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8TH GRADE ENGLISH LANGUAGE ARTS CURRICULUM MAP

In PLCs, teachers will determine focus indicators and their assessments per unit. Individual teachers can choose texts at their discretion.
Teachers should balance between core texts and book club texts (and can use either interchangeably) while implementing independent reading daily.
Units should include a variety of fiction, nonfiction, and poetry. Indicators highlighted in blue will be assessed on benchmark assessments.
Texts highlighted in red are hyperlinked to more resources.
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2Time Frame1st Nine Weeks2nd Nine Weeks3rd Nine Weeks4th Nine Weeks
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3Suggested ThemeCulture & BelongingThe Thrill Of HorrorMoving Towards FreedomGrowing Up
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4Instructional RoutinesCore Text and/or Book Club Text
Independent Reading (Daily)
Writing (Daily)		Core Text and/or Book Club Text
Independent Reading (Daily)
Writing (Daily)		Core Text and/or Book Club Text
Independent Reading (Daily)
Writing (Daily)		Core Text and/or Book Club Text
Independent Reading (Daily)
Writing (Daily)
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5Sigggested Core Texts:
Advanced		"My Favorite Chaperone" by Jean Davies Okimoto, "A Place to Call Home" by Scott Bittle & Jonathan Rochkind, "Golden Glass" by Alma Luz Villanueva, "New Immigrants Share Their Stories" by Lisa Gossels, "Who Can Replace a Man?" by Brian Aldiss, "Tears of Autumn" by Yoshiko Uchida, "Hamadi" by Naomi Shihab Nye"What is the Horror Genre" by Sharon A. Russell, "Man-Made Monsters" by Daniel Cohen, "The Outsider" by H.P. Lovecraft, "Alone" by Edgar Allen Poe, "The Raven" by Edgar Allen Poe"Civil War Journal" by Louisa May Alcott, "My Friend Douglas" by Russell Freedman, "Brown vs Board of Education" by Walter Dean Myers, "On Woman's Right to Sufferage" by Susan B. Anthony, "Harriet Tubman: Guide to Freedom" by Ann Petry,"Marigolds" by Eugenia Collier, "Hanging Fire" by Audre Lorde,"When Do Kids Become Adults?" from the New York Times, "Identity" by Julio Noboa Polanco, "Hard on the Gas" by Janet S. Wong, "Much Too Young to Work So Hard" by Naoki Tanaka
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6Suggested Core Texts: Regular"Charles" by Shirley Jackson, "The White Umbrella" by Gish Jen, "The Medicine Bag" by Virginia Driving Hawk Sneve, "Thank You M'am" by Langston Hughes, "What to Bring" by Naisha Jackson, "Museum Indians" by Susan Powers, "Bonne Annee" by Jean-Pierre Benoit"Scary Tales" by Jackie Torrence, "The Monkey's Paw" by Ricky Lewis Jr., "The Tell-Tale Heart" by Edgar Allen Poe, "Frankenstein" by Edward Field, "The Landlady" by Roald Dahl"A Mystery of Heroism" by Stephen Crane, "O Captain! My Captain" by Walt Whitman, "The Drummer Boy of Shiloh" by Ray Bradbury, "Runagate Runagate" by Robert Hayden, "The American Dream" by Martin Luther King Jr., "The War in Vietnam" from The American Nation"An American Childhood" by Annie Dillard, "Teenagers" by Pat Mora, " The Whistle" by Anne Estevis, "Your Phone Can Wait" PSA, "Driving Distracted", Poster, "Is 16 Too Young to Drive a Car?" by Robert Davis, "Fatal Car Crashed Drop for 16-Year-Olds, Rise for Older Teens" by Allison Aubrey
