English 8 Q2 Curriculum Guide.pdf

8th Grade
English - Quarter 2
Curriculum
J. P. KING, JR. MIDDLE SCHOOL
501 Charles St.
Franklin, VA 23851
(757) 562-4631
jpk.fcpsva.org

JOSEPH P. KING, JR. MIDDLE SCHOOL
ENGLISH 8 CURRICULUM GUIDE
English 8 Quarter 2 Snapshot
Reading Products:
• Research Product (Tied to Novel)
Authentic Writing Product:
• Research Product
• January: Bi-weekly Writing Products
Week Unit Info Vocabulary & Reading Focus Writing & Research Focus
10
Unit 2: Social Justice & Tolerance
Novel: Night by Elie Wiesel
• 8.5f Genres – memoir
• 8.6b Text features
• 8.6b Skim materials to find
information
• 8.8a Apostrophes
• 8.9a Create questions about a
topic
• 8.9b Collect & synthesize
research
• 8.9i Ethical use of the Internet
11
• 8.6a Organizational patterns
• 8.6b Apply knowledge of
organizational patterns
• 8.8a Commas, apostrophe,
ellipsis, & dash
• 8.9c Validity & credibility of
sources
• 8.9h Avoid plagiarism
12
Research Product Due
Week 12 Mini-Assessment
• 8.5f Foreshadowing, flashback, &
irony
• 8.6a Organizational patterns
• 8.6b Apply knowledge of
organizational patterns
• 8.8 Subject-verb agreement
• 8.9h Citing sources
13
• 8.5a Tone, mood, voice, & word
choice
• 8.6e Author’s viewpoint and word
choice
• 8.7a Writing as a process
• 8.7b Audience & purpose
• 8.7c Prewriting
• 8.7f Thesis statements
• 8.7g State & defend a position
• 8.7h Counterclaims and
counterarguments
(indefinite pronouns)
14 Unit 2: Social Justice & Tolerance • 8.4b Connotation and denotation • 8.7i Use facts support position

Authentic Writing Product Due
• 8.5a Tone, mood, voice, & word
choice
• 8.7k Central idea, tone, & voice
• 8.7l Revise writing
(intervening clauses)
15
Unit 3: Poetry
Poems selected by teacher
• 8.4a Figurative language
• 8.5d Figurative language
• 8.7c Prewriting
• 8.7d Organize writing
counterarguments
• 8.8b Pronouns & antecedents
16
Unit 3: Poetry
Bi-weekly Writing Product Due
• 8.5d Figurative language & imagery
• 8.5f Poetry genre
• 8.5h Elements of poetry & poetic
devices
• 8.5i Compare & contrast authors’
styles
• 8.7l Revise writing
• 8.8a Edit writing
• 8.8b Pronoun-antecedent
agreement
17
Unit 3: Poetry
Benchmark Testing May Begin
• 8.5d Figurative language & imagery
• 8.5f Poetry genre
• 8.5h Elements of poetry & poetic
devices
• 8.5i Compare & contrast authors’
styles
• 8.7c Prewriting
• 8.7d Organize writing
counterarguments
• 8.8b Pronoun-antecedent
agreement
18
Unit 3: Poetry
Bi-weekly Writing Product Due
Benchmark Testing
• Review vocabulary & reading skills
(data-driven)
• Reading Benchmark
• Review writing and grammar
skills (data-driven)
• On Demand Writing Assessment
• Writing Benchmark

Week: 10
UNIT 2: Social Justice & Tolerance
STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
NEW CONTENT:
Reading:
• 8.5f) Identify and analyze characteristics within a variety of genres.
o Understand that literary nonfiction includes biography, autobiography, and personal essay.
o Compare and contrast the characteristics of literary forms, including, but not limited to,
Memoir
• 8.6b) Apply knowledge of text features and organizational patterns to analyze selections.
o Understand that text features are created purposefully and are an aid to comprehension.
o Use text features to enhance comprehension.
Boldface and/or italics type
Type set in color
Underlining
Indentation
Sidebars
Illustrations, graphics, and photographs
Headings and subheadings
Footnotes and annotations
• 8.6c) Skim materials to develop an overview or locate information.
Writing:
• 8.8a) Use and punctuate correctly varied sentence structures to include conjunctions and transition words.
• 8.9a) Formulate and revise questions about a research topic.
• 8.9b) Collect and synthesize information from multiple sources.
o Understand that using multiple sources of information produces a more complete understanding of a topic.
• 8.9i) Demonstrate ethical use of the Internet.
o Understand the purposeful and responsible use of the Internet.
SPIRALED CONTENT:
Spiraled content is continuously integrated in class discussions, questions, and/or activities to help students master and enhance skills.
Word Analysis:

