ELA 8 Textbook Pacing Guide Quarter 1

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1 1 ELA 8 book Pacing Guide Quarter 1 book Pacing Guide The following stories and non-fiction articles are in the textbook. The assignments are tied directly to a specific standard. Teachers are required to address each standard during the appropriate quarter. Quarter benchmark tests will test student mastery of the standards, including both essential and focus standards. Essential Standards Focus Writing Style: Expository Writing- basic skills & informational writing Essential Standards: RI/RL 1: Cite text evidence, L1: Grammar and conventions, L4 and L6: Vocabulary, W4 and W5: produce writing and editing RI-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. Robots Get a Feel For the World at USC Viterbi, pg. 166 book Assignment Pgs Pg. 170 Comprehension Pgs Pg. 31 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. book Assignment The Measure of a Man, pg. 172 Pgs. 2-9 Pg. 180 Comprehension Pgs Focus Standards: RI/RL-1: ual evidence L1: Grammar and Conventions L4 & L6: Vocabulary W4 & W5: Produce Writing and Editing W-2: Informative/ Explanatory Writing L-3: Conventions of Writing RI/RL-2: Theme and central idea RI/RL-3: Plot Focus Standards

2 2 W-2: Write informative/ explanatory texts, including career development documents (e.g. simple business letters and job applications), to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. book Assignment Human vs. Machine Set Pgs Pg. 139 Writing Assignment: Can All Conflicts Be Resolved? a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. book Assignment Humans vs. Machines Set Pgs See above b Develop the topic with relevant, well chosen facts, definitions, concrete details, quotations, or other information and examples. book Assignment Humans vs. Machines Set Pgs See above c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. book Assignment Humans vs. Machines Set Pg. 201 See above d Use precise language and domain-specific vocabulary to inform about or explain the topic. book Assignment Humans vs. Machines Set Pgs See above e Establish and maintain a formal style book Assignment Humans vs. Machines Set Pgs See above

3 3 f Provide a concluding statement or section that follows from and supports the information or explanation presented book Assignment Humans vs. Machines Set Pg. 202 See above L-1: Demonstrate the command of conventions of standard English grammar and usage when writing or speaking. book Assignment Pgs The Story Teller, pg. 92 Pgs Pg. 100 Conventions: Principle Parts of Verbs a Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. book Assignment The Story Teller, pg. 92 Pg. 327 b Form and use verbs in active and passive voice. book Assignment The Story Teller, pg. 92 Pg. 329 c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. book Assignment The Story Teller, pg. 92 Pg. 331 d Recognize and correct inappropriate shifts in verb voice and mood. book Assignment The Story Teller, pg. 92 Pg. 333

4 4 L4 Determine or clarify the meaning of unknown words and multiple meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. book Assignment Julie and the Turing Test, pg. 160 Pgs Pg. 163 Academic Vocabulary Pgs 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. book Assignment Julie and the Turing Test, pg. 160 Pgs b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). book Assignment Julie and the Turing Test, pg. 160 Pgs 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. book Assignment Julie and the Turing Test, pg. 160 Pgs 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). book Assignment Julie and the Turing Test, pg. 160 Pgs

5 5 L6: 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. book Assignment Julie and the Turing Test, pg. 160 Pg. 357 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. book Assignment The Flowers for Algernon, pg. 52 Pgs Pg. 89 Research and Technology Pg. 25 RL-2: 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. book Assignment The Flowers for Algernon, pg. 52 Pgs Pg. 87 Literary Analysis Pg. 89 Writing to Sources Pgs RI-3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). The Finish of Patsy Barnes, pg. 104 The Drummer Boy of Shiloh, pg. 112 book Assignment Pgs Pg. 119 Timed Writing Pgs

