· web vieweffective communication is the ultimate goal of the english language arts (ela)...

District Overview:

Effective communication is the ultimate goal of the English Language Arts (ELA) program. The District’s program is committed to producing reflective, critical, and creative thinkers by developing a positive learning community in which students are empowered to read, write, and respond to texts to prepare them for college and careers. Throughout the educational process, students shall strive to become expert readers and writers, effective speakers and listeners, thoughtful problem solvers, critical consumers of visual media and competent users of language. Instruction focuses on meaningful language experiences, which allow for whole-group, small-group and individualized instruction based on the needs of each student. Technology integration creates an interactive, engaging, and relevant learning environment. Through readings of both classic and contemporary literature as well as non-fiction selections, students are exposed to a variety of text modalities. By providing these opportunities, students are able to exercise skills in gathering, synthesizing, and communicating language. In all, the curriculum aims to develop problem solving skills and connect knowledge across curriculum to build an understanding of cultural diversities and complexities of the world.

Grade 8 Description:

Instruction and practice will be provided in the following areas: vocabulary development, literary elements, figurative language, and critical reading skills. Various literary genres will be covered. The students will have time set aside to read novels of their choice. This is done to encourage and develop independent reading skills. It also gives them the opportunity to explore their own interests. The goal in eighth grade reading is to develop life-long readers.

Grade 8 Units:

Unit 1: Introduction to Literary Elements and Figurative Language Unit 2: Nonfiction Short Story Unit 3: Benchmark Assessments / Test-Taking Skills Unit 4: Fictional Novel Study: The Giver Unit 5: Plot and Conflict Unit 6: Literature Circle Collaboration Novel Study Unit 7: Nonfiction Text: Diary Unit 8: Literature Circle Novel Study Unit 9: Character and Point of View Unit 10: Setting and Mood Unit 11: Theme and Symbol

Subject: Reading Grade: 8th Suggested Timeline: 3 weeks

Unit Title: Introduction to Literary Elements and Figurative Language

Unit Overview/Essential Understanding: Students will be introduced to some new literary elements and figurative language terms as well as being refreshed on terms learned in previous grades. Students are expected learn the definitions of the terms and be able to identify the items when reading short stories or novels.

Unit Essential Questions: What are the literary elements? What are the various forms of figurative language?

Unit Objectives: Students will define and identify various forms of literary elements and figurative language when given terms or examples from text. Students will cite evidence from text to support ideas. Students will analyze author’s use of literary elements and figurative language. Students will discuss and collaborate on ideas related to literary elements and figurative language.

Focus Standards Addressed in this Unit:

CC.1.3.8.A - 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

CC.1.3.8.C - 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

CC.1.3.8.F Analyze the influence of the words and phrases in a text including figurative and connotative meanings and how they shape meaning and tone

Important Standards Addressed in this Unit:

CC.1.5.8.A - Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly

CC.1.3.8.B - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text

Misconceptions: Various terms are misapplied or misinterpreted: simile/metaphor, various points of view, main idea/theme, antagonist and protagonist

Concepts/Content: Alliteration Conflict Hyperbole Metaphor Simile Personification Idiom Onomatopoeia Plot Antagonist Protagonist Point of view First person point of view Third person limited point of view Third person omniscient point of

view Setting Irony Allusion Dialogue Dialect Symbol Imagery

Competencies/Skills: Define point of view Distinguish between first person,

third person limited and third person omniscient point of view

Define various literary elements such as setting, plot, theme, and conflict

Analyze the author's use of literary elements

Identify literary elements from a provided passage

Define various literary devices or Forms of figurative language such

as: personification, simile, metaphor, symbolism, and hyperbole

Identify the difference between similes and metaphors

Compare and contrast alliteration, assonance, and consonance.

Description of Activities: Jigsaw activity to learn listed items Small group discussion about materials in work

stations Pretest Various reviews and reinforcement activities Students identify literary elements and forms of

figurative language from an old episode of Batman

Test review

Assessments: Summative assessment of first half of terms Practice group review

Individual practice test Test on materials Identification of definition of terms and in literature throughout the school year.

Interdisciplinary Connections: Online resources PowerPoint

Additional Resources: District approved textbook District approved materials PowerPoint presentations and reviews

Subject: Reading Grade: 8 Suggested Timeline: 1 week

Unit Title: Nonfiction Short Story

Unit Overview/Essential Understanding: Students will demonstrate knowledge and apply skills related to comprehending and analyzing non-fiction text. Students will identify and analyze the characters, setting, conflict and plot of a nonfiction text.

