S.P.S. District English Language Arts Grade 8

Cross Reference to Frameworks / Learning Objectives / Instructional
Strategies and Activities / Cross References to Other Curricula / Resources / Assessments
and Benchmarks
Strand / Standards

Unit 1: Essential Question - (Essential Questions: Do you create a life or do you inherit a life? How do you connect to this world? as explored through The Lion King.)

This is an introduction to the Essential Question. This Essential Question will be used through out the academic year in each of the units to follow. (see: Assessment and Benchmarks)

8.SL.1
8.SL.4
8.SL.6 /

Comprehension and Collaboration

CC.8.SL.1 Engage effectively in a range of collaborative conversations (one-on-one and in groups) with diverse partners about grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CC.8.SL.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..
CC.8.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English where indicated or appropriate. / Students will:
Define:
  • A purpose for working
  • Group
  • Participate
  • Participating in a group
  • Participation according to a purpose
Give real life examples for each of the defined words above.
Explain each of the above:
Example: In this case the purpose is to address the essential question in this first unit, and then apply the essential question to the units through out the academic year.
Explore the different ways they respond to creating a ‘self’ or inheriting a ‘self’ in respect to working in a group and participating according to a group.
GROUP is defined not only as a whole class, but also as parts of that whole class. / Essential Question: Do you create a life or do you inherit a life?
Students use the essential question to describe their growing up experiences, and then compare their experiences with the growing up experiences of the protagonists and characters in the Lion King, and every novel, short story, poem, and screenplay throughout the year.
Students create a media message to address one of the following:
  1. Changes in the student’s life
  2. Choices the student makes
  3. Relationships that affect the student
  4. Misunderstandings in the student’s life
  5. People who inspire or have demonstrated leadership to the student
  6. Questions the student has about values in society
(These are foundational pieces in the student’s autobiographical exit project)
Students free-write their thoughts in their literary journals. / Small Group Discussion and Collaboration Strategies:
Science Labs, Math Labs, Social Studies Debates /

The Lion King



Walt Disney Studio Writers.
The Lion King. Burbank California, 91521: Disney Studio. 1994.
“How Raven Brought Light to the World” at
Digital cameras
Apple laptops
Apple PhotoBooth
i-Photo
Create Media graphic arts
.png resource
.jpg resource / Essential Question addressed and answered in the following units:
1. Drama: African oral tradition myth, Sundiata, Mali’s Lion King and contemporary Disney version in the Lion King
2. Traditional Literature:
American Fairy Tale, The Wonderful Wizard of Oz,
by l. Frank Baum and/or the English Fairy Tale, Peter Pan, by J.M. Barrie
3. Traditional Literature: Legend, The Legend of Sleepy Hollow and/or The Curious Case of Benjamin Button
4. Fiction: The Adventures of Tom Sawyer, by Mark Twain and/or
5. Poetry: poets - N. Scott Momaday, Naomi Shihab Nye, Langston Hughes, Teresa Acosta, Julio Noboa Polanco, Billy Collins, Nikki Giovanni, etc
6. Writing
7. Drama: Frank Capra’s 1939 Mr. Smith Goes to Washington
8.SL.5
8.SL.2 / Comprehension and Collaboration
CC.8.SL.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Comprehension and Collaboration
CC.8.SL.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. / Learn basic techniques for using digital and video cameras in a professional setting: lighting, focus, composition, etc.
Plan the media components and illustrate ideas graphically in media presentations
Define: media strategies
Analyze mass media strategies used to influence the content and the message. / Use technology to develop a slideshow comparing the real life growing up experiences of the students with the growing up experiences of the protagonist in the Lion King (Simba). Students review their slides for brevity of text, (bullet points) consistency of background format and text font size and style, relevance of images, and appropriateness of the music accompaniment to the slideshow.
Students use digital and video cameras, Apple laptop software. / Elements of a Myth
Students’ media messages
See:
8.RL.1, 8.CI.6, 8.CL.3
8.RL.1 /