• 8.4b) Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of
words and phrases.
• 8.4c) Use roots, affixes, synonyms, and antonyms to determine the meaning(s) of unfamiliar words and technical
vocabulary.
• 8.4e) Use word-reference materials to determine meanings and etymology.
Reading:
• 8.5a) Analyze how authors’ development of characters, conflict, point of view, voice, and tone convey meaning.
• 8.5b) Identify cause-and-effect relationships and their impact on plot.
• 8.5c) Explain the development of the theme(s).
• 8.5e) Make inferences and draw conclusions based on explicit and implied information using references to the text
for support.
• 8.5g) Compare/contrast details in literary and informational texts.
• 8.5j) Use reading strategies to monitor comprehension throughout the reading process.
• 8.6d) Make inferences and draw conclusions based on explicit and implied information using evidence from text as
support.
• 8.6e) Analyze the author’s qualifications, viewpoint, word choice, and impact.
• 8.6h) Identify the main idea.
• 8.6i) Summarize the text, identifying supporting details.
• 8.6j) Identify cause-and-effect relationships.
• 8.6k) Use reading strategies to monitor comprehension throughout the reading process.
• 8.6l) Analyze ideas within and between selections, providing textual evidence.
Writing:
• 8.8e) Use comparative and superlative degrees in adverbs and adjectives.
• 8.8f) Use quotation marks with dialogue and direct quotations.
Essential Questions
Recommended Activities /
Strategies
Recommended Resources Vocabulary

Thematic Unit Essential
Questions:
• How does knowledge of the
past allow people to make
better decisions about the
future?
• How does silence
perpetuate violence?
• What is empathy? Why is it
important?
Standards-Based Essential
Questions:
• What is the impact of
technology on research and
communication?
• How does using key terms
and Boolean phrases
streamline the research
process?
• How do text features aid in
comprehension?
• How can misplacing
apostrophes or other forms
of punctuation change a
writer’s intended meaning?
Mini-Lesson: Text Features
Mini-Lesson: Introduction to the
Holocaust
Mini- Lesson: Introduction to
Night & Elie Wiesel
Introduction to Research
• Monthly Writing
• Work with Media Specialist
to teach research strategies
• Mini-Lesson: How to
Effectively Research on the
Internet
• Mini-Lesson: Narrowing
Research Topics and
Generating Guiding
Research Questions
Scholastic Resource:
Informational Texts
Lesson Idea: Text Feature
Walk
Reading Folder (Drive)
Video Series: What is the
Holocaust
Night Folder (Drive)
Video: Oprah Interviews Elie
Wiesel at Auschwitz
Night Folder (Drive)
Intro to Night/Holocaust
WebQuest
• For practicing Internet
research and to familiarize
students with the novel and
its historical context
• Night Folder (Drive)
Monthly Writing (Research
Product):
• Have students complete a
research project and create
a research product.
• Potential Research Topics
Academic Vocabulary:
1. Text Features
2. Bold
3. Italics
4. Font
5. Indentation
6. Sidebars
7. Illustrations
8. Graphics
9. Headings
10.Subheadings
11.Footnotes
12.Annotations
13.Holocaust
14.Genocide
15.Research
16.Apostrophes
17.Possession
Fab Vocab:
1. TO BE DETERMINED
BY TEACHER BASED
ON STUDENT NEEDS
VDOE RESOURCES

