Grade Eight Pacing Guide 2015-2016
1st 9 weeks
Collection 2: The Thrill of HorrorCollection 2 Academic Vocabulary: convention, predict, psychology, summary, technique
Aligned Novel Choices: Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson / Essential Question: What makes a horror story?
Collection Performance Task:
Write a Literary Analysis
SC Standards 8W1.1a-i, 8W4, 8W5
**Note**- The class will do a shared/modeled writing with "The Monkey's Paw". Then students will do an independent writing with "The Tell-Tale Heart".
Collection Description: In this collection, students will examine why the horror genre both terrifies and fascinates.
UNIT Standards:
Inquiry:
8-I.1.1 Develop questions to broaden thinking on a specific idea that frames inquiry for new learning and deeper understanding.
8-I.2.1 Transact with text to formulate logical questions based on evidence, generate explanations, propose and present conclusions, and
consider multiple perspectives.
8-I.3.1 Develop a plan of action by using appropriate discipline-specific strategies.
8-I.3.2 Examine historical, social, cultural or political context to broaden inquiry.
8-I.3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.
8-I.3.4 Organize and categorize important information, revise ideas, and report relevant findings.
8-I.4.1 Employ a critical stance to demonstrate that relationships and patterns of evidence lead to logical conclusions, while acknowledging
alternate views.
8-I.4.2 Determine appropriate disciplinary tools and develop a plan to communicate findings and/or take informed action.
8-I.4.3 Reflect on findings and pose appropriate questions for further inquiry.
8-I.5.1 Acknowledge and value individual and collective thinking; use feedback from peers and adults to guide the inquiry process.
8-I.5.2 Employ past and present learning in order to monitor and guide inquiry.
8-I.5.3 Assess the processes to revise strategies, address misconceptions, anticipate and overcome obstacles, and reflect on completeness of the inquiry.
Reading Literary Text:
8-RL.5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
8-RL.6.1 Determine one or more themes and analyze the development and relationships to character, setting, and plot over the course of a text; provide an objective summary.
8-RL.7.2 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works, describing how the material is rendered new.
8-RL.8.1 Analyze how dialogue and/or incidents propel the action, reveal aspects of a character, or provoke a decision; determine the impact of contextual influences on setting, plot and characters.
8-RL.10.1 Use context clues to determine meanings of words and phrases.
8-RL.10.2 Students are expected to build upon and continue applying previous learning.
8-RL.10.5 Students are expected to build upon and continue applying previous learning.
8-RL.11.1 Analyze how the author’s development of perspectives of the characters and the reader create suspense or humor.
Reading Informational Text:
8-RI.6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development
8-RI.7.1 Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea.
8-RI.7.2 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works, describing how the material is rendered new.
8-RI.8.1 Determine figurative, connotative, and technical meanings of words and phrases used in a text; analyze the impact of specific words, phrases, analogies, or allusions on meaning and tone.
8-RI.9.2 Determine or clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases, and affixes.
8-RI.10.1 Determine an author’s perspective or purpose and analyze how the author acknowledges or responds to conflicting evidence or viewpoints.
Writing:
8-W.2.1 a-b Write informative/explanatory texts that:
a. introduce a topic;
b. use relevant information from multiple and print and multimedia sources;
8-W.4.1 a-d When writing:
a. show knowledge of the function of gerunds, participles, and infinitives and their functions in particular sentences;
ensure that subjective, objective, and possessive pronouns are in the proper case; use intensive pronouns; recognize and use appropriate continuity
b. form and use verbs in the active and passive voice;
c. form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood; and
d. recognize and correct inappropriate shifts in verb voice and mood.
8-W.5.2 Use:
a. commas, ellipses, and dashes to indicate a pause, break, or omission; and
b. an ellipsis to indicate an omission.
Communication:
8-C.1.1 Prepare for and engage in conversations to explore complex ideas, concepts, and texts; build coherent lines of thinking.
8-C.1.4 Engage in a range of collaborative discussions about grade appropriate topics; acknowledge new information expressed by others and when necessary modify personal ideas.
8-C.5.1 Consider audience when selecting presentation types.
8-C.5.2 Select and employ a variety of craft techniques to convey a message and impact the audience.
Selection/Feature Title / Critical Analysis / Vocabulary Strategy
(Critical Vocabulary) / Language Conventions / Selection Performance Task/Assessment / PACING
1st 7 days-
· Reading Workshop set-up/expectations (lessons from The First 20 Days--see P: Drive "First 20 Days Reading Workshop")
· ISN set-up
· Pre-assessment
· Interest inventories / Pre-ASSESSMENT:
Reading/Writing- Unit 1 Pre-Assessment on "P" drive.
Grammar- NoRedInk.com -create pre-assessment for grammar for diagnostic test on: Verb tense, MLA Citations, Colons and Semicolons, Clauses and Phrases, Misplaced and Dangling Modifiers.
