Virginia Sample Ela Curriculum Map

Spotsylvania County Schools Curriculum Map 2008-2009

www.spotsylvania.k12.va.us

Course: English Grade Level: 8

NineWeeks

Content and Essential Questions

Skills

Suggested Assessments / Resources

1st Nine Weeks

ORAL LANGUAGE Interview Techniques {ENG8.1} Grammatically Correct Language {ENG8.2}

ORAL LANGUAGE {ENG8.1}{ENG8.2} • Use interviewing techniques to gain information. • Determine the subject and purpose of an interview. • Create and record questions to elicit relevant responses. • Present findings in oral and written form. • Evaluate the effectiveness of the interviews using rubrics or checklists. • Use grammatically correct language.

ORAL LANGUAGE Classmate interviews and introductions. Write an interview for a character in literature. Write questions and role-play interview with peers. Prepare questions to conduct an interview with a member of the community. Summarize what was heard.

READING Word Analysis Word Origins {ENG8.4} Derivations, Inflections, Analogies {ENG8.4}

READING {ENG8.4}{ENG8.5} Word Analysis • Focus on word parts to define words. • Review and apply knowledge of word origins and derivations including the structure and meaning of Greek and Latin roots; prefixes that can be used to interpret meaning; and suffixes that indicate tense, part of speech, person, or number. • Use both context and reference skills independently to determine the nuance and connotation of words.

READING Definition maps and word webs. Create original words using Greek and Latin roots, prefixes, and suffixes. Create and solve analogies. Identify dictionary information: syllabification, pronunciation, part of speech, and etymology. Application of vocabulary in writing. Response journals/learning logs. Oral and written explanations or summaries. Visual representations: Venn diagrams, charts, plot pyramids, illustrations, story maps, and other appropriate graphic organizers. Discussion: Literature Circles Transform a short story by changing a literary feature such as a character, setting, point of view, or ending. Student work: story collage, storyboard Predict the next series of actions in a story and/or write the beginning of a sequel. Students create an expanded chart of additional types of tone and discuss subtle differences.

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Suggested Assessments / Resources

1st Nine Weeks (cont’d)

Comprehension Spotsy Big 7: • Predict and Connect Prior Knowledge {ENG8.5} • Create Sensory Images • Draw Conclusion {ENG8.6}

Comprehension • Read at and beyond the literal level, using the reading process to predict, question, clarify, infer, organize, compare, summarize and synthesize short stories and biographical text: - activate prior knowledge before reading - make, confirm, and revise predictions - make text-text, text-self, text-world connections - use images to be immersed in the details of the text and increase engagement • Draw conclusions based on implied and explicit information.

Predict and Connect and Create Sensory Images Suggested Titles from Prentice Hall Timeless Voices Timeless Themes:

Elements of Literature Short Story {ENG8.5} Short Story Elements {ENG8.5} Main Idea or Theme {ENG8.5} Tone {ENG8.5} Biography {ENG8.5} Point of View (ENG8.5}

Elements of Literature • Recognize and understand the characteristics of short story and biography. • Understand the elements of story including setting, characters (static and dynamic), external and internal conflicts, and plot as applied to the genres short story and biography. • Understand external conflicts such as individual vs. individual, individual vs. nature, individual vs. society, individual vs. supernatural, or individual vs. technology. Understand internal conflict as individual vs. self. • Understand the components of plot: initiating event, rising action, climax, falling action, resolution, and theme. • Describe inferred main ideas or themes using evidence from the text. • Define author’s tone including: serious, solemn, sarcastic, objective, enthusiastic, humorous, hostile, disapproving, personal, and impersonal. • Understand point of view as the way an author reveals events and ideas in a story.

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Short Story “Charles” pg. 22-26 “Up the Slide” pg. 156-162 “A Ribbon for Baldy” pg. 380-383 “The White Umbrella” pg. 384-392 “Cub Pilot on the Mississippi” pg. 100-108 “Hamadi” and “The Day I Got Lost” pg. 534546 “Grandma Ling” pg. 67-73 “Drummer Boy of Shiloh” pg.6-12 “Emancipation” pg. 256-262 “The Secret” pg. 118-124 Excerpts from novels Flowers for Algernon pg. 182-210 from I know Why the Caged Bird Sings pg. 3238

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Content and Essential Questions

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1st Nine Weeks (cont’d)

WRITING Plan, Compose, Revise Narrative Writing {ENG8.7} Writing Process {ENG8.7} Domains of Writing: Composing {ENG8.7} Prewriting Strategies {ENG8.7} Revision Techniques {ENG 8.7}

WRITING {ENG8.7} Plan, Compose, Revise • Employ narrative writing to tell a story. • Understand and use the steps in the writing process independently and with peer groups: planning, drafting, revising, proofreading, editing, and publishing. • Understand and apply the elements of composing: central idea, elaboration, unity, and organization. • Use a variety of prewriting strategies: brainstorming, webbing, mapping, outlining, clustering, listing, and graphic organizers. • Revise writing for appropriate organization and transitions among paragraphs. • Understand that revision includes rereading, reflecting, rethinking, and rewriting a drafted piece to make it better.

