2003 Grade 8 English Curriculum Guide Final - Nexus 8/2003... · Grade 8 English Standards of Learning Curriculum Guide Danville Public Schools, 2003 (Revised 7/28/03) 1

Grade 8 English Standards of Learning Curriculum Guide

Danville Public Schools, 2003 (Revised 7/28/03) 1 English - Grade 8

SOL, Topics, and Objectives

Essential Knowledge

Related SOL

When Taught Instructional Strategies

Classroom Assessment

Methods Resources

8.1 Oral Language The student will use interviewing techniques to gain information. a) Prepare and ask relevant questions for the

interview. b) Make notes of responses. c) Compile and report responses. d) Evaluate the effectiveness of the interview. Objectives: 1. The student will be able to use interviewing

techniques to gain information. 2. The student will be able to determine the

purpose of the interview. 3. The student will be able to select a subject

for the interview. 4. The student will be able to create and

record questions that will elicit relevant responses.

5. The student will be able to organize information for written and oral presentations by applying effective note-taking strategies. • Abbreviations • Graphic organizers

Determine the purpose of the interview Select a subject for the interview Create and record questions that will elicit relevant responses Apply effective note taking strategies, including the use of • abbreviations • graphic organizers • key words • file cards • tape recorder Evaluate the effectiveness of own and/or peer interviews using rubrics or checklists.

1st

Nine Weeks

• The teacher will model and

students will role-play interviewing techniques.

• The students will practice interviewing peers, parents, and other teachers while taking notes.

• Rubric • Teacher-

generated quizzes and tests

• Rubric • Teacher

Observation

• Teacher-

generated Rubric

• Microsoft Publisher

• Danville Writing Program

• DOE Website • Daily Oral

Language • Daily Oral

Analogies




Essential Knowledge

Related SOL



Methods Resources

8.1 Oral Language (con’t) Objectives:

• Key words • File cards • Recording devices

6. The student will be able to present and evaluate the effectiveness of their own/or peer interviews. • Rubric • Checklist




Essential Knowledge

Related SOL



Methods Resources

8.2 Oral Language The student will develop and deliver oral presentations in groups and individually. a) Choose topic and purpose appropriate to the

audience. b) Choose vocabulary and tone appropriate to

the audience, topic, and purpose. c) Use appropriate verbal and nonverbal

presentation skills. d) Respond to audience questions and

comments. e) Use grammatically correct language. f) Critique oral presentations. Objectives: 1. The student will be able to develop and

deliver oral presentations in groups and individually.

2. The student will be able to understand the purpose of the presentation.

3. The student will be able to select and narrow the topic of the presentation. • Time limit • Audience

Understand the purpose of the presentation. Select and narrow the topic with attention to time limits and audience. Prepare the presentation using strategies, including • note cards • outlines • formal written report • question and answer

Select and use appropriate vocabulary Define technical terms Rehearse privately and with a coach Use a rubric or checklist to evaluate presentations Answer questions and respond to comments politely and succinctly

2nd

Nine Weeks

• The student will select a

topic, research the topic, and write a report using correct grammar. The student will present an oral presentation relating to the topic.

• The student will give an oral book report.

• The student will pretend to be a radio announcer and give a radio commercial for their favorite brand of tennis shoes.


checklist

• Danville

Writing Program




Essential Knowledge

Related SOL



Methods Resources

8.2 Oral Language (con’t) Objectives: 4. The student will be able to use appropriate

vocabulary. 5. The student will be able to prepare the

presentation using strategies including • Note cards • Outlines • Formal written report • Questions and answers

6. The student will be able to rehearse the presentation. • Alone • With a coach

7. The student will be able to interact with poise with an audience. • Answer questions • Respond to comments

8. The student will be able to evaluate presentations • Rubric • Checklist




Essential Knowledge

Related SOL



Methods Resources

8.3 Oral Language The student will analyze mass media messages. a) Evaluate the persuasive technique being

used. b) Describe the possible cause-effect

relationships between mass media coverage and public opinion trends.

c) Evaluate sources, including advertisements, editorials, and feature stories for relationships between intent and factual content.