6 6 RL-3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of character, or provoke a decision. The Finish of Patsy Barnes, pg. 104 The Drummer Boy of Shiloh, pg. 112 book Assignment Pgs Pg. 111 Critical Thinking Pg. 118 Critical Thinking Pgs L3: Use knowledge of language and its conventions when writing, reading, speaking, or listening. book Assignment The Tell-Tale Heart, pg. 38 Pgs Pg. 47 Literary Analysis Pgs Pg. 15 a Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). book Assignment The Tell-Tale Heart, pg. 38 Pgs Pg. 15 W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. book Assignment Who Can Replace a Man, pg. 140 Pgs Pg. 152 Writing to Sources Pgs Pg. 21 W5: With some guidance and support from peers and adults; develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. book Assignment The Ballad of John Henry, pg. 154 Pgs Pg. 159 Writing to Sources: Argument Pgs

7 7 ELA 8 book Pacing Guide Quarter 2 book Pacing Guide The following stories and non-fiction articles are in the textbook. The assignments are tied directly to a specific standard. Teachers are required to address each standard during the appropriate quarter. Quarter benchmark tests will test student mastery of the standards, including both essential and focus standards. Essential Standards Focus Writing Style: Argumentative Essential Standards: RI/RL 1: Cite text evidence, L1: Grammar and conventions, L4 and L6: Vocabulary, W4 and W5: produce writing and editing RI-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. book Assignment Why Leaves Turn Color in the Fall, pg. 264 Pg. 3 Pg. 269 Timed Writing 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. book Assignment Tears of Autumn, pg Pg. 4 Pg. 321 Research The Immigration Boom history poster Pg. 111 Focus Standards L5: Figurative Language W1: Write arguments and support claims with clear reasons and relevant evidence W2: Write informative/ explanatory texts RI/RL-6: Point of View and Author s Claim RI/RL-7: Multimedia; analyze text to a modern day production RI/RL-8: Evaluate specific claims in text W-2: Write informative/ explanatory texts, including career development documents (e.g. simple business letters and job applications), to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

8 8 Performance Task: Creating a Formal Essay There are two essay topics students can choose from: Comparing/Contrasting Brown vs. Board of Education to Woman s Suffrage Comparing/ Contrasting the emancipation of slaves to the Civil Rights movement book Assignment Pg Formal Essay a Introduce a topic or thesis statement clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension. book Assignment Brown vs. Board of Education, pg Pgs. 118, 305 Pg. 885 Research Thurgood Marshall s Contributions to Civil Rights Multimedia Presentation Pgs. 293, 295 b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. book Assignment Woman s Right to Suffrage, pg pgs. 306, 308 Pg. 889 Research The Women s Movement Pg. 298, 299 c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. book Assignment Emancipation from Lincoln: A Photobiography, pg pg. 118, 305, 307 Pg. 289 Pg. 214

9 9 d Use precise language and domain-specific vocabulary to inform about or explain the topic. book Assignment Runagate Runagate, pg pg. 305, 307 Pg. 865 From to Topic: Questions for Discussion. e Establish and maintain a formal style. book Assignment Pg. 279, 280, 281 The American Dream, pg pg. 306, 308 Pg. 859 Research Civil Rights Leaders Pg. 211 f Provide a concluding statement or section that follows from and supports the information or explanation presented. book Assignment Nonviolence Tree, pg. 896 pg. 305, 307 Pg. 897 Integration of Knowledge and Ideas: Question 4 L-5: Demonstrate understanding of figurative language word relationships, and nuances in word meanings. book Assignment I Know Why the Caged Bird Sings, pg pg pg. 330 Language Study and Literary Analysis a Interpret figures of speech (e.g. verbal irony, puns) in context. book Assignment Poetry Collection 2, pg Emily Dickinson; Patricia Hubbell; Langston Hughes; Richard Garcia Pg. 114 pg pg. 385 Literary Analysis Pg. 137, 139 Pg

