1
QPS Grade 8 ELA Curriculum Pacing and Alignment Guide
Theme, Ending Understandings,
& Essential Questions for This
Unit
Theme/ Unit:
Collection 1: Culture and
Belonging
Enduring Understandings:
You will explore how people
develop identity
Essential Questions:
Why is critical to have a sense of
belonging?
Standards:
Common Core State Standards are
found on the top right corner of
pages in the text and corresponding
Key Learning Objectives are listed
at the beginning of each collection.
Collection 1: Culture and Belonging , Pages 1-86
Timeline: September/October (Roughly 6 Weeks)
How Students will Demonstrate their Understanding Vocabulary Suggested Resources for this Multi-Genre unit
Summative Assessment (At the end of the year): ● Contribute Anchor Texts (s):
● Performance Task A: Write an Informative Essay that ● Immigrate ● My Favorite Chaperone by Jean Davies
focuses on immigration and its impact. (SE 79) ● Reaction Okimoto (Collections)
● Performance Task B: Narrative You will write a ● Relocate ● Golden Glass Alma Luz Villanueva
personal narrative about adjusting to a new situation or ● Shifting (Close Reader)
fitting in with different groups. (SE 83) ● Sponsor ● The Contender by Robert Lipsyte
● Performance Task C: Write a literary analysis ● Stun ● America Street: A Multicultural Anthology
(literary analysis SMS) ● Dispatcher by Anne Mazer
● Performance Task D: Write an original poem about ● Scuffle ● The Contender by Robert Lipsyte
the theme of culture and belonging ● Whimper ● 14 Cows for America
● ● Huddled
Formative Assessments (Throughout the unit): ● Mispronouncin Poetry:
● My Favorite Chaperone Quiz (Online) g ● Powwow at the End of the World
● Bonne Annee Quiz (Online) ● Drizzle Sherman Alexie (Collections)
● Summary Writing ● Emeralds ● My Tongue is Divided into Two by Qui
● Speaking Activity: Present a story about a real world ● Tumult Qui Aviles
event in the news that affected your life. (SE 38) ● Pernicious ● Victory by Sherman Alexie
● Research Activity: Find out where recent immigrants to ● Naturalize ● The Negro Speaks of Rivers by Langston
the US come from. (SE 51) ● Telecommunic Hughes
● Writing Activity: Informative Report- Research the ations ● Five Directions to My House by Juan
Laotian Hmongs involvement in the Vietnam War. ● Perpetual Felipe Herrera
(SE 68) ● Requisite ●
● Media Activity Video: Work in small groups to create ● Reparate Short Stories:
a videos of your own personal stories. (SE 74) ● Resonate ● Thank You Ma’am by Langston Hughes
● Discussion: The speaker in the poem makes allusions ● Chide ● Raymond’s Run by Toni Cade Bambara
to stories about salmon. Do research to locate a ● Nominal Nonfiction:
retelling of a salmon myth originating among the ● Expiration ● Bonne Annee by Jean-Pierre Benoit
Native Americans of the Northwest Coast. (SE 78) ● Recap (Collections)
● Despondent ● A Place to Call Home (Collections)
● Predominate ● New Immigrants Share Their Stories
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● Coup (Collections) by Lisa Gossels

● Persecution ● The Latehomecomer by Kao Kalia Yang
● Dispossess (Collections)
● Natal ● What to Bring by Naisha Jackson (Close
Reader)
● Museum Indians (Close Readers)

Digital Resources:
● Level Up Tutorial: Method of
Characterization
● Level Up Tutorial: Theme

Standards-based Skills & Concepts for Culture and Belonging (Collection 1)