Objectives: 1. The student will be able to identify and

analyze persuasive techniques used in the media.

2. The student will be able to understand the relationships between causes and effects. • A cause may have multiple effects • An effect may have multiple causes

3. The student will be able to identify and describe the effects of persuasive messages in the media on the audience.

Identify and evaluate persuasive techniques in media. Describe the effect on the audience. Identify and evaluate word choice in media. Identify and analyze choice of information selected. Identify and analyze viewpoint in media. Identify trends and possible causes. Identify sources and viewpoint of publication.

3rd

Nine Weeks

• The students will watch

and analyze a variety of commercials and give an oral report.

• The students will evaluate a newspaper editorial.

• Rubric • Checklist

• The Danville

Writing Program

• Newspaper




Essential Knowledge

Related SOL



Methods Resources

8.3 Oral Language (con’t) Objectives: 4. The student will be able to identify and

evaluate word choice in the media. 5. The student will be able to identify and

analyze choice of information in the media. 6. The student will be able to identify and

analyze viewpoint in the media. 7. The student will be able to identify public

opinion trends and possible causes. 8. The student will be able to identify and

evaluate the sources and viewpoint of publications. • Advertisement • Editorial • Feature story




Essential Knowledge

Related SOL



Methods Resources

8.4 Reading The student will apply knowledge of word origins, derivations, inflections, analogies, and figurative language to extend vocabulary development. a) Identify simile, metaphor, personification,

hyperbole, and analogy. b) Use context, structure, and connotations to

determine meaning of words and phrases. Objectives: 1. The student will be able to apply knowledge

of word origins, derivations, inflections, analogies, and figurative language to extend vocabulary development.

2. The student will be able to recognize the relationships among words related by structure and derivation. • Polygraph/graffiti • Carnival/valedictorian

3. The student will be able to apply and analyze relationships common to analogy construction • Type or example – cinnamon: spice • Characteristics – glass: breakable

Recognize the relationships among words related by structure and derivation such as polygraph and graffiti, or carnival and valedictorian. Apply and analyze relationships common to analogy construction • type or example – cinnamon: spice • characteristics – glass: breakable • association – bow: arrow • operator – car: driver • degree – pleased –:ecstatic • mathematical – three: six • number – louse: lice Use both context and reference skills independently to determine the nuance and connotation of words. Understand, evaluate, and use figurative language, including • simile - figures of speech that use

the words like or as to make comparisons

• metaphor – figures of speech in which the comparison is implied

1st – 3rd

Nine Weeks

• Determine meanings of

unfamiliar vocabulary through context clues, applying known prefixes and suffixes, reinforce parts of speech, etymology

• Word tree • Word Web • Cloze exercise • Semantic Feature and

Analysis Charts • Latin and Greek root words • Analogies • Words often confused • Specific vocabulary

addressing anemic adjectives

• Use of a Thesaurus • Word Web for more

specific word choices • Autobiographical poems • Write using simile and

metaphor • Analyze simile and

metaphor within selected text

• Graphic

organizers • Quizzes and

tests • Application

of new vocabulary in writing, including figurative language

• Teacher observation

• Teacher-generated quizzes and tests

• Literature text

and related resources

• English SOL Teachers Resource Guide

• TLC Cornerstone Software

• SkillsBank 4 software

• Vocabulary Workshop

• Daily Oral Language

• Daily Analogies

• Writing book and related resources




Essential Knowledge

Related SOL



Methods Resources

8.4 Reading (con’t) Objectives:

• Association – bow: arrow • Operator – car: driver • Degree – pleased: ecstatic • Mathematical – three: six • Number – louse: lice

4. The student will be able to use context and reference skills to determine the nuances of words. • Understanding nuances and connotation

may be necessary to determine appropriate meaning.

5. The student will be able to use context and reference skills to determine the connotations of words. • Understanding nuances and connotations

may be necessary to determine appropriate meaning.

