identify and analyze author’s perspective—2.A.4.b  Identify, analyze and interpret an autobiography—3.A.3.a  Compare and contrast characters—3.A.3.e  Make inferences—1.C.4.c  Identify and analyze cause-effect relationships—2.A.3.a  Identify treatment (purpose, tone, form) —2.A.4.a  Use context clues to determine meanings of homographs—1.D.3.a  Distinguish between the connotative and denotative meanings of words—1.D.3.a  Use transition words to signal causes and effects—4.A.1.c.2  Combine sentences to form one compound-complex sentence—5.A.2.d  Use colons correctly after letter greetings and before lists of items—5.C.2  Use semi-colons correctly to separate parts of a series—5.C.2

Selection Literary Focus/VSC Grammar Readers’ Workshop Lesson  Identify and analyze the influence by an author’s background

“The Snapping Turtle” – Short  Identify and analyze the influence by an  Compound-Complex Story author’s background sentences  Compare and contrast ideas and information

Level: Easy “Out of Bounds” – Short Story  Make inferences  Use colons correctly  Use context to determine multiple meanings of homographs Level: Challenging “One Last Time” – Memoir  Identify and analyze author’s perspective  Use semicolons correctly to separate Level: Average parts of a sentence. from Dreams from My Father –  Identify, analyze, and interpret an Autobiography autobiography  Identify and analyze cause and effect relationships  Distinguish between connotative and denotative meanings of words

Level: Challenging From Out of Many, One –  Analyze author’s purpose Speech  Compare and contrast ideas and information

Level: Average Process Writing Workshop:  Use the writing process Cause-and-Effect Essay to write a cause and effect essay

Unit 8: Believe It or Not: Facts and Information Unit Assessment Objectives:  Distinguish between fact and opinion (2.A.6.c)  Identify main idea and supporting details (1.C.4.a)  Identify and analyze author’s purpose (2.A.4.a)  Summarize main ideas in an article (1.C.4.e)  Use text features to locate and comprehend information (2.A.2.a)  Interpret and evaluate graphic aids (2.A.2.b)  Use structural analysis to identify affixes and base words (1.D.3.b)  Apply knowledge of the meanings of base words and affixes (1.D.3.b)  Capitalize correctly titles of books, movies, articles, songs, magazines, and other works (5.C.2)  Apply standard English punctuation: commas after introductory words/phrases (5.C.2.a)

Big Question: Where do you get your facts? Selection Literary Focus/VSC Grammar Readers’ Workshop Lesson  Identify and use print features “The Great Chicago Fire of 1871” (2.A.2.a)  Identify main ideas and details (1.C.4.a) “The Spider Man Behind Spider-  Analyze print features (2.A.2.a)  Apply standard English capitalization Man”- Feature Article  Summarize main ideas (1.C.4.e) (5.C.2)  Use word structures to determine Level: Easy meaning (1.D.3.b) “Over the Top: the True  Analyze graphic aids (2.A.2.b) Adventures of a Volcano Chaser” –  Analyze text features (2.A.2) Magazine Article

Level: Average “Interview with a Songcatcher” –  Distinguish between fact and Interview opinion (2.A.6.c)

Level: Average “Kabul’s Singing Sensation” –  Identify main ideas and details  Use word structure to determine Magazine Article (1.C.4.a) meaning: suffixes to form adjectives (1.D.3.b)  Apply standard English punctuation: commas after introductory Level: Challenging words/phrases (5.C.2.a) “Robo-Legs” – Magazine Article  Identify and analyze author’s purpose (2.A.4.a) “Eureka: Scientific Twists of Fate”- Online Article

Level: Average Process Writing Workshop: Cause-  Use the writing process to write a

12 DRAFT 7.24.09 GRADE 8 and-Effect Essay (from Unit 7) problem-solution essay

Unit 9: State Your Case: Argument and Persuasion Unit Assessment Objectives:  Distinguish between fact and opinion (2.A.6.c)  Identify and analyze cause-effect relationships (2.A.3.a)  Identify and analyze author’s purpose (2.A.4.a)  Identify and analyze comparisons and contrasts (2.A.3.a)  Identify and analyze elements of an argument: claim, support, counterargument (2.A.4.b)  Identify and analyze persuasive techniques: appeals to values and ethics, emotional appeal (2.A.6.f)  Use knowledge of Greek (exo) and Latin (gressus) roots to help determine word meaning (1.D.3.b)  Use knowledge of the Latin word gressus to determine word meaning (1.D.3.b)  Determine meanings of related words by applying knowledge of word roots, base words, and affixes (1.D.3.b)  Use parallelism to link related ideas (5.B.2.c)  Apply standard English capitalization: names of organizations, institutions, stores, and companies (5.C.2.b)

Big Question: Whom can you believe? Selection Literary Focus/VSC Grammar Readers’ Workshop Lesson  Identify and analyze elements of an “Should the Driving Age be Raised argument: claim, support, to 18?” counterargument (2.A.4.b)  Identify and analyze persuasive techniques: appeals to values and ethics, emotional appeal (2.A.6.f) “Zoos: Myths and Reality”- Online  Identify and analyze elements of an  Apply standard English Article argument: claim, support, capitalization: names of counterargument (2.A.4.b) organizations, “Zoos Connect to the Natural  Distinguish between fact and opinion institutions, stores, and World” – Opinion Piece (2.A.6.c) companies (5.C.2.b)  Use knowledge of Greek (exo) and Latin (gressus) roots to determine word meaning (1.D.3.b)

Level: Challenging “Position on Dodgeball in Physical  Identify and analyze persuasive Education” – Position Statement techniques: appeals to values and ethics, emotional appeal (2.A.6.f) “The Weak Shall Inherit the Gym” –  Use knowledge of the Latin word Opinion Piece gressus to help determine word meaning (1.D.3.b) Level: Average “The Sanctuary of School” – Essay  Identify and analyze author’s purpose (2.A.4.a)  Identify and analyze cause-effect Level: Easy relationships (2.A.3.a)

“Educating Sons” - Speech  Identify and analyze comparisons and contrasts (2.A.3.a) “The First Americans” - Letter

Level: Average St. Crispian’s Day Speech - Drama  Identify and analyze persuasive  Use parallelism to link techniques: appeals to values and ethics, related ideas (4.A.4.a.12) Level: Challenging emotional appeal (2.A.6.f) Process Writing Workshop:  Use the writing process Persuasive Essay to write a persuasive essay (4.A.4)

Unit 10: The Power of Research

Big Question: How can research help me? Selection Literary Focus/VSC Writing/Grammar Process Writing Workshop:  Narrow a research topic (4.A.1.a) Research Report  Develop a thesis statement (4.A.1.c)  Use source cards (4.A.1.b.3)  Take notes and organize information (4.A.1.b.3)  Avoid plagiarism (4.A.3.b)  Determine facts to include in a report (4.A.1.b.4)  Evaluate an introduction and conclusion (4.A.1.e.2)  Support ideas with reasons and evidence (4.A.3.a.7; 4.A.4.a.7)  Use transitional words and phrases to create flow (4.A.1.c.2)  Create a Works Cited list (4.A.1.c.6)