Mini-Lesson: Apostrophes for
Possession and Contractions
o 21st Century Genocide
o Holocaust Research
(Places, Events, People,
etc.)
o WWII Research
o Google Tour
• Research Folder (Drive)
Apostrophe Rules
MLA Style: Apostrophes 3
Ways
Writing Folder (Drive)
VDOE English Homepage
Text Dependent Questions
Computer Adaptive Testing
Tabbed Reading Passages
Practice
TestNav 8 Practice Items
Using Statewide Results to
Guide Instruction
Online Writing Resources
Vocabulary Resources
English Sample Lesson Plans
Released Tests & Item Sets

Week: 11
NEW CONTENT:
Reading:
• 8.6a) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.
o Recognize organizational patterns to enhance comprehension, including
cause and effect;
comparison / contrast;
enumeration or listing;
sequential or chronological;
concept / definition;
generalization;
problem / solution; and
process
o Understand that an author’s patterns of organization can aid comprehension.
Writing:
• 8.9c) Evaluate and analyze the validity and credibility of resources.
o Understand the importance of evaluating the intent of the author, which may include misinformation, bias, and
unsupported assertions.
o Evaluate the validity and credibility of information, using questions such as
Is the source free from bias? Does the writer have something to gain from his opinion?
Does the information contain facts for support?
Is the same information found in more than one source?
Is contact information provided?
Is there a copyright symbol on the page?
What is the purpose of the page?
What is the date of the most recent publication?
• 8.9h) Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering and using
information.

o Understand to avoid plagiarism, credit must be given when using another person’s ideas, opinions, facts, statistics, or
graphics.
o Understand that there are consequences of plagiarism, according to the guidelines established by the local school
divisions.
o Avoid plagiarism and its consequences by giving credit whenever using another person’s media, facts, statistics,
graphics, images, music and sounds, quotations, or paraphrases of another person’s words.
SPIRALED CONTENT:
Word Analysis:
words and phrases.
vocabulary.
Reading:
for support.
support.

Writing:
Essential Questions
Strategies
Questions:
future?
important?
Questions:
• Why must writing be a
recursive process?
• How can an author’s
patterns of organization be
an aid to comprehension?
• How do transition words
enhance the fluency and
cohesiveness of our writing?
Mini-Lesson: Organizational
Patterns
• Types of Organizational
Patterns
• Transitional Words
Continue focusing on 6.5a, c,
and f while reading the novel
Novel
• Pages 3-22
• Focus on word choice, story
elements, transition words,
and organizational patterns
• Response to Literature
• Use novel as mentor text for
sentence structure,
grammar, and word choice.
eReading: Organizational
Patterns
Quizlet: Organizational
Patterns
Mini-Book Activity
Flocabulary: 5 Text Structures
Night by Elie Wiesel
• Scholastic Resource:
Judaism
• ReadWorks: Judaism &
Monotheistic Morality
• ReadWorks: The Three
Branches of Judaism
• Newsela: Text Set -
Judaism
• Newsela: Elie Wiesel’s “The
Perils of Indifference”
• Night Novel Guide (Drive)
1. Organizational Patterns
2. Chronological
3. Sequential
4. Compare/Contrast
5. Cause & Effect
6. Problem & Solution
7. Process
8. Transitions
9. Subject
10.Verb
Fab Vocab:
1. TO BE DETERMINED
BY TEACHER BASED
ON STUDENT NEEDS

• Monthly Writing
• Mini-Lesson: Evaluating
Validity, Authenticity, &
Credibility of Sources
• Mini-Lesson: Plagiarism &
Citing Sources
Mini-Lesson: Punctuation
Review, Ellipsis, & Dash
o Imagine being uprooted
from your home and
suddenly being treated as
if you weren’t even
human. How would you
react? How would you
feel?
Product):
a research product.
etc.)
o WWII Research
o Google Tour
Quizlet: Comma, Colon,
Semicolon, Ellipsis, & Dash
Resource: Ellipsis & Dash
Lesson Resource: Ellipsis &
Dash
VDOE RESOURCES
Practice
Guide Instruction

