Unit One: the Thrill of Horror

Quarter One

Unit One: The Thrill of Horror

Essays/Projects/ Presentations: “Scary Story" narrative essay on a real-life, or imagined scary experience. “Poetry Portfolio” of various structured, unstructured, free verse and concrete styles: Sonnet, Limerick, Haiku, Senses poem, “I Am” poem, Emotion poem, etc.

Quarterly Book Report: Five-paragraph summary book report

Short Stories: “The Monkey’s Paw” by W. W. Jacobs “The Outsider” by H.P. Lovecraft “The Tell Tale Heart” by Edgar Allan Poe “The Black Cat” by Edgar Allan Poe; or, “The Cask of Amontillado”

Poems: “The Raven” by Edgar Allan Poe “I Heard a Fly Buzz” by Emily Dickinson “A Narrow Fellow in the Grass” by Emily Dickinson “Frankenstein” by Edward Field

Essay: “Man-Made Monsters” by Daniel Cohen

Unit Two: The Move Toward Freedom

Novella: Soldier’s Heart by Gary Paulsen

Short Stories: “An Occurrence at Owl Creek Bridge” by Ambrose Bierce “The Drummer Boy of Shiloh” by Ray Bradbury “A Mystery of Heroism” by Stephen Crane

Biography “My Friend Douglas” by Russell Freedman “Harriett Tubman: Conductor on the Underground Railroad” by Ann Petry

Journal: “Civil War Journal” by Louisa May Alcott Poems: “Oh Captain! My Captain!” by Walt Whitman “Courage” by Anne Sexton “Caged Bird” by Maya Angelou “Still I Rise” by Maya Angelou “We Wear the Mask” by Paul Laurence Dunbar “Sympathy” by Paul Laurence Dunbar

Speeches/Socratic Seminar: “The Gettysburg Address” by Abraham Lincoln “I Have a Dream” by Martin Luther King, Jr.

Standards Covered: Quarter One Reading Standards: Writing Standards: Speaking/Listening Standards: Language Standards: CCSS.ELA-LITERACY.RL.8.2 CCSS.ELA-LITERACY.W.8.3 CCSS.ELA-LITERACY.SL.8.1 CCSS.ELA-LITERACY.L.8.1.D Determine a theme or central idea Write narratives to develop real or Engage effectively in a range of Recognize and correct of a text and analyze its imagined experiences or events collaborative discussions (one-on- inappropriate shifts in verb voice relationship to the characters, using effective technique, one, in groups, and teacher-led) and mood and tone setting, and plot; provide an descriptive details, and well- with diverse partners on topics, objective summary of the text structured sequences. texts, and issues, building on others' ideas/expressing their own. CCSS.ELA-LITERACY.RL.8.4 CCSS.ELA-LITERACY.W.8.3.A CCSS.ELA-LITERACY.SL.8.1.A CCSS.ELA-LITERACY.L.8.2 Determine the meaning of words, Engage and orient the reader by Come to discussions prepared, Demonstrate command of including figurative and establishing a context and point of having read or researched material capitalization, punctuation, and connotative meanings; analyze view and introducing a narrator under study; explicitly draw on that spelling when writing. impact of word choices on meaning and/or characters; organize event preparation by referring to and tone, including analogies or sequences that unfold naturally evidence on topic, text, or issue to allusions. and logically. probe/reflect on ideas discussed. CCSS.ELA-LITERACY.RL.8.5 CCSS.ELA-LITERACY.W.8.3.B CCSS.ELA-LITERACY.SL.8.1.B CCSS.ELA-LITERACY.L.8.2.A Compare/contrast the structure of Use narrative techniques, such as Follow rules for collegial Use comma, ellipsis, dash to two or more texts and analyze how dialogue, pacing, description, and discussions and decision-making, indicate a pause or break the differing structure of each reflection, to develop experiences, track progress toward specific goals contributes to its meaning/style. events, and/or characters. and deadlines, and define individual roles as needed. CCSS.ELA-LITERACY.RL.8.6 CCSS.ELA-LITERACY.W.8.3.C CCSS.ELA-LITERACY.SL.8.1.C CCSS.ELA-LITERACY.L.8.2.B Analyze how differences in the Use a variety of transition words, Pose questions that connect the Use an ellipsis to indicate an points of view of the characters phrases, and clauses to convey ideas of several speakers and omission. Determine how dramatic irony sequence, signal shifts from one respond to others' questions and creates suspense or humor. time frame or setting to another, comments with relevant evidence, CCSS.ELA-LITERACY.RL.8.2 and show the relationships among observations, and ideas. CCSS.ELA-LITERACY.L.8.2.C Determine textual theme and experiences and events. Spell correctly. analyze its development over the CCSS.ELA-LITERACY.W.8.3.E CCSS.ELA-LITERACY.SL.8.1.D CCSS.ELA-LITERACY.L.8.4.A course of the story and its Provide a conclusion that follows Acknowledge new information Context clues to interpret the relationship to the characters, from and reflects on narrated expressed by others, and, when meaning of a word or phrase. setting, and plot; provide an experiences/events. warranted, qualify or justify own CCSS.ELA-LITERACY.L.8.4.B objective summary of the text views in light of the evidence Greek or Latin affixes and roots as presented. clues to the meaning of a word CCSS.ELA-LITERACY.RL.8.7 CCSS.ELA-LITERACY.W.8.5 CCSS.ELA-LITERACY.L.8.5 Analyze the extent to which a Peer revising, editing, rewriting, or Demonstrate understanding of filmed or live production of a story trying a new approach, focusing on figurative language, word or drama stays faithful to or how well purpose and audience relationships, and nuances in word departs from the text or script, have been addressed. meanings. evaluating the choices made by the director or actors. Quarter Two Units: The Move Toward Freedom (cont.), Culture and Belonging, Anne Frank’s Legacy and Approaching Adulthood