Unit Essential Questions: How can people make a difference in their community? How is the conflict identified in a nonfiction text? How is point of view effected by the genre of the text? (Autobiography, biographies etc.) How is the nonfiction text organized? Sequence of events, cause and effect, problem and solution?

Unit Objectives: Students will recognize and define various vocabulary words using context clues. Students will identify the point of view the story is written in. Students will find synonyms and antonyms of various vocabulary words. Students will compare and contrast the two families from the story. Students will analyze conflict from the story.

Focus Standards Addressed in this Unit: CC.1.2.8.A - Determine a central idea of a text and analyze its development over the course of the text CC.1.2.8.B - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences,

conclusions, and/or generalizations drawn from the text CC.1.2.8.C - Analyze how a text makes connections among and distinctions between individuals, ideas, or events CC.1.2.8.D - 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 CC.1.2.8.F - Analyze the influence of the words and phrases in a text including figurative, connotative, and technical meanings, and how

they shape meaning and tone CC.1.4.8.C - Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information

and examples; include graphics and multimedia when useful to aiding comprehension

Important Standards Addressed in this Unit: CC.1.2.8.E - Analyze the structure of the text through evaluation of the author’s use of specific sentences and paragraphs to develop and

refine a concept

CC.1.2.8.G - Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea

CC.1.2.8.L - Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently

Misconceptions: Students confuse and misinterpret text organization, fiction and nonfiction, and synonyms and antonyms.

Concepts/Content: Vocabulary Synonyms and antonyms Conflict Essential and nonessential

information Word recognition Inferences and generalizations Comprehension Compare and contrast Summarization skills Symbolism Point of view Fiction and nonfiction Problem and solution

Competencies/Skills: Differentiate between synonyms

and antonyms Identify proper usage of

vocabulary terms in a sentence Give examples of synonyms Give examples of antonyms Write a sentence using provided

terms appropriately Identify the setting of the story Describe a conflict from the story Distinguish between essential and

non-essential information Apply word recognition skills Make inferences based on

information from the story Develop comprehension skills Compare and contrast families

from the story Summarize events from the story List events in the correct

sequence

Description of Activities: Discussion on December 7th, 1942 Listen to FDR address Congress and declare war Location of places bombed on a map Context clue activity Journal about a positive or negative experience

with a neighbor Read the story Story map focused on literary elements List the sequence of events Compare and contrast activity

Assessments: Vocabulary quiz Comparison and contrast

Comprehension test Interdisciplinary Connections:

Social Studies Reading informational text Digital tools PowerPoint Online digital resources

Additional Resources: District approved textbook District approved materials A copy of FDR’s speech after the Pearl Harbor Attacks

Subject: Reading Grade: 8 Suggested Timeline: 2 weeks

Unit Title: Benchmark Assessments / Test-Taking Skills

Unit Overview/Essential Understanding: To help students identify individual strengths and weaknesses related to reading skills, they will take benchmarking exams three times throughout the year. During this time, they will review test taking skills, analyze open-ended questions and complete prompts related to both fictional and nonfiction passages. These assessments will assist in identifying curricular skill areas of need. As areas of need are analyzed, students will be provided with instructional content to develop weak skill areas. In addition to this, test-taking skills and exam expectations will be reviewed.

Unit Essential Questions: What is Text Dependent Analysis? What is essential information? What is an appropriate method of answering an open-ended question? Can the wording of a question help a student determine if the answer is located in the text or if it requires making an inference?

Unit Objectives: Students will analyze and develop test-taking skills. Students will analyze open-ended questions and responses. Students will critique state-provided open-ended responses. Students will write text dependent analysis responses.

Focus Standards Addressed in this Unit: CC.1.3.8.B - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences,

conclusions, and/or generalizations drawn from the text CC.1.2.8.D - 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 CC.1.2.8.H - Evaluate an author’s argument, reasoning, and specific claims for the soundness of the arguments and the relevance of the

evidence CC.1.2.8.F - Analyze the influence of the words and phrases in a text including figurative, connotative, and technical meanings, and how

they shape meaning and tone CC.1.2.8.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases CC.1.2.8.K - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and

content

Important Standards Addressed in this Unit: CC.1.3.8.B - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences,

conclusions, and/or generalizations drawn from the text CC.1.2.8.I - Analyze two or more texts that provide conflicting information on the same topic and identify where the texts disagree on

matters of fact or interpretation.

