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Unit Time Frame Essential Questions Academic Vocabulary Content Common Summative Assessments Skills English 8 Curriculum Map (Page 1 of 2) Unit 2: Novel Study: Unit 1: Short Story Unit 3: Oral History The Pearl by Steinbeck September/October November/December January What are the common human experiences that we all share? What role does fate or destiny play in life? Protagonist, antagonist, plot, exposition, rising action, climax, falling action, resolution, theme, conflict (internal/external), point-of-view (first, third, omniscient, unreliable narrator), characterization (direct/indirect), tone, suspense, symbolism, foreshadowing, author’s purpose Teach a minimum of three common stories: “Raymond’s Run” by T. C. Bambara “Tell-Tale Heart” by E. A. Poe “Landlady” by R. Dahl “Treasure of Lemon Brown” by W. D. Myers Reading Strategies Literary Elements and Terms Plot Development Literary Analysis Writing The Pearl by John Steinbeck Reading Strategies Literary Elements and Terms Author’s Use of Lit Devices Author’s Purpose Theme Symbolism Imagery Plot Development Literary Analysis Writing Vocabulary: acute, audacity, brittle, congenial, derision, emanate, emerged, facades, gesticulations, impromptu, intently, ominous, rapacious, refrained, sagacity, sullen, tantalizing, tentatively, vexed Vocab Quizzes 3 Characterization Essay Prompts Mult-Paragraph Characterization Essay Common Short Story Unit Exam R2.2.3 Recognize, understand, and apply elements of literature (story elements) R2.3.3 Evaluate author’s use of literary devices to enhance comprehension R2.4.1 Analyze text to draw conclusions/develop insights R2.4.2 Analyze author’s purpose/influence of audience Apply before, during, and after reading strategies, for example: Make connections text-to-text, text-toself, and text-to-world. Activate prior knowledge Vocabulary: apprehensively, avarice, collusion, contemptuous, dissemble, incandescence, indigent, judicious, lament, lethargy, monotonous, parable, perception, perplexed, petulance, precipitate, remote, subjugate, undulating, weary Vocab Quizzes Multi-Paragraph Characterization Essay Common Pearl Unit Exam R2.2.3 Recognize, understand, and apply elements of literature (story elements) R2.3.3 Evaluate author’s use of literary devices to enhance comprehension R2.4.1 Analyze text to draw conclusions/develop insights R2.4.2 Analyze author’s purpose/influence of audience Apply before, during, and after reading strategies, for example: Make connections text-to-text, text-toself, and text-to-world. Activate prior knowledge How do stories of your family or friends affect your intellectual understanding and growth? Nonverbal communication, voice modulation, expression, tone, body language, gestures, eye contact, posture, articulation, pace/rate Interview Skills Note-taking Skills Recording and Oral History Presenting and Oral History to a Group Unit 4: Drama “The Diary of Anne Frank” February/March (or April/May) How does drama recreate the human experience? Five basic dramatic principles (crisis, conflict, complication, climax, resolution), flashback, shock of recognition, dramatic irony, static character, dynamic character, act, scene, stage directions, script, set, and prop Drama Vocabulary Elements of Drama “The Diary of Anne Frank” WWI Background Vocabulary: abruptly, animation, appalled, conspicuous, deport, disgruntled, forlorn, fortify, gingerly, hysterically, inarticulate, indicate, indifference, indignantly, loathe, ostentatiously, remorse, tyranny, unabashed, zeal Oral History Multi-Paragraph Essay Oral Presentation of Essay Comprehension and Vocab Quizzes Common Unit Test Multi-Paragraph Characterization Essay C3.3.1 Speaks with expression using purposeful volume, articulation, pace/rate, and tone. C3.3.1Uses posture, body language, eye contact, facile expression, and gestures to heighten and emphasize message. C4.1.1Seeks, considers, and use feedback from a variety of sources to improve communication C4.1.2 Analyzes and evaluates strength and weaknesses of others’ formal and informal communication using own or established criteria R2.2.3 Recognize, understand, and apply elements of literature (story elements) R2.3.3 Evaluate author’s use of literary devices to enhance comprehension R2.4.1 Analyze text to draw conclusions/develop insights R2.4.2 Analyze author’s purpose/influence of audience Apply before, during, and after reading strategies, for