Post on 01-Nov-2021
Shelburne Middle School English Department
2010-2011 8th
Grade English Curriculum Map
Unit 1 Theme: Exploring Poetry/Overcoming Obstacles Duration: 4-6 weeks (Oct) Essential Question &
Essential
Understandings
How Students Will Demonstrate Their
Understanding
Standards Based Essential Skills
and Concepts Targeted Throughout
Unit
Instructional Resources for
Unit
Essential Questions:
How do authors use
figurative language in
poetry?
How do writers
compose free verse
poetry
What are the “rules”
for poetry?
Essential
Understandings:
8.4 a
8.5 a, b, d
8.7 a, c, d
Summative
Assessments:
Poetry
collection which
includes a
variety of poetry
types – free
verse and set
form. Poems
also include
poetic elements
such as
figurative
language and
elements of
sound
Multiple choice
practice from
released tests –
focus on poetry
Analysis
paragraph that
describes the
theme of a poem
Formative
Assessments:
Identify patterns in
poetry – rhyme,
rhythm, meter
Identify different
types of figurative
language in poetry
Write short texts
that include
figurative language
and other poetic
elements
Reading:
Nancie Atwell text on poetry
Variety of poetry focusing on
free verse, limericks, haiku,
and ballads
Anchor Texts throughout
Unit:
“Thank You, M’am” by
Langston Hughes
“Eleven” by Sandra
Cisneros
“Oranges” by Gary Soto
“In Response to
Executive Order 9066”
by Dwight Okita
Model Texts and Reading
Workshop Texts:
For practice with visualizing and
making connections:
“The All American
Slurp” by Gish Jen
“No Guitar Blues” by
Gary Soto
Various narrative poetry
For practice identifying the voice
of a narrator:
Excerpt from
Identify simile, metaphor,
personification, hyperbole, and
analogy (8.4 a)
Explain the use of symbols and
figurative language (8.5 a)
Describe inferred themes, using
evidence from the text as support
(8.5 b)
Draw conclusions based on
explicit and implied information
(8.6 h)
Make inferences based on explicit
and implied information (8.6 i)
Writing:
Prewrite
Generate ideas for poetry based
on writing territories
Plan
Draft
Focus on form of poetry while
drafting (is there a set rhyme or
rhythm?)
Revise
Revise with specific focus on:
o Word choice, voice, tone,
line length, repetition,
beginning and ending
Edit
Correct spelling
Shelburne Middle School 2010-2011 8th
Grade English Curriculum Map
“Raymond’s Run” by
Toni Cade Bambara
“The All American
Slurp” by Gish Jen
“No Guitar Blues” by
Gary Soto
Excerpt from Tangerine
by Edward Bloor
Essays to model persuasive
writing:
“Summer”
“To Each His Own” by
Andy Rooney
“Don’t Touch that
Towel”
Various persuasive
essays for reading
workshop
Texts to practice identifying
main idea and theme:
“You Be the Judge –
Bottle Rocket””
“Pieces of Grass”
“The Last Great Race”
“Smart Cookie” by
Sandra Cisneros
Various non-fiction
texts, persuasive texts
and poetry of high
interest
Suggested novel for voice:
Monster by Walter Dean
Shelburne Middle School 2010-2011 8th
Grade English Curriculum Map
Myers
Scorpions by Walter
Dean Myers
Prom by Laurie Halse
Anderson
Tangerine by Edward
Bloor
Drums, Girls, and
Dangerous Pie by
Jordan Sonnenblick
The Schwa Was Here by
Neal Shusterman
Strategies or Best Practices Used to
Explicitly Teach Skills and Concepts
Research:
Reading Workshop
Model Texts
Think Alouds
Read Alouds
Shelburne Middle School 2010-2011 8th
Grade English Curriculum Map
Annotating and highlighting texts
Double entry journals
Practice reading strategies:
o Visualizing
o Making connections
o Making inferences
Vocabulary:
Understand vocabulary relevant to poetry:
Symbolism
Simile
Metaphor
Personification
Hyperbole
Onomatopoeia
Rhyme
Rhythm
Repetition
Pun
Oxymoron
Tone
Limerick
Haiku
Ballad
Free verse
Couplet
Quatrain
Benchmark: September 27
Shelburne Middle School 2010-2011 8th
Grade English Curriculum Map
Unit 2 Theme: Finding Your Voice Duration: 8 weeks (Oct-Nov) Essential Question &
Essential
Understandings
How Students Will Demonstrate Their
Understanding
Standards Based Essential Skills and
Concepts Targeted Throughout Unit
Instructional Resources for
Unit
Essential Questions:
What do I believe
about the world
around me?
