Greene County Public Schools 8 th Grade Language Arts Pacing Guide 2014-2015 Quarter 1 Time/Dates SOL/Strand Objective/Content/Essential Questions/Cognitive Level 5 days Introduction Class introductions: to Classroom Activities to meet students 10 days 8.5 h 8.6 g 8.8 a Pre-assessments Identifying the main idea Identifying the main idea. The student will writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing by: Using a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure. Vertical Alignment Students have been introduced to 8 parts of speech and their functions in sentences. Vocabulary Fiction Main idea Graphic organizer Nonfiction Noun Verb Adjective Adverb Pronoun Preposition Conjunction Interjection Cross-curricular Connections Diagram sentences provided by the world geography, math, and science teachers related to their current curriculum. 5 days 8.5 i 8.6 i 8.8 b Bloom = Remember Bloom = Understand Bloom = Apply Bloom = Analyze Bloom = Evaluate Students should know the basics of Text structure Word choice Supporting ideas Diagram sentences provided by the world geography,
8.8 f Summarizing tests by relating supporting ideas Analyzing the author s use of text structure and word choice capitalization and punctuation. Dependent Clauses Independent Clauses Dialogue Comma Period math, and science teachers related to their current curriculum. The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing by: Using and punctuating correctly varied sentence structures to included conjunctions and transition words. Using quotation marks with dialogue and direct quotations. Bloom = Remember Bloom = Understand Bloom = Apply Bloom = Analyze Bloom = Evaluate 5 days 8.5 j 8.6 i 8.8 b Identifying an author s organizational pattern using textual clues, such as transitional words and phrases. Students have had exposure to plot structure before. Plot Structure Initiating Event Exposition Rising Action Climax Falling Action Resolution Setting Organizational pattern Transitional words A nonfiction article will be paired with the short story chosen by each teacher.
Identifying the author s organizational pattern using textual clues such as transitional words and phrases. The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing by: Using and punctuating correctly varied sentence structures to include conjunctions and transitional words Bloom s = Evaluate 5 days 8.5 c 8.6 d 8.6 f 8.7 a 8.7 e Explaining how authors use characters, conflict, point-of-view voice, and tone to create meaning. Analyzing author s use of text structure and word choice Differentiating between fact and opinion Students have had exposure to characters and conflict before. Static Characters Dynamic Characters Direct Characterization Indirect Characterization Conflict Internal Conflict External Conflict to include: individual, nature, society, supernatural, and technology Fact Opinion Audience Author s purpose A nonfiction article will be paired with the short story chosen by each teacher. The student will write in a variety of forms including narration, exposition, persuasion, and informational by: Identifying the intended audience Selecting specific vocabulary and information for audience and purpose Bloom s = Analyze
10 days 8.4 a 8.4 b 8.4 e 8.5 a 8.5 b 8.6 a 8.6 c 8.6 d 8.6 e 8.6 j 8.7 e The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts by: Identifying and analyzing an author s use of figurative language Using context structure and connotations to determine meaning and differentiate between multiple meanings among words and phrases Discriminating between connotative and denotative meanings and interpret the connotation Explaining the use of symbols and figurative language Making inferences and drawing conclusions based on explicit and implied information using evidence from the text as support. Drawing on background knowledge and knowledge of text structure to understand selections Analyzing the author s qualifications, viewpoint, and impact Analyzing the author s use of text structure and word choice Analyzing details for relevance and accuracy Identifying cause and effect relationships Students have had exposure to figurative language before. Simile Hyperbole Alliteration Metaphor Personification Oxymoron Onomatopoeia Allusion Understatement Cliche Pun Idiom Inference Implied Theme and meaning Stated Theme and meaning Symbols Explicit Implied Connotation Denotation Viewpoint Cause and effect A nonfiction article will be paired with the short story chosen by each teacher.
