English 8 Curriculum Map s1

Curtis Junior High Grade 8 Language Arts Curriculum Map At-a-Glance Unit 1: Unit 2: Unit 3: Unit Short Story The Pearl by Steinbeck The Giver by Lowry Time Frame September/October November/December January Essential What are the common human experiences that How does the protection of a group infringe on What role does fate or destiny play in life? Question we all share? personal freedom? protagonist, antagonist, plot, exposition, rising action, protagonist, antagonist, plot, exposition, rising action, Protagonist, antagonist, plot, exposition, rising action, climax, falling action, resolution, theme, conflict climax, falling action, resolution, theme, conflict climax, falling action, tone, resolution, theme, author’s Academic (internal/external), point-of-view (first, third, omniscient, (internal/external), point-of-view (third person limited), purpose, conflict (internal/external), point-of-view Vocabulary unreliable narrator), characterization (direct/indirect), tone, characterization (direct/indirect), tone, suspense, (third person limited), characterization (direct/indirect), suspense, symbolism, foreshadowing, author’s purpose, symbolism, foreshadowing, author’s purpose, marginal suspense, symbolism, foreshadowing, dystopia, marginal annotation annotation utopia Holt McDougal Grade 8 Literature Book The Pearl by John Steinbeck The Giver by Lois Lowry  “Raymond’s Run” by T. C. Bambara Reading Strategies, Lit. Elements/Terms Reading Strategies and Literary Elements/Terms  “Tell-Tale Heart” by E. A. Poe  Author’s Use of Lit Devices  Author’s Use of Lit Devices  “Treasure of Lemon Brown” by W. D. Myers  Author’s Purpose  Author’s Purpose  “Drummer Boy of Shiloh” by Ray Bradbury  Theme  Theme  “The Landlady” by Roald Dahl  Symbolism and Imagery  Symbolism and Imagery Plot Development Plot Development Content Jamestown Critical Reading Series Scholastic Scope Magazine Scholastic Scope Magazine Jamestown Above and Beyond Series Scholastic Scope Magazine Vocabulary: apprehensively, avarice, collusion, Vocabulary: adhere, admonition, aptitude, contemptuous, dissemble, incandescence, indigent, assimilate, chastise, distraught, empathy, Vocabulary: prodigy, imperceptible, fate, obligation, judicious, lament, lethargy, monotonous, parable, indolence, intricate, magnitude, meticulous, tentatively, commence, stifle, ominous, resolute, perception, perplexed, petulance, precipitate, obsolete, permeate, placid, relinquish, authentic, acute, vex, audacity, vehemently, remote, subjugate, undulating, weary requisition, serene, solemn, suppress, stealthily, derision, hypocritical, grimace, transgression compensation, resignation  Vocab Quizzes/Comprehension Quizzes  Vocab Quizzes/Comprehension Quizzes  Vocab Quizzes/Comp Quizzes  Formal Essay Writing: Argumentative,  Common The Pearl Unit Test  Common The Giver Unit Test Common Expository, Narrative  Formal Essay Writing: Argumentative,  Formal Essay Writing: Argumentative, Assessments  Close Reads Expository, Narrative Expository, Narrative  Common Short Story Unit Test  Close Reads  Close Reads  Socratic Seminar  Socratic Seminar Socratic Seminar Reading Objective: Students will use purposeful Vocabulary Objective: Students will build vocabulary to Speaking and Listening Objective: Students will strategies to construct meaning as well as monitor and enhance writing and reading comprehension and fluency. recognize and participate in quality oral improve comprehension and fluency. 1. Define and identify literary terminology. communication. 1. Regularly implements before-reading strategies: 2. Define and identify parts of the plot triangle. 1. Use body language, eye contact, and gestures to Ongoing Unit identify purpose, preview and predict, activate prior 3. Use context clues to determine meaning. deliver message. knowledge, seek background knowledge, identify 4. Memorize and use correctly100 textual vocabulary 2. Speak with expression using appropriate volume, Objectives and vocab words by the end of the school year. articulation, rate, and tone. Skills 2. Regularly implements during-reading strategies: 5. Define and identify synonyms and antonyms. 3. Use communication skills that demonstrate visualize, make connections, predict, question, take 6. Use frequently misused homonyms correctly. respect. notes, make adjustments, infer, fix it, challenge the 7. Use flashcards, repetition, pictures, and 4. Apply a variety of listening and observation skills text, author’s purpose examples/non examples. to interpret, evaluate and share information. 3. Regularly implements after-reading strategies: 5. Establish personal communication goals. Updated 8/24/16 summarize, paraphrase, analyze, reflect, infer, make connections, and challenge text.

Unit 7: “The Diary of Anne Unit 5: Unit 6: Animal Farm by Writing Frank” by Goodrich and Unit Oral History George Orwell (Ongoing Unit) Hackett Time Frame February March/April May/June Throughout Year Essential How do stories of your family or How can literature reveal the How does drama recreate the How do your writing skills impact friends affect your intellectual your ability to express your Question understanding and growth? imperfections of humanity? human experience? opinions and ideas? Protagonist, antagonist, plot, exposition, Basic dramatic principles (crisis, conflict, Writing process, prewriting, drafting, Interview, sensory details, point-of-view, rising action, climax, falling action, tone, complication, climax, resolution), flashback, editing, proofreading, transition, rubric, writing process, narrative, pace/rate, resolution, theme, author’s purpose, conflict, shock of recognition, dramatic irony, static citation, parenthetical documentation, Academic nonverbal communication, point-of-view, characterization, symbolism, character, dynamic character, act, scene, revising Vocabulary volume/inflection, expression, tone, foreshadowing, allegory, dystopia, utopia, stage directions, script, set, and prop body language, gestures, eye contact, fable, paradox, propaganda, satire posture, articulation