10 10 b Use the relationship between particular words to better understand each of the words. Poetry Collection 1, pg Walter de la Mare; Alfred, Lord Tennyson; Eleanor Farjeon; Eve Merriam book Assignment pg pg. 373 Literary Analysis Pg c Distinguish among the connotations (associations) of words with similar denotations. book Assignment Pg Poetry Collection 4, pg pg pg. 411 & 413 Pg W1: Write arguments to support claims with clear reasons and relevant evidence. Choose one of the four substandard articles to more deeply analyze, and write a formal, argumentative essay. book Assignment pg a Introduce claim (s), acknowledge and distinguish the claim (s) from alternate or opposing claims, and organize the reason and evidence logically. book Assignment Study Finds Americans Increasingly Rooted, pg. 332 pg pg. 334 Pg b Support claim (s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. book Assignment Gentleman of Rio en Medio by Juan Sedillo, pg pg. 165 pg. 304 Pg

11 11 c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. book Assignment The Measure of a Man, pg pg pg. 180 Pg d Establish and maintain a formal style. book Assignment Writing Process, pg. 426 **Performance Task** Pgs Pg Practice the Writing Process e Provide a concluding statement or section that follows from and supports the argument presented. book Assignment We the People, pg. 193 Pg. 191 Pgs : Workshop RI-6: 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. book Assignment The Trouble With Television, pg pg. 151 pg. 243 & 245 Pg Pg. 43 RL-6: Analyze how differences in the point of view of the character and audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. book Assignment The Tell-Tale Heart, pg pg pg. 47 & 49 Pgs Pg. 15

12 12 RI-7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video or multimedia) to present a particular topic or idea. Choice: A Tribute to Martin Luther King, Jr, pg book Assignment pg. 69, 158 Pg. 311 Pg. 664 Performance Task Pg Pg. 51 RL-7: 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 the director or actors. Anne Frank: Act I & II, pg **This is a long text. Allow two weeks or more** book Assignment pg. 69 Pgs. 593 & 595 Pgs RI-8: Determine 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. Harriet Tubman: Conductor of the Underground Railroad, pg. 210 Pgs book Assignment Pg. 221 Integration of Knowledge and Ideas Pgs Pgs. 104

13 13 ELA 8 book Pacing Guide Quarter 3 book Pacing Guide The following stories and non-fiction articles are in the textbook. The assignments are tied directly to a specific standard. Teachers are required to address each standard during the appropriate quarter. Quarter benchmark tests will test student mastery of the standards, including both essential and focus standards. Essential Standards Focus Writing Style: Narrative Essential Standards: RI/RL 1: Cite text evidence, L1: Grammar and conventions, L4 and L6: Vocabulary, W4 and W5: produce writing and editing. RI-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. book Assignment Maya Ying Lin, pg. 227 Pgs. 90, 91, 97 Pg. 233 Literary Analysis Pgs Pg. 38 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. book Assignment Kindertransport, pg. 678 Pgs. 2-9 Pg. 709 Craft and Structure Focus Standards L2: Mechanics of Writing W9: Draw Evidence from Literary or informational texts W3: Write Narratives RI/RL-4: Figurative and Connotative Meanings RI/RL-5: Compare and Contrast two or more texts RI/RL-9: Analyze how modern works draws on myths and traditional stories Pgs Pg. 166

14 14 W-3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Choose from three sub-standard narrative essay topics, one from each reading selection. book Assignment Pgs Narrative Essay Pgs a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. book Assignment Allin-One Anne Frank Diary of a Young Girl, pg. Pgs. 208 Pg. 16 Literary Pgs Pg Analysis b Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. book Assignment Allin-One Anne Frank Remembered, pg. 718 Pgs Pg. 724 Narrative Pgs Pacing c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. book Assignment Allin-One Night by Eli Wiesel, pg. 726 Pgs. 213, 215 Pg. 736 Literary Pgs Analysis d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. book Assignment Allin-One Remarks on a visit to Buchenwald, pg. 738 Pgs Pg. 740 Literary Analysis Pgs

