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Pacing Guide8th Grade Literature
BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – Page 1 of 18
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Augu
st/S
epte
mbe
r 8.RI.2Determine 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
SummarizeParaphrase
“from Email From Bill Gates”
InteractionMisinterpret
IntimateEtiquette
Spontaneously
“Harriet Tumbman: Guide to Freedom”
“The Pilgrim’s Landing and First Winter”
“Brown vs. The Board of Education”
“A Glow in the Dark”
Augu
st/S
epte
mbe
r 8.RI.2Determine 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
PurposeStatedImplied
“Harriet Tumbman: Guide to Freedom”
FugitivesIncentive
DisheveledGutturalMutinousCajoling
IndomitableFastidious
“from Road Trip USA”Distinctive
GracedReplica
“Choice: A Tribute to Dr. Martin Luther King Jr.”
ColossalConscience
Literally
“Why the Leaves Turn Colors in the Fall”
MacabreCamouflagePredisposedCapricious
“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”
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Augu
st/S
epte
mbe
r
S3C1PO8: Interpret graphic features of expository text
ChartsMaps
DiagramsIllustrations
TablesTimelinesGraphs
“This We Know”Ancestors
“Brown vs. The Board of Education”
IllusivePredominantly
DiligentIntangible
UnconstitutionalDeliberatingOppressed
“The Pilgrim’s Landing and First Winter”
“Emancipation, from Lincoln a Photo Biography”
“How to Be Polite On-Line”
Augu
st/S
epte
mbe
r
S3C1PO5: Locate specific information by using organizational features of expository text
Table of ContentsHeadingsCaptionsBold Print
ItalicsGlossaries
IndicesGuide Words
Topic SentencesConcluding Sentences
“Emancipation, from Lincoln a Photo
Biography”Alienate
CompensateShackles
PerilDecisive
Humiliating
“Emancipation, from Lincoln a Photo Biography”
“There’s No Off Season”
“How to Be Polite On-Line”
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Augu
st/S
epte
mbe
r 8.RI.1Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.S3C1PO1: Restate the main idea and supporting details of expository text
Locate Main IdeaSupporting Details
“There’s No Off Season”Accommodate
“Always to Remember: The Vision of Maya Ying
Lin”Criteria
RegistrantsHarmonious
AnonymouslyEloquent
UnanimousProminentConception
“from Travels with Charley”DiagnosticPeripateticRigorousManeuver
InquiryInexplicable
Celestial
“Achieving the American Dream”
ImmigrateApprehension
ImmersedAncestral
“A Glow in the Dark”Diffused
“How to Be Polite On-Line”ImplementedEncompasses
Emoticons
“Harriet Tubman: Guide to Freedom”
“The Pilgrim’s Landing and First Winter”
“Brown vs. The Board of Education”
“ A Glow in the Dark”
BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – Page 2 of 18
BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – Page 3 of 18
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Augu
st/S
epte
mbe
r
WS3C5PO1: Write a response to literature that: presents clear and logical ideas, supports inferences and conclusions
InterpretAnalyze
Give OpinionLocate Facts
Share FeelingsAu
gust
/Sep
tem
ber
8.W.8Gather relevant information from multiple print and digital sources, using search terms 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.
S3C1PO6: Locate appropriate print and electronic reference sources (e.g. encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, website) for a specific purpose
Identify specific information
Guide WordsKey Supplemental Activities
Sept
embe
r/Oct
ober
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.
S3C3PO1: Determine an author’s purpose for writing persuasive text
Common Assessment 12,
Persuasive Text, 8th
Grade, January
Author’s Purpose
PersuadePersuade
www.hhs.helena.k12.mt.us/techerlinks/oconnerj/persuasion.html#activities
www.famous-speeches-and-speech-topics.info/persuasive-speeches.html
www.readwritethink.org/classroom-resources/lesson-plans/persuasive-essay-environmental-
issues-268.html
www.primaryresources.co.uk/english/englishd10.htm
www.lessonplanspage.com/lapersuasivewritingintroductoryunit58htm
dese.mo.gov/divimprove/curriculum/modelcurriculum/chief_red_jacket/lesson3.com
www.literacyleader.com/?9=node/468
www2.ivcc.edu/ramboleng1001/paragraph_development.htm
www.webenglishteacher.com/argument.html
www.greatsource.com/write/mimilessons/iwrite_elem_persuasive_ml.ppt#256,1,persuasi
ve
BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – Page 4 of 18
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Octo
ber/N
ovem
ber
S3C1PO4: Identify author’s stated or implied purposePurposeStatedImplied
“Harriet Tumbman: Guide to Freedom”
FugitivesIncentive
DisheveledGutturalMutinousCajoling
IndomitableFastidious
“from Road Trip USA”Distinctive
GracedReplica
“Choice: A Tribute to Dr. Martin Luther King Jr.”
