Pacing Guide
8th Grade Literature
Month: / Performance Objectives to be Taught / Common Assessment / Skills / Vocabulary / Resources /August/September / 8.RI.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.
S3C1PO2: Summarize main idea of expository text / Common Assessment Expository Text, 8th Grade / Summarize
Paraphrase / “from Email From Bill Gates”
Interaction
Misinterpret
Intimate
Etiquette
Spontaneously / “Harriet Tumbman: Guide to Freedom”
“The Pilgrim’s Landing and First Winter”
“Brown vs. The Board of Education”
“A Glow in the Dark”
August/September / 8.RI.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.
S3C1PO4: Identify author’s stated or implied purpose / Purpose
Stated
Implied / “Harriet Tumbman: Guide to Freedom”
Fugitives
Incentive
Disheveled
Guttural
Mutinous
Cajoling
Indomitable
Fastidious
“from Road Trip USA”
Distinctive
Graced
Replica
“Choice: A Tribute to Dr. Martin Luther King Jr.”
Colossal
Conscience
Literally
“Why the Leaves Turn Colors in the Fall”
Macabre
Camouflage
Predisposed
Capricious / “from Email From Bill Gates”
“Shooting Stars”
“Something From the Sixties”
“Harriet Tumbman: Guide to Freedom”
“This We Know”
“Emancipation, from Lincoln a Photo Biography”
“There’s No Off Season”
“Always to Remember: The Vision of Maya Ying Lin”
“from Travels with Charley”
“from Road Trip USA”
“Achieving the American Dream”
“Choice: A Tribute to Dr. Martin Luther King Jr.”
“Why the Leaves Turn Colors in the Fall”
Month: / Performance Objectives to be Taught / Common Assessment / Skills / Vocabulary / Resources /
August/September / S3C1PO8: Interpret graphic features of expository text / Charts
Maps
Diagrams
Illustrations
Tables
Timelines
Graphs / “This We Know”
Ancestors
“Brown vs. The Board of Education”
Illusive
Predominantly
Diligent
Intangible
Unconstitutional
Deliberating
Oppressed / “The Pilgrim’s Landing and First Winter”
“Emancipation, from Lincoln a Photo Biography”
“How to Be Polite On-Line”
August/September / S3C1PO5: Locate specific information by using organizational features of expository text / Table of Contents
Headings
Captions
Bold Print
Italics
Glossaries
Indices
Guide Words
Topic Sentences
Concluding Sentences / “Emancipation, from Lincoln a Photo Biography”
Alienate
Compensate
Shackles
Peril
Decisive
Humiliating / “Emancipation, from Lincoln a Photo Biography”
“There’s No Off Season”
“How to Be Polite On-Line”
Month: / Performance Objectives to be Taught / Common Assessment / Skills / Vocabulary / Resources /
August/September / 8.RI.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.
S3C1PO1: Restate the main idea and supporting details of expository text / Locate Main Idea
Supporting Details / “There’s No Off Season”
Accommodate
“Always to Remember: The Vision of Maya Ying Lin”
Criteria
Registrants
Harmonious
Anonymously
Eloquent
Unanimous
Prominent
Conception
“from Travels with Charley”
Diagnostic
Peripatetic
Rigorous
Maneuver
Inquiry
Inexplicable
Celestial
“Achieving the American Dream”
Immigrate
Apprehension
Immersed
Ancestral
“A Glow in the Dark”
Diffused
“How to Be Polite On-Line”
Implemented
Encompasses
Emoticons / “Harriet Tubman: Guide to Freedom”
“The Pilgrim’s Landing and First Winter”
“Brown vs. The Board of Education”
“ A Glow in the Dark”
Month: / Performance Objectives to be Taught / Common Assessment / Skills / Vocabulary / Resources /
August/September / WS3C5PO1: Write a response to literature that: presents clear and logical ideas, supports inferences and conclusions / Interpret
Analyze
Give Opinion
Locate Facts
Share Feelings
August/September / 8.W.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
S3C1PO6: Locate appropriate print and electronic reference sources (e.g. encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, website) for a specific purpose / Identify specific information / Guide Words
Key / Supplemental Activities
September/October / 8.RI.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.