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7Suggested Book Club TextsWonder by R.J. Palacio, Bronx Masquerade by Nikki Grimes, Maniac Magee by Jerry Spinelli, Girls Like Me by Tanya Savory, Someone to Love Me by Anne Scraff, Blood is Thicker by Paul Langan,The Halloween Tree by Ray Bradbury, The Stone Child by Dan Pabloki, Killing Mr. Griffin by Lois Duncan, Wolf Rider by Avi, Coraline by Neil Gaiman, The Cavendish Home for Boys and Girls by Claire LegrandI Know Why the Caged Bird Sings by Maya Angelo , Brown Girl Dreaming by Jacqueline Woodson, The Diary of Anne Frank, The Giver by Lois Lowry, To Kill a Mockingbird by Harper LeeThe Pigman by Paul Zindel, A Matter of Trust by Anne Schraff, The Gun by Paul Langan, Shattered by Paul Langan, The House on Mango Street by Sandra Cisneros, The Outsiders by S.E. Hinton, A Tree Grows in Brooklyn by Betty Smith, Are you There God, It's Me Margaret by Judy Blume
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8Cross Curricular TopicsScience: Forces and Motion; Social Studies: culture and survival, exploration, development of governmentScience: Earth's Place in the Universe; Social Studies: exploration, Antebellum Era and Civil WarScience: Diversity of Life; Social Studies: ReconstructionScience: Forces and Motion; Social Studies: evaluating viewpoints and biases
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9Reading LiteraryRL5.1 Cite Evidence*
RL6.1 Determine theme and plot; objective summary*
RL8.1 Analyze elements that propel plot*
RL9.1 Figurative and connotative language*
RL11.1 Perspectives to create suspense and humor
RL 12.2 Structures to impact meaning
12.1 Small and Whole group reading for gradual release
13.2 Read independently sustained periods of time
13.3 Read and Respond to become self-directed, critical readers and thinkers.		RL5.1 Cite Evidence*
RL6.1 Determine theme and plot; objective summary* RL7.1 Analyze visual/audio enhances text RL7.2 Analyze how modern works render older works as new
RL8.1 Analyze elements that propel plot* RL9.1 Figurative and connotative language*
RL10.2 Compare and contrast structures
12.1 Small and Whole group reading for gradual release
13.2 Read independently sustained periods of time
13.3 Read and Respond to become self-directed, critical readers and thinkers.*		5.1 Cite Evidence*
6.1 Determine theme and plot; objective summary*
8.1 Analyze elements that propel plot*
9.1 Figurative and connotative language*
10.1 Context clues
12.1 Compare structures and impact on meaning
12.2 Analyze structures within a text and impact on meaning
13.1 Small and Whole group reading for gradual release
13.2 Read independently sustained periods of time
13.3 Read and Respond to become self-directed, critical readers and thinkers.		5.1 Cite Evidence*
6.1 Determine theme and plot; objective summary*
8.1 Analyze elements that propel plot*
9.1 Figurative and connotative language*
13.2 Read independently sustained periods of time
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14Reading Informational5.1 Cite evidence that most strongly supports analysis* 6.1 Provide objective summary of text with 2 central ideas; cite key supporting details*
