Elementary GT Curriculum Pacing Guide Grade: 8 Quarter 1

READING/ELA VOCABULARY WRITING

DOL – Used Daily Simple Solutions Grammar

• 1 Lesson per day • Quizzes after every 4 lessons

SpringBoard Unit 1 – Coming of Age

• Site textual evidence • Analyze words with

similar denotations • Analyze characters,

plot, and theme development

• Analyze authors choice concerning text structure

• Determine the meaning of words used in context including figurative language and connotative meanings

• Determine and analyze an authors point of view or purpose

• Delineate the argument and specific claims in a text

• Analyze how the

Sadlier-Oxford Vocab. Workshop Pretest Units 1-4 & Review Assessments after each unit Academic Vocabulary SpringBoard ELA

• Strategize • Inference • Denotation • Connotation • Transcript • Claim • Counterclaim • Analogy • Verify • Commentary • Textual evidence

Demonstrate conventions of standard English and grammar usage Use parallel structure Produce clear & coherent writing Planning, revising, editing, rewriting

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Use direct and indirect quotations

Embedded Assessment - Writing and presenting an interview narrative

Write a well developed introduction

authors ideas and claims are developed

Essential Questions • What does it mean to “come of

age”? • How are rhetorical appeals

used to influence and audience?

SpringBoard Unit 2 – Defining Style (2.1-2.10)

• Story Elements • Point of view • Writers Style • Irony • Cite textual evidence • Theme development • Analyze characters and

character development • Analyze nuances in the

meaning of words with similar denotations

• Analyze theme and central idea

Essential Questions • What makes a good story? • What are the elements of style

analysis? Novels for Literature Circles Choose from the list of 8th grade

Support a central claim with relevant ideas

Summarize counterclaims and clearly refute them with reasoning and evidence

Integrate credible source material into the text

Use formal writing style

Embedded Assessment 2 - Writing an argumentative essay

Narrative Writing and Techniques

Embedded Assessment 1 – Writing a short story

novels Edgar Allen Poe Junior Great Books

• Shared Inquiry Assist 3000 – Used Weekly

Elementary GT Curriculum Pacing Guide Grade: 8 Quarter 2

READING/ELA VOCABULARY WRITING

DOL – Used Daily Simple Solutions Grammar

• 1 Lesson per day • Quizzes after every 4 lessons

Essential Questions

• What makes a good story? • What are the elements of style

analysis? SpringBoard Unit 2 – Defining Style (2.10-2.23)

• Analyze theme and central idea • Analyze words and phrases as

used in text including figurative and connotative meanings

• Analyze word choice on meaning and tone

• Cite textual evidence • Analyze the subject of a subject

or key scene in two different artistic mediums

Essential Questions

• What impact does context have on a novel and the impact of its readers?

Sadlier-Oxford Vocab. Workshop Units 5-8 & Review Assessments after each unit Acquire and use vocabulary for reading, writing, and speaking Academic Vocabulary SpringBoard ELA

• Verify • Commentary • Textual evidence • Context • Primary source • Secondary source • Parenthetical citations • Rhetoric • Audience analysis • Valid • Censor • Censorship

Informative/explanatory Texts

Introduce a topic and organize complex ideas, concepts, and information

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

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.

Establish and maintain formal style and objective tone

Embedded Assessment 2 – Writing a style analysis essay

• How does a key scene from a novel contribute to the work as a whole?

Springboard Unit 3 – Coming of Age in Changing Times (3.1-3.8)

• Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

• Analyze how the author unfolds an analysis or series of events

• Analyze various accounts subject of a subject in two different mediums

• Determine words or phrases used in text (including figurative language, connotative and technical meaning

• Authors Point of View and Purpose

• Analyze seminal U.S. documents of historical and literary significance

• Cite textual evidence

Conduct short as well as more sustained research projects to answer questions or solve a problem

Apply knowledge of language and language function

Embedded Assessment 1 - Historical Investigation and Presentation

Young Authors Books

Novels for Literature Circles Choose from the list of 8th grade novels Charlie and the Chocolate Factory To Kill a Mockingbird Junior Great Books

• Shared Inquiry Assist 3000 – Used Weekly

Elementary GT Curriculum Pacing Guide Grade: 8 Quarter 3

READING/ELA VOCABULARY WRITING

DOL – Used Daily Simple Solutions Grammar

• 1 Lesson per day • Quizzes after every 4 lessons

Essential Questions

• What impact does context have on a novel and the impact of its readers?

