Grade 8 – ELA Curriculum

2017 Revision
Strand Skill Focus 8 ELA Standards
CC.1.3.8.A - 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. E08.A-K.1.1.2
CC.1.3.8.B - Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly, as well as inferences,
conclusions, and/or generalizations drawn from the text. E08.A-
K.1.1.1
CC.1.3.8.C - 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. E08.A-K.1.1.3
CC.1.3.8.D - Analyze how differences in the points of view of the
characters and the audience or reader (e.g., created through the use
of dramatic irony) create such effects as suspense or humor. E08.A-
C.2.1.1
Read and understand
CC.1.3.8.E - Compare and contrast the structure of two or more texts
and analyze how the differing structure of each text contributes to its
Recognize
meaning and style. E08.A-C.2.1.2
 Plot Elements
Literature CC.1.3.8.F - Analyze the influence of the words and phrases in a text
 Conflict
including figurative and connotative meanings and how they shape
 Methods of
meaning and tone. E08.A-C.2.1.3, E08.A-V.4.1.1, E08.A-V.4.1.2
Characterization
CC.1.3.8.G - Analyze the extent to which a filmed or live production
 Theme
of a story or drama stays faithful to or departs from the text or script,
evaluating the choices made by directors or actors.
CC.1.3.8.H - Analyze how a modern work of fiction draws on themes,
patterns of events, or character types from traditional works,
including describing how the material is rendered new. E08.A-C.3.1.1
CC.1.3.8.J - 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. E08.A-V.4.1.1 E08.A-V.4.1.2
CC.1.3.8.K - Read and comprehend literary fiction on grade level,
reading independently and proficiently
CC.1.4.8.S - Draw evidence from literary or informational texts to
support analysis, reflection, and research, applying grade-level
reading standards for literature and literary nonfiction. E08.E.1.1.1
E08.E.1.1.2 E08.E.1.1.3 E08.E.1.1.4 E08.E.1.1.5 E08.E.1.1.6

1 Perry and Rickards revised 2017

 Strand Skill Focus 8 ELA Standards
CC.1.2.8.A - 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. E08.B-K.1.1.2
CC.1.2.8.B - Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly, as well as inferences, conclusions,
and/or generalizations drawn from the text. E08.B-K.1.1.1
CC.1.2.8.C - Analyze how a text makes connections among and distinctions
between individuals, ideas, or events. E08.B-K.1.1.3
CC.1.2.8.D - 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. E08.B-C.2.1.1
CC.1.2.8.E - Analyze the structure of the text through evaluation of the
author’s use of specific sentences and paragraphs to develop and refine a
concept. E08.B-C.2.1.2
CC.1.2.8.F - Analyze the influence of the words and phrases in a text
including figurative, connotative, and technical meanings, and how they
Read and
shape meaning and tone. E08.B-V.4.1.1
Non-Fiction understand,
E08.B-V.4.1.2,E08.B-C.2.1.3
interpret
CC.1.2.8.G - Evaluate the advantages and disadvantages of using different
mediums (e.g., print or digital text, video, multimedia) to present a
particular topic or idea.
CC.1.2.8.H - Evaluate an author’s argument, reasoning, and specific claims
for the soundness of the arguments and the relevance of the evidence.
E08.B-C.3.1.1
CC.1.2.8.I - Analyze two or more texts that provide conflicting information
on the same topic and identify where the texts disagree on matters of fact
or interpretation. E08.B-C.3.1.2
CC.1.2.8.J - 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. E08.B-V.4.1.1 E08.B-V.4.1.2
CC.1.2.8.L Read and comprehend literary nonfiction and informational text
on grade level, reading independently and proficiently.

