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Pacing Guide8th Grade Literature

BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – of 18

Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources

Augu

st/S

epte

mbe

r 8.RI.2Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.S3C1PO2: Summarize main idea of expository text

Common Assessment Expository Text, 8th

Grade

SummarizeParaphrase

“from Email From Bill Gates”

InteractionMisinterpret

IntimateEtiquette

Spontaneously

“Harriet Tumbman: Guide to Freedom”

“The Pilgrim’s Landing and First Winter”

“Brown vs. The Board of Education”

“A Glow in the Dark”

Augu

st/S

epte

mbe

r 8.RI.2Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.S3C1PO4: Identify author’s stated or implied purpose

PurposeStatedImplied


FugitivesIncentive

DisheveledGutturalMutinousCajoling

IndomitableFastidious

“from Road Trip USA”Distinctive

GracedReplica

“Choice: A Tribute to Dr. Martin Luther King Jr.”

ColossalConscience

Literally

“Why the Leaves Turn Colors in the Fall”

MacabreCamouflagePredisposedCapricious


“Shooting Stars”

“Something From the Sixties”


“This We Know”

“Emancipation, from Lincoln a Photo Biography”

“There’s No Off Season”

“Always to Remember: The Vision of Maya Ying Lin”

“from Travels with Charley”

“from Road Trip USA”

“Achieving the American Dream”




Augu

st/S

epte

mbe

r

S3C1PO8: Interpret graphic features of expository text

ChartsMaps

DiagramsIllustrations

TablesTimelinesGraphs

“This We Know”Ancestors


IllusivePredominantly

DiligentIntangible

UnconstitutionalDeliberatingOppressed



“How to Be Polite On-Line”

Augu

st/S

epte

mbe

r

S3C1PO5: Locate specific information by using organizational features of expository text

Table of ContentsHeadingsCaptionsBold Print

ItalicsGlossaries

IndicesGuide Words

Topic SentencesConcluding Sentences

“Emancipation, from Lincoln a Photo

Biography”Alienate

CompensateShackles

PerilDecisive

Humiliating





Augu

st/S

epte

mbe

r 8.RI.1Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.S3C1PO1: Restate the main idea and supporting details of expository text

Locate Main IdeaSupporting Details

“There’s No Off Season”Accommodate

“Always to Remember: The Vision of Maya Ying

Lin”Criteria

RegistrantsHarmonious

AnonymouslyEloquent

UnanimousProminentConception

“from Travels with Charley”DiagnosticPeripateticRigorousManeuver

InquiryInexplicable

Celestial


ImmigrateApprehension

ImmersedAncestral

“A Glow in the Dark”Diffused

“How to Be Polite On-Line”ImplementedEncompasses

Emoticons

“Harriet Tubman: Guide to Freedom”



“ A Glow in the Dark”



Augu

st/S

epte

mbe

r

WS3C5PO1: Write a response to literature that: presents clear and logical ideas, supports inferences and conclusions

InterpretAnalyze

Give OpinionLocate Facts

Share FeelingsAu

gust

/Sep

tem

ber

8.W.8Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

S3C1PO6: Locate appropriate print and electronic reference sources (e.g. encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, website) for a specific purpose

Identify specific information

Guide WordsKey Supplemental Activities

Sept

embe

r/Oct

ober

8.RI.2

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective

summary of the text.

S3C3PO1: Determine an author’s purpose for writing persuasive text

Common Assessment 12,

Persuasive Text, 8th

Grade, January

Author’s Purpose

PersuadePersuade

www.hhs.helena.k12.mt.us/techerlinks/oconnerj/persuasion.html#activities

www.famous-speeches-and-speech-topics.info/persuasive-speeches.html

www.readwritethink.org/classroom-resources/lesson-plans/persuasive-essay-environmental-

issues-268.html

www.primaryresources.co.uk/english/englishd10.htm

www.lessonplanspage.com/lapersuasivewritingintroductoryunit58htm

dese.mo.gov/divimprove/curriculum/modelcurriculum/chief_red_jacket/lesson3.com

www.literacyleader.com/?9=node/468

www2.ivcc.edu/ramboleng1001/paragraph_development.htm

www.webenglishteacher.com/argument.html

www.greatsource.com/write/mimilessons/iwrite_elem_persuasive_ml.ppt#256,1,persuasi

