Download English 8 Curriculum Map

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