English 8, First Nine Weeks 1
8th
Grade Curriculum Guide First
Nine Weeks
Written by Alabama teachers, for Alabama teachers
Created in partnership with the Alabama State Department of Education
Endorsed by the National Math and Science Initiative
FIRST NINE WEEKS
Big Idea Focus: Rites of Passage
Skill Focus: Literary Analysis and Expository Writing
Guiding Questions:
How does setting contribute to the conflict in a story?
How does an author create a character?
What rites of passage do characters and people go through?
How do literary elements create meaning?
Limiting the scope in the first nine weeks to one major work, two essays from nonfiction sources, three poems, and one excerpt from a
longer fiction work will allow teachers to explore this thematic idea more completely and will also provide them more opportunities to
focus on the complexity of specific skills students are expected to master as they progress through 8th grade.
Suggested Texts:
Major Work: *The Looking Glass Wars by Frank Beddor
Poetry: “Where I’m From” by George Ella Lyon, “The Road Not Taken” by Robert Frost, and “Jabberwocky” by Lewis Carroll
Nonfiction: “The Cutting of My Long Hair” by Zitkala-Sa and “Fish Cheeks” by Amy Tan
Fiction: “Edna’s Ruthie” from The House on Mango Street by Sandra Cisneros
*If copies are not available, the teacher may opt to use Alice in Wonderland by Lewis Carroll and adapt the lessons.
English 8, First Nine Weeks 2
Vocabulary: Teachers are encouraged to use the provided vocabulary resources; these research-based recommendations offer a
comprehensive approach to instruction, including word acquisition, study techniques, sample assessments, and assessment-building
suggestions. Module 1 contains an overview of the entire vocabulary component along with sample assessments; all other
vocabulary resources are located in our online Dropbox.
Grammar: Teachers are encouraged to use the research-based grammar program Daily Grammar Practice as part of their daily
instruction. In conjunction with this program, A+CR provides an additional sentence list with weekly templates. A+CR sentence
content complements the grade-level texts while mirroring the grammatical structure of sentences found in the original version of
Daily Grammar Practice for this grade level. Module 1 contains an overview of DGP, including suggestions for implementation.
A+CR DGP sentence lists and optional templates are located in our online Dropbox; all other resources and answer keys needed to
implement this program are found in the original grade-level teacher guide, which can be purchased at www.dgppublishing.com.
Overview: In preparation for their transition to high school, eighth grade students hone their analytical reading and writing skills. They
deepen their understanding of literary strategies by first reviewing them and then examining the author’s purposeful use of them. Since
identifying theme is often a challenging task for middle school students to master, each nine is designed with a different thematic focus.
While the themes may differ, the skills taught within each nine weeks scaffold toward the final quarter of the year and culminate with
students independently evaluating an author’s use of literary strategies in a complex text. Beginning with the end task in mind, this nine
weeks uses relatively simple texts so that students can focus on complex tasks without becoming bogged down by basic comprehension.
Goal: I can use close reading strategies (identifying connotative diction, imagery, details, and figures of speech) to extract meaning from a variety
of texts and write expository compositions investigating how authors purposefully use setting, conflict, plot, theme, and characterization.
I can
Understand and apply annotation skills to works studied.
Create and use dialectical journals and graphic organizers from my annotations
Actively participate in purposeful discussions of the selected texts in both small group and whole class settings
Understand the conventions of the short story
Determine or clarify the meaning of unknown and multiple meaning words or phrases.
Link setting, mood, dialogue, and diction to characterization.
Analyze syntax to identify the author’s purpose.
Identify purposeful use of figurative language, imagery, dialogue, and symbolism in poetry and analyze the effect or purpose of the use of
the each literary device.
Summarize a passage.
Compose, edit, and revise paragraphs analyzing the purposeful use of literary elements in a text.
English 8, First Nine Weeks 3
Compose an analytical multi-paragraph essay demonstrating control of paragraph structure, sentence variety, and mechanics.
ALCOS
Number/
Identifier
Language Arts: Grade 8
Alabama College and Career Ready Standard
CCRS
Number/
Identifier
Reading Standards for Literature
1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
[RL.8.1]
2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective summary of the text.
[RL.8.2]
3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a
character, or provoke a decision.
[RL.8.3]
4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to
other texts.
[RL.8.4]
5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text
contributes to its meaning and style.
