Curriculum Mapping Template



Chester Area School 8th English Curriculum Mapping

By Velda Schneider

Content Area ____ English________________________ Grade Level ____8th____

|MONTH |CONTENT/TOPIC |SKILLS |ASSESSMENTS/ACT. |STANDARDS |

| | | | | |

|August and September |Spelling |-Getting letters in correct order |Comprehensive workbook exercises. |8.W.2.2 (word choice and fluency |

| | |-One Consonant or Two? |Chapter spelling tests skills |of spelling) |

| | |-Words with Digraphs | | |

| | |-Greek Word Parts | | |

| | |-Irregular plurals |Comprehensive and spelling cumulative test |8.W.2.2 (word choice and fluency |

| | |-Review over Lessons 1-5 | |of spelling) |

| | | | | |

| | | | | |

| |-Cross-Curricular Spelling: | |Written sentences using the targeted spelling |8.W.2.2 (word choice and fluency |

| |1) The American Revolution | |words. |of spelling) |

| |2) The Lewis & Clark Expedition |Completing a timeline | | |

| |3) The Indian Removal | | | |

| |4) Slavery |Using a map | | |

| |5) Cowboys | | | |

| | |Getting at meaning | | |

| |Journal Writing |Getting at meaning | |8.W.2.1 (monitor writing progress)|

| | |Completing captions |Collect and read-completion |8.W.1.2 (comparison/contrast) |

| | | |Discussion of entries | |

| | |-Keeping a journal 2x’s a week |Compare/Contrast paper |8.W.3.1 (proper grammar and tense |

| | |-Expressing ideas in writing | |usage) |

| |Grammar, mechanics, and usage: Nouns |-Expanding ideas into papers. | |8.W.3.1 (proper grammar and verb |

| |-Nouns | |Diagnostic test/chapter test |tense usage) |

| |Compositions: | |Journal writing |8.W.3.2 (proper punctuation) |

| |-Autobiography (nonfiction) |-identifying nouns |Daily language practice |8.W.2.2 (sentence fluency) |

| | |-recognizing compound nouns |Written autobiographies. |8.W.1.1 (focused paragraphs and |

| | |-use common & proper nouns | |writing style) |

| | |-Using the writing process | | |

| | |-Using proper sentences, paragraph and | | |

| | |compositions | | |

| | |-working on structure and style | | |

| | | | | |

| | | | | |

| |Reading: (Short Stories) | | | |

| |Short Stories (Plot): | | | |

| | | | | |

| | | |Quiz over the elements and their meanings. | |

|September |-Up the Slide by Jack London | | | |

| | |-Studying the elements of a short story | | |

| |-The Tell-Tale Heart by Edgar Allan Poe | |Quiz over the plot and conflict of the story. | |

| | |-Figuring out a plot and conflict | | |

| |Short Stories (Character): | |A plot diagram | |

| | |-copy & then create a plot diagram for Tell-Tale| | |

| |-A Ribbon for Baldy by Jesse Stuart |Heart | | |

| | | |Characterization wkst. | |

| |-The White Umbrella by Gish Jen |-define the word “character” | | |

| | | |Wkst. over the story | |

| |Short Stories (Setting): |-Identifying the character and its purpose. | | |

| | | | | |

| |-The Drummer Boy of Shiloh by Ray Bradbury |-inferences about the narrator of the story |Wkst. over the story | |

| | | |Quiz over the story | |

| |-An Episode of War by Stephen Crane | | | |

| | |define the word “setting” | | |

| |-Tears of Autumn by Yoshiko Uchida | |Students will write setting comments on the | |

| | |-Identify the setting of the story |board | |

| |Grammar, mechanics, and usage: | | | |

| |-Pronouns | | | |

| | |-Identify and describe the soldiers surroundings|Class discussion and full participation | |

| | | |Wkst. over this story | |

| | |-understanding her voyage and arrival in America|Quiz | |

| | | | | |

|September cont. | |-recognizing antecedents of pronouns | | |

| | |-locating personal pronouns | | |

| |-Nouns and Pronouns |-using demonstrative pronouns |Exercises from the book. | |