15 15 e Provide a conclusion that follows from and reflects on the narrated experiences and events. book Assignment Allin-One Local Holocaust Survivors and Liberators attend opening event for exhibition, pg. 742 Pg. 214 Pg. 745 Writing to Sources: Narrative Pgs L-2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. book Assignment Allin-One An Episode of War, pg. 808 Pgs Pg. 816 Conventions Pgs Pg. 206 a Use punctuation (comma, ellipsis, dash) to indicate a pause or break. book Assignment Allin-One Harriett Beecher Stowe, pg. 874 Pgs Pgs b Use an ellipsis to indicate an omission. book Assignment Allin-One Out of the Dust, pg. 796 Pgs Pg. 804 Conventions Pgs c Spell correctly. book Assignment Address to the wealth club of San Francisco, pg. 890 Allin-One Pgs Pgs W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. book Assignment Allin-One (See sub-standards) Pgs (See sub-standards)

16 16 a Apply grade 8 standards to literature. book Assignment Oh Captain, My Captain, pg. 419 Pgs Pg. 420 Critical Thinking b Apply grade 8 standards to nonfiction. book Assignment Science and the Sense of Wonder, pg. 248 Pgs Pg. 253 Literary Analysis Allin-One Pgs Allin-One Pgs RI-4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. book Assignment Forest Fire, pg. 258 Pgs Pg. 261 Critical Thinking Allin-One Pgs RL-4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Old Man, pg. 442 For My Sister Molly Who In the Fifties, pg. 444 Pgs book Assignment Pgs Activities Allin-One Pgs Pgs RI-5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. book Assignment Travels with Charley, pg. 290 Pgs Pg. 297 Craft and Structure Allin-One Pgs Pg. 46

17 17 RL-5: Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. The Governess page 642 The Ninny page 654 Pgs book Assignment Pg. 653 Comparing Adaptations to Originals Allin-One Pgs Pg. 160 RI-9: Analyze 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. Billy Elliott, pg. 507 The Miracle Worker, pg. 510 Pg book Assignment Pg. 506 Workshop Allin-One 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. Davy Crocket s Dream, pg. 820 Paul Bunyan of the North Woods, pg. 823 book Assignment Pgs Pg. 822 Critical Thinking Pg. 825 Critical Thinking Allin-One Pgs

18 18 ELA 8 book Pacing Guide Quarter 4 book Pacing Guide The following stories and non-fiction articles are in the textbook. The assignments are tied directly to a specific standard. Teachers are required to address each standard during the appropriate quarter. Quarter benchmark tests will test student mastery of the standards, including both essential and focus standards. Essential Standards Focus Writing Style: Research Paper Essential Standards: RI/RL 1: Cite text evidence, L1: Grammar and conventions, L4 and L6: Vocabulary, W4 and W5: produce writing and editing. RI-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. Tutoring benefits seniors health students skills, pg. 484 Return of the Multi-Generational Household, pg. 490 Pgs book Assignment Pg. 488 Activities Pg. 494 Activities Pgs 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. book Assignment Cub Pilot on the Mississippi, pg. 464 Pgs Pg. 474 Activities Pgs Pgs RI/RL-1: ual Evidence W-6: Use technology to publish writing W-7: Conduct short research papers W-8: Multiple print and digital sources Focus Standards

19 19 W-6: Using 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. book Assignment Coyote Steals the Sun and Moon, pg. 776 Pgs Pg. 781 Writing to Sources Pgs W-7: Conduct short research projects to answer a question (including a self-generating question), drawing on several sources and generating additional related, focused questions that will allow for multiple avenues of exploration. From The Adventures of Tom Sawyer, pg. 757 Water Names, pg. 763 Pgs book Assignment Pg. 767 Integration of Knowledge and Ideas 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. book Assignment Thank You, Ma am, pg. 476 Pgs Pg. 483Investigate the Topic Pgs