ve

http://www.greatsource.com/write/mimilessons/iwrite_elem_persuasive_ml.ppt#256,1,persuasive



http://www.webenglishteacher.com/argument.html

http://www.literacyleader.com/?9=node/468

http://www.lessonplanspage.com/lapersuasivewritingintroductoryunit58htm


http://www.primaryresources.co.uk/english/englishd10.htm

http://www.readwritethink.org/classroom-resources/lesson-plans/persuasive-essay-environmental-issues-268.html



http://www.famous-speeches-and-speech-topics.info/persuasive-speeches.html


http://www.hhs.helena.k12.mt.us/techerlinks/oconnerj/persuasion.html#activities




Octo

ber/N

ovem

ber

S3C1PO4: Identify author’s stated or implied purposePurposeStatedImplied


FugitivesIncentive

DisheveledGutturalMutinousCajoling

IndomitableFastidious

“from Road Trip USA”Distinctive

GracedReplica


ColossalConscience

Literally


MacabreCamouflagePredisposedCapricious


“Shooting Stars”



“This We Know”




“from Travels with Charley”

“from Road Trip USA”













Octo

ber/N

ovem

ber

8.RI.2

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

S3C1PO2: Summarize main idea of expository text


Grade

Summarize

Paraphrase


Interaction

Misinterpret

Intimate

Etiquette

Spontaneously




“A Glow in the Dark”

Octo

ber/

Nove

mbe

r

S3C1PO9: Draw valid conclusions about expository textCommon Assessment,

Expository Text, 8th

Grade

Draw conclusionsText Evidence

“Shooting Stars”Orbit

FrictionConstellation




Octo

ber/

Nove

mbe

r

8.RI.9Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.S3C1PO3: Distinguish fact from opinion in expository text


Grade

Proven FactsSupporting Text

Evidence


DescendedExtravagance


Nove

mbe

r/Dec

embe

r

8.RI.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when

irrelevant evidence is introduced.

S3C2PO1: Use information from text to determine sequence of activities to carry out a procedure

Common Assessment

Functional Text, 8th

Grade

Procedure

Sequence

Functional Text

www.cooks.com

http://alsnetbiz.com/homeimprovement/proced.html

http://www.integritycoatings.com/howto.htm

http://amby.com/educate/math/frac-div.html

Nove

mbe

r/Dec

embe

r

S3C2PO2: Determine what information is extraneous in functional text

Common Assessment

Functional Text, 8th

Grade

Steps in Directions

Legends

Supplies Needed

Illustrations

Diagrams

Sequence

Functional Text

Extraneous Information

www.mapquest.com

www.googleimages.com (world maps)

www.factmonster.com

www.wikipedia.com (diagrams)

www.azdeq.gov/environ/water/assessment/download/hohave.pdf

http://www.sun.com/service/warranty/product_warranty_chart.xml

http://www.stainmaster.com/




http://www.azdeq.gov/environ/water/assessment/download/hohave.pdf

http://www.azdeq.gov/environ/water/assessment/download/hohave.pdf

http://www.wikipedia.com/

http://www.factmonster.com/

http://www.googleimages.com/

http://www.mapquest.com/







http://www.cooks.com/








http://www.classroomtools.com/proppage.htm

http://www.tjhsst.edu/~crepetsk/psych/propaganda/examples.php



Janu

ary/

Febr

uary

8.RL.2Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.S2C1PO1: Analyze plot development (e.g., conflict, subplots, parallel episodes) to determine how conflicts are resolved.

ConflictExposition/IntroductionRising action

ClimaxFalling action

Resolution

“Thank You, Ma’am”PresentableMistrustedLatchingBarren

“The Dinner Party”

“The Tell-Tale Heart”

“The Man Without a Country”“Flowers for Algernon”

“Gentlemen of Rio en Medio”

“The Diary of Anne Frank”

“An Occurrence at Owl Creek Bridge”

“The Witness for the Prosecution”

Janu

ary/

Febr

uary

8.RL.2Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.S2C1P02: Compare and contrast themes across works of prose, poetry, and drama

Author’s messageCentral/main idea

Relate to lifeDirectly/indirectly

stated

“The Man Without a Country”ObscureAvailedStilted

SwaggerBlunders



“Thank You, Ma’am”

“The Man Without a Country”

