8th Grade ELA Units (Stage 1)
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Content Area: Language Arts Integrated Unit
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Unit 1: Looking Back at the Past
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Grade Level: 8
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Stage 1 - Desired Results
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Transfer
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Students will be able to independently use their learning to...
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• understand historical and cultural aspects of society through literature
• reflect through writing on their own personal history to guide their future
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Meaning
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Enduring Understandings:Essential Questions:
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Students will understand that...Students will keep considering...
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• an author’s perspective might produce accounts of historical events that differ from what we know happened
• knowing historical and cultural background information leads them to a more authentic understanding of the literature
• the development of characters, plot and theme are driven by the circumstances of the time period
• reflecting on our personal history can guide our future

• How does learning history through literature differ than learning it through informational text?
• How does an understanding of historical and cultural background of a society enhance your reading of historical fiction set in a specific time period?
• What is the impact of the historical setting on the characters, plot and theme?
• How do experiences from your past impact your life?

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Acquisition
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Students will know...Students will be able to...
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• an objective summary of literature includes a discussion of characters, setting, plot and resolution
• the theme of a text can be determined by analyzing character change and growth
• an effective book review contains descriptive, analytical and sociological elements
• authentic historical fiction accurately represents a time period through setting, language and real events and people
• how to find a reliable website to support their research
• paraphrasing means putting the text in their own words
• narrative elements such as sequencing, time transitions, thoughts, reflection and details are important to the development of an effective personal narrative
• personal narratives must have an engaging opening and powerful reflective conclusion
• a book discussion group works together to enhance understanding and appreciation of a text
• being an effective group member requires focus, participation, listening and leadership
• how to write, complete compound sentences
• how to edit their writing for sentence fragments and run-ons

LITERATURE
• citing the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text
• determining a theme or central idea of a text and analyze its development over the course of the text
• providing an objective summary of the text
• determining the meaning of words and phrases as they are used in a text, including figurative and connotative meanings
• comparing and contrasting the structure of two or more texts and analyzing how the differing structure of each text contributes to its meaning and style
• reading and comprehending literature at grade level
INFORMATIONAL TEXT
• citing the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text
• analyzing how a text makes connections between individuals, ideas, or events
• determining the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings
• reading and comprehending informational text at grade level
WRITING
• writing narratives to develop real or imagined experiences or events
• establishing a context, point of view, narrator and/or characters, and a conclusion that reflects on the narrated experiences
• using narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters
• using transition words, phrases, and clauses to convey sequence, signal shifts and time frames from setting, and show relationships among experiences and events
• using precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey the experiences
• producing clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• developing and strengthening by using the writing process
• using technology, including the internet, to produce and publish writing
• gathering relevant information from multiple print and digital sources, assessing the credibility and accuracy of each source
• quoting or paraphrasing the data and conclusions of others, following a standard format for citation
• drawing evidence from literary or informational text to support analysis, reflection, and research
• writing routinely over varied time frames for a variety of purposes
SPEAKING AND LISTENING
• engaging in a range of collaborative discussions by coming prepared, following rules of discussions, posing questions, responding to others, using evidence to support one’s own ideas
LANGUAGE
• demonstrating command of the conventions of standard English grammar and usage when writing or speaking
• demonstrating command of the conventions of standard English capitalization, punctuation, and spelling when writing
• forming and using verbs in the active and passive voice to achieve particular effects
• recognizing and correcting inappropriate shifts in verb voice and mood
• spelling words correctly
• using knowledge of language and its conventions when writing, speaking, reading, or listening
• determining and clarifying the meaning of unknown and multiple-meaning words or phrases
• using context as a clue to the meaning of a word or phrase
• using Greek or Latin affixes and roots as clues to the meaning of a word
• consulting reference materials to determine/verify the pronunciation, meaning, and part of speech of a word
• acquiring and using accurately grade-appropriate general academic and domain-specific words and phrases

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Unit 1
Unit 2
Unit 3
Unit 4
Unit 5