Eight Grade Reading Curriculum Map 2011 2012

8th Grade Reading Curriculum Map
Isaac School District No. 5
Authors: School:
Tuby Akinlosotu Pueblo del Sol
Forrest Ashby Carl T. Smith
Stephanie Bartlett Isaac Middle School
Pat Kilborn Morris K. Udall
Caitlin McAndrew Morris K. Udall
Juliet Rosales-Johnson Isaac Middle School

Rationale
Rationale for selected performance objectives is based on data from the AIMS blueprint. We have chosen strands that are the most heavily weighted on
AIMS and are critical for students to master before promotion to ninth grade.

Linking performance objectives are scaffolded to guide the student’s towards mastery of priority objective(s). Each quarter both expository text and literary
elements are spiraled and clustered according to the complexity of the objectives in order to introduce concepts and promote student mastery.

As a team, we have determined a number of recurring concepts and performance objectives that are to be integrated throughout the year to
support student mastery. These recurring performance objectives are listed in the Preamble, AND ARE SUBJECT TO TESTING WITHIN
ANY QUARTER ON GALILEO.

PREAMBLE
These POs will be integrated throughout the year:
AZ
Essential Skills
Standard
Knowledge Skills
COMPREHENSION STRATEGIES

S1C6PO1 Text Content Prediction Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic
sentences, key words).

S1C6PO2 Confirming Text Content Prediction Confirm predictions about text for accuracy.

S1C6PO3 Clarifying Questions Generate clarifying questions in order to comprehend text.
Graphic Organizers Use graphic organizers in order to clarify the meaning of the text.
S1C6PO4
Connecting Text to Experience
S1C6PO5 Connect information and events in text to experience and to related text and sources.

S1C6PO6 Organizational Structures Apply knowledge of the organizational structures (e.g. chronological order, compare and
contrast, cause and effect, logical order, classification) of text to aid comprehension.

S1C6PO7 Reading Strategies Use reading strategies (e.g. drawing conclusions, determining cause and effect, making
inferences, sequencing) to comprehend text.

VOCABULARY STRATEGIES

S1C4PO1 Linguistic Roots and Affixes Use knowledge of root words and affixes to determine the meaning of unknown words.

S1C4PO2 Context Clues for Unfamiliar Words Use context to determine the relevant meaning of a word.

S1C4PO3 Context Clues for Multiple Words with Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of
Multiple Meanings speech of words by using a variety of reference aids, including dictionaries, thesauri,
glossaries, and CD-ROM and Internet when available.

* = POs previously introduced Bold = Priority PO 2
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-16-11
Underlining = Cognitive rigor Isaac School District

P
K

Quarter: 1
Unit Name and Description: Plot Development

Cluster: 1
Big Ideas/Enduring Understandings Essential Question(s)

Literary elements contribute to the meaning and intent of a story. Why is conflict important in a story?

Every story has plot development. Why are stories told from different points of view?

How can a story change when one literary element is altered?

AZ Essential Learning Key Performance
Standard Knowledge Skills Vocabulary Assessment
S2C1PO1 Plot Development Analyze plot development (e.g., conflict, subplots, parallel New: Students create a
episodes) to determine how conflicts are resolved. Plot development chart including
elements of plot
Exposition
with
S2C1PO3 Describe a Character Describe a character, based upon thoughts, words, and Rising Action accompanying
actions of the character, the narrator’s description, and other Climax scene
characters. illustrations.
Falling Action
External Conflict
S2C1PO4 Point of View Contrast points of view (e.g., first vs. third, limited vs. Students read a
Internal Conflict
omniscient) in literary text. story and
Subplot
perform a skit


S2C1PO6 Style, Mood, and Meaning Draw conclusions about style, mood, and meaning of literary Parallel Episodes depicting
text based on the author’s word choice. elements of plot.
Review:
Static
Create a comic
S1C6PO1-7 Reading Strategies See Preamble Dynamic
strip depicting
Conflict elements of plot.
S1C4PO1-3 Vocabulary Strategies See Preamble Resolution
1st person Students create a
3rd person graphic
Limited organizer that
Omniscient highlights the
important
Style elements of plot
Mood and conflict in a
Meaning story.
Literary Technique
Literary Element Or a comparable
assessment to be
developed by
teachers at site.