2 Perry and Rickards revised 2017

Strand Skill Focus 8 ELA Standards
CC.1.4.8.A - Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information clearly.
CC.1.4.8.B - Identify and introduce the topic clearly, including a
preview of what is to follow. E08.C.1.2.1 E08.E.1.1.1
CC.1.4.8.C -Develop and analyze the topic with relevant, well-chosen
facts, definitions, concrete details, quotations, or other information
and examples; include graphics and multimedia when useful to aiding
comprehension. E08.C.1.2.2 E08.E.1.1.2
CC.1.4.8.D - Organize ideas, concepts, and information into broader
categories; use appropriate and varied transitions to create cohesion
and clarify the relationships among ideas and concepts; provide a
concluding statement or section; include formatting when useful to
aiding comprehension. E08.C.1.2.1 E08.C.1.2.3 E08.C.1.2.6 E08.E.1.1.1
Be able to write E08.E.1.1.3 E08.E.1.1.6
comprehensive CC.1.4.8.E - Write with an awareness of the stylistic aspects of
Narrative, composition.  Use precise language and domain-specific vocabulary to
Informative, and
inform about or explain the topic.  Use sentences of varying lengths
Argumentative essays.
and complexities.  Create tone and voice through precise language. 
Establish and maintain a formal style. E08.C.1.2.4 E08.C.1.2.5
Be able to write a
E08.D.2.1.1 E08.D.2.1.2 E08.D.2.1.3 E08.D.2.1.4 E08.D.2.1.5 E08.D.2.1.6
comprehensive
E08.E.1.1.4 E08.E.1.1.5
Writing Literary analysis.
CC.1.4.8.G - Write arguments to support claims.
CC.1.4.8.H - Introduce and state an opinion on a topic. E08.C.1.1.1
Master - 5 paragraph
E08.E.1.1.1
essay
CC.1.4.8.I - Acknowledge and distinguish the claim(s) from alternate or
opposing claims and support claim with logical reasoning and relevant
Master - 6 paragraph
evidence, using accurate, credible sources and demonstrating an
argumentative essay
understanding of the topic. E08.C.1.1.2 E08.E.1.1.2
CC.1.4.8.J - Organize the claim(s) with clear reasons and evidence
Refine - style, tone
clearly; clarify relationships among claim(s), counterclaims, reasons,
and evidence by using words, phrases, and clauses to create cohesion;
provide a concluding statement or section that follows from and
supports the argument presented. E08.C.1.1.1 E08.C.1.1.3 E08.C.1.1.5
E08.E.1.1.1 E08.E.1.1.3 E08.E.1.1.6
CC.1.4.8.K - Write with an awareness of the stylistic aspects of
composition.  Use precise language and domain-specific vocabulary to
inform about or explain the topic.  Use sentences of varying lengths
and complexities.  Create tone and voice through precise language. 
Establish and maintain a formal style. E08.C.1.1.4 E08.D.2.1.1
E08.D.2.1.2 E08.D.2.1.3 E08.D.2.1.4 E08.D.2.1.5 E08.D.2.1.6 E08.E.1.1.4
E08.E.1.1.5

