8th Grade English - Quarter 2 Curriculum - Franklin City Public ...

8th GradeEnglish - Quarter 2

Curriculum

J. P. KING, JR. MIDDLE SCHOOL501 Charles St.

Franklin, VA 23851(757) 562-4631jpk.fcpsva.org

http://jpk.fcpsva.org/

JOSEPH P. KING, JR. MIDDLE SCHOOL ENGLISH 8 CURRICULUM GUIDE

English 8 Quarter 2 Snapshot

Reading Products:

• Research Product (Tied to Novel)

Authentic Writing Product:

• Research Product

• January: Bi-weekly Writing Products

Week Unit Info Vocabulary & Reading Focus Writing & Research Focus

10 Unit 2: Social Justice & Tolerance Novel: Night by Elie Wiesel

• 8.5f Genres – memoir

• 8.6b Text features

• 8.6b Skim materials to find information

• 8.8a Apostrophes

• 8.9a Create questions about a topic

• 8.9b Collect & synthesize research

• 8.9i Ethical use of the Internet


• 8.6a Organizational patterns

• 8.6b Apply knowledge of organizational patterns

• 8.8a Commas, apostrophe, ellipsis, & dash

• 8.9c Validity & credibility of sources

• 8.9h Avoid plagiarism

12

Unit 2: Social Justice & Tolerance Novel: Night by Elie Wiesel Research Product Due Week 12 Mini-Assessment

• 8.5f Foreshadowing, flashback, & irony

• 8.6a Organizational patterns

• 8.6b Apply knowledge of organizational patterns

• 8.8 Subject-verb agreement

• 8.9h Citing sources


• 8.5a Tone, mood, voice, & word choice

• 8.6e Author’s viewpoint and word choice

• 8.7a Writing as a process

• 8.7b Audience & purpose

• 8.7c Prewriting

• 8.7f Thesis statements

• 8.7g State & defend a position

• 8.7h Counterclaims and counterarguments

• 8.8 Subject-verb agreement (indefinite pronouns)

14 Unit 2: Social Justice & Tolerance • 8.4b Connotation and denotation • 8.7i Use facts support position


Authentic Writing Product Due Novel: Night by Elie Wiesel

• 8.5a Tone, mood, voice, & word choice

• 8.7k Central idea, tone, & voice

• 8.7l Revise writing

• 8.8 Subject-verb agreement (intervening clauses)

15

Unit 3: Poetry Novel: Night by Elie Wiesel Poems selected by teacher Week 15 Mini-Assessment

• 8.4a Figurative language

• 8.5d Figurative language


• 8.7c Prewriting

• 8.7d Organize writing




• 8.8b Pronouns & antecedents

16

Unit 3: Poetry Novel: Night by Elie Wiesel Poems selected by teacher Bi-weekly Writing Product Due


• 8.5d Figurative language & imagery

• 8.5f Poetry genre

• 8.5h Elements of poetry & poetic devices

• 8.5i Compare & contrast authors’ styles

• 8.7l Revise writing

• 8.8a Edit writing

• 8.8b Pronoun-antecedent agreement

17

Unit 3: Poetry Novel: Night by Elie Wiesel Poems selected by teacher Benchmark Testing May Begin


• 8.5d Figurative language & imagery

• 8.5f Poetry genre

• 8.5h Elements of poetry & poetic devices

• 8.5i Compare & contrast authors’ styles


• 8.7c Prewriting

• 8.7d Organize writing




• 8.8b Pronoun-antecedent agreement

18

Unit 3: Poetry Novel: Night by Elie Wiesel Poems selected by teacher Bi-weekly Writing Product Due Benchmark Testing

• Review vocabulary & reading skills (data-driven)

• Reading Benchmark

• Review writing and grammar skills (data-driven)

• On Demand Writing Assessment

• Writing Benchmark


Week: 10 UNIT 2: Social Justice & Tolerance

STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE

NEW CONTENT: Reading:

• 8.5f) Identify and analyze characteristics within a variety of genres. o Understand that literary nonfiction includes biography, autobiography, and personal essay. o Compare and contrast the characteristics of literary forms, including, but not limited to,

Memoir

• 8.6b) Apply knowledge of text features and organizational patterns to analyze selections. o Understand that text features are created purposefully and are an aid to comprehension. o Use text features to enhance comprehension.

Boldface and/or italics type Type set in color Underlining Indentation Sidebars Illustrations, graphics, and photographs Headings and subheadings Footnotes and annotations

• 8.6c) Skim materials to develop an overview or locate information. Writing:

• 8.8a) Use and punctuate correctly varied sentence structures to include conjunctions and transition words.

• 8.9a) Formulate and revise questions about a research topic.

• 8.9b) Collect and synthesize information from multiple sources. o Understand that using multiple sources of information produces a more complete understanding of a topic.

• 8.9i) Demonstrate ethical use of the Internet. o Understand the purposeful and responsible use of the Internet.

SPIRALED CONTENT: Spiraled content is continuously integrated in class discussions, questions, and/or activities to help students master and enhance skills.

Word Analysis:


• 8.4b) Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases.

• 8.4c) Use roots, affixes, synonyms, and antonyms to determine the meaning(s) of unfamiliar words and technical vocabulary.