S3C3PO1: Determine an author’s purpose for writing persuasive text / Common Assessment 12, Persuasive Text, 8th Grade, January / Author’s Purpose
Persuade / Persuade / www.hhs.helena.k12.mt.us/techerlinks/oconnerj/persuasion.html#activities
www.famous-speeches-and-speech-topics.info/persuasive-speeches.html
www.readwritethink.org/classroom-resources/lesson-plans/persuasive-essay-environmental-issues-268.html
www.primaryresources.co.uk/english/englishd10.htm
www.lessonplanspage.com/lapersuasivewritingintroductoryunit58htm
dese.mo.gov/divimprove/curriculum/modelcurriculum/chief_red_jacket/lesson3.com
www.literacyleader.com/?9=node/468
www2.ivcc.edu/ramboleng1001/paragraph_development.htm
www.webenglishteacher.com/argument.html
www.greatsource.com/write/mimilessons/iwrite_elem_persuasive_ml.ppt#256,1,persuasive
infusion.allconet.org/webquest/mtapp/emotionalappealsfireball.ppt#258,6,basic needs
Month / Performance Objectives to be Taught / Common Assessment / Skills / Vocabulary / Resources
September/October / S3C3PO2: Evaluate the effectiveness of the facts used to support an author’s argument / Author’s Purpose
Facts to Support Argument / Persuade / www.hhs.helena.k12.mt.us/techerlinks/oconnerj/persuasion.html#activities
www.famous-speeches-and-speech-topics.info/persuasive-speeches.html
www.readwritethink.org/classroom-resources/lesson-plans/persuasive-essay-environmental-issues-268.html
www.primaryresources.co.uk/english/englishd10.htm
www.lessonplanspage.com/lapersuasivewritingintroductoryunit58htm
dese.mo.gov/divimprove/curriculum/modelcurriculum/chief_red_jacket/lesson3.com
www.literacyleader.com/?9=node/468
www2.ivcc.edu/ramboleng1001/paragraph_development.htm
www.webenglishteacher.com/argument.html
www.greatsource.com/write/mimilessons/iwrite_elem_persuasive_ml.ppt#256,1,persuasive
infusion.allconet.org/webquest/mtapp/emotionalappealsfireball.ppt#258,6,basic needs
Months / Performance Objectives to be Taught / Common Assessment / Skills / Vocabullary / Resources
September/October / 8.RI.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
S3C3PO3: Describe the intended effects of propaganda techniques / Common Assessment Persuasive Text, 8th Grade / Bandwagon
Peer Pressure
Repetition
Testimonial
Transfer
Loaded Words / Bandwagon
Peer Pressure
Repetition
Testimonial
Transfer
Loaded Words / historymatters.gmu.edu/mse/ads/online.html
www.tjhsst.edu/~crepetsk/psych/propaganda/examples.php
www.classroomtools.com/proppage.htm
propaganda.mrdonn.org/techniques.html
business.ppst.com/advertising.html
September/October / 8.RI.6
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
S3C3PO4: Identify instances of bias in persuasive text / Common Assessment, Persuasive Text, 8th Grade / Persuade
Author’s Purpose / Persuade
Bias / www.hhs.helena.k12.mt.us/techerlinks/oconnerj/persuasion.html#activities
www.famous-speeches-and-speech-topics.info/persuasive-speeches.html
www.readwritethink.org/classroom-resources/lesson-plans/persuasive-essay-environmental-issues-268.html
www.primaryresources.co.uk/english/englishd10.htm
www.lessonplanspage.com/lapersuasivewritingintroductoryunit58htm
dese.mo.gov/divimprove/curriculum/modelcurriculum/chief_red_jacket/lesson3.com
www.literacyleader.com/?9=node/468
www2.ivcc.edu/ramboleng1001/paragraph_development.htm
www.webenglishteacher.com/argument.html
www.greatsource.com/write/mimilessons/iwrite_elem_persuasive_ml.ppt#256,1,persuasive
infusion.allconet.org/webquest/mtapp/emotionalappealsfireball.ppt#258,6,basic needs
October/November / 8.RL.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.