• How does a key scene from a novel contribute to the work as a whole?

Springboard Unit 3 – Coming of Age in Changing Times (3.9-3.23)

• Cite textual evidence • Analyze how complex

characters develop over the course of a text

• Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Sadlier-Oxford Vocab. Workshop Units 9-12 & Review Assessments after each unit Acquire and use vocabulary for reading, writing, and speaking Academic Vocabulary SpringBoard ELA

• Context • Primary source • Secondary source • Parenthetical citations • Rhetoric • Audience analysis • Valid • Censor • Censorship • Complementary • Emulate • Interpretation • Elaborate

Informative/explanatory Texts

Introduce a topic and organize complex ideas, concepts, and information

Provide a concluding statement that supports information or explanation presented

Develop the topic with well-chose, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Write arguments to support claims

Introduce precise claims, distinguish the claims from alternate or opposing claims

Embedded Assessment 2 – Writing a Literary Analysis Essay

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

• Determine a theme or central idea

• Analyze the subject of a subject or key scene in two different artistic mediums

• Determine the meaning of words or phrases used in text (including figurative language, connotative and technical meaning

• Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

• Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning

Essential Questions • What is poetry? • What can a writer learn from

studying an author’s craft and style?

Acquire and use accurately general academic and domain specific words

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

Planning, revising, editing, rewriting

Embedded Assessment 1 – Creating a Poetry Anthology

Draw evidence from literary or informational texts to support analysis, reflection, and research

Conduct short as well as more sustained research projects to answer questions or solve a problem

Embedded Assessment 2 – Analyzing and presenting a poet

Young Authors Books

SpringBoard Unit 4 – Exploring Poetic Voices

• Cite textual evidence • Determine the meaning of

words or phrases used in text (including figurative language, connotative and technical meaning

• Determine theme or central idea

• Analyze how complex characters develop over the course of a text

• Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Novels for Literature Circles Choose from the list of 8th grade novels To Kill a Mockingbird Poetry

Junior Great Books

• Shared Inquiry Assist 3000 – Used Weekly

Elementary GT Curriculum Pacing Guide Grade: 8 Quarter 4

READING/ELA VOCABULARY WRITING

DOL – Used Daily Simple Solutions Grammar

• 1 Lesson per day • Quizzes after every 4 lessons

Essential Questions

• How do actors and directors use theoretical elements to create a dramatic interpretation?

• Why do we study Shakespeare?

Springboard Unit 5 –Coming of Age on Stage

• Cite textual evidence • Determine theme or central

idea • Determine a theme or central

idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text

• Analyze how complex characters develop over the

Sadlier-Oxford Vocab. Workshop Units 13-16 & Review Assessments after each unit Posttest Acquire and use vocabulary for reading, writing, and speaking Academic Vocabulary SpringBoard ELA

• Vocal delivery • Visual delivery • Argument • Evidence • Synthesis • Refutation

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

Conduct short as well as more sustained research projects to answer questions or solve a problem

Acquire and use accurately general academic and domain specific words

Write arguments to support claims

Introduce precise claims, distinguish the claims from alternate or opposing claims

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

Embedded Assessment 1 – Presenting a Dramatic Interpretation

course of a text • Analyze the subject of a subject

or key scene in two different artistic mediums

• Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise

• Read and comprehend literature

• Analyze how an author’s ideas or claims are developed and refined

• Analyze various accounts of a subject told in different mediums

• Determine an author’s point of view or purpose

• • Determine a theme or central

idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

• Determine a theme or central

Develop claims and counterclaims fairly, supplying evidence from each, pointing out strengths and limitations

Embedded Assessment 2 – Writing a Synthesis Argument

Young Authors Books

Research Report

idea • Analyze the subject of a subject

or key scene in two different artistic mediums

• Determine the meaning of words or phrases used in text (including figurative language, connotative and technical meaning

• Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

• Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning

Novels for Literature Circles Choose from the list of 8th grade novels Shakespeare Poetry The fault in their Stars Junior Great Books