[RL.8.5]
9 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of
Grades 6-8 text complexity band independently and proficiently.
[RL.8.10]
Reading Standards for Informational Text
10 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
[RI.8.1]
11 Determine a central idea of a text and analyze its development over the course of the text, including its
relationship to supporting ideas; provide an objective summary of the text.
[RI.8.2]
12 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g.,
through comparisons, analogies, or categories)
[RI8.3]
13 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or
allusions to other texts.
[RI.8.4]
14 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in [RI.8.5]
English 8, First Nine Weeks 4
developing and refining a key concept.
18 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where
the texts disagree on matters of fact or interpretation.
[RL.8.9]
19 By the end of the year, read and comprehend literary nonfiction at the high end of the Grades 6-8 text complexity
band independently and proficiently.
[RI.8.10]
Writing Standards
20 Write arguments to support claims with clear rea sons and relevant evidence. [W.8.1]
21 Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
[W.8.2]
23 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
[W.8.4]
24 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been
addressed.
[W.8.5]
25 Use technology, including the Internet, to produce and publish writing and present the relationships between
information and ideas efficiently and to interact and collaborate with others.
[W.8.6]
28 Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.8.9]
29 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
[W.8.10]
Speaking and Listening Standards
33
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence,
sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear
pronunciation.
[SL.8.4]
35 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate. (See Grade 8 Language standards 36 and 38 for specific expectations.)
[SL.8.6]
Language Standards
36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [L.8.1]
37 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when
writing.
[L.8.2]
38 Use knowledge of language and its conventions when writing, speaking, reading, or listening.] [L.8.3]
39 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading
and content, choosing flexibly from a range of strategies.
[L.8.4]
40 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.8.5]
41 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
[L.8.6]
English 8, First Nine Weeks 6
Week 1
Overview: This week begins the school year with reviewing poetry and grammar while allowing the teacher to establish a positive classroom
culture with an expectation of challenging yet fun work.
Suggested Activity Skills
Addressed
(cumulative—
only new skills
added each
week)
NMSI Teacher
Training/LTF Path
Notes
Assessment of summer reading if applicable (1 hour) Diction
(connotative,
denotative)
Details
Imagery
Point of view
Figurative
language
Eight parts of
speech
Imitation
Students are introduced to relevant close reading terms for
middle school. Teacher introduces “Where I’m From” poem by
George Ella Lyon and models imitation of it. The teacher may
opt to model from teacher’s point of view or provide a student
sample. Students will use the template to imitate the poem for
homework. Students share “Where I’m From” poems on the
following day. (2 hours)
See path to LTF lesson.
NMSI Teacher
Training/Instructional
Resources/LTF
English/Lessons &
Overviews/8th
Grade/Close
Reading/Terms
Associated with Close
Reading (MG)
See module for lesson and template.
Teacher should have students begin
collecting a cumulative list of close
reading terms. Terms will be added to this
list throughout the year, as the need
arises.
LTF Close Reading Terms provided in
appendix as a teacher resource.
Students read “Jabberwocky” and review the parts of speech
with Mad Lib parts 1 and 2. Students brainstorm for Mad Libs
part 1 and place their answers in part 2. (1 hour)
See module for Mad Libs and copy of
poem.
Teacher may choose to have students
listen to reading of the poem by accessing
the video:
https://www.youtube.com/watch?v=ZpKcq
raRdfs
The teacher should introduce additional relevant close reading
terms for middle school. If Internet is available, students may
use Quizlet to study the terms. (½ hour)
Close reading
Plot
Exposition
Rising action
Falling action
Climax
Denouement/R
esolution
www.quizlet.com (search “Close reading
terms”)
English 8, First Nine Weeks 7
Conflict
Protagonist
Antagonist
Week 2
Overview: This week builds upon the first week’s review of the parts of speech by reviewing prepositions and prepositional phrases; it also
introduces the expectation of students’ use of the grammatical focus in combination with the studied text and vocabulary. Students are
introduced to the author through a biography, and they review basic plot structure as they begin the novel. The week ends with a review of
conflict, which will be a focus of the novel study.
Suggested Activity Skills
Addressed
(cumulative—
only new skills
added each
week)
NMSI Teacher
Training/LTF Path
Notes
Students complete the Killgallon style preposition lesson.