of unfamiliar
S1C4PO2: Use context to identify the meaning of unfamiliar words. / Common Assessment Vocab 8th Grade / Synonyms
Comparisons
Antonyms
Examples
Definitions
Restatements / Academic:
Tone
Analogies
Allusions
Month / Performance Objectives to be Taught / Common Assessment / Skills / Vocabulary / Resources
October/November / S3C1PO7: Differentiate between primary and Secondary Sources / Identify the differences between the two types of sources / Autobiography
Biography
1st Hand Account
2nd Hand Account
October/November / 8.RI.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
S3C1PO10: Make relevant inferences about expository text / Make an educated guess based on given facts / Inference
Guess
October/November / 8.RI.9
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
S3C1PO11: Compare and contrast the central ideas and concepts from selected readings on a specific topic / Compare & contrast using graphic organizers / Compare
Contrast
Similarities
Differences
October/November / 8.RI.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
S3C1PO12: Explain how authors use elements (e.g., language choice, organization) of expository text to achieve their purposes / Identify specific words and structure that influence the meaning of a text / Word Choice
Structure
Month: / Performance Objectives to be Taught / Common Assessment / Skills / Vocabulary / Resources /
October/November / S3C1PO4: Identify author’s stated or implied purpose / Purpose
Stated
Implied / “Harriet Tumbman: Guide to Freedom”
Fugitives
Incentive
Disheveled
Guttural
Mutinous
Cajoling
Indomitable
Fastidious
“from Road Trip USA”
Distinctive
Graced
Replica
“Choice: A Tribute to Dr. Martin Luther King Jr.”
Colossal
Conscience
Literally
“Why the Leaves Turn Colors in the Fall”
Macabre
Camouflage
Predisposed
Capricious / “from Email From Bill Gates”
“Shooting Stars”
“Something From the Sixties”
“Harriet Tumbman: Guide to Freedom”
“This We Know”
“Emancipation, from Lincoln a Photo Biography”
“There’s No Off Season”
“Always to Remember: The Vision of Maya Ying Lin”
“from Travels with Charley”
“from Road Trip USA”
“Achieving the American Dream”
“Choice: A Tribute to Dr. Martin Luther King Jr.”
“Why the Leaves Turn Colors in the Fall”
October/November / 8.RI.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.
S3C1PO2: Summarize main idea of expository text / Common Assessment Expository Text, 8th Grade / Summarize
Paraphrase / “from Email From Bill Gates”
Interaction
Misinterpret
Intimate
Etiquette
Spontaneously / “Harriet Tumbman: Guide to Freedom”
“The Pilgrim’s Landing and First Winter”
“Brown vs. The Board of Education”
“A Glow in the Dark”
October/November / S3C1PO9: Draw valid conclusions about expository text / Common Assessment, Expository Text, 8th Grade / Draw conclusions
Text Evidence / “Shooting Stars”
Orbit
Friction
Constellation / “from Email From Bill Gates”
“Something From the Sixties”
“Always to Remember: The Vision of Maya Ying Lin”
October/November / 8.RI.9
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
S3C1PO3: Distinguish fact from opinion in expository text / Common Assessment Expository Text, 8th Grade / Proven Facts
Supporting Text Evidence / “Something From the Sixties”
Descended
Extravagance / “How to Be Polite On-Line”
November/December / 8.RI.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
S3C2PO1: Use information from text to determine sequence of activities to carry out a procedure / Common Assessment Functional Text, 8th Grade / Procedure
Sequence / Functional Text / www.cooks.com
http://alsnetbiz.com/homeimprovement/proced.html
http://www.integritycoatings.com/howto.htm
http://amby.com/educate/math/frac-div.html
November/December / S3C2PO2: Determine what information is extraneous in functional text / Common Assessment Functional Text, 8th Grade / Steps in Directions
Legends
Supplies Needed
Illustrations
Diagrams
Sequence / Functional Text
Extraneous Information / www.mapquest.com
