2016-2017 8th Grade ELA Unit Outlines

Unit 1
ERWC (Expository Reading and Writing Course): When Is Lying Okay?
3 Weeks

Anchor Texts
Rejecting All Lies: Immanuel Kant by Sissela Bok
Brad Blanton: Honestly, Tell the Truth by Barbara Ballinger
The U.S. Political Campaign: Lies, Lies, Lies by Paul Gray
Its the Truth: Americans Conflicted About Lying from TIME Magazine
Teens Do their Share of Lying by Loretta Ragsdell

Lessons & Outlines

http://elaessentials.weebly.com/uploads/5/0/1/4/5014648/8_erwc_lying.pdf

Writing
Argumentative Essay

Common Core Standards Met

RI 8.1 Cite the textual evidence that mostly strongly supports an analysis of
what the text says explicitly as well as inferences drawn from the text.
RI 8.2 Determine a central idea in 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.
RI 8.3 Analyze the interactions between individuals, events, and ideas in a
text (e.g., how ideas influence individuals or events, or how individuals
influence ideas or events).
RI 8.4 Determine the meaning of words and phrases as they are used in the
text, including figurative, connotative, and technical meanings; analyze the
impact of a specific word choice on meaning and tone.
RI 8.5 Analyze the structure an author uses to organize a text, including how
the major sections contribute to the whole and to the development of ideas.
RI 8.6 Determine an authors point of view or purpose in a text and analyze
how the author distinguishes his or her position from that of others.
RI 8.8 Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and
sufficient to support the claims
RI 8.10 By the end of the year, read and comprehend literary nonfiction in the
grades 6 8 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
W8.1 Write arguments to support claims with clear reasons and relevant
evidence.
W8.2 Write informative/explanatory texts to examine a topic and convey
 ideas, concepts, and information through the selection, organization, and
analysis of relevant content
W8.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W8.5 With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have
been addressed.
W8.6 Use technology, including the Internet, to produce and publish writing
and link to and cite sources as well as to interact and collaborate with others,
including linking to and citing sources
W8.8 Gather relevant information from multiple print and digital sources;
using search items effectively; assess 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.
W8.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W8.10 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.

Unit 2
The Thrill of Horror
7-8 Weeks

Anchor Texts
A Tell-Tale Heart by Edgar Allan Poe
Do you think the readers ability to trust the narrator increases the suspense in this story?
Explain your answer.
What is the Horror Genre? by Sharon A. Russell
After reading this essay, what is your response to its title: What is the Horror Genre? To
answer, summarize the text.
Scary Tales by Jackie Torrence
Is it a good idea for middle school students to hear scary stories? Have a debate about this
topic.
Frankenstein by Edward Field
We should not judge people by their appearance is one of the themes of Frankenstein. How
do the events in the story and the characters behavior convey this? Cite text evidence from
the text to support your claims.
Something Wicked This Way Comes by Ray Bradbury
Argue whether the novel Something Wicked This Way Comes fascinates and/or terrifies
readers. Cite evidence from the novel to support your claim.

Summative Assessment Present an Argument

The horror genre is intended to inspire terror. In this activity, you will give a
 speech arguing whether a classic of the horror genre, The Tell Tale Heart, is
appropriate for your age group to read.

Writing Unit
Literary Analysis

Common Core Standards Met

RL 8.1 Cite the textual evidence that most strongly supports analysis of what
the text says explicitly as well as inferences drawn from the text.
RL 8.3 Analyze how particular lines of dialogue or incidents in a story or
drama propel the action, reveal aspects of character, or provoke a decision
RL 8.4 Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions
to other texts.
RL 8.6 Analyze how differences in the points of view of the characters and the
audience or reader (e.g., created through the use of dramatic irony) create
such effects as suspense or humor
RL 8.7 Analyze the extent to which a filmed or live production of a story or
drama stays faithful to or departs from the text or script, evaluating the
choices made by the director or actors.
RL 8.9 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.
RL 8.10 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.
RI 8.1 Cite the textual evidence that mostly strongly supports an analysis of
what the text says explicitly as well as inferences drawn from the text.
RI 8.2 Determine a central idea in 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
RI 8.3 Analyze the interactions between individuals, events, and ideas in a
text (e.g., how ideas influence individuals or events, or how individuals
influence ideas or events).
RI 8.4 Determine the meaning of words and phrases as they are used in the
text, including figurative, connotative, and technical meanings; analyze the
impact of a specific word choice on meaning and tone.
RI 8.6 Determine an authors point of view or purpose in a text and analyze
how the author distinguishes his or her position from that of others
RI 8.10 By the end of the year, read and comprehend literary nonfiction in the
grades 6 8 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
W8.2 Write informative/explanatory texts to examine a topic and convey
 ideas, concepts, and information through the selection, organization, and
analysis of relevant content
W8.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W8.5 With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have
been addressed.
W8.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W8.10 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.