Quarter: 1
Unit Name and Description: Character Development

Cluster: 2

Authors use literary techniques to influence readers’ feelings and attitudes. What is the author’s purpose for using a literary technique?

Reading is a crucial life skill that is used every day. What traits or motives of a character imitate life?

Characters are created to imitate life. How can the characters we read about help us learn about ourselves?

Setting can play a vital role in the meaning, mood, and tone of a story. How can the setting be like a character in a literary work?

Compelling literature reflects struggles within a character, other characters,
society, and nature.

S2C1PO3 Characterization [Examine] a character, based upon the thoughts, words, and New: Students create a
actions of the character, the narrator’s description, and Static visual
other characters. representation
Dynamic
that analyzes
S2C1PO1 Plot Development Analyze plot development (e.g., conflict, subplots, parallel Analyze character (e.g.
episodes) to determine how conflicts are resolved. Conflict character T-
Resolution shirt, character
S2C1PO4 Point of View Contrast points of view ( e.g., first vs. third, limited vs. Contrast sketch, poster).
omniscient) in literary text. Point of View


S2C1PO6 Style, Mood, and Meaning Draw conclusions about the style, mood, and meaning of 1st person Students write a
literary text based on the author’s word choice. 3rd person character
analysis.
Limited
S1C6PO1-7 Reading Strategies See Preamble Omniscient
Or a comparable
Tone
performance
Mood assessment to be
S1C4PO1-3 Vocabulary Strategies See Preamble Style developed by
Literary Technique teachers at
Literary Element school site.



Quarter: 1
Unit Name and Description: Identifying Main Idea in Expository Text

Cluster: 3

Good readers use context to determine the meaning and intended How does using context help you better understand the reading selection?
meaning of unknown works and words with multiple meanings.
What do good readers do to maintain comprehension throughout the
The author’s purpose controls the structure and details of a text. reading process?

Understanding the main idea will aid in readers comprehension. Why is it important to identify the main idea when you read?

S3C1PO1 Main idea and supporting details Restate the main idea (explicit or implicit) and New: Carousel
supporting details in expository text. Expository text Students will
read a variety of
Writer’s purpose
S3C1PO4 Author’s stated or implied purpose Identify the author’s stated or implied purpose(s) for short expository
writing expository text. Implied passages and
Supporting identify the main
S3C1PO2 Chronological, sequential, and Summarize the main idea (stated or implied) and details idea and
logical order critical details of expository text, maintaining supporting
Explicit
chronological, sequential, or logical order. details.
Implicit


S1C6PO1-7 Reading Strategies See Preamble Chronological Students will
order create posters
Sequential order that define and
illustrate various
Logical order
purposes authors
S1C4PO-3 Vocabulary Strategies See Preamble Topic sentence can have.
Prior knowledge
Text features Students will
Graphic create multi-
Organizer media visual
Organizational presentations that
structures define and
Compare and illustrate various
contrast purposes authors
can have.
Cause and effect
Logical order
Classification
Inference (infer)


Quarter: 2
Unit Name and Description: Main Idea and Details

Cluster: 4

Good readers use organizational structures to aid comprehension. How do readers understand what they read?

Authors write for different purposes. What do readers do to maintain comprehension throughout the reading
process?
Identifying main idea and details are helpful for a reader to understand the
text and the author’s purpose. How is the main idea used to help summarize?

How and why do good readers draw conclusions/make inferences?

How and why do good readers identify cause/effect relationships?

*S3C1PO2 Main Idea & Details [Differentiate] main idea (stated or implied) and critical New: Read a passage
details of expository text maintaining chronological, Differentiate of expository
sequential, or logical order. text and use a
Expository text
graphic
*S3C1PO1 Main Idea & Details Restate the main idea (explicit or implicit) and supporting Interpret organizer that
details in expository text. shows main idea
Review: and details.
*S3C1PO4 Author’s Purpose Identify the author’s stated or implied purpose(s) for writing Chronological
expository text. Sequential


S3C1PO9 Organizational Structures Apply knowledge of organizational structures (e.g., Logical Create a graphic
chronological order, comparison and contrast, cause and effect Organizational organizer that
relationships, logical order, classification schemes) of structures demonstrates the
expository text to aid comprehension. organizational
chronological order
structure used in
comparison & a text:
S3C1PO10 Inference [Interpret] relevant inferences about expository text, contrast chronological,
supported by text evidence. cause & effect sequential, or
relationships logical order
S1C6PO1-7 Reading Strategies See Preamble logical order
classification Mock news
scheme report
S1C4PO1-3 Vocabulary Strategies See Preamble Main idea
Main idea, stated Or comparable
Main idea, implied performance
Inference assessment to be
developed by
Author’s purpose teachers at site


Quarter: 2
Unit Name and Description: Cultures - Folklore/Myths

Cluster: 5

Literature can reveal cultural values and beliefs. How can literature help us connect to history or another culture?