WRITING Student work: prewriting lists, webs/maps, clusters, or graphic organizers Original paragraphs and essays Compare and contrast two drafts to identify and articulate the features for improvement. SOL Writing Rubric: Composing

Edit for Correct Usage Review Functions of the Parts of Speech {ENG8.8} Verb Tense {ENG8.8} Subject-Verb Agreement{ENG8.8} SOL Writing Rubric: Peer and Self Assessment {ENG8.7} Word Processing Technology {ENG8.7} Sentence Fragments{ENG8.8} Sentence Run-ons(ENG8.8}

2nd Nine Weeks

ORAL LANGUAGE Notetaking Strategies {ENG8.2} Oral Presentations {ENG8.1} Grammatically Correct Language {ENG8.2}

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Edit for Correct Usage • Identify the parts of speech as they function in a sentence (e.g. subject-verb agreement) • Maintain consistent verb tense (present, past, future) across paragraphs. • Use a singular verb with a singular subject and a plural verb with a plural subject. • Identify fragments and run-ons in a passage. • Understand and use the SOL Writing Rubric as a tool to assess peer and own writings. • Use word processing technology available in classroom, lab, or media center. ORAL LANGUAGE {ENG8.1}{ENG8.2} • Understand and apply effective strategies for notetaking such as abbreviations, graphic organizers, key words, and other recording devices as needed. • Develop and deliver oral presentations in groups and individually. • Choose topic and purpose appropriate to the  

ORAL LANGUAGE Student presentations Student work: notes

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NineWeeks

Content and Essential Questions

2nd Nine Weeks (cont’d)

Suggested Assessments / Resources

audience. • Choose vocabulary and tone appropriate to the audience, topic, and purpose. • Use appropriate verbal and nonverbal presentation skills. • Respond to audience questions and comments. • Use grammatically correct language. • Critique oral presentations.

READING Comprehension Spotsy Big 7: • Ask Questions of the Text • Summarize • Make Inferences and Draw Conclusions

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Skills

READING Comprehension Read at and beyond the literal level, using the reading process to predict, question, clarify, infer, organize, compare, summarize, and synthesize narrative text: - question the text to clarify meaning and enhance understanding - understand that many questions aren’t answered by the text, but are left to the reader’s interpretation (inferred) - summarize to take the information from reading to remember; each bit of information adds to the construction of meaning • Read at, and beyond the literal level, including making inferences, i.e. making judgments or drawing conclusions based what the author implied. • Make inferences and draw conclusions on explicit and implied information. • Use evaluation and conclusion to make reasonable inferences about what has been read by combining new information with what was known prior to reading. • Understand that the writer implies and the reader iners.

 

READING Response journals/learning logs Oral and written explanations Visual representations: Venn diagrams, charts, plot pyramids, illustrations, story maps, and other appropriate graphic organizers Discussion: Literature Circles Student products: story collage, book advertisement, book jacket, diorama, character sketch, book review, storyboard Essay to explain the use of tone, character, and literary devices to develop a plot Question, Summarize, Infer and Draw Conclusions Suggestions from Prentice Hall Timeless Voices Timeless Themes: Short Story “Retrieved Information” pg. 242-250 “Tell Tale Heart” pg. 522-528 “Thank You M’am” pg. 172-176 Poetry “Those Winter Sundays” pg. 400 Novel True Confessions of Charlotte Doyle The Giver Bronx’s Masquerade Page 4 of 13

NineWeeks

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2nd Nine Weeks (cont’d)

Girl in Hammock Pictures of Hollis Woods

Elements of Literature Elements of a Novel {ENG8.5} Tone {ENG8.5} Mood {ENG8.5} Point of View {ENG8.5} Literary Devices: Foreshadowing, Flashback, Irony, Symbolism {ENG8.5}