(1 hour)
For homework students complete the additional practice with
prepositions.
Prepositions
Prepositional
phrases
Punctuation of
prepositional
phrases
Adapted from LTF/
English/Killgallon
Syntax Lessons
See the Preposition Killgallon Style
PowerPoint presentation and student handout
in the appendix.
See the Preposition Additional Practice
handout in the module.
Consider creating and using sentence strips
for the unscrambling portions of the lesson.
Rather than presenting the lesson in its
entirety during one class period, the teacher
may opt to use slides 10-29 as bell ringers.
Provide students with a list of common
prepositions.
The teacher introduces The Looking Glass Wars. Students read
a brief biography of Lewis Carroll and the prologue to the novel;
then the class analyzes Beddor’s treatment of Carroll. Finally,
students read an excerpt from Lewis Carroll’s Alice in
Wonderland and make predictions on the differences between
Making
predictions
Compare/
contrast
Pre-reading
Read Lewis Carroll’s biography at
https://www.poets.org/poetsorg/poet/lewis-
carroll
Students need only cursory details from
English 8, First Nine Weeks 8
the two. (1 hour)
Large-group
discussion
biography. Consider condensing into a few
facts in order to devote most of time to the
lesson.
The teacher introduces vocabulary from the novel and models
how to incorporate prepositional phrases and context clues into
sentences for this assignment. (1 hour)
Context Clues
Vocabulary in
context
See appendix for Looking Glass Wars part
one vocabulary.
The teacher introduces Freytag’s Pyramid, reads aloud the
prologue and chapter one of The Looking Glass Wars, and
models the exposition portion of the pyramid. (1 hour)
See appendix for reading schedule template.
Direct/indirect
characterization
Exposition
Students should begin reading the remainder
of Part One of the novel and complete the
dialectical journal for Part One for
homework. They need to be finished with
Part One by the end of Week 3.
The teacher will need to design and
distribute (or post) a reading guide that
correlates with vocabulary and journal
assignments. See template in appendix.
In resources module, all materials for
LGW journal and journal procedures are
combined as a single document for
teachers’ convenience. To print individual
increments, see appendix at A+ CR website
Students view a PowerPoint (see appendix) to review the types
of conflict. The teacher models the conflict portion of the
dialectical journal. (1 hour)
Conflict See appendix for links to PowerPoint on
conflict.
Week 3
Overview: Students deepen their understanding of prepositional phrases by exploring an author’s purposeful use of them. As students read the
novel outside of class, they review how to incorporate quotations from the novel in preparation of writing literary analysis. Then they examine a
completed analysis of indirect characterization of the novel’s protagonist, which serves as a model for students to write their own paragraphs in
groups. Finally, the teacher assesses students’ use of prepositional phrases and vocabulary along with their comprehension of the outside
reading.
Suggested Activity Skills
Addressed
(cumulative—
only new skills
NMSI Teacher
Training/LTF
Path
Notes
English 8, First Nine Weeks 9
added each
week)
Using the provided PowerPoint, the teacher presents the
information on how to incorporate quotations into analysis of
writing and gives students the accompanying notes. Then the
teacher posts the suggested quotations from the PowerPoint on
chart paper around the room. In groups, students carousel
through the quotations - tagging, introducing, and embedding
them in sentences. Finally, the groups carousel once more
indicating the TIE that they feel is most effective; students
should explain their reasoning to the rest of the class. (1 hour)
Annotation
Topic
sentences
Paragraph
structure
Analysis
Expository
Writing
Tone
Parenthetical
documentation
Integrating
quotations
MLA citation
See the appendix for How to Integrate
Quotations student notes and TIE Quotations
PowerPoint.
Each group will need a different color
marker.
Students discuss the first part The Looking Glass Wars and
update the Freytag’s Pyramid. The teacher uses the model
STEAL from chapters 1-9 to explain the indirect
characterization exercise. Then she leads them through the
following questions and framed assertion. Finally, students
annotate the model paragraph. Students then complete a STEAL
on chapters 10-18, answer the following questions and framed
assertion, and write an AEC paragraph using the framed
assertion. The teacher follows the I do, we do, you do protocol
as the students complete this exercise. (3 hours)
STEAL-Speech, Thoughts, Effect on others, Actions, Looks
Teacher can use the You Tube video on Direct and Indirect
Characterization to help with the understanding of the
characterization of Alyss.
