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2019-2020 Middle School 8th Grade Intensive Reading Curriculum Map

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The purpose of this course is to provide instruction that enables students to accelerate the development of reading and writing skills and to strengthen those skills so they are able to successfully read and write grade-level text independently. Instruction emphasizes reading comprehension, writing fluency, and vocabulary study through the use of a variety of literary and informational texts encompassing a broad range of text structures, genres, and levels of complexity. Texts used for instruction focus on a wide range of topics, including content-area information, in order to support students in meeting the knowledge and demands of increasingly complex text. Students enrolled in the course will engage in interactive text-based discussion, question generation, and research opportunities. They will write in response to reading and cite evidence when answering text-dependent questions orally and in writing. The course provides extensive opportunities for students to collaborate with their peers. Scaffolding is provided as necessary as students engage in reading and writing increasingly complex text and is removed as the reading and writing abilities of the students improve over time. The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed at www.cpalms.org. An overview of the two semesters of instruction is listed in the table below.

Grade Level Semester 1 Semester 2

8 Individual Identity and Cultural Development

Psychology and The Mind Heroes: Why do people act heroically?

The Short Story

Close Reading of a Novel: Unbroken Reading in the Sciences

Preparing for High School Reading

The curriculum map represents what is required in any given semester of instruction to ensure that all standards are taught as a support for learning. Flexibility is given to the grade level PLC and teachers beyond the required texts and to best support students’ learning needs. Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in teaching and learning in academic contexts. These can be found at https://www.wida.us/standards/CAN_DOs/ .

Middle School Intensive Reading Grade 8 Curriculum Map & Pacing Guide

http://www.cpalms.org/

https://www.wida.us/standards/CAN_DOs/


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Grade 8 Language Arts Florida Standards Yearlong Target Standards are bolded. These standards are highly assessed and represent major instructional shifts as required by the Language Arts Florida Standards. Italicized standards are those that require instructional awareness and are woven into the reading and writing process; however, they are not formally assessed.

Strand: READING STANDARDS FOR LITERATURE

LAFS.8.RL.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.8.RL.1.2 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.

LAFS.8.RL.1.3 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.

LAFS.8.RL.2.4 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.

LAFS.8.RL.2.5 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.

LAFS.8.RL.2.6 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.

LAFS.8.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Strand: READING STANDARDS FOR INFORMATIONAL TEXT

LAFS.8.RI.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.8.RI.1.2 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.

LAFS.8.RI.1.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

LAFS.8.RI.2.4 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.

LAFS.8.RI.2.6 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.

LAFS.8.RI.3.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

LAFS.8.RI.3.8 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.

LAFS.8.RI.3.9 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.

LAFS.8.RI.4.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.


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Strand: WRITING STANDARDS

LAFS.8.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

LAFS.8.W.1.2a 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.

LAFS.8.W.1.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

LAFS.8.W.1.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

LAFS.8.W.1.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

LAFS.8.W.1.2e Establish and maintain a formal style.

LAFS.8.W.1.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

LAFS.8.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

LAFS.8.W.1.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

LAFS.8.W.1.3b Use narrative techniques, such as dialogue, pacing, description and reflection, to develop experiences, events, and/or characters.

LAFS.8.W.1.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

LAFS.8.W.1.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

LAFS.8.W.1.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.

LAFS.8.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

LAFS.8.W.2.5 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 1–3 up to and including grade 8)

LAFS.8.W.2.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

LAFS.8.W.3.7 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.

LAFS.8.W.3.8 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.

LAFS.8.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

LAFS.8.W.3.9a 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”).

LAFS.8.W.3.9b 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”).

LAFS.8.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


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Strand: SPEAKING AND LISTENING STANDARDS

LAFS.8.SL.1.1 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.

LAFS.8.SL.1.1a Come to discussions prepared, having read or studied required 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.

LAFS.8.SL.1.1b Follow rules for collegial discussions and decision making, track progress toward specific goals and deadlines, and define individual roles as needed.

LAFS.8.SL.1.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

LAFS.8.SL.1.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

Strand: LANGUAGE STANDARDS

LAFS.8.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.8.L.1.1a Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

LAFS.8.L.1.1b Form and use verbs in the active and passive voice.

LAFS.8.L.1.1c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

LAFS.8.L.1.1d Recognize and correct inappropriate shifts in verb voice and mood.

LAFS.8.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

LAFS.8.L.1.2a Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

LAFS.8.L.1.2b Use an ellipsis to indicate an omission.