Week: 12
NEW CONTENT:
Reading:
o Analyze an author’s use of literary devices, including
Foreshadowing
Flashback
Irony
o Recognize organizational patterns to enhance comprehension, including
cause and effect;
comparison / contrast;
enumeration or listing;
sequential or chronological;
concept / definition;
generalization;
problem / solution; and
process
o Understand that an author’s patterns of organization can aid comprehension.
Writing:
• 8.8 TSW self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and
Standard English.
o Understand that verbs must agree with subjects.
information.
o Understand to avoid plagiarism, credit must be given when using another person’s ideas, opinions, facts, statistics, or
graphics.

o Understand that there are consequences of plagiarism, according to the guidelines established by the local school
divisions.
o Avoid plagiarism and its consequences by giving credit whenever using another person’s media, facts, statistics,
graphics, images, music and sounds, quotations, or paraphrases of another person’s words.
SPIRALED CONTENT:
Word Analysis:
words and phrases.
vocabulary.
Reading:
for support.
support.

Writing:
Essential Questions
Strategies
Questions:
future?
important?
Questions:
• Why must writing be a
recursive process?
• How do authors purposefully
craft text features in
informational texts to aid
comprehension?
• Why is it important to give
credit to authors not just for
their words but also for their
ideas?
• How can plagiarism affect
us beyond our grades?
Spiraled Content:
Organizational Patterns
• Types of Organizational
Patterns
• Transitional Words
Mini-Lesson(s): Flashback,
Foreshadowing, & Irony
Novel
• Pages 23-40
• Focus on word choice, story
elements, transition words,
and organizational patterns
eReading: Organizational
Patterns
Quizlet: Organizational
Patterns
Mini-Book Activity
Flocabulary: 5 Text Structures
Presentation with Movie Clips
Flashback and Foreshadowing
in Movies
Prezi: Flashback &
Foreshadowing
ReadWriteThink Lesson: Irony
eReading: Irony
• Newsela – “Genocide: A
Crime Against Humanity
Text Set”
• Newsela – “The Final
Solution”
1. Organizational Patterns
2. Chronological
3. Sequential
4. Compare/Contrast
5. Cause & Effect
6. Problem & Solution
7. Process
8. Transitions
9. Flashback
10.Foreshadowing
11.Irony
12.Subject
13.Verb
14.Plural
15.Singular
16.Agreement
17.Works Cited
Fab Vocab:
1. TO BE DETERMINED
BY TEACHER BASED
ON STUDENT NEEDS

sentence structure,
• Monthly Writing
• Mini-Lesson: Citing Sources
& Building a Works Cited
• Article: 12 Things to Know
About Josef Mengele
• Encyclopedia Britannica: Dr.
Mengele
o Allow students to imitate
Wiesel’s style.
o Imagine seeing what Elie
saw upon his arrival at
the concentration camp.
How would this impact
you?
o When Elie and his father
arrive at the camp, they
are met by someone who
is furious that they
listened to the soldiers
and “allowed” themselves
to be transported to the
camp. What does this
reveal about the
importance of
communication,
propaganda, and the
importance of active
citizenship?
Product):
a research product.
VDOE RESOURCES
Practice
Guide Instruction

Mini-Lesson: Subject-Verb
Agreement
• with Compound Subjects
• Continue to fold in
punctuation/editing/revising
practice throughout the
week
etc.)
o WWII Research
o Google Tour
BrainPop: Subject-Verb
Agreement
Flocabulary: Subject-Verb
Agreement
SV Agreement Practice
Presentation SV Agreement