ColossalConscience
Literally
“Why the Leaves Turn Colors in the Fall”
MacabreCamouflagePredisposedCapricious
“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”
BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – Page 5 of 18
Octo
ber/N
ovem
ber
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”
Octo
ber/
Nove
mbe
r
S3C1PO9: Draw valid conclusions about expository textCommon Assessment,
Expository Text, 8th
Grade
Draw conclusionsText Evidence
“Shooting Stars”Orbit
FrictionConstellation
“from Email From Bill Gates”
“Something From the Sixties”
“Always to Remember: The Vision of Maya Ying Lin”
Octo
ber/
Nove
mbe
r
8.RI.9Analyze 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.S3C1PO3: Distinguish fact from opinion in expository text
Common Assessment Expository Text, 8th
Grade
Proven FactsSupporting Text
Evidence
“Something From the Sixties”
DescendedExtravagance
“How to Be Polite On-Line”
Nove
mbe
r/Dec
embe
r
8.RI.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when
irrelevant evidence is introduced.
S3C2PO1: Use information from text to determine sequence of activities to carry out a procedure
Common Assessment
Functional Text, 8th
Grade
Procedure
Sequence
Functional Text
www.cooks.com
http://alsnetbiz.com/homeimprovement/proced.html
http://www.integritycoatings.com/howto.htm
http://amby.com/educate/math/frac-div.html
Nove
mbe
r/Dec
embe
r
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
www.mapquest.com
www.googleimages.com (world maps)
www.factmonster.com
www.wikipedia.com (diagrams)
www.azdeq.gov/environ/water/assessment/download/hohave.pdf
http://www.sun.com/service/warranty/product_warranty_chart.xml
http://www.stainmaster.com/
BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – Page 6 of 18
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary
8.RL.2Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.S2C1PO1: Analyze plot development (e.g., conflict, subplots, parallel episodes) to determine how conflicts are resolved.
ConflictExposition/IntroductionRising action
ClimaxFalling action
Resolution
“Thank You, Ma’am”PresentableMistrustedLatchingBarren
“The Dinner Party”
“The Tell-Tale Heart”
“The Man Without a Country”“Flowers for Algernon”
“Gentlemen of Rio en Medio”
“The Diary of Anne Frank”
“An Occurrence at Owl Creek Bridge”
“The Witness for the Prosecution”
Janu
ary/
Febr
uary
8.RL.2Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.S2C1P02: Compare and contrast themes across works of prose, poetry, and drama
Author’s messageCentral/main idea
Relate to lifeDirectly/indirectly
stated
“The Man Without a Country”ObscureAvailedStilted
SwaggerBlunders
“The Dinner Party”
“The Tell-Tale Heart”
“Thank You, Ma’am”
“The Man Without a Country”
“Flowers for Algernon”
“Christmas Day in the Morning”
Janu
ary/
Febr
uary
8.RL.2Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.Source: ADE/ELA CommitteeSee Appendices A
S1C6PO1: Predict text using prior knowledge and text features
PredictUse Prior Knowledge
“The Dinner Party”
“The Tell-Tale Heart”
“The Witness for the Prosecution”
“Occurrence at Owl Creek Bridge”
Janu
ary/
Febr
uary
8.RL.2Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.Source: ADE/ELA CommitteeSee Appendices AS1C6PO2: Confirm predictions about text
PredictConfirm Predictions
“The Dinner Party”
“The Tell-Tale Heart”
“The Witness for the Prosecution”
“Occurrence at Owl Creek Bridge”
BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – Page 7 of 18
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary
8.W.7Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
S1C6PO3: Generate clarifying questions to comprehend text
Create questions during reading that
help clarify text
“The Witness for the Prosecution”
“Flowers for Algernon”
“Charles”
“The Man Without a Country”
“The Diary of Anne Frank”
Janu
ary/
Febr
uary
8.RL.2Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.S2C1PO3: Character motivations
Compare/ContrastMan vs. man
Man vs. natureMan vs. self
Man vs. societyImpulses
ProtagonistAntagonistEmotionsDesires