8.1 Figurative Connotatitve and technical meanings in text on meaning and tone*
11.1 Impact of text features on similar ideas and claims*
12.1 Whole/small group reading for purpose
12.2 Read independently for sustained per
12.3 Read and respond to become self-directed, critical readers		5.1 Cite evidence that most strongly supports analysis*
6.1 Provide objective summary of text with 2 central ideas; cite key supporting details*
7.1 Evaluate (dis)advantages of using different mediums to present a topic
8.1 Figurative Connotatitve and technical meanings in text on meaning and tone*
8.2 Analyze impact of text features and structures on authors' simiar ideas or claims about the same topic.
10.1 Determine the author's perspective and analyze conflicting evidence.
11.1 Impact of text features on similar ideas and claims*
12.1 Whole/small group reading for purpose
12.2 Read independently for sustained periods of time
12.3 Read and respond to become self-directed, critical readers		5.1 Cite evidence that most strongly supports analysis*
6.1 Provide objective summary of text with 2 central ideas; cite key supporting details*
8.1 Figurative Connotatitve and technical meanings in text on meaning and tone*
8.2 Analyze impact of text features and structures on authors' simiar ideas or claims about the same topic.
10.1 Determine the author's perspective and analyze conflicting evidence.
11.1 Impact of text features on similar ideas and claims*
11.2 Analyze argument for sound, relevant and sufficient evidence.
12.1 Whole/small group reading for purpose
12.2 Read independently for sustained periods of time
12.3 Read and respond to become self-directed, critical readers		5.1 Cite evidence that most strongly supports analysis*
6.1 Provide objective summary of text with 2 central ideas; cite key supporting details*
7.1 Evaluate (dis)advantages of using different mediums to present a topic
8.1 Figurative Connotatitve and technical meanings in text on meaning and tone*
8.2 Analyze impact of text features and structures on authors' simiar ideas or claims about the same topic.
10.1 Determine the author's perspective and analyze conflicting evidence.
11.1 Impact of text features on similar ideas and claims*
11.2 Analyze argument for sound, relevant and sufficient evidence.
12.1 Whole/small group reading for purpose
12.2 Read independently for sustained periods of time
12.3 Read and respond to become self-directed, critical readers
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20Writing1.1 Write arguments
2.1 Write informative/ explanatory
3.1 Write narrative
4.1 Conventions of standard English grammar (see standards for specific conventions)
5.2 Conventions of punctuation, capitalization, and spelling (see standards for specific conventions)
6.1 Write independently and routinely
6.4 Keyboarding		1.1 Write arguments
2.1 Write informative/ explanatory
3.1 Write narrative
4.1 Conventions of standard English grammar (see standards for specific conventions)
5.2 Conventions of punctuation, capitalization, and spelling (see standards for specific conventions)
6.1 Write independently and routinely
6.4 Keyboarding		1.1 Write arguments
2.1 Write informative/ explanatory
3.1 Write narrative
4.1 Conventions of standard English grammar (see standards for specific conventions)
5.2 Conventions of punctuation, capitalization, and spelling (see standards for specific conventions)
6.1 Write independently and routinely
6.4 Keyboarding		1.1 Write arguments
2.1 Write informative/ explanatory
3.1 Write narrative
4.1 Conventions of standard English grammar (see standards for specific conventions)
5.2 Conventions of punctuation, capitalization, and spelling (see standards for specific conventions)
6.1 Write independently and routinely
6.4 Keyboarding
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21Inquiry1.1: Develop questions
2.1: Generate explanations and consider multiple perspectives
3.1: Develop a plan of action
3.2: Examine historical, social, cultural, or political contexts
3.3: Gather information from a variety of sources and evaluate for perspective, validity, and bias
3.4 Organize, categorize info; sythesize ideas; communicate learning; identify implications for future inquiry
4.1: Employ a critical stance and analyze relationships
4.2: Determine appropriate and communicate findings
4.3: Reflect on findings and pose appropriate questions
5.1: Acknowledge individual and collective thinking; use feedback to guide inquiry
5.2: Employ past and present learning; monitor inquiry
5.3: Assess and reflect on the process		1.1: Develop questions
2.1: Generate explanations and consider multiple perspectives
3.1: Develop a plan of action
3.2: Examine historical, social, cultural, or political contexts
3.3: Gather information from a variety of sources and evaluate for perspective, validity, and bias