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Elements of Literature • Understand that each literary form has unique characteristics that distinguish it from others. • Understand that some literary elements are used in multiple genres. • Describe inferred main ideas or themes using evidence from the text. • Understand the elements of story including setting, characters (static and dynamic), external and internal conflicts, and plot (initiating event, rising action, climax, falling action, resolution). • Differentiate among points of view including first person, third person limited, and third person omniscient. • Describe how authors use characters, conflict, point of view, and tone to create meaning. • Define author’s tone including: serious, solemn, sarcastic, objective, enthusiastic, humorous, hostile, disapproving, personal, and impersonal. • Understand mood as the emotion or atmosphere the writer creates through images, dialogue, setting, and plot. • Understand the use of literary devices including foreshadowing, irony, flashback, and symbolism.

 

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2nd Nine Weeks (cont’d)

WRITING Plan, Compose, Revise Writing Process {ENG8.7} Domains of Writing: Written Expression {ENG8.7} Revision Techniques {ENG 8.7} Expository Writing: Informational {ENG8.7} Word Processing Technology {ENG8.7}

WRITING {ENG8.7}{ENG8.8} Plan, Compose, Revise • Write to explain and build a body of wellorganized and understandable information. • Use the writing process to generate original work. • Use written expression to draft and revise compositions with attention to voice, tone, selected information and details, embedded phrases and clauses, vivid and precise vocabulary, figurative language, sentence variety, and transitional words and phrases. • Understand and use the SOL Writing Rubric as a tool to assess peer and own writings.

WRITING SOL Writing Rubric: Composing, Written Expression

Edit for Correct Usage Transitions and Conjunctions {ENG8.8} Adjective and Adverb Use {ENG8.8} Sentence Punctuation {ENG8.8} Sentence Variety: Simple, Compound, Complex Sentences {ENG8.8}

Edit for Correct Usage • Use comparative and superlative degrees in adjectives and adverbs. • Use and punctuate correctly varied sentence structures to include conjunctions and transition words (furthermore, however, since, next, for example, as a result). • Identify and use simple, compound, and compound-complex sentences. • Identify correlative (either / or; neither / nor; not only / but also; both / and; whether / or; as, so) and coordinating conjunctions (and, but, or, nor, for, so, yet) and use properly. • Identify and use commas in a series, with clauses, conjunctions, dates, and greetings. • Apply revising procedures including rereading, reflecting, rethinking, rewriting, including vivid vocabulary, sentence combining, and providing transitions between ideas and paragraphs. • Use complete sentences with appropriate punctuation, including the punctuation between dependent and independent clauses. • Use word processing technology available in

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classroom, lab, or media center. 3rd Nine Weeks

ORAL LANGUAGE Mass Media Messages {ENG8.3} Persuasive Techniques {ENG8.3} Public Opinion Trends {ENG8.3}

READING Word Analysis Analogy {ENG8.4}

Revised April 29, 2008  

ORAL LANGUAGE {ENG8.3} • Identify and evaluate persuasive techniques in media. • Describe the effect on the audience. • Identify and evaluate word choice in media. • Identify and analyze choice of information selected. • Identify and analyze viewpoint in media. • Identify trends and causes. • Identify sources and viewpoint of publication.

READING {ENG8.4} {ENG8.5} {ENG8.6} Word Analysis • Apply and analyze relationships common to analogy construction, such as: type or example characteristics, association, operator, degree, number, and mathematical.

 

ORAL LANGUAGE Evaluate political speeches and/or adjourning questions with attention to directness of response. Evaluate a speech by a noted orator with attention to the vocabulary that creates positive or negative tone, images created, and author’s viewpoint. Locate and identify persuasive techniques found in newspaper ads and/or television/radio commercials. Student products: brochure using two persuasive techniques to sell a product, glossary of persuasive techniques with definitions and examples READING Response journals/learning logs Oral and written explanations Visual representations: Venn diagrams, charts, illustrations, and appropriate graphic organizers Rewrite a speech from a different point of view Identify use of figurative language and explain its use. Poetry using figurative language effectively Student products: story or poem collage, original similes and metaphors, nursery rhymes written into modern language Poetry created and performed Poetry portfolio Student essay to explain how poetic elements contribute to the effectiveness of the poem Student work: explanation of how poetic elements contribute to the effectiveness of a selected poem

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3rd Nine Weeks (cont’d)

Comprehension Spotsy Big 7: • Synthesize • Draw Conclusions and Make Inferences {ENG8.6} • Monitor and Repair