Unit 3
The Construction of a College Experience
5-6 Weeks

Anchor Texts
A Letter to a Future College Student by Roberta Ching
College Is Worth the Cost by Brooks C. Holton
Facing the Culture Shock of College by Kathleen Cushman

Writing Unit
Hybrid: Research/Argument Essay

Common Core State Standards Met

RI 8.1 Cite the textual evidence that mostly strongly supports an analysis of
what the text says explicitly as well as inferences drawn from the text.
RI 8.2 Determine a central idea in 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
RI 8.3 Analyze the interactions between individuals, events, and ideas in a
text (e.g., how ideas influence individuals or events, or how individuals
influence ideas or events).
RI 8.4 Determine the meaning of words and phrases as they are used in the
text, including figurative, connotative, and technical meanings; analyze the
impact of a specific word choice on meaning and tone.
RI 8.5 Analyze the structure an author uses to organize a text, including how
the major sections contribute to the whole and to the development of ideas.
RI 8.6 Determine an authors point of view or purpose in a text and analyze
how the author distinguishes his or her position from that of others
RI 8.7 Compare and contrast a text to an audio, video or multimedia version
 of the text, analyzing each mediums portrayal of the subject (e.g., how the
delivery of a speech affects the impact of the words).
RI 8.8 Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and
sufficient to support the claims.
RI 8.9 Analyze how two or more authors writing about the same topic shape
their presentations of key information by emphasizing different evidence or
advancing different interpretations of facts
W8.1 Write arguments to support claims with clear reasons and relevant
evidence
W8.2 Write informative/explanatory texts to examine a topic and convey
ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
W8.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W8.5 With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have
been addressed.
W8.6 Use technology, including the Internet, to produce and publish writing
and link to and cite sources as well as to interact and collaborate with others,
including linking to and citing sources.
W8.7 Conduct short research projects to answer a question, drawing on
several sources and generating additional related, focused questions for
further research and investigation.
W8.8 Gather relevant information from multiple print and digital sources;
using search items effectively; assess 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.
W8.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W8.10 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.

Unit 4
Culture and Belonging
7-8 Weeks

Anchor Texts
My Favorite Chaperone by Jean Davies Okimoto
o Write a summary of My Favorite Chaperone. To summarize, briefly retell the plot of the story
in your own words.
From The Latehomecomer by Kao Kalia Yang
 o Which of the authors experiences seems to have had the greatest effect on her? Discuss the
reasons for your response. Cite specific evidence from the text to support your ideas.
Golden Glass by Alma Luz Villanueva
o How does Ted change over the course of the summer? How does his relationship with his
mother change? Review your reading notes, and be sure to cite text evidence from the story in
your response.
New Immigrants Share Their Stories by Lisa Gossels (digital)
o Which of the student interviews and video diaries had the greatest impact on you? Discuss
concepts or ideas people might learn from the students conversations.
The Powow at the End of the World by Sherman Alexie
o Identify at least one image and one allusion in The Powwow at the End of the World, and
explain how each creates an effect or contributes to the poems meaning.

Summative Assessment Write a Personal Narrative

Like the characters in My Favorite Chaperone and The Latehomecomer ,
many people struggle to adjust to new situations or to fit in with different
groups. Think about a time when you faced that typeof challenge and write a
personal narrative about your own experience.

Writing Unit
Personal Narrative

Common Core State Standards Met

RL 8.1 Cite the textual evidence that most strongly supports analysis of what
the text says explicitly as well as inferences drawn from the text.
RL 8.2 Determine a theme or central idea of a text and analyze its
development over the course of the text, including its relationships to the
characters, setting and plot; provide an objective summary of the text.
RL 8.3 Analyze how particular lines of dialogue or incidents in a story or
drama propel the action, reveal aspects of character, or provoke a decision.
RL 8.4 Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions
to other texts.
RL 8.7 Analyze the extent to which a filmed or live production of a story or
drama stays faithful to or departs from the text or script, evaluating the
choices made by the director or actors.
RL 8.10 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.
RI 8.1 Cite the textual evidence that mostly strongly supports an analysis of
what the text says explicitly as well as inferences drawn from the text.
RI 8.2 Determine a central idea in 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.
 RI 8.3 Analyze the interactions between individuals, events, and ideas in a
text (e.g., how ideas influence individuals or events, or how individuals
influence ideas or events).
RI 8.4 Determine the meaning of words and phrases as they are used in the
text, including figurative, connotative, and technical meanings; analyze the
impact of a specific word choice on meaning and tone.
RI 8.5 Analyze the structure an author uses to organize a text, including how
the major sections contribute to the whole and to the development of ideas.
RI 8.8 Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and
sufficient to support the claims.
RI 8.10 By the end of the year, read and comprehend literary nonfiction in the
grades 6 8 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
W8.2 Write informative/explanatory texts to examine a topic and convey
ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
W8.3 Write narratives to develop real or imagined experiences or events
using effective technique, relevant descriptive details, and well-structured
event sequences.
W8.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W8.5 With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have
been addressed.
W8.7 Conduct short research projects to answer a question, drawing on
several sources and generating additional related, focused questions for
further research and investigation
W8.8 Gather relevant information from multiple print and digital sources;
using search items effectively; assess 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.
W8.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W8.10 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.