Reading Concepts: ❏ Text Features Writing:
❏ Author’s Craft ❏ Heading ❏ Narrative (Narrative Writing)
❏ Characterization (SE 27) ❏ Subtitle ❏ Performance Task B pg 83 SE
❏ Plot (SE 27) ❏ Bulleted list ❏ Writing as a Process
❏ Exposition ❏ Graphic aids ❏ Summary Writing
❏ Rising Action ❏ Graphics
❏ Climax ❏ Circle Graph Language Conventions:
❏ Falling Action ❏ Bar Graphs ❏ Mood (SE 30)
❏ Resolution ❏ Figurative Language (SE 67) ❏ Imperative
❏ Conflict ❏ Imagery ❏ Understood Subject
❏ Word Choice (SE 77) ❏ Simile ❏ Command or Request
❏ Dialogue (SE 27) ❏ Metaphor ❏ Verbal (SE 40)
❏ Chronological Order(SE 37) ❏ Memoir (SE 67) ❏ Participle (SE 40)
❏ Allusion (SE 77) ❏ Voice of a Verb (SE 70)
❏ Theme (SE 37) Reading Skills: ❏ Active and passive voice
❏ Central Idea ❏ Analyze characters
❏ Foreshadowing ❏ Compare elements of plot ie. dialogue Speaking/Listening:
❏ Supporting details (SE 37) ❏ Use context clues ❏ Present a Narrative (SE 38)
❏ Fact (SE 37) ❏ Determine central idea and details ❏ Documentary (SE 73)
❏ Opinion (SE 37) through annotation ❏ Purpose
❏ Anecdote(SE 37) ❏ Navigate a glossary ❏ Voice over
❏ Point of View ❏ Analyze elements of nonfiction ❏ Stills
❏ Narrator ❏ Interpret Figurative language ❏ Animation
❏ Personal Essay (SE 37) ❏ Determine meaning of words and ❏ Motive (Social, Political,
❏ Author’s style and craft phrases Commercial)
❏ Glossary (SE 39) ❏ Cite evidence ❏ Evaluate
❏ Nonfiction (SE 50) ❏ Make Inferences

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Changes:
● We moved some of the novels.
● We color coded what we all did in depth during this unit (Red is didn’t get to, yellow is we glossed over and green is
what we did a lot with)
● We added some poems and two summative assessments
● We also use Vocabulit, Newsela, Freeric etc.

Collection 2: The Thrill of Horror, Pages 87-140

Timeline: October/November

Theme, Ending Understandings, & How Students will Demonstrate their Vocabulary Suggested Resources for this Multi-Genre
Essential Questions for This Unit Understanding unit

Theme/ Unit: Summative Assessment (At the end of the year): ● Convention Anchor Texts (s):
● Present An Argument (speech) ● Predict
Collection 2: The Thrill of Horror ● Literary Analysis ● Psychology ● The Tell-Tale Heart by Edgar Allan
● Mock Trial of the Tell-Tale Heart ● Summary Poe
● Technique ● “The Monkey’s Paw” by, W.W.
Formative Assessments (Throughout the unit): ● Conceive Jacobs
Enduring Understandings: You ● Writing Activity: Narrative ● Audacity ● What Is the Horror Genre? By,
will examine why the ● Speaking: Acting out a scene from “The ● Vex Sharon A. Russell
horror genre both terrifies Tell- ● Vehemently
and fascinates. Tale Heart”, and identify the techniques ● Stifle Nonfiction:
● Derision ● “Scary Tales” by, Jackie Torrence
or conventions that create suspense in
the scene. ● Crevice ● Close Reader Man-Made Monsters
Essential Questions: ● Hypocritical
Why does the horror both terrify and ● Peril Media:
“Tell-Tale Heart” Quiz
fascinate? ● Credulity Media Analysis from The Monkey’s Paw
“Online Quiz”
● Condole
Standards: ● Prosaic Close Reader:
“Scary Tales” Quiz
● Grimace
“Online Quiz” The Outsider, H.P. Lovecraft
Common Core State Standards are ● Compensation
Frankenstein (Poem) by, Edward Field
Revised October 2018
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found on the top right corner of pages
in the text and corresponding Key
Learning Objectives are listed at the
beginning of each collection.
Writing Activity: Report, complete a research on ● Fate Man-Made Monsters, by, Daniel Cohen
the historical relationship between Britain and ● Resignation
India ● Intensify Digital Resources:
● Justify
Media Activity: Storyboard, create a storyboard ● Pararrel ● Level up Tutorials: Point of View,
retelling a scene from “The Monkey’s Paw” ● Quest First Person Point of View, Third
Vocabulary Skills and Person Point of View
Speaking Activity: Discussion, Categorize horror Strategies:
stories you have read and horror movies you Use a thesaurus (SE 97) ● Level up Tutorial: Figurative
have seen. Language