The student will write in a variety of forms including narration, exposition, persuasion, and informational by: Selecting specific vocabulary and information for audience and purpose Bloom s = Analyze Bloom s = Evaluate Understanding the author s use of conventional elements and characteristics within a variety of genres. Comparing and contrasting the author s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts. 5 days 8.5 d 8.5 e Students have had exposure to literary elements before. Tone Voice Points of view 1 st person Third person limited to character or narrator Third person omniscient Foreshadowing Irony: verbal, situational, dramatic Flashback cause and effect A nonfiction article will be paired with the short story chosen by each teacher. Bloom s = Evaluate Ongoing Throughout Year 8.4 a 8.4 b 8.4 c 8.4 d 8.4 f The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts. Identify and analyze an author s use of figurative language. Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases. analyze relationships common to analogy construction, including:
Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning of unfamiliar words and technical vocabulary. Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling, and usage of words. Extend general and specialized vocabulary through speaking, listening, reading, and writing. type or example characteristics association operator degree mathematical number synonyms and antonyms purpose cause/effect sequence characteristic product degree RESOURCES: Vocabulary workbooks, 8 th Grade Literature and Language, Teacher Made Power points and Smartboard Units, Flowers for Algernon, Pigman, Of Mice and Men, Ender s Game, Tears of a Tiger, And Then There Were None, ReadWorks.org, and other short story selections not found in literature book COMMON ASSESSMENTS: Smart Goal Pre-test, In class Writing sample, Benchmarks, MAP testing, SOL writing exam, SOL reading exam
Greene County Public Schools 8 th Grade Language Arts Pacing Guide 2014-2015 Quarter 2 Time/Dates SOL/Strand Objective/Content/Essential Questions/Cognitive Level 5 days 8.5 c 8.5 h of fictional texts, narrative, nonfiction, 8.5 i 8.6 a Identifying the main idea 8.6 b Summarizing text relating the supporting 8.6 g details 8.6 h 8.6 i Explaining how authors use characters, 8.7 a conflict, point of view, voice, and tone 8.7 b to create meaning 8.7 d 8.7 e Drawing on background knowledge and knowledge of text structure to understand text selections Making inferences and drawing conclusions based on implicit and implied information using evidence from text as support Identifying the main idea Summarizing the text identifying supporting ideas Identifying an author s organizational pattern using textual clues such as transitional words and phrases Vertical Alignment Students have had exposure to essay writing before. Vocabulary Summarizing Narrative Expository Persuasive Informational Planning Drafting Brainstorming Webbing Mapping Outlining Clustering Listing Graphic Organizers Cross-curricular Connections Writing topics will connect to topics being covered in other core classes.
The student will write in a variety of forms including narration, exposition, persuasion, and informational by: Identifying intended audience Using prewriting strategies to generate and organize ideas Organizing details to elaborate the central idea and provide unity Selecting specific vocabulary and information for audience and purpose Bloom s = Create of fictional texts, narrative, nonfiction, Identifying the main idea Summarizing text relating the supporting details Explaining how authors use characters, conflict, point of view, voice, and tone to create meaning 10 days 8.5 c 8.5 h 8.5 i 8.6 a 8.6 b 8.6 h 8.7 c 8.7 f 8.7 g 8.7 h Students have had exposure to essay writing before. Central Idea Elaboration Unity Rereading Reflecting Rethinking Rewriting Revising Proofreading Editing Publishing Writing topics will connect to topics being covered in other core classes. Drawing on background knowledge and knowledge of text structure to understand text selections Making inferences and drawing conclusions based on implicit and implied information using evidence from text as support Summarizing the text identifying supporting ideas
The student will write in a variety of forms including narration, exposition, persuasion, and informational by: Identifying intended audience Using prewriting strategies to generate and organize ideas Organizing details to elaborate the central idea and provide unity Selecting specific vocabulary and information for audience and purpose 10 days 8.5 j 8.6 i 8.8 c 8.8 d Bloom s = Create of fictional texts, narrative, nonfiction, Identify an author s organizational pattern using textual clues, such as transitional words and phrases. Identify an author s organizational pattern using textual clues, such as transitional words and phrases. This will be a more in-depth study of prepositions and their functions within sentences, especially in maintain subject verb agreement. Prepositions Object of Preposition Action verbs Linking verbs Transitive verbs Intransitive verbs Objective case Nominative case Singular Plural Subject Predicate Number agreement Gender agreement Study sentences provided by the world geography, math, and science teachers related to their current curriculum. The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing by: Choosing the correct case and number for pronouns in prepositional phrases with compound objects
