Curriculum Map Amber Dornan

English Language Arts in Eighth Grade

Month

Content/
Topic

Standards/Benchmarks

Skills/Activities

Assessment

August Septembe
r

Reading
Focus:
Narrative/
Realistic
Fiction: The
House on
Mango Street

*Reading
RL 8.1: Cite the textual evidence that most
strongly supports an analysis of what the text
says explicitly as well as inferences drawn from
the text.
RL 8.2: Determine a theme or central idea of a
text and analyze its development over the
course of the text, including its relationship to
the characters, setting, and plot; provide an
objective summary of the text.
RL 8.3: Analyze how particular lines of
dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or
provoke a decision.
RL 8.4: Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze
the impact of specific word choices on meaning
and tone, including analogies or allusions to
other texts.
RL 8.5: Compare and contrast the structure of
two or more texts and analyze how the
differing structure of each text contributes to
its meaning and style.

Students will
Observe the modeling of topdown webs, two-column
notes, annotating, and
answering questions with
evidence and implement
these practices throughout
the unit.
Read narrative text in whole
group, small groups, and
individually
Annotate and/or take notes
on plot, characters, conflict,
central idea, and theme.
Analyze the text and answer
questions in discussion and
in writing with evidence
to a variety of questions at
various levels of Blooms
Taxonomy
Summarize chapters of the
story and the story itself
Analyze word choice such as
figurative and sensory
language and determine its
impact on character,
setting, plot, and/or theme.
Analyze the structure of a

vignette
Compare the structure of the
vignette with other
structures such as chapters
or informational text and
analyze how it effects the

meaning of each text.

Brainstorm topics from their

own life to write a vignette

about.

Write a story about their lives

Culminating
Projects:
(1) Narrative
writing piece
based on a life
experience with
figurative and
sensory
language.
Rubrics to
assess
narrative
writing pieces
(2) Socratic
Seminar
Discussion based
on questions
about
characters,
conflicts, central
ideas, and
themes.
Rubrics to
assess the
Socratic
Seminar
Other
Assessments:
Teacher
observation of
participation in
activities and
discussions in
class.
Activators (Do
Nows)
Tickets to Go
(TTG)
Homework

Writing
Focus:
Narrative
Writing

*Writing
W 8.3 Write narratives to develop real or
imagined experiences or events using effective
technique, relevant descriptive details, and
well-structured event sequences.
W 8.3a Engage and orient the reader by
establishing a context and point of view and
introducing a narrator and/or characters;
organize an event sequence that unfolds
naturally and logically.
W8.3b Use narrative techniques, such as
dialogue, pacing, description, and reflection, to
develop experiences, events, and/or
characters.
W. 8.3c Use a variety of transition words,

Essential
Questions
What is
narrative
writing? What
makes a story
a narrative?
What is a
vignette?
What makes
a vignette
different form
other texts?
What are the
features of
narrative
writing?
What are
figurative and
sensory
language?
What impact
do they have
on a story?
How can I
improve my
narrative
writing by
adding
figurative and
sensory
language?
What details
should I look
for in order to
understand a
story?
What are
theme and
central idea?
How are they

Language:
Figurative
and Sensory
Language

Speaking
and
Listening:
Prepare for
and
Participate in
a Socratic
Seminar

phrases, and clauses to convey sequence,

signal shifts from one time frame or setting to
another, and show the relationships among
experiences and events.
W8.3d Use precise words and phrases,
relevant descriptive details, and sensory
language to capture the action and convey
experiences and events.
W8.3e Provide a conclusion that follows from
and reflects on the narrated experiences or
events.
*Language
L8.4 Determine or clarify the meaning of
unknown and multiple-meaning words or
phrases based on grade 8 reading and content,
choosing flexibly from a range of strategies.
L8.4c Consult general and specialized
reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or
determine or clarify its precise meaning or its
part of speech.
L8.5 Demonstrate understanding of figurative
language, word relationships, and nuances in
word meanings.
L8.5a Interpret figures of speech (e.g. verbal
irony, puns) in context.
*Speaking and Listening
SL8.1 Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners
on grade 8 topics, texts, and issues, building
on others ideas and expressing their own
clearly.
SL8.1a Come to discussions prepared,
having read or researched material under
study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue
to probe and reflect on ideas under discussion.
SL8.1b Follow rules for collegial discussions
and decision-making, track progress toward
specific goals and deadlines, and define
individual roles as needed.

in literal language
Self and Peer
Use sensory and figurative
assessment of
language to add details to
written pieces
their stories.
Reading
Evaluate each others
assessmentsvignettes for content, style,
students read or
and conventions.
listen to a
vignette and
Prepare written answers with
answer
evidence to questions
questions at
about the text.
various levels of
Participate in a Socratic
Blooms
Seminar about the
Taxonomy with
characters, conflicts, and
evidence.
themes within the text.

different from
one another?
How do I
determine
the
theme/centra
l idea?