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Standards -based Skills & Concepts for The Thrill of Horror (Collection 2)
Reading: ❏ Dialogue ❏ Smile
❏ Analyze Point of View ❏ Allusion ❏ Root
❏ Third-person ❏ Literary Criticism ❏ Using Dashes
❏ The narrator ❏ Summarize Text Subject Verb Agreement
❏ First-person ❏ Latin Roots
❏ Unreliable narrator Writing: ❏ Subjunctive Mood
❏ repetition ❏ Writing Arguments Using Suffixes
❏ Analyze Suspense ❏ Analyzing and Evaluating ❏ Using Comma
❏ Style ❏ Report
❏ Word choice ❏ Storyboard
❏ Author’s purpose ❏ Presentations
❏ summarize ❏ Literary Analysis
❏ Determine Theme
❏ Foreshadowing Language Conventions:
❏ inference ❏ Syntax
❏ Imagery ❏ Figurative language
Speaking/Listening:
❏ Present an argument

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Changes:
● SMS is doing a unit on Justice and doing the “Tell-Tale Heart” Trial
● This is one of the units that we deviate from Collections for and do not necessarily do the whole collection

Collection 6: The Value of Work, Pages 393-444

Timeline: November/December
Theme, Ending Understandings, & How Students will Demonstrate their Vocabulary Suggested Resources for this Multi-Genre unit
Essential Questions for This Unit Understanding

Theme/ Unit: Summative Assessment (At the end of the unit): ● Commentary Anchor Texts (s):
● Argument Writing Performance Task B ● Minors ● The Adventures of Tom Sawyer by Mark
Collection 6: The Value of Work (SE 441) ● Occupation Twain
● Present a Narrative ● Option ● One Last Time by Gary Soto (SE 405)
Enduring Understandings: Formative Assessments (Throughout the unit): ● Tranquil ● Teens Need Jobs, Not Just Cash by Anne
Every job is a learning experience that ● The Adventures of Tom Sawyer Online ● Alacrity Michaud (SE 419)
can develop and grow in everyone. Assessment ● Survey ● The Flying Machine by Ray Bradbury
● One Last Time Online Assessment ● Dilapidated (CR111)
● Writing Activity: Write an analysis that ● Contemplate Poetry:
Essential Questions: explains how the theme of the selection ● Covet ● Chicago by Carl Sandberg
What inspires people to take action to is developed through the character of ● Particular ● Find Work by Rhina P (Espaillat (SE 431)
improve their world? Tom Sawyer. (SE 402) ● Attain ● My Mother Enters the Workforce by Rita
● Presentation: With a small group, make ● Ramble Dove (SE 433)
a poster that illustrates the central idea of ● Stoop ● To Be of Use by Marge Percy (CR 132)
Standards: “One Last Time” (SE 416) ● Foreman ● The Story of How a Wall Stands by Simon
● Argument/ Debate: In order to evaluate ● Contractor Ortiz (CR 133)
Common Core State Standards are a claim made in an argument, you may ● Grope Short Stories:
found on the top right corner of pages need to do additional research. Develop ● Irate ● See Anchor Texts Above
in the text and corresponding Key and argument in which you present ● Feeble Drama:
Learning Objectives are listed at the additional support that proves or ● Predicament ● NA
beginning of each collection. disproves a claim made in one of the ● Sustain Nonfiction:
articles. (SE 425) ● Initiative ● The Real McCoy by Jim Haskins (CR 125)
● Borne
● Detrmimental
● Renowned
● Implication
● Avert

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● Deficiency
Vocabulary Strategies and Skills
● Figure of Speech(SE 403)
● Pun (SE 403)

Skills & Concepts for The Value of Work (Collection 6)

Reading Concepts: ❏ Similes Writing:

❏ Style ❏ Poetry ❏ Argument Writing Performance Task
❏ Narrator (SE 401) ❏ Meter B (SE 441)
❏ Sensory Imagery (SE 416) ❏ Foot ❏ Run-on sentence
❏ Point of View (SE 401) ❏ Sonnet ❏ Paragraph structure
❏ Narrator ❏ Iambic Pentameter
❏ Third person omniscient ❏ Rhyme Scheme Language Conventions:
❏ Irony (SE 401) ❏ Couplet ❏ Mood (SE 404)
❏ Dramatic ❏ Free-verse ❏ Verb
❏ Author’s Craft and Style (SE 401) ❏ Traditional Form ❏ Interrogative
❏ Humorous tone ❏ Delineate ❏ Indicative
❏ Theme ❏ Imperative
❏ Metaphor Reading Skills: ❏ Dictionary skills
❏ Simile ❏ Analyze POV
❏ Dialect ❏ Analyze poetic devices Speaking/Listening:
❏ Figurative Language ❏ Analyze dialect ❏ Presentation (SE 416)
❏ Personification ❏ Compare and contrast text structures