Misconceptions: Students believe that TDA’s can have only one’s opinion. Students believe that you can’t learn how to take a test.

Concepts/Content: Comprehension skills Comparison and contrast Point of view Similes Alliteration Inferences Making a generalization Vocabulary Context clues Word recognition Reference sources Stereotyping Author’s purpose Theme Main idea Essential information

Competencies/Skills: Develop test taking skills Critique state provided tests

responses Recall information from the

passage Identify point of view Recognize samples of figurative

language from the passage Examine the author’s attitude

towards the topic Compare passages according to

subject matter Contrast passages Explain how passages are

connected and relate subject matter

Develop test-taking skills and test-taking strategies

Analyze open-ended question responses to develop test-taking skills

Description of Activities: Discussion on test-taking skills Practice test using the state released items Answer open-ended question then analyze state

provided answers and grade your own response Analyze wording of questions to determine if the

answer can be located in the passage Take assessment Search the passage to find details to justify

making corrections

Assessments: Pennsylvania released standardized test samples Practice test Graded assessment

Interdisciplinary Connections: Online resources

Additional Resources: PSSA Released Items from the Pennsylvania Department of

Education SAS District approved materials


Unit Title: Fiction Novel Study - The Giver

Unit Overview/Essential Understanding: Students will demonstrate and use appropriate strategies to construct meaning from a fictional text. By using critical reading skills, students will actively and skillfully interpret, analyze, evaluate, and synthesize information from a fictional text.

Unit Essential Questions: How do active listeners make meaning? How do learners develop and refine their vocabulary? How does a reader’s purpose influence how text should be read? How can one person affect society? Should one sacrifice individuality and choice to achieve a perfect society? What is a Utopian society?

Unit Objectives: Students will interpret and analyze literature. Students will use context clues to define provided vocabulary terms. Students will work cooperatively in groups. Students will identify the point of view and why the author used the specific point of view. Students will discuss and identify the theme of the text. Students will comprehend the story. Students will read independently. Students will actively and skillfully interpret, analyze, evaluate, and synthesize information. Students will listen actively to engage in a range of conversations as well as analyze and synthesize ideas and positions about the text. Students will develop speaking / discussion points and interaction between peers.

Focus Standards Addressed in this Unit: CC.1.3.8.A - 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 CC.1.3.8.B - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences,

conclusions, and/or generalizations drawn from the text CC.1.3.8.C - 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 CC.1.3.8.D - 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 CC.1.3.8.F - Analyze the influence of the words and phrases in a text including figurative and connotative meanings and how they shape

meaning and tone

CC.1.3.8.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools

CC.1.3.8.K - Read and comprehend literary fiction on grade level, reading independently and proficiently CC.1.5.8.A - Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas

and expressing their own clearly

Important Standards Addressed in this Unit: CC.1.3.8.J - 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 CC.1.3.8.G - Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script,

evaluating the choices made by directors or actors CC.1.3.8.H - Analyze how a modern work of fiction draws on themes, patterns of events, or character types from traditional works,

including describing how the material is rendered new

Misconceptions: Students believe that literary elements stand alone and don’t connect with the theme of a text. Students confuse allusion with illusion so examples need to be clarified.

Concepts/Content: Literary Devices, Elements,

Terminology:- Point of View - Theme- Mood/Tone- Setting- Allusion

Euphemism Utopian/Dystopian societies Vocabulary of novel Genetics

Competencies/Skills: Identify the point of view,

mood/tone, theme, setting of the novel

Evaluate contrasting points of view in a text

Analyze how a text makes connections among and distinctions between individuals, ideas, or events

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text

Description of Activities: True/False introductory activity Various context clue activities for vocabulary

terms; the activity also focuses on synonyms and antonyms and using the terms correctly in a sentence

Silent chalk-talk activity to encourage discussion and creating follow up questions

Blogging about various open ended discussion questions

Discussion on genetics and questions on traits you possess

Summarizing activity Five scene comic strip on either chapter 11 or 12

(focus on five significant events)

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

Listen actively to engage in a range of conversations, to analyze and synthesize idea and positions, and to evaluate accuracy in order to learn, reflect, and respond

Create a memory guide of transferred memories Sequence of events for planned escape Various reviews of chapters and test reviews End of novel project (students can create a

project of their choice)

