Allegheny-Clarion Valley School District

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1 Allegheny-Clarion Valley School District Jr./Sr. High School Name of Course: English Language Arts Grade Level: 8th Educational Curriculum Level Jr./Sr. High School Person(s) Revising Curriculum 1. Dave Sherman 2. English Department 3. Erin Barlett 4. ***Revised for the school year

2 Unit Map Allegheny-Clarion Valley School District Grade: 8 English Date: Entire Year of Unit: Grammar, Mechanics and Usage Length: 36 weeks Unit Rationale Adherence to conventions of language demonstrates proficiency and is expected in both educational and professional arenas. Writing with accurate grammar, usage and mechanics, and speaking with correct usage reflects a dedication to and command of communication. Likewise, an awareness of audience, and an ability to adjust language usage accordingly, is important in today's society. Enduring Understandings Students will understand that... Accurate usage of grammar and mechanics improves communication. Essential Questions The unit will answer the following... How does usage of grammar and mechanics affect quality of communication? Inattention to accurate usage of grammar and mechanics can reduce effectiveness of communication and can reflect negatively on the communicator. The English language has conventions that include word order and form, capitalization, and punctuation for the purpose of maximizing effectiveness of communication. How does usage of grammar and mechanics affect others' perceptions of my ability and interest? How do I determine my audience, and how do I adjust my usage of language accordingly? What are the rules of the structure of the English language, and how can I use them to most effectively communicate my ideas? What are the consequences of inaccurate usage of grammar or mechanics? Content Students will learn... Parts of speech - define, identify, use Use of pronouns Adjectives vs. adverbs Components of a complete sentence (independent clause) Run-on and fragmented sentences Sentence strategies (phrases and dependent clauses) Capitalization rules Punctuation rules (period, semi-colon, comma, apostrophe, ellipsis, quotation marks Skills Students will be able to... identify and adjust to audience when writing and speaking identify and use all parts of speech (listed below, Key Terms) incorporate knowledge of parts of speech to use sentence strategies (listed below, Key Terms) maintain verb tense consistency use pronouns correctly (antecendent, number, subject vs. object) differentiate between adjectives and adverbs and use them accordingly capitalize nouns punctuate complete sentences use the comma use the apostrophe use the ellipsis (in direct quotes and in writing) use quotation marks (double and single) Key Terms: Parts of speech (noun, proper/common; adjective, article;pronoun, subject/object/possessive; verb, infinitive, conjugated; adverb; preposition; conjunction, coordinating/subordinating; interjection); sentence strategies

3 (appositive, participial phrase, prepositional phrase, absolute); sentence (complete, run-on, fragment, independent clause, dependent clause, phrase); subject/direct and indirect object; singular, plural, possessive Standards CCSS: English Language Arts 6-12, CCSS: Grade 8, Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.8.1b. Form and use verbs in the active and passive voice. L.8.1d. Recognize and correct inappropriate shifts in verb voice and mood. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.8.2a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. L.8.2b. Use an ellipsis to indicate an omission. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

4 Unit: Elements of Short Stories Length: 8 weeks Unit Rationale Students will read a series of short stories, which will serve as touch stone texts, to learn or review plot, setting, characterization/character development, dialogue, point of view, symbolism and theme. Students will also analyze how and why characters, events and ideas develop, drawing conclusions based on specific textual evidence. Enduring Understandings Students will understand that... Understand and identify traditional short story structure and elements. Define and use appropriate literary terms related to short story. Understand and analyze the various recurring themes of short stories. Refine grammar, usage, and composition skills in a variety of formats. Participate in class discussions about the literary/social effect of selected authors' works. Develop strategies for reading and responding personally and analytically to short stories Compare, contrast, analyze, and evaluate connections between text, ideas, and experience. Use text details to analyze character, plot, setting, point of view and development of theme. Write a multi-paragraph essay with an effective thesis statement and elaboration through specific and relevant details. Content Students will learn... Essential Questions The unit will answer the following... What separates a short story from a novel, poem, or other literary work? Why is it important for people and cultures to construct narratives about their experience? Skills Students will be able to... Define setting and recognize its impact on a story's plot. Analyze the different methods used to develop a character and recognize character types. Define types of conflict and determine story conflict. Recognize parts of plot line and corresponding story parts. Recognize the different points of view and how it affects story development. Discern the tone/mood of a story. Determine theme and develop support for their opinion. Key Terms: Point of view, internal and external conflict, characterization, character development, plot structure (exposition, conflict, rising action, climax, falling action, resolution), symbolism, theme Standards CCSS: English Language Arts 6-12, CCSS: Grade 8, Reading: Literature Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL.8.2. 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.