Month

Content/
Topic

Standards/Benchmarks

October Novembe
r

Reading
Focus:
Nonfiction:
Journalism
articles that
inform,
persuade,
and entertain

*Reading
RI8.1 Cite the textual evidence that most
strongly supports an analysis of what the text
says explicitly as well as inferences drawn from
the text.
RI8.2 Determine a central idea of a text and
analyze its development over the course of the
text, including its relationship to supporting
ideas; provide an objective summary of the
text.
RI.8.5: Analyze the structure of a specific
paragraph in a text to develop and refine a key
concept.
RI 8.7 Evaluate the advantages and
disadvantages of using different mediums
(e.g., print or digital text, video, multimedia) to
present a particular topic or idea.

Writing
Focus:
Informational
and Objective
Writing

*Writing
W8.2 Write informative/explanatory texts to
examine a topic and convey ideas, concepts,
and information through the selection,
organization, and analysis of relevant content.
W8.2a Introduce a topic clearly, previewing
what is to follow; organize ideas, concepts, and
information into broader categories; include
formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to
aiding comprehension.
W8.2b Develop the topic with relevant, wellchosen facts, definitions, concrete details,
quotations, or other information and examples.
W8.2c Use appropriate and varied
transitions to create cohesion and clarify the
relationships among ideas and concepts.
W8.2d Use precise language and domain-

Skills/Activities
Students will
Continue using the
comprehension tools of topdown webs, two-column
notes, and annotating of a
text.
Answer text-based
comprehension, analysis,
and evaluation questions
with evidence.
Read a variety of articles
from newspapers and
journals in whole group,
small groups, and
individually.
Determine the authors
purpose of articles
(Persuade, Inform, or
Entertain)
Determine the central idea of
newspaper/journal articles
and other informational
text.
Analyze the structure of a
text to determine its
structure (cause & effect,

compare & contrast,

sequence, problem &
solution, and description).
Identify information text

features (print, graphic,

organizational) and analyze
their purpose (i.e. Heading,
graphs, bold print, etc.)
Evaluate the benefits or

Assessment

Essential
Questions

Culminating
Projects:
(1) Informational
Newspaper
Article
Rubrics to
assess
informational
writing piece.
(2) Layout of
newspaper
article with
informational
text features
included
Rubrics to
assess
layout.
Other
Assessments:
Teacher
observation of
participation in
activities and
discussions in
class.
Activators (Do
Nows)
Tickets to Go
(TTG)
Homework
Self and Peer
assessment of
written pieces
Text-based

What is
informational
writing? What
makes a text
informational
?
What is the
difference
between
objective and
subjective
writing? How
do I recognize
bias?
What is
authors
purpose?
How do you
identify the
authors
purpose?
What are
informational
text
structures?
What is the
purpose of
the different
text
structures?
What are
informational
text features?
How can they
help a reader
comprehend