“Flowers for Algernon”Psychology
TangibleSpecterRefute
IlliteracyObscure
SyndromesIntrospective
“An Occurrence at Owl Creek Bridge”
SentinelUnsteadfast
SluggishRecurrence
ConsciousnessUndulations
SmartlySignificance
“The Dinner Party”
“The Tell-Tale Heart”
“Thank You, Ma’am”
“The Man Without a Country”
“Flowers for Algernon”
“Charles”
“The Witness for the Prosecution”
“Christmas Day in the Morning”
“Sancho”
“The Diary of Anne Frank”
“An Occurrence at Owl Creek Bridge”
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary
8.W.7Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
S2C1PO4: Identify the narrative point of view
1st person2nd person3rd person
3rd person limitedOmniscient
Limited omniscientPerspective
“Charles”RenouncedInsolently
SimultaneouslyIncredulously
“The Dinner Party”
“The Man Without a Country”
“Flowers for Algernon”
“Charles”
“The Diary of Anne Frank”
“An Occurrence at Owl Creek Bridge”
Janu
ary/
Febr
uary 8.RL.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
S2C1PO5: Analyze the influence of setting
TimePlaceMood
EnvironmentInfluence on plot
“Gentlemen of Rio en Medio”
NegotiationGnarled
InnumerableBroached
“The Dinner Party”
“The Man Without a Country”
“The Diary of Anne Frank”
“An Occurrence at Owl Creek Bridge”
“The Witness for the Prosecution”
Janu
ary/
Febr
uary 8.W.8
Gather relevant information from multiple print and digital sources, using search terms 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.
S2C1PO6: Draw conclusions about mood based on authors’ word choice
AtmosphereReaders’ feeling
toward text
“Christmas Day in the Morning”
InfiniteBrisk
LoiteringPlacidly
Acquiescent
“The Tell-Tale Heart”
“Flowers for Algernon”
“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
Janu
ary/
Febr
uary
8.RL.10By 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.
MysteryScience Fiction
FantasyHistorical Fiction
DramaRealistic Fiction
ComedyTragedyHorrorThriller
Fairy TalesTall TalesMythology
Fables
“Sancho”Persistent
Accustomed
“The Witness for the Prosecution”
WillfulPrecise
FoppishlyReputation
UnsympatheticDetermined
ProtestAcquaintance
EccentricCultivateEndeavorGenuinelyTransacted
MotiveConsulted
ExuberanceTrifles
ContemplatedHaggard
ComposedRational
ContrivedHauntsEpistleHoax
ReluctanceRecoiled
MethodicalDumbfounded
Aroused
“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”
BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – Page 8 of 18
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary
8.RL.4Determine 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 and tone, including analogies or allusions to other texts.S1C4PO2: Use context to identify the meaning of unfamiliar words
Common Assessment Vocab/Plot, 8th Grade
SynonymsComparisons
AntonymsExamplesDefinitions
Restatements
“The Diary of Anne Frank”-Act I
ConspicuousMercurialLeisure
UnabashedInsufferableMeticulous
FatalistOstentatiously
“The Diary of Anne Frank”
“The Necklace”
“The Lady or the Tiger?”
“The Discourager of Hesitancy”
Janu
ary/
Febr
uary
S1C4PO3: Use context to identify multiple meaning words Common Assessment, Vocab/Plot, 8th Grade
SynonymsComparisons
AntonymsExamplesDefinitions
Restatements
“The Diary of Anne Frank”-Act II
InarticulateApprehension
IntuitionSarcasticIndignantStealthily
Ineffectually
“The Diary of Anne Frank”
“The Necklace”
“The Monkey’s Paw”
“The Lady or the Tiger?”
“The Discourager of Hesitancy”
Janu
ary/
Febr
uary
8.RL.4Determine 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 and tone, including analogies or allusions to other texts.S1C6PO7: Use reading strategies to comprehend text
PredictCause/effect
Compare/contrastSequenceDrawing
conclusionsForeshadowingQuestions while
readingInferences
“Dip in the Pool”Moderately
ApprehensionSubsideAnxiousCurrencyGratifyingPeered
Self-preservationSurreptitiously
VigorouslyAngular
“Harrison Bergeron”Vigilance
ImpedimentHindrances
CowerSynchronize
“The Diary of Anne Frank”
“Dip in the Pool”
“The Landlady”
“The Lottery”
“The Necklace”
“The Monkey’s Paw”
“The Lady or the Tiger?”