“Flowers for Algernon”

“Christmas Day in the Morning”

Janu

ary/

Febr

uary

8.RL.2Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.Source: ADE/ELA CommitteeSee Appendices A

S1C6PO1: Predict text using prior knowledge and text features

PredictUse Prior Knowledge




“Occurrence at Owl Creek Bridge”

Janu

ary/

Febr

uary

8.RL.2Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.Source: ADE/ELA CommitteeSee Appendices AS1C6PO2: Confirm predictions about text

PredictConfirm Predictions




“Occurrence at Owl Creek Bridge”

http://tv.manualsonline.com/manuals/mfg/one_for_all/106.html

http://instructionsmanuals.com/lista-51-en-Sanders.htm

http://www.usersmanualguide.com/

http://www.almanac.com/

http://www.cooks.com/

http://tv.manualsonline.com/manuals/mfg/one_for_all/106.html

http://instructionsmanuals.com/lista-51-en-Sanders.htm

http://www.usersmanualguide.com/

http://the-manuals.com/

http://www.shopdawg.com/navman.htm

http://www.consumersearch.com/

http://www.consumer-reports.ca/

http://genet.gelighting.com/LightProducts/html/warranties.htm



Janu

ary/

Febr

uary

8.W.7Conduct 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.

S1C6PO3: Generate clarifying questions to comprehend text

Create questions during reading that

help clarify text



“Charles”



Janu

ary/

Febr

uary

8.RL.2Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.S2C1PO3: Character motivations

Compare/ContrastMan vs. man

Man vs. natureMan vs. self

Man vs. societyImpulses

ProtagonistAntagonistEmotionsDesires

“Flowers for Algernon”Psychology

TangibleSpecterRefute

IlliteracyObscure

SyndromesIntrospective


SentinelUnsteadfast

SluggishRecurrence

ConsciousnessUndulations

SmartlySignificance






“Charles”



“Sancho”




Janu

ary/

Febr

uary

8.W.7Conduct 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.

S2C1PO4: Identify the narrative point of view

1st person2nd person3rd person

3rd person limitedOmniscient

Limited omniscientPerspective

“Charles”RenouncedInsolently

SimultaneouslyIncredulously




“Charles”



Janu

ary/

Febr

uary 8.RL.1

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

S2C1PO5: Analyze the influence of setting

TimePlaceMood

EnvironmentInfluence on plot


NegotiationGnarled

InnumerableBroached






Janu

ary/

Febr

uary 8.W.8

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

S2C1PO6: Draw conclusions about mood based on authors’ word choice

AtmosphereReaders’ feeling

toward text


InfiniteBrisk

LoiteringPlacidly

Acquiescent







Janu

ary/

Febr

uary

8.RL.10By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.S1C1PO5: Read from a variety of genres with accuracy, automaticity, and expression.

MysteryScience Fiction

FantasyHistorical Fiction

DramaRealistic Fiction

ComedyTragedyHorrorThriller

Fairy TalesTall TalesMythology

Fables

“Sancho”Persistent

Accustomed


WillfulPrecise

FoppishlyReputation

UnsympatheticDetermined

ProtestAcquaintance

EccentricCultivateEndeavorGenuinelyTransacted

MotiveConsulted

ExuberanceTrifles

ContemplatedHaggard

ComposedRational

ContrivedHauntsEpistleHoax

ReluctanceRecoiled

MethodicalDumbfounded

Aroused






“Charles”



“Sancho”





Janu

ary/

Febr

uary

8.RL.4Determine 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.S1C4PO2: Use context to identify the meaning of unfamiliar words

Common Assessment Vocab/Plot, 8th Grade

SynonymsComparisons

AntonymsExamplesDefinitions

Restatements

“The Diary of Anne Frank”-Act I

ConspicuousMercurialLeisure

UnabashedInsufferableMeticulous

FatalistOstentatiously


“The Necklace”

“The Lady or the Tiger?”