• 8.4e) Use word-reference materials to determine meanings and etymology. Reading:

• 8.5a) Analyze how authors’ development of characters, conflict, point of view, voice, and tone convey meaning.

• 8.5b) Identify cause-and-effect relationships and their impact on plot.

• 8.5c) Explain the development of the theme(s).

• 8.5e) Make inferences and draw conclusions based on explicit and implied information using references to the text for support.

• 8.5f) Identify and analyze characteristics within a variety of genres.

• 8.5g) Compare/contrast details in literary and informational texts.

• 8.5j) Use reading strategies to monitor comprehension throughout the reading process.

• 8.6d) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.

• 8.6e) Analyze the author’s qualifications, viewpoint, word choice, and impact.

• 8.6h) Identify the main idea.

• 8.6i) Summarize the text, identifying supporting details.

• 8.6j) Identify cause-and-effect relationships.

• 8.6k) Use reading strategies to monitor comprehension throughout the reading process.

• 8.6l) Analyze ideas within and between selections, providing textual evidence. Writing:

• 8.8e) Use comparative and superlative degrees in adverbs and adjectives.

• 8.8f) Use quotation marks with dialogue and direct quotations.

Essential Questions Recommended Activities /

Strategies Recommended Resources Vocabulary


Thematic Unit Essential Questions:

• How does knowledge of the past allow people to make better decisions about the future?

• How does silence perpetuate violence?

• What is empathy? Why is it important?

Standards-Based Essential Questions:

• What is the impact of technology on research and communication?

• How does using key terms and Boolean phrases streamline the research process?

• How do text features aid in comprehension?

• How can misplacing apostrophes or other forms of punctuation change a writer’s intended meaning?

Mini-Lesson: Text Features Mini-Lesson: Introduction to the Holocaust Mini- Lesson: Introduction to Night & Elie Wiesel Introduction to Research

• Monthly Writing

• Work with Media Specialist to teach research strategies

• Mini-Lesson: How to Effectively Research on the Internet

• Mini-Lesson: Narrowing Research Topics and Generating Guiding Research Questions

Scholastic Resource: Informational Texts Lesson Idea: Text Feature Walk Reading Folder (Drive) Video Series: What is the Holocaust Night Folder (Drive) Video: Oprah Interviews Elie Wiesel at Auschwitz Night Folder (Drive) Intro to Night/Holocaust WebQuest

• For practicing Internet research and to familiarize students with the novel and its historical context

• Night Folder (Drive) Monthly Writing (Research Product):

• Have students complete a research project and create a research product.

• Potential Research Topics

Academic Vocabulary: 1. Text Features 2. Bold 3. Italics 4. Font 5. Indentation 6. Sidebars 7. Illustrations 8. Graphics 9. Headings 10. Subheadings 11. Footnotes 12. Annotations 13. Holocaust 14. Genocide 15. Research 16. Apostrophes 17. Possession

Fab Vocab:

1. TO BE DETERMINED BY TEACHER BASED ON STUDENT NEEDS

VDOE RESOURCES

https://www.scholastic.com/teachers/articles/teaching-content/grades-6-8-informational-texts/

https://www.scholastic.com/teachers/articles/teaching-content/grades-6-8-informational-texts/

http://www.readingrockets.org/article/guiding-students-through-expository-text-text-feature-walks

http://www.readingrockets.org/article/guiding-students-through-expository-text-text-feature-walks

https://www.youtube.com/watch?v=sB4Nc4AFjMQ

https://www.youtube.com/watch?v=sB4Nc4AFjMQ

https://www.youtube.com/watch?v=4IJ4mpCDVpE

https://www.youtube.com/watch?v=4IJ4mpCDVpE


Mini-Lesson: Apostrophes for Possession and Contractions

o 21st Century Genocide o Holocaust Research

(Places, Events, People, etc.)

o WWII Research o Google Tour

• Research Folder (Drive) Apostrophe Rules MLA Style: Apostrophes 3 Ways Writing Folder (Drive)

VDOE English Homepage Text Dependent Questions Computer Adaptive Testing Tabbed Reading Passages Practice TestNav 8 Practice Items Using Statewide Results to Guide Instruction Online Writing Resources Vocabulary Resources English Sample Lesson Plans Released Tests & Item Sets

http://grammar.yourdictionary.com/punctuation/apostrophe-rules.html

https://style.mla.org/apostrophes-three-ways/

https://style.mla.org/apostrophes-three-ways/

http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2017/text-dependent/index.shtml

http://www.doe.virginia.gov/testing/test_administration/cat/index.shtml

http://www.doe.virginia.gov/testing/sol/practice_items/testnav8/tabbed_passages_demo.pdf


http://www.doe.virginia.gov/testing/sol/practice_items/testnav8.shtml

http://www.doe.virginia.gov/testing/sol/performance_analysis/index.shtml


http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/index.shtml

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/vocabulary/index.shtml

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/index.shtml

http://www.doe.virginia.gov/testing/sol/released_tests/index.shtml





• 8.6a) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. o Recognize organizational patterns to enhance comprehension, including

cause and effect; comparison / contrast; enumeration or listing; sequential or chronological; concept / definition; generalization; problem / solution; and process

• 8.6b) Apply knowledge of text features and organizational patterns to analyze selections. o Understand that an author’s patterns of organization can aid comprehension.