Language:
Appropriate
Conventions

Speaking
and
Listening:
Analyzing
information
presented in
different
formats

specific vocabulary to inform about or explain

disadvantages of
questions
the topic.
information presented in
requiring
W8.2e Establish and maintain a formal style.
different formats (print,
supporting
W8.2f Provide a concluding statement or
video, etc.)
textual
section that follows from and supports the
evidence.
Delineate whether a writer is
information or explanation presented.
objective or if s/he is using Quizzes on
W8.9b Apply grade 8 Reading standards to
bias (opinions).
authors
literary nonfiction (e.g., Delineate and
purpose,
Write an informational
evaluate the argument and specific claims in a
informational
newspaper article on an
text, assessing whether the reasoning is sound
text structures
interesting topic of
and the evidence is relevant and sufficient;
and features
students choice (i.e.
recognize when irrelevant evidence is
person, place, event,
introduced).
object).
Brainstorm newsworthy
*Language
topics to write an
L8.2 Demonstrate command of the
informational newspaper
conventions of standard English capitalization,
article about.
punctuation, and spelling when writing.
Research for facts about the
L8.2a Use punctuation (comma, ellipsis,
topic of their choice.
dash) to indicate a pause or break.
Include purposeful
L8.2b Use an ellipsis to indicate an omission.
informational text features
L8.2c Spell correctly.
to their newspaper article.
L8.6 Acquire and use accurately grade
Evaluate
their own and each
appropriate general academic and domainothers
newspaper articles
specific words and phrases; gather vocabulary
for
content,
style,
knowledge when considering a word or phrase
objectiveness,
and
important to comprehension or expression.
conventions.
*Speaking and Listening
SL8.2 Analyze the purpose of information
presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and evaluate
the motives (e.g., social, commercial, political)
behind its presentation.

Month

Content/
Topic

Standards/Benchmarks

Skills/Activities

December

February

Reading
Focus:
Literary
Historical

*Reading
Students will
RL/RI 8.1: Cite the textual evidence that most Continue using the
strongly supports an analysis of what the text
comprehension tools of topsays explicitly as well as inferences drawn from
down webs, two-column

a text?
Why is
information
presented in
different
formats?
How do I write
objectively in
order to
inform
readers about
a topic?
How do I write
in a formal
style? Why do
I have to?
How can I tell
what sources
are reliable
and why does
it matter that
I use reliable
sources?

Assessment

Essential
Questions

Culminating
Projects:
(1)
Comprehension

What is literary
historical
fiction text?
How is a real

Fiction:
Harriet
Tubman:
Conductor on
the
Underground
Railroad &
supplemental
informational
materials on
Slavery in
America

Writing
Focus:
Open
Response &
Research

the text.
RL/RI 8.2: Determine a theme or central idea
of a text and analyze its development over the
course of the text, including its relationship to
the characters, setting, and plot; provide an
objective summary of the text.
RL 8.3: Analyze how particular lines of
dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or
provoke a decision.
RI 8.3 Analyze how a text makes connections
among and distinctions between individuals,
ideas, or events (e.g., through comparisons,
analogies, or categories).
RL 8.4: Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze
the impact of specific word choices on meaning
and tone, including analogies or allusions to
other texts.
RL 8.9 Analyze how a modern work of fiction
draws on themes, patterns of events, or
character types from myths, traditional stories,
or religious works such as the Bible.
RI 8.10 By the end of the year, read and
comprehend literary nonfiction at the high end
of the grades 68 text complexity band
independently and proficiently.
*Writing
W.8.1.a Introduce claims, acknowledge and
distinguish the claims from alternate or
opposing claims.
W.8.1b Support claim(s) with logical reasoning
and relevant evidence, using accurate, credible
sources and demonstrating an understanding
of the topic or text.
W8.7 Conduct short research projects to
answer a question (including a self-generated
question), drawing on several sources and
generating additional related, focused
questions that allow for multiple avenues of
exploration.
W8.8 Gather relevant information from
multiple print and digital sources, using search
terms effectively; assess the credibility and

notes, and annotating of a

text.
Answer text-based
comprehension, analysis,
and evaluation questions
with evidence.
Explain how a quotation
supports a claim
(Reasoning)
Read the novel Harriet
Tubman: Conductor on the
Underground Railroad and
a variety of historical and
informational articles from
and about that time period
in whole group, small
groups, and individually.

Determine the central idea of

and themes of chapters
and the book overall.
Analyze how the person of
Harriet Tubman is
developed as a character.
Analyze how the text uses
biblical stories to develop
characters and themes
within the story.

Use context clues, prefixes,

suffixes, and roots to
determine the meaning of
unknown words.