3 Perry and Rickards revised 2017

Strand Skill Focus 8 ELA Standards
CC.1.4.8.M - Write narratives to develop real or imagined experiences
or events.
CC.1.4.8.N - Engage and orient the reader by establishing a context and
point of view and introducing a narrator and/or characters. E08.C.1.3.1
CC.1.4.8.O - Use narrative techniques such as dialogue, description,
reflection, and pacing to develop experiences, events, and/or
characters; use precise words and phrases, relevant descriptive details,
and sensory language to capture the action and convey experiences and
Be able to write events. E08.C1.3.2 E08.C1.3.4
comprehensive CC.1.4.8.P - Organize an event sequence that unfolds naturally and
Narrative, logically using a variety of transition words, phrases, and clauses to
Informative, and convey sequence, signal shifts from one time frame or setting to
Argumentative essays. another and show the relationships among experiences and events;
provide a conclusion that follows from and reflects on the narrated
Writing Master - 5 paragraph experiences or events. E08.C.1.3.1 E08.C.1.3.3 E08.C.1.3.5
essay CC.1.4.8.Q - Write with an awareness of the stylistic aspects of writing.
 Use verbs in the active and passive voice and in the conditional and
Master - 6 paragraph subjunctive mood to achieve particular effects.  Use sentences of
argumentative essay varying lengths and complexities.  Create tone and voice through
precise language. E08.C.1.3.4 E08.D.2.1.1 E08.D.2.1.2 E08.D.2.1.3
Refine - style, tone E08.D.2.1.4 E08.D.2.1.5 E08.D.2.1.6
CC.1.4.8.T - 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.
CC.1.4.8.S - Draw evidence from literary or informational texts to
support analysis, reflection, and research, applying grade-level reading
standards for literature and literary nonfiction. E08.E.1.1.1 E08.E.1.1.2
E08.E.1.1.3 E08.E.1.1.4 E08.E.1.1.5 E08.E.1.1.6
CC.1.4.8.F - Demonstrate a grade appropriate command of the
conventions of standard English grammar, usage, capitalization,
punctuation, and spelling. E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3 E08.D.1.1.4
E08.D.1.1.5 E08.D.1.1.6 E08.D.1.1.7 E08.D.1.1.8 E08.D.1.1.9 E08.D.1.1.10
E08.D.1.1.11 E08.D.1.2.1 E08.D.1.2.2 E08.D.1.2.3 E08.D.1.2.4 E08.D.1.2.5
CC.1.4.8.L - Demonstrate a grade appropriate command of the
Sentence formations
conventions of standard English grammar, usage, capitalization,
Grammar punctuation, and spelling. E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3 E08.D.1.1.4
Verbs – tense, voice,
E08.D.1.1.5 E08.D.1.1.6 E08.D.1.1.7 E08.D.1.1.8 E08.D.1.1.9 E08.D.1.1.10
usage
E08.D.1.1.11 E08.D.1.2.1 E08.D.1.2.2 E08.D.1.2.3 E08.D.1.2.4 E08.D.1.2.5
CC.1.4.8.R - Demonstrate a grade appropriate command of the
conventions of standard English grammar, usage, capitalization,
punctuation, and spelling. E08.D.1.1.1 E08.D.1.1.2 E08.D.1.1.3 E08.D.1.1.4
E08.D.1.1.5 E08.D.1.1.6 E08.D.1.1.7 E08.D.1.1.8 E08.D.1.1.9 E08.D.1.1.10
E08.D.1.1.11 E08.D.1.2.1 E08.D.1.2.2 E08.D.1.2.3 E08.D.1.2.4 E08.D.1.2.5

4 Perry and Rickards revised 2017

 Strand Skill Focus 8 ELA Standards
CC.1.3.8.I - Determine or clarify the meaning of unknown and multiple-
Context clues meaning words and phrases based on grade-level reading and content,
choosing flexibly from a range of strategies and tools. E08.A-V.4.1.1
Vocabulary
Effect of affixes on CC.1.2.8.K - Determine or clarify the meaning of unknown and multiple-
words meaning words and phrases based on grade-level reading and content,
choosing flexibly from a range of strategies and tools. E08.B-V.4.1.1
CC.1.5.8.A - Engage effectively in a range of collaborative discussions,
on grade-level topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
CC.1.5.8.B - Delineate a speaker’s argument and specific claims,
Students present evaluating the soundness of the reasoning and the relevance and
appropriately in sufficiency of the evidence.
formal speaking CC.1.5.8.C - Analyze the purpose of information presented in diverse
situations, listen media formats (e.g., visually, quantitatively, orally) and evaluate the
Speaking and
critically, and motives (e.g., social, commercial, political) behind its presentation.
Listening
respond CC.1.5.8.D - Present claims and findings, emphasizing salient points in a
intelligently as focused, coherent manner with relevant evidence, sound, valid
individuals or in reasoning, and well-chosen details; use appropriate eye contact,
group discussions. adequate volume and clear pronunciation.
CC.1.5.8.F - Integrate multimedia and visual displays into presentations
to add interest, clarify information, and strengthen claims and evidence.
CC.1.5.8.G - Demonstrate command of the conventions of standard
English when speaking based on Grade 8 level and content.