| | |-using relative pronouns | | |

| | |-using interrogative pronouns | | |

| |Journal Writing |-using indefinite pronouns |Exercises from the book. | |

| | |-reviewing over pronouns |Exercises from the book. Exercises from the | |

| | | |book. | |

| | |-review over nouns and pronouns |Exercises from the book. | |

| |Spelling: | |Test over pronouns | |

| | |-Keeping a journal 2x’s a week | | |

| | |-Expressing ideas in writing |Test over nouns and pronouns | |

| | |-Expanding ideas into papers | | |

| | | | | |

| |-Cross-Curriculur Spelling: |Words with No Sound Clues | | |

| |6) Age of Expansion |Related Words 1 | | |

|October |7) The Roaring Twenties |Latin Roots 1 | | |

| |8) World War II |Suffixes –age, -ism, -ure | | |

| |9) Gaining Civil Rights | |Workbook exercises | |

| | | |Chapter spelling tests | |

| |Short Stories (Theme): |Understanding map captions | | |

| | |What’s in a name?-meanings | | |

| | |Reading newspaper headlines | | |

| |-Thank You, M’am by Langston Hughes |Using a timeline |Written sentences using the targeted spelling | |

| | | |words | |

| |-The Story-Teller by Saki |-discuss how an author can convey a theme | | |

| | | | | |

| |-The Medicine Bag by Virginia Driving Hawk |discuss the author’s message | | |

| |Sneve | | | |

| | | |Class discussion and participation | |

| |Short Stories (Point of View): |retell how the bachelor begins the story | | |

| | |read the title and infer its meaning |Wkst. over story | |

| |-Charles by Shirley Jackson | | | |

| | | | | |

|October (cont.) | |-discuss 1st & 3rd person, and omniscient 3rd |Class discussion | |

| | |person | | |

| |-Flowers for Algernon by Daniel Keyes | |Class discussion | |

| | |-read the story aloud and discuss from what view|Wkst. over the story | |

| | |point it is told |Quiz over the story | |

| | | | | |

| | |-read in groups of 3 |Discuss & take notes over points of view | |

| |Short Stories (Other Fiction): |-discuss the character Charly and the changes he| | |

| | |goes through. | | |

| |From Hatchet by Gary Paulsen |-examine the point of view |Reading assessment and participation | |

| | | | | |

| |The Adventure of the Speckled Band by Sir |Review all of the elements of a short story | | |

| |Arthur Conan Doyle | |Wkst. over the story | |

| | |Discussing conflicts with nature |Quiz over the story | |

| |From A Painted House by John Grisham | | | |

| | |Identify the evidence through a discussion of | | |

| |Composition: |the story | | |

| |Short Story (Narrative) | | | |

| | |Drawing inferences |Put elements on the board and review their | |

| | | |meanings | |

| |-Writing steps |Making judgments | | |

| |Prewriting, drafting, revising, and | |Classroom discussion | |

| |editing and proofreading |Review over short story elements and all of the | | |

| | |short stories | | |

| | | |Classroom discussion | |

| |Grammar, mechanics, and usage: |Understanding what a short story is. (explain | | |

| |-Action Verbs |rubric) | | |

| | | |Identify language through discussion. | |

| | |Write a short story using the writing steps. |Discuss the author’s details | |

| | | | | |

| |-Linking Verbs | |Test over short stories | |

| | | |Discussion over a short story narrative | |

| | |-locating action verbs | | |

| |-Helping Verbs |-using transitive verbs |Short story narrative paper graded with a | |

|Oct. (cont.) | |-using intransitive verbs |rubric | |

| | | | | |

| | |-recognizing forms of “be” | | |

| |Journal Writing |-using other linking verbs | | |

| | | | | |

| | |-recognizing helping verbs | | |

| | | | | |

| |Spelling: |-review over all verbs |Exercises in textbook and review over them for| |