“The Discourager of Hesitancy”

Janu

ary/

Febr

uary

S1C4PO3: Use context to identify multiple meaning words Common Assessment, Vocab/Plot, 8th Grade

SynonymsComparisons

AntonymsExamplesDefinitions

Restatements

“The Diary of Anne Frank”-Act II

InarticulateApprehension

IntuitionSarcasticIndignantStealthily

Ineffectually


“The Necklace”

“The Monkey’s Paw”



Janu

ary/

Febr

uary

8.RL.4Determine 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.S1C6PO7: Use reading strategies to comprehend text

PredictCause/effect

Compare/contrastSequenceDrawing

conclusionsForeshadowingQuestions while

readingInferences

“Dip in the Pool”Moderately

ApprehensionSubsideAnxiousCurrencyGratifyingPeered

Self-preservationSurreptitiously

VigorouslyAngular

“Harrison Bergeron”Vigilance

ImpedimentHindrances

CowerSynchronize


“Dip in the Pool”

“The Landlady”

“The Lottery”

“The Necklace”




“The Sniper”


Janu

ary/

Febr

uary

8.W.1Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge and distinguish the

claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.Provide a concluding statement or section that follows from and supports the argument presented.WS3C5PO1: Write a response to literature that: presents clear and logical ideas, supports inferences and conclusions

InterpretAnalyze


Share Feelings

Janu

ary/

Febr

uary

8.RL.7Analyze 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 the director or actors.S1C6PO5: Connect information and event to personal experiences

Connect text events to personal

experiences


“The Lottery”


“The Landlady”

Janu

ary/

Febr

uary

8.RL.5Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

S1C6PO6: Apply knowledge of organizational structures to comprehend text

Chronological order

Time SequenceCause/Effect



Janu

ary/

Febr

uary 8.RL.1

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.S1C6PO7: Use reading strategies to comprehend text

Draw ConclusionsTime Sequence

Cause/EffectMaking Inferences






“The Necklace”


Janu

ary/

Febr

uary

8.W.10Write 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.


S2C1PO1: Describe plot and its components

InterpretAnalyze


Share FeelingsConflict

Exposition/IntroductionRising action

ClimaxFalling action

Resolution

“The Lottery”AssembledBoisterous

ReprimandsJovialScold

HesitationDiscarded

RecitalPerfunctory

SaluteInterminably

HurriedlyDisengaged

All Stories



“The Landlady”

“The Necklace”




“The Sniper”

“Harrison Bergeron”

Janu

ary/

Febr

uary

S2C1PO2: Identify theme in short stories

Author’s messageCentral/main idea

Relate to lifeDirectly/indirectly

stated

“The Necklace”Destiny

DistinguishedInborn

IncessantlyApparatusIntimateElegantElated

DistressIntoxicated

BewildermentRuinousOdious

“The Lottery”

“The Necklace”


“The Sniper”




Janu

ary/

Febr

uary

S2C1PO3: Character motivations





“The Monkey’s Paw”Possessed

FatalDesirousPoised

CondoledRubicund

VisageProfferedPlagues

AbsentmindedlyPresumptuous

PersistedDoggedlyMaligned

Anti-MacassarShamefacedly

SolemnMarredSimianProsaic

CoincidenceFurtivelyBroach

InterposedSinisterConvey

ResignationMarvelingFeverishlyMutilated

UnwholesomeTalisman

ApatheticallyOppressiveFusillade

Reverberated



“The Landlady”

“The Lottery”

“The Necklace”




“The Sniper”




Janu

ary/

Febr

uary

S2C1PO4: Identify the narrative point of view

1st person2nd person3rd person

3rd person limitedOmniscient

Limited omniscientPerspective

“The Lady of the Tiger?”Semi-barbaric

ExuberantDomesticImpartial

IncorruptibleIngrafted

AforementionedDoleful

RetributionEpithalamicDevouredFervent

ImperiousRelentlessAesthetic

FervidSavageEmergeParapet

RapturousDespairing


“The Landlady”

“The Lottery”

“The Necklace”

“The Sniper”



Janu

ary/

Febr

uary 8.RL.1

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.S2C1PO5: Analyze the influence of setting

TimePlaceMood

EnvironmentInfluence on plot

“The Discourager of Hesitancy”Occurrence

Semi-barbaricMomentous

AspireFerocious

SupersensitiveDeputationImpetuous

CondemnationPerplexed

PrecipitancyPeculiar

FormidableCoincide

DiscouragerHesitancy

CourtlyDexterityRapturesRampant

BustleDamsels

AttireExecution

InstantaneousDisapprobation



“The Landlady”

“The Necklace”



“The Sniper”

Janu

ary/

Febr

uary

8.W.8Gather 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.S2C1PO6: Draw conclusions about mood based on authors’ word choice.