Maintaining consistent verb tense across paragraphs Bloom s = Create 15 days 8.5 h 8.5 i 8.5 k 8.6 a 8.6 b 8.6 c 8.6 g 8.6 h 8.7 e of fictional texts, narrative, nonfiction, Identify the main idea Summarize texts relating supporting details Identify cause and effect relationships Drawing on background knowledge and knowledge of text structure to understand selections Making inferences and drawing conclusions based on explicit and implied information using evidence from text as a support Analyzing the author s qualifications, viewpoint, and impact Identifying the main idea Summarizing the text and identifying supporting details Students have a basic understanding of non-fiction and will draw on background knowledge from science and world geography based on readings. Main idea Explicit Implied Supporting details Point of View Qualification Use nonfiction from science and geography to write an essay with a strong thesis statement and support from articles that they read. The student will write in a variety of forms including narration, exposition, persuasion, and informational by: Select specific vocabulary and information for audience and purpose Bloom s = evaluate
5 days 8.5 e 8.6 d 8.8 c of fictional texts, narrative, nonfiction, Compare and contrast the author s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts. Analyze the author s use of text structure and word choice This will be a more in-depth study in pronoun usage focusing specifically on pronoun antecedent agreement. Antecedent Pronoun Indefinite pronoun Personal pronoun Demonstrative pronoun Relative pronoun Interrogative pronoun Prepositions Review sentences provided by the world geography, math, and science teachers related to their current curriculum. The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing by: Choosing the correct case and number for pronouns in prepositional phrases with compound objects Ongoing Throughout Year 8.4 a 8.4 b 8.4 c 8.4 d 8.4 f Bloom s = Create The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts. Identify and analyze an author s use of figurative language. Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases. Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning of analyze relationships common to analogy construction including:
unfamiliar words and technical vocabulary. Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling, and usage of words. Extend general and specialized vocabulary through speaking, listening, reading, and writing. type or example characteristics association operator degree mathematical number synonyms and antonyms purpose cause/effect sequence characteristic product degree RESOURCES: Vocabulary workbooks, 8 th Grade Literature and Language, Teacher Made Power points and Smartboard Units, Flowers for Algernon, Pigman, Of Mice and Men, Ender s Game, Tears of a Tiger, And Then There Were None, ReadWorks.org, and other short story selections not found in literature book COMMON ASSESSMENTS: Smart Goal Pre-test, In class Writing sample, Benchmarks, MAP testing, SOL writing exam, SOL reading exam
Greene County Public Schools 8 th Grade Language Arts Pacing Guide 2014-2015 Quarter 3 Time/Dates SOL/Strand Objective/Content/Essential Questions/Cognitive Level 5 days 8.5 g 8.6 k 8.6 l 8.8 c Identifying and asking questions that clarify various viewpoints Evaluating, organizing, and synthesizing information for use in written and oral formats Using reading strategies to monitor comprehension throughout the reading process Vertical Alignment This will be a more in-depth study in pronoun usage focusing specifically on pronoun case and usage. Vocabulary Viewpoints Reading strategies Pronoun Nominative Case Objective Case Prepositional phrases Transitive Verbs Intransitive verbs Subject Predicate nominative Direct Object Indirect Object Objective complement Cross-curricular Connections Review sentences provided by the world geography, math, and science teachers related to their current curriculum. The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing by: Choosing the correct case and number for pronouns in prepositional phrases with compound objects Bloom s = Create