example: Make connections text-to-text, text-toself, and text-to-world. Activate prior knowledge Unit Time Frame Essential Questions Academic Vocabulary English 8 Curriculum Map (Page 2 of 2) Unit 5: Novel Study Grammar, Writing, and Communication Skills: Walk Two Moons Vocabulary Socratic Seminar April/May (or February/March) Throughout Year Throughout Year How do stories of human development affect your intellectual understanding and growth? Figurative language, metaphor, simile, hyperbole, personification, imagery, idioms, maxim, parallel structure, recurring theme Analysis Focus for Writing: Characterization Walk Two Moons by Sharon Creech Review of previously taught literary terms Content Common Summative Assessments Skills Vocabulary: astounding, besieging, colossal, diabolic, divulge, elaborate, fiend, gallantly, grotesquely, gullible, lunatic, malevolent, mischievous, nonchalantly, omnipotent, ornery, pandemonium, peculiar, pious, prudence Comprehension and Vocab Quizzes Common WTM Unit Exam Multi-Paragraph Characterization Essay R2.2.3 Recognize, understand, and apply elements of literature (story elements) R2.3.3 Evaluate author’s use of literary devices to enhance comprehension R2.4.1 Analyze text to draw conclusions/develop insights R2.4.2 Analyze author’s purpose/influence of audience Apply before, during, and after reading strategies, for example: Make connections text-to-text, text-toself, and text-to-world. Activate prior knowledge How does your understanding of grammar, vocabulary, and writing fundamentals support your reading and writing? Writing process, prewriting, drafting, editing, proofreading, transition, rubric, citation, parenthetical documentation, revising, 8 parts of speech, affix, prefix, suffix, root, antonym, synonym, 6-Traits Writing Writing Process Typing/Presentation (Stamp) Rubric (6-Trait Writing) 1. Content 2. Organization 3. Style, Word Choice, Voice 4. Conventions: Grammar (POS), citation, POS, Affixes and Roots, Sentence Structure. Vocabulary Strategies: Flashcards, Repetition, Picture, Non-examples, Examples Essays (See individual units) Vocab Quizzes (See individual units) W1.1 through W1.6 Demonstrates understanding and knowledge of writing process: 1. Write fluently in response to a prompt. 2. Produce varied and appropriate transitions. 3. Make independent improvements to written work through peer editing and revising. 4. Produce clear and focused topic sentences. 5. Demonstrate thinking in writing clearly and effectively through elaboration with details. How do your communication skills affect your life and the lives of those influenced by you? Socratic method, seminar, debate, opinion, evidence, fact, inquiry, human experience, discussion, cooperative investigation 1. 2. 3. Touchstones Discussion Project Volumes A, B, and C Acquisition of fundamental listening, speaking, and thinking skills Development of critical reading skills including: relating text and experience, utilizing questioning strategies, analyzing a text, supporting opinions with text, asking critical questions, exploring various interpretations Study Habits and Strategies Throughout Year Who are you, what are your qualifications for 8th grade, and what are your personal learning goals? Study Skills Note-taking strategies Reading strategies Library skills Organization Listening and following directions Goal setting Test-taking strategies Teacher/student communication evaluation Daily classroom work (formative and rubrics summative) Teacher/student content evaluation rubrics Teacher/student reflection C1.1.2 Applies a variety of listening and C1.1.2 Use note-taking strategies. observation skills/strategies to interpret R2.1 Establish and read for a purpose. information R2.1 Use before, during, and after reading C2.2.1 Uses communication skills that strategies. demonstrate respect R2.3.1 Use test-taking strategies. C2.3.1 Analyzes the effect of one’s own R2.1.7 Paraphrase and summarize communication style to monitor and adjust effectively. intercultural communication. R4.1.2 Establish personal goals C4.1.1Seeks, considers, and use feedback C1.2.2 Use listening and observation skills from a variety of sources to improve and strategies to focus attention and communication interpret information. C4.1.2 Analyzes and evaluates strength and weaknesses of others’ formal and informal communication using own or established criteria. Updated by S. Reed, S. Jerstad, H. Jensen, and S. Viafore on July 7, 2010