Changes:

Revised October 2018

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Collection 5: Anne Frank’s Legacy, Pages 277 -392

Timeline: January/February
Theme, Ending Understandings, & How Students will Demonstrate their Vocabulary Suggested Resources for this Multi-Genre
Essential Questions for This Unit Understanding unit

Theme/ Unit: Summative Assessment (At the end of the year): ● Communicate Anchor Texts (s):
Collection 5: Anne Frank’s Legacy ● Research and Write and Informative Essay ● Draft ● I am Malala by Malala
(SE 389) ● Liberation ● Boy in the Striped Pajamas by John
Enduring Understandings: Formative Assessments (Throughout the unit): ● Philosophy Boyne
Students will understand the significance of ● Practice Test 1 ● Publish Short Stories/Children’s Literature:
the Holocaust as it has impacted history. ● Anne Frank Online Assessment ● Insolent ● The Grand Mosque of Paris
● The Diary of a Young Girl Online ● Splendid ● The Sneetches by Dr. Seuss
The student will be able to analyze the key Assessment ● Reproach ● Yertle the Turtle by Dr. Seuss
elements of a drama, including its structure, ● Speaking and Listening: Choose a section ● Conjecture ● The Diary of Anne Frank Graphic
dialogue and events. from the play in which the dialogue ● Mediate Novel
provokes a character to make a decision (SE ● Intersperse ● My Secret Camera: Life in the Lodz
Essential Questions: 354). ● Precocious Ghetto by Frank Dabba Smith
How does Anne Frank’s courage and hope ● Speaking Activity: Analyze Anne’s ● Poignant Poetry:
bring to life a tragedy that touched the lives of purpose for including the story of her pen. ● Ineradicable ● In Response to Executive Order 9066
ordinary families? What makes the pen so special to her? Why ● Tangential by Dwight Okita
is the pen ● Banal ● There But for the Grace by Wislawa
How does courage and resilience transcend especially important during her time in the ● Refuge Szymborska (SE 385)
time, place and literature? Annex? (SE 367) ● Emblematic Drama:
● Write an Analysis: At the end of her essay, ● Incisive ● Diary of Anne Frank by Frank
Francine Prose writes, “I ● Impervious Goodrich by Frank (Collections)
would argue for Anne Frank’s talent as a Vocabulary Skills and Media/Nonfiction:
Standards: writer.” Do you think Prose has made a Strategies: ● After Auschwitz by Elie Wiesel
convincing argument? Write an analysis ● Analyze (Collections)
Common Core State Standards are found on that explains why or why not. (SE 376) denotations and ● George Takei: Why I love a Country
the top right corner of pages in the text and ● Speaking Activity: connotations that Once Betrayed Me
corresponding Key Learning Objectives are Imagine that you have been put in charge of ● Analyze the ● Holocaust History Channel Video
listed at the beginning of each collection. a museum exhibit about meanings of words
the Holocaust. Create a remembrance and phrases
poster for the exhibit based on Elie ● Analyze and
Wiesel’s speech. connect word parts
● Write and Analysis: Respond to the poem
by analyzing its connection to the topic of
this collection.

Standards-based Skills & Concepts for Anne Frank’s Legacy (Collection 5)

Revised October 2018
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Reading Concepts: ❏ Script develop a tone