6. The student will be able to understand, evaluate, and use figurative language to extend vocabulary development. • Simile • Metaphor • Personification • Hyperbole

• personification – figures of speech

in which human characteristics are applied to non-human objects

• hyperbole – intentionally exaggerated figures of speech

• Danville

Writing Program

• Buckle Down • SOL Released

Items • Literature text





Essential Knowledge

Related SOL



Methods Resources

8.4 Reading (con’t) Objectives: 7. The student will be able to understand,

evaluate, and use figurative language to extend vocabulary development. • Simile • Metaphor • Personification • Hyperbole




Essential Knowledge

Related SOL



Methods Resources

8.5 Reading The student will read and analyze of a variety of narrative and poetic forms. a) Explain the use of symbols and figurative

language. b) Describe inferred main ideas or themes

using evidence from the text as support. c) Describe how authors use characters,

conflict, point of view, and tone to create meaning.

d) Compare and contrast the use of the poetic elements of word choice, dialogue, form, rhyme, rhythm, and voice.

e) Compare and contrast authors’ styles. Objectives: 1. The student will be able to compare and

contrast the characteristics of literary forms including • Novel • Short story • Biography • Essay • Speech • Poetry

Apply knowledge of the characteristics and elements of various literary forms, including short stories, essays, speeches, lyric and narrative poems, plays, and novels. Understand the elements of story, including • setting – time, place, and duration in

a story • character(s)

- static – a character who remains the same during the course of the story

- dynamic – a character who changes during the course and as a result of the story

• external conflicts, such as - individual vs. individual - individual vs. nature - individual vs. society - individual vs. supernatural - individual vs. technology

• internal conflict – individual vs. self • plot

- initiating event - rising action

1st – 3rd

Nine Weeks

• Analyze elements of Short

stories: - plot/conflict - characterization - theme - point of view - (Use graphic organizers

especially Venn Diagram)

• Essays/speeches: - point of view - tone - voice - purpose

• Apply learned story elements from 1st 9 weeks to novel study

• Analysis of elements of fiction (review for SOL Reading test)

• Focus on characterization

• Teacher

observation • Textbook

assessments and teacher-generated assessment

• Teacher-generated quizzes and tests

• Literature

textbook and related resources

• Integrate with social studies

• Novel and any related resources

• Novel of choice (possibly Outsiders)

• Supplementary Resources




Essential Knowledge

Related SOL



Methods Resources

8.5 Reading (con’t) Objectives: 2. The student will be able to identify poetic

forms including • Haiku • Limerick • Ballad • Free verse • Couplet • Quatrain

3. The student will be able to analyze poetic devices in prose and poetry, including • Word choice • Figurative language • Symbolism • Imagery • Rhyme • Rhythm • Repetition • Sound elements • Pun • Oxymoron

- climax - falling action - resolution

• theme Understand and analyze elements of an author’s style, including

− dialogue − sentence structure − language patterns − tone

Differentiate among points of view in stories, including

− first person − third person limited to a

character or narrator − third person omniscient

Recognize and evaluate figurative language including simile, metaphor, personification, and hyperbole. Understand the author’s use of literary devices, including • foreshadowing, - a literary

technique of giving clues to coming events in a story




Essential Knowledge

Related SOL



Methods Resources

8.5 Reading (con’t) Objectives: 4. The student will be able to understand the

elements of story including • Setting – time, place, and duration in a

story • Character (s), either

- Static – remaining the same during the course of the story, or

- Dynamic – changing during the course of and as a result of the story

• External conflicts, such as - Individual vs. individuals - Individual vs. nature - Individual vs. society - Individual vs. supernatural - Individual vs. technology

• Internal conflict – individual vs. self • Plot

- Initiating event - Rising action - Climax - Falling action - Resolution

• Theme

• irony – a literary technique for

implying, through plot or character, that the actual situation is quite different from that presented

• flashback – a literary technique of returning to a an earlier time in the course of a narrative to introduce prior information

• symbolism – a literary technique of using concrete and recognizable things to represent ideas

Compare and contrast the author’s choice of sound elements in prose and poetry, including • rhyme – identical or similar

recurring final sounds in words within or at the ends of lines of verse

• rhythm – the pattern of recurring strong and weak syllabic stress

• meter – a fixed pattern of accented and unaccented syllables in lines of fixed length to create rhythm