Key Ideas and Details

CC.8.RL.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. / Define the Five Elements of a Myth.
Pose and answer questions in order to show accurate literal understanding of ideas, characters, settings, events and organizational elements in literary works. / Students define the elements of a myth and then include these elements in their media presentation
The elements of a myth are drafted as key points that influence the content of their media message.
Students use digital and video cameras, Apple laptop software. / Elements of a Myth
Students’ media messages
See: 8.P.2, 8.RI.13, 8.RL.1
8.CI.6, 8.CL.3
8.RL.9 / Integration of Knowledge and Ideas
CC.8.RL.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, including describing how the material is rendered anew. / Define:
  • Social context
  • Cultural context
  • Historical context
Apply their understanding of the social, cultural, and historical context presented in the Lion King. / Students compare the social, cultural, and historical context in the Lion King to the social, cultural, and historical context in their own life as they explore the Essential Question. / Social Studies: Social, Cultural, and Historical context of Africa / Social Studies text / Essential Question addressed by the individual student,
students in small groups, and the class as a whole
8.RL.6 / Craft and Structure
CC.8.RL.6 Analyze how differences in the points of view of the characters and the audience or readers (e.g., created through the use of dramatic irony) create such effects as suspense or humor. / Define:
  • Assumption
  • Belief
  • Protagonist’
  • Narrator
Analyze assumptions & beliefs of the protagonist, or narrator. / Topic: Play vs. Responsibility
Students compare Simba’s beliefs and assumptions with their own.
Students support their position with evidence; cite evidence (URL and/or MLA citation)
Students write anecdotal narratives describing play and responsibility. / Laptops
Written instructions that include visual explanations
Graphic Organizers used to illustrate the beliefs and assumptions of the protagonist / Anecdotal Narrative
Play vs. Responsibility
(i.e.: Circle of Life – 1/2 page font 10, 1.5 spacing insert picture 1/2 page)
See:
8.P.2, 8.RI.13, 8.RL.1,
8.SL.5
8.SL.6 / Comprehension and Collaboration
CC.8.SL.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
CC.8.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English where indicated or appropriate. (See grade 8Language standards 1 and 3 for specific expectations.) / Define:
  • Multi-media
  • Message
  • Identifiable purpose
  • Visual effects
  • Audio effects
  • Graphic effects
Present examples for each of the definitions above.
Create Multimedia messages
Present their multi-media literary message / Students use digital and video cameras in connection with laptop software.
Students craft a visual definition for the elements of a myth.
See: 8.P.2, 8RI.13, 8.RL.1
Debriefing:
Students discuss the short video version of the Northwest Coast myth, “How Raven Brought Light to the World” at / Digital cameras
Video camera
Apple laptops
Apple PhotoBooth
i-Photo
Create Quicktime movies and
Upload to TeacherWeb.com
(DST online resource)
.png resource
.jpg resource
.mpg resource
Create Media graphic arts
.png resource
.jpg resource / Elements of a Myth
Students’ media messages
See:
8.P.2, 8.RI.13, 8.RL.1,

Unit 2: Informational Texts (Essential Questions: Do you create a life or do you inherit a life? How do you connect to this world? as explored through Hurricane of “38, 1914 December Truce, and Tornado Alley)

Continue to address Strands and Standards in previous units. This unit introduces the following pedagogical tools: collaborating, reading, researching, analyzing and evaluating informational texts.