5 Perry and Rickards revised 2017

 1st Quarter
NAME Formative/
Strand Relevance/
Essential Skills Summative Pacing
Standards Resources
Questions Assessment
Understand the structure of a
fictional story, through text or film.

Collections
PLOT UNIT “My Favorite Chaperone”, Jean Davis
Okimoto
Essential “The Tell-Tale Heart”, Edgar Allen
Questions: Poe
“How does “The Monkey’s Paw”, W.W. Jacobs
conflict lead to
change?” Close Reader
Recognize plot Diagnostic/ “Golden Glass”, Alama Luz
“How do authors elements: Pretest on Vilanueva
Literature reveal a Skills “The Outsider”, H.P. Lovecraft
 Setting
CC.1.3.8.A character’s Poem: “Frankenstein”, Edward Field
 Plot
CC.1.3.8.B traits?” Writing:
 Conflict 5 weeks
CC.1.3.8.D Summary Additional Resources
 Foreshadow
CC.1.3.8.J “How do Greek Myths:
CC.1.4.8.S characters’  Suspense “Arachne”, “Lo”, “Echo and
actions affect the Selection Narcissus” masters provided
plot?” Tests
“Three Little Pigs”, “Jack and the
“How does Beanstalk”
setting affect the “Broken Chain”, Gary Soto
mood?” “Raymond’s Run”, Toni Cade
Bambara
“How does “The Landlady”, Roald Dahl
setting affect
plot?” Online Resources
www.studyisland.com
www.commonlit.org
www.ereadingworksheets.com
www.readwritethink.org
FCA:

High: Story
NARRATIVE
elements,
WRITING
Personal dialogue, 1 week
Writing Collections
Narrative sentence After
CC.1.4.8.M Essential Performance Task B pp. 83-86 “Write
formation Literature
CC.1.4.8.N-R Questions: a Personal Narrative”
Narrative Unit
“How is fiction
Low: Story
like life?”
elements,
Capitalization
punctuation

6 Perry and Rickards revised 2017

 1st Quarter
Strand NAME Skills Formative/ Pacing Relevance/
Standards Essential Questions Summative Resources
Assessment
Understand newspaper,
magazines, college prep

Collections
“A Place to Call Home” Scott
Bittle and Jonathan Rochkind
Diagnostic/
Pretest on
Close Reader
Skills
UNDERSTANDING NON- “What to Bring”, Naisa Jackson
Non-Fiction
FICTION “Man-Made Monsters” Daniel
CC.1.2.8.A Recognize
Text elements Cohen
CC.1.2.8.B central idea,
Essential Question: 2 weeks
CC.1.2.8.C
“How do text features Central Idea Other Resources
CC.1.2.8.J Writing:
enhance “The Spider Man Behind Spider-
objective
understanding?” Man”, Bijal P. Trivedi
summary
Scholastic Scope Magazine
Selection Tests
Online Resources
www.studyisland.com
www.commonlit.org
http://www.kellygallagher.org/
article-of-the-week/
www.readwritethink.org
Re-teach /
T.B.D. T.B.D. T.B.D. 1 week
Enrich
Parts of
GRAMMAR BASICS Speech:
Noun, With Understand names, titles
“Why is identifying Pronoun Literature
Grammar parts of speech and and Collections
See
CC.1.4.8.R their functions Capitalization With Narrative
pairings
important?” Online Resources
Dashes With https://my.hrw.com/
“Is punctuation Literature
important?” Sentence
types
CONTEXT CLUES AND
PREFIXES
Building communication skills,
Vocabulary “What are context clues Context clues and higher level reading
Through-
CC.1.3.8.I and how are they used to
out all
CC.1.2.8.K determine meaning?” Prefixes Collections
units
Text resources and online
“What are prefixes and
how can they affect the
meaning of a word?”
7 Perry and Rickards revised 2017
 2nd Quarter
Formative/
Strand Name Relevance/
Skills Summative Pacing
Standards Essential Questions Resources
Assessment
Understanding the power of a
LITERATURE UNIT: message, communication,
HEROES conversation