Create personal vocabulary

lists and look up the
definitions for each of the
words and create sentences
using the words.
Participate in whole and small
group discussions about the
text in Literature circles.
Write open responses with
claims, evidence, and
reasoning (CER).
Choose a topic to research
from the time period

and Analysis Test

Multiple
Choice
Questions
Passage
Analysis
Open
Response
(2) Time Period
Research Project
Rubrics to
assess
research
project
Other
Assessments:
Teacher
observation of
participation in
activities and
discussions in
class.
Activators (Do
Nows)
Tickets to Go
(TTG)
Homework
Self and Peer
assessment of
written pieces
Text-based
comprehension,
analysis,
evaluation, and
creation
questions
requiring
supporting
textual
evidence.

persons
characteristic
s represented
in the
development
of a literary
character?
How do events
and other
people form a
person?
Where can
we see this in
the text?
How do you
delineate
what is fact
and fiction in
a fictional
text based on
a real story?
Why is The
Bible used in
modern texts
like Harriet
Tubman?
Is literary
historical
fiction
effective?
What are the
dis/advantag
es of an
informational
piece about
Harriet
Tubman?
Why is
reasoning
important
when making
a claim?
How do I
determine
the meaning

Language:
Determining
the meaning
of unknown
words

Speaking
and
Listening:
Posing
questions
and
acknowledgin
g points
made in a
discussion
Creating a
multimedia
or visual
portion of a
project

accuracy of each source; and quote or

person, place, event,
paraphrase the data and conclusions of others
legislative piece (i.e. a
while avoiding plagiarism and following a
slave, president, specific
standard format for citation.
plantation, Case of Anthony
W8.9 Draw evidence from literary or
Burns, Fugitive Slave Law,
informational texts to support analysis,
etc.)
reflection, and research.
Research for information on a
chosen topic.
*Language
Create a project informing
L8.4a Use context (e.g., the overall meaning of
about your topic (i.e.
a sentence or paragraph; a words position or
newspaper, scrapbook,
function in a sentence) as a clue to the
PowerPoint, Letter, film,
meaning of a word or phrase.
play, poster, etc.)
L8.4b Use common, grade-appropriate Greek
or Latin affixes and roots as clues to the
meaning of a word (e.g., precede, recede,
secede)
L8.4d Verify the preliminary determination of
the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in
a dictionary).
L8.5b Use the relationship between particular
words to better understand each of the words.
L8.5c Distinguish among the connotations
(associations) of words with similar denotations
(definitions) (e.g., bullheaded, willful, firm,
persistent, resolute).

of words I
dont know
without a
dictionary?
How do I create
a multimedia
or visual
presentation?

*Speaking & Listening

SL8.1c Pose questions that connect the ideas
of several speakers and respond to others
questions and comments with relevant
evidence, observations, and ideas.
SL8.1d Acknowledge new information
expressed by others, and, when warranted,
qualify or justify their own views in light of the
evidence presented.
SL8.5 Integrate multimedia and visual displays
into presentations to clarify information,
strengthen claims and evidence, and add
interest.

Month

Content/
Topic

Standards/Benchmarks

Skills/Activities

Assessment

March

Reading

*Reading

Students will

Culminating

Essential
Questions
How is identity

Focus:
Fiction:
Poetry and
Short Story
themes:
identity and
society.

Writing
Focus:
Narrative
Writing and
Open
Response

Language:
Voice, verb
tense, and
mood.

RL 8.1: Cite the textual evidence that most

strongly supports an analysis of what the text
says explicitly as well as inferences drawn from
the text.
RL 8.2: Determine a theme or central idea of a
text and analyze its development over the
course of the text, including its relationship to
the characters, setting, and plot; provide an
objective summary of the text.
RL 8.3: Analyze how particular lines of
dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or
provoke a decision.
RL8.6 Analyze how differences in the points of
view of the characters and the audience or
reader (e.g., created through the use of
dramatic irony) create such effects as
suspense or humor.
RL8.7 Analyze the extent to which a filmed or
live production of a story or drama stays
faithful to or departs from the text or script,
evaluating the choices made by the director or
actors.
MA.8.A. Identify and analyze the
characteristics of irony and parody in literary
works.
*Writing
MA.3.A. Write short narratives, poems, scripts,
or personal reflections.
W8.9a Apply grade 8 Reading standards to
literature (e.g., Analyze how a modern work of
fiction draws on themes, patterns of events, or
character types from myths, traditional stories,
or religious works such as the Bible, including
describing how the material is rendered new).
*Language
L8.1.b Form and use verbs in the active and
passive voice.
L8.1.c Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
L8.1.d Recognize and correct inappropriate
shifts in verb voice and mood.
L.8.3.a Use verbs in the active and passive