| | | |a quiz. | |

| | |-Keeping a journal 2x’s a week | | |

|November | |-Expressing ideas in writing | | |

| | |-Expanding ideas into papers |Exercises in textbook and review over them for| |

| | | |a quiz. | |

| |-Cross-Curricular Spelling: |-Compound Words | | |

| |10) Physical Fitness |-Review over spelling 7-11 |Exercises in textbook and review over them for| |

| |11) Personal Care |-Directional Prefixes |a quiz. | |

| |12) First Aid and Safety |-Related Words 2 |Test over verbs | |

| |13) Physicians | | | |

| | | |Collect and read-completion | |

| |Composition: | |Discussion of entries | |

| |Research Report |Using context clues | | |

| | |Understanding word origins | | |

| | |Reading a manual |Workbook exercises | |

| | |Getting at meaning |Chapter spelling tests | |

| | | | | |

| | | |Written sentences using the targeted spelling | |

| | |-explain what a research report is. (give a |words | |

| | |rubric) | | |

| | |-choosing a topic | | |

| | |-researching for information for your topic | | |

| | |-understanding library resources | | |

| | |-finding library resources | | |

| | |-prewriting, drafting and revising their papers | | |

| | |-editing and proofreading their papers | | |

| | |-creating the final draft or published paper | | |

|November (cont.) |Journal Writing: | |Note taking and discussion over a research | |

| | |-Keeping a journal 2x’s a week |paper. | |

| | |-Expressing ideas in writing |-fill out form for topic | |

| |Spelling: |-Expanding ideas into papers |-use periodicals, ProQuest encyclopedias, | |

| | |-Latin & Greek Word Parts 1 |nonfiction, and vertical files. | |

| | |-Easily Confused Words | | |

| | |-Words from Many Cultures 1 |-fill out source and note cards | |

| | |-Review lesson 13-17 |-title page, thesis, outline, & bibliography | |

| |-Cross-Curricular Spelling: | |page | |

| |14) Force and Motion |-Getting at meaning |-rough drafts, peer editing and revisions. | |

| |15) The Atom |-Interpreting a Diagram |-type the final copy & collect papers (grade | |

| |16) Compounds & Mixtures |-Cause & Effect |w/ rubric) | |

| |17) Heat & Temperature | | | |

| |Reading: (Nonfiction): |-Picture Clues |Collect and read-completion | |

| | | |Discussion of entries | |

| |(Nonfiction-Narrative): | | | |

| | |-Studying the elements of a nonfiction story. |Workbook exercises | |

| |from I Know Why the Caged Bird Sings by | |Chapter spelling tests | |

| |Maya Angelou | |Test over lessons 13-17 | |

|December | |-understanding memoirs | | |

| |Cub Pilot on the Mississippi by Mark Twain |-watch the movie on Maya Angelou’s life | | |

| | | |Written sentences using the targeted spelling | |

| |From Lincoln: A Photo biography by Russell|-discussing conflicts between characters |words | |

| |Freedman | | | |

| | |-studying historical context | | |

| |The Deposition: Draft by Paul Revere | | | |

| | | | | |

| |From Travels with Charley by John Steinbeck| | | |

| | |-clarifying fact or fiction |-handout discussing: essays, biographies, | |

| |Not to Go With Others by John Hersey | |autobiographies, expositions, and | |

| | | |informational texts. | |

| |Debbie by James Herriot |-study greek suffix –ic |Discussion over story | |

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| | | | | |

|December (cont.) |(Nonfiction-Persuasive & Reflective |-understanding biographical narratives | | |

| |Writing): | |Discussion over story | |

| |Analysis of a Legislatve Bill; Arguments in|-understanding bracketed passages. | | |

| |favor of a 16th Amendment; Darkness at | | | |

| |Noon; Profile: Stephen King: His Books, |-read and study other nonfiction pieces. |Discussion over story | |

