8th+Grade+Curriculum+Map

[|character traits.pdf] Formative (F) Summative (S) || **Optional Resources ** || Short Stories Folktales Mystery Science Fiction/Fantasy Historical Fiction Non-Fiction Biography/Autobiography Realistic Fiction Literary Narrative Poetry Myth and Legends Drama || Author's Point of View || In writing or orally, compare contrast or explain the implications of the author's point of view. || *Introduce and explain examples of 1st person, 2nd person, 3rd person, omniscient, and narrator's perspective.
 * **Embedded Skill ** || **Genre ** || **Content ** || **Skills ** || **Modeled/Shared Activities ** || **Guided/Independent Activities ** || **Assessments **Diagnostic (D)
 * **Determine Author’s Point of View** || Fairy Tale


 * Present a scenario of a common problem between a parent and a kid - the kid wants to go to their friends, but the parent won't let them go. Discuss the different viewpoints of each party. Discuss each party's background and how that could affect the way they think.


 * Put 2 kids in front of the room facing different directions. Have them describe what they see. Ask why their descriptions are different. Explain that they have different viewpoints or perspectives. || *Reading and analyzing various pieces of literature

[|Determine Author's Point of View] || Same as practice section ||  || Short Stories Folktales Mystery Science Fiction/Fantasy Historical Fiction Non-Fiction Biography/Autobiography Realistic Fiction Literary Narrative Poetry Myth and Legends || Author's Purpose || Infer how the author's purpose influences the author's word choice. || *Introduce and explain examples of periodicals, editorials, directions, humor, speeches, advertisements, poetry, plays, skits, critiques, digital text, short stories, novel exerpts, movie reviews & book reviews || *Create any of these various forms of literary expression using writing, performance, art, audio recordings, or digital video || Author'spurposechart.doc ||   || their importance. || *[|Pretest for following directions]
 * Practice writing a piece from each viewpoint
 * **Determine Author’s Purpose** || Fairy Tale
 * **Follow a Sequence of Instructions** || Non-Fiction || Sequence of Instructions || Interpret the instructions in order to prioritize


 * Activate prior knowledge by asking students to brainstorm about times they need to follow directions or sequential directions (ex. recipes, driving directions, downloading a file, saving their work to a computer) || *Students write directions for tieing their shoes, making a peanut butter sandwich, or navigating through a maze. Another student has to follow the directions.


 * Pair activity - students sit back to back and give each other directions


 * Pair activity - each student is asked to draw a line on a piece of paper with at least 2 loops and 4 angles (or any combination/direction change). One person gives directions and the other follows them in this manner: person A gives their paper to person B, but person B's eyes are closed-he may not look at the line. Person A gives a pencil to person B and places the point on the beginning of the line. He gives person B directions to follow the line (ex: go straight, loop to the left about the size of a dime, etc.) When they are done, they change places.

[|Writing Directions]

[|Following Directions] ||  ||   ||
 * **Identify Features of Electronic Text** || Non-Fiction || Features of Electronic Text || Locate select information via its category. || *Navigate a teacher's site to show kids the features of electronic text


 * Ask librarian to talk to kids about features of websites || *Survey different electronic sources for unique features


 * Scavenger hunts with websites


 * Webquests


 * Show a video and have students identify literary components of the story

Short Stories Folktales Mystery Science Fiction/Fantasy Historical Fiction Non-Fiction Biography/Autobiography Realistic Fiction Literary Narrative Poetry Myth and Legends || Inference || Prove, interpret, justify with supporting evidence from the text. || *Use a personal example - give clues about a place you went out to dinner (Chinese, pizzaria). Ask the kids where you went and how they knew. Explain to them that they've just made an inference based on their schema of restaurants and the clues you gave them. An inference is an educated guess.
 * [|Webquest generator] ||  ||   ||
 * **Infer** || Fairy Tale

Discuss TV shows that they are familiar with - CSI, NCIS, Bones, etc. Ask what the main characters do to figure out who the criminal is? How do they do it? || *Use short one minute or five minute mysteries

[|One Minute Mysteries] (answers are not included; need to email for answers)

[|Two-Minute Mysteries] (Longer, includes hints and answers)

[|Mystery Net's Kids' MysteriesSolve-It]

[|Inferencing Lesson]

[|Making Inferences.doc] ||  ||   || Short Stories Folktales Mystery Science Fiction/Fantasy Historical Fiction Non-Fiction Biography/Autobiography Realistic Fiction Literary Narrative Poetry Myth and Legends || Character || Determine a character's motivation through their dialogue, actions, and thoughts. || Read a short story. Ask students what the main character is thinking and how they know that? Talk about what motivates characters and how they inferred that information. || Analyze actions of characters. Discuss why they acted the way they did. Do this with partners first, then independently.
 * **Interpret Character from Dialogue, Actions, Thoughts** || Fairy Tale