Essential Knowledge

Related SOL



Methods Resources

8.5 Reading (con’t) Objectives: 5. The student will be able to understand and

analyze elements of an author’s style, including • Dialogue • Sentence structure • Language patterns • Tone

6. The student will be able to differentiate among points of view in stories, including • First person • Third person limited to a character or

narrator • Third person omniscient

7. The student will be able to understand an author’s use of literary devices, including • Foreshadowing – the giving of clues to

hint at coming events in a story • Irony – the implication, through plot or

character, that the actual situation is quite different from that presented

• Flashback – a return to an earlier time in the course of a narrative to introduce prior information

• repetition – repeated use of sounds,

words, or ideas for effect and emphasis

• alliteration – repetition of initial sounds e.g., peck of pickled peppers

• assonance – repetition of vowel sounds e.g., mad hatter

• consonance – repetition of final consonant sounds e.g., east/west

• onomatopoeia – the use of words whose sound suggests meaning e.g. zipper




Essential Knowledge

Related SOL



Methods Resources

8.5 Reading (con’t) Objectives:

• Symbolism – the use of concrete and recognizable things to represent ideas

8. The student will be able to describe how the author’s tone influences a story • Serious • Solemn • Sarcastic • Objective • Enthusiastic • Humorous • Hostile • Disapproving • Personal • Impersonal

9. The student will be able to analyze an author’s craft and style.

10. The student will be able to understand the way an author presents a character and reveals character traits.




Essential Knowledge

Related SOL



Methods Resources

8.6 Reading The student will read, comprehend, and analyze a variety of informational sources. a) Draw on background knowledge and

knowledge of text structure to understand selections.

b) Analyze author’s credentials, viewpoint, and impact.

c) Analyze the author’s use of text structure and word choice.

d) Analyze details for relevance and accuracy. e) Read and follow instructions to complete a

task. f) Summarize and critique text. g) Evaluate and synthesize information to

apply in written and oral presentations. h) Draw conclusions based on explicit and

implied information. i) Make inferences based on explicit and

implied information.

Activate prior knowledge before

reading by use of • small-group or whole-class

discussion • anticipation guides • preview of key vocabulary Analyze and record information, using internal text structures, including • cause-and-effect • comparison/contrast • enumeration or listing • sequential or chronological • concept/definition • generalization • process Use rules and strategies for

summarizing, such as the following: • delete trivia and redundancy • substitute a general term for a list • find or create a main idea statement

1st – 3rd

Nine Weeks

• Propaganda technique • Analysis of advertisements

& editorials • Tone and voice as related

to purpose (various forms of writing)

• Compare and contrast intent vs. factual content

• Fact vs. opinion

• Teacher

observation • Teacher-


• Newspaper • Magazines • Advertisemen

ts • PowerPoint




Essential Knowledge

Related SOL



Methods Resources

8.6 Reading (con’t) Objectives: 1. The student will be able to activate prior

knowledge before reading by the use of • small-group or whole-class discussion • anticipation guides • preview of key vocabulary

2. The student will be able to make predictions prior to and during the reading process.

3. The student will be able to recognize an author’s viewpoint and the use of persuasive language.

4. The student will be able to analyze and record information, using internal text structures, including • cause-and-effect • comparison/contrast • enumeration or listing • sequential or chronological • concept/definition • generalization • process

5. The student will be able to use graphic organizers and/or rules to analyze and summarize text.

Read and follow directions, including • constructing a structure • completing a recipe • assembling a model • participating in a game • arriving at a destination • completing a form • programming an electronic device




Essential Knowledge

Related SOL



Methods Resources

8.6 Reading (con’t) Objectives: 6. The student will be able to use rules and

strategies for summarizing, such as the following: • delete trivia and redundancy • substitute a general term for a list • find or create a main idea statement

7. The student will be able to read several texts on a similar topic and synthesize what is read in writing to be presented orally.