| |His life, His Wife, The Trouble with |-complete study guides over these stories. | | |

| |Television. |-discuss the stories. | | |

| | | | | |

| |(Nonfiction-Expository & Practical | |Discussion over story and wkst. | |

| |/Technical Writing): | | | |

| | | |Review suffixes learned so far | |

| |from e-mail with Bill Gates; How to Be | | | |

| |Polite Online; A Tour on the Prairies; |-read and study the nonfiction pieces. | | |

| |Employment Contract; Harriet Tubman: Guide | | | |

| |to Freedom; The Underground Railroad; Brown| | | |

| |vs. Board of Education; Why Leaves Turn |-complete wksts. over designated stories. |Students will read bracketed passages. | |

| |Color in the Fall; Map and Directions to | | | |

| |the Monterey Bay Aquarium; Fire | | | |

| |Extinguisher Warranty, etc.; Why Is the Sea|-review over all of the nonfiction stories | | |

| |Blue?; Summary of the Diary of Anne Frank; | |Quiz over these stories. | |

| |Stopwatch Operating Instructions and | | | |

| |Warranty; Are Animals Smart?. | | | |

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| |Journal Writing: | | | |

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|December | | | | |

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| |Spelling: | |Quiz over the designated stories | |

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| |-Cross-Curricular Spelling: |-Keeping a journal 2x’s a week | | |

| |18) Light |-Expressing ideas in writing | | |

|December (cont.) |19) Electricity |-Expanding ideas into papers |Test over nonfiction stories | |

| | | | | |

| |20) Computers |-Unusual Letter Combinations | | |

| |21) The Stars |-Latin & Greek Word Parts 2 | | |

| | |-Suffixes: –able, -ible, -ance, -ence | | |

| |Grammar, mechanics, and usage: (4 days) |-One Word or Two? | | |

| |Adjectives | | | |

| | |-Understanding light facts | | |

| | |-Understanding the basics of electricity | | |

| | |-Reading diagrams | | |

| | |-understanding captions | | |

| | | | | |

| | |-identifying and understanding adjectives | | |

| | |-identifying indefinite and definite articles | | |

| | |-nouns used as adjectives | | |

| | |-compound adjectives |Collect and read-completion | |

| |Adverbs (3 days) |-pronouns used as adjectives: |Discussion of entries | |

| | |1. possessive adjectives | | |

| | |2. demonstrative adjectives | | |

| | |3. interrogative adjectives |Written sentences using the targeted spelling | |

| | |4. indefinite adjectives |words. | |

| | | | | |

| | |-identifying and understanding adverbs | | |

| | |-adverbs modifying adjectives | | |

|January | |-adverbs modifying other adverbs | | |

| | |-Adverb or Adjective? | | |

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| | | | | |

| |Drama: (2 weeks) |-Review over adjectives and adverbs | | |

| | | | | |

| | | | | |

| | |-understanding elements of drama: |Exercises from the book. | |

| | |1) Staging | | |

| | |2) Historical Context |Exercises from the book. | |

|January (cont.) | |3) Plot and Subplot | | |

| |Diary of Anne Frank by Goodrich and Hackett|4) Dialogue |Exercises from the book. | |

| | | |Exercises from the book. | |

| | |-read through the play and assign character |Exercises from the book. | |

| | |parts. |Exercises from the book. | |

| | |-act out the play using speaking voices and |Exercises from the book. Exercises from the | |

| | |dramatic gestures. |book. | |

| | |-watch the movie The Diary of Anne Frank and |Exercises from the book. | |

| |Reading – (Poetry) |write a reflection paper. |Test over adjectives | |

| | | | | |

| | |-understanding the elements of poetry: |Exercises from the book. | |

| | |1) purpose and form | | |

| | |2) narratives and ballads |Exercises from the book. | |

| | |3) lyric poetry |Exercises from the book. | |

| | |4) symbols | | |

| | |5) imagery |Exercises from the book. | |

| | |6) figurative language |Test over adverbs | |

| |Poetry (Narrative & Ballads): | | | |

| | |-understanding narrative poems and ballads |-Test over adjectives and adverbs | |

