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Subject to change... :)
| Grade 8 Scope and Sequence |
| Date |
Aug 13-15 |
Aug 18-22 |
Aug 25-29 |
Sep
2-5 (Labor Day |
Sep 8-12 |
Sep 15-19 |
Sep 29-Oct 3 End of quarter 1 |
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| Literature:
Fiction |
The
Hobbit, |
The
Hobbit, |
Short Story, Elements, p. 71, "The Landlady" by Roald Dahl; p. "The Dragon," by Bradbury |
Short Story, Elements, p. 214, "Green Gulch," by Loren; p. 281 "The Tell-tale Heart,"
by Poe |
Short Story, Elements, p. 281, "The Circuit," by Cajas de Canton Tome; p. 547, "Raymond's
Run," by Bambara |
The Pearl |
The Pearl |
| Literary
Themes |
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Leadership, greed,
racism/nationalism (group identify) |
Trust versus fear, reality
versus illusion |
Presence of evil |
Poverty, dreams versus
reality |
Class/racial struggle
(colonialism)Good versus evil |
Free
will versus fate |
| Literary
Skills |
Plot
(graph), |
Setting, motivation, charactaration, |
Forshadowing suspense,
premonition |
Setting, inference, style |
Folktale narrative |
Antagonist, protagonist, foil |
Imagery used to convey
mood |
| Literary
Demonstration |
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Student will create a
mini-book of The Hobbit, to include setting, plot, conflict, themes, charactarization. |
Students will create foreshadowing chart, for
"The Landlady," Elements, p. 71 |
Have students write a
one- paragraph analysis of Poe's style, students-teacher must
generate list of adjectives to help students |
Have students make inferences about both stories by looking at graphics on first page,
clues in stories, Elements, p. 558 |
Narrative: [tells a story] Have students verbally share any folktale they already know. Elements, p. 803, 864 |
Discuss how imagery (descrpiton of landscape) impacts the setting/moodof book |
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| Writing |
Baseline sample, paragraph
prompt: Who is the hero of The Hobbit, and why? |
Paragraphing, turning
a question prompt into a statement/topic sentence |
Paragraphing: adding detail
sentences to support topic sentence. Adding conclusion sentence to summarize |
Essay: verbal sharing (peer groups) Describe character
from story (physical, personality, actions) |
Essay: semantic web |
Essay: outlining |
5-paragraph Essay |
| Topic |
| Grammar
Skill: Elements, pp. 891-901, Parts of Speech (reference) |
Noun: Write
Source, p. 470-473: proper versus common, concrete
versus abstract, collective; Elements: p. 28, 891-892, 904, 947-949, 969 |
Pronoun: Write Source, p.
474-477, person, number, gender, indefinite;
Elements: p. 28, 533 |
Verb/ Adverbs/Verbals:
Write Source, p. 480-483, action,
linking, helping, irregular, tense shift, perfect tense, transitive versus intransitive, comparative/superlative Elements:
p. 87, 896-898, 939-940 |
Adjective: Write Source, p.
490-491, comparative/superlative; Elements: p. 51
Object: Elements: direct/indirect, p. 279 , 288, 896-897 |
Prepositions/Conjunctions: Write Source, p. 494-496, coordinating, subordinate, correlative;
Elements:p. 899, 917/900, 931, 956 |
Subject/Predicate: Write Source, p. 500-506, simple/compound,
run-on, rambling, wordiness; Elements: |
Subject/Predicate: Write Source, p. 500-506, simple/compound,
run-on, rambling, wordiness; Elements: |
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| Vocabulary |
unit 1 |
unit 2 |
unit 3 |
/Object: |
unit 4 |
unit 5 |
unit 6 |
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