8. The student will be able to read and follow directions, including • constructing a structure • completing a recipe • assembling a model • participating in a game • arriving at a destination • completing a form • programming an electronic device

9. The student will be able to recognize an author’s use of connotations, persuasive language, and craftsmanship to convey viewpoint.




Essential Knowledge

Related SOL



Methods Resources

8.6 Reading (con’t) Objectives: 10. The student will be able to use external text

structures such as the following to enhance comprehension and note taking: • Boldface and/or italics type • Type set in color • Underlining • Indentation • Sidebars • Illustration, graphics, and photographs • Headings and subheadings • Footnotes and annotations

11. The student will be able to analyze an author’s choice of details by examining • Accuracy • Placement • Thoroughness • Relevance • Effectiveness

12. The student will be able to use graphic organizers, such as “It says… I say,” to record clues in the text and inferences or conclusions made by the reader as a result of those clues.




Essential Knowledge

Related SOL



Methods Resources

8.7 Writing The student will write in a variety of forms, including narrative, expository, persuasive, and informational writings. a) Use prewriting strategies to generate and

organize ideas. b) Organize details to elaborate the central idea.c) Select specific vocabulary and information. d) Revise writing for word choice, sentence

variety, and transitions among paragraphs. e) Use available technology. Objectives: 1. The student will be able to write in a variety

of forms • Narrative • Persuasive • Expository • Informational

2. The student will be able to use a process for writing including • Planning (brainstorming, webbing,

mapping, outlining, clustering, listing, using graphic organizers)

• Drafting

Write in a variety of forms, including • narrative – writing to tell a story • persuasive – writing to influence

the reader or listener to believe or do as the author or speaker suggests

• expository – writing to explain and build a body of well-organized and understandable information

• informational – writing to put forth information, frequently used in textbooks, newspapers

Use a variety of prewriting strategies, including • brainstorming • webbing • mapping • outlining • clustering • listing • using graphic organizers Understand and apply the elements of composing • central idea • elaboration • unity • organization

1st – 3rd

Nine Weeks

• Punctuating dialogue • Use of 1st person • Subject/verb agreement • Review types of sentences

(end punctuation) • Organization • Elaboration • Exercise standard writing

process • Central idea • Organization • Elaboration • Transition words • Identify fragments and run-

ons • Sentence combining for

variety • Focus on handwriting for

clarity and accuracy • Good/well • Adjective/adverb • General review and

emphasis on editing process to prepare for SOL Writing Test

• Rubric • Peer editing • Teacher-


• Teacher observation

• Danville

Writing Program

• Daily Oral Language

• SOL Teacher Resource Guide

• Virginia SOL Assessment Blueprints

• Writing book and related resources

• DOE Website • Daily Oral

Language • Danville

Writing Program – editing process pg. 14 – 22

• Buckle Down • SOL Released

Items




Essential Knowledge

Related SOL



Methods Resources

8.7 Writing: (con’t) Objectives:

• Revising (rereading, reflecting, rethinking, rewriting, including vivid vocabulary, combining sentences for variety and rhythm

• Proofreading • Editing (peer and individual) • Publishing

3. The student will be able to use written expression to draft and revise compositions. Attention will be given to: • voice • tone (serious, solemn, sarcastic,

objective, enthusiastic, humorous, hostile, personal, and impersonal

• Selection of information and details • Embedded phrases and clauses that

clarify meaning and increase variety • Vivid and precise vocabulary • Figurative language • Sentence variety • Transitional words and phrases

Use written expression to draft and revise compositions with attention to • voice • tone • selected information and details • embedding phrases and clauses

within sentences to clarify meaning and increase variety

• vivid and precise vocabulary • figurative language • sentence variety • transitional words and phrases Apply revising procedures, including • rereading • reflecting • rethinking • rewriting • including vivid vocabulary • combining sentences for variety and

rhythm • providing transitions between ideas

and paragraphs Apply word processing skills to the writing process.

