Telluride 8^th Grade LA Curriculum Map

Grade Level: 8^th

Timeline / Unit Month	Essential Questions	LA Expectation/ Standard	Project/ Activity	Resources Primary (P) Secondary (S)	Assessment R= Rubric D= Differentiated EX= Exemplar available
August, September - October MAP testing 2 days Foci: The Power of Fear Human nature Social structure Government structure	Socially, what is the nature of man? What is your personal nature? Why do people need government? If people need structure, how does our writing need it too?	Literature: Reading comprehension 1.1 Summarize Text 1.2 Infer and predict 1.4 Outlining Identify main idea 1.3 Identify author’s purpose 4.1 Literary concepts: theme and Symbolism, personification, Foreshadowing, dialect Allegory 6.5 Grammar: Sentence structure 3.4 Parts of Speech 3.1 Usage (homophones) 3.3 Commas, colons, semicolons 3.4 Vocabulary: Apply new words to new subject material. 2.2 Writing: Six Trait : organization,2.3 Idea development, 2.1 word choice,2.2 Sentence fluency, Step-Up’s accordion paragraph Application of new vocab	Theme Essay Mandala Essay	Literature: Lord of the Flies (n) - by William Golding (DA)= “The Illustrated Man” -Ray Bradbury(ss) Kyrie Eleison “By the Waters of Babylon” (ss) - Stephen Benet “The Nurture Assumption” (exc,nf) - Judith Rich Harris Grammar: GUM review of units 1,3,5 Vocabulary: Wordly Wise Lessons 1, 2, 3 Videos: The Lord of the Flies 1952 version PBS documentary analysis of LOTF	Literature: DYR quizzes chapter notes paragraph essay mid-novel test (r) THEME essay (r) Objective test (DE)-compare/contrast Essay (EX) Mandala Essay (EX) Grammar: Start Vocab/Gum Mobiles (EX) Mug Shot Quizzes Vocabulary: Lessons 1 and 2 tests; Use one new Word per paragraph in essay Writing: Mandala Essay (EX) paragraph essay mid-novel test (r) THEME essay (r) Enrichment: compare/contrast Essay (EX)
October November Foci: More Fear Intolerance, Strength of character, Power of an individual	How did theocracy work for the people of Salem? How did people’s religious beliefs influence their lifestyle? What impact did this have on their government? What are the dangers of merging church and state?	Literature: Read and recognize literature as a record of human experience, 6.0, 6.4 Identify cause and effect Paraphrase, summarize, synthesize and evaluate info. 1.2 Make complex predictions 1.7 Monitor own comprehension, 1.5 Literary Concepts: Character, plot, setting, 6.5 Context clues, 6.6 Author’s purpose 4.1 Author’s point of view4.1	Anatomy of a Character poster project Character Evolution Essay Compare/Contrast poster with McCarthy’s Red Scare “witch hunt”	Literature: The Crucible (n) -Arthur Miller Video: The Crucible Young Goodman Brown (ss) -Hawthorne Enrichment: Piece of String (ss) - Guy De Maupassant Lines Written in Dejection (p) - W.B. Yeats Witch Burning (p) -Sylvia Plath Lucifer In Starlight (p) -G. Meredith “Sinners in the Hands of an Angry God” (sermon, nf) -Jonathan Edwards Grammar: Unit 2: Sentence Structure lessons 11-14 Vocabulary: From the text of the Crucible Wordly Wise Lessons 3,4,5	Literature: DYR quizzes, chapter notes paragraph essay for each act “translate” Act 2.i into modern language (EX) Three comprehension tests one per act in the play (except act IV) Anatomy of a Character poster project (r), (EX) Character Evolution Essay (DE), (Ex) Compare/Contrast poster with McCarthy’s Red Scare “witch hunt” Grammar: GUM lessons 11-14 quiz Unit 2 application; use different Sentence Structures in essay: simple, Compound, complex, Vocabulary: Lessons 4-7 tests; use one new word per paragraph in essay. Add to mobiles Writing: Character Evolution/Persuasive Essay (r), (EX) Quarterly DEAR book review
November December Foci: Socio/Political problems identified by Bradbury: nuclear war, censorship, conscription, government control of art and science	What is the nature of conflict? Can we coexist instead of conquer? How can we learn from the past in exploring new frontiers? Are we doomed to repeat the same mistakes? Can you defend both sides of a position?	Literature: Daybook: Active Reading: Persuasive Writing 4.1, 2.7 Viewpoint/tone/word choice/personal experience/brainstorming Literature: Martian Chronicles: identify an author’s point of view and purpose.4.1 Apply literary terminology and knowledge of literary techniques (author tricks).6.5 Literary concepts: Author tricks: simile, metaphor, allusion, foreshadowing, irony, imagery, personification, symbolism, Short story elements: setting, character, point of view, conflict, plot, climax, resolution 6.5 Grammar: Clauses: adjectival, adverbial Phrases: infinitive, participial, gerunds 3.4 Vocabulary: Apply new words to new subject material. 2.2 Writing: vary sentence structure and length to enhance meaning and fluency. 3.4 hook, setting, character, Conflict, resolution	Sci-fi short story abstract Persuasive Essay on controversial topic of choice	Literature: Daybook of Critical Reading and Writing Lincoln’s “Gettysburg Address” (nf) King Jr.’s “I Have a Dream” (nf) Kennedy’s “On the Death of Martin Luther King, Jr.”(nf The Martian Chronicles - Ray Bradbury “The Fall of the House of Usher” -Poe (ss) “Why Wait for Science” (p) –Frost “The Explorer” (p) – Gwendolyn Brooks (DA)= Guns, Germs and Steel (nf, exc) Video: Mission to Mars Grammar: GUM unit 2 lessons 15-20 Vocabulary: Lessons 6,7,8	DYR quizzes Chapter notes Objective test Accordion paragraph mid-novel test (r), (EX), (DA) Sci-fi short story abstract (r), (EX), (DA) Grammar: Unit 2 test Application: use infinitive phrases in short story abstract as well as complex and compound sentences. Vocabulary: Lessons 6-8 tests; Use one new Word per paragraph in story. Add to mobiles Writing: Accordion paragraph mid-novel test Science fiction short story abstract, first page and last page; application of author tricks, complex and compound sentences. (r), (EX), (DA) Persuasive Essay on controversial topic of choice (r), (EX), (DA)