Essential Diagnostic/ Collections

Questions: Pretest on “Drummer Boy of Shiloh”, Ray
“How do the Characterization Skills Bradbury
actions of a Ways:
Literature
character tell the Dialogue Writing: Close Reader
CC.1.3.8.A
reader about his or Actions character “A Mystery of Heroism”,
CC.1.3.8.B
her personality?” How others relate analysis TDA - 2 weeks Stephen Crane
CC.1.3.8.C
focus –
CC.1.3.8.H
“How does Author’s purpose evidential Additional Resources
CC.1.4.8.D
someone become a support) “Odysseus and Polyphemus”-
hero?” Theme Greek Myth (copy provided)
Selection Scholastic Scope Magazine
“How do authors Tests
use their own style Online Resources
to express common www.studyisland.com
themes?” www.commonlit.org
www.readwritethink.org
Understanding perspective
and the power of telling
stories through poetry
LITERATURE UNIT:
WHEN A POEM Collections
TELLS A STORY Diagnostic/ “Pow Wow At the End of the World”,
Narrative / lyric
Pretest on Sherman Alexie
poetry
Essential Skills
Questions: Common Core Assessment
Characterization
Literature “What is courage?” Writing: “How Do We Respond to
Ways:
CC.1.3.8.D character Historical Events”
Dialogue
CC.1.3.8.E “How does analysis TDA - 2 weeks “The Charge of the Light
Actions
CC.1.3.8.J someone become focus – Brigade” pp. 87-98
How others relate
CC.1.4.8.S perceived as a evidential “Paul Revere’s Ride”
hero?” support) pp. 130-142
Author’s purpose
“How is our Selection Additional Resources
Theme
perception of a Tests “John Henry”
hero shaped by Scholastic magazines
stories?”
Online Resources
www.studyisland.com
www.readwritethink.org
8 Perry and Rickards revised 2017
 2nd Quarter
Formative/
Relevance/
Strand Name Skills Summative Pacing
Resources
Assessment
Learning about other’s lives,
and understanding the power
of perspective
LIFE STORIES
Collections
Essential
“from Narrative of the Life of
Questions:
Diagnostic/ Frederick Douglas, an American
“Why is the
Pretest on Slave”, Frederick Douglas
person’s life worth
Skills “from Harriet Tubman:
reading about?”
Conductor on the Underground
Autobiography Text Railroad”, Anne Petry
“What is
Non-Fiction Connections
perspective, and
CC.1.2.8.C Biography 3 weeks Close Reader
how can primary
CC.1.2.8.J Writing: “My Friend Douglas”, Russell
sources have
Memoir Compare/ Freedman
differing
Contrast “The Real McCoy”, Jim Hopkins
perspectives?”
Selection Additional Resources
“How is
Tests “from I Know Why the Caged Bird
characterization
Sings”, Maya Angelou
present in
biographies and
Online Resources
autobiographies?”
www.studyisland.com
http://www.kellygallagher.org/
article-of-the-week/
Focus:
INFORMATIVE REPORT cause / effect
Writing Writing –
“What are the
CC.1.4.8.A informative 1 week
qualities of “What are the
CC.1.4.8.B-F report
heroes?” qualities of
heroes?”
Re-teach /
T.B.D. T.B.D. 1 week
Enrich
Parts of speech:
Verbs-voice, tense,
GRAMMAR FOR
usage
WRITING Collections
With Life Stories Text
Grammar Quotation Marks See
“Why is the use of
CC.1.4.8.F pairings
active voice an With Informative Online Resources
Commas
effective tool in Writing https://my.hrw.com/
writing?”
Function of
sentence (4 types)

9 Perry and Rickards revised 2017

 Latin/Greek Roots
Building communication skills, and
higher level reading
Vocabulary “How does knowledge Context Clues Through
CC.1.3.8.I of Latin/Greek roots -out all
Collections
CC.1.2.8.K help in recognizing the Roots units
Text, online resources, teacher
meaning of unfamiliar
choice
words?”