Week: 13
NEW CONTENT:
Reading:
o Understand that an author’s voice and tone stem from word choice and the stylized use of literary devices.
o Understand and analyze elements of an author’s style, including
dialogue;
sentence structure;
language patterns;
word choice to develop tone; and
voice.
o Understand that an author’s viewpoint is conveyed through word choice and persuasive language.
o Determine an author’s point of view or purpose in a text.
o Recognize an author’s use of connotations and persuasive language to convey viewpoint.
Writing:
• 8.7a) Engage in writing as a recursive process.
o Understand that writing requires a recursive process that includes planning, drafting, revising, editing, and publishing.
o Write in a variety of forms, including narrative, expository, persuasive, informational, and reflective.
• 8.7b) Choose intended audience and purpose.
o Understand that vocabulary and tone must be selected with awareness of audience and purpose.
• 8.7c) Use prewriting strategies to generate and organize ideas.
• 8.7d) Organize writing structure to fit form or topic.
o Apply the elements of composing (central idea, elaboration, unity, and organization)
o Write persuasively, organizing reasons logically and effectively.
• 8.7f) Compose a thesis statement for persuasive writing that advocates a position.
o Understand that a thesis statement is not an announcement of the subject (statement of intent) but rather a unified and
specific statement.
o Understand that a topic sentence supports an essay’s thesis statement.
o Create a thesis statement that focuses the essay, expresses the writer’s position in an argument, or explains the
purpose of the essay.

• 8.7g) Clearly state and defend a position with reasons and evidence from credible sources.
• 8.7h) Identify a counterclaim and provide a counterargument.
o Identify counterclaims and counterarguments that address those claims.
Standard English.
SPIRALED CONTENT:
Word Analysis:
words and phrases.
vocabulary.
Reading:
for support.
support.

Writing:
information.
Essential Questions
Strategies

Questions:
future?
important?
Questions:
• How do authors make
stylistic choices and crafty
word choice to create
various moods and tones?
• How can altering the tone or
mood of a text impact the
reader’s comprehension of
that text?
• Why is it important to
acknowledge
counterclaims? How does
Mini-Lesson(s): Tone, Mood,
Voice, & Word Choice
Novel
• Pages 41 – 58
• Focus on word choice and
story elements
sentence structure,
Prezi: Tone & Mood
Resource: Tone & Mood
Lesson Ideas with Video Clips
Quizizz: Tone & Mood
BrainPop: Tone & Mood
Resource: Teaching Voice in
Writing
Scholastic: Teaching Voice
Activity Idea: Blackout Text /
Poetry
• Resources: United States
Holocaust Memorial
Museum
• NY Times: Holocaust
Resources
• Auschwitz
• Holocaust Educational
Resources
• Auschwitz: The Camp of
Death
1. Tone
2. Voice
3. Mood
4. Word Choice
5. Style
6. Claim
7. Counterclaim
Fab Vocab:
1. TO BE DETERMINED
BY TEACHER BASED
ON STUDENT NEEDS
VDOE RESOURCES

this strengthen your
argument?
Connecting Research to
Writing
• Monthly Writing
• Review persuasive writing
• Connect to tone, voice, &
mood for focus on word
choice
• Complete prewriting & begin
drafting
• Mini-Lesson: Counterclaims
Agreement
• With Indefinite Pronouns
o Page 52 – “At that
moment in time, all that
mattered to me was my
daily bowl of soup, my
crust of stale bread. The
bread, the soup – those
were my entire life. I was
nothing but a body.
Perhaps even less: a
famished stomach.”
Reflect on how Elie’s life
has changed. He no
longer views himself as a
human but rather as a
body. What does this
reveal about the nature of
the camp and the cruelty
of the Nazis?
Monthly Writing:
• Students should use their
research products to create
persuasive essays, citing
research as supporting
evidence.
• Writing & Research Folders
(Drive)
Agreement
Agreement
Practice
Guide Instruction

week

Week: 14
UNIT 2: Tolerance & Empathy
NEW CONTENT:
Word Analysis:
• 8.4f) Discriminate between connotative and denotative meanings and interpret the connotation.
o Recognize that words have nuances of meaning, including figurative, connotative, and technical, that help to determine
appropriate meaning.
o Distinguish among the connotations of words with similar denotations.
o Analyze the impact of specific word choices on meaning and tone.
o Recognize that synonyms may have different connotations (e.g., elderly and mature; youthful and juvenile; inexpensive
and cheap) and describe the impact on text.
Reading:
o Understand that an author’s voice and tone stem from word choice and the stylized use of literary devices.
o Understand and analyze elements of an author’s style, including
dialogue;
sentence structure;
language patterns;
word choice to develop tone; and
voice.
Writing:
• 8.7i) Distinguish between fact and opinion to support a position.
• 8.7j) Organize information to provide elaboration and unity.
o Understand that effective writing has been elaborated.
• 8.7k) Develop and modify the central idea, tone, and voice to fit the audience and purpose.
o Understand that writing should be purposefully crafted, with attention to deliberate word choice, precise information, and
vocabulary.
• 8.7l) Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs.
o Understand that good writing has been improved through revision.

