8th+Grade+Language+Arts


 * ~ Unit ||~ Start Date (duration) ||~ Essential Questions ||~ Content / Concepts ||~ Skills ||~ Texts ||~ Supporting / Supplementary Materials ||~ **Assessment** ||~ **Common Core** ||
 * || First unit of the year until Sukkot break || What makes a short story short? What are elements of plot? What can we learn from each short story we read? What are the characteristics of short stories? || Each story contains plot elements and a theme.

At the end of the unit, students will be able to identify elements of plot in a short story. || Reading comprehension, finding various plot elements in the a short story, find the themes in the story || Cliffhangers ("To Build a Fire" by Jack London, "Bargain" and "Lincoln is Shot") comedies ("Ninki" by Shirley Jackson and "The Ransom of Red Chief") || questions in a study guide; act out the stories; write creatively; blog about each story || a. quizzes b. class discussions c. exam at the end of the unit d. blog posts e. creative and critical writing responding to the stories || RL1,RL2,RL3, RL6, W2a-f, W6, W10, SL1a-d, SL4, SL5, SL6 ||~  ||   ||   ||   ||   ||   ||   ||   ||   || comprehensive end of book game (student generated alternative assessment) || W10, SL6, L4a-d, L5a-c, L6 ||
 * || 20 weeks usually starting the first full week of school assigned every five day week of school for 20 weeks || How can we incorporate new words into our working vocabularies? || new words (definitions for all and synonyms, antonyms for most words) || be able to spell, define and apply the words in sentences || Wordly Wise 8 || online version of book for exercises, games the students can access from home || spelling and vocabulary tests for each lesson
 * || 4-6 weeks

Fall of 2010

Spring of 2012? || What is poetry? How is poetry read? What are terms that help us discuss poetry? || selected poems from the literature book || identifying poetic elements

interpreting and evaluating poetry

appreciation of poetry || Elements of Literature textbook Longfellow's "Paul Revere's Ride"; Carroll's "The Walrus and the Carpenter"; Poe's "The Raven" every poem in the text book || poems from popular culture that are posted on the bulletin board; poetic terms posted on BB; original poems || writing an original poem graded homework reflecting on poems read quizzes poetry unit test on terms and content || RL1,RL2,RL3, RL4, W10, L5a || memoir of one of the Little Rock 9 (in conjunction with Mrs. Kutliroff and US History) 6-9 weeks || What is memoir? What are the events that led up to the integration of Central High? What are the social, political, moral components of prejudice and civil rights? || understanding the timeline of events
 * || Civil Rights literature

understanding Melba's decision to integrate || critical reading

fact vs fiction

identify and discuss the role of media and government during this time period || "Warriors don't Cry" Melba Patillo Beals || material from FHAO, including study guide and other supplemental material || group work on various aspects of memoir (diary entries, role of media, role of gvt, timeline of events) and a presentation of information (timeline, PPT, etc) essay on novel class discussion || Rl1, RL2, RL3, RL5, RL6, RL7, RL9, RI1, RI2, RI3, RI4, RI5, RI6, W1a-e, W2a-f, W4, W5, W6, W8, W9, SL1a-d, SL2, SL4, SL5, SL6 || 6-8 weeks || Why write a diary during the Holocaust? || diarists memoir partisans || understanding POV and purpose through diarists
 * || Jewish identity

understand life of partisan || "I'm Still Here" doc from FHAO. other FHAO material "Diary of Anne Frank" || jewishpartisans.org || essay on Jewish identity for Torah Atlanta contest

essay to contribute to jewish partisan essay contest

discussions || RL4, RL7, RL9, RI4, RI5, RI6, W1a-e, W2a-f, W4, W5, W6, W8, W9, W10, SL1a-d, SL2, SL4, SL5, SL6 ||  critical reading  mechanics of writing  assorted exercises presented daily; || texts used in class
 * || weekly assignments throughout the year || What is the importance of self-expression and how do I organize my thoughts? || Writing a weekly English journal || Writing Skills; Grammar and Punctuation; organization; critical reading and writing; analytical skills || n/a || marble composition notebook (used for 7th and 8th grades) || weekly feedback on journal entries is design to help refine the skills necessary to write a creative, interesting journal || W4, W5, W6, W10 ||
 * || on going || What are the important elements of grammar and how are they used correctly? What is the benefit of good proofreading and how can I become better at it? || Becoming a better writer || Grammar and Punctuation

"Warriner's" green book || Everyday edits (daily drills) || Creative Grammar handbook reflecting grammar rules and application of those rules

Ongoing assessment in weekly writing || L2a and c, || myths, legends, tale tales, ||  ||   ||   ||   ||   ||   ||   || 6-10 weeks || How does societal pressure affect the members of Maycomb,AL? What are the consequences of racism? ||  || Critical reading, character development, themes in a story || TKAM ||   ||   || RL1, RL2, RL3,RL5, RL6, RL7, RL9. RL10, RI1, RI2, RI3, RI4, RI5, RI6,RI7, W1a-e, W2a-f, W4,W5, W6, SL1a-d, SL4, SL5, SL6 ||
 * || American tradition
 * || Novel Studies