Writing:

• 8.8a) Use and punctuate correctly varied sentence structures to include conjunctions and transition words. o Understand that using multiple sources of information produces a more complete understanding of a topic.

• 8.9c) Evaluate and analyze the validity and credibility of resources. o Understand the importance of evaluating the intent of the author, which may include misinformation, bias, and

unsupported assertions. o Evaluate the validity and credibility of information, using questions such as

Is the source free from bias? Does the writer have something to gain from his opinion? Does the information contain facts for support? Is the same information found in more than one source? Is contact information provided? Is there a copyright symbol on the page? What is the purpose of the page? What is the date of the most recent publication?

• 8.9h) Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering and using information.


o Understand to avoid plagiarism, credit must be given when using another person’s ideas, opinions, facts, statistics, or graphics.

o Understand that there are consequences of plagiarism, according to the guidelines established by the local school divisions.

o Avoid plagiarism and its consequences by giving credit whenever using another person’s media, facts, statistics, graphics, images, music and sounds, quotations, or paraphrases of another person’s words.



Word Analysis:











• 8.6b) Apply knowledge of text features and organizational patterns to analyze selections.

• 8.6c) Skim materials to develop an overview or locate information.












• 8.9b) Collect and synthesize information from multiple sources.








• Why must writing be a recursive process?

• How can an author’s patterns of organization be an aid to comprehension?

• How do transition words enhance the fluency and cohesiveness of our writing?

Mini-Lesson: Organizational Patterns

• Types of Organizational Patterns

• Transitional Words Continue focusing on 6.5a, c, and f while reading the novel Novel

• Pages 3-22

• Focus on word choice, story elements, transition words, and organizational patterns

• Response to Literature

• Use novel as mentor text for sentence structure, grammar, and word choice.

eReading: Organizational Patterns Quizlet: Organizational Patterns Mini-Book Activity Flocabulary: 5 Text Structures Reading Folder (Drive) Night by Elie Wiesel

• Scholastic Resource: Judaism

• ReadWorks: Judaism & Monotheistic Morality

• ReadWorks: The Three Branches of Judaism

• Newsela: Text Set - Judaism

• Newsela: Elie Wiesel’s “The Perils of Indifference”

• Night Novel Guide (Drive)


Academic Vocabulary: 1. Organizational Patterns 2. Chronological 3. Sequential 4. Compare/Contrast 5. Cause & Effect 6. Problem & Solution 7. Process 8. Transitions 9. Subject 10. Verb

Fab Vocab:


https://www.ereadingworksheets.com/text-structure/patterns-of-organization/


https://quizlet.com/20581136/6th-grade-authors-purpose-perspective-and-organizational-patterns-flash-cards/


http://mrtwarek.blogspot.com/2013/03/organizational-patterns.html

https://www.youtube.com/watch?v=7kWGQ-_ipBY

https://www.scholastic.com/teachers/articles/teaching-content/all-about-judaism/

https://www.scholastic.com/teachers/articles/teaching-content/all-about-judaism/

https://www.readworks.org/article/Judaism-and-Monotheistic-Morality/8ae1c7df-e2e0-44a8-a414-b8b1a2a7b58a#!articleTab:content/

https://www.readworks.org/article/Judaism-and-Monotheistic-Morality/8ae1c7df-e2e0-44a8-a414-b8b1a2a7b58a#!articleTab:content/

https://www.readworks.org/article/Judaism---The-Three-Branches-of-Judaism/7c5b1438-553b-45c9-ba05-5bbf37d574ab#!articleTab:content/

https://www.readworks.org/article/Judaism---The-Three-Branches-of-Judaism/7c5b1438-553b-45c9-ba05-5bbf37d574ab#!articleTab:content/

https://newsela.com/text-sets/265994


https://newsela.com/read/speeches-wiesel-indifference/id/16704/

https://newsela.com/read/speeches-wiesel-indifference/id/16704/


Introduction to Research

• Monthly Writing


• Mini-Lesson: Evaluating Validity, Authenticity, & Credibility of Sources

• Mini-Lesson: Plagiarism & Citing Sources

Mini-Lesson: Punctuation Review, Ellipsis, & Dash

o Imagine being uprooted from your home and suddenly being treated as if you weren’t even human. How would you react? How would you feel?

Monthly Writing (Research Product):


• Potential Research Topics o 21st Century Genocide o Holocaust Research

(Places, Events, People, etc.)


• Research Folder (Drive) Quizlet: Comma, Colon, Semicolon, Ellipsis, & Dash Resource: Ellipsis & Dash Lesson Resource: Ellipsis & Dash Writing Folder (Drive)

VDOE RESOURCES


https://quizlet.com/76437025/pirates-8th-grade-la-commacolon-semicolon-dash-ellipsis-edmodo-quiz-flash-cards/

https://quizlet.com/76437025/pirates-8th-grade-la-commacolon-semicolon-dash-ellipsis-edmodo-quiz-flash-cards/

https://sites.google.com/site/mrghannsclass/ellipsis-comma-dash

https://sites.google.com/a/westg.org/mr-p-s-ela-page-archive/ellipsis-and-dash

https://sites.google.com/a/westg.org/mr-p-s-ela-page-archive/ellipsis-and-dash

















• 8.5f) Identify and analyze characteristics within a variety of genres. o Analyze an author’s use of literary devices, including

Foreshadowing Flashback Irony

• 8.6a) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. o Recognize organizational patterns to enhance comprehension, including

cause and effect; comparison / contrast; enumeration or listing; sequential or chronological; concept / definition; generalization; problem / solution; and process

• 8.6b) Apply knowledge of text features and organizational patterns to analyze selections. o Understand that an author’s patterns of organization can aid comprehension.