Narrative Writing Animal Farm by George Orwell Drama Vocabulary Formal Essay/Paragraph Writing: Interview Skills Reading Strategies and Literary Elements of Drama  Argumentative Note-taking Skills Elements/Terms “The Diary of Anne Frank”  Expository Recording an Oral History  Author’s Use of Lit Devices Jamestown Critical Reading Series  Narrative Presenting an Oral History to a  Author’s Purpose Jamestown Above and Beyond Series Group  Theme Scholastic Scope Magazine Unlocking the Prompt  Symbolism and Imagery Holt McDougal Grade 8 Literature Book Content Plot Development Writing Process Scholastic Scope Magazine Vocabulary: abruptly, animation, 1. Rubric Content appalled, conspicuous, deport, 2. Organization Vocabulary: benevolent, capitulate, disgruntled, forlorn, fortify, gingerly, 3. Style, Word Choice, Voice confer, cryptic, eloquent, ensconce, hysterically, inarticulate, indicate, 4. Conventions exploit, expound, feeble, indefatigable, indifference, indignantly, loathe, laborious, maxim, obstinate, ostentatiously, remorse, tyranny, preeminent, procure, reverent, shirk, unabashed, zeal shrewd, vice, vivacious  Formal Multi-paragraph Oral  Vocab Quizzes/Comprehension  Vocab Quizzes/Comprehension See individual units History (Narrative Writing) Quizzes Quizzes Common  Oral Presentation Oral History  Formal Essay Writing:  Common “Diary of Anne Frank” Unit Assessments Argumentative Test  Common Animal Farm Unit Test  Close Reads  Socratic Seminar  Socratic Seminar Literature Objective: Students will use knowledge of literary elements and devices to Writing Objective: Students will write a proficient multi-paragraph character analysis analyze short stories, novels, and nonfiction pieces. essay. 1. Recognize, understand, and apply elements of literature (story elements) 1. Write fluently in response to prompt. 2. Evaluate author’s use of literary devices to enhance comprehension, e.g., figurative 2. Use an outline/graphic organizer to plan and draft writing. Ongoing Unit language. 3. Write a proficient, properly-placed thesis statement for a character analysis essay. 3. Analyze text to draw conclusions/develop insights 4. Produce clear and focused topic sentences. Objectives and 4. Analyze author’s purpose/influence of audience 5. Select and cite evidence that proficiently supports thesis. Skills 6. Write a multi-sentence explanation showing how the evidence is connected to or proves the thesis. (repeated) 7. Recall and properly place the parts of introductory, body, and conclusion paragraphs. 8. Produce varied, appropriate transitions. 9. Use writing process to evaluate and improve. 10. Publish writing using correct format. Speaking and Listening Nonfiction and Reading Skills Language Skills Skills Skills Argumentation Skills Time Frame Throughout Year Throughout Year Throughout Year Throughout Year How will your reading skills impact How does reading impact your life How does your understanding of How do your communication skills Essential your future? and your understanding of the world grammar support your speaking, affect your life and the lives of those around you? Question reading and writing? influenced by you? Whom can you believe? Genre, fiction, nonfiction, autobiography, 8 parts of speech, antonym, synonym, Socratic method, seminar, debate, opinion, Main idea, supporting detail, inference, biography contractions, first and second person evidence, fact, inquiry, human experience, synonym, antonym, context clues, fact, pronouns, punctuation, context clues, discussion, cooperative investigation opinion, recall, text structure, author’s Academic nonverbal representation purpose (inform, persuade, entertain), Vocabulary cause, effect, faulty, accurate, bias, convince, contrast, logic, claim, support, persuasive techniques, counterargument/counterclaim  Book selection  Conventions  Acquisition of fundamental listening,  Jamestown Critical Reading Series  Library skills  Proper Parenthetical speaking, and thinking skills  Jamestown Above and Beyond  Goal-setting Documentation  Development of critical reading skills Series  Documenting reading  Parts of Speech including: relating text and  Scholastic Scope Magazine Content  Reading aloud  Sentence Structure experience, utilizing questioning  Holt McDougal Grade 8 Literature  Marginal annotation strategies, analyzing a text, Book  Setting a purpose supporting opinions with text, asking critical questions, exploring various interpretations Book of the Month Essays (See individual units) Teacher/student communication Scholastic Scope Reading Quizzes Independent Reading Assignment Vocab Quizzes (See individual evaluation rubrics Jamestown Reading Assessment Common (WWII) units) Teacher/student content evaluation Argumentative Essay Graphic Assessments Group Work Activities rubrics Organizers Reading Tests and Quizzes Teacher/student reflection Formal Argumentative Essay Socratic Seminar Socratic Seminar Reading Objective: Students will select appropriate books and read Grammar Objective: Students will apply rules of grammar and usage to formal writing independently. and speaking. 1. Use the library effectively. 1. Recall and define the function of the eight parts of speech. (IVAN CAPP) 2. Select appropriate books for interest, age, and ability level. 2. Recall sentence structure, identifying subject and predicate. 3. Identify and define genres of literature. 3. Identify and define contractions. Read silently for 30 minutes with focus and good comprehension. 4. Identify and categorize first, second, and third person pronouns. Use proper punctuation regarding the following: capitalization, commas, apostrophes, and quotations. Objectives