Good readers extract meaning about culture from the text. In what ways does a myth echo the values of a society?

Folklore and myths contain an underlying theme. How does an author manipulate language in order to impact the reader?

Why is setting important in folklores and myths?
S2C2PO2 Folklore and myths [Examine] common structures and stylistic elements in New: Carousel or
literature, folklore, and myths from a variety of cultures. Folklore Gallery Walk
with focus on
Myth
various
S2C2PO1 Historical and cultural aspects [Evaluate] the historical and cultural aspects found in cross- Culture/Cultural attributes of
cultural works of literature. Symbol folklore

S2C1PO7 Characteristics/Elements of poetic Analyze the characteristics and structural elements (essential Review: In groups,
forms attributes) of a variety of poetic forms (e.g., epic, lyric, sonnet, students will
Theme read different
ballad, elegy, haiku, free verse). Setting myths and then
*S2C1PO1 Plot development Analyze plot development (e.g., conflict, subplots, parallel Structure present a
episodes) to determine how conflicts are resolved. Plot development summaries to


*S2C1PO2 Themes Compare (and contrast) themes across works of prose, poetry, Exposition the class.
and drama. Students will
Rising action
create their own
Climax
written
*S2C1PO3 Characterization Describe a character, based upon the thoughts, words, and Falling action folktales/myths/
actions of the character, the narrator’s description, and other Resolution legends
characters. Subplot
Conflict Or comparable
*S2C1PO6 Style, Mood, and Meaning Draw conclusions about style, mood, and meaning of literacy performance
Internal assessment to be
text based on the author’s word choice.
External developed by
S1C6PO1-7 Reading Strategies See Preamble Conflict resolution teachers at site
Characterization
S1C4PO1-3 Vocabulary Strategies See Preamble Mood
Tone
Epic
Lyric
Sonnet
Ballad
Elegy
Haiku
Free verse



Quarter: 2
Unit Name and Description: Poetry

Cluster: 6

Authors write in a variety of forms to express their feelings. How can authors express their feelings?

Authors use themes to convey messages to the reader. What is poetry?

Figurative language brings a narrative selection to life. How does figurative language enhance literature?

*S2C1PO7 Poetic Elements and Forms Analyze the characteristics and structural elements New: Students create a
(essential attributes) of a variety of poetic forms (e.g., epic, Epic visual
lyric, sonnet, ballad, elegy, haiku, free verse). representation of
Lyric
figurative vs.
*S2C1PO2 Theme Compare (and contrast) themes across works of prose, poetry, Sonnet literal language.
and drama. Ballad
Haiku
*S2C1PO4 Point of View Contrast points of view (e.g., first vs. third, limited vs. Elegy
omniscient) in literary text. Free Verse
Theme


*S2C1PO6 Style, Mood, and Meaning Draw conclusions about style, mood, and meaning of literary Figurative Students read
text based on the author’s word choice. Language two poetry
Simile selections and
contrast (or
compare)
Metaphor themes.
Idiom
Personification Students write
Hyperbole an original poem
Technical adhering to the
Language attributes of that
poetic form
Review:
Compare Create a poetry
poster that
Contrast highlights the
Point of View poetic elements
1st person found in a
3rd person particular poem
Limited
Omniscient Students will
find a unique
Style way to present a
Mood poem and its
Tone elements to the
class

Or comparable
performance
assessment to be
developed by
teachers at site



Quarter: 2
Unit Name and Description: Functional Text

Cluster: 7

Functional text is structured in many ways to communicate different What is the purpose of functional text?
messages.
How do the elements of functional text help a reader to determine its purpose
Following a sequence of activities will aid in carrying out a procedure. and relevance?

It is important to be able to read and understand functional text in order to How do we use functional text in everyday life?
succeed in real world situations.