Standard English.
SPIRALED CONTENT:
Word Analysis:
words and phrases.
vocabulary.
Reading:
for support.
support.
Writing:

information.
Essential Questions
Strategies
Questions:
future?
important?
Questions:
• How do authors make
stylistic choices and crafty
word choice to create
various moods and tones?
• Why is it necessary to
evaluate author’s word
choice and connotation in
determining the author’s
meaning?
• Why is it important to
acknowledge
Mini-Lesson(s): Tone, Mood,
Voice, & Word Choice
Mini-Lesson(s): Connotation &
Denotation
Novel
• Pages 58-77
story elements
Prezi: Tone & Mood
Resource: Tone & Mood
Lesson Ideas with Video Clips
Quizizz: Tone & Mood
BrainPop: Tone & Mood
Resource: Teaching Voice in
Writing
Scholastic: Teaching Voice
Activity Idea: Blackout Text /
Poetry
Lesson: Connotation /
Denotation
Flocabulary: Connotation &
Denotation
Video: Connotations
Vocabulary & Reading Folders
(Drive)
Holocaust Memorial
Museum
1. Tone
2. Voice
3. Mood
4. Word Choice
5. Style
6. Claim
7. Counterclaim
Fab Vocab:
1. TO BE DETERMINED
BY TEACHER BASED
ON STUDENT NEEDS

counterclaims? How does
this strengthen your
argument?
sentence structure,
Connecting Research to
Writing
• Monthly Writing
• Review persuasive writing
• Connect to tone, voice, &
mood for focus on word
choice
• Complete drafting, editing,
and revising
Agreement
• With Intervening Clauses
week
Resources
• Auschwitz
Resources
Death
o Elie states that the knife
his father gave him was
his “inheritance.” What
does this imply about
what Elie believes is
going to happen to his
father? Explain.
Monthly Writing:
• Students should use their
research products to create
persuasive essays, citing
research as supporting
evidence.
• Use thesaurus.com to
revise word choice and
connotation
• Writing & Research Folders
(Drive)
Agreement
Agreement
VDOE RESOURCES
Practice
Guide Instruction

Week: 15
UNIT 3: Poetry
NEW CONTENT:
Word Analysis:
• 8.4a) Identify and analyze the construction and impact of an author’s use of figurative language.
the appropriate meaning.
o Recognize that figurative language enriches text.
o Understand, evaluate, and use figurative language, including simile, metaphor, personification, hyperbole, and symbol.
Reading:
• 8.5d) Explain the use of symbols and figurative language.
o Analyze poetic devices in prose and poetry, including, but not limited to
word choice;
figurative language;
imagery; and
symbolism.
Writing:
specific statement.

• 8.8b) Correctly use pronouns in prepositional phrases with compound objects.
o Understand that pronouns must agree with antecedents in gender, number, and person.
o Use a singular person to refer to a singular antecedent and a plural pronoun to refer to a plural antecedent.
o Use objective pronouns in prepositional phrases with compound objects.
SPIRALED CONTENT:
Word Analysis:
words and phrases.
vocabulary.
Reading:
for support.
support.