Assessments: Chapters 1-6 test Chapters 7-14 test Final Novel test (vocabulary terms and 9 essays) Comic strip End of novel project

Interdisciplinary Connections: Social Studies discussion: Freedoms or security? Latin: Plato’s Republic English: Student created ending Science: Genetics

Additional Resources: District approved novel District approved materials Teacher created materials


Unit Title: Plot and Conflict

Unit Overview/Essential Understanding: Students will demonstrate knowledge and apply skills related to comprehending and analyzing fiction text. Students will identify and analyze the characters, setting and plot of a fiction text. Students will discover the role conflict plays in establishing the plot of a literary work.

Unit Essential Questions: What are the five stages of plot? How does the plot drive the story? What are the two categories of conflict? What types of conflict fall under those categories? What is flashback? How do effective readers use appropriate strategies to construct meaning?

Unit Objectives: Students will identify elements of conflict and plot. Students will use context clues to define terms. Students will analyze how dialogue or incidents in a story propel the action and reveal aspects of a character. Students will recall information about characters and events. Students will make predictions based on information provided in the text. Students will identify and analyze the author’s use of allusion in the story. Students will cite textual evidence to support inferences drawn from the text. Students will analyze how differences in the points of view of the characters and the audience or reader create effects.

Focus Standards Addressed in this Unit: CC.1.2.8.C - Analyze how a text makes connections among and distinctions between individuals, ideas, or events CC.1.3.8.A - 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 CC.1.3.8.K - Read and comprehend literary fiction on grade level, reading independently and proficiently CC.1.3.8.C 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

Important Standards Addressed in this Unit: CC.1.3.8.B Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences,

conclusions, and/or generalizations drawn from the text CC.1.3.8.E - 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 CC.1.3.8.F Analyze the influence of the words and phrases in a text including figurative and connotative meanings and how they shape

meaning and tone CC.1.3.8.K Read and comprehend literary fiction on grade level, reading independently and proficiently

Misconceptions: Students confuse the various stages of plot specifically exposition and resolution. Students confuse and misinterpret flashback and foreshadowing.

Concepts/Content: Five stages of plot Irony Conflict Internal conflict External conflict Setting Subplot Making predictions Sequence of events Synonyms and antonyms Flashback Foreshadowing

Competencies/Skills: Distinguish between essential and

nonessential information. Distinguish between first person

point of view and third person point of view

Perform a plot analysis Identify the conflict and how it

shapes the story’s plot Identify and define terms using

context clues. Identify figurative language Identify foreshadowing and

flashback Analyze the influence of the

words and phrases in a text including figurative, connotative, and technical meanings, and how they shape meaning and tone.

Description of Activities: Read two short stories Plot and conflict reinforcement activity provided

by textbook Context clue activity Predictions activity when reading Review for test Irony discussion Identify flashback from a story and a media

source

Assessments: Vocabulary quizzes Reinforcement activities focused on plot and conflict Tests

Interdisciplinary Connections: Writing PowerPoint

Additional Resources: District approved text District approved online media resources

Online vocabulary review


Unit Title: Literature Circle Collaboration Novel Study

Unit Overview/Essential Understanding: Students will participate in a whole group literature circle learning experience. They will learn how to collaborate and discuss information related to text with peers. While actively listening, they will make meaning from what they hear by questioning, reflecting, responding and evaluating information. As students engage in these activities they will become critical thinkers who are actively and skillfully interpreting, analyzing, evaluating, and synthesizing information. In addition, they will develop comprehension skills and

discussion skills that help develop a deeper understanding of the text. Because of having the ability to select any age-appropriate novel to read and discuss, students are more likely to be motivated to read and eventually become life-long readers.

Unit Essential Questions: How do active listeners make meaning from the text? How do active listeners know what to believe in what they hear? How does a reader’s purpose influence how text should be read? Do your circumstances define you or determine who become? How do effective readers use appropriate strategies to construct meaning?

Unit Objectives: Students will identify a character’s motive. Students will set a purpose for reading a selected text. Students will use effective strategies to comprehend and discuss a work of literature. Students will analyze and synthesize their position in a discussion using text evidence from the reading.



conclusions, and/ or generalizations drawn from the text CC.1.3.8.C - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or


dramatic irony) create such effects as suspense or humor CC.1.5.8.A - Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas


Important Standards Addressed in this Unit: CC.1.3.8.K Read and comprehend literary fiction on grade level, reading independently and proficiently CC.1.4.8.U 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 CC.1.4.8.X – 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

Misconceptions: Students think comprehension questions are good discussion questions. Students think that taking a lot of notes on what they read relates to the quality of their writing.