Teaching Note: See appendix for
1. Paragraph and Essay Overview
2. Completed model of STEAL, frame
statements, sample paragraph, and
sample paragraph revision.
These materials should be used to model
expectations for the remaining 3 parts of the
novel.
These documents contain the STEAL
handout.
Students should be finished reading part one
of the novel by this point. The teacher
determines whether to assess the dialectical
journals in increments or to take a
cumulative assessment at the end of the
novel. However, she should ascertain that
students are consistently completing journal
assignments over the course of the novel.
See module for MLA handout.
If possible, consider printing handouts that
will be needed throughout the year on
colored paper so that students can locate
them more quickly.
English 8, First Nine Weeks 10
Characterization:
https://www.youtube.com/watch?v=92a2H48
9h7Q
The teacher assesses each student’s use of the vocabulary from
Part One of The Looking Glass Wars, comprehension of the
reading, and use of prepositional phrases. Students should begin
reading Part Two for homework. (1 hour)
Although assessments are not included in
the appendix, there is an example included.
Teachers will need to create their own.
It is suggested that these assessments be
timed.
Week 4
Overview: With a firm foundation in prepositional phrases, students can now distinguish between prepositional and infinitive phrases. Using the
same protocol, students learn about infinitives and then deepen their understanding through an LTF lesson on infinitives that analyzes their
purpose. Building upon their introduction to poetry in the first week and to integrating quotations and AEC paragraph writing in the third week,
students strengthen their close reading skills by analyzing a poem and writing about it. Finally, students read and discuss a nonfiction piece that
introduces the thematic idea of rite of passage and the skill of creating leveled questions.
Suggested Activity Skills
Addressed
(cumulative—
only new skills
added each
week)
NMSI Teacher
Training/LTF Path
Notes
Students complete the Killgallon style infinitive lesson.
(1 hour)
For homework students complete the additional practice with
infinitives.
See the Infinitive Killgallon Style
PowerPoint presentation and student handout
in the appendix.
See the Infinitive Additional Practice
handout in the appendix.
The teacher could create and use sentence
strips for the unscrambling portions of the
lesson.
Rather than presenting the lesson in its
entirety during one class period, the teacher
may opt to use slides 10-29 as bell ringers.
Students complete the LTF lesson Identifying and Writing Setting LTF Complete only portions A, B, and C of the
English 8, First Nine Weeks 11
Infinitive Phrases. Then the teacher models how to create
sentences with infinitive phrases and context clues for the
second set of vocabulary words in the dialectical journal. (1
hour)
Conflict
Symbol
Infinitives
Infinitive
phrases
Author’s
purpose
Inference
Direct Object
Indirect Object
English/Lessons &
Overviews/8th
Grade/Grammar/Phr
ases/ Identifying and
Writing Infinitive
Phrases
LTF lesson.
If time permits, the infinitives lesson can be
extended with the Infinitive Lesson Using
Payphone lesson in the module.
Using the annotation chart, students perform a close reading of
“The Road Not Taken” by Robert Frost and write a paragraph
analyzing the theme of the poem. The first-through-third
readings easily lend themselves to the I do, we do, you do format
in about an hour. However, the fourth reading and paragraph
will need to be modeled and discussed thoroughly with the
students.
Since this is the first paragraph into which students are
incorporating textual evidence with citations, the teacher should
work with the class to write the paragraph together. Use AEC
paragraph graphic organizer and rubric for instructional
purposes. (2 hours)
(Should you need a works cited guide, you will find it in the 4th
nine weeks appendix.)
Adapted from/LTF
English/Lessons and
Overviews/Authors
& Titles/Frost,
Robert/ “The Road
Not Taken”
Power Point
/LTF
English/Teacher
Training Materials
and
Resources/Power
Points/Moving
Through the Levels
of Thinking (Frost)
See module for Annotation Tips and
Symbols and AEC graphic organizer and
rubric.
This is an opportunity to set the standard;
the implementation of the writing process
for this paragraph will set the tone for what
students are expected to master in the
future.
It is suggested that each teacher establish
documentation guides that suit his or her
needs, distribute them now, and reinforce
their use throughout the year. The objective
is not necessarily to master MLA
formatting, but to emphasize and reinforce
throughout the year the necessity of
parenthetical documentation.