LAFS.8.L.1.2c Spell correctly.

LAFS.8.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

LAFS.8.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

LAFS.8.L.3.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

LAFS.8.L.3.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

LAFS.8.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

LAFS.8.L.3.5a Interpret figures of speech (e.g., verbal irony, puns) in context.

LAFS.8.L.3.5b Use the relationship between particular words to better understand each of the words.

LAFS.8.L.3.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

LAFS.8.L.3.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.


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Semester 1 Intensive Reading Grade 8

Curriculum Focus: Individual Identity and Cultural Development

Texts and Targets Assignments and Resources

Lesson Considerations Teachers should keep a classroom poster of “Strategies Close Readers Use” and add the strategies as they are taught in class. Students should keep a Reading Journal to record their readings and associated work.

Text 1: Photograph set Text 2: “Panic Rises in Saigon but the Exits Are Few” (8_1 sentence strips) Learning Targets:

1. I can make inferences. (8.RI.1.2) 2. I can cite evidence from text. (8.RI.1.1) 3. I can use context clues to figure out word meanings. (RI.2.4) 4. I can participate in discussions about the text with a partner,

small group, and the whole class. (8.SL.1.1) Suggested Pacing: 3 days

Session 1: Texts 1 and 2: (8.1.1.1)

• Gallery Walk/Inferences: Students will capture details of a series of photographs using a Notice/Wonder note-catcher (8_2)

• “Mix and Mingle” and “Huddle Up”: sentence strips from “Panic Rises in Saigon but the Exits Are Few.” 1. Based on the pictures and sentence strips, what can you infer has

happened? 2. What specific evidence do you have to back up that inference?

• Exit Ticket: One inference you made today. A question that you hope to have answered in the coming weeks.

Text 3: Inside Out and Back Again 1. “1975: Year of the Cat.” 2. “Inside Out” 3. “Kim Ha” 4. “Papaya Tree” 5. “Titi Waves Goodbye” 6. “Missing in Action” 7. “Mother’s Days 8. “Eggs” 9. “Current News” 10. “Feel Smart” 11. “Two More Papayas”

Session 2: Text 3: “1975: Year of the Cat.” (8.1.1.2)

• Annotate text for the Gist

• Reading Journals

• TDQs: 1. Tet is a special day. When is Tet, and what two events are

celebrated on Tet? 2. How does the family celebrate Tet? 3. So, how does this special day affect the other days? 4. What does the narrator (Ha) do that might bring bad luck? 5. What can you infer about the narrator based on this action? In

other words, what can you figure out about her, based on what you see in the text, and what you already know?

https://volusia.instructure.com/courses/5520/files/2605663/download?wrap=1




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Learning Targets:

1. I can make inferences to deepen my understanding of Inside Out & Back Again. (8.RL.1.2)

2. I can cite evidence from the novel to explain how incidents reveal aspects of Ha’s character. (8.RL.1.2)

3. I can use context clues to figure out word meanings. (RL.2.4) 4. I can write informative/explanatory texts to examine a topic

and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (8.W.1.2)

Suggested Pacing: 8 days

Text 3: “Inside Out” (8.1.1.3)

• Annotate text for the Gist

• Think Pair Share – Text Dependent Questions 1. How do the events in this poem connect to the first poem we

read, “1975: Year of the Cat,” and the title of the novel, Inside Out & Back Again?

2. What does the fortune-teller foretell about the family’s future? 3. Ha lives in a war-torn country. How does she hope her life will be

turned inside out? 4. Ha knows that ‘inside out’ probably means something different.

What will probably happen?

• Quickwrite 1: Prompt-Based on what you have read so far in the novel, what can you infer about what will happen to Ha and her family? Be sure to use details from the text to support your answer.

Suggested Common Assessment: QuickWrite 2 - Read pages 10–21 of Inside Out & Back Again (from the poem “TiTi Waves Goodbye” through the poem “Two More Papayas”). How is Ha’s life affected by where and when she is living? Write a complete paragraph in which you support your ideas with evidence from the text.

Text 3: “Papaya Tree” (8.1.1.4) (8.1.1.5)

• Rereading with a Purpose – Gist

• TDQs

• Small Group Anchor Chart – Who Is Ha?

• Gallery Walk – Who is Ha?

