8th GRADE ELA

Course Description

In accordance with New York State Standards for English Language Arts, students will evaluate a variety of fiction and non-fiction to expand their literary and cultural connections. Students will work through various themed units focused on:

how suspense is created in writing
stories that discuss what a 'moral compass' is and how it affects our values and decisions including Atticus Finch's decision to defend Tom Robinson in To Kill A Mockingbird
the impact WWII had on various groups of people
fear and how it affects characters in the novel, Bronx Masquerade

Students will work throughout the year to develop skills needed to effectively analyze text, think critically and produce high quality writing. Students will also participate in collaborative discussions and defend their claims both through speaking and writing by identifying sound evidence from the texts read in class.

MS. MELOLING

MR. ANZALONE

MS. BLOCHER

MS. HOWARD

MS. LIZOTTE, AIS

MR. BOMGREN, AIS

MR. MCCAFFREY, AIS

Weeks 1-8

Suspense

Essential Questions:

What is suspense?
How is suspense created?

Texts read but not limited to:

*Tell Tale Heart by E.A. Poe

*The Monkey’s Paw by W.W. Jacobs

*Let ‘Em Play God by A. Hitchcock

*Sorry Wrong Number by L. Fletcher

*Violence in the Movies by StudySync

An excerpt from:

*Cujo by Stephen King

*A Night to Remember by Walter Lord

Skill(s):

I can analyze the plot, setting and dialogue of various texts to formulate my own short story that creates suspense.

Weeks 9-13

Moral Compass

Essential Questions:

What are values?
How do life experiences shape values?

Texts read but not limited to:

*Abuela Invents the Zero by Judith Ortez Cofer

*Mother to Son by Langston Hughes

*Born Worker by Gary Soto

*A Poison Tree by William Blake

*An excerpt from Little Women by Louisa May Alcott

Skills:

I can analyze various texts and explain how character’s experiences shaped what they value.

I can formulate a written response after analyzing the unit texts, that identifies evidence of what two characters value and how their life experiences shaped these values using the two texts equally.

Weeks 14-25

To Kill A Mockingbird

Essential Question:

Should Atticus have defended Tom Robinson?

Text Read:

*To Kill A Mockingbird by Harper Lee

Skills:

I can analyze the text, To Kill A Mockingbird and formulate an argument for Atticus defending Tom Robinson identifying well-chosen text evidence for support and formulate an opposing claim to strengthen my argument.

Weeks 26-34

World War II

*Humanities Unit*

Essential Questions:

How does war impact people and their lives?

Texts read but not limited to:

An excerpt from:

*The Diary of Anne Frank: A Play by Francis Goodrich and Alfred Hackett

*Night by Elie Wiesel

*Hitler Youth by Susan Campbell Bartoletti

*Dear Miss Breed by Joanne Oppenheim

*Farewell to Manzanar by Jeanne Wakatsuki Houston and James D. Houston

*Nobel Prize Acceptance Speech by Elie Wiesel

*Walking with Living Feet by Dara Horn

*Pearl Harbor Address by FDR

*Unbroken by Lauren Hillenbrand

Full text:

*Hiroshima No Pika by Toshi Maruki

Skills:

I can analyze various texts and explain how war impacts people and their lives.

I can formulate a written response that compares two texts and explains how the lives of the people in the texts were impacted in a similar way identifying well chosen textual evidence to support my claim.

I can create a culminating project that demonstrates my knowledge of the impact of WWII on one specific group of people.

Weeks 35-40

Masking Fear

Essential Questions:

How does fear affect people’s lives?
What masks do people wear and how do these masks affect the way people see us?

Texts Read:

*Bronx Masquerade by Nikki Grimes

An excerpt from:

*The Only Five Basic Fears We All Live By written by Karl Albrecht

Skills:

I can analyze the article, The Five Basic Fears We All Live By, and connect the five fears discussed in the article to characters in the novel, supporting each fear identified with evidence from the article and the novel.

I can formulate multiple written responses that identify a specific character’s fear, identify evidence from the novel to support that fear and describe how their actions and mask affect how others perceive them.

I can construct an extended response with the elements of an effective essay. Based on the text I can choose one of the characters, identify a fear they expressed in the book and explain how that fear changes throughout the text, supporting with evidence.

All standards are embedded in each unit:

Reading Essential Standards

I can cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical inferences (8R1) (RI&RL)

I can determine one or more themes or central ideas of a text and analyze their development over the course of the text; summarize a text (8R2) (RI&RL)

In literary texts, I can analyze how particular lines of dialogue or events propel the action, reveal aspects of a character, or provoke a decision. (RL) In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed (8R3) (RI)

I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings ( 8R4) (RI&RL)

Writing Essential Standards

I can write arguments to support claims with clear reasons and relevant evidence (8W1)

I can Introduce a precise claim, acknowledge and distinguish the claim(s) from a counterclaim, and organize the reasons and evidence logically (8W1a)

I can write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content (8W2)

I can introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast,8 and cause/effect (8W2a)

Language Essential Standards

Conventions

I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

I can use and maintain throughout piece, proper tense when writing

I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
1. 1. 1. 1. I can use commas to indicate a pause or break
        I can use and ellipsis to indicate an omission
        I can capitalize proper nouns
        I know how to use various resources such as
        Spelling/Grammar Check to help spell words correctly.
        Use quotations properly when citing evidence or including dialogue

Speaking and Listening Essential Standards

I can engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others (8SL1)

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