Writing:

• 8.8 TSW self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.

o Understand that verbs must agree with subjects.

• 8.9b) Collect and synthesize information from multiple sources. o Understand that using multiple sources of information produces a more complete understanding of a topic.


o Understand to avoid plagiarism, credit must be given when using another person’s ideas, opinions, facts, statistics, or graphics.


o Understand that there are consequences of plagiarism, according to the guidelines established by the local school divisions.

o Avoid plagiarism and its consequences by giving credit whenever using another person’s media, facts, statistics, graphics, images, music and sounds, quotations, or paraphrases of another person’s words.



Word Analysis:



















• 8.6l) Analyze ideas within and between selections, providing textual evidence.


Writing:













• Why must writing be a recursive process?

• How do authors purposefully craft text features in informational texts to aid comprehension?

• Why is it important to give credit to authors not just for their words but also for their ideas?

• How can plagiarism affect us beyond our grades?

Week 12 Mini-Assessment Spiraled Content: Organizational Patterns

• Types of Organizational Patterns

• Transitional Words Mini-Lesson(s): Flashback, Foreshadowing, & Irony Novel

• Pages 23-40

• Focus on word choice, story elements, transition words, and organizational patterns


eReading: Organizational Patterns Quizlet: Organizational Patterns Mini-Book Activity Flocabulary: 5 Text Structures Reading Folder (Drive) Presentation with Movie Clips Flashback and Foreshadowing in Movies Prezi: Flashback & Foreshadowing ReadWriteThink Lesson: Irony eReading: Irony Reading Folder (Drive) Night by Elie Wiesel

• Newsela – “Genocide: A Crime Against Humanity Text Set”

• Newsela – “The Final Solution”

Academic Vocabulary: 1. Organizational Patterns 2. Chronological 3. Sequential 4. Compare/Contrast 5. Cause & Effect 6. Problem & Solution 7. Process 8. Transitions 9. Flashback 10. Foreshadowing 11. Irony 12. Subject 13. Verb 14. Plural 15. Singular 16. Agreement 17. Works Cited

Fab Vocab:






http://mrtwarek.blogspot.com/2013/03/organizational-patterns.html

https://www.youtube.com/watch?v=7kWGQ-_ipBY

https://mrhernandez3.weebly.com/uploads/6/9/8/6/6986941/foreshadowing_flashback___irony.pdf

https://www.youtube.com/watch?v=wufYU_DDw5o

https://www.youtube.com/watch?v=wufYU_DDw5o

https://prezi.com/jhpqywps0rzu/flashback-and-foreshadowing/

https://prezi.com/jhpqywps0rzu/flashback-and-foreshadowing/

http://www.readwritethink.org/classroom-resources/lesson-plans/understanding-irony-31142.html

https://www.ereadingworksheets.com/free-reading-worksheets/irony-worksheets/




https://newsela.com/read/lib-history-holocaust-part-II/id/26795/

https://newsela.com/read/lib-history-holocaust-part-II/id/26795/



Introduction to Research

• Monthly Writing


• Mini-Lesson: Citing Sources & Building a Works Cited

• Article: 12 Things to Know About Josef Mengele

• Encyclopedia Britannica: Dr. Mengele


• Response to Literature o Allow students to imitate

Wiesel’s style. o Imagine seeing what Elie

saw upon his arrival at the concentration camp. How would this impact you?

o When Elie and his father arrive at the camp, they are met by someone who is furious that they listened to the soldiers and “allowed” themselves to be transported to the camp. What does this reveal about the importance of communication, propaganda, and the importance of active citizenship?

Monthly Writing (Research Product):


• Potential Research Topics o 21st Century Genocide

VDOE RESOURCES


https://www.silive.com/news/2015/01/things_to_know_about_infamous.html

https://www.silive.com/news/2015/01/things_to_know_about_infamous.html

https://www.britannica.com/biography/Josef-Mengele

https://www.britannica.com/biography/Josef-Mengele














Mini-Lesson: Subject-Verb Agreement

• with Compound Subjects

• Continue to fold in punctuation/editing/revising practice throughout the week

o Holocaust Research (Places, Events, People, etc.)


• Research Folder (Drive) BrainPop: Subject-Verb Agreement Flocabulary: Subject-Verb Agreement SV Agreement Practice Presentation SV Agreement Writing Folder (Drive)

https://www.brainpop.com/english/grammar/subjectverbagreement/


https://www.flocabulary.com/unit/subject-verb-agreement/


http://images.pcmac.org/SiSFiles/Schools/AL/MobileCounty/SemmesMiddle/Uploads/Forms/Packet6-subject-verb-agreement.pdf

https://www2.palomar.edu/pages/eminamide/files/2013/02/Chapter-4-Section-1-Subject-Verb-Agreement.pdf





• 8.5a) Analyze how authors’ development of characters, conflict, point of view, voice, and tone convey meaning. o Understand that an author’s voice and tone stem from word choice and the stylized use of literary devices. o Understand and analyze elements of an author’s style, including

dialogue; sentence structure; language patterns; word choice to develop tone; and voice.