3.4 Organize, categorize info; sythesize ideas; communicate learning; identify implications for future inquiry
4.1: Employ a critical stance and analyze relationships
4.2: Determine appropriate and communicate findings
4.3: Reflect on findings and pose appropriate questions
5.1: Acknowledge individual and collective thinking; use feedback to guide inquiry
5.2: Employ past and present learning; monitor inquiry
5.3: Assess and reflect on the process		1.1: Develop questions
2.1: Generate explanations and consider multiple perspectives
3.1: Develop a plan of action
3.2: Examine historical, social, cultural, or political contexts
3.3: Gather information from a variety of sources and evaluate for perspective, validity, and bias
3.4 Organize, categorize info; sythesize ideas; communicate learning; identify implications for future inquiry
4.1: Employ a critical stance and analyze relationships
4.2: Determine appropriate and communicate findings
4.3: Reflect on findings and pose appropriate questions
5.1: Acknowledge individual and collective thinking; use feedback to guide inquiry
5.2: Employ past and present learning; monitor inquiry
5.3: Assess and reflect on the process		1.1: Develop questions
2.1: Generate explanations and consider multiple perspectives
3.1: Develop a plan of action
3.2: Examine historical, social, cultural, or political contexts
3.3: Gather information from a variety of sources and evaluate for perspective, validity, and bias
3.4 Organize, categorize info; sythesize ideas; communicate learning; identify implications for future inquiry
4.1: Employ a critical stance and analyze relationships
4.2: Determine appropriate and communicate findings
4.3: Reflect on findings and pose appropriate questions
5.1: Acknowledge individual and collective thinking; use feedback to guide inquiry
5.2: Employ past and present learning; monitor inquiry
5.3: Assess and reflect on the process
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22Communication1.1 Prepare and engage in conversations
1.2 Initiate/Participate in collaborative discussions
1.3 Apply communication techniques
1.4 Engage in a range of collaborative discussions; modify personal ideas
1.5 Consider new ideas of others
2.1 Gather information from multiple sources
2.2 Analyze credible sources
2.3 Quote and paraphrase properly
2.4 Adapt speech to task and audience
3.1 Analyze influence and employ context
3.2 Utilize multimedia to clarify info
4.1 Evaluate speaker's point of view and argument (based on evidence used)
4.2 Analyze speaker's delivery of message
4.3 Evaluate speaker's effectiveness
5.1 Consider audience for presentation
5.2 Select a variety of craft techniques		1.1 Prepare and engage in conversations
1.2 Initiate/Participate in collaborative discussions
1.3 Apply communication techniques
1.4 Engage in a range of collaborative discussions; modify personal ideas
1.5 Consider new ideas of others
2.1 Gather information from multiple sources
2.2 Analyze credible sources
2.3 Quote and paraphrase properly
2.4 Adapt speech to task and audience
3.1 Analyze influence and employ context
3.2 Utilize multimedia to clarify info
4.1 Evaluate speaker's point of view and argument (based on evidence used)
4.2 Analyze speaker's delivery of message
4.3 Evaluate speaker's effectiveness
5.1 Consider audience for presentation
5.2 Select a variety of craft techniques		1.1 Prepare and engage in conversations
1.2 Initiate/Participate in collaborative discussions
1.3 Apply communication techniques
1.4 Engage in a range of collaborative discussions; modify personal ideas
1.5 Consider new ideas of others
2.1 Gather information from multiple sources
2.2 Analyze credible sources
2.3 Quote and paraphrase properly
2.4 Adapt speech to task and audience
3.1 Analyze influence and employ context
3.2 Utilize multimedia to clarify info
4.1 Evaluate speaker's point of view and argument (based on evidence used)
4.2 Analyze speaker's delivery of message
4.3 Evaluate speaker's effectiveness
5.1 Consider audience for presentation
5.2 Select a variety of craft techniques		1.1 Prepare and engage in conversations
1.2 Initiate/Participate in collaborative discussions
1.3 Apply communication techniques
1.4 Engage in a range of collaborative discussions; modify personal ideas
1.5 Consider new ideas of others
2.1 Gather information from multiple sources
2.2 Analyze credible sources
2.3 Quote and paraphrase properly
2.4 Adapt speech to task and audience
3.1 Analyze influence and employ context
3.2 Utilize multimedia to clarify info
4.1 Evaluate speaker's point of view and argument (based on evidence used)
4.2 Analyze speaker's delivery of message
4.3 Evaluate speaker's effectiveness
5.1 Consider audience for presentation
5.2 Select a variety of craft techniques
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