www.googleimages.com (world maps)
www.factmonster.com
www.wikipedia.com (diagrams)
www.azdeq.gov/environ/water/assessment/download/hohave.pdf
November/December / S3C2PO3: Interpret details from a variety of functional text / Common Assessment Functional Text, 8th Grade / Warranties
Product Information
Technical manuals
Instruction Manuals
Consumer Safety publications / Warranties
Product Information
Technical manuals
Instruction Manuals
Consumer Safety publications / http://www.sun.com/service/warranty/product_warranty_chart.xml
http://www.stainmaster.com/warranty/product_warranties.jsp
http://genet.gelighting.com/LightProducts/html/warranties.htm
http://www.consumer-reports.ca/
http://www.consumersearch.com/
http://www.shopdawg.com/navman.htm
http://the-manuals.com/
http://www.usersmanualguide.com/
http://instructionsmanuals.com/lista-51-en-Sanders.htm
http://tv.manualsonline.com/manuals/mfg/one_for_all/106.html
November/December / S3C3PO4: Evaluate the adequacy of details and facts from functional text to achieve a specific purpose / Survey facts and details-achieve a specific purpose / Functional Text
Facts
Details
Purpose / www.cooks.com
www.almanac.com
http://www.usersmanualguide.com/
http://instructionsmanuals.com/lista-51-en-Sanders.htm
http://tv.manualsonline.com/manuals/mfg/one_for_all/106.html
January/February / 8.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. 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”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
R08.S2C1
Identify, analyze, and apply knowledge of the structures and elements of literature / Interpret
Analyze
State Opinions
Locate Facts
Share Feelings
Predict
Cause/effect
Compare/contrast
Sequence
Drawing conclusions
Foreshadowing
Questions while reading
Inferences / “The Tell-Tale Heart”
Acute
Dissimulation
Profound
Sagacity
Crevice
Gesticulations
Derision / All Stories
“The Dinner Party”
“The Tell-Tale Heart”
“The Man Without a Country”
“Flowers for Algernon”
“Sancho”
“The Witness for the Prosecution”
“The Diary of Anne Frank”
“An Occurrence at Owl Creek Bridge”
January/February / WS3C5PO1: Write a response to literature that: presents clear and logical ideas, supports inferences and conclusions / Interpret
Analyze
Give Opinion
Locate Facts
Share Feelings
Month: / Performance Objectives to be Taught / Common Assessment / Skills / Vocabulary / Resources /
January/February / 8.RL.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.
S2C1PO1: Analyze plot development (e.g., conflict, subplots, parallel episodes) to determine how conflicts are resolved. / Conflict
Exposition/Introduction
Rising action
Climax
Falling action
Resolution / “Thank You, Ma’am”
Presentable
Mistrusted
Latching
Barren / “The Dinner Party”
“The Tell-Tale Heart”
“The Man Without a Country”
“Flowers for Algernon”
“Gentlemen of Rio en Medio”
“The Diary of Anne Frank”
“An Occurrence at Owl Creek Bridge”
“The Witness for the Prosecution”
January/February / 8.RL.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.
S2C1P02: Compare and contrast themes across works of prose, poetry, and drama / Author’s message
Central/main idea
Relate to life
Directly/indirectly stated / “The Man Without a Country”
Obscure
Availed
Stilted
Swagger
Blunders / “The Dinner Party”
“The Tell-Tale Heart”
“Thank You, Ma’am”
“The Man Without a Country”
“Flowers for Algernon”
“Christmas Day in the Morning”
January/February / 8.RL.2Determine 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.Source: ADE/ELA CommitteeSee Appendices A
S1C6PO1: Predict text using prior knowledge and text features / Predict
Use Prior Knowledge / “The Dinner Party”
“The Tell-Tale Heart”
“The Witness for the Prosecution”
“Occurrence at Owl Creek Bridge”
January/February / 8.RL.2Determine 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.Source: ADE/ELA CommitteeSee Appendices A
S1C6PO2: Confirm predictions about text / Predict
Confirm Predictions / “The Dinner Party”