• 8.6e) Analyze the author’s qualifications, viewpoint, word choice, and impact. o Understand that an author’s viewpoint is conveyed through word choice and persuasive language. o Determine an author’s point of view or purpose in a text. o Recognize an author’s use of connotations and persuasive language to convey viewpoint.

Writing:

• 8.7a) Engage in writing as a recursive process. o Understand that writing requires a recursive process that includes planning, drafting, revising, editing, and publishing. o Write in a variety of forms, including narrative, expository, persuasive, informational, and reflective.

• 8.7b) Choose intended audience and purpose. o Understand that vocabulary and tone must be selected with awareness of audience and purpose.

• 8.7c) Use prewriting strategies to generate and organize ideas.

• 8.7d) Organize writing structure to fit form or topic. o Apply the elements of composing (central idea, elaboration, unity, and organization) o Write persuasively, organizing reasons logically and effectively.

• 8.7f) Compose a thesis statement for persuasive writing that advocates a position. o Understand that a thesis statement is not an announcement of the subject (statement of intent) but rather a unified and

specific statement. o Understand that a topic sentence supports an essay’s thesis statement. o Create a thesis statement that focuses the essay, expresses the writer’s position in an argument, or explains the

purpose of the essay.


• 8.7g) Clearly state and defend a position with reasons and evidence from credible sources.

• 8.7h) Identify a counterclaim and provide a counterargument. o Identify counterclaims and counterarguments that address those claims.




Word Analysis:











• 8.6a) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.
















• 8.9c) Evaluate and analyze the validity and credibility of resources.


• 8.9i) Demonstrate ethical use of the Internet.









• How do authors make stylistic choices and crafty word choice to create various moods and tones?

• How can altering the tone or mood of a text impact the reader’s comprehension of that text?

• Why is it important to acknowledge counterclaims? How does

Mini-Lesson(s): Tone, Mood, Voice, & Word Choice Novel

• Pages 41 – 58

• Focus on word choice and story elements



Prezi: Tone & Mood Resource: Tone & Mood Lesson Ideas with Video Clips Quizizz: Tone & Mood BrainPop: Tone & Mood Resource: Teaching Voice in Writing Scholastic: Teaching Voice Activity Idea: Blackout Text / Poetry Reading Folder (Drive) Night by Elie Wiesel

• Resources: United States Holocaust Memorial Museum

• NY Times: Holocaust Resources

• Auschwitz

• Holocaust Educational Resources

• Auschwitz: The Camp of Death



Academic Vocabulary: 1. Tone 2. Voice 3. Mood 4. Word Choice 5. Style 6. Claim 7. Counterclaim

Fab Vocab:


VDOE RESOURCES

https://prezi.com/rncelvlleljp/tone-and-mood-8th-grade/

https://sites.google.com/a/cusdk8.org/mr-clough-s-8th-grade-ela/tone-and-mood-for-position-paper

http://ourenglishclass.net/class-notes/writing/the-writing-process/craft/tone-and-mood/

https://quizizz.com/admin/quiz/5ad4aecc4c4bfc001a07ed54/8th-grade-tone-and-mood-review-ggymla

https://www.brainpop.com/english/writing/moodandtone/

https://www.empoweringwriters.com/toolbox/teaching-voice-in-writing-barbara-mariconda/


https://www.scholastic.com/teachers/lesson-plans/teaching-content/adding-strong-voice-your-writing/

https://encyclopedia.ushmm.org/content/en/project/the-holocaust-a-learning-site-for-students



https://learning.blogs.nytimes.com/2010/04/09/the-holocaust/


https://www.history.com/topics/world-war-ii/auschwitz

http://remember.org/educate


https://www.holocaust-trc.org/the-holocaust-education-program-resource-guide/auschwitz-the-camp-of-death/



this strengthen your argument?

Connecting Research to Writing

• Monthly Writing

• Review persuasive writing

• Connect to tone, voice, & mood for focus on word choice

• Complete prewriting & begin drafting

• Mini-Lesson: Counterclaims Mini-Lesson: Subject-Verb Agreement

• With Indefinite Pronouns

o Page 52 – “At that moment in time, all that mattered to me was my daily bowl of soup, my crust of stale bread. The bread, the soup – those were my entire life. I was nothing but a body. Perhaps even less: a famished stomach.” Reflect on how Elie’s life has changed. He no longer views himself as a human but rather as a body. What does this reveal about the nature of the camp and the cruelty of the Nazis?

Monthly Writing:

• Students should use their research products to create persuasive essays, citing research as supporting evidence.