10 Perry and Rickards revised 2017

 3rd Quarter
NAME Formative/
Strand Relevance/
Essential Skills Summative Pacing
Standards Resources
Questions Assessment
Collections
“Marigolds”, Eugenia Collier
“From The Adventures of Tom
Sawyer”, Mark Twain
“After Auschwitz”, Elie Wiesel

Poetry Connections:
“O Captain! My Captain!”, Walt
Whitman
“Hanging Fire”, Audre Lorde
“Teenagers”, Pat Mora
“Chicago”, Carl Sandburg

Diagnostic/ Close Reader

Tone
Pretest on “The Flying Machine” Ray
Skills Bradbury
Point of View
AUTHOR’S STYLES Graphic Story “The Flying
Literature
Analysis Machine” Ray Bradbury,
CC.1.3.8.D Theme
Essential illustrated by Bernard Haskins
CC.1.3.8.E
Questions: Writing: 3 weeks
CC.1.3.8.F Generalization
“How can word Literary Poetry Connections:
CC.1.3.8.J
choice reveal an analysis (focus: “Identity”, Julio Noboa Polanco
CC.1.4.8.S Irony / humor
author’s point of evidential “Hard on the Gas”, Janet S. Wong
view?” support)
Figurative
Additional Resources
language
Selection Tests “Ransom of Red Chief”, O. Henry

Poetry Connection:
“I Saw an Old General at Bay”,
Walt Whitman
“A Poem to my Librarian, Mrs.
Long” by Nikki Giovanni

Online Resources
www.studyisland.com
www.commonlit.org
http://www.ereadingworksheets.
com
www.readwritethink.org

11 Perry and Rickards revised 2017

 3rd Quarter
Name Formative/
Strand Relevance/
Essential Skills Summative Pacing
Standards Resources
Questions Assessment
Collections
“When Do Kids Become Adults”
OPINIONS “Is 16 Too Young to Drive a Car?”
Diagnostic/
MATTER “Fatal Car Crashes Drop for 16-
Pretest on
Year-Olds, Rise for Older Teens”
Non- Evaluating Skills
Essential
Fiction arguments
Question: Close Reader
CC.1.2.8.D Writing:
“How can people 3 weeks “The Whistle”, Anne Estevis
CC.1.2.8.E Point of View Letter to
be persuaded to
CC.1.2.8.F editor
change their Online Resources
CC.1.2.8.J Connections
opinions on an www.studyisland.com
Selection
issue and accept www.commonlit.org
Tests
an opposing http://www.ereadingworksheets.
view?” com
www.readwritethink.org
Understanding the power of a
message, communication,
*DRAMA UNIT: conversation
ACT I
*To be done after
Collections
Author’s styles and
opinion matters unit
“from The Diary of Anne Frank”
Diagnostic/
Act 1, Frances Goodrich and
Reading a Drama Pretest on
Act I - End of 3rd Albert Hackett
Skills
quarter “Marigolds”, Eugene Collier
Characterization 3 weeks
Literature Act II - 4th quarter Ways: Writing: 3rd
Close Reader
CC.1.3.8.C Dialogue character quarter
Essential “from The Diary of Anne Frank”,
CC.1.3.8.G Actions analysis TDA
Questions: Frances Goodrich and Albert
CC.1.3.8.J How others relate - focus – 2 weeks
“Do individuals Hackett
CC.1.4.8.S evidential into 4th
have a Author’s purpose support) quarter
responsibility to Additional Resources
protect other “Kindertransport”
Theme Selection
members of a Scholastic magazines
Tests
society?” “Ribbons”, Lawrence Yep

“How does what Online Resources

you do matter?” www.studyisland.com
http://www.kellygallagher.org/ar
ticle-of-the-week/

12 Perry and Rickards revised 2017

 Formative/
Strand Name Relevance/
Skills Summative Pacing
Standards Essential Questions Resources
Assessment
ARGUMENTATIVE
WRITING
Writing Argumentative Focus: style,
CC.1.4.8.G “How can you persuade writing tone 1 weeks
CC.1.4.8.F-L someone to agree with
your point of view?”