ANCHOR TEXT:
SHORT STORY
“The Tell-Tale Heart”
by Edgar Allan Poe p. 89
CLOSE READER:
SHORT STORY
“The Outsider”
by H.P. Lovecraft p. 98c / Analyze Point of View
SC Standards 8RL.5.1, 8RL.11.1
Analyze Suspense
SC Standards 8RL.5.1, 8RL.8.1,8RL.11.1 / STRATEGY: p. 97
Use a Thesaurus
SC Standard 8RL.10.5
CRITICAL VOCABULARY:
conceive, vex, stifle, crevice, audacity, vehemently, derision, hypocritical / Using Dashes p. 98
SC Standard 8W.5.2a / Writing Activity:
Profile
p. 96
SC Standards 8W2b, 8W4, 8W5
FORMATIVE ASSESSMENT:
“Tell-Tale Heart" Quiz
ESSAY
“Scary Tales”
by Jackie Torrence p. 99 / Determine Author’s Viewpoint
SC Standards 8RI.5.1 8RI.10.1
Analyze the Meanings of Words and Phrases
SC Standards 8RI.5.1, 8RI. 8.1 / none / Subject-Verb Agreement p.104
SC Standard 8W4 / Speaking Activity:
Debate* p. 103, 104a
SC Standards 8RI.5.1,8C1.1, 8C1.4
* Should be a written assignment rather than presented to the class due to time.
SHORT STORY
“The Monkey’s Paw”
by W.W. Jacobs p. 105
CLOSE READER:
POEM
“Frankenstein”
by Edward Field p. 120c / Determine Theme
SC Standard 8RL.6.1
Analyze Stories:
Foreshadowing
SC Standards 8RL.5.1, 8RL.8.1 / STRATEGY: p. 119
Latin Roots
SC Standard 8RL. 10.2
CRITICAL VOCABULARY:
peril, condole, grimace, fate, credulity, prosaic, compensation, resignation / Subjunctive Mood p.120
SC Standard 8W4.1c / FORMATIVE ASSESSMENT:
“Monkey's Paw" Quiz
MEDIA ANALYSIS:
FILM CLIP
from The Monkey’s Paw
by Ricky Lewis Jr. p. 121 / Evaluate Media
SC Standard 8RI.7.1 / none / none / Media Activity:
Storyboard p. 124
SC Standards 8C5.1, 8C5.2
ANCHOR TEXT:
LITERARY CRITICISM
“What Is the Horror Genre?”
by Sharon A. Russell p. 125
CLOSE READER:
ESSAY
“Man-Made Monsters”
by Daniel Cohen p. 132c / Analyze Text: Literary Criticism
SC Standards 8RI.5.1, 8RI.6.1, 8RI. 10.1
Summarize Text
SC Standards 8RI.5.1, 8RI.6.1 / STRATEGY:
Using Suffixes p. 131
SC Standard 8RI.9.2
CRITICAL VOCABULARY:
intensify, justify, parallel, quest / Using Commas p. 132
SC Standard 8W5.2a / Speaking Activity: p. 130
Discussion
SC Standards 8RL.5.1, 8RL. 7.2, 8I.3.3, 8I.3.4, 8C.1.4
FORMATIVE ASSESSMENT:
"What is the Horror Genre?"
2nd 9 Weeks
Collection 6: The Value of WorkCollection 6: Academic Vocabulary: commentary, minors, occupation, option, style
Aligned Novel Choices: Hitch by Jeanette Ingold / Essential Question: How is every job a learning experience from which you can develop and grow?
Collection Performance Task:
Write an Argument
SC Standards 8W.1.1 a- h, 8W4, 8W5
Collection Description: In this collection, students will explore the benefits and challenges that are part of being a worker.
UNIT Standards:
Inquiry:
8-I.1.1 Develop questions to broaden thinking on a specific idea that frames inquiry for new learning and deeper understanding.
8-I.2.1 Transact with text to formulate logical questions based on evidence, generate explanations, propose and present conclusions, and
consider multiple perspectives.
8-I.3.1 Develop a plan of action by using appropriate discipline-specific strategies.
8-I.3.2 Examine historical, social, cultural or political context to broaden inquiry.
8-I.3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.
8-I.3.4 Organize and categorize important information, revise ideas, and report relevant findings.
8-I.4.1 Employ a critical stance to demonstrate that relationships and patterns of evidence lead to logical conclusions, while acknowledging
alternate views.
8-I.4.2 Determine appropriate disciplinary tools and develop a plan to communicate findings and/or take informed action.
8-I.4.3 Reflect on findings and pose appropriate questions for further inquiry.
8-I.5.1 Acknowledge and value individual and collective thinking; use feedback from peers and adults to guide the inquiry process.
8-I.5.2 Employ past and present learning in order to monitor and guide inquiry.
8-I.5.3 Assess the processes to revise strategies, address misconceptions, anticipate and overcome obstacles, and reflect on completeness of the inquiry.
Reading Literary Text:
8-RL.5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
8-RL. 6.1 Determine one or more themes and analyze the development and relationships to character, setting, and plot over the course of a text, provide an objective summary
8-RL. 9.1 Determine the figurative and connotative meanings of words and phrases as they are used in text, analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
8-RL.9.2 (grade 7) Analyze the impact of the author’s choice of words, word phrases, and conventions on meaning and tone.