Continue using the

comprehension tools of topdown webs, two-column
notes, and annotating of a
text.
Answer text-based
comprehension, analysis,
and evaluation questions
with evidence.
Explain how a quotation
supports a claim
(Reasoning)
Read a variety of short stories
and poems about identity
and society in whole group,
small groups, and
individually.
Compare central ideas and
themes of different texts.
Analyze how a character is
developed through

narration, dialogue, and

action.
Determine the point of view

of a text and discuss its

effect on the story.
Analyze the purpose of irony

and parody
Analyze the structure and
word choice of a text and
its impact on tone and
mood.
Write short narratives and
poems to develop a specific
central idea, theme, or
tone.
Discuss content and style of
multiple texts in a Socratic
Seminar (whole group),
literature circles (small
group), and think-pairshares (partner).
Write open responses with
claims, evidence, and

Projects:
(1) Narrative
Writing Task
Rubric to
assess
Narrative
Writing Task
(2) Mirror Poem
Rubrics to
assess mirror
poem.
Other
Assessments:
Teacher
observation of
participation in
activities and
discussions in
class.
Activators (Do
Nows)
Tickets to Go
(TTG)
Homework
Self and Peer
assessment of
written pieces
Text-based
comprehension,
analysis,
evaluation, and
creation
questions
requiring
supporting
textual
evidence.

formed? How
can we see
that
represented
in character
development
?
How can I
analyze
multiple texts
at once?
How does
reasoning
enhance my
claim?
Why is text
structure and
word choice
important?
How do text
structure and
word choice
impact the
meaning,
tone, and
central
idea/theme of
a text.
What is a
mirror poem?
How do I
create one?
How do I
continue a
story in the
same format
and voice?
How do I write
an alternate
ending to a
story?
What is genre?
What is voice?
How is voice
used in a

Speaking
and
Listening:
Participating
effectively in
discussions.

voice and in the conditional and subjunctive

mood to achieve particular effects (e.g.,

emphasizing the actor or the action; expressing

uncertainty or describing a state contrary to
fact).

*Speaking & Listening

SL8.1 Engage effectively in a range of
collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners

on grade 8 topics, texts, and issues, building

on others ideas and expressing their own

clearly.

reasoning (CER).
Evaluate whether or not a
filmed version stays true or
strays from the original
version.
Analyze how authors
purpose, audience, and
culture changes a story.
Write a continuation and
alteration of a story.
Analyze the impact that the
continuation and alteration
have on the central
idea/theme of the story.

Skills/Activities

Month

Content/
Topic

Standards/Benchmarks

April

Reading
Focus:
Nonfiction:
Argument/
Persuasive.

*Reading
Students will
RI8.6 Determine an authors point of view or
Continue using the
purpose in a text and analyze how the author
comprehension tools of topacknowledges and responds to conflicting
down webs, two-column
evidence or viewpoints.
notes, and annotating of a
RI 8.8 Delineate and evaluate the argument
text adding speeches and
and specific claims in a text, assessing whether
debates.
the reasoning is sound and the evidence is
Answer text-based
relevant and sufficient; recognize when
comprehension, analysis,
irrelevant evidence is introduced.
and evaluation questions
RI 8.9 Analyze a case in which two or more
with evidence.
texts provide conflicting information on the
Determine and evaluate the
same topic and identify where the texts
effectiveness of a speakers
disagree on matters of fact or interpretation.
claim, evidence, and

reasoning.
*Writing
Read, listen to, and watch a
W8.1 Write arguments to support claims with
variety of persuasive
clear reasons and relevant evidence.
speeches and debates.
W8.1.c Use words, phrases, and clauses to
Evaluate and compare two
create cohesion and clarify the relationships
sides of an argument on an
among claim(s), counterclaims, reasons, and

issue.
evidence.

Argue
in
a
debate
given
a
W8.1.d Establish and maintain a formal

side and evidence.

style.
Evaluate which evidence is
W8.1.e Provide a concluding statement or

the best evidence to

section that follows from and supports the

support a claim.
argument presented.

Writing
Focus:
Argument
(Persuasive)

story?
What are the
different
ways a story
can be told?
(Point of
view, voice,
tense,
language).