“The Discourager of Hesitancy”
“The Sniper”
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary
8.W.1Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.Provide a concluding statement or section that follows from and supports the argument presented.WS3C5PO1: Write a response to literature that: presents clear and logical ideas, supports inferences and conclusions
InterpretAnalyze
Give OpinionLocate Facts
Share Feelings
Janu
ary/
Febr
uary
8.RL.7Analyze 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.S1C6PO5: Connect information and event to personal experiences
Connect text events to personal
experiences
“The Diary of Anne Frank”
“The Lottery”
“Dip in the Pool”
“The Landlady”
Janu
ary/
Febr
uary
8.RL.5Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
S1C6PO6: Apply knowledge of organizational structures to comprehend text
Chronological order
Time SequenceCause/Effect
“The Diary of Anne Frank”
“Dip in the Pool”
Janu
ary/
Febr
uary 8.RL.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.S1C6PO7: Use reading strategies to comprehend text
Draw ConclusionsTime Sequence
Cause/EffectMaking Inferences
“The Lady or the Tiger?”
“The Discourager of Hesitancy”
“Dip in the Pool”
“The Diary of Anne Frank”
“The Monkey’s Paw”
“The Necklace”
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary
8.W.10Write 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
InterpretAnalyze
Give OpinionLocate Facts
Share FeelingsConflict
Exposition/IntroductionRising action
ClimaxFalling action
Resolution
“The Lottery”AssembledBoisterous
ReprimandsJovialScold
HesitationDiscarded
RecitalPerfunctory
SaluteInterminably
HurriedlyDisengaged
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”
Janu
ary/
Febr
uary
S2C1PO2: Identify theme in short stories
Author’s messageCentral/main idea
Relate to lifeDirectly/indirectly
stated
“The Necklace”Destiny
DistinguishedInborn
IncessantlyApparatusIntimateElegantElated
DistressIntoxicated
BewildermentRuinousOdious
“The Lottery”
“The Necklace”
“The Monkey’s Paw”
“The Sniper”
“Harrison Bergeron”
BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – Page 9 of 18
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary
S2C1PO3: Character motivations
Compare/ContrastMan vs. man
Man vs. natureMan vs. self
Man vs. societyImpulses
ProtagonistAntagonistEmotionsDesires
“The Monkey’s Paw”Possessed
FatalDesirousPoised
CondoledRubicund
VisageProfferedPlagues
AbsentmindedlyPresumptuous
PersistedDoggedlyMaligned
Anti-MacassarShamefacedly
SolemnMarredSimianProsaic
CoincidenceFurtivelyBroach
InterposedSinisterConvey
ResignationMarvelingFeverishlyMutilated
UnwholesomeTalisman
ApatheticallyOppressiveFusillade
Reverberated
“The Diary of Anne Frank”
“Dip in the Pool”
“The Landlady”
“The Lottery”
“The Necklace”
“The Monkey’s Paw”
“The Lady or the Tiger?”
“The Discourager of Hesitancy”
“The Sniper”
“Harrison Bergeron”
BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – Page 10 of 18
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary
S2C1PO4: Identify the narrative point of view
1st person2nd person3rd person
3rd person limitedOmniscient
Limited omniscientPerspective
“The Lady of the Tiger?”Semi-barbaric
ExuberantDomesticImpartial
IncorruptibleIngrafted
AforementionedDoleful
RetributionEpithalamicDevouredFervent
ImperiousRelentlessAesthetic
FervidSavageEmergeParapet
RapturousDespairing
“Dip in the Pool”
“The Landlady”
“The Lottery”
“The Necklace”
“The Sniper”
BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – Page 11 of 18
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary 8.RL.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.S2C1PO5: Analyze the influence of setting
TimePlaceMood
EnvironmentInfluence on plot
“The Discourager of Hesitancy”Occurrence
Semi-barbaricMomentous
AspireFerocious
SupersensitiveDeputationImpetuous
CondemnationPerplexed
PrecipitancyPeculiar
FormidableCoincide
DiscouragerHesitancy
CourtlyDexterityRapturesRampant
BustleDamsels
AttireExecution
InstantaneousDisapprobation
“The Diary of Anne Frank”
“Dip in the Pool”
“The Landlady”
“The Necklace”
“The Monkey’s Paw”
“The Lady or the Tiger?”
“The Sniper”
Janu
ary/
Febr
uary
8.W.8Gather relevant information from multiple print and digital sources, using search terms 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.S2C1PO6: Draw conclusions about mood based on authors’ word choice.