10 days 8.5 a 8.5 c 8.5 d 8.5 e 8.5 g 8.5 h 8.5 k 8.5 l 8.6 b 8.6 d 8.6 f 8.6 g 8.6 h 8.6 j 8.8 b 8.8 c 8.8 f 8.8 g Explaining the sue of symbols and figurative language Explaining how authors use characters, conflict, point of view, voice and tone to create meaning Understanding the author s use of conventional elements and characteristics within a variety of genres Compare and Contrast the author s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts Identifying and asking questions that clarify varying viewpoints Identifying cause and effect relationships Using prior and background knowledge as a context for new learning Identifying an author s organizational pattern using textual clues such as transitional words and phrases The novel unit will be a cross-curricular assignment that combines reading and writing over the course of fifteen days. Novel Figurative Language Plot Structure Sub plots Viewpoints Genres A novel will be used and paired with several nonfiction articles from science and/or world geography Analyzing the author s qualifications, viewpoint, and impact Analyzing the author s use of text structure and word choice Differentiate between fact and opinion Identifying the main idea Summarizing the text identifying the supporting details
Identifying the cause and effect relationships The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing by: Using and punctuating correctly varied sentence structure to include conjunctions and transitional words Choose the correct case and number for pronouns and prepositional phrases with compound objects Using quotation marks with dialogue and direct quotations Use correct spelling for frequently used words Bloom s = Remember Bloom s = Understand Bloom s = Apply Bloom s = Evaluate Identifying and asking questions that clarify various viewpoints Identifying the main idea Summarizing text relating supporting ideas Identifying an author s organizational pattern using textual clues such as transitional words and phrases Using prior and background knowledge as a context for new learning 5 days 8.5 g 8.5 h 8.5 i 8.5 j 8.5 l 8.6 a 8.6 b 8.6 c 8.6 d 8.6 e 8.6 f 8.6 g 8.6 h The availability of technology will determine the depth at which students can delve into this essay assignment. Plagiarism Primary Secondary Validity of Sources MLA Bias Conflicting Information Authentic Use non-fiction articles from science, world geography, math, and health classes.
8.6 i 8.6 k 8.9 a 8.9 b 8.9 c 8.9 d 8.9 e 8.9 f 8.9 g Drawing on background knowledge and knowledge of text structure to understand selections Making inferences and drawing conclusions based on implicit and implied information, using evidence as support Analyzing the author s qualifications, viewpoint, and impact Analyzing the author s use of text structure and word choice Analyzing the details for relevance and accuracy Differentiating between fact and opinion Identifying the main idea Summarizing the text identifying supporting details Evaluating, organizing, and synthesizing information for use in written and oral formats The student will apply knowledge of appropriate research materials to produce research product by: Collecting and synthesizing information from multiple online sources including print and media Evaluating the validity and authenticity of texts Using technology as a tool to research, organize, evaluate, and communicate information
Making sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view, or bias Citing primary and secondary sources using MLA or APA style Publishing findings and responding to feedback Defining the meaning and consequences of plagiarism and to follow ethical and legal guidelines for gathering and using information Bloom s = Create Using prior and background knowledge as a context for new learning 5 days 8.5 l 8.6 a 8.6 d 8.6 e 8.8 e Drawing on background knowledge and knowledge of text structure to understand selections Analyzing the author s use of text structure and word choice Analyzing details for relevance and accuracy This is a more indepth look into adjectives and adverbs. Adjectives Adverbs Comparative Superlative Review sentences provided by the world geography, math, and science teachers related to their current curriculum. The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing
Using comparative and superlative degrees of adverbs and adjectives Bloom s = Remember Bloom s = Understand Bloom s = Apply Bloom s = Analyze 10 days 8.2 e 8.2 f 8.2 g 8.2 h 8.3 a 8.3 b 8.3 c 8.3 d 8.5 b 8. 5 d 8.5 e 8.5 l 8.7 e 8.7 g 8.7 h The student will develop and deliver oral presentations in groups and individually by: Differentiating between standard English and formal language Critiquing oral presentations Assuming shared responsibility for collaborative work Using a variety of strategies to listen actively The student will analyze, develop, and produce creative or informational media messages. Evaluate the persuasive/informational technique being used in non-print media including television, radio, video, and Internet. Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations. Use media and visual literacy skills to create products that express new understandings. Evaluate sources for relationships between intent and factual content. Most students will not have had previous exposure to the multiple elements of propaganda. name calling glittering generalities card stacking bandwagon testimonials appeal to prestige plain folks appeal to emotions We will look at and create ads that relate to topics being covered in science, world geography, and health classes