• Writing & Research Folders (Drive)

BrainPop: Subject-Verb Agreement Flocabulary: Subject-Verb Agreement




















SV Agreement Practice Presentation SV Agreement Writing Folder (Drive)




Week: 14 UNIT 2: Tolerance & Empathy


NEW CONTENT: Word Analysis:

• 8.4f) Discriminate between connotative and denotative meanings and interpret the connotation. o Recognize that words have nuances of meaning, including figurative, connotative, and technical, that help to determine

appropriate meaning. o Distinguish among the connotations of words with similar denotations. o Analyze the impact of specific word choices on meaning and tone. o Recognize that synonyms may have different connotations (e.g., elderly and mature; youthful and juvenile; inexpensive

and cheap) and describe the impact on text. Reading:

• 8.5a) Analyze how authors’ development of characters, conflict, point of view, voice, and tone convey meaning. o Understand that an author’s voice and tone stem from word choice and the stylized use of literary devices. o Understand and analyze elements of an author’s style, including

dialogue; sentence structure; language patterns; word choice to develop tone; and voice.

Writing:

• 8.7i) Distinguish between fact and opinion to support a position.

• 8.7j) Organize information to provide elaboration and unity. o Understand that effective writing has been elaborated.

• 8.7k) Develop and modify the central idea, tone, and voice to fit the audience and purpose. o Understand that writing should be purposefully crafted, with attention to deliberate word choice, precise information, and

vocabulary. o Understand that vocabulary and tone must be selected with awareness of audience and purpose.

• 8.7l) Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs. o Understand that good writing has been improved through revision.





Word Analysis:




































• How do authors make stylistic choices and crafty word choice to create various moods and tones?

• Why is it necessary to evaluate author’s word choice and connotation in determining the author’s meaning?

• Why is it important to acknowledge

Mini-Lesson(s): Tone, Mood, Voice, & Word Choice Mini-Lesson(s): Connotation & Denotation Novel

• Pages 58-77


Prezi: Tone & Mood Resource: Tone & Mood Lesson Ideas with Video Clips Quizizz: Tone & Mood BrainPop: Tone & Mood Resource: Teaching Voice in Writing Scholastic: Teaching Voice Activity Idea: Blackout Text / Poetry Reading Folder (Drive) Lesson: Connotation / Denotation Flocabulary: Connotation & Denotation Video: Connotations Vocabulary & Reading Folders (Drive) Night by Elie Wiesel


Academic Vocabulary: 1. Tone 2. Voice 3. Mood 4. Word Choice 5. Style 6. Claim 7. Counterclaim

Fab Vocab:


https://prezi.com/rncelvlleljp/tone-and-mood-8th-grade/

https://sites.google.com/a/cusdk8.org/mr-clough-s-8th-grade-ela/tone-and-mood-for-position-paper

http://ourenglishclass.net/class-notes/writing/the-writing-process/craft/tone-and-mood/

https://quizizz.com/admin/quiz/5ad4aecc4c4bfc001a07ed54/8th-grade-tone-and-mood-review-ggymla

https://www.brainpop.com/english/writing/moodandtone/



https://www.scholastic.com/teachers/lesson-plans/teaching-content/adding-strong-voice-your-writing/

http://www.fergusonhs.org/Literacy%20Archive/Archive%20Files/3rd%20Grading%20Period/March%2010%20to%2014%20connotation%20denotation%20for%20lower%20levels.pdf

http://www.fergusonhs.org/Literacy%20Archive/Archive%20Files/3rd%20Grading%20Period/March%2010%20to%2014%20connotation%20denotation%20for%20lower%20levels.pdf

https://www.flocabulary.com/unit/word-choice/

https://www.flocabulary.com/unit/word-choice/

http://teachingenglishlanguagearts.com/words-connotation-denotation-%E2%80%93-video-to-spark-discussion/





counterclaims? How does this strengthen your argument?



Connecting Research to Writing

• Monthly Writing

• Review persuasive writing

• Connect to tone, voice, & mood for focus on word choice

• Complete drafting, editing, and revising

Mini-Lesson: Subject-Verb Agreement

• With Intervening Clauses



• Auschwitz




• Response to Literature o Elie states that the knife

his father gave him was his “inheritance.” What does this imply about what Elie believes is going to happen to his father? Explain.

Monthly Writing:

• Students should use their research products to create persuasive essays, citing research as supporting evidence.

• Use thesaurus.com to revise word choice and connotation

• Writing & Research Folders (Drive)

BrainPop: Subject-Verb Agreement Flocabulary: Subject-Verb Agreement SV Agreement Practice Presentation SV Agreement Writing Folder (Drive)

VDOE RESOURCES




























Week: 15 UNIT 3: Poetry



• 8.4a) Identify and analyze the construction and impact of an author’s use of figurative language. o Recognize that words have nuances of meaning, including figurative, connotative, and technical, that help to determine

the appropriate meaning. o Recognize that figurative language enriches text. o Understand, evaluate, and use figurative language, including simile, metaphor, personification, hyperbole, and symbol.

Reading:

• 8.5d) Explain the use of symbols and figurative language. o Analyze poetic devices in prose and poetry, including, but not limited to

word choice; figurative language; imagery; and symbolism.

Writing:


• 8.7b) Choose intended audience and purpose. o Understand that vocabulary and tone must be selected with awareness of audience and purpose.




specific statement. o Understand that a topic sentence supports an essay’s thesis statement.


o Create a thesis statement that focuses the essay, expresses the writer’s position in an argument, or explains the purpose of the essay.