Comprehension Read at and beyond the literal level, using the reading process to predict, question, clarify, infer, organize, compare, summarize, and synthesize a variety of fiction and nonfiction: - observe models of higher-order thinking processes (thinking aloud) which are below students’ independent reading level - collaboratively and with teacher support (shared reading) move toward higherorder thinking, using instructional level reading materials - synthesize as a result of forming either a concrete or abstract whole from the logical relation of parts - use evaluation and conclusion to make reasonable inferences about what has been read by combining new information with what was known prior to reading - monitor comprehension during reading by identifying confusing ideas, themes, words, or sentences, and repair comprehension by using “fix-up strategies”: make a connection between text, knowledge of the world, and another text; stop and think about what was read; ask a question and try to answer it; visualize what was read; use print conventions; reread; retell what has already been read; note patterns of organization in the text structure; adjust reading rate – speed up or slow down.

Synthesize, Draw Conclusions and Make Inferences, and Monitor and repair for Meaning Suggestions from Prentice Hall Timeless Voices Timeless Themes:

Prior Knowledge {ENG8.5} Text Structures: Internal and External {ENG8.6} Graphic Organizers {ENG8.6} Read for Information {ENG8.6}

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Short Story “Raymond’s Run” pg. 288-296 “Gentleman of Rio en Medio” pg. 268-271 Speeches The American Dream pg. 672-674 The Trouble with Television pg. 668-671 Directions “Stopwatch” pg. 860-863 Poems “Lyric 17” pg. 880 “The Secret Heart” pg. 810 “The Choice” pg. 48 “The Road Not Taken” pg.44 “The Centaur” pg. 824 “400 Meter Freestyle” pg.854-856

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Content and Essential Questions

Skills

3rd Nine Weeks (cont’d)

Elements of Literature Figurative Language {ENG8.5} Personification, Hyperbole {ENG8.5} Poetry {ENG8.5} Poetic Forms {ENG8.5} Poetic Devices {ENG8.5} Author’s Style {ENG8.5} Author’s Viewpoint {ENG8.5}

Elements of Literature • Understand, evaluate, and use figurative language including: simile, metaphor, personification, and hyperbole as applied to poetry. • Apply knowledge of the distinguishing characteristics and elements of speeches and essays. • Understand and analyze elements of an author’s style including dialogue, sentence structure, language patterns, and tone. • Recognize author’s viewpoint and use of persuasive language. • Recognize author’s use of connotations, persuasive language, and craftsmanship to convey viewpoint. • Recognize and understand the unique literary characteristics and elements of poetry. • Compare and contrast poetic elements in both prose and poetry including word choice, rhythm, rhyme, figurative language, symbols, imagery, repetition, pun, oxymoron, and sound elements. • Understand and analyze elements of a poet’s style. • Evaluate the poet’s choice of words and images. • Compare and contrast poet’s styles. • Identify poetic forms including haiku, limerick, ballad, free verse, couplet, and quatrain. • Compare and contrast author’s use of sound elements in prose and poetry to include rhyme, rhythm meter repetition, alliteration, assonance, consonance, and onomatopoeia. • Analyze devices to include word choice, figurative language, symbols, imagery, rhyme, rhythm, repetition, sound elements, pun, and oxymoron.

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Suggested Assessments / Resources

 

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NineWeeks

Content and Essential Questions

Skills

3rd Nine Weeks (cont’d)

Variety of Printed Materials Follow Directions {ENG8.6} Read for Information {ENG8.6}

Variety of Printed Materials • Read and follow directions to complete a task. • Analyze details for relevancy accuracy, placement, thoroughness, and effectiveness. • Summarize text. • Identify causes and trends. • Identify sources and viewpoint of publications.

WRITING Plan, Compose, Revise Persuasive Writing {ENG8.7} Writing Process {ENG8.7} Revision Techniques {ENG 8.7} Domains of Writing: Mechanics and Usage {ENG8.7}

WRITING {ENG8.7}{ENG8.8} Plan, Compose, Revise • Write to influence the reader or listener to believe or do as the author or speaker suggests. • Determine how writing influences the reader to believe the author’s point of view. • Use the writing process to generate original work. • Revise by adding, reorganizing, deleting, or changing ideas with an emphasis on word choice.