Concepts/Content: Elements of fiction Character development Character motive Reading comprehension Appropriate communications

skills Essential and nonessential

information

Competencies/Skills: Listen actively to engage in a

range of conversations Analyze and synthesis ideas and

positions Drawing conclusions Making inferences Develop speaking/discussion

points and interaction between peers

Distinguish between essential and nonessential information

Make predictions and check for accuracy of that prediction

Description of Activities: Select a novel introduced through book talks Create reading calendars Analyze literature Develop open-ended questions for student lead

discussions Blogging

Assessments: Preparation for discussions Blog posts Analysis of character motive

Interdisciplinary Connections: Writing Speaking and listening

Additional Resources: District approved novels District approved resources to help develop discussion skills

Subject: Reading Grade: 8th Suggested Timeline: 1 week

Unit Title: Nonfiction Text: Diary

Unit Overview/Essential Understanding: Students will demonstrate knowledge and apply skills related to comprehending and analyzing non-fiction text. As students read, they will identify and analyze the characters, setting, conflict and plot of a nonfiction text. In addition, they will compare and contrast a drama to a primary source document and discuss the use of the author’s language. This experience offers students an opportunity to explore the key idea of impact. As they read, they can explore why the character’s writings have had such an impact on the world.

Unit Essential Questions: In the face of adversity, what causes some to prevail while others fail? What is survival? How do you keep from giving up? What kind of survival challenges have various cultures faced? What are the reasons why an author writes? What are the four types of text organization and how can they be identified? What conflict is created in the passage and how does it affect the plot? Why would an autobiography be written in first person point of view?

Unit Objectives: Students will identify the components of text organization. Students will list the sequence of events. Students will determine the theme of a text and analyze its development, including its relationship to the characters, setting and plot. Students will use context clues to define provided terms. Students will provide information from the text to support responses. Students will distinguish between essential and nonessential information.

Focus Standards Addressed in this Unit: CC.1.2.8.A - 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 CC.1.2.8.B - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences,

conclusions, and/or generalizations drawn from the text CC.1.2.8.D - 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 CC.1.2.8.F - Analyze the influence of the words and phrases in a text including figurative, connotative, and technical meanings, and how

they shape meaning and tone CC.1.2.8.H - Evaluate an author’s argument, reasoning, and specific claims for the soundness of the arguments and the relevance of the

evidence CC.1.2.8.K - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and

content, choosing flexibly from a range of strategies and tools CC.1.2.8.J - 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

Important Standards Addressed in this Unit CC.1.2.8.C - Analyze how a text makes connections among and distinctions between individuals, ideas, or events CC.1.2.8.E - Analyze the structure of the text through evaluation of the author’s use of specific sentences and paragraphs to develop and

refine a concept CC.1.2.8.G - Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to

present a particular topic or idea CC.1.2.8.I - Analyze two or more texts that provide conflicting information on the same topic and identify where the texts disagree on

matters of fact or interpretation

Misconceptions: Students have problems identifying the various types of text organization and easily confuse for one another. Students believe that survival is based solely on instinct. Students believe what they see in the movies about history and don’t think they need to research as much information.

Concepts/Content: Vocabulary Conflict Comprehension Essential information Nonessential information Word recognition Point of view Inferences Drawing conclusions Main idea Autobiography Biography

Competencies/Skills: List the sequence of events Make inferences Draw conclusions Interpret figurative language Identify figurative language Identify unknown terms using

context clues Distinguish between essential and

non-essential information Identify the point of view Define autobiography

Description of Activities: Discussion on tragedies Activity on identifying text features Documentary on a Holocaust survivor Quiz on the documentary List the sequence of events Test Vocabulary quiz

Assessments: Documentary quiz Vocabulary quiz Comprehension test

Interdisciplinary Connections: Additional Resources:

History Online vocabulary review PowerPoint

District approved text District approved online resources

Subject: Reading Grade: 8th Suggested Timeline: 3 weeks (2 times per school year)

Unit Title: Literature Circle Novel Study

Unit Overview/Essential Understanding: In this unit, students will participate in a whole group literature circle learning experience. They will be permitted to select their own novel and group to work with. By having this opportunity and flexibility, students are more likely to be motivated to read and achieve the goal of becoming a life-long reader. Students will learn how to collaborate and discuss information related to text with peers. As students develop comprehension and discussion skills, they will develop a deeper understanding of the text. This deeper understanding will lead to more elaborate discussions and synthesis of material.