AtmosphereReaders’ feeling
toward text
“The Sniper”Beleaguered
SpasmodicallyAesthetically
ParapetBreastworkParoxysm
RuseConcussion
“The Diary of Anne Frank”
“The Landlady”
“The Lottery”
“The Monkey’s Paw”
“The Discourager of Hesitancy”
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary
S2C2PO1 & PO2: Describe and identify common structures and stylistic elements of literature, folklore, and myths
Common Assessment, Myths, Legends…8th
Grade,
Specific genreSetting
EraCharacter AnalysisNatural
Occurrences
AcademicMyth
LegendTall Tale
Natural OccurrenceCultureBeliefsFable
“The Beginning”Vast
FertileInfluenceScheme
ResembledMaimed
DisposedProphecyVigilantSeized
ManeuveredOnslaught
Realm
“The Beginning”
“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”
Janu
ary/
Febr
uary
S1C6PO6: Apply knowledge of the organizational structures to comprehend text
Common Assessment, Myths, Legends…8th
Grade,
Chronological Order
SequenceCause/Effect
“Belling the Cat”Outwit
TreacherousProposal
“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)
BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – Page 12 of 18
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary
WS3C5PO1: Write a response to literature that: presents clear and logical ideas, supports inferences and conclusions
InterpretAnalyze
Give OpinionLocate Facts
Share Feelings
Janu
ary/
Febr
uary
S1C6PO1: Use reading strategies to comprehend text Inference
“Paul Bunyan of the North Woods”Granite
CommotionApparition
“Pecos Bill and the Cyclone”UsurpedInvincible
FutileInexplicable
Skeptics
“Hammerman”
“Paul Bunyan of the North Woods”
“Pecos Bill and the Cyclone”
Janu
ary/
Febr
uary
S2C1PO1: Describe plot and its components Conflict
“The Palace of Olympus”Quarrelsome
CloistersBanished
PerpetuallyObligedHobbledSplendid
“The Beginning”
“Medusa’s Head”
“Hammerman”
BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – Page 13 of 18
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary
S2C1PO2: Identify theme in short stories Author’s Message
“Medusa’s Head”Oracle
SwearingThwart
HideousSuspicionsPossessed
WrithingPerplexingAdamant
VenomousRecesses
SprawlGirdles
UnavengedReigned
“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)
Janu
ary/
Febr
uary
S2C1PO3: Character motivations
Compare/ContrastMan vs. man
Man vs. natureMan vs. self
Man vs. societyImpulses
ProtagonistAntagonistEmotionsDesires
“The Wooded Horse”RelicsBatter
TremendousValiantSiege
ComradesSubdue
StragglingBesiegedHubbubSacredOmen
SacrilegeProphecy
“The Beginning”
“Medusa’s Head”
“The Wooden Horse”
“Pandora”
“Hammerman”
“Paul Bunyan of the North Woods”
“The Town Mouse and the Country Mouse”
“The Ant and the Grass Hopper”
“Fox and the Crow”“Fox and the Crow (second version)
“The Fairly Intelligent Fly”
“What Happened to Charles”
BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – Page 14 of 18
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary
S2C1PO8: Identify various genres of fictionMyth
LegendFolk Tale
“The Town Mouse and the Country Mouse”
HeartilyScamper
“The Ant and the Grass Hopper”ToilingMoiling
“Fox and the CrowSurpassed
“The Fairly Intelligent Fly”Devoured
“What Happened to Charles”
EavesdroppingSentimental
SkepticalExasperated
“Fox and the Crow (second version)Cunning
“The Beginning”
“The Palace of Olympus”
“Medusa’s Head”
“The Wooden Horse”
“Pandora”
“Hammerman”
“Coyote Steals the Sun and Moon”
“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”
“Fox and the Crow (second version)
Janu
ary/
Febr
uary
WS3C5PO1: Write a response to literature that: presents clear and logical ideas, supports inferences and conclusions
InterpretAnalyze
Give OpinionLocate Facts
Share Feelings
All Stories
BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – Page 15 of 18
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary 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
AcademicFigurative Language
SimileMetaphorHyperbole
IdiomPersonificationSound Devices
Rhyme/Rhyme SchemePoem FormMood/Tone
RhythmRepetition
Point of ViewOnomatopoeia
“The Road Not Taken”
“The Choice”
“Grandma”
“Dulce et Decorum Est”