Edit for Correct Usage Pronoun Use {ENG8.8} Adjective and Adverb Use {ENG8.8} SOL Writing Rubric {ENG8.7} Word Processing Technology {ENG8.7}

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Suggested Assessments / Resources

WRITING SOL Writing Rubric: Composing, Written Expression, Mechanics and Usage Daily Language Practice with MUG Shots or Sentence Openers

Edit for Correct Usage • Choose the correct case and number for pronouns in prepositional phrases with compound objects. • Use objective pronouns in prepositional phrases with compound objects. • Use the singular pronoun to refer to a singular antecedent; use plural pronoun to refer to a plural antecedent. • Edit work for accuracy in usage, grammar and mechanics.  

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4th Nine Weeks

READING Comprehension Spotsy Big 7: • Evaluate and Determine Importance • Question the Author • Activate and Connect Prior Knowledge {ENG8.5}

READING {ENG8.5}{ENG8.6} Comprehension Read at and beyond the literal level, using the reading process to predict, question, clarify, infer, organize, compare, summarize, and synthesize a variety of fiction and nonfiction: - prioritize information to make decisions about what is essential and what is less - make decisions about what information or ideas are critical to understanding the overall meaning and purpose for reading - ask questions to clarify meaning and enhance understanding - question the author to determine author’s purpose for writing, style (word choice) or format (genre) - activate prior knowledge and connect it with text as a foundation for comprehension • Describe the main ideas or themes whether stated or implied using evidence from text

READING Response journals/learning logs Oral and written explanations Visual representations: Venn diagrams, charts, plot pyramids, illustrations, story maps, and appropriate graphic organizers Discussion: Literature Circles Student products: story collage, character sketch, review or critique Character analysis: Trace the change(s) in a character or characters throughout the course of the play Create a monologue in the point of view of the main character(s) Identify poetic elements in prose Poetry using figurative language effectively

Main Ideas or Themes {ENG8.5}

Evaluate and Determine Importance, Question the Author, and Activate and Connect Prior Knowledge Suggestions from Prentice Hall Timeless Voices Timeless Themes: Drama The Diary of Anne Frank pg. 701-778 Life is Beautiful pg. 786-793 Nonfiction from “An American Childhood” pg. 424-428 “Baseball” pg. 624-627 from One Writer’s Beginnings pg. 628-630 “Why Leaves Turn Color” pg. 443-446

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Content and Essential Questions

Skills

4th Nine Weeks (cont’d)

Elements of Literature Drama {ENG8.5} Elements of Drama {ENG8.5}

Elements of Literature • Recognize and understand the unique characteristics and elements of drama. • Analyze the characterization and character development in a play. • Analyze poetic elements in prose and poetry including word choice, figurative language, symbols, imagery, repetition, sound elements, pun, and oxymoron. • Understand the use of literary devices: foreshadowing, irony, flashback, and symbolism. • Describe how playwrights use characters, point of view, and tone to create meaning. • Identify and interpret symbols and figurative language in plays. • Understand and analyze author’s style including dialogue, sentence structure, language patterns. • Define author’s tone: serious, solemn, sarcastic, objective, enthusiastic, humorous, hostile, disapproving, personal, and impersonal. • Evaluate the playwright’s choice of words and images. • Recognize and understand the unique literary characteristics and elements of poetry found in drama. • Differentiate among points of view including first person, third person limited, and third person omniscient.

Poetic Elements in Prose {ENG8.5} Literary Devices: Foreshadowing, Irony, Flashback, Symbolism {ENG8.5} Characterization {ENG8.5} Point of View {ENG8.5} Tone {ENG8.5} Author’s Sytle {ENG8.5} Symbols and Figurative Language {ENG8.5}

WRITING Plan, Compose, Revise Informational Writing {ENG8.7} Writing Process {ENG8.7} Revision Techniques {ENG 8.7} Revised April 29, 2008  

Suggested Assessments / Resources

WRITING {ENG8.7}{ENG8.8} Plan, Compose, Revise • Use writing process to generate original work. • Employ informational writing to put forth  

WRITING SOL Writing Rubric: Composing, Written Expression, Mechanics and Usage

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Content and Essential Questions

4th Nine Weeks (cont’d)

Suggested Assessments / Resources

information frequently used in textbooks, newspapers, etc. • Develop independence in all stages of the writing process. • Revise by adding, reorganizing, deleting, or changing ideas.

Edit for Correct Usage Editing {ENG8.7} Word Processing Technology {ENG8.7} Dialogue {ENG8.7}

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Skills

Edit for Correct Usage • Edit for accuracy in usage, grammar, and mechanics. • Use word processing technology in classroom, lab, or media center. • Use complete sentences with appropriate punctuation including the punctuation of dialogue.

 

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