Unit Essential Questions: How do active listeners make meaning from the text?

How do active listeners know what to believe in what they hear? How does a reader’s purpose influence how text should be read? What literary elements are represented in the literary selection? How does the author develop the characters and plot? How do effective readers use appropriate strategies to construct meaning? How do effective readers develop open-ended discussion questions? How does a collaborator effectively use text evidence in a discussion?

Unit Objectives: Students will develop good open-ended discussion questions based on their readings. Students will connect the text to their own life experience. Students will make sound predictions based on the information from the text. Students will analyze elements of the author’s craft. Students will recall and summarize information. Students will distinguish between essential and nonessential information. Students will work cooperatively in a group.



conclusions, and/ or generalizations drawn from the text CC.1.3.8.C - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or


dramatic irony) create such effects as suspense or humor CC.1.5.8.A - Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas


Important Standards Addressed in this Unit: CC.1.3.8.K - Read and comprehend literary fiction on grade level, reading independently and proficiently CC.1.4.8.U - 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

CC.1.4.8.X - 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

Misconceptions: Students believe literature circles are a lot of work and time consuming. Students believe that some character roles are not important. Students believe that if they don’t keep up with the reading assignments that the group will be fine. Students believe the teacher is my audience, the only person who will read my writing.

Concepts/Content: Elements of fiction Character development Character motive Reading comprehension Appropriate communications

skills Essential and nonessential

information

Competencies/Skills: Develop social skills necessary for

effective small-group discussion Develop cognitive strategies to

help readers understand text Listen actively to engage in a

range of conversations Analyze and synthesis ideas and

positions Drawing conclusions Making inferences Develop speaking/discussion

points and interaction between peers

Distinguish between essential and nonessential information

Make predictions and check for accuracy of that prediction

Description of Activities: Creating reading calendars Ground rules and dealing with unproductive

members Drawings as a discussion tool 6 student led discussion sessions Identifying characteristics of good and bad

discussion questions

Assessments: Preparation and participation Teacher observation

Interdisciplinary Connections: English - writing

Additional Resources: Mini Lessons for Literature Circles

District approved novels District approved materials


Unit Title: Character and Point of View

Unit Overview/Essential Understanding: In this unit, students will identify and analyze the characters and point of view of a fictional text. As students analyze the characters, they will evaluate traits and discuss the importance of roles in a story. Discussions will focus around the author’s intentions and reasons for creating the character line. These discussions will also develop the understanding of point of view and its impacts on the story line. Students will analyze how various point of views determines what information is included, how it reflects the author’s bias, and conveys the theme.

Unit Essential Questions: How does the author develop characters throughout the story? What is the point of view and how does the point of view effect information readers learn about characters?

What advantage does a specific point of view present to the reader?

Unit Objectives: Students will cite textual evidence to support inferences drawn from the text. Students will analyze how lines of dialogue or incidents in a story reveal aspects of a character. Students will analyze how differences in the points of view of the characters and the audience or reader create effects. Students will identify point of view and why an author chooses to write a story in that specific point of view. Students will identify components of characterization. Students will set a purpose for reading a specific passage.





dramatic irony) create such effects as suspense or humor

Important Standards Addressed in this Unit: CC.1.3.8.F - Analyze the influence of the words and phrases in a text including figurative and connotative meanings and how they shape

meaning and tone CC.1.3.8.J - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases CC.1.3.8.K - Read and comprehend literary fiction on grade level, reading independently and proficiently

Misconceptions: Students have confusion with the various points of view.

Concepts/Content: Comprehension skills Inference Point of view

Competencies/Skills: Develop comprehension skills Make inferences Draw conclusions

Description of Activities: Reinforcement activities with Motive and Point

of View Using context clues to define terms

Generalizations Character development Summarization Plot Setting Conflict

Make generalizations Predict future outcomes Identify elements of mystery Analyze characters Examine the change of characters

throughout the novel Develop summary skills Analyze the plot Identify the setting Identify conflicts

Review Distinguish between a subjective and objective

narrator

Assessments: Vocabulary quizzes Comprehension tests

Interdisciplinary Connections: Online study tools Quizlet PowerPoint

Additional Resources: District approved text District approved materials

Subject: Reading Grade: 8th Suggested Timeline: 1 week

Unit Title: Setting and Mood

Unit Overview/Essential Understanding: Students will understand and identify setting and how it affects characters, conflict and the plot. Various moods will be identified in passages and students will analyze how an author’s careful choice of words and details helps create the mood of a passage. They will analyze in some cases how the same setting can be described in a different way to create different moods.