• 8.8b) Correctly use pronouns in prepositional phrases with compound objects. o Understand that pronouns must agree with antecedents in gender, number, and person. o Use a singular person to refer to a singular antecedent and a plural pronoun to refer to a plural antecedent. o Use objective pronouns in prepositional phrases with compound objects.


Word Analysis:



• 8.4e) Use word-reference materials to determine meanings and etymology.

• 8.4f) Discriminate between connotative and denotative meanings and interpret the connotation. Reading:




























• How does figurative language enrich a text?

• How does writing our own examples of figurative language help us to analyze them when we read?

• How does understanding that writing is a recursive process help writers to thoroughly develop their

Week 15 Assessments

• Mini-Assessment for Reading

• Grammar Assessment / Mock SOL for Writing

Mini-Lesson(s): Figurative Language Novel

• Pages 77-95




Prezi: Figurative Language Flocabulary: Figurative Language Quizlet: Figurative Language eReading: Figurative Language Resource: Imagery and Figurative Language Reading Folder (Drive) Night by Elie Wiesel



• Auschwitz


Academic Vocabulary: 1. Figurative Language 2. Simile 3. Hyperbole 4. Metaphor 5. Personification 6. Alliteration 7. Onomatopoeia 8. Symbol 9. Imagery 10. Pronoun 11. Antecedent

Fab Vocab:


https://prezi.com/yx2wv254f5of/figurative-language-6th-grade/

https://www.flocabulary.com/unit/figurative-language/


https://quizlet.com/4528817/8th-grade-figurative-language-flash-cards/

https://www.ereadingworksheets.com/figurative-language/figurative-language-activities/

https://www.texasgateway.org/resource/imagery-and-figurative-language-grade-8











purpose and carefully craft their intended message?

Bi-Weekly Writings – VDOE Prompts

• Bi-weekly Writing

• Focus on fine-tuning writing and enhancing craft

• Prewriting & most of the rough draft should be completed this week

• Focus on unlocking the prompt and elaboration

• Insert figurative language into writing.

Mini-Lesson: Pronouns & Antecedents


• Night Novel Guide (Drive) Bi-Weekly Writing:

• Students will randomly choose a VDOE prompt to work on for two weeks.

• Writing Folder (Drive) Grammar Bytes: Antecedents Pronoun-Antecedent Agreement Pronoun Agreement Identifying Pronouns & Antecedents eReading: Pronouns Writing Folder (Drive)

VDOE RESOURCES




http://www.chompchomp.com/terms/antecedent.htm

http://www.aurora-schools.org/userfiles/638/pronouns_and_antecedents.pdf


https://www.lewispalmer.org/cms/lib/CO01900635/Centricity/Domain/1210/Pronoun%20Antecedent%20Agreement.pdf

http://www.praclassicalacademy.com/uploads/9/4/1/8/9418514/pronouns_and_antecedents.pdf


https://www.ereadingworksheets.com/languageartsworksheets/parts-of-speech-worksheets/pronoun-worksheets/



















Reading:



• 8.5f) Identify and analyze characteristics within a variety of genres. o Compare and contrast the characteristics of literary forms, including, but not limited to

novel; short story; poetry; and memoir.

• 8.5h) Compare and contrast the authors’ use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts.

o Identify poetic forms, including, but not limited to haiku; limerick; ballad; free verse; couplet; and quatrain.

o Compare and contrast an author’s choice of sound elements in prose and poetry, including, but not limited to


rhyme; rhythm; meter; repetition; alliteration; and onomatopoeia.

• 8.5i) Compare and contrast authors’ styles. Writing:

• 8.7l) Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs. o Understand that good writing has been improved through revision.




Word Analysis:



















• How does understanding that writing is a recursive process help writers to thoroughly develop their purpose and carefully craft their intended message?

Mini-Lesson(s): Figurative Language & Imagery Mini-Lesson(s): Poetry

• Types of Poems

• Analyzing Poetry

• Symbolism

• Writing Poetry Novel

• Pages 95-112

• Focus on word choice and story elements; pair with poetry



Prezi: Figurative Language Flocabulary: Figurative Language Quizlet: Figurative Language eReading: Figurative Language Resource: Imagery and Figurative Language Reading Folder (Drive) Poetry 180 Poetry 180 Middle School Sample Poetry Unit Poem Exemplars by Grade Level 8th Grade Poetry Unit Reading Folder (Drive) Night by Elie Wiesel

• CommonLit: Paired Passages and Poems for Night

• Suggested Paired Readings


• Response to Literature o Reflect on the memoir.

Think about the fact that

Academic Vocabulary: 1. Haiku 2. Limerick 3. Ballad 4. Free Verse 5. Quatrain 6. Couplet 7. Rhyme 8. Rhythm 9. Meter 10. Repetition 11. Alliteration 12. Onomatopoeia 13. Pronoun 14. Antecedent 15. Pronoun-Antecedent

Agreement Fab Vocab:


VDOE RESOURCES








https://www.loc.gov/poetry/180/

https://middleschoolpoetry180.wordpress.com/

http://eberhartpoetry.weebly.com/

https://www.poetryfoundation.org/collections/101604/common-core-state-standards-text-exemplars


https://www.tes.com/lessons/v-PZPhjM9P8PDA/8th-grade-poetry-unit

https://www.commonlit.org/book-pairings/night



http://www.wtamu.edu/webres/File/Academics/SupplementalReading.pdf





• Focus on applying revision and editing techniques and strategies


Mini-Lesson: Pronouns-Antecedent Agreement (Basic)

these events actually occurred. Genocide still occurs in the world today. Are we still being silent? Discuss.

