Pacing Guide 8th Grade Literature Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources August/September 8.RI.2 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. S3C1PO2: Summarize main idea of expository text Common Assessment Expository Text, 8th Grade Summarize Paraphrase “from Email From Bill Gates” Interaction Misinterpret Intimate Etiquette Spontaneously “Harriet Tumbman: Guide to Freedom” “The Pilgrim’s Landing and First Winter” “Brown vs. The Board of Education” “A Glow in the Dark” August/September 8.RI.2 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. S3C1PO4: Identify author’s stated or implied purpose Purpose Stated Implied “Harriet Tumbman: Guide to Freedom” Fugitives Incentive Disheveled Guttural Mutinous Cajoling Indomitable Fastidious “from Road Trip USA” Distinctive Graced Replica “Choice: A Tribute to Dr. Martin Luther King Jr.” Colossal Conscience Literally “Why the Leaves Turn Colors in the Fall” Macabre Camouflage Predisposed Capricious “from Email From Bill Gates” “Shooting Stars” “Something From the Sixties” “Harriet Tumbman: Guide to Freedom” “This We Know” “Emancipation, from Lincoln a Photo Biography” “There’s No Off Season” “Always to Remember: The Vision of Maya Ying Lin” “from Travels with Charley” “from Road Trip USA” “Achieving the American Dream” “Choice: A Tribute to Dr. Martin Luther King Jr.” “Why the Leaves Turn Colors in the Fall”
September/October 8.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. S3C3PO3: Describe the intended effects of propaganda techniques Common Assessment Persuasive Text, 8th Grade Bandwagon Peer Pressure Repetition Testimonial Transfer Loaded Words Bandwagon Peer Pressure Repetition Testimonial Transfer Loaded Words historymatters.gmu.edu/mse/ads/online.html propaganda.mrdonn.org/techniques.html business.ppst.com/advertising.html September/October 8.RI.6 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. S3C3PO4: Identify instances of bias in persuasive text Common Assessment, Persuasive Text, 8th Grade Persuade Author’s Purpose Persuade Bias needs 8.RL.4 Determine the meaning of words and phrases as they Common Assessment Vocab Synonyms Academic: Tone
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources October/November S3C1PO4: Identify author’s stated or implied purpose Purpose Stated Implied “Harriet Tumbman: Guide to Freedom” Fugitives Incentive Disheveled Guttural Mutinous Cajoling Indomitable Fastidious “from Road Trip USA” Distinctive Graced Replica “Choice: A Tribute to Dr. Martin Luther King Jr.” Colossal Conscience Literally “Why the Leaves Turn Colors in the Fall” Macabre Camouflage Predisposed Capricious “from Email From Bill Gates” “Shooting Stars” “Something From the Sixties” “Harriet Tumbman: Guide to Freedom” “This We Know” “Emancipation, from Lincoln a Photo Biography” “There’s No Off Season” “Always to Remember: The Vision of Maya Ying Lin” “from Travels with Charley” “from Road Trip USA” “Achieving the American Dream” “Choice: A Tribute to Dr. Martin Luther King Jr.” “Why the Leaves Turn Colors in the Fall”
November/December S3C2PO2: Determine what information is extraneous in functional text Common Assessment Functional Text, 8th Grade Steps in Directions Legends Supplies Needed Illustrations Diagrams Sequence Functional Text Extraneous Information (world maps) (diagrams) November/December S3C2PO3: Interpret details from a variety of functional text Common Assessment Functional Text, 8th Grade Warranties Product Information Technical manuals Instruction Manuals Consumer Safety publications Warranties Product Information Technical manuals Instruction Manuals Consumer Safety publications November/December S3C3PO4: Evaluate the adequacy of details and facts from functional text to achieve a specific purpose Survey facts and details-achieve a specific purpose Functional Text Facts Details Purpose