• Mid-unit Assessment (8_3)

• Independent Reading - “TiTi Waves Goodbye” through “Two More Papayas”

Text 3 Contextual Vocabulary: lunar, glutinous, foretells, embroider, banh chung, moped, tolerable, dong, bushel, prefix - fore

Text 4: “The Vietnam Wars” (8_4)

Text 4: “The Vietnam Wars” article (8.1.1.6) (8.1.1.7) (8.1.1.10)

● Previewing the Text




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Learning Targets:

1. I can determine the central ideas in one section of the informational text “The Vietnam Wars.” (8RI.1.2)

2. I can use context clues to determine word meanings. (8RI.2.4) 3. I can summarize a portion of an informational text about the

Vietnam war. (8RI.1.2)


● Continuation of Section 1: The Chinese Dragon - Masterful Reading and Annotation for Gist

● Notes and Questions (8_5)

● Jigsaw groups – Section 2, 3, 4

● Summary Share

● Zoom In: A Battleground in a Much Larger Struggle handout (8_6) – questions and notes

● Exit Ticket: How do the details in this informational text connect to Ha’s circumstances?

Suggested Common Assessment: Section 5 Questions and Notes (8_8)

Text 4 Contextual Vocabulary: Section 1 - “Chinese Dragon” – forged, crucible, imprint, pacified, occupiers, uprising, surrender, tactics, rout, momentous Section 2 - “Everything Tends to Ruin” – devoted, centuries, persecution, servitude, spurned, resistance, martyr Section 3 - “Life, Liberty, and Ho Chi Minh” – secluded, tumult, fugitive, Communism, nationalism, frugal, Doc-Lap Section 4 - “Fall of French” – kindled, appealed Section 5 - “Doc-Lap at Last” – cringed, dissidents, regime, elusive, alienated, unified





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Text 3: Inside Out and Back Again

12. “Unknown Father” 13. “TV News” 14. “Birthday” 15. “Birthday Wishes” 16. “A Day Downtown” 17. “Twisting, Twisting” 18. “Closed Too Soon” 19. “Promises” 20. “Bridge to the Sea” 21. “Should We” 22. “Sssshhhhhh” 23. “Quiet Decision”

Learning Targets:

1. I can make inferences to deepen my understanding of Inside Out & Back Again. (8RL.1.2)

2. I can cite evidence from the text to explain how the central idea develops over the course of the plot of Inside Out & Back Again. (8RL.1.2)

3. I can cite evidence from the text to analyze how various sections of the novel reveal aspects of Ha’s character. (8RL.1.3)


Text 3: “Unknown Father” through “Should We” (8.1.1.8)

• Independent reading and Annotation of “TV News” through “Promises”

• Rereading “TV News” and “Closed Too Soon”: Using the Text to Understand the Crisis in Ha’s Home – Double Arrow Graphic Organizer (8_7)

• Analyzing a Quotation

• Rereading “Two More Papayas” and “Promises”: What Matters to Ha? – Double Arrow Graphic Organizer

• TDQ Discussion Questions

• Independent reading and annotation of “Should We?” through “Quiet Decision”

• Discussion Question: What is the decision Ha’s family is trying to make? Is this decision challenging for them? Why or why not?

• Independent Reading “Early Monsoon” through “Crisscrossed Packs”

• Discussion Question: How is Ha’s mother being impacted by the war?

Text 3 Contextual Vocabulary: pate chaud, chiding


24. " Early Monsoon” 25. “The President Resigns” 26. “Watch Over Us” 27. “Crisscrossed Packs” 28. “Choice” 29. “Left Behind”

• Text 3: “Choice” and “Left Behind” (8.1.1.11)

• Read and Annotate “Choice”

• Discussion Questions: What makes this doll so special? What does Ha mean when she writes, ‘I love her more for her scars’?

• Read and annotate “Left Behind”

• Jigsaw Groups – Jigsaw handout (8_9)





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Learning Target:

1. I can cite evidence from the poems “Choice” and “Left Behind” to explain how this incident reveals aspects of Ha and her family members. (8RL.1.3)


Suggested Common Assessment: Explain the more symbolic aspect of what the character you studied was forced to leave behind. Use specific evidence from your reading to support your thinking. (see back page of jigsaw chart)

Text 3 Contextual Vocabulary: monsoon, pact, ancestral, gaunt


• “Wet and Crying”

Learning Target: 1. I can explain how nuances in word meanings contribute to the

overall tone of the poem. (8RL.2.4) Suggested Pacing: 3 days

• Reread “Wet and Crying” for Gist. (8.1.1.12)

• Complete Word Choice, Tone and Meaning Note-catcher (8_10)

• Discussion Question: In the end of the poem “Wet and Crying,” what has happened to hope? How does the author’s specific word choice help us understand the main message of this poem?