What is the voice of a
writer?
How is a
writer/reader’s voice
influenced?
What is my writing
process?
What is my reading
process?
Essential
Understandings:
8.4 b
8.5 b
8.6 b, d, f, g
8.7 a-d
8.8 b
Summative
Assessments:
5 paragraph
persuasive essay
Annotated
Bibliography –
including a
summary and
critique of a
source
Multiple Choice
Reading
assessment
(focus on main
idea, summary,
distinguishing
fact from
opinion)
Bookmark for
Novel with
Voice –
focusing on the
voice of the
narrator (topics
are summary
and voice)
Formative
Assessments:
Writing a thesis
statement for a
persuasive essay
Creating an outline
that includes details,
evidence, examples,
and reasoning to
support arguments
Describing in
summary form the
main idea from a
text using evidence
from the text as
support
Distinguishing fact
from opinion while
reading persuasive
texts
Analyzing the
relevancy and
accuracy of details
in persuasive texts
Reading: Anchor Texts throughout
Unit:
“Thank You, M’am” by
Langston Hughes
“Eleven” by Sandra
Cisneros
“Oranges” by Gary Soto
“In Response to
Executive Order 9066”
by Dwight Okita
Model Texts and Reading
Workshop Texts:
For practice with visualizing and
making connections:
“The All American
Slurp” by Gish Jen
“No Guitar Blues” by
Gary Soto
Various narrative poetry
For practice identifying the voice
of a narrator:
Excerpt from
“Raymond’s Run” by
Toni Cade Bambara
“The All American
Slurp” by Gish Jen
“No Guitar Blues” by
Gary Soto
Excerpt from Tangerine
by Edward Bloor
Use context and structure to
determine meanings of words and
phrases (8.4 b)
Describe inferred main ideas or
themes, using evidence from text
as support (8.5 b)
Analyze an author’s viewpoint,
credentials and impact (8.6 b)
Analyze details for relevancy and
accuracy, placement,
thoroughness, and effectiveness
(8.6 d)
Summarize and critique text (8.6
f)
Evaluate and synthesize
information to apply in a written
essay (8.6 g)
Writing:
Prewrite
Focus on listing
Prewrite for leads
Plan
Plan for a persuasive essay using
an outline
Plan to create unity with a lead,
body paragraphs, and a
conclusion
Draft
Fact and question lead
Use evidence as support to back
up opinions
Create unity with lead, body, and
Shelburne Middle School 2010-2011 8th
Grade English Curriculum Map
conclusion
Address opposing arguments
Apply the elements of composing:
o Unity
o Organization
Revise
Use evidence as support to back
up opinions
Revise with attention to:
o Voice and tone
o Transitional words and
phrases
o Purposeful tone
o Sentence variety
Edit
Indent all paragraphs
Use complete sentences
Use correct end punctuation
Use commas in compound
sentences
Essays to model persuasive
writing:
“Summer”
“To Each His Own” by
Andy Rooney
“Don’t Touch that
Towel”
Various persuasive
essays for reading
workshop
Texts to practice identifying
main idea and theme:
“You Be the Judge –
Bottle Rocket””
“Pieces of Grass”
“The Last Great Race”
“Smart Cookie” by
Sandra Cisneros
Various non-fiction
texts, persuasive texts
and poetry of high
interest
Suggested novel for voice:
Monster by Walter Dean
Myers
Scorpions by Walter
Dean Myers
Prom by Laurie Halse
Strategies or Best Practices Used to
Explicitly Teach Skills and Concepts
Research:
Reading Workshop
Model Texts
Think Alouds
Read Alouds
Annotating and highlighting texts
Double entry journals
Practice reading strategies:
o Visualizing
o Making connections
Webbing
Generating word lists
Context clue strategies
How to use a database
Using key words
Sorting through sources
Identifying relevant and accurate
sources
How to use information from sources
Identifying relevant and accurate
details
Summarizing details in own
writing composition
Vocabulary:
Shelburne Middle School 2010-2011 8th