5 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RL.8.9. 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. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. RL By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6 8 text complexity band independently and proficiently.

6 Unit: Writer s Workshop Length: 18 Weeks Unit Rationale During the course of the school year, students will be engaged in writing narrative, expository/informational, and argument pieces. Through writing, students are expected to clearly communicate their experiences, thinking, and learning. Knowledge of the parts of speech and the ability to manipulate words within a sentence are key to writing clearly. The ability for our students to lift the level of their writing will come from continuous reinforcement of higher level writing skills and on-going writing within the course. Students will be exposed to narrative non-fiction examples. These will serve as models (mentors) for them to learn about writing on a more sophisticated level. Through the deconstruction of these models (mentor texts), students will develop their own piece that they will take through the writing process. Enduring Understandings Students will understand that... The use of a writer's notebook will help us to develop the habits of a writer. Developing writing skills takes practice and requires time writing and conversation about writing. When words, phrases, and clauses are used purposefully, writers will be able to clearly construct thoughtful sentences. Constructing clear sentences are imperative for communicating written ideas effectively. Manipulating the words, phrases and clauses within a sentence will allow for stronger writing. Varying sentence length and composition will allow for more interesting writing. Essential Questions The unit will answer the following... What strategies can we use to inspire/springboard into writing? What are the parts of speech? How do we define and identify the parts of speech within a sentence? What is a complete sentence? What is the difference between a sentence and a fragment? What are phrases and clauses? How are phrases and clauses used to create complete and more complex sentences? How can we manipulate the parts of a sentence to better express our thinking? Content Students will learn... Beginning strategies to get students writing creating a list of topics within your life that matter writing off a list-use paragraphs and write long about the topic writing a story from your life that connects to a topic on your list writing off writing- finding the connection that you have to something you have read writing using your senses to get to the details of your ideas living like a writer and write about a topic using conversations with family and friends, do some real research about your interest, and/or writing on location to inspire more writing in a writer's notebook Skills Students will be able to... identify and utilize the parts of speech within written work Use writing models to guide style, structure and craft of writing Write about topics and issues we are passionate and knowledgeable about Write with a purpose to make better sense of our world. Draft a piece of writing Revise our writing to provide cohesion and clarity Revise paying attention to word choice, sentence structure, and showing instead of telling Edit for capitalization and spelling in writing Edit for punctuation (comma, ellipsis, dash) to indicate a pause or break. Edit for proper use of dialogue Publish our writing for an audience Reflect on our writing and learning experience. Key Terms: thesis statement, support, transition, convey, connect, coherent

7 argument, issue, position, support, evidence, transition, retort CCSS: English Language Arts 6-12, CCSS: Grade 8, Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences. W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.8.3a. 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. W.8.3b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. W.8.3c. 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. W.8.3d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. W.8.3e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.8.5. 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. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.8.6. Use 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. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. W Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)

8 Unit: Poetry Length: 6 Weeks Unit Rationale Poetry allows students to observe varying forms of expression. Poetry is a necessary component in a student's understanding of the literary world. This variety is essential for comprehension in the early stages of school academia to provide students with the tools to analyze, assess, and evaluate poetry throughout their literary careers as high school students. The tools used to understand poetry are also compatible with novels, drama, and epic poetry. Enduring Understandings Students will understand that... the form of a poem influences the reader's understanding of it. poetry is based on connotation, not denotation. poetry is open to interpretation but only with substantiation from the poem itself. To understand why a specific arrangement of chosen words are used to create and inspire a certain effect or meaning. how form impacts the message how rhyme scheme effects poetic sound, pattern, and message how image is used to influence mood/tone throughout the poem Essential Questions The unit will answer the following... How can poetry reveal and explain the human condition? How does poetry inspire a visual image? How are form and content linked in poetry? When is poetry a more effective story-telling technique than prose? How do powerful imagery and the use of figurative language create a variety of responses in readers? Content Students will learn... what literary elements are found in poetry how poetry differs from prose, and how is it the same how poetry tells a story and how it's different from a short story how the poet uses "sound effects" like rhyme, meter and repetition how the poet use figurative devices, like simile, metaphor and hyperbole how the poet creates powerful imagery how the poem has a deeper, metaphorical meaning Skills Students will be able to... Identify and analyze form in poetry Compare and contrast poems by different authors Compare and contrast poetry and prose Use literary vocabulary to discuss poetry Key Terms: poetry prose speaker line stanza rhyme meter repetition alliteration assonance simile metaphor hyperbole imagery personification symbolism

9 form sound rhythm figurative language theme Standards CCSS: English Language Arts 6-12, CCSS: Grade 8, Reading: Literature Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.