[|Action is Character]

__ [|character traits.pdf] __ || personality trait graphic organizer.doc

personality trait graphic organizer-pg 2.doc Interpret Character from Dialogue, Actions, Thoughts.doc ||  || Science Fiction/Fantasy || Data, Charts, Graphs || Classify, list, and rank facts and information from within a text or document. || Look at the characteristics of different types of charts and graphs. Discuss where they are found and what they're used for.
 * **Interpret Data, Charts, Graphs** || Non-Fiction

Have the kids play a game where they're in competition with one another. They have to read numbers and statistics to progress in the game.. || [|Misleading Graphs]

[|Circle Graphs]

[|Graphing Lesson Plans] ||  ||   ||
 * **Interpret Graphic Organizers** || Non-Fiction || Graphic Organizers || Predict, respond, infer, and generalize based on text information. || Begin with a paragraph/article that can be organized on a graphic organizer. Have students extract key information from the paragraph and place it on the graphic organizer.

Have a graphic organizer filled out. Have students take the information to write their own paragraph. || [|Graphic Organizers]

[|Graphic OrganizersTeacher Vision] ||  ||   || Short Stories Folktales Mystery Science Fiction/Fantasy Historical Fiction Biography/Autobiography Realistic Fiction Literary Narrative Poetry Myth and Legends || Literary Devices || Assess, determine, and distinguish which literary devices are used and their affects. || Split students into groups and list as many literary devices on chart paper as they can think of. || Literary Element Campaign Ad - Students create a product to sell by selecting a literary device. Create a poster ad.
 * **Interpret Literary Devices** || Fairy Tale

Literary Element Carousel: Students travel around the room in groups and brainstorm everything they know about each of the elements. Students write this information on a hanging sheet of paper using markers. Students spend 3 minutes at each of the 6 stations. Students discuss each one after they are finished.

Students are placed into groups and each group is designated a different literary element. Students are to come up with a poster to show their understanding of the literary element and to teach it to the class.

AROUND THE WORLD WITH LITERARY ELEMENTS.doc

[|Literary Devices - Advanced list] ||  ||   ||
 * **Interpret Poetry** || Poetry || Poetry || Identify, evaluate, and paraphrase literary devices used within the verse. || Start by having kids write a journal entry telling what they think poetry is and why. Then watch Slam Poetry (You-tube) and discuss the reasons why it is considered poetry. (Make sure you preview your selection for appropriateness.) If your school blocks You-tube, you can go to [] and follow the instructions for downloading video to your desktop or a flash drive.

Talk about the places we find poetry everyday (books, songs, ads, nicknames, nursery rhymes, memory devices) to show how prevelant it is in our society. || Read and discuss poetry

Poetry surveys - students work in pairs, choose poems and find literary devices used in that poems.

Write imitation poems - look at published poems. Target a specific literary device to imitate. Students write their own poem based on the original. [|Imitate a Poem] ||  ||   || Short Stories Folktales Mystery Science Fiction/Fantasy Historical Fiction Non-Fiction Biography/Autobiography Realistic Fiction Literary Narrative Poetry Myth and Legends Drama || Vocabulary || Predict a word's meaning based on context. || Model your own thinking on difficult texts. Include discussion of schema, context clues, prefixes and suffixes, root words, etc. || Students choose vocabulary words from texts that they are reading. They look those words up and keep a personal vocabulary notebook.
 * **Interpret Vocabulary** || Fairy Tale

Students use a vocabulary bookmark when reading. [|Vocabulary Bookmark]

Practice using Cloze passages [|Cloze worksheets - printable]

[|Lesson Plan to make your own Cloze activity from any text]

Logographic Assignment.pdf ||  ||   || Folktales Mystery Non-Fiction Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography/ Memoirs Myths and Legends Drama || Stated Information || Locate, name, and select information needed to answer a question. ||  || Ruby Payne - 7 Step Reading Strategy [|Learning Structures Workbook] || || Folktales Mystery Non-Fiction Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography/ Memoirs Myths and Legends Drama || Fact and Detail || Distinguish between fact and opinion. ||  ||   ||   ||   || Folktales Mystery Non-Fiction Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography/ Memoirs Myths and Legends Drama || Cause and Effect || Assess information, determine the importance of an event, and interpret the effect on plot elements or text. || Demonstrate simple cause and effect demonstrations - with or without students' help ||  ||   ||   || Folktales Mystery Non-Fiction Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography/ Memoirs Myths and Legends Drama || Different Levels of Meaning || Assess, critique, differentiate, discriminate, and express the theme and purpose of a text. ||  ||   ||   ||   || Folktales Mystery Non-Fiction Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography/ Memoirs Myths and Legends Drama || Purpose for Reading || Assess the type of text, and determine an appropriate active reading strategy. || Using different types of text (newspaper, magazine, textbook, novel, etc.) model how you think to set a purpose for your own reading. || In groups or pairs - give each group or pair a different type of text. Have them look at the text structure and write the features on chart paper. Discuss the differences and similarities in those texts and what their purpose for reading those texts would be.
 * **Locate Stated Information** || Fairy Tale
 * **Recall Fact and Detail** || Fairy Tale
 * **Recall Fact and Detail** || Fairy Tale
 * **Recognize Cause and Effect** || Fairy Tale
 * ** Recognize Different Levels of Meaning in Text ** || Fairy Tale
 * **Set a Purpose for Reading** || Fairy Tale