• Shared Inquiry Assist 3000 – Used Weekly Independent Study Project

Novel  List

Title Author Lexile  Score

Grd

The  Secret  Garden Frances  Hodgson  Burnett 460 2.5Tales  of  a  Fourth  Grade  Nothing Judy  Blume 470 2.5The  Cage Ruth  Minsky  Sander 500 2.7Stone  Fox John  Reynolds  Gardiner 550 3Sarah,  Plain  &  Tall Patricia  MacLachlan 560 3And  Then  There  Were  None Agatha  Christie 570 3.1The  Whipping  Boy Sid  Fleischman 570 3.1If  You  Lived  in  Colonial  Times Ann  McGovern 590 3.3Star  Girl Jerry  Spinelli 590 3.3Because  of  Winn  Dixie Kate  DiCamillo 610 3.3Circle  of  Gold Candy  Dawson  Boyd 610 3.3McHiggins  the  Great Virginia  Hamilton 620 3.5Homecoming Cynthis  Voight 630 3.5White  Fang Jack  London 650 3.7Holes Louis  Sachar 660 3.7The  Face  on  a  Milk  Carton Caroline  B.  Cooney 660 3.7Darkness  Before  Dawn Sharon  Draper 670 3.9Number  The  Stars Lois  Lowry 670 3.9The  House  of  Dies  Drear Virginia  Hamilton 670 3.9Charlotte's  Web E.  B.  White 680 4If  You  Grew  Up  with  George  Washington Ruth  Below  Gross 680 4A  Day  No  Pigs  Would  Die Robert  Newton  Peck 690 4Wringer Jerry  Spinelli 690 4Catwings Ursula  K.  Le  Guin 700 4.1From  the  Mixed-­‐Up  Files  of  Mrs.  Basil  E.  Frankweiler E.  L  Konigsburg 700 4.1Navajo  Long  Walk Nancy  Armstrong 700 4.1Where  the  Red  Fern  Grows Wilson  Rawls 700 4.1Who  comes  with  Cannons Patricia  Beatty 700 4.1The  Story  of  the  White  House Kate  Waters 710 4.1A  Wrinkle  in  Time Madeleine  L’Engle 740 4.4The  True  Confessions  of  Charlotte  Doyle Avi 740 4.4

Novel  List

Title Author Lexile  Score

Grd

The  Outsiders S.  E,  Hinton 750 4.5The  Westing  Game Ellen  Raskin 750 4.5Sarah  Bishop Scott  O'Dell 760 4.6The  Best  Christmas  Pageant  Ever Barbara  Robinson 760 4.6The  Giver Lois  Lowry 760 4.6Great  Exploration David  Neufield 770 4.7My  Brother  Sam  is  Dead James  Lincoln  Collier 770 4.7The  Sign  of  the  Beaver Elizabeth  George  Speare 770 4.7Tuck  Everlasting Natalie  Babbitt   770 4.7Indian  in  The  Cupboard Lynn  Reed  Banks 780 4.8The  Glory  Field Walter  Dean  Myers 800 5Bridge  to  Terabithia Katherine  Paterson 810 5Charlie  and  the  Chocolate  Factory Roald  Dahl 810 5Goodbye  Vietnam Gloria  Whelan 810 5Maniac  Magee Jerry  Spinelli 820 5.2The  City  in  the  Lake Rachel  Neumeier 840 5.5The  Witch  of  Blackbird  Pond Elizabeth  George  Speare   850 5.5If  You  Traveled  West  in  a  Covered  Wagon Ellen  Levine   860 5.6James  and  the  Giant  Peach Roald  Dahl 870 5.8The  Light  in  The  Forest Conrad  Ritcher 870 5.8The  View  From  Saturday E.  L.  Konigsburg 870 5.8Harry  Potter  and  the  Goblet  of  Fire J.  K.  Rowling 880 5.9Harry  Potter  and  the  Prisoner  of  Askaban J.  K.  Rowling 880 5.9Harry  Potter  and  the  Sorcerers  Stone J.  K.  Rowling 880 5.9Caddie  Woodland C.  R.  Brink 890 5.9Shiloh Phyllis  Reynolds  Naylor 890 5.9The  Red  Badge  of  Courage Stephen  Crane 900 6Old  Yeller Fred  Gibson 910 6Roll  of  Thunder,  Hear  My  Cry Mildred  Taylor 920 6.3Our  World  of  Mysteries Suzanne  Lord 930 6.4