Janu
ary/
Febr
uary
S2C1PO7: Identify the characteristics and structural elements of poetry
Common Assessment Poetry,
8th Grade,
Figurative Language
SimileMetaphorHyperbole
IdiomPersonificationSound DevicesRhyme/Rhyme
SchemePoem FormMood/Tone
RhythmRepetition
Point of ViewOnomatopoeia
“The Road Not Taken”Diverged
“The Choice”Smoldering
Lilting
“Grandma”ScoldedSturdy
Oh Captain, My Captain”ExaltingTread
“Paul Revere’s Ride”StealthySomber
ImpetuousSpectralTranquilAghast
“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
BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – Page 16 of 18
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Janu
ary/
Febr
uary
S2C1PO7: Identify the characteristics and structural elements of poetry
Common Assessment Poetry,
8th Grade,
Figurative Language
SimileMetaphorHyperbole
IdiomPersonificationSound DevicesRhyme/Rhyme
SchemePoem FormMood/Tone
RhythmRepetition
Point of ViewOnomatopoeia
“The New Colossus”BrazenAstride
Yearning
“Ellis Island”Quarantine
Southbound on the Freeway”
Transparent
“The Bat”Amiss
“The Wreck of the Hesperus”
ScornfulGale
Breakers
“January”Parkas
Radiators
“400 Meter Freestyle”Catapult
“If I Can Stop One Heart from Breaking”
Vain
“The Raven”Nevermore
RadiantImploreStately
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
Janu
ary/
Febr
uary
S2C1PO7: Identify the characteristics and structural elements of poetry
Common Assessment, Poetry,
8th Grade,
Figurative Language
SimileMetaphorHyperbole
IdiomPersonificationSound DevicesRhyme/Rhyme
SchemePoem FormMood/Tone
RhythmRepetition
Point of ViewOnomatopoeia
“Do Not Go Gentle into that Good Night”
Grieve
Sonnet 43BreadthStrive
“Dulce et Decorum Est”TrudgedFatiguedWrithingObscene
It is noble and honorable to die for one’s country
“Remembrance”DrearyHeath
ObscurePerishedIndulge
Rapturous
Sonnet 130Dun
DamaskedReeksBelied
“Tyger”SymmetryAspiredSinews
“Do Not Go Gentle into that Good Night”Simile, repetition, rhyme scheme
Sonnet 43Rhyme scheme, repetition
“Dulce et Decorum Est”Narrative, simile
“Remembrance”Rhyme scheme, alliteration, personification
Sonnet 130Rhyme, rhythm
“Tyger”Repetition, rhyme scheme, personification
Janu
ary/
Febr
uary WS3C5PO1: Write a response to literature that: presents clear and
logical ideas, supports inferences and conclusions
InterpretAnalyze
Give OpinionLocate Facts
Share Feelings
Monthly Logic Problems/Problem Solving Skills August: S5C2.PO4 – Represent a problem situation using multiple representations, describe the process used to solve the problem,
and verify the reasonableness of the solution.BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – Page 17 of 18
Month: Performance Objectives to be Taught Common Assessment Skills Vocabulary Resources
Mar
ch Data Driven Review & Interventions Galileo Benchmark #3
Galileo Tests
Common Assessments
Mar
ch Spring Break
Mar
chM
arch
Apr.
4
AIMS TESTING
AIMS
Apr.
11 AIMS
April
8.RI.9Analyze 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
ParaphraseSummarizeMain Idea
ParaphraseSummarizeMain Idea
Supporting Details
Prentice Hall Silver LevelChapter 11, Research pgs. 222-241
April
/May
WS3C6PO2: Write an informational report
TopicFacts
SequenceConclusion
Sources
Prentice Hall Silver LevelChapter 11, Research pgs. 222-241
September: S5C2.PO1 – Analyze a problem situation to determine the questions to be answered October: S5C2.PO1 – Analyze a problem situation to determine the questions to be answered
November: S5C2.PO7 – Isolate and organize mathematical information taken from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning
December: S5C2.PO6 – Communicate the answer(s) to the question(s) in a problem using appropriate representations, including symbols and informational and formal mathematical language
January: S5C2.PO11 – Identify simple valid arguments using if…then statements February: S5C2.PO3 – Identify relevant, missing, and extraneous information related to the solution to a problem
March: S5C2.PO5 – Apply a previously used problem-solving strategy in a new context
BCESD #15 (7/2011) 8th Grade Literature Pacing Guide – Page 18 of 18