Re-teach /
T.B.D. T.B.D. 1 week
Enrich
Misplaced
Paired with
modifiers
Literature
GRAMMAR FOR Collections
Grammar
INTERCONNECTEDWRITING Redundancy Text
CC.1.4.8.L Paired with
Style See pairings
non-fiction
“How does syntax affect Online Resources
meaning?” Revising https://my.hrw.com/
Paired with
writing
Editing
SUFFIXES
CONNOTATION Building communication
Vocabulary Suffixes skills, and higher level
CC.1.3.8.I “How do suffixes change the reading
Throughout
CC.1.2.8.K meaning of words?” Connotation
all units
Collections
“How can word choice Correct usage Text, online resources,
affect a reader’s perception teacher choice
of ideas or events?”

13 Perry and Rickards revised 2017

 4th Quarter
Name Formative/
Strand Relevance/
Essential Skills Summative Pacing
Standards Resources
Questions Assessment
Understanding the power of a
message, communication,
conversation
Diagnostic/
Collections
Reading a Drama Pretest on
“from The Diary of Anne Frank”
*DRAMA UNIT Skills
Act II, Frances Goodrich and
Act II Characterization
Albert Hackett
Literature Ways: Writing:
“Marigolds”, Eugene Collier
CC.1.3.8.C Dialogue character
2
CC.1.3.8.G Essential Actions analysis TDA
weeks Additional Resources
CC.1.3.8.J Question: How others relate - focus –
“Kindertransport”
CC.1.4.8.S “How can one life evidential
Scholastic magazines
impact so many Author’s purpose support)
“Ribbons”, Lawrence Yep
others?”
Theme Selection
Online Resources
Tests
www.studyisland.com
http://www.kellygallagher.org/
article-of-the-week/

Novel Units
The Giver, Lois Lowry
A Raisin in the Sun, Lorraine
Hansberry
Diagnostic/
T.B.D.
NOVEL UNIT Pretest on
Literature
LITERATURE / Listening and Skills
CC.1.3.8.A- Literature Circles
CIRCLES speaking skills
G 5 Teacher/Student
Writing:
CC.1.3.8.I weeks Choices
Essential All Prior taught T.B.D.
CC.1.3.8.J
Questions: literature skills
CC.1.4.8.S Additional Resources
T.B.D. Selection
Test
Online Resources
www.studyisland.com
http://www.kellygallagher.org/
article-of-the-week/

14 Perry and Rickards revised 2017

 Name Formative/
Strand Relevance/
Essential Skills Summative Pacing
Standards Resources
Questions Assessment
Non-fiction Units
Of Beetles and Angels: A Boy’s
remarkable Journey From a
Refugee Camp to Harvard. M.
NOVEL UNIT Asgedom
Diagnostic/
Non-Fiction LITERATURE / Listening and
Pretest on Skills
CC.1.2.8.A-F CIRCLES speaking skills Literature Circles
CC.1.3.8.G- 1 week Teacher/Student Choices
Writing: T.B.D.
H Essential All Prior taught
CC.1.2.8.J Questions: non-fiction skills Additional Resources
Selection Test
T.B.D.
Online Resources
www.studyisland.com
http://www.kellygallagher.org/
article-of-the-week/
Writing Response to
Project based 1 week T.B.D.
Literature
Re-teach /
T.B.D. T.B.D. 1 week
Enrich
PUNCTUATION
Apostrophes Collections
Grammar EXTENDED
Text
CC.1.4.8.F
Semi-colon
CC.1.4.8.L “How does
Online Resources
CC.1.4.8.R punctuation affect
Colon https://my.hrw.com/
meaning?”
CONTEXT CLUES Building communication skills,
MULTI-MEANING Context clues and higher level reading
Vocabulary
WORDS
CC.1.3.8.I
Multi-meaning Collections
CC.1.2.8.K
“Why are context words Text, online resources, teacher
clues important?” choice

15 Perry and Rickards revised 2017