Grade English Curriculum Map
Evaluate writing through the use of
NCS Mentor
Roots: bene, mal, jud, jur, jus,
liber, fug, mand, mem
Prefixes: co-, auto-, omni-, pro-,
ethno-, dis-, con-
Suffixes: -al, -age, -ise/ize/yze, -
ence/ance, -ist, -ary
Use context clues to determine
unknown words
Anderson
Tangerine by Edward
Bloor
Drums, Girls, and
Dangerous Pie by
Jordan Sonnenblick
The Schwa Was Here by
Neal Shusterman
NCS Mentor
Benchmark: December 1
Shelburne Middle School 2010-2011 8th
Grade English Curriculum Map
Unit 3 Theme: Understanding Dystopias Duration: 10 weeks (Dec to Jan) Essential Question &
Essential
Understandings
How Students Will Demonstrate Their
Understanding
Standards Based Essential Skills
and Concepts Targeted Throughout
Unit
Instructional Resources for
Unit
Essential Questions:
What is justice?
What creates a
dystopia?
How do we avoid
becoming bystanders?
Essential
Understandings:
8.5 b
8.6 b, f, g, h, i
8.7 a-e
8.8 b, d
Summative
Assessments: Informational
essay about a
specific topic
about the
Holocaust
Short descriptive
piece about a
dystopia book
focused on
character, conflict,
and plot as well as
an analysis of
how it represents
a dystopia (The
Giver is one
possible novel)
Multiple choice
reading focused
on essential skills
and concepts
Multiple choice
writing (released
SOL)
Formative
Assessments: Describe in summary
form main idea using
evidence from text as
support
Distinguish fact from
opinion and analyze
relevancy/accuracy of
details
Draw conclusions
throughout reading of
non-fiction texts
Make inferences
throughout reading of
non-fiction texts and
class novel
Short journal entries
about class novel
focusing on character,
conflict and plot
Reading checks for
both reading
workshop and class
novel
Reading:
Suggested novels for
background about the
Holocaust:
The Cage
Flames of the Tiger
The Devil’s Arithmetic
Suggested dystopia novel:
The Giver by Lois
Lowry
Texts for Background on
the Holocaust:
“The Nazis Come to
Power”
“Life Before the
Holocaust”
“Hitler’s Destructive
Vision”
“War Begins”
Texts for Reading
Workshop to practice skills:
“Nazi Propaganda and
Censorship”
“Life in the Ghetto”
“A Sense of
Belonging”
“Men to the Front,
Describe inferred main ideas or
themes, using evidence from the
text as support (8.5 b)
Describe how authors use
character and conflict to create
meaning (8.5 c)
Summarize and critique text (8.5
f)
Evaluate and synthesize
information to apply in a written
essay (8.6 g)
Draw conclusions based on
explicit and implied information
(8.6 h)
Make inferences based on
explicit and implied information
(8.6 i)
Analyze an author’s viewpoint,
credentials and impact (8.6 b)
Analyze details for relevance and
accuracy (8.6 d)
Writing: Prewrite
Generate questions about the
Holocaust
Plan
Use an outline to create unity with
lead, body, and conclusion
Draft
Select specific vocabulary and
information
Create unity with lead, body, and
conclusion
Revise
Shelburne Middle School 2010-2011 8th
Grade English Curriculum Map
Revise for word choice, sentence
variety, and transitions among
paragraphs
Edit
Use complete sentences
Use and properly punctuate
compound and complex sentences
(specifically those with phrases)
Maintain subject/verb agreement
Use correct words (homophones)
Correct capitalization
Women to the
Nursery”
“The Survivors”
“The Nuremberg
Trials”
“The War Refugee
Board”
“Rescue”
“The Nazi Terror
Begins”
“Hitler Comes to
Power”
“Nazi Racism”
“Killing Center
Revolts”
“The Warsaw Ghetto
Uprising”
***Extras for Honors and High
English:
“Harrison Bergeron”
“The Veldt”
“Barbie-Q”
“The Censors”
Utopia paintings and poetry from
Utopia resource
Novels for Honors (book groups)
Animal Farm
Fahrenheit 451
Uglies
Lord of the Flies (after