Understanding the author s use of conventional elements and characteristics within a variety of genres Compare and contrast the author s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts Using prior and background knowledge as a context for new learning Making inferences and drawing conclusions based on explicit and implied information using evidence from text as support The student will write in a variety of forms including narration, exposition, persuasion, and informational by: Select specific vocabulary and information for audience and purpose Revising writing for clarity of content, word choice, sentence variety, and transitions among paragraphs Use computer technology to plan, draft, revise, edit, and publish Bloom s = Create
10 days 8.4 a 8.4 b 8.4 c 8.4 d 8.4 e 8.4 f 8.5 f 8.5 i 8.5 m 8.7 a 8.7 e 8.7 h The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts. Identify and analyze an author s use of figurative language. Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases. Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning of unfamiliar words and technical vocabulary. Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling, and usage of words. Discriminate between connotative and denotative meaning and interpret the connotation Extend general and specialized vocabulary through speaking, listening, reading, and writing. Students will transfer learned skills to analyzing poetry. haiku limerick ballad free verse couplet quatrain rhyme rhythm meter repetition alliteration onomatopoeia. Poems will be paired with related fiction and nonfiction passages. Compare and contrast author s style Summarize text relating supporting details Use strategies to monitor comprehension throughout the reading process
The student will write in a variety of forms including narration, exposition, persuasion, and informational by: Select specific vocabulary and information for audience and purpose Use computer technology to plan, draft, revise, edit, and publish Identify the intended audience Ongoing Throughout Year 8.4 a 8.4 b 8.4 c 8.4 d 8.4 f Bloom s = Evaluate The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts. Identify and analyze an author s use of figurative language. Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases. Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning of unfamiliar words and technical vocabulary. Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling, and usage of words. Extend general and specialized vocabulary through speaking, listening, reading, and writing. analyze relationships common to analogy construction, including: type or example characteristics association operator degree mathematical number synonyms and antonyms purpose cause/effect sequence characteristic product degree
RESOURCES: Vocabulary workbooks, 8 th Grade Literature and Language, Teacher Made Power points and Smartboard Units, Flowers for Algernon, Pigman, Of Mice and Men, Ender s Game, Tears of a Tiger, And Then There Were None, ReadWorks.org, and other short story selections not found in literature book COMMON ASSESSMENTS: Smart Goal Pre-test, In class Writing sample, Benchmarks, MAP testing, SOL writing exam, SOL reading exam
Greene County Public Schools 8 th Grade Language Arts Pacing Guide 2014-2015 Quarter 4 Time/Dates SOL/Strand Objective/Content/Essential Questions/Cognitive Level 10 days 8.5 d 8.5 e 8.5 f 8.5 h Understand the author s use of 8.5 i conventional elements and 8.5 j characteristics within a variety of 8.5 k 8.5 l genres 8.6 d Compare and contrast the author s use of 8.6 e word choice, dialogue, form, rhyme, 8. 6 f rhythm, and voice in different texts 8.6 i Compare and contrast author s styles 8.6 j Identify the main idea 8.6 k Summarize the text relating supporting 8.6 l details 8.8 a Identify an author s organizational pattern using textual clues such as transitional words and phrases Identify cause and effect relationships Use prior and background knowledge as a context for new learning Vertical Alignment This will be a more in-depth focus on reading and understanding nonfiction and informational texts Vocabulary Fact Opinion Relevance Accuracy Supporting details Evaluate Organize Synthesize Cross-curricular Connections Assorted relating articles will be provided by math, science, world geography, and health teachers. analyze a variety of nonfiction texts. Analyze the author s use of text structure and word choice. Analyze details for relevance and accuracy. Differentiate between fact and opinion. Identify supporting details.