Assessment

Essential
Questions

Culminating
Projects:
(1) Class Debate
Rubric to
assess class
debate.
(2) Persuasive
Speech
Rubric to
assess
persuasive
speech
Other
Assessments:
Teacher
observation of
participation in
activities and
discussions in
class.
Activators (Do
Nows)
Tickets to Go
(TTG)
Homework
Self and Peer

How do I
determine a
writer or
speakers
argument?
What makes
one piece of
evidence
better than
another?
What
techniques
do writers
and speakers
use to
persuade
their
audiences?
What is
Aristotles
Triangle of
Rhetoric?
What is Ethos,
Pathos, and
Logos and
why are they

Language:
Conventions
when
speaking or
listening.
Speaking
and
Listening:
Analyzing
and creating
persuasive
speeches

W8.4 Produce clear and coherent writing in

assessment of
Brainstorm a
which the development, organization, and style
written and
debatable/arguable topic to
are appropriate to task, purpose, and audience.
spoken pieces.
write a speech about.
(Grade-specific expectations for writing types Research facts, evidence, and Text-based
are defined in standards 13 above.)
comprehension,
statistics to support your
analysis,
claim.
*Language
evaluation, and
Use Aristotles Rhetorical
L8.1 Demonstrate command of the
creation
Triangle for persuasive
conventions of standard English grammar and
questions
techniques in arguments
usage when writing or speaking.
requiring
(Ethos, Pathos, Logos).
supporting
Analyze commercials,
*Speaking and Listening
textual
debates, and speeches for
SL8.2 Analyze the purpose of information
evidence.
their use of Ethos, Pathos,
presented in diverse media and formats (e.g.,

Debates
and Logos.
visually, quantitatively, orally) and evaluate
Acknowledge and disprove or
the motives (e.g., social, commercial, political)
counter a counterclaim.
behind its presentation.
Orally present a persuasive
SL8.3 Delineate a speakers argument and
speech.
specific claims, evaluating the soundness of
the reasoning and relevance and sufficiency of Evaluate their own and other
students speeches.
the evidence and identifying when irrelevant
evidence is introduced.
SL8.4 Present claims and findings,
emphasizing salient points in a focused,
coherent manner with relevant evidence,
sound valid reasoning, and well-chosen details;
use appropriate eye contact, adequate volume,
and clear pronunciation.

Month

Content/
Topic

Standards/Benchmarks

Skills/Activities

May

Reading
Focus:
Classic
Literary
Fiction: The
Pearl

*Reading
Students will
RL 8.1: Cite the textual evidence that most
Continue using the
strongly supports an analysis of what the text
comprehension tools of topsays explicitly as well as inferences drawn from
down webs, two-column
the text.
notes, and annotating of a
RL 8.2: Determine a theme or central idea of a
text.
text and analyze its development over the
Read The Pearl in whole
course of the text, including its relationship to
group, small groups, and
the characters, setting, and plot; provide an
individually.
objective summary of the text.
Answer text-based
RL 8.3: Analyze how particular lines of
comprehension, analysis,
dialogue or incidents in a story or drama propel
and evaluation questions
the action, reveal aspects of a character, or
with evidence.
provoke a decision.

Assessment

used to
persuade?
Why does
knowledge of
an audience
matter to
speakers?
What makes
someone a
good
speaker?
What are the
elements of a
good speech?
What is a
counterclaim?
How can I go
against a
counterclaim?
Where do I see
persuasive
techniques in
life and how
could
knowledge of
them be
helpful to
me?

Essential
Questions

(1) Analytical
How does
Essay
wealth or the
Rubric to
lack of wealth
assess essay.
affect a
(2) Socratic
persons
Seminar
personality,
life, and
Rubric to
relationships?
assess

How
is mood
participation
in Socratic
different from
Seminar
tone?
(same one as How is mood
before).
created in a

Writing
Focus:
Analytical

Language:
Conventions
when reading
and writing.
Speaking
and
Listening:
Prepare for
and
Participate in
a Socratic
Seminar

*Writing
W8.1 Write arguments to support claims with
clear reasons and relevant evidence.
W8.4 Produce clear and coherent writing in
which the development, organization, and style
are appropriate to task, purpose, and audience.
W.8.5 With some guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising,
editing, rewriting, or trying a new approach,
focusing on how well purpose and audience
have been addressed. (Editing for conventions
should demonstrate command of Language
standards 13 up to and including grade 8 on
page 65.)
*Language
L8.1 Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
*Speaking and Listening
SL8.6 Adapt speech to a variety of contexts
and tasks, demonstrating command of formal
English when indicated or appropriate. (See
grade 8 Language standards 1 and 3 on page
65 for specific expectations.)