Unit 5
Anne Franks Legacy
5 Weeks

Anchor Texts
 The Diary of Anne Frank by Frances Goodrich and Albert Hackett

Writing Unit
Expository Essay

Common Core State Standards Met

RL 8.1 Cite the textual evidence that most strongly supports analysis of what
the text says explicitly as well as inferences drawn from the text
RL 8.3 Analyze how particular lines of dialogue or incidents in a story or
drama propel the action, reveal aspects of character, or provoke a decision.
RL 8.4 Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions
to other texts.
RL 8.6 Analyze how differences in the points of view of the characters and the
audience or reader (e.g., created through the use of dramatic irony) create
such effects as suspense or humor.
RL 8.7 Analyze the extent to which a filmed or live production of a story or
drama stays faithful to or departs from the text or script, evaluating the
choices made by the director or actors.
RL 8.9 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.
RI 8.1 Cite the textual evidence that mostly strongly supports an analysis of
what the text says explicitly as well as inferences drawn from the text
RI 8.2 Determine a central idea in 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
RI 8.3 Analyze the interactions between individuals, events, and ideas in a
text (e.g., how ideas influence individuals or events, or how individuals
influence ideas or events).
RI 8.4 Determine the meaning of words and phrases as they are used in the
text, including figurative, connotative, and technical meanings; analyze the
impact of a specific word choice on meaning and tone
RI 8.5 Analyze the structure an author uses to organize a text, including how
the major sections contribute to the whole and to the development of ideas.
RI 8.6 Determine an authors point of view or purpose in a text and analyze
how the author distinguishes his or her position from that of others.
RI 8.8 Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and
sufficient to support the claims.
W8.2 Write informative/explanatory texts to examine a topic and convey
ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
 W8.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W8.5 With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have
been addressed.
W8.6 Use technology, including the Internet, to produce and publish writing
and link to and cite sources as well as to interact and collaborate with others,
including linking to and citing sources.
W8.7 Conduct short research projects to answer a question, drawing on
several sources and generating additional related, focused questions for
further research and investigation.
W8.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W8.10 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.

Unit 6
The Value of Work
7 Weeks

Anchor Texts
from The Adventures of Tom Sawyer by Mark Twain
Chicago by Carl Sandburg
Find Work by Rhina R. Espaillat
My Mother Enters the Work Force by Rita Dove

Writing Unit
Short Story

Common Core State Standards Met

RL 8.1 Cite the textual evidence that most strongly supports analysis of what
the text says explicitly as well as inferences drawn from the text.
RL 8.2 Determine a theme or central idea of a text and analyze its
development over the course of the text, including its relationships to the
characters, setting and plot; provide an objective summary of the text.
RL 8.3 Analyze how particular lines of dialogue or incidents in a story or
drama propel the action, reveal aspects of character, or provoke a decision.
RL 8.4 Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions
to other texts.
 RL 8.6 Analyze how differences in the points of view of the characters and the
audience or reader (e.g., created through the use of dramatic irony) create
such effects as suspense or humor.
RI 8.1 Cite the textual evidence that mostly strongly supports an analysis of
what the text says explicitly as well as inferences drawn from the text.
RI 8.2 Determine a central idea in 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.
RI 8.3 Analyze the interactions between individuals, events, and ideas in a
text (e.g., how ideas influence individuals or events, or how individuals
influence ideas or events).
RI 8.4 Determine the meaning of words and phrases as they are used in the
text, including figurative, connotative, and technical meanings; analyze the
impact of a specific word choice on meaning and tone.
RI 8.5 Analyze the structure an author uses to organize a text, including how
the major sections contribute to the whole and to the development of ideas.
RI 8.6 Determine an authors point of view or purpose in a text and analyze
how the author distinguishes his or her position from that of others
RI 8.8 Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and
sufficient to support the claims.
W8.2 Write informative/explanatory texts to examine a topic and convey
ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
W8.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W8.6 Use technology, including the Internet, to produce and publish writing
and link to and cite sources as well as to interact and collaborate with others,
including linking to and citing sources.
W8.8 Gather relevant information from multiple print and digital sources;
using search items effectively; assess 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.
W8.10 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.