8.SL.1
8.SL.2
8.SL.3 /

Comprehension and Collaboration

CC.8.SL.1 Engage effectively in a range of collaborative conversations with diverse partners about grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
  1. 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.
  2. Work with peers to set rules for collegial discussion, clear goals and deadlines, and individual roles as needed.
  3. Pose questions that connect the ideas of several speakers and elicit elaboration, and respond to others’ questions and comments with relevant evidence, observations, and ideas.
  4. Acknowledge new information expressed by others and, when warranted, qualify or justify their own views and understanding in light of the evidence presented.
CC.8.SL.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.
CC.8.SL.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. / Students will:
Identify their learning style using data gathered from three learning style questionnaires
Analyze learning style data to craft the following small group guidelines:
  • Speak one at a time
  • Show respect for others
  • Stay on topic
  • Listen to a speaker
  • Summarize the previous speaker’s ideas
  • Clarify future work needed
  • Contribute useful information
  • Lead discussions
  • Identify and model the roles and responsibilities needed for successful group participation
Identify Define, and explain:
  • The target audience
  • The needs of the audience
  • The ideas, details, order of topics for oral presentations
Respond meaningfully:
  • To audience questions
  • To audience comments after performances/presentations
Pose and answer questions in order to show accurate literal understanding of ideas, characters, settings, events and organizational elements in literary works. / Small group discussion and collaboration are the basics of these pedagogical techniques.
Students complete learning style questionnaires and assess data using color-coded cards.
Students use color-coded cards to form groups according to similar learning styles, and begin drafting guidelines. Once guidelines are drafted in each group, then groups will jigsaw their drafted guidelines.
The teacher, as facilitator, will MC the process and use questions to challenge students to critique the drafted guidelines. Students define and outline the guidelines accepted by the class.
Students reassemble as groups using color-coded cards that identify different learning styles. Students jigsaw prepared articles that describe audience characteristics, and response techniques. Students report out the big ideas.
Students use this data to create audience profiles and response ‘cheat sheets’ to post in the class. / Research for L. Frank Baum’s Wonderful Wizard of Oz.
a.Hurricane of 38 - oral traditions

b. National Hurricane Center - science, poetry, oral tradition

c. 1914 December Truce
d. United States Geography Tornado-alley
MLA Citation Guide

Learning Style Questionnaires
Audience characteristics
Response Techniques Guide
Pre-identified excepts, paragraphs and/or chapters. / Small Group Discussion Guidelines
Audience Profile Charts
Response Study Guides
8.RL.4 /

Craft and Structure

CC.8.RL.4 Determine the meaning of words or 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. / Students use novels as models for understanding figurative language and connotative meanings through vocabulary development.
Students analyze specific word choices to determine meaning and tone. Students can use analogies or allusions to other text. / Students will prepare simple dramatic skits to illustrate definitions – vocabulary pantomimes. / Grammatical Resources:
Houghton Mifflin English text
Unit 1: The Sentence
Unit 2: Nouns
Unit 3: Verbs
Unit 4: Modifiers
Unit 5: Capitalization & Punctuation
Unit 6: Pronouns
Unit 7: Clauses / Panel of student judges award points using pre-established rubrics for best dramatic skit.
Students identify specific grammatical structures as a revising strategy in writing exercises.

Unit 3: The Short Story & Reading Skills/Strategies (Essential Questions: Do you create a life or do you inherit a life? How do you connect to this world? as explored through The Legend of Sleepy Hollow, by Washington Irving.) This unit reinforces the following pedagogical tools: research and legends, comprehension and collaboration,; oral and silent reading strategies for 8th grade.