AtmosphereReaders’ feeling

toward text

“The Sniper”Beleaguered

SpasmodicallyAesthetically

ParapetBreastworkParoxysm

RuseConcussion


“The Landlady”

“The Lottery”




Janu

ary/

Febr

uary

S2C2PO1 & PO2: Describe and identify common structures and stylistic elements of literature, folklore, and myths

Common Assessment, Myths, Legends…8th

Grade,

Specific genreSetting

EraCharacter AnalysisNatural

Occurrences

AcademicMyth

LegendTall Tale

Natural OccurrenceCultureBeliefsFable

“The Beginning”Vast

FertileInfluenceScheme

ResembledMaimed

DisposedProphecyVigilantSeized

ManeuveredOnslaught

Realm

“The Beginning”

“The Palace of Olympus”

“Medusa’s Head”

“The Wooden Horse”

“Pandora”

“Coyote Steals the Sun and Moon”

“Hammerman”

“Paul Bunyan of the North Woods”

“Pecos Bill and the Cyclone”

“Belling the Cat”

“The Town Mouse and the Country Mouse”

“The Ant and the Grass Hopper”

“Fox and the Crow”

“The Fairly Intelligent Fly”

“What Happened to Charles”

Janu

ary/

Febr

uary

S1C6PO6: Apply knowledge of the organizational structures to comprehend text

Common Assessment, Myths, Legends…8th

Grade,

Chronological Order

SequenceCause/Effect

“Belling the Cat”Outwit

TreacherousProposal







“Fox and the Crow (second version)



Janu

ary/

Febr

uary


InterpretAnalyze


Share Feelings

Janu

ary/

Febr

uary

S1C6PO1: Use reading strategies to comprehend text Inference

“Paul Bunyan of the North Woods”Granite

CommotionApparition

“Pecos Bill and the Cyclone”UsurpedInvincible

FutileInexplicable

Skeptics

“Hammerman”



Janu

ary/

Febr

uary

S2C1PO1: Describe plot and its components Conflict

“The Palace of Olympus”Quarrelsome

CloistersBanished

PerpetuallyObligedHobbledSplendid

“The Beginning”


“Hammerman”



Janu

ary/

Febr

uary

S2C1PO2: Identify theme in short stories Author’s Message

“Medusa’s Head”Oracle

SwearingThwart

HideousSuspicionsPossessed

WrithingPerplexingAdamant

VenomousRecesses

SprawlGirdles

UnavengedReigned

“Pandora”



“Belling the Cat”“The Ant and the Grass Hopper”





Janu

ary/

Febr

uary

S2C1PO3: Character motivations





“The Wooded Horse”RelicsBatter

TremendousValiantSiege

ComradesSubdue

StragglingBesiegedHubbubSacredOmen

SacrilegeProphecy

“The Beginning”



“Pandora”

“Hammerman”




“Fox and the Crow”“Fox and the Crow (second version)





Janu

ary/

Febr

uary

S2C1PO8: Identify various genres of fictionMyth

LegendFolk Tale


HeartilyScamper

“The Ant and the Grass Hopper”ToilingMoiling

“Fox and the CrowSurpassed

“The Fairly Intelligent Fly”Devoured


EavesdroppingSentimental

SkepticalExasperated

“Fox and the Crow (second version)Cunning

“The Beginning”

“The Palace of Olympus”



“Pandora”

“Hammerman”











Janu

ary/

Febr

uary


InterpretAnalyze


Share Feelings

All Stories



Janu

ary/

Febr

uary 8.RL.9

Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional

stories, or religious works such as the Bible, including describing how the material is rendered new.S2C1PO2: Identify the theme in works of poetry

Common Assessment Poetry,

8th Grade,Author’s Message

AcademicFigurative Language

SimileMetaphorHyperbole

IdiomPersonificationSound Devices

Rhyme/Rhyme SchemePoem FormMood/Tone

RhythmRepetition

Point of ViewOnomatopoeia

“The Road Not Taken”

“The Choice”

“Grandma”

“Dulce et Decorum Est”