S3C2PO1 Sequence of activities Use information from text and text features to determine New: Students will
sequence of activities needed to carry out a procedure. Functional text create their own
Evaluate board game and
Extraneous write the step-
S3C2PO2 Extraneous information Determine what information (e.g., steps in directions, legend, Adequacy by-step
supplies needed, illustrations, diagram, sequence) is directions for
extraneous in functional text. Review: playing the
Sequence game.
S3C2PO3 Details from a variety of functional Interpret details from a variety of functional text (e.g., Text features
text for a specific purpose warranties, product information, technical manuals, Interpret Students will
instructional manuals, consumer safety publications) for a Purpose write a process
specific purpose (e.g., to follow directions, to solve problems, analysis (how to
to perform procedures, to answer questions). do something).


S3C2PO4 Adequacy of details and facts from Evaluate the adequacy of details and facts from functional text Students will
functional text. to achieve a specific purpose. read a follow a
recipe.

Students will
read a process
(how to)
functional text
and prepare a
presentation to
teach that
process to their
classmates

Or comparable
performance
assessment to be
developed by
teachers at site


Quarter: 3
Unit Name and Description: Themes across works of prose, poetry, and drama

Cluster: 8

Theme across literary works is crucial to understanding what they reading. What is theme?

Theme is the universal tool used to connect the reader to the work of How can I use the theme of a literary work to help me better understand the
literature. reading?

Comparing and contrasting is an important skill used to analyze themes across Why is theme important in prose, poetry, and drama?
literary works.
How can theme be expressed in various poetic forms?
The theme is not always stated.
How does the author’s word choice help me understand the style, mood, and
meaning of the literary work?
*S2C1PO2 Themes across works Compare (and contrast) themes across works of prose, New: Students read
poetry, and drama. Prose two poetry
selections to
Drama
compare and
S3C1PO11 Central ideas and concepts Compare (and contrast) the central ideas and concepts from Concept contrast themes.
selected readings on a specific topic.


*S2C1PO7 Characteristics and structural Analyze the characteristics and structural elements (essential Review: Write a poem
elements of poetic forms attributes) of a variety of poetic forms (e.g., epic, lyric, sonnet, with a specific
Compare/Contrast
ballad, elegy, haiku, free verse). theme.
Theme
Analyze
Draw a picture
Characteristics
representing the
Structural Elements mood or tone in
Attributes a specific work.
Lyric
Sonnet
Ballad
Elegy
Haiku
Free Verse
Figurative Lang.
Simile
Metaphor
Personification
Idiom
Hyperbole
Definition
Example
Restatement
Synonym
Conclusions
Style
Mood
Author’s word
choice



Quarter: 3
Unit Name and Description: Expository Text

Cluster: 9

People read expository text for information and knowledge. Why do people read expository text?

People come across expository text in every area of their lives. What are some organizational features of expository text that increase our
understanding?

How do we encounter expository text in our daily life?
*S3C1PO9 Organizational Structures [Evaluate] knowledge of organizational structures (e.g., New: Provide students
chronological order, comparison and contrast, cause and Reference Source with real life
effect relationships, logical order, classification schemes) situations to find
Primary Source
of expository text to aid comprehension. information and
Secondary Source identify the
Review: appropriate
Extraneous resource used
Adequate and whether it’s
primary or
Differentiate secondary.
Interpret
Evaluate Write a three
Chronological paragraph
Order expository
article using a
specific


S3C1PO5 Organizational Features Locate specific information by using organizational features Compare/Contrast organizational
(e.g., table of contents, headings, captions, bold print, italics, structure, 3-5
Cause and Effect
glossaries, indices, key/guide words, topic sentences, organizational
concluding sentences, end notes, footnotes, bibliographic Logical Order
features, and 2-4
references) in expository text. Classification graphic features.
S3C1PO6 Reference Sources Locate appropriate print and electronic reference sources Graphic Features
(e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, Expository Text Or comparable
periodical, CD-ROM, website) for a specific purpose. performance
assessment to be
S3C1PO7 Primary & Secondary Sources Differentiate between primary and secondary source developed by
materials. teachers at site

S3C1PO8 Graphic Features Interpret graphic features (e.g., charts, maps, diagrams,
illustrations, tables, timelines, graphs) of expository text.

*S3C2PO2 Extraneous Information [Evaluate] what information (e.g., steps in directions, legend,
supplies needed, illustrations, diagram, sequence) is
extraneous in functional text.