Text 3 Contextual Vocabulary: flecked

Text 3: Inside Out and Back Again 1. “Sour Backs” 2. “One Mat Each” 3. “In the Dark” 4. “Saigon is Gone”

Text 5: “Forgotten Ship” Learning Targets:

1. I can cite evidence from the poem “Saigon Is Gone” to explain the fall of Saigon and the emotional impact of this news on Ha and the other characters in the novel. (8RL.1.3)

2. I can analyze the word choices of two texts about the fall of Saigon and describe how that word choice contributes to the tone and meaning of each text. (8.RL.2.4)

3. I can write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (8.W.1.2)

• Independent reading and guiding questions: “One Mat Each” through “Saigon is Gone.” (8.1.1.13)

• Reread “Fall of Saigon” and compete Word Choice, Tone, and Meaning note-catcher on word choice, tone, and meaning.

• Reading aloud and annotation of “Forgotten Ship”

• Complete Word Choice, Tone, and Meaning Note-catcher on “Forgotten Ship” (8_11)

Suggested Common Assessment: End of Unit Assessment (8_12): In each text, what is the message each author is intending to convey about the fall of Saigon? Explain how specific word choices help create a tone that contributes to the text’s meaning. (8.1.1.14) (This assessment concludes the study of Inside Out and Back Again. Teachers may wish to have students continue reading the novel or may want to set time aside each week to read the rest of the novel to the students. Teachers may also ask to assign each student a section of the book to read and then have students recreate the story in novel circles.)






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Text 3 Contextual Vocabulary: lunges, hordes Text 5 Contextual Vocabulary: enduring, impression, refugees, humanitarian, elite, wafers

Texts 6, 7, 8: Article of the Day Articles (8_14) (ReadWorks)

• “Eastern and Southern European Immigrants during the Industrial Era”

• “Challenges Facing Immigrants: From Ellis Island to Main Street”

• “Challenges Facing Immigrants: From the Founders to the Know-Nothings”

Learning Targets: 1. I can cite evidence that most strongly supports 2. an analysis of what the text says explicitly as well as inferences

drawn from the text. (8.RI.1.1)


These articles are pulled from a series on ReadWorks. For more information, click here. Book of Knowledge (8_13): Students write 2 or 3 things that they learned from the article and would like to remember in their Books of Knowledge. Text 6 Contextual Vocabulary: scapegoat, Prefix-pseudo, derided, repression Text 7 Contextual Vocabulary: quotas, stereotypes Text 8 Contextual Vocabulary: derived, subsequent

Curriculum Focus: Psychology and The Mind


Text Set: “The Distracted Teenage Brain” (8_15) “Fear Prompts Teens to Act Impulsively” (8_16) “Maslow's Hierarchy of Needs” (8_17) “Coping Mechanisms” (8_18)

Learning Targets: 1. I can analyze the role of particular sentences in developing and

refining a key concept. (8.RI.2.5) 2. I can determine an author’s point of view or purpose in a text

(8.RI.2.6) 3. I can evaluate the argument and specific claims in a text,

assessing whether the evidence is relevant and sufficient

These texts are to be used as teaching texts. The final text can be used as an assessment. Reading and Annotation of “The Distracted Teenage Brain” Guiding Questions: 1-4 Discussion Questions: 1-3 Assessment Questions: 1-5 (Use #5 to introduce RI.3.8) Reading and Annotation of “Fear Prompts Teens to Act Impulsively” Guiding Questions: 1-3 Discussion Questions: 1-3 Assessment Questions: 1-5 (Use #5 to teach RI.2.5)


https://www.readworks.org/article/Immigration-and-Challenges-for-New-Americans/4c0e7af4-27b2-4ca3-bbac-785a13598cb5#!articleTab:content/contentSection:c8ff76f8-ccae-4d2e-8760-a644a284e2e2/


https://volusiastudents.sharepoint.com/sites/2019-2020SecondaryELAReading/Shared%20Documents/General/Reading%20Curriculum%20Maps/8%20IR/8%20IR%20Curriculum%20Map%20%202019-2020.docx





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(8.RI.3.8)


Reading and Annotation of “Maslow's Hierarchy of Needs” Guiding Questions: 1-4 Discussion Questions 1-3 Assessment Questions: 1-5 (Use questions 5 to teach RI.2.6) Suggested Common Assessment: “Coping Mechanisms,” Assessment Questions: 1-5 Contextual Vocabulary: “The Distracted Teenage Brain”: allure, entice, in earnest, orientation, adolescents, opt, “Fear Prompts Teens to Act Impulsively”: impulse control, curb, vulnerable, Root Word - Neuro “Maslow’s Hierarchy of Needs”: hierarchy, metabolic, elements, colleagues, , Prefix – physio “Coping Mechanisms”: manifest, advantageous, alleviate, diminish, contrary, adaptive, primitive, Prefix - Mal

Curriculum Focus: Heroes: Why do people act heroically?