[|Set a Purpose for Reading Graphic Organizer] ||  ||   || Folktales Mystery Non-Fiction Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography/ Memoirs Myths and Legends Drama || Text as a Whole || Express the main idea, purpose, and theme of the text. || Introduction: In small groups or pairs, give students a short story/article and have them discuss its meaning. Report out. || Repeat activity in previous column with various short texts, (poetry, newspaper articles, magazine articles, memoirs, short story, etc.) considering all text features, structures and clues.
 * **Understand Text as a Whole** || Fairy Tale

Story Board.pdf

Write summaries || *Create sequel - continue action from main story Folktales Mystery Non-Fiction Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography/ Memoirs Myths and Legends Drama || Text Structures || Assess structural clues within the text to determine its genre and purpose. || Introduction: Listen to an NPR podcast. Ask students to identify important parts of the story/article. Then give them a print out of the same story/article and have them look at the important parts. See if they chose the same things in both. || Textbook Flush: In groups or pairs, students look at a ll the features of a textbook and put post-it notes wherever they find something they believe that the publisher put there to help them. Discuss what they found.
 * Act out a scene
 * Storyboard
 * Newscast - report on main events
 * CD - chose one character
 * Choose a song that they feel exemplifies a character
 * Write journal entries from character's viewpoint ||  ||
 * **Understand Text Structures** || Fairy Tale

In groups or pairs - give each group or pair a different type of text. Have them look at the text structure and write the features on chart paper. Discuss the differences and similarities in those texts.

[|Non-Fiction Strategy: THIEVES]

[|THIEVES - ReadWriteThink]

[|LIteracy Matters - Text Structure] ||  ||   ||
 * **Construct a Thesis and Support with Fact** || short and extended responses

expository, persuasive, narrative, and descriptive modes of writing || Thesis || Compose and prove an original idea concerning a text. || Show students several authentic essays that contain thesis statements that are supported well. With 2 different colored highlighters, highlight the thesis statement with one color and the facts that support it with another color. Discuss how the facts support the thesis and vice versa. || Show students previous student work, some containing great thesis statements and some containing poor thesis statements. Discuss the characteristics of both.

[|Thesis Statements]

[|Indiana]

[|OWL] ||  ||   ||
 * **Construct Fluent Sentences** || short and extended responses

expository, persuasive, narrative, and descriptive modes of writing || Sentence Fluency || Compose and express a coherent idea using grammatically correct sentences. ||  || Take words from others' writing and use those words to create new sentences, poems, etc. [|Found Poetry] [|Word Mover] [|Found PoetryWord MoverMagnetic Poetry] ||  ||   ||
 * **Critique** || short and extended responses

expository, persuasive, narrative, and descriptive modes of writing || Critique || Assess, criticize, determine, discriminate, and evaluate the text's theme and purpose. || Show movie, CD, and book reviews. Two teachers work together - one teacher models their thinking outloud while the other teacher writes down what he/she says. This way kids can see that critique involves a judgment based on the evidence presented.

Bring in a short writing piece, a picture, a song, a movie clip, or an advertisement ([|Super Bowl] Commercials can be found online), Read/listen to it together and have the kids tell you if they like it and why or why not. || Do more of the same from the previous column, working in groups, then pairs, then individually. Finally, have kids write their own critique of a book, movie, or CD/song of their (or your) choice. ||  ||   ||
 * **Establish Consistent Point of View in Writing** || short and extended responses

expository, persuasive, narrative, and descriptive modes of writing || Consistent Point of View in Writing || Select a point of view from which to write and continue to develop writing from that perspective. ||  ||   ||   ||   ||
 * **Generate Ideas/Brainstorm** || short and extended responses

expository, persuasive, narrative, and descriptive modes of writing || Ideas || Construct and organize ideas in writing assignments. || Teacher Resource: [|Brainstorming]