Essays/Projects/ Presentations: Modern Language Association (MLA) research PowerPoint presentation on chosen author

Quarterly Book Report: Character Bottle

Novel: Monster by Walter Dean Myers

Play: “The Diary of Anne Frank” by Francis Goodrich and Albert Hackett

Essay: “What to Bring” by Naisha Jackson

Standards Covered: Quarter Two Reading Standards: Writing Standards: Speaking/Listening Standards: Language Standards: CCSS.ELA-LITERACY.RL.8.5 CCSS.ELA-LITERACY.W.8.5 CCSS.ELA-LITERACY.SL.8.1.A CCSS.ELA-LITERACY.L.8.2 Compare/contrast the structure of Peer revising, editing, rewriting, or Come to discussions prepared, Demonstrate command of two or more texts and analyze how trying a new approach, focusing on having read or researched material, capitalization, punctuation, and the differing structure of each how well purpose and audience by referring to evidence on the spelling when writing. contributes to its meaning/style. have been addressed. topic, text, or issue. CCSS.ELA-LITERACY.RI.8.6 CCSS.ELA-LITERACY.W.8.6 CCSS.ELA-LITERACY.SL.8.4 CCSS.ELA-LITERACY.L.8.2.A Determine an author's point of Use technology, including the Present claims and findings in a Use comma, ellipsis, dash to view or purpose in a text and Internet, to produce and publish focused, coherent manner with indicate a pause or break analyze how the author writing and present the relevant evidence, valid reasoning, CCSS.ELA-LITERACY.L.8.2.B acknowledges and responds to relationships between information and well-chosen details; use Use an ellipsis to indicate an conflicting evidence or viewpoints. and ideas efficiently. appropriate eye contact, adequate omission. volume and clear pronunciation. CCSS.ELA-LITERACY.RI.8.7 CCSS.ELA-LITERACY.W.8.7 CCSS.ELA-LITERACY.SL.8.5 CCSS.ELA-LITERACY.L.8.2.C Evaluate the advantages and Conduct short research projects, Integrate multimedia and visual Spell correctly. disadvantages of using different drawing on several sources and displays into presentations to mediums (e.g., print or digital text, generating additional related, clarify information, strengthen video, multimedia) to present a focused questions that allow for claims and evidence, and add particular topic or idea. multiple avenues of exploration. interest. CCSS.ELA-LITERACY.RL.8.2 CCSS.ELA-LITERACY.W.8.8 CCSS.ELA-LITERACY.L.8.3.A Determine a theme or central idea Gather relevant information from Use verbs in the active and passive of a text and analyze its multiple print and digital sources; voice and in the conditional and development over the course of assess the credibility and accuracy subjunctive mood to achieve the text, including its relationship of each source; quote/paraphrase particular effects (e.g., emphasizing to the characters, setting, and plot; others’ data and conclusions while the actor or the action; expressing provide an objective summary of avoiding plagiarism and following a uncertainty or describing a state the text. standard format for citation. contrary to fact). CCSS.ELA-LITERACY.RL.8.3 CCSS.ELA-LITERACY.L.8.4.C Analyze how particular lines of Consult general and specialized dialogue or incidents in a story or reference materials (e.g., drama propel action, reveal aspects dictionaries, glossaries, characters, or provoke a decision. thesauruses), print and digital, to CCSS.ELA-LITERACY.RL.8.7 find the pronunciation of a word or Analyze the extent to which a determine or clarify its precise filmed version of a story or drama meaning or its part of speech. stays faithful to or departs from the text/script, evaluating choices made by the director or actors. Quarter THREE Units: Anne Frank’s Legacy and Approaching Adulthood