*S3C2PO3 Functional Text Details Interpret details from a variety of functional text (e.g.,
warranties, product information, technical manuals,
instructional manuals, consumer safety publications) for a
specific purpose (e.g., to follow directions, to solve problems,
to perform procedures, to answer questions).

*S3C2PO4 Adequate Details and Facts Evaluate the adequacy of details and facts from functional text
to achieve a specific purpose.
*S1C6PO1-7 Reading Strategies See Preamble

*S1C4PO1-3 Vocabulary Strategies See Preamble



Quarter: 3
Unit Name and Description: Persuasive text

Cluster: 10

Knowing persuasive strategies and propaganda techniques will help you make What are persuasive strategies and propaganda techniques?
informed decisions.
How can persuasive techniques be effectively used to influence the opinions
Persuasion is all around us. or actions of others?

Authors use effective facts to support their argument and persuade readers.

S3C3PO2 Effectiveness of facts Evaluate the effectiveness of facts used to support author’s New: Create an
argument regarding a particular idea, subject, concept, or Effectiveness advertisement
object. Argument using one or
S3C3PO1 Author’s purpose Determine the author’s specific purpose for writing persuasive Persuasive text more
text. Persuasive propaganda
strategies technique.
Propaganda
S3C3PO3 Intended effect [Analyze] the intended effect of persuasive strategies and Bandwagon
propaganda techniques (e.g., bandwagon, peer pressure, Create and
Peer pressure present a
repetition, testimonial, transfer, loaded words) that an author Repetition
uses. persuasive
Testimonial speech.
S3C3PO4 Specific instances of bias Identify specific instances of bias in persuasive text. Transfer Read a
Loaded words persuasive text
Bias


S3C1PO3 Fact and Opinion Distinguish fact from opinion in expository text, providing Emotional appeal and write a
supporting evidence from text. Counter argument counter
Opposing argument.
S3C1PO12 Author’s elements Explain how author’s elements (e.g., language choice, viewpoint
organization) of expository text to achieve their purposes. claim Write a letter of
complaint or
request for
action to a
community or
school leader.

Or comparable
performance
assessment to be
developed by
teachers at site



Quarter: 4 The POs in the following clusters are from the subsequent grade level (9th grade)
Unit Name and Description: Literary Elements in a Novel

Cluster: 11

We read for information, enjoyment and gaining understanding of the world How does understanding character motivation increase your understanding of
around us. the theme?

Reading expands your imagination. Why do we read novels?

Reading novels helps us better understand characterization, theme and point Why would being able to identify elements of fiction, theme and point of
of view. view help to understand the novel as a whole?

Why do some schools ban certain novels?
S2C1PO1 Literary elements Describe the author’s use of literary elements: New: Literary element
• theme (moral, lesson, meaning, message, view or Symbolism analysis essay
comment on life),
• point of view (e.g., first vs. third, limited vs. Allusion
omniscient), Imagery Students will
create and write
• characterization (qualities, motives, actions, thoughts, Dialogue
an alternative
dialogue, development, interactions), Emphasis ending for the
• setting (time of day or year, historical period, place, Interaction novel
situation), and
• plot (exposition, conflict, rising action, climax, falling
action, and resolution). Review:
Literary elements


S2C1PO2 Figurative Language Explain different elements of figurative language, including Theme Students will
simile, metaphor, personification, hyperbole, symbolism, create a graphic
Point of view
allusion, and imagery in a literary selection. organizer that
First person
Compare interactions among major characters and minor sequences the
S2C1PO4 Major and minor character Third person
characters in literary text with emphasis upon how the plot is key plot and
development
revealed through action of the dialogue. Limited conflict
Omniscient elements of the
Characterization novel
Major character Students will
create and write
Minor character the script for a
Setting talk show in
Plot which major
Exposition characters of the
novel are the
Conflict guests.
Internal conflict
External conflict Students will
Rising action compare and
Climax contrast the
Falling action theme or a
character in the
Resolution
novel with a
Figurative theme or
language character in a
Simile song they select.
Metaphor
Personification Or comparable
Hyperbole performance
assessment to be
developed by
teachers at site.


Eight Grade Reading Curriculum Map 2011 2012

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Eight Grade Reading Curriculum Map 2011 2012