[|Step by Step Brainstorming] || *Free writing for increasing numbers of minutes ||  ||   ||
 * **Make Effective Word Choices** || short and extended responses

expository, persuasive, narrative, and descriptive modes of writing || Word Choice || Select and assess word choice selections. ||  || Thesaurus ||   ||   ||
 * **Note-taking** || short and extended responses

expository, persuasive, narrative, and descriptive modes of writing || Note-taking || Organize, list, and paraphrase information from a given text or listening passage. ||  ||   ||   ||   ||
 * **Organize Writing** || short and extended responses

expository, persuasive, narrative, and descriptive modes of writing || Organization || Arrange ideas effectively while constructing paragraphs. ||  ||   ||   ||   || Folktales Mystery Non-Fiction Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography/ Memoirs Myths and Legends Drama || Facts and Details from Oral Text || Use active listening skills and note taking techniques to recall fact and detail from listening passages. ||  ||   ||   ||   || Folktales Mystery Non-Fiction Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography/ Memoirs Myths and Legends Drama || Different Levels of Meaning in Oral Text || Distinguish main idea, author's purpose, and theme within oral text. ||  ||   ||   ||   || Folktales Mystery Non-Fiction Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography/ Memoirs Myths and Legends Drama || Purpose for Listening || Determine your purpose for listening to a text in order to interpret the author's purpose. ||  ||   ||   ||   ||
 * **Recall Fact and Detail From Oral Text** || Fairy Tale
 * **Recognize Different Levels of Meaning in Oral Text** || Fairy Tale
 * **Set Purpose for Listening** || Fairy Tale
 * **Use Conventions of English Language** || short and extended responses

expository, persuasive, narrative, and descriptive modes of writing || Spelling Sentence structure Punctuation || Asses errors within your writing to determine weaknesses and strengths. ||  || [|The Owl at Purdue]

[|Grammar Book] ||  ||   ||
 * **Using Effective Writer’s Voice** || short and extended responses

expository, persuasive, narrative, and descriptive modes of writing || Voice || Elaborate ideas in a way that transfers personality through your writing. ||  ||   ||   ||   ||
 * **Use Graphic Organizers** || short and extended responses

expository, persuasive, narrative, and descriptive modes of writing || Graphic Organizers || Prioritize facts and ideas in order to incorporate them effectively in a graphic organizer. ||  ||  Propaganda 1.pdf

Propaganda 2.pdf ||  ||   ||
 * **Use Sophisticated Vocabulary** || short and extended responses

expository, persuasive, narrative, and descriptive modes of writing || Vocabulary || Select appropriate vocabulary for the audience and mode of writing. ||  ||  Logographic Assignment.pdf ||   ||   || Folktales Mystery Non-Fiction Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography/ Memoirs Myths and Legends Drama || *Character Folktales Mystery Non-Fiction Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography/ Memoirs Myths and Legends Drama || Determine Importance || Identify implied main idea and supporting details. Justify important information in text ||  ||   ||   ||   || Folktales Mystery Non-Fiction Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography/ Memoirs Myths and Legends Drama || Theme || Differentiate between theme and the main idea. Justify with evidence from the text. ||  ||   ||   ||   || Folktales Mystery Non-Fiction Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography/ Memoirs Myths and Legends Drama || Fact and Opinion || Interpret and identfiy facts and opinions in texts. ||  ||   ||   ||   || Folktales Mystery Non-Fiction Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography/ Memoirs Myths and Legends Drama || Paraphrase || Summarize and express ideas in your own words without losing meaning. ||  ||   ||   ||   || Folktales Mystery Non-Fiction Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography/ Memoirs Myths and Legends Drama || Sequence || Determine proper order based on given standards. || Students write a memory box recalling main ideas and supporting details from a story read in class. (Memory box is a square box drawn on paper.) || Put students into small groups. Take several chronological events from a story read in class, put them on strips of paper and have the students in the correct order. The first group to complete the task correctly wins. (It encourages motivation to provide small prizes for the 1st - 3rd place winners.)
 * **Compare and Contrast** || Fairy Tale
 * Setting
 * Plot
 * Author's Purpose
 * Theme
 * Conventions
 * Word Choice
 * Text Structure || Evaluate two or more elements for similarities and differences. ||  ||   ||   ||   ||
 * **Determine Importance** || Fairy Tale
 * **Determine Theme** || Fairy Tale
 * **Distinguish between Fact and Opinion** || Fairy Tale
 * ** Paraphrase ** || Fairy Tale
 * **Sequence** || Fairy Tale

Give groups of students 4 random pictures. Together they need to write a logical story that incorporates those pictures.

[|Story Sequence Activity] ||  ||   || Folktales Mystery Non-Fiction Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography/ Memoirs Myths and Legends Drama || Summarize || Paraphrase and prioritize ideas in your own words without losing meaning. ||  ||   ||   ||   || Folktales Mystery Non-Fiction Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography/ Memoirs Myths and Legends Drama || Supporting Details || Distinguish and develop details to support ideas. ||  ||   ||   ||   ||
 * **Summarize** || Fairy Tale
 * **Use Supporting Details** || Fairy Tale