Unit Essential Questions: How does the setting influence characters and create conflict? Is setting a backdrop in a story or does it create a greater role in the stories outcome? How does the author’s word choice and use of imagery help create the mood?

Unit Objectives:

Students will cite textual evidence to support inferences drawn from the text. Students will 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. Students will analyze how a setting can affect how characters live and what they do, value, and believe. Students will analyze how an author’s word choice creates and develops the mood of a story.

Focus Standards Addressed in this Unit: CC.1.3.8.B - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences,


provoke a decision CC.1.3.8.F - Analyze the influence of the words and phrases in a text including figurative and connotative meanings and how they shape

meaning and tone

Important Standards Addressed in this Unit: CC.1.3.8.K - Read and comprehend literary fiction on grade level, reading independently and proficiently CC.1.3.8.J - 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 CC.1.3.8.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and

content, choosing flexibly from a range of strategies and tools CC.1.3.8.E - 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

Misconceptions: Various descriptions of settings can have different effects on the same setting of a story.

Concepts/Content: Comprehension skills Inference Point of view Generalizations Character development Summarization

Competencies/Skills: Develop comprehension skills Make inferences Draw conclusions Make generalizations Predict future outcomes Identify elements of mystery

Description of Activities: Identification of how setting creates conflict Activity identifying mood of specific passages Review Introductory activity Comparison and contrast with The Treehouse of

Horrors version of The Monkey’s Paw

Plot Setting Conflict Mood Irony Foreshadowing

Analyze characters Examine the change of characters

throughout the novel Develop summary skills Analyze the plot Identify the setting Identify conflicts Analyze mood Identify the author’s use of

foreshadowingAssessments:

Tests Quizzes

Interdisciplinary Connections: Online vocabulary resource Quizlet Online reviews

Additional Resources: District approved text District approved online resources


Unit Title: Theme and Symbol

Unit Overview/Essential Understanding: Students will discover that themes in literature can give them insights into events, issues and relationships in their lives. They will identify various symbols and what the items represent in the story. Students will identify reoccurring events that take place throughout the story and how they help establish the theme of the story.

Unit Essential Questions: What makes a story memorable? How can theme give people insight to events, issues, and relationships in their lives? How is theme communicated through different elements in the story like character, setting, and plot?

Unit Objectives: Students will cite the textual evidence that most supports inferences drawn from the text.

Students will determine a theme of a text and analyze its development. Students will analyze themes, patterns of events, or character types from myths. Students will compare and contrast the structure of two texts and analyze how the structure of each text contributes to its meaning. Students will identify how universal theme is a message about life true to all people.




provoke a decision CC.1.3.8.E - 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. CC.1.3.8.F - Analyze the influence of the words and phrases in a text including figurative and connotative meanings and how they shape

meaning and tone

Important Standards Addressed in this Unit: CC.1.3.8.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and

content, choosing flexibly from a range of strategies and tools CC.1.3.8.J - 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. CC.1.3.8.K - Read and comprehend literary fiction on grade level, reading independently and proficiently

Misconceptions: Students think the theme is the main idea of the story. Students think that symbolism has to be in-depth and complex.

Concepts/Content: Comprehension skills Inference Point of view Generalizations Character development Summarization

Competencies/Skills: Develop comprehension skills Make inferences Draw conclusions Make generalizations Predict future outcomes Identify elements of mystery

Description of Activities: Discussion on various folktales Create a modern day Pandora’s Box Identifying recurring themes Review of Greek Gods

Plot Setting Conflict Mood Theme Symbol

Analyze characters Examine the change of characters

throughout the novel Develop summary skills Analyze the plot Identify the setting Identify conflicts Analyze theme Identify symbol

Assessments: Quizzes Tests Pandora’s Box Project

Interdisciplinary Connections: Latin: Greek Mythology PowerPoint Online study resources

Additional Resources: District approved text District approved resources

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