• Define and identify poetic

elements • Compare and contrast

voice and tone of two or more poems

• Analyze rhythm and evaluate effect on meaning

• Compare and contrast poetic elements in two or more poems

• Discuss relationship of poetic themes to personal life

• Write poetry focusing on sensory language and specific vocabulary

• Incorporate figurative language in writing

• Literature text


• Writing text




Essential Knowledge

Related SOL



Methods Resources

8.7 Writing: (con’t) Objectives: 4. The student will be able to recognize and

apply the elements of composing • Central idea • Elaboration (horizontally and vertically) • Unity • Organization

5. The student will be able to use word processing tools, when available. • Spell checker • Grammar check




Essential Knowledge

Related SOL



Methods Resources

8.8 Writing The student will edit and revise writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a variety of graphic organizers such as

sentence diagrams to analyze and improve sentence formation and paragraph structure.

b) Use and punctuate correctly varied sentence structures to include conjunctions and transition words.

c) Choose the correct case and number for pronouns in prepositional phrases with compound objects.

d) Maintain consistent verb tense across paragraphs.

e) Use comparative and superlative degrees in adverbs and adjectives.

Objectives: 1. The student will be able to proofread and

edit drafts with teacher assistance, peer collaboration, and growing independence.

Use complete sentences with appropriate punctuation, including the punctuation of dialogue and the punctuation between dependent and independent clauses. Diagram complex sentences. Use singular verbs with singular subjects; plural verbs with plural subjects, e.g., John buys lunch, but most of his friends bring lunches from home. Use the singular pronoun to refer to a singular antecedent; the plural pronoun to refer to a plural antecedent e.g. All students should bring their notebooks to class, and each student must provide his or her own pen. Use objective pronouns in prepositional phrases with compound objects, e.g., Grandma gave cookies to Peter and me. Choose tense and maintain (present, past, future) its use throughout an entire paragraph or text.

1st – 3rd

Nine Weeks

• The teacher will model the

writing process. • The student will revise,

proofread, and edit their own writings.

• The teacher will model how to diagram a sentence.

• The student will use a variety of graphic organizers to improve sentence formation and paragraph structure.


checklist

• Danville

Writing Program

•




Essential Knowledge

Related SOL



Methods Resources

8.8 Writing (con’t) Objectives: 2. The student will be able to use complete

sentences with appropriate punctuation. • Punctuation of dialogue • Punctuation between dependent and

independent clauses 3. The student will be able to diagram

complex sentences. 4. The student will be able to use a singular

verb with a singular subject and a plural verb with a plural subject (e.g., John buys lunch, but most of his friends bring lunches from home.).

5. The student will be able to use a singular pronoun to refer to a singular antecedent and a plural pronoun to refer to a plural antecedent (e.g., All students should bring their notebooks to class. Each student must provide his own pen.).

6. The student will be able to use objective pronouns in prepositional phrases with compound objects (e.g., Grandma gave cookies to Peter and me.).

7. The student will be able to choose and maintain tense (past, present, future)

Use comparative and superlative adjectives e.g., Jim was the brightest student in the middle school. He was even brighter than some of the students in the high school. Use comparative and superlative adverbs e.g., The second time she read aloud, she read more fluently than the first time. After much practice she read most fluently of all her classmates. Use and correctly punctuate transitional words, such as furthermore, however, since, and next. Use and correctly punctuate conjunctions, such as either/or and neither/nor.




Essential Knowledge

Related SOL



Methods Resources

8.8 Writing (con’t) Objectives:

throughout an entire paragraph or text. 8. The student will be able to use comparative

and superlative adjectives. (e.g., Jim was the brightest student in the middle school. He was even brighter than some of the students in high school.)

9. The student will be able to use comparative and superlative adverbs. (e.g., The second time she read aloud, she read more fluently than the first time. After much practice, she read most fluently of all her classmates.)

10. The student will be able to use and correctly punctuate transitional words • Furthermore, however, since, next

11. The student will be able to use and correctly punctuate conjunctions • Either/or • Neither/nor

Documents

2003 Grade 8 English Curriculum Guide Final - Nexus 8/2003... · Grade 8 English Standards of Learning Curriculum Guide Danville Public Schools, 2003 (Revised 7/28/03) 1