the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. S2C1PO6: Draw conclusions about mood based on authors’ word choice Brisk Loitering Placidly Acquiescent “Christmas Day in the Morning” “The Diary of Anne Frank” “An Occurrence at Owl Creek Bridge” Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources January/February 8.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently. S1C1PO5: Read from a variety of genres with accuracy, automaticity, and expression. Mystery Science Fiction Fantasy Historical Fiction Drama Realistic Fiction Comedy Tragedy Horror Thriller Fairy Tales Tall Tales Mythology Fables “Sancho” Persistent Accustomed “The Witness for the Prosecution” Willful Precise Foppishly Reputation Unsympathetic Determined Protest Acquaintance Eccentric Cultivate Endeavor Genuinely Transacted Motive Consulted Exuberance Trifles Contemplated Haggard Composed Rational Contrived Haunts Epistle Hoax Reluctance Recoiled Methodical Dumbfounded “The Dinner Party” “The Tell-Tale Heart” “Thank You, Ma’am” “The Man Without a Country” “Flowers for Algernon” “Charles” “Gentlemen of Rio en Medio” “Christmas Day in the Morning” “Sancho” “An Occurrence at Owl Creek Bridge” “The Witness for the Prosecution”
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources January/February 8.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. WS3C5PO1: Write a response to literature that: presents clear and logical ideas, supports inferences and conclusions S2C1PO1: Describe plot and its components Interpret Analyze Give Opinion Locate Facts Share Feelings Conflict Rising action Climax Falling action Resolution “The Lottery” Assembled Boisterous Reprimands Jovial Scold Hesitation Discarded Recital Perfunctory Salute Interminably Hurriedly Disengaged All Stories “The Diary of Anne Frank” “Dip in the Pool” “The Landlady” “The Necklace” “The Monkey’s Paw” “The Lady or the Tiger?” “The Discourager of Hesitancy” “The Sniper” “Harrison Bergeron” January/February S2C1PO2: Identify theme in short stories Author’s message Central/main idea Relate to life Directly/indirectly stated “The Necklace” Destiny Distinguished Inborn Incessantly Apparatus Intimate Elegant Elated Distress Intoxicated Bewilderment Ruinous Odious “The Lottery” “The Necklace” “The Monkey’s Paw” “The Sniper” “Harrison Bergeron” Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources S2C1PO3: Character motivations Compare/Contrast Man vs. man Man vs. nature Man vs. self “The Monkey’s Paw” Possessed Fatal Desirous “The Diary of Anne Frank” “Dip in the Pool”
Man vs. society Impulses Protagonist Antagonist Emotions Desires Poised Condoled Rubicund Visage Proffered Plagues Absentmindedly Presumptuous Persisted Doggedly Maligned Anti-Macassar Shamefacedly Solemn Marred Simian Prosaic Coincidence Furtively Broach Interposed Sinister Convey Resignation Marveling Feverishly Mutilated Unwholesome Talisman Apathetically Oppressive Fusillade Reverberated “The Landlady” “The Lottery” “The Necklace” “The Monkey’s Paw” “The Lady or the Tiger?” “The Discourager of Hesitancy” “The Sniper” “Harrison Bergeron”
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources January/February S2C1PO4: Identify the narrative point of view 1st person 2nd person 3rd person 3rd person limited Omniscient Limited omniscient Perspective “The Lady of the Tiger?” Semi-barbaric Exuberant Domestic Impartial Incorruptible Ingrafted Aforementioned Doleful Retribution Epithalamic Devoured Fervent Imperious Relentless Aesthetic Fervid Savage Emerge Parapet Rapturous Despairing “Dip in the Pool” “The Landlady” “The Lottery” “The Necklace” “The Sniper”
stylistic elements of literature, folklore, and myths Myths, Legends…8th Grade, Setting Era Character Analysis Natural Occurrences Myth Legend Tall Tale Natural Occurrence Culture Beliefs Fable “The Beginning” Vast Fertile Influence Scheme Resembled Maimed Disposed Prophecy Vigilant Seized Maneuvered Onslaught Realm “The Palace of Olympus” “Medusa’s Head” “The Wooden Horse” “Pandora” “Coyote Steals the Sun and Moon” “Hammerman” “Paul Bunyan of the North Woods” “Pecos Bill and the Cyclone” “Belling the Cat” “The Town Mouse and the Country Mouse” “The Ant and the Grass Hopper” “Fox and the Crow” “The Fairly Intelligent Fly” “What Happened to Charles” January/February S1C6PO6: Apply knowledge of the organizational structures to comprehend text Common Assessment, Myths, Legends…8th Grade, Chronological Order Sequence Cause/Effect “Belling the Cat” Outwit Treacherous Proposal “Belling the Cat” “The Town Mouse and the Country Mouse” “The Ant and the Grass Hopper” “Fox and the Crow” “The Fairly Intelligent Fly” “What Happened to Charles” “Fox and the Crow (second version) Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources WS3C5PO1: Write a response to literature that: presents clear and Interpret Analyze Give Opinion