Bi-Weekly Writing:





























Reading:



• 8.5f) Identify and analyze characteristics within a variety of genres. o Compare and contrast the characteristics of literary forms, including, but not limited to

novel; short story; poetry; and memoir.


o Identify poetic forms, including, but not limited to haiku; limerick; ballad; free verse; couplet; and quatrain.

o Compare and contrast an author’s choice of sound elements in prose and poetry, including, but not limited to


rhyme; rhythm; meter; repetition; alliteration; and onomatopoeia.

• 8.5i) Compare and contrast authors’ styles. Writing:





specific statement. o Understand that a topic sentence supports an essay’s thesis statement. o Create a thesis statement that focuses the essay, expresses the writer’s position in an argument, or explains the

purpose of the essay.





Word Analysis:











Benchmarks may possibly begin this week Mini-Lesson(s): Figurative Language & Imagery Mini-Lesson(s): Poetry

• Types of Poems

• Analyzing Poetry

• Symbolism

• Writing Poetry Novel

• Complete culminating project for Night

Prezi: Figurative Language Flocabulary: Figurative Language Quizlet: Figurative Language eReading: Figurative Language Resource: Imagery and Figurative Language Reading Folder (Drive) Poetry 180 Poetry 180 Middle School Sample Poetry Unit Poem Exemplars by Grade Level 8th Grade Poetry Unit Reading Folder (Drive) Night by Elie Wiesel

• Character Scrapbook

• Google Tour

• One Pager

• Reading Folder (Drive)

Academic Vocabulary: 1. Haiku 2. Limerick 3. Ballad 4. Free Verse 5. Quatrain 6. Couplet 7. Rhyme 8. Rhythm 9. Meter 10. Repetition 11. Alliteration 12. Onomatopoeia 13. Pronoun 14. Antecedent 15. Pronoun-Antecedent

Agreement Fab Vocab:


VDOE RESOURCES








https://www.loc.gov/poetry/180/

https://middleschoolpoetry180.wordpress.com/

http://eberhartpoetry.weebly.com/



https://www.tes.com/lessons/v-PZPhjM9P8PDA/8th-grade-poetry-unit





• Prewriting & most of the rough draft should be completed this week

• Focus on unlocking the prompt and elaboration


Mini-Lesson: Pronouns-Antecedent Agreement (Basic)

Bi-Weekly Writing:



























Word Analysis:

• 8.4a) Identify and analyze the construction and impact of an author’s use of figurative language.



• 8.4d) Identify the meaning of common idioms.


• 8.4f) Discriminate between connotative and denotative meanings and interpret the connotation.

Reading:




• 8.5d) Explain the use of symbols and figurative language.




• 8.5i) Compare and contrast authors’ styles.








• 8.6f) Analyze details for relevance and accuracy.

• 8.6g) Differentiate between fact and opinion.




• 8.6k) Evaluate, organize, and synthesize information for use in written and other formats.

• 8.6l) Analyze ideas within and between selections, providing textual evidence.

• 8.6m) Use reading strategies to monitor comprehension throughout the reading process.

Communication, Writing, & Research:

• 8.7a) Engage in writing as a recursive process.

• 8.7b) Choose intended audience and purpose.


• 8.7d) Organize writing structure to fit form or topic.

• 8.7e) Establish a central idea incorporating evidence, maintaining an organized structure and formal style.

• 8.7f) Compose a thesis statement for persuasive writing that advocates a position.


• 8.7h) Identify a counterclaim and provide a counter - argument.

• 8.7i) Distinguish between fact and opinion to support a position.

• 8.7j) Organize information to provide elaboration and unity.

• 8.7k) Develop and modify the central idea, tone, and voice to fit the audience and purpose.

• 8.7l) Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs.


• 8.8b) Correctly use pronouns in prepositional phrases with compound objects.

• 8.8c) Use a variety of sentence structures to infuse sentence variety in writing.



• 8.8g) Use correct spelling for frequently used words.




• 8.9d) Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view, or bias.

• 8.9e) Cite primary and secondary sources using Modern Language Association (MLA) or American Psychological Association (APA) style.


• 8.9f) Quote, summarize, and paraphrase research findings.

• 8.9g) Publish findings and respond to feedback.











• How is poetry different from prose? What is its purpose?


Benchmark Week Review All Skills & Standards Taught Throughout the First Semester Bi-Weekly Writings – VDOE Prompts



• Focus on editing and revising.

Benchmark Analysis

• Data Day with Students o Review most

missed questions

• Goal-setting & reflection On Demand Writing Assessment

Bi-Weekly Writing:


• Writing Folder (Drive) Prompt: The school board plans to add one and a half hours to school each day. Do

Academic Vocabulary: 1. All words taught

throughout the semester Fab Vocab:


VDOE RESOURCES


you agree or disagree with extending the school day? Use specific details and examples to convince the school board to accept your position.














8th Grade English - Quarter 2 Curriculum - Franklin City Public ...

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