Reading Informational Text:
8-RI.5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
8-RI.10.1 Determine an author’s perspective or purpose and analyze how the author acknowledges or responds to conflicting evidence or viewpoints.
8-RI.11.2 Analyze 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.
Writing:
8W.1.1 Write arguments that:
a. Introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically;
b. Use relevant information from multiple print and multimedia sources;
c. Support claims using valid reasoning and a variety of relevant evidence from accurate, verifiable sources;
d. Use an organizational structure that provides unity and clarity among claims, counterclaims, reasons, and evidence;
e. Develop the claim and counterclaims providing credible evidence and data for each;
f. Develop and strengthen writing as needed by planning, revising, editing, rewriting;
g. Paraphrase, quote and summarize avoiding plagiarism and following a standard format for citation;
h. Establish and maintain a formal style and objective tone; and
i. Provide a concluding statement or section that follows from and supports the argument.
8-W.4.1 When writing:
a. Show knowledge of the function of gerunds, participles, and infinitives and their functions in particular sentences,
b. Form and use verbs in the active and passive voice;
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood; and
d. Recognize and correct inappropriate shifts in verb voice and mood.
8-W.5.1 Use:
a. Commas, ellipsis, and dashes to indicate a pause, break, or omission, and
b. An ellipsis to indicate an omission.
Communication:
8-C.2.1 Gather relevant information from diverse print and multimedia sources to develop ideas, claims, or perspectives emphasizing salient points in a coherent, concise, logical manner with relevant evidence and well-chosen details.
8-C.2.1 Analyze and evaluate credibility of information and accuracy of findings.
8-C.2.3 Quote and paraphrase the data and conclusions while avoiding plagiarism and following a standard format for citation.
8-C.5.2 Select and employ a variety of craft techniques to convey a message and impact the audience.
Selection/Feature Title / Critical Analysis / Vocabulary Strategy
(Critical Vocabulary) / Language Conventions / Selection Performance Task / PACING
ANCHOR TEXT:
NOVEL EXCERPT
from The Adventures of Tom Sawyer
by Mark Twain p. 395
CLOSE READER:
SHORT STORY
“The Flying Machine”
by Ray Bradbury
CLOSE READER:
GRAPHIC STORY
“The Flying Machine”
by Bernard Krigstein / Analyze Point of View
SC Standards 8RL.5.1, 8RL.11.1
Determine Meaning of Words and Phrases
SC Standard 8RL.5.1, 8RL.9.1 / STRATEGY:
Verbal Irony and Puns p. 403
SC Standard 8RL.11.1
CRITICAL VOCABULARY:
tranquil, survey, contemplate, particular, alacrity, dilapidated, covet, attain / Interrogative Mood p.404
SC Standard 8W.4.1c / Writing Activity:
Analysis p. 402
SC Standards 8W.1.1 a-h, 8W.4, 8W.5
argument
“Teens Need Jobs, Not Just Cash”
by Anne Michaud p. 419
argument
“Teens at Work”
from The Record-Journal / Delineate and Evaluate an Argument
SC Standards 8RI.5.1, 8RI.10.1, 8RI.11.2 / STRATEGY:
Using Greek Suffixes p. 426
SC Standard 8RI.9.2
CRITICAL VOCABULARY: sustain, borne, renowned, avert, initiative, detrimental, implication, deficiency / none / Speaking Activity:
Oral Report p. 425
SC Standards 8RI.5.1, 8C.2.1-2.3, 8C.5.2
COMPARE anchor texts
poem
“Chicago”
by Carl Sandburg p. 428 / Determine Meaning of Words and Phrases
SC Standards 8RL.5.1, 8RL.9.1 / none / none
poem
“Find Work”
by Rhina P. Espaillat / Determine Theme
SC Standards 8RL.5.1, 8RL. 6.1
Analyze Structure
SC Standards 8RL.9.1, 8RL.9.2
poem
“My Mother Enters the Work Force”
by Rita Dove / Analyze Structure
SC Standards 8RL.9.1, 8RL.9.2
COMPARE TEXTS
CLOSE READER:
POEM
“To be of Use”
by Marge Piercy
CLOSE READER:
POEM
“A Story of How a Wall Stands”
by Simon J. Ortiz / Analyzing the Text
SC Standards 8RL.5.1, 8RL. 6.1
SC Standards 8RL.9.1, 8RL.9.2 / none / none / Writing Activity:
Compare and Contrast p.436
SC Standards 8Rl.5.1, 8W.2.1 a-m, 8W.4, 8W.5
3rd 9 Weeks
3rd Nine Weeks
Collection 4: Approaching AdulthoodCollection 4 Academic Vocabulary: debate, deduce, license, sufficient, trend
Aligned Novel Choices: The Giver by Lois Lowery / Essential Question: How is becoming a teenager a step closer to adulthood?