Determine the mood of a text

or song.
Analyze the use of sensory
and descriptive language
and its effect on the
development of setting,
characters, and events.
Determine what is a symbol

in the text.
Analyze the development of a
character or thematic idea
of a text.
Analyze the use of sensory
language and symbolism in
a text and its impact on
characters and thematic
ideas.

Outline their essay.

Write an essay analyzing the
development of a
character, theme, or
symbol.
Revise and Edit their essay
based on peer and teacher
feedback.
Prepare for and participate in
a Socratic Seminar.
Participate in Literature
Circles with roles focusing
on questioning, important
quotations, vocabulary, and
plot.

Month

Content/
Topic

Standards/Benchmarks

Skills/Activities

June

Reading
Focus:
Fiction and
Nonfiction:
The Diary of
Anne Frank
(Play/Drama)

Reading
Students will
RL/RI 8.1: Cite the textual evidence that most Continue using the
strongly supports an analysis of what the text
comprehension tools of topsays explicitly as well as inferences drawn from
down webs, two-column
the text.
notes, and annotating of a
RL/RI 8.2: Determine a theme or central idea
text.
of a text and analyze its development over the

Other
Assessments:
Teacher
observation of
participation in
activities and
discussions in
class.
Activators (Do
Nows)
Tickets to Go
(TTG)
Homework
Self and Peer
assessment of
rough draft.
Text-based
comprehension,
analysis,
evaluation, and
creation
questions
requiring
supporting
textual
evidence.

text?
How and why
does a
character
change over
the course of
a text?
How is a theme
developed in
a text?
What is
symbolism?
Why is
symbolism
important?
Why do we
prewrite?
What is the
difference
between
revision and
editing? Why
do we revise
and edit our
writing?

Assessment

Essential
Questions

(1) One Act Play How does

Rubric to
prejudice and
assess play.
racism affect
(2) Journal Entry
a society?
Rubric to
Why does
assess
racism exist

&
Supplemental
informational
text on the
Holocaust.

Writing
Focus:
Narrative
Writing

Language:
Drama/Play/
Script

Speaking
and
Listening:
Listening,
Speaking,
and Acting a
script.

Answer text-based
comprehension, analysis,
and evaluation questions

with evidence.
Read The Diary of Anne Frank
and a variety of Holocaust
diaries and informational
texts in small groups, pairs,
and individually.

Analyze the structure of a

play (dialogue, stage
directions, blocking, speech
tags, stage description,
character description, etc.)
Speak a part in the play

following the speech tags.

Act a part in the play
following the narration and
Writing
blocking directions.
W8.6 Use technology, including the Internet,

Write
journal entries
to produce and publish writing and present the
Publish journal entries of
relationships between information and ideas
imagined experiences
efficiently as well as to interact and collaborate
based on informational
with others.
articles on the Holocaust.
W8.10 Write routinely over extended time
Create a one act play with
frames (time for research, reflection, and
developed characters in the
revision) and shorter time frames (a single
structure of a play script.
sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
Perform the created play.
course of the text, including its relationship to
the characters, setting, and plot; provide an
objective summary of the text.
RL 8.3: Analyze how particular lines of
dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or
provoke a decision.
RI 8.3 Analyze how a text makes connections
among and distinctions between individuals,
ideas, or events (e.g., through comparisons,
analogies, or categories).
RL8.10 By the end of the year, read and
comprehend literature, including stories,
dramas, and poems, at the high end of grades
68 text complexity band independently and
proficiently.

Language
L8.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
Speaking and Listening
SL8.2 Analyze the purpose of information
presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and evaluate
the motives (e.g., social, commercial, political)
behind its presentation.

journal entry.
Other
Assessments:
Teacher
observation of
participation in
activities and
discussions in
class.
Activators (Do
Nows)
Tickets to Go
(TTG)
Homework
Text-based
comprehension,
analysis,
evaluation, and
creation
questions
requiring
supporting
textual
evidence.

even though
most people
think its
wrong?
Why was the
Holocaust
able to
occur?
What is the
structure of a
play? Why
are those
structural
elements
needed?
How do you
take on
another
personality
and voice?
How do I create
characters?
How do I create
plays?
What are the
advantages
and
disadvantage
s of the play
as a format to
tell an
important
story?