reading novel, students
will write an analytical
essay)
Strategies or Best Practices Used to
Explicitly Teach Skills and Concepts
Research:
Reading Workshop
Model Texts
Think Alouds
Read Alouds
Annotating and highlighting texts
Double entry journals
KWL to keep track of information
about the Holocaust
Anticipatory guide – regarding World
War II
Jigsaw – information about World War
II based on anticipatory guide
Show Don’t Tell
Use databases and search
engines
Use non-fiction books
(encyclopedias and other
reference sources)
Use key words to find
information in a web search
Sort through sources to find
accurate information
Generate a list of sources used
Create a works cited list
Vocabulary:
Roots: bene, mal, jud, jur, jus,
liber, fug, mand, mem
Prefixes: co-, auto-, omni-, pro-,
ethno-, dis-, con-
Suffixes: -al, -age, -ise/ize/yze, -
ence/ance, -ist, -ary
Use context clues to determine
unknown words
Words from class novel
Benchmark: February 23
Shelburne Middle School 2010-2011 8th
Grade English Curriculum Map
Unit 4 Theme: Exploring Narrative Writing Duration: 4 weeks (February) Essential Question &
Essential
Understandings
How Students Will Demonstrate Their
Understanding
Standards Based Essential Skills
and Concepts Targeted Throughout
Unit
Instructional Resources for
Unit
Essential Questions:
How do I tell a story
about my own life?
How do authors craft
a narrative?
Essential
Understandings:
8.5 c
8.7 a-d
8.8 b-e
Summative
Assessments: Memoir about a
specific life
experience
Multiple choice
writing (released
SOL)
Writing prompt to
prepare for
Writing SOL
Formative
Assessments: Short descriptive
writing pieces using
sensory details and
complex sentences
Reading:
Model Texts for Memoirs
Use student samples
from Teen Ink for all
elements of memoir:
o Leads
o Sensory
images
o Complex
sentences
o Reflection
“Two Lies” by Nancie
Atwell to show good
and bad memoir
Describe how authors use characters,
conflicts, point of view, and tone to
create meaning (8.5 c)
Writing: Prewrite
Answer several prewriting prompts to
come up with topics for memoir:
o Questions about life
o What if…
o If I could ___________, I
would _____________.
Plan
Practice using a plot diagram to plan
memoir
Draft
Select specific vocabulary and
information
Create unity with lead, body, and
conclusion
Revise
Revise for specific word choice,
sensory imagery, sentence variety
Revise for a reflection in the
conclusion of the memoir
Edit
Consistent verb tense
Correct use of pronouns
Use commas correctly in compound
and complex sentences
Correct spelling and end punctuation
Correct use of dialogue rules
Shelburne Middle School 2010-2011 8th
Grade English Curriculum Map
Strategies or Best Practices Used to
Explicitly Teach Skills and Concepts
Research:
Reading Workshop
Model Texts
Think Alouds
Read Alouds
Annotating and highlighting texts
Double entry journals
Show Don’t Tell
Sentence combining to create complex
and compound sentences
Use NCS Mentor to evaluate memoir
Set goals for Writing SOL based on
NCS evaluation
Sort prompts from released tests to
practice identifying purposes for
writing
Vocabulary:
Roots: bene, mal, jud, jur, jus,
liber, fug, mand, mem
Prefixes: co-, auto-, omni-, pro-,
ethno-, dis-, con-
Suffixes: -al, -age, -ise/ize/yze, -
ence/ance, -ist, -ary
Use context clues to determine
unknown words
Shelburne Middle School 2010-2011 8th
Grade English Curriculum Map
Unit 5 Theme: Social Justice Duration: 8 weeks (March-mid-May) Essential Question &
Essential
Understandings
How Students Will Demonstrate Their
Understanding
Standards Based Essential Skills
and Concepts Targeted Throughout
Unit
Instructional Resources for
Unit
Essential Questions:
Why do people treat
people unfairly?