❏ Setting ❏ Playwright ❏ Annotating the text
❏ Character Traits(SE 353) ❏ Structure ❏ Delineate denotations and
❏ Dialogue (SE 353) ❏ Irony connotations
❏ Cause/effect ❏ Situational Irony ❏ Identify main ideas and themes
❏ Diary ❏ Dramatic Irony ❏ Cite evidence
❏ Salutation ❏ Tone ❏ Draw conclusions
❏ Heading ❏ Point of View ❏ Evaluate word choice
❏ Point of View ❏ First ❏ Analyze a claim
❏ Tone ❏ Third Limited
❏ Word Choice (SE 383) ❏ Third Omniscient Writing:
❏ Author’s Viewpoint (SE 375) ❏ Author’s Point of View ❏ Research writing
❏ Chronological Order ❏ Word Choice ❏ Research and Write and Informative
❏ Figurative language (SE 387) ❏ Author’s Purpose Essay (SE 389)
❏ Alliteration ❏ Entertain ❏ Informative Essay
❏ Assonance ❏ Persuade
❏ Consonance ❏ Inform Speaking/Listening:
❏ Repetition ❏ Author’s Craft/Style ❏ Dramatic Reading (SE 354)
❏ Parallelism ❏ Ellipsis ❏ Write a skit (SE 367)
❏ Flashback
❏ Drama (SE 324) Reading Skills: Language Conventions:
❏ Stage Directions ❏ Compare text structures/ genres ❏ Using Ellipsis
❏ Act ❏ Analyze author’s craft and purpose ❏ Participial Phrases
❏ Scene ❏ Isolate words and phrases as they

Collection 4: Approaching Adulthood, Pages 211-276

Timeline: March/April

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Theme, Ending Understandings, How Students will Demonstrate their Vocabulary Suggested Resources for this Multi-Genre unit
& Essential Questions for This Understanding
Unit

Theme/ Unit: Summative Assessment (At the end of the year): Vocabulary: Anchor Texts (s):
Approaching Adulthood Write a Literary Analysis ● Debate Poetry:
● Deduce ● A Rose that Grew from Concrete by
The transition from childhood to adulthood can be ● License Tupac Shakur
complicated. ● Sufficient ● Courage by Ann Sexton
Write a literary analysis about what “Marigolds” ● Trend ● Hanging Fire by Audre Lorde
Enduring Understandings: reveals about that transition and explore how its ● Poignant ● Teenagers by Pat Mora
Students will explore experiences theme relates to modern life. ● Perverse
as they grow into adults. ● Degradation
● Ostensible Short Stories:
● Bravado ● “Marigolds” Eugenia Collier
Produce a Multimedia Campaign ● Squalor ● “The Whistle” by Anne Estevis (CR)
● Retribution 1

One selection in Collection 4 asks, “When Do Kids ● Impotent

Essential Questions:
How do you move from childhood
to adulthood?
Standards:
Common Core State Standards are
found on the top right corner of
pages in the text and corresponding
Key Learning Objectives are listed
at the beginning of each collection.
Become Adults?” In this activity, you will create a ● Stoicism Nonfiction:
multimedia campaign to present your response to that ● Exuberance ● When do Kids Become Adults?
age-old question. Your campaign will include an ● Arbitrary Is 16 Too Young to Drive a Car?
editorial along with messages in one or two other ● Unmoor ● Fatal Car Crashes Drop for 16-Year-
mediums. ● Confluence Olds, Rise for Older Teens
● Egregious ● Much Too Young to Work so Hard by
Formative Assessments (Throughout the unit): ● Inagequate Naoki Tanaka
Writing Activity: Literary Analysis of how a ● Diffuse
character changes over the course of a story. ● Autonomous Media: Persuading Viewers through Ads
Marigolds (Online Quiz) ● Thwart
Speaking Activity: Response to Literature, compare ● Cohort
and contrast two poems. ● Notion
Hanging Fire and Teenagers (Online Quiz) ● Novice
Speaking Activity: Debate: When are kids ready to ● Bane
assume adult responsibilities? ● Paradox
When do Kids Become Adults (Online Quiz) ● Impetuous
Writing Activity: Argument which selection is most ● Anecdote
convincing?
Is 16 Too Young to Drive a Car? And Fatal Car
Crashes Drop for 16-Year-Olds, Rise for Older Teens

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Standards-based Skills & Concepts for Approaching Adulthood (Collection 4)

Reading: ❏ Symbol announcement
❏ Character Motivation ❏ Draw conclusions
❏ Theme Language Conventions:
❏ Inference Writing: ❏ Infinitives
❏ Tracing and Evaluating an Argument ❏ Literary Analysis ❏ Shifts in Voice and Mood
❏ Central Idea and Details ❏ Argument ❏ Fragments
❏ Reasoning ❏ Latin Suffixes
❏ Deductive Reasoning Speaking/Listening ❏ Words Ending in Y
❏ Motivations ❏ Response to Literature ❏ Greek Roots
❏ Information in Texts ❏ Debate ❏ Domain-Specific Words
(Facts/Interpretations) ❏ Create a public service ❏ Idioms