Required Texts and Targets Assignments and Resources

“If We Must Die” (8_19) “How Jackie Robinson Changed Baseball” (8_20) “The Story of Ida B. Wells” (8_23) “Sonnet” (8_25) Learning Targets:

1. I can determine a theme or central idea of a text

Hero Unit Graphic Organizer: Students will complete this organizer for each text. Reading and Annotation of “If We Must Die” Guiding Questions: 1-2 Assessment Questions: 1-10 Discussion Questions: 1-4 Reading and Annotation of “How Jackie Robinson Changed Baseball” Guiding Questions: 1-2 Assessment Questions: 1-10








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and analyze its development over the course of the text, including its relationship to the characters, setting, and plot. (8.RL.1.2)

2. I can analyze the word choices of texts about and describe how that word choice contributes to the tone and meaning of each text. (8.RL.2.4)

3. I can analyze how differing structures of text contribute to meaning and style. (8.RL.2.5)

4. I can write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (8.W.1.2)


Discussion Questions: 1-4 Pairing Questions (8_21) Reading and Annotation of “The Story of Ida B. Wells” Guiding Questions: 1-5 Assessment Questions: 1-5 Discussion Questions: 1-4 Pairing Questions (8_24) Reading and Annotation of “Sonnet” Guiding Questions: 1-2 Assessment Questions: 1-5 Discussion Questions: 1-3 Suggested Common Assessment: Student writing prompt: Over the course of this unit, you have gathered details from literary and informational texts about heroes. Use the evidence you have gathered to answer the question: Why do people act heroically? Support your answer using reasons and evidence from a variety of the texts covered in this unit. OR Student writing prompt: Over the course of this unit, you have studied why people act heroically. Specifically, you’ve read examples of people acting heroically because of a moral conviction, a need to help others, or a desire to spare themselves from the regret of not helping. Research a real-life example of someone who acted heroically. Write a one-page report describing how the person acted like a hero. What was his or her motivation? Which person from our unit does your chosen hero most closely resemble? Why?




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“If We Must Die” Contextual Vocabulary: inglorious, accursed, nobly, constrained, kinsmen “How Jackie Robinson Changed Baseball” Contextual Vocabulary: diversity, excelled, ironically, integrated, combative, marred, insubordination, foreshadowed, prejudice, acquitted, injustice, discrimination, heroic “Woman Who Helped Anne Frank Dies at 100” Contextual Vocabulary: deported, preserved, correspondent, annex, refugee, foresee, modest, tolerance “The Story of Ida B. Well’s “Contextual Vocabulary: suffragist, missionaries, supremacy, avails, exodus, deplore, atrocities “Sonnet” Contextual Vocabulary: falter, utter, wail, drear, grope, shrouds

Curriculum Focus: The Short Story

Required Texts and Targets Assignments and Resources

Text Set: Students’ Health and Schools “I Don’t Like Ron Gonzales” (8_26) “See If I Care” (8_26) Learning Targets:

1. I can 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. (8.RL.1.2)

2. I can analyze the word choices of texts about and describe how that word choice contributes to the tone and meaning of each text. (8.RL.2.4)


Masterful Reading and Annotation for Gist of “I Don’t Like Ron Gonzales” Comprehension Questions 1 - 10 Independent Reading and Annotation for Gist of “See If I Care” Comprehension Questions 1 - 10 Question Set 1-6 “I Don’t Like Ron Gonzales” Contextual Vocabulary: batch, subtle, peripheral vision, cockpit, malfunctioning “See If I Care” Contextual Vocabulary: distort, ascribe, symbolically, ruination, grotesque, condescend, guillotine, corruption, mire




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Semester 2 Intensive Reading Grade 8

Curriculum Focus: Close Reading of a Novel


Unbroken: Session 1 Preface

Learning Targets: 1. I can analyze how incidents in Unbroken reveal aspects of Louie

Zamperini as a character. (8.RL.1.3) 2. I can use photographs of World War II to build background

knowledge about Unbroken. (8.RL.1.3)

Suggested pacing: 2 days

Unbroken - Letter to Families (8_1) Read-aloud of the Preface: Notice/Wonder note-catcher (8_2) Gallery Walk: Photos from WWII Pacific Theater Discussion Partners Discussion Appointments: Pacific Theater Partners handout (8_3)

Unbroken: Session 2 Pages 3 – 6

Learning Targets: 1. I can cite evidence that supports my analysis of Unbroken.