January February	What are the different kinds of human prejudice? How did people’s prejudices influence justice? How can tolerance be taught? What has been the impact of prejudice? How can I become more tolerant? What is the affect of distinct gender roles then and now?	Literature: read and respond to a variety of literature that represents perspectives from places, people, and events that are familiar and unfamiliar Background and context 6.2, 6.4 Literary concepts: setting, 6.5 symbolism, allusion, protagonist, antagonist, point of view, onomatopoeia, historical fiction, dialect, cultural bias, regionalism 6.4, 6.1 Grammar: 3.2, 3.3 Pronouns: subject, object, pairs Antecedents, Who or whom? Subject/ Verb agreement Compound subject agreement Special cases: agreement Avoiding dangling modifiers Comparative and superlative modifiers Vocabulary: Apply new words to new subject material. 2.2 Writing: To explain and entertain 2.0 To persuade, respond to emotion Use vivid and precise language appropriate to audience and purpose	Freewrite from different perspective Sequence events “Pieces of the Past” mini-research Allusions – locate relevant information, summarize and paraphrase, cite sources Map the Finch’s neighborhood	Literature: To Kill a Mockingbird By Harper Lee -“When Confidence Failed”(nf) NY Times UpFront -Photographs by Dorothea Lange (ps, nf) -“Growing up White In the South In the 1930’s” from The Charm of Fine Manners (ps, nf) Grammar: GUM unit 6 lessons 51-60 Vocabulary: Wordly Wise Lessons 9-12 Writing: recognize stylistic elements such as voice, tone, and style	Literature: DYR quizzes Chapter notes Objective test Freewrite from different perspective Sequence events “Pieces of the Past” mini-research Allusions – locate relevant information, summarize and paraphrase, cite sources Grammar: Unit 6 test Vocabulary: Lessons 9-12 tests; Use one new Word per paragraph in essay. Add to mobiles Wordly Wise Final Exam 1-10 Writing: Who’s your Boo? story Rewrite chapter 12 from Calpurnia’s perspective Essays (choice) (DA) to defend Tom Robinson to defend Mayella Ewell to convict Bob Ewell Map the Finch’s neighborhood Write directions on how to get to your house from the Conoco
March – April -CSAPs 2 wks -Spring Break 2 wks	Why do we have to take the CSAPs? What if I score partially proficient? Will I lose more fun classes?	Literature: Angles of Literacy: becoming an active reader, making predictions, main idea, inference, 1.1, 1.3, 1.4 Grammar: Verbs: action, linking, transitive, intransitive, 3.0 Verb Tense: simple, perfect, progressive3.0 Voice: active and passive 3.0 Writing: thesis statement, supporting details, refute opposition, fact and opinion, evaluate 2.4, 2.7	write about a poem, write a caption, compare two poems, write an introduction, write about an author	Literature: Daybook of Critical Reading and Writing Poetry by Langston Hughes Non-fiction by Dan Rather and Andy Rooney Grammar: GUM unit 4 lessons 31-35 Vocabulary: Wordly Wise Lessons 13-16 Writing: Art of Argument	Grammar: Mid- unit 4 test Writing: write about a poem, write a caption, compare two poems, write an introduction, write about an author Differentiated DEAR Genre Project (DA, DP, EX, P, r)
May- June MAP testing for reading	What role does satire play in literature? Why is it important to not take ourselves too seriously?	Literature: short stories: satire, recognize an author’s point of view and purpose, 4.1 separating fact from opinion 4.1 Vocabulary: 2.2 Apply new words to new subject material. Use one new word per paragraph in the Manifesto 2.2 Grammar: 3.0 Adverbs Prepositional phrases Conjunctions: Coordinating, subordinating, correlative Writing: 4.3, 2.1, 2.3, 2.4, 2.7 to reflect upon the past three (two) years on several different levels: personal, academic, spiritual/political, cultural	Compilations of three essays for each of the middle school years; six accordion paragraphs per essay: intro, academic, political, cultural, personal.	Literature: Welcome to the Monkey House by Kurt Vonnegut selected short stories Vocabulary: Wordly Wise Lessons 17-20 Grammar: GUM unit 4 lessons 36-40	Vocabulary: Lessons 17-20 tests; Use one new Word per paragraph in essay. Add to mobiles Wordly Wise Final Exam 10-20 Grammar: Unit 4 test Writing: Compilations of three essays for each of the middle school years; six accordion paragraphs per essay: intro, academic, political, cultural, personal.