8.SL.1 /

Comprehension and Collaboration

CC.8.SL.1 Engage effectively in a range of collaborative conversations (one-on-one and in groups) with diverse partners about grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
  1. 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.
  1. Work with peers to set rules for collegial discussion, clear goals and deadlines, and individual roles as needed.
  1. Pose questions that connect the ideas of several speakers and elicit elaboration, and respond to others’ questions and comments with relevant evidence, observations, and ideas.
  1. Acknowledge new information expressed by others and, when warranted, qualify or justify their own views and understanding in light of the evidence presented.
/ Establish and follow protocols for respectful and productive listening, speaking, and sharing
Reading Literary Texts and Media: Critical Evaluation
Research the historical period in which an author or illustrator lived in order to draw supported conclusions about his or her choice of topics, themes, and settings.
Fluency
Orally read grade-appropriate literary and expository text smoothly and accurately with expression that connotes comprehension at the independent level (e.g., 95% comprehension, benchmark fluency)
Adjust reading rate based on text complexity, familiarity, and the purpose of reading.
Use punctuation to adjust the reading speed and the affect with which they read.
Fluency
Read silently and independently unfamiliar, grade-appropriate literary and expository passages with comprehension. / Students speak one at a time, show respect for others, stay on topic, everyone listens and speaks, summarize previous speaker’s ideas before stating new ideas, clarify future work needed.
“The Legend of Sleepy Hollow” is introduced within the context of the social, cultural, and historical setting.
Students compare the “time” and the “man.”
Facilitator models the use of punctuation as a tool for oral reading by reading a passage using more than one affect.
Students use Washington Irving’s punctuation using a different affect to develop a second reading of the same passage.– to be discussed.
Students apply these skills to a silent reading exercise from “The Legend of Sleepy Hollow.”
Students identify their learning style and describe the environment according to their learning style that makes silently reading a positive experience. / Washington Irving
Legend of Sleepy Hollow
Topographical Maps:
Hudson Bay, Tarry Town, Tappan Zee Bridge / Family Tree Graphic Organizer / Family Tree Graphic Organizer – draft
(Thanksgiving Break)
Genealogical Data and Family Symbols
(December Break: Students continue collecting data.)
Literary Journal Entries
Discussion of video-taped readings of The Legend of Sleepy Hollow. and/or discussion of the readings.
Rubrics used to assess the effectiveness of the readings.
Silent reading skills identified in a graphic organizer created by students.
Definitions drafted by students for silent reading strategies.
8.SL.5
8.SL.6 / Comprehension and Collaboration
CC.8.SL.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
CC.8.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English where indicated or appropriate. (See grade 8Language standards 1 and 3 for specific expectations.) / Define:
  • Image
  • Text
  • Graphic
  • Music/sound
Use appropriate images, text, graphics, music, and/or sound to support and enhance meaning and to achieve the purpose of the task for the intended audience / Write well-planned stories and scripts with well-developed characters, well-described settings, meaningful dialogue, clear conflict resolution, and sufficient detail and figurative language.
“The Legend of Sleepy Hollow” is
the model students use to craft their own short story.
The short story will include:
  • Historical setting
  • Legendary protagonist developed using the four methods an author uses to develop a character
  • Legendary characters developed using the four methods an author uses to develop a character
  • Dialogue and dialect
  • Halloween scary plot defined with in the context of the five elements of fiction and the elements of a legend
  • Descriptive passages enhanced with figurative language and sensory information
Apply knowledge of standard English conventions to ensure legibility in hand-written pieces, consistent use of sentence structure (e.g., elimination of run-ons and ineffective fragments), and accurate use of grammar rules (e.g., parts of speech, parts of a sentence, and word order) and mechanics (e.g., use of apostrophes, quotation marks, commas, colons, paragraph indentation; and correct spelling, capitalization, punctuation) through collaboration and/or alone. / Laptops
Digital camera
Cardboard recycled from 3-ring binders at the end of the previous year during locker cleanout.
Drawing paper recycled
Left-over paint from home remodeling
Schematic designs for handmade books / Literary Journal
Vocabulary Journal
Dr. Kevin M. Hurley Middle School published fictional illustrated short stories.
Fictional illustrated short stories bound in handmade books.

Unit 4: Traditional Literature and Informational Texts (Essential Questions: Do you create a life or do you inherit a life? How do you connect to this world? as explored through L. Frank Baum’s The Wonderful Wizard of Oz - American fairy tale ) This unit introduces the following pedagogical tools: analyzing research with respect to text complexity and understanding of literary concepts. (See Unit 2)