Writing:
Essential Questions
Strategies
Questions:
future?
important?
Questions:
• How does figurative
language enrich a text?
• How does writing our own
examples of figurative
language help us to analyze
them when we read?
• How does understanding
that writing is a recursive
process help writers to
thoroughly develop their
Week 15 Assessments
• Mini-Assessment for
Reading
• Grammar Assessment
/ Mock SOL for Writing
Mini-Lesson(s): Figurative
Language
Novel
• Pages 77-95
story elements
sentence structure,
Prezi: Figurative Language
Flocabulary: Figurative
Language
Quizlet: Figurative Language
eReading: Figurative Language
Resource: Imagery and
Figurative Language
Holocaust Memorial
Museum
Resources
• Auschwitz
Resources
1. Figurative Language
2. Simile
3. Hyperbole
4. Metaphor
5. Personification
6. Alliteration
7. Onomatopoeia
8. Symbol
9. Imagery
10.Pronoun
11.Antecedent
Fab Vocab:
1. TO BE DETERMINED
BY TEACHER BASED
ON STUDENT NEEDS

purpose and carefully craft
their intended message?
Bi-Weekly Writings – VDOE
Prompts
• Bi-weekly Writing
• Focus on fine-tuning writing
and enhancing craft
• Prewriting & most of the
rough draft should be
completed this week
• Focus on unlocking the
prompt and elaboration
• Insert figurative language
into writing.
Mini-Lesson: Pronouns &
Antecedents
Death
Bi-Weekly Writing:
• Students will randomly
choose a VDOE prompt to
work on for two weeks.
• Writing Folder (Drive)
Grammar Bytes: Antecedents
Pronoun-Antecedent
Agreement
Pronoun Agreement
Identifying Pronouns &
Antecedents
eReading: Pronouns
VDOE RESOURCES
Practice
Guide Instruction

Week: 16
UNIT 3: Poetry
NEW CONTENT:
Word Analysis:
Reading:
word choice;
imagery; and
symbolism.
o Compare and contrast the characteristics of literary forms, including, but not limited to
novel;
short story;
poetry; and
memoir.
• 8.5h) Compare and contrast the authors’ use of word choice, dialogue, form, rhyme, rhythm, and voice in different
texts.
o Identify poetic forms, including, but not limited to
haiku;
limerick;
ballad;
free verse;
couplet; and
quatrain.
o Compare and contrast an author’s choice of sound elements in prose and poetry, including, but not limited to

rhyme;
rhythm;
meter;
repetition;
alliteration; and
onomatopoeia.
• 8.5i) Compare and contrast authors’ styles.
Writing:
o Understand that good writing has been improved through revision.
Standard English.
SPIRALED CONTENT:
Word Analysis:
words and phrases.
vocabulary.
Reading:
for support.

support.
Writing:
Essential Questions
Strategies

Questions:
future?
important?
Questions:
them when we read?
Language & Imagery
Mini-Lesson(s): Poetry
• Types of Poems
• Analyzing Poetry
• Symbolism
• Writing Poetry
Novel
• Pages 95-112
story elements; pair with
poetry
sentence structure,
Language
Figurative Language
Poetry 180
Poetry 180 Middle School
Sample Poetry Unit
Poem Exemplars by Grade
Level
8th Grade Poetry Unit
• CommonLit: Paired
Passages and Poems for
Night
• Suggested Paired Readings
o Reflect on the memoir.
Think about the fact that
1. Haiku
2. Limerick
3. Ballad
4. Free Verse
5. Quatrain
6. Couplet
7. Rhyme
8. Rhythm
9. Meter
10.Repetition
11.Alliteration
12.Onomatopoeia
13.Pronoun
14.Antecedent
15.Pronoun-Antecedent
Agreement
Fab Vocab:
1. TO BE DETERMINED
BY TEACHER BASED
ON STUDENT NEEDS
VDOE RESOURCES

Prompts
and enhancing craft
• Focus on applying revision
and editing techniques and
strategies
into writing.
Mini-Lesson: Pronouns-
Antecedent Agreement (Basic)
these events actually
occurred. Genocide still
occurs in the world today.
Are we still being silent?
Discuss.
Bi-Weekly Writing:
Pronoun-Antecedent
Agreement
Pronoun Agreement
Antecedents
eReading: Pronouns
Practice
Guide Instruction