Janu

ary/

Febr

uary

S2C1PO7: Identify the characteristics and structural elements of poetry


8th Grade,

Figurative Language


IdiomPersonificationSound DevicesRhyme/Rhyme

SchemePoem FormMood/Tone

RhythmRepetition


“The Road Not Taken”Diverged

“The Choice”Smoldering

Lilting

“Grandma”ScoldedSturdy

Oh Captain, My Captain”ExaltingTread

“Paul Revere’s Ride”StealthySomber

ImpetuousSpectralTranquilAghast

“The Road Not Taken”Rhyme scheme, rhythm, metaphor

“The Choice”Alliteration

“Grandma”Free verse

“Oh Captain, My Captain”Rhyme scheme, internal rhyme, repetition

“Paul Revere’s Ride”Rhyme scheme, narrative



Janu

ary/

Febr

uary



8th Grade,

Figurative Language




RhythmRepetition


“The New Colossus”BrazenAstride

Yearning

“Ellis Island”Quarantine

Southbound on the Freeway”

Transparent

“The Bat”Amiss

“The Wreck of the Hesperus”

ScornfulGale

Breakers

“January”Parkas

Radiators

“400 Meter Freestyle”Catapult

“If I Can Stop One Heart from Breaking”

Vain

“The Raven”Nevermore

RadiantImploreStately

Decorum

“The New Colossus”Personification

“Ellis Island”Personification

“Southbound on the Freeway”Personification

“The Bat”Rhyme scheme, stanza

“Wreck of the Hesperus”Rhyme Scheme, simile, metaphor, narrative

“January”Metaphor, rhyme scheme

“Two Haiku”Metaphor

“400 Meter Freestyle”Concrete poem, metaphor

“If I Can Stop One Heart From Breaking”Rhyme Scheme

“The Raven”Internal rhyme, alliteration, narrative,

personification


Janu

ary/

Febr

uary


Common Assessment, Poetry,

8th Grade,

Figurative Language




RhythmRepetition


“Do Not Go Gentle into that Good Night”

Grieve

Sonnet 43BreadthStrive

“Dulce et Decorum Est”TrudgedFatiguedWrithingObscene

It is noble and honorable to die for one’s country

“Remembrance”DrearyHeath

ObscurePerishedIndulge

Rapturous

Sonnet 130Dun

DamaskedReeksBelied

“Tyger”SymmetryAspiredSinews

“Do Not Go Gentle into that Good Night”Simile, repetition, rhyme scheme

Sonnet 43Rhyme scheme, repetition

“Dulce et Decorum Est”Narrative, simile

“Remembrance”Rhyme scheme, alliteration, personification

Sonnet 130Rhyme, rhythm

“Tyger”Repetition, rhyme scheme, personification

Janu

ary/

Febr

uary WS3C5PO1: Write a response to literature that: presents clear and

logical ideas, supports inferences and conclusions

InterpretAnalyze


Share Feelings

Monthly Logic Problems/Problem Solving Skills August: S5C2.PO4 – Represent a problem situation using multiple representations, describe the process used to solve the problem,

and verify the reasonableness of the solution.BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – of 18


Mar

ch Data Driven Review & Interventions Galileo Benchmark #3

Galileo Tests

Common Assessments

Mar

ch Spring Break

Mar

chM

arch

Apr.

4

AIMS TESTING

AIMS

Apr.

11 AIMS

April

8.RI.9Analyze 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.WS3C6PO1; Write a summary of information from sources

ParaphraseSummarizeMain Idea

ParaphraseSummarizeMain Idea

Supporting Details

Prentice Hall Silver LevelChapter 11, Research pgs. 222-241

April

/May

WS3C6PO2: Write an informational report

TopicFacts

SequenceConclusion

Sources

Prentice Hall Silver LevelChapter 11, Research pgs. 222-241

September: S5C2.PO1 – Analyze a problem situation to determine the questions to be answered October: S5C2.PO1 – Analyze a problem situation to determine the questions to be answered

November: S5C2.PO7 – Isolate and organize mathematical information taken from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning

December: S5C2.PO6 – Communicate the answer(s) to the question(s) in a problem using appropriate representations, including symbols and informational and formal mathematical language

January: S5C2.PO11 – Identify simple valid arguments using if…then statements February: S5C2.PO3 – Identify relevant, missing, and extraneous information related to the solution to a problem

March: S5C2.PO5 – Apply a previously used problem-solving strategy in a new context


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