How have people
sought to make a
change in our world?
How can I make a
positive change in our
world?
How can I avoid
becoming a
bystander?
Essential
Understandings:
8.4 a – analogies
8.4 b –connotations of
words
8.5 b, c
8.6 a, c, f, g, h, i
Summative
Assessments:
Bookmark about
book on social
justice focused
on character,
conflict, and
theme
Informational
essay that
defines justice
through
examples of pas
t injustices,
present
injustices,
people who have
made change,
and how
students can
make a
difference in
their world
Multiple choice
reading –
focused on
essential
understandings
Reading
benchmark –
released SOL
Formative
Assessments:
Reading checks
while reading
informational texts
Short explanations
of quotes about
social justice
Analytical questions
while reading a
biography
Short synthesis
paragraphs about
different examples
of injustice
Comparison and
contrast of recent
injustices
Reading:
Read Aloud Texts
“The Bill of Rights”
The simplified version
of “The Universal
Declaration of Human
Rights”
“Ain’t I a Woman?”
by Sojourner Truth
“First Americans”
“Executive Order
9066” by Dwight
Okita
“The Speaking
Flower”
“Bono’s Acceptance
Speech for the Liberty
Medal”
Reading Workshop Texts
Various articles,
poems, short stories
about past injustices
and recent injustices –
based on student
interest inventory
Suggested Novels
Unwind by Neal
Shusterman
Hunger Games by
Suzanne Collins
Identify analogy (8.4 a)
Use connotations to determine the
meanings of words and phrases
(8.4 b)
Describe inferred main ideas or
themes, using evidence from the
text as support (8.5 b)
Describe how authors use
characters, conflict, point of view
and tone to create meaning (8.5 c)
Draw on background knowledge
and knowledge of text structures
to understand selections (8.6 a)
Analyze the author’s use of text
structure and word choice (8.6 c)
Summarize and critique text (8.6
f)
Evaluate and synthesize
information to apply in written
and oral presentations (8.6 g)
Draw conclusions based on
explicit and implied information
(8.6 h)
Make inferences based on explicit
and implied information (8.6 i)
Describe how authors use tone
to create meaning (8.5 c)
Compare and contrast the use
of the poetic elements of word
choice, dialogue, form, rhyme,
rhythm, and voice (8.5 d)
Writing:
Shelburne Middle School 2010-2011 8th
Grade English Curriculum Map
Prewrite
Plan
Draft
Revise
Edit
Double Identity by
Margaret Haddix
Peterson
Gold Dust
Red Scarf Girl
The Ties that Bind
Kaffir Boy
To Kill a Mockingbird
Uprising
My Louisiana Sky
The Skin I’m In
Various biographies about
people who have been
affected by social injustice
Strategies or Best Practices Used to
Explicitly Teach Skills and Concepts
Research:
Reading Workshop
Model Texts
Think Alouds
Read Alouds
Annotating and highlighting texts
Double entry journals
Vocabulary:
Roots: bene, mal, jud, jur, jus,
liber, fug, mand, mem
Prefixes: co-, auto-, omni-, pro-,
ethno-, dis-, con-
Suffixes: -al, -age, -ise/ize/yze, -
ence/ance, -ist, -ary
Use context clues to determine
unknown words
Analogies
Benchmark: May 4