Essays/Projects/ Presentations: MLA formatted Persuasive Essay: Holocaust topic

Quarterly Book Report: Newspaper-Style book report

Novels: The Book Thief by Mark Zusak (Advanced) The Devil’s Arithmetic by Jane Yolen

Non-fiction Stories: “Driving Distracted”

Poetry: “Hanging Fire” by Audre Lorde “Teenagers” by Pat Mora “The Road not Taken” by Robert Frost

Standards Covered: Quarter Three Reading Standards: Writing Standards: Speaking/Listening Standards: Language Standards: CCSS.ELA-LITERACY.RL.8.1 CCSS.ELA-LITERACY.W.8.1.A CCSS.ELA-LITERACY.SL.8.1.A CCSS.ELA-LITERACY.L.7.1.A Cite the textual evidence that most Introduce claim(s), acknowledge Come to discussions prepared, Explain the function of phrases and strongly supports an analysis of and distinguish the claim(s) from having read or researched material, clauses in general and their what the text says explicitly as well alternate or opposing claims, and by referring to evidence on the function in specific sentences. as inferences drawn from the text. organize reasons/evidence logically topic, text, or issue. CCSS.ELA-LITERACY.RL.8.2 CCSS.ELA-LITERACY.W.8.5 CCSS.ELA-LITERACY.SL.8.1.C CCSS.ELA-LITERACY.L.7.1.B Determine a theme or central idea Peer revising, editing, rewriting, or Pose questions that connect the Choose among simple, compound, of a text and analyze its trying a new approach, focusing on ideas of several speakers and complex, and compound-complex relationship to the characters, how well purpose and audience respond to others' questions and sentences to signal differing setting, and plot; provide an have been addressed. comments with relevant evidence, relationships among ideas. objective summary of the text observations, and ideas. CCSS.ELA-LITERACY.RL.8.4 CCSS.ELA-LITERACY.W.8.6 CCSS.ELA-LITERACY.L.7.2.A Determine the meaning of words— Use technology, including the Use a comma to separate figurative and connotative—; Internet, to produce and publish coordinate adjectives (e.g., It was a analyze impact of word choices on writing and present the fascinating, enjoyable movie but meaning and tone, including relationships between information not He wore an old[,] green shirt). analogies or allusions. and ideas efficiently. CCSS.ELA-LITERACY.RL.8.5 CCSS.ELA-LITERACY.W.8.7 CCSS.ELA-LITERACY.L.8.5 Compare/contrast the structure of Conduct short research projects, Demonstrate understanding of two or more texts and analyze how drawing on several sources and figurative language, word the differing structure of each generating additional related, relationships, and nuances in word contributes to its meaning/style. focused questions that allow for meanings. multiple avenues of exploration. CCSS.ELA-LITERACY.RL.8.7 CCSS.ELA-LITERACY.W.8.8 CCSS.ELA-LITERACY.L.8.5.A Analyze the extent to which a Gather relevant information from Interpret figures of speech (e.g. filmed version of a story or drama multiple print and digital sources; verbal irony, puns) in context. stays faithful to or departs from assess the credibility and accuracy CCSS.ELA-LITERACY.L.8.5.B the text/script, evaluating choices of each source; quote/paraphrase Use the relationship between made by the director or actors. others’ data and conclusions while particular words to better avoiding plagiarism and following a understand each of the words. standard format for citation. Quarter Four Units: Approaching Adulthood and The Value of Work