| |Paul Revere’s Ride by Henry Wadsworth | | | |

| |Longfellow |-recognize the author’s purpose of storytelling |-will go through and study the elements of | |

| |The Wreck of the Hesperus by Henry |a narrative |drama and what they mean. | |

| |Wadsworth Longfellow | |-quiz over the elements of drama | |

| | |-studying elements of this narrative | | |

| |Poetry (Lyric): | | | |

| | | |-students will participate for a grade. | |

| | |-expressing thoughts and feelings |-test over drama and story. | |

| |Blow, Blow, Thou Winter | |-reflection paper on movie | |

| |Wind by William Shakespeare |-understanding sound-like qualities. | | |

|February |Grammar, mechanics, and usage: | | | |

| |Prepositions, Conjunctions, & Interjections|-identifying and understanding how to use | | |

| | |prepositions, conjunctions and interjections | | |

| | | |Quiz over the elements of poetry | |

| | | | | |

|Feb. (cont.) |Cumulative review of grammar so far | | | |

| | | | | |

| |Love is a place by E. E. Cummings |-reviewing the parts of speech and how to use | | |

| | |them. | | |

| |Poetry (Purpose & Form): | | | |

| | |-understanding sound-like qualities. | | |

| | | | | |

| |Western Wagons by Stephen Vincent Benét |-explaining how different styles have different | | |

| | |purposes | | |

| |January by John Updike | |-read aloud in class and analyze the poem | |

|February | |-read the poem aloud and discuss it | | |

| | | |-read aloud in class and analyze the poem | |

| |Ode to Enchanted Light by Pablo Neruda |-describing images viewed in this poem | | |

| | | | | |

| |Two Haiku by Basho and Moritake |-discussing characteristics of an “ode” |-discuss the qualities of a lyric poem. | |

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| |Spelling |-read the poem style and discuss it. |-read this poem as a class | |

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| | |-Homophones |-comprehensive exercises to understand | |

| | |-Review lessons 19-23 |prepositions, conjunctions, and interjections.| |

| |-Cross-Curricular Spelling: |-Suffixes –ous, -ment, -ness |-Comprehensive test over preps., conjs., and | |

| |22) Looking at Yourself |-Latin Roots 2 |interjs. | |

| |23) Meeting Challenges | | | |

| |24) Searching for Who You Are | | | |

| |25) Stories about America |completing a letter | | |

| | |completing an interview | | |

| |Journal Writing: |Understanding traditional tales |-read aloud and discuss for comprehension | |

| | | | | |

| | |Plot summaries |-discuss the different styles and purposes | |

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| |Composition |-Keeping a journal 2x’s a week | | |

| | |-Expressing ideas in writing | | |

| | | | | |

| | | |-read aloud in class | |

|Feb. (cont.) | |-explain haikus and have students write one. | | |

| | |-also students need to write diamante, cinquain | | |

| |Grammar, mechanics, and usage: |& simile/metaphor poem styles. |-read aloud in class for comprehension | |

| |Complete Subjects & Predicates | | | |

| | |-finding and identifying complete subjects and |Discussion on haiku style | |

| |Hard to Find Subjects and complements |predicates | | |

| |compound predicates & compound subjects | | | |

| | | | | |

| |Poetry (cont.) (Sound Devices): |-finding and using hard to find subjects & |Workbook exercises | |

| | |compound subjects and predicates. |Chapter spelling tests | |

|March |Ring Out, Wild Bells by Alred, Lord | | | |

| |Tennyson | | | |

| | |Discuss rhyme, repetition, and alliteration | | |

| |Winter Moon by Langston Hughes | | | |

| | |Reading poetry according to punctuation | | |

| |Silver by Walter de la Mare | |Written sentences using the targeted spelling | |