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Collection 3: The Move Towards Freedom, Pages 142-210

Timeline: May/June
Theme, Ending Understandings, & How Students will Demonstrate their Vocabulary Suggested Resources for this Multi-Genre
Essential Questions for This Unit Understanding unit

Theme/ Unit: Summative Assessment (At the end of the year): ● Access Anchor Texts (s):
Speaking Activity: Collaborative Discussion ● Civil from Narrative of the Life of Frederick
Collection 3: The Move Towards Writing: Literary Analysis ● Demonstrate Douglass, an American Slave, by Frederick
Freedom ● Document Douglass (Autobiography)
Formative Assessments (Throughout the unit): ● Symbolize
Writing Activity: Literary Analysis on Tone ● Commence “The Drummer Boy from Shiloh” by Ray
Speaking Activity: ● Apprehension Bradbury (Historical Fiction)
Speech on why a person is a hero ● Prudence
Speaking Activity ● Unabated Children’s Literature:
Enduring Understandings: Informative Report, researching a historical battle. ● Denunciation Pink and Say
You will focus on the quest for freedom Writing Activity: ● Vindication Henry’s Freedom Box by Ellen Levine
that led to the American Civil war. Informative Essay, create a compare and contrast ● Disheveled
poster ● Sullen Poetry:
Speaking Activity: Respond by Speaking, present a ● Instill “O Captain! My Captain!” (Poetry)
choral reading of a poem ● Eloquence Short Stories:
● Evoke “A Mystery of Heroism”
from Narrative of the Life of Frederick Douglass, an ● Linger
Essential Questions: See each reading. American Slave (online quiz) (Analyzing the Text ● Cajole Nonfiction:
Questions) ● Solemn from Harriet Tubman: Conductor on the
● Askew Underground Railroad by, Ann Petry
from Harriet Tubman: Conductor on the Underground ● Strew (Biography)
Standards: Railroad by, Ann Petry (Biography) (online quiz) ● Legitimately
(Analyzing the Text Questions) ● Resolute from Bloody Time: The Funeral of
Common Core State Standards are ● Muted Abraham Lincoln and the Manhunt for
found on the top right corner of pages in The Drummer Boy from Shiloh ● Secede Jefferson Davis by, James L. Swanson
the text and corresponding Key (online quiz) (Analyzing the Text Questions) ● Succumb (Historical Writing)
Learning Objectives are listed at the ● Jubilation Close Reader:
beginning of each collection. from Bloody Time: The Funeral of Abraham Lincoln ● Oppress “My Friend Douglass”, by Russell
and the Manhunt for Jefferson Davis (online quiz) ● Ruffian Freedman (Biography)
(Analyzing the Text Questions) ● Looter “A Mystery of Heroism” by, Stephen Crane
● Provisions (Short Story)
“O Captain! My Captain!” ● Throng “Civil War Journal” by, Louisa May Alcott
(online quiz) (Analyzing the Text Questions) ● Boon (Journal Entries)
● Vengeance

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Standards-based Skills & Concepts for The Move Towards Freedom (Collection 3)

Reading: ❏ (Determine Meaning of Words and ❏ Informative Essay

❏ Analyze Text:Autobiography phrase Speaking/Listening:
❏ Author’s Purpose Draw Conclusions ❏ Literary analysis
❏ Analyze Text: Biography Symbol ❏ Speech
❏ Characterization ❏ Analyze Connotative Meanings
primary sources ❏ Imagery Language Conventions:
❏ Visualizing ❏ Author’s purpose ❏ Use Context Clues
❏ Analyze Stories: Historical Fiction Elegy ❏ Use Word Relationships
Setting ❏ Metaphor ❏ Interpret Figures of Speech
❏ Analyze Structure: ❏ Extended Metaphor ❏ Mood of a verb
Author’s Craft ❏ Gerunds
❏ Parallelism Writing: ❏ Imagergy
❏ Comparison and Contrast (180) ❏ Analyzing Language ❏ Analogy

Changes:
● Many of us do the Girl Rising curriculum during this part of the year

Revised October 2018