Essays/Projects/ Presentations: Argumentative oral presentation (with partner)—Topic of controversy (Advanced) Argumentative oral presentation (with partner)—Soc or Greaser? Mythological Creature project Animal Farm book cover design (Advanced) Play presentation—in conjunction with outside reading book report

Quarterly Book Report: Play presentation with dialogue Novels: A Midsummer Night’s Dream by William Shakespeare (Advanced) Animal Farm by George Orwell (Advanced) The Outsiders by S. E. Hinton

Excerpt: The Adventures of Tom Sawyer by Mark Twain (story and play versions)

Short Stories: Various Greek and Roman myths

Argument: “Teens Need Jobs, Not Just Cash” by Anne Michaud “Teens at Work” from The Record-Journal

Poems: “Out, Out” by Robert Frost “Chicago” by Carl Sandburg “My Mother Enters the Work Force” by Rita Dove Standards Covered: Quarter Four Reading Standards: Writing Standards: Speaking/Listening Standards: Language Standards: CCSS.ELA-LITERACY.RI. AND RL.8.1 CCSS.ELA-LITERACY.W.8.1.A CCSS.ELA-LITERACY.SL.8.1 CCSS.ELA-LITERACY.L.8.1.A Cite the textual evidence that most Introduce claim(s), acknowledge Engage in a range of collaborative Explain the function of verbals strongly supports an analysis of and distinguish the claim(s) from discussions with diverse partners (gerunds, participles, infinitives) in what the text says explicitly as well alternate or opposing claims, and on topics, texts, issues, building on general and their function in as inferences drawn from the text. organize reasons/evidence logically others' ideas/expressing their own. particular sentences. CCSS.ELA-LITERACY.RI AND RL.8.2 CCSS.ELA-LITERACY.W.8.5 CCSS.ELA-LITERACY.SL.8.1.A CCSS.ELA-LITERACY.L.8.1.B Determine a central idea of a text Peer revising, editing, rewriting, or Come to discussions prepared Form and use verbs in the active and analyze its development over trying a new approach, focusing on having read or researched material and passive voice. the course of the text, including its how well purpose and audience under study; explicitly draw on that relationship to supporting ideas; have been addressed. preparation and refer to evidence provide objective summary of text. on topic, text, or issue. CCSS.ELA-LITERACY.RL.8.3 CCSS.ELA-LITERACY.W.8.6 CCSS.ELA-LITERACY.SL.8.1.C CCSS.ELA-LITERACY.L.8.2.C Analyze how particular lines of Use technology, including the Pose questions that connect the Spell correctly. dialogue or incidents in a story or Internet to produce/publish writing ideas of several speakers and CCSS.ELA-LITERACY.L.8.5.A drama propel action, reveal aspects and present relationships between respond to others' questions and Interpret figures of speech (e.g. characters, or provoke a decision. information and ideas efficiently. comments with relevant evidence, verbal irony, puns) in context. observations, and ideas. CCSS.ELA-LITERACY.RL.8.4 CCSS.ELA-LITERACY.W.8.7 CCSS.ELA-LITERACY.SL.8.1.D CCSS.ELA-LITERACY.L.8.5 Determine the meaning of words, Conduct short research projects, Acknowledge new information Demonstrate understanding of including figurative & connotative drawing on several sources and expressed by others, and, when figurative language, word meanings; analyze impact of word generating additional related, warranted, qualify or justify own relationships, and nuances in word choices on meaning and tone, focused questions that allow for views in light of the evidence meanings. including analogies or allusions. multiple avenues of exploration. presented. CCSS.ELA-LITERACY.RL.8.7 CCSS.ELA-LITERACY.W.8.8 CCSS.ELA-LITERACY.SL.8.3 CCSS.ELA-LITERACY.L.8.5.B Analyze the extent to which a Gather information from print and Delineate a speaker's argument Use the relationship between filmed version of a story or drama digital sources; assess credibility and claims, evaluate soundness of particular words to better stays faithful to or departs from and accuracy of each source; quote the reasoning and relevance and understand each of the words. the text/script, evaluating choices and paraphrase data/conclusions; sufficiency of the evidence. made by the director or actors. avoid plagiarism; format citations.