| | |Understanding repetition in poetry |words. | |

| |If I Can Stop One Heart From Breaking by | | | |

| |Emily Dickinson |Emphasize the sound devices | | |

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| |Poetry (Imagery): |Discuss poem |Collect and read-completion | |

| | | |Discussion of entries | |

| |From The People, Yes by Carl Sandburg | | | |

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| |New World by N. Scott Momady |Define imagery |-collect haikus and other written poems | |

| | |Read poem aloud | | |

| |Poetry (Figurative Language): | | | |

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| |O Captain! My Captain! By Walt Whitman |Discuss the imagery in this poem | | |

| | | |Working on exercises. | |

| |The New Colossus by Emma Lazarus | | | |

| | |Define figurative language | | |

| |The Secret Heart by Robert P. Tristram | | | |

| |Coffin | | | |

| | |Read aloud in class |Comprehensive test over complete and compound | |

|March (cont.) |Poetry (Speaker): | |subjects and predicates. | |

| | | | | |

| |The Road Not Taken by Robert Frost |Read aloud in class | | |

| | | |Comprehensive quiz over sound devices | |

| |The Choice by Dorothy Parker | | | |

| | |Read aloud in class |Read aloud in class | |

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| |Spelling: | | | |

| | | |Read aloud in class | |

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| | |Read aloud in class | | |

| | | |Read aloud in class | |

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| |-Cross Curriculur Spelling: |Read aloud in class |Read aloud in class | |

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| |26) Consumer Topics |Review over all poetry, poetry elements and | | |

| |27) The Real Number System |authors | | |

| |28) Geometry |-Prefixes anti-, inter-, intra-, pro- |Discuss the descriptive lang. that appeals to | |

| |29) Algebra |-Vowels in Unstressed Syllables |our senses | |

| | |-Using Just Enough Letters | | |

| |Journal Writing: |-Review over lessons 25-29 |Discuss poem | |

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| |Grammar, mechanics, and usage: | | | |

| |Phrases & Clauses |Clipping newspaper clues | | |

| |Effective Sentences |Conversation Clues |Read aloud in class | |

| | | | | |

| | |Diagrams | | |

| | |Sentence Completion |Discuss and give examples | |

| |Spelling: | | | |

| | |-Keeping a journal 2x’s a week | | |

| | |-Expressing ideas in writing |Classroom discussion over poem | |

| | | | | |

| | | |Classroom discussion over poem | |

|March (cont.) |-Cross Curriculur |Understanding phrases and clauses. | | |

| |Spelling: |Understanding effective sentences |Classroom discussion over poem | |

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| |30) Consumer Topics 2 | | | |

| | |Including All Letters |Classroom discussion over poem | |

| |Journal Writing: |Latin Roots 3 | | |

| | |Prefixes ab-, ad-, co-, com-, con- |Classroom discussion over poem | |

| | |Related Words 3 |Comprehensive test over poetry unit | |

| |Grammar, mechanics, and usage: (2 weeks) |Words from many Cultures 2 | | |

| |Effective sentences | |Workbook exercises | |

| |Combining sentences | |Chapter spelling tests | |

| |Varying sentences | | | |

| |Principal Parts of Verbs |Family Finances | | |

|April |6 Tenses of Verbs |-Keeping a journal 2x’s a week | | |

| |Troublesome Verbs |-Expressing ideas in writing | | |

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| | |-Creating effective sentences, combining |Written sentences using the targeted spelling | |

| | |sentences, varying sentences. |words. | |

| | |-graphing the principal parts of verbs | | |

| | |-understanding present, past and future verb |Collect and read-completion | |

| | |tenses. |Discussion of entries | |

| | |-recognizing troublesome verbs | | |

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| | | |Writing adjective phrases, adverb phrases, | |

| | | |appositive phrases, verbal phrases, gerunds, | |

| | | |adjective and adverb phrases | |

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|April (cont.) | | | | |

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| | | |Collect and read-completion | |

| | | |Discussion of entries | |

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|May | | | | |

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|May (cont.) | | | | |

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