logical ideas, supports inferences and conclusions Locate Facts Share Feelings January/February S1C6PO1: Use reading strategies to comprehend text Inference “Paul Bunyan of the North Woods” Granite Commotion Apparition “Pecos Bill and the Cyclone” Usurped Invincible Futile Inexplicable Skeptics “Hammerman” “Paul Bunyan of the North Woods” “Pecos Bill and the Cyclone” January/February S2C1PO1: Describe plot and its components Conflict “The Palace of Olympus” Quarrelsome Cloisters Banished Perpetually Obliged Hobbled Splendid “The Beginning” “Medusa’s Head” “Hammerman” Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources January/February S2C1PO2: Identify theme in short stories Author’s Message “Medusa’s Head” Oracle Swearing Thwart Hideous Suspicions Possessed Writhing Perplexing Adamant Venomous Recesses Sprawl Girdles Unavenged Reigned “Pandora” “Medusa’s Head” “Coyote Steals the Sun and Moon” “Belling the Cat” “The Ant and the Grass Hopper” “Fox and the Crow” “The Fairly Intelligent Fly” “What Happened to Charles” “Fox and the Crow (second version) S2C1PO3: Character motivations Compare/Contrast Man vs. man Man vs. nature “The Wooded Horse” Relics Batter “The Beginning” “Medusa’s Head”
version) Cunning “Fox and the Crow” “The Fairly Intelligent Fly” “What Happened to Charles” “Fox and the Crow (second version) WS3C5PO1: Write a response to literature that: presents clear and logical ideas, supports inferences and conclusions Interpret Analyze Give Opinion Locate Facts Share Feelings All Stories Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources January/February 8.RL.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. S2C1PO2: Identify the theme in works of poetry Common Assessment Poetry, 8th Grade, Author’s Message Academic Figurative Language Simile Metaphor Hyperbole Idiom Personification Sound Devices Rhyme/Rhyme Scheme Poem Form Mood/Tone Rhythm Repetition Point of View Onomatopoeia “The Road Not Taken” “The Choice” “Grandma” “Dulce et Decorum Est” January/February S2C1PO7: Identify the characteristics and structural elements of poetry Common Assessment Poetry, 8th Grade, Figurative Language Simile Metaphor Hyperbole Idiom Personification Sound Devices Rhyme/Rhyme Scheme Poem Form Mood/Tone Rhythm Repetition Point of View Onomatopoeia “The Road Not Taken” Diverged “The Choice” Smoldering Lilting “Grandma” Scolded Sturdy Oh Captain, My Captain” Exalting Tread “Paul Revere’s Ride” Stealthy “The Road Not Taken” Rhyme scheme, rhythm, metaphor “The Choice” Alliteration “Grandma” Free verse “Oh Captain, My Captain” Rhyme scheme, internal rhyme, repetition “Paul Revere’s Ride” Rhyme scheme, narrative
Somber Impetuous Spectral Tranquil Aghast Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources January/February S2C1PO7: Identify the characteristics and structural elements of poetry Common Assessment Poetry, 8th Grade, Figurative Language Simile Metaphor Hyperbole Idiom Personification Sound Devices Rhyme/Rhyme Scheme Poem Form Mood/Tone Rhythm Repetition Point of View Onomatopoeia “The New Colossus” Brazen Astride Yearning “Ellis Island” Quarantine Southbound on the Freeway” Transparent “The Bat” Amiss “The Wreck of the Hesperus” Scornful Gale Breakers “January” Parkas Radiators “400 Meter Freestyle” Catapult “If I Can Stop One Heart from Breaking” Vain “The Raven” Nevermore Radiant Implore Stately Decorum “The New Colossus” Personification “Ellis Island” Personification “Southbound on the Freeway” Personification “The Bat” Rhyme scheme, stanza “Wreck of the Hesperus” Rhyme Scheme, simile, metaphor, narrative “January” Metaphor, rhyme scheme “Two Haiku” Metaphor “400 Meter Freestyle” Concrete poem, metaphor “If I Can Stop One Heart From Breaking” Rhyme Scheme “The Raven” Internal rhyme, alliteration, narrative, personification
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources March Data Driven Review & Interventions Galileo Benchmark #3 Galileo Tests Common Assessments March Spring Break March March Apr. 4 AIMS TESTING AIMS Apr. 11 AIMS April 8.RI.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. WS3C6PO1; Write a summary of information from sources Paraphrase Summarize Main Idea Paraphrase Summarize Main Idea Supporting Details Prentice Hall Silver Level Chapter 11, Research pgs. 222-241 April/May WS3C6PO2: Write an informational report Topic Facts Sequence Conclusion Sources Prentice Hall Silver Level Chapter 11, Research pgs. 222-241