Week: 17
UNIT 3: Poetry
NEW CONTENT:
Word Analysis:
Reading:
word choice;
imagery; and
symbolism.
o Compare and contrast the characteristics of literary forms, including, but not limited to
novel;
short story;
poetry; and
memoir.
texts.
o Identify poetic forms, including, but not limited to
haiku;
limerick;
ballad;
free verse;
couplet; and
quatrain.
o Compare and contrast an author’s choice of sound elements in prose and poetry, including, but not limited to

rhyme;
rhythm;
meter;
repetition;
alliteration; and
onomatopoeia.
Writing:
specific statement.
SPIRALED CONTENT:
Word Analysis:
words and phrases.

vocabulary.
Reading:
for support.
support.
Writing:
Essential Questions
Strategies

Questions:
future?
important?
Questions:
them when we read?
Benchmarks may possibly
begin this week
Language & Imagery
Mini-Lesson(s): Poetry
• Types of Poems
• Analyzing Poetry
• Symbolism
• Writing Poetry
Novel
• Complete culminating
project for Night
Language
Figurative Language
Poetry 180
Poetry 180 Middle School
Sample Poetry Unit
Poem Exemplars by Grade
Level
8th Grade Poetry Unit
• Character Scrapbook
• Google Tour
• One Pager
• Reading Folder (Drive)
1. Haiku
2. Limerick
3. Ballad
4. Free Verse
5. Quatrain
6. Couplet
7. Rhyme
8. Rhythm
9. Meter
10.Repetition
11.Alliteration
12.Onomatopoeia
13.Pronoun
14.Antecedent
15.Pronoun-Antecedent
Agreement
Fab Vocab:
1. TO BE DETERMINED
BY TEACHER BASED
ON STUDENT NEEDS
VDOE RESOURCES

Prompts
and enhancing craft
• Prewriting & most of the
rough draft should be
completed this week
• Focus on unlocking the
prompt and elaboration
into writing.
Mini-Lesson: Pronouns-
Antecedent Agreement (Basic)
Bi-Weekly Writing:
Pronoun-Antecedent
Agreement
Pronoun Agreement
Antecedents
eReading: Pronouns
Practice
Guide Instruction

Week: 18
UNIT 3: Poetry
SPIRALED CONTENT:
Word Analysis:
words and phrases.
vocabulary.
• 8.4d) Identify the meaning of common idioms.
Reading:
for support.
texts.
support.

• 8.6f) Analyze details for relevance and accuracy.
• 8.6g) Differentiate between fact and opinion.
• 8.6k) Evaluate, organize, and synthesize information for use in written and other formats.
• 8.6m) Use reading strategies to monitor comprehension throughout the reading process.
Communication, Writing, & Research:
• 8.7e) Establish a central idea incorporating evidence, maintaining an organized structure and formal style.
• 8.7h) Identify a counterclaim and provide a counter - argument.
• 8.7i) Distinguish between fact and opinion to support a position.
• 8.7j) Organize information to provide elaboration and unity.
• 8.7k) Develop and modify the central idea, tone, and voice to fit the audience and purpose.
• 8.8c) Use a variety of sentence structures to infuse sentence variety in writing.
• 8.8g) Use correct spelling for frequently used words.
• 8.9d) Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas,
conflicting information, point of view, or bias.
• 8.9e) Cite primary and secondary sources using Modern Language Association (MLA) or American Psychological
Association (APA) style.

• 8.9f) Quote, summarize, and paraphrase research findings.
• 8.9g) Publish findings and respond to feedback.
information.
Essential Questions
Strategies
Questions:
future?
important?
Questions:
• How is poetry different from
prose? What is its purpose?
Benchmark Week
Review All Skills & Standards
Taught Throughout the First
Semester
Prompts
and enhancing craft
• Focus on editing and
revising.
Benchmark Analysis
• Data Day with Students
o Review most
missed questions
• Goal-setting & reflection
On Demand Writing
Assessment
Bi-Weekly Writing:
Prompt: The school board
plans to add one and a half
hours to school each day. Do
1. All words taught
throughout the semester
Fab Vocab:
1. TO BE DETERMINED
BY TEACHER BASED
ON STUDENT NEEDS
VDOE RESOURCES

you agree or disagree with
extending the school day? Use
specific details and examples
to convince the school board to
accept your position.
Practice
Guide Instruction

English 8 Q2 Curriculum Guide.pdf

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