Novel  List

Title Author Lexile  Score

Grd

The  Golden  Compass Philip  Pullman 930 6.4Harry    Potter  and  the  Chamber  of  Secrets J.  K.  Rowling 940 6.5One  Upon  a  Time  in  the  North Phillip  Paulman 940 6.5The  Lion,  Witch  and  Wardrobe   C.  S.  Lewis 940 6.5Bud,  Not  Buddy Christopher  Paul  Curtis 950 6.7The  Pigman Paul  Zindel 950 6.7Mr.  Blue  Jeans Maryann  N.  Weidt 960 6.7Eragon Christoher  Paloni 970 6.9Island  of  the  Blue  Dolphins Scott  O'Dell 1000 7.4The  Phantom  Tollbooth Norton  Juster 1000 7.4The  Watsons  Go  to  Birmingham Christopher  Paul  Curtis 1000 7.4The  Wizard  of  Oz L.  Frank  Baum 1000 7.4The  Eygpt  Game Zilpha  Keatley  Snyder   1010 7.5Hatchet Gary  Paulsen 1020 7.7Harry  Potter  and  the  Half  Blooded  Prince J.  K.  Rowling 1030 7.9April  Morning Howard  Fast 1050 8.2Tales  of  Real  Escape Paul  Dowswell 1060 8.5Anne  Frank:  Beyond  the  Diary Ruud  van  der  Rot  and  Rian  Verhoeven 1070 8.6D'Aulaires  Book  of  Greek  Myths Edgar  Parin  d'Aulaire 1070 8.6Blizzard Jim  Murphy 1080 8.8The  Diary  of  Anne  Frank Anne  Frank 1080 8.8Amos  Fortune  Free  Man Elizabeth  Yates 1090 8.8Across  Five  Aprils Irene  Hunt 1100 8.9Castle David  MacCaulay 1180 10.3Where  the  River  Runs Nancy  P.  Graff 1340 13.7Animal  Farm George  Orwell 1370 13.9The  Death  of  Lincoln:  A  Picture  History  of  the  Assassination Leroy  Hayman Not  Assigned 4.5Nothing  But  the  Truth Avi Not  Assigned 6.9

Novel  List

SubjectFriendship

Colonial  DaysMidieval  TimesMysteryNF-­‐Colonial  Times

Missing  Child**Adult  Content**

HolocaustUnderground  Railroad

Great  Depression

Underground  Railroad/Civil  War

Science  Fiction

Novel  List

Subject1950'sMysteryRevolutionary  War

Science  Fiction/Government/CommunitiesNFRevolutionary  War

Grief/Relationships

NF-­‐Westward  ExpansionFantasy/Insects

Witchcraft  and  WizardryWitchcraft  and  WizardryWitchcraft  and  WizardryNative  Americans  (1864-­‐65)Internal  Struggle/Animal  Abuse

Racism/Civil  Rights

Novel  List

Subject

Witchcraft  and  Wizardry

Fantasy  Englan  WW  II

NF-­‐Levi  Strauss

Scince  FictionRacism/Civil  Rights

Witchcraft  and  Wizardry

NFNF-­‐HolocaustMythology

NF  Diary/Holocaust

Civil  WarNF-­‐CastlesNF-­‐Cambodian  Refugees

NF-­‐BiographyBill  of  Rights/Point  of  View/Freedom  of  Speech

Vocabulary  Workshop  –  Grade  8  

Strand:  Language    

Topic:  Vocabulary  Acquisition  and  Use    

Standard  Statements      

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

a.  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.    

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

c.  Consult  general  and  specialized  reference  materials  (e.g.,  dictionaries,  glossaries,  thesauruses),  both  print  and  digital,  to  find  the  pronunciation  of  a  word  or  determine  or  clarify  its  precise  meaning  or  its  part  of  speech.    

d.  Verify  the  preliminary  determination  of  the  meaning  of  a  word  or  phrase  (e.g.,  by  checking  the  inferred  meaning  in  context  or  in  a  dictionary.    

   

5.  Demonstrate  understanding  of  figurative  language,  word  relationships,  and  nuances  in  word  meanings.    

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

b.  Use  the  relationship  between  particular  words  to  better  understand  each  of  the  words.    

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

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.