(8.RL.1.1) 2. I can analyze how incidents in Unbroken reveal aspects of

Louie’s character. (8.RL.1.3)


Introduction to Structured Notes (8_4) Independent Reading: pages 3-6 Structured Notes Read-aloud: Chapter 1, pages 3-6 Chalkboard Splash Allusion review Allusion Quick Write

Unbroken: Session 3 Pages 6 – 12

Learning Targets: 1. I can use a Frayer Model to deepen my understanding of words

in Unbroken. (8.RL.2.4) 2. I can analyze the impact of word choice on meaning and tone in

Unbroken. (8.RL.2.4) 3. I can cite evidence that supports my analysis of Unbroken.

(8.RL.1.1)


Independent Reading: Chapter 1, pages 6-12 Structured Notes Focus Discussion Questions Frayer Model: resilient (8_5) Louie’s Change of Heart: Text-Dependent Questions (8_6) Supported Character Trait graphic organizer (8_6)









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Unbroken: Session 4 Pages 13-19, Pages 20 – 28, Pages 29- 39 Learning Targets:

1. I can cite evidence that supports my analysis of Unbroken. (8.RL.1.1)


Independent Reading: Chapter 2, pages 13-19 Structured Notes Focus Discussion Questions Independent Reading, Chapter 3, pages 20 – 28 Structured Notes Focus Discussion Questions Independent Reading Chapter 4, pages 29-39 Structured Notes

Suggested Common Assessment: Focus Discussion Question: What do Louie’s antics in Germany reveal about his character and values?

Unbroken: Session 5 “Day of Infamy” speech Learning Targets: 1. I can determine Roosevelt’s point of view in his “Day of Infamy”

speech. (8.RI.2.6)


Review point of view Review/Discuss primary source Masterful reading of text Close Reading Guide “Day of Infamy” (8_7) Gist and TDQs on handout, section by section Suggested Common Assessment: “Day of Infamy” handout, question 5

Unbroken: Session 6 Pages 40-51 Learning Target: 1. I can use evidence from Unbroken that supports my

understanding of the Pearl Harbor attack. (8.RL.1.1) Suggested pacing: 3 days

Independent Reading, pages 40 – 51 Structured Notes Close Reading Guide: War with Japan (8_8)

Unbroken: Session 7 “Fourteen-Part Message” Learning Target: 1. I can determine the Japanese government’s point of view in the

“Fourteen-Part Message.” (8.RI.2.6) 2. I can discuss the points of view of President Roosevelt and the

Japanese government. (8.RI.2.6)

Masterful reading and annotation. Rereading of each section and completion of Close Reading Guide: “Fourteen-part Message” (8_9) Analysis Questions Contrasting Perspectives: Mix and Mingle

https://www.youtube.com/watch?v=5eml6lxlmjY






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Unbroken: Session 8 “Day of Infamy” and “Fourteen-part Message” Learning Target: 1. I can determine an author’s point of view in a primary source.

(8.RI.2.6) 2. I can analyze how President Roosevelt and the Japanese

government interpreted actions differently. (8.RI.2.6) Suggested pacing: 2 days

Fishbowl Note-catcher: Understanding Perspectives on the Pearl Harbor Attack: Day of Infamy and 14 Part Message (8_10) Suggested Common Assessment: Part A of the Fishbowl Note-catcher: Understanding Perspectives on the Pearl Harbor Attack

Unbroken: Session 9 Pages 55-64, Summary of 65-70, Summary 71-78, pages 78-81, Summary of 82-89, Pages 89-94, Summary of 95-118, Pages 119-127, Pages 131-136, Summary 137-146 Learning Target:

1. I can cite evidence that supports my analysis of Unbroken. Suggested pacing: 5 days

Independent Reading: pages 55-64 in Unbroken, summary of pages 65-78 Structured Notes Discussion: Structured Notes Focus Question Independent Reading Structured Notes Focus Question Independent Reading Structured Notes Focus Question Suggested Common Assessment: Have students submit their strongest Focus Question.