Identify an author s organizational pattern using textual clues, such as transitional words and phrases. Identify cause and effect relationships. Evaluate, organize, and synthesize information for use in written and oral formats. Use reading strategies to monitor comprehension throughout the reading process. The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing Use a variety of graphic organizers including sentence diagrams to analyze and improve sentence formation and paragraph structure 10 days 8.1 a 8.1 b 8.1 c 8.1 d 8.2 a 8.2 b 8.2 e 8.2 g 8.5 b 8.5 g Bloom s = Understand Bloom s = Apply Bloom s = Evaluate The student will use interviewing techniques to gain information. Prepare and ask relevant questions for the interview. Make notes of responses. Compile, accurately report, and publish responses. Evaluate the effectiveness of the interview. The student will develop and deliver oral presentations in groups and individually. Interview Audience Tone Informal Formal Inferences Explicit Implicit
Choose topic and purpose appropriate to the audience. Choose vocabulary and tone appropriate to the audience, topic, and purpose. Differentiate between standard English and informal language. Assume shared responsibility for collaborative work. Making inferences and drawing conclusions based in explicit and implicit using evidence from text as support Identify and ask questions that clarify various viewpoints 5 days 8.2 c 8.2 d 8.2 f 8.2 h Bloom s = Create The student will develop and deliver oral presentations in groups and individually. Use appropriate verbal and nonverbal presentation skills. Respond to audience questions and comments. Critique oral presentations. Use a variety of strategies to listen actively. Active listening Bloom s = Create
10 days SOL Review Each teacher will develop review activities based on individual student and class needs. Specific SOL strands will be identified at that time. Enrichment Project 10 days Ongoing Throughout Year Bloom s = Create Bellringers which include: Sentence Correction Paragraphing Parts of speech Parts of sentence Our end of the year project for after SOL testing is to make a scrapbook of their middle school years as a keepsake before entering the high school as freshmen. Student may include, but not limited to, poetry writings, science, math, world geography, and one related arts document from their year, a letter from someone they admire that begins with I Wish For You, letters from friends culture page, five books they have read with a summary, Who I Am essay, three paragraphs about how they have changed, 8 th grade will, twenty things they have learned, and any pictures or other items they choose.
Ongoing Throughout Year 8.4 a 8.4 b 8.4 c 8.4 d 8.4 f The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts. Identify and analyze an author s use of figurative language. Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases. Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning of unfamiliar words and technical vocabulary. Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling, and usage of words. Extend general and specialized vocabulary through speaking, listening, reading, and writing. analyze relationships common to analogy construction, including: type or example characteristics association operator degree mathematical number synonyms and antonyms purpose cause/effect sequence characteristic product degree RESOURCES: Vocabulary workbooks, 8 th Grade Literature and Language, Teacher Made Power points and Smartboard Units, Flowers for Algernon, Pigman, Of Mice and Men, Ender s Game, Tears of a Tiger, And Then There Were None, ReadWorks.org, and other short story selections not found in literature book COMMON ASSESSMENTS: Smart Goal Pre-test, In class Writing sample, Benchmarks, MAP testing, SOL writing exam, SOL reading exam