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Unbroken: Session 10 Preparing for the Fishbowl Learning Target: 1. I can determine an author’s point of view in a primary source.



Hand back and review feedback on Part A of the Fishbowl Note-catcher: Understanding Perspectives on the Pearl Harbor Attack Revision work Introduce the Fishbowl Discussion Rubric (8_11) Setting Discussion Goals: Fishbowl Rubric and Goals sheet (Sentence Starters)

Unbroken: Session 11 Fishbowl Discussion: “Day of Infamy” and “Fourteen-part Message” Learning Target: 1. I can determine an author’s point of view in a primary source.



Fishbowl Discussion (2 parts) Fishbowl Note-catcher, part B Fishbowl Rubric and Goals sheet Discussion Questions Fishbowl Note-catcher, part C (partner discussion) Suggested Common Assessment: Fishbowl, Fishbowl Note-catcher, parts D and F

Unbroken: Session 12 Summary pages 147-154, pages 154-163, summary pages 163-173, pages 173-175 Learning Target: 1. I can use evidence from Unbroken that supports my

understanding of characterization. (8.RL.1.3) Suggested pacing: 3 days

Independent Reading Structured Notes Focus Question Think-Pair-Share- Survival at Sea Sentence Strips (8_12) Chalkboard Splash - Survival at Sea Sentence Strips

Unbroken: Session 13 pages 176-182 and 185-187 Learning Targets: 1. I can analyze nuances in word meanings and the word choice an

author selects, which both contribute to the meaning and tone of the text. (8.RL.2.4)

Independent Reading Structured Notes Focus Question Discussion Questions Understanding Invisibility note-catcher-Part 1 (8_13)






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2. I can determine a thematic concept in Unbroken. (8.RL.1.2) Suggested pacing: 3 days

Unbroken: Session 14 Pages 187-189 and 190-194 Learning Target: 1. I can analyze word relationships used in Unbroken. (8.RL.2.4) 2. I can analyze the development of a thematic concept in

Unbroken. (8.RI.1.3) Suggested pacing: 2 days

Independent Reading Structured Notes Focus Question Dignity word web Understanding Invisibility note-catcher (part 2)

Unbroken: Session 15 pages 195-196, 197-199, 199-205 Learning Targets: 1. I can analyze the development of the thematic concept “The

Invisibility of Captives during WWII.” (8.RL.1.3) 2. I can provide the strongest evidence from Unbroken as I analyze

why some Japanese guards treated prisoners of war brutally during WWII. (8.RL.1.1)

3. I can analyze how the ideas of Japanese society contributed to how some Japanese guards treated prisoners of war during WWII. (8.RL.2.6)


Independent Reading Structured Notes (Pages 195-196, 197-199, and 199-203) Focus Question Suggested Common Assessment: Analyzing Theme: Based on what you have read in Unbroken about Japanese society during the time of World War II, how did the value of surrender being a terrible thing contribute to the invisibility of captives? What evidence do we have here that war is an extreme event that can sometimes bring out the worst in people?

Unbroken: Session 16 Summary of pages 206-208, pages 209-217, summary of pages 219-235, pages 236-242, pages 243-244, pages 245-248, summary of pages 248-250, pages 250-253 Learning Targets: 1. I can analyze the Hillenbrand’s word choice in Unbroken and

how it contributes to the meaning of the text. (8.RL.2.4) 2. I can analyze the theme concept of resisting invisibility in

Unbroken. (8.1.2) Suggested pacing: 7 days

Independent Reading Structured notes Focus question Independent Reading Structured notes Focus question Rereading for Understanding, page 230 Analyzing Author’s Word Choice: Word Choice note-catcher (8_14) Studying Theme: Three Threes in a Row (8_15) Written Conversation: Understanding How Society Affects the individual: Written Conversation Note-catcher (8_16)




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Unbroken: Session 17 pages 254-259, summary of pages 259-264, “Louie’s letter” on pages 262-263, pages 265-267

Learning Targets: 1. I can use a Frayer model to deepen my understanding of words

in Unbroken. (8.RL.2.4) 2. I can provide textual evidence as I analyze the development of

the thematic concept ‘The Invisibility of Captives during WWII’ in Unbroken. (8.RL.1.3)


Independent Reading Structured notes Focus question Frayer Model: Propaganda (8_17) Suggested Common Assessment: Connecting Theme to Text: When Louie refused to record this propaganda message, did he become more or less “invisible?”

Unbroken: Session 18 Summaries 267-295, pages 294 – 299, summary of pages 300-306, pages 307-314, summary of pages 315-337.

Learning Target: 1. I can determine a thematic concept in Unbroken. (8.RL.1.2) 2. I can analyze nuances in word meanings as synonyms and

phrases for key terms are studied. (8.RL.2.4)


Independent Reading Structured notes Focus question Introducing a Thematic Concept: Becoming Visible Again after Captivity Becoming Visible Again anchor chart (8_18)

Unbroken: Session 19 pages 341-347, summary pages 347-352

Learning Target: 1. I can analyze the development of a thematic concept in

Unbroken. (8.RL.1.2)


Independent Reading Structured notes Focus question Describing Louie: Becoming Visible Again anchor chart and Dignity word web Connect to the Theme: Visibility Double Arrow graphic organizer (8_19)

Unbroken: Session 20 Pages 362–364 (top), summary of pages 364–369, Pages 370-383 and 384-387

Learning Target: 1. I can analyze a thematic concept in Unbroken. (8.RL.1.2) 2. I can analyze how an incident described in Unbroken provokes

Louie to make a decision. (8.RL.2.6)

Independent Reading Structured notes Focus question Independent Reading Structured notes Focus question Summarizing Text Theme Analysis: TDQ: Becoming Visible Again (8_20)






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Unbroken: Session 21 pages 397-407 Learning Target:

1. I can determine thematic statements in Unbroken. (8.RL.1.2) Suggested pacing: 3 days

Independent Reading Structured notes Focus question Writing Thematic Statements Suggested Common Assessment: Unbroken Thematic Statements handout (8_21)

Session 22: “The Life of Miné Okubo” Learning Targets: 1. I can use “The Life of Miné Okubo” to build background

knowledge about the internment of Japanese-Americans during WWII. (8.RL.1.1)

2. I can analyze how words, phrases, and incidents in “The Life of Miné Okubo” reveal aspects of Okubo as a character. (8.RL.2.4)

3. I can cite evidence that supports my analysis of “The Life of Miné Okubo.” (8.RL.1.1)


“The Life of Miné Okubo” - Structured Notes (8_22) Character Traits Graphic Organizer (8_23) Suggested Common Assessment: Character Traits QuickWrite

Curriculum Focus: Reading in the Sciences


“Explainer: How Crispr Works”: CommonLit: (8_24) “Can DNA Editing Save Endangered Species?” CommonLit: (8_25) “Molecular Scissors Fix Disease-Causing Flaw in Human Embryos”: CommonLit: (8_26)

Reading and Annotation of “Explainer: How Crispr Works”: Guiding Questions 1-4 Assessment Questions 1-8 Discussion Questions 1-2 Reading and Annotation of “Can DNA Editing Save Endangered Species?”










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Learning Targets:

1. I can determine the central ideas in informational text (8.RI.1.2) 2. I can use context clues to determine word meanings. (8.RI.2.4) 3. I can analyze the role of particular sentences in developing and

refining a key concept. (8.RI.2.5) 4. I can determine an author’s point of view or purpose in a text

(8.RI.2.6)


Guiding Questions 1-5 Assessment Questions 1-5 Discussion Questions 1-3 Reading and Annotation of “Molecular Scissors Fix Disease-Causing Flaw in Human Embryos”: Guiding Questions 1-6 Assessment Questions 1-8 Discussion Questions 1-2

Curriculum Focus: Preparing for High School Reading


ReadWorks Summer reading: (8_27)

• “Amelia Earhart to Her Former Flight Instructor Neta Snook, 1929”

• “Dancing Ganesha”

• “Expedition to a Modern Pompeii”

• “The Life Line”

• “Excuse Me, You're Blocking My Sun”

• “Time for Jazz”

• “Why Do Cave Fish Lose Their Eyes?”

• “An Unwelcome Newcomer”

• “The Short‐Term Impact of the Zebra Mussel Invasion” Learning Targets: 1. I can read and comprehend literary nonfiction at the high

end of the grades 6–8 text complexity band independently and proficiently. (8.RI.4.10)


Reading and annotation of articles on a variety of high school subject area topics. Comprehension Questions Short answer questions Teachers are encouraged to have students work in study pairs, small groups, etc. to allow students to actively practice the skills they have worked on during the year.