Students complete the LTF lesson Levels of Questioning: “The
Cutting of My Long Hair.” (1 hour)
LTF
English/Lessons &
Overviews/8th
Grade/Close
Reading/Reading
Strategies/Levels of
Questions/“The
Cutting of My Long
Teacher may opt to use the Baseball Game:
levels of questions.
Instructions can be found in the module.
Teaching students to write leveled questions
trains them to be more perceptive readers
and test takers. Once this concept is taught,
English 8, First Nine Weeks 12
Hair”
it should be reinforced throughout the year.
Week 5
Overview: Strengthening their questioning skills and assessing their comprehension, students create levels of questions with the novel. Aiding in
comprehension and deepening students’ thinking, levels of questioning is a foundational skill that will be developed throughout the year;
questioning also helps to prepare students for standardized testing, such as the Aspire. The structure of the novel study continues to build as
students discuss the novel, analyze the indirect characterization of the protagonist, and with the help of a framed assertion and partner, write an
analysis of how the protagonist is changing as a result of conflict. Each lesson on the novel scaffolds toward a culminating essay in week 8.
Suggested Activity Skills
Addressed
(cumulative—
only new skills
added each
week)
NMSI Teacher
Training/LTF Path
Notes
Students create levels of questions for Part Two of The Looking
Glass Wars and participate in a snowball activity. (1 hour)
Adapted from
LTF/English/Levels
of Questioning
Lesson
See appendix for lesson on 3 Levels of
Questioning: Snowball Activity.
The teacher assesses each student’s use of the vocabulary from
Part Two of The Looking Glass Wars. (½ hour)
Consider including infinitive phrases in this
assessment.
Students discuss Part Two of the novel and update the Freytag’s
Pyramid.
Focusing on Part Two, students complete a STEAL analysis of
Alyss and discuss the changes they see in her. Students then
answer the following questions and framed assertion and write
an AEC paragraph using the framed assertion. The teacher
follows the I do, we do, you do protocol as the students complete
this exercise. (1 ½ hours)
Details
Adapted from
LTF/Teacher’s
Resources/Paragraph
Frame
See module for LGW Chapters 19-30 AEC
Paragraph, which contains the STEAL
handout, questions, and framed assertion.
Review LGW AEC Paragraphs and Essay
Overview document in the module.
Students read from Part Three of The Looking Glass Wars in
class. To ensure that students are reading, have them list the
first and last events and corresponding page numbers read
during class that day on an exit slip. For homework, students
continue reading Part Three of the novel and complete the third
vocabulary portion of the dialectical journal.
This is a long section of the novel, so
students may need some time in class to read
if time permits.
It is suggested that the teacher use this time
to catch up on grading. Don’t be distracted
English 8, First Nine Weeks 13
(2 hours) by administrative demands.
Week 6
Overview: Building upon the close reading strategies introduced earlier, conflict analysis from the novel study, and AEC paragraph writing,
students analyze a biographical short story. Students are introduced to essay writing that focuses on writing effective thesis statements and topic
sentences/assertions. The heavily scaffolded essay enables students to be write a literary analysis.with success.
Suggested Activity Skills
Addressed
(cumulative—
only new skills
added each
week)
NMSI Teacher
Training/LTF Path
Notes
Analyzing the prompt and close reading the text for diction and
attitude, students complete Activities One through Four of the
LTF lesson Style Analysis – “Fish Cheeks.” They will write
the essay next week. (2 hours)
Tone LTF
English/Lessons &
Overviews/8th
Grade/Close
Reading/Reading
Strategies/
Style Analysis: “Fish
Cheeks”
Analyzing the prompt and close reading the
text for diction and attitude, students
complete Activities One through Four of the
LTF lesson Style Analysis – “Fish Cheeks.”
Before planning the essay, have students work through the
Writing Effective Thesis Statements and Topic Sentences for
Literary Analysis. Next, they should complete Using Textual
Evidence Effectively. After those two lessons are completed,
students plan and write an essay on “Fish Cheeks.” The teacher
leads the class in creating a thesis and writing an introduction.
Then in small groups students plan and write Body Paragraph 1,
and in pairs they plan and write Body Paragraph 2. Students
will plan and write Body Paragraph 3 individually. Then the
class will write the conclusion together. Students will highlight
the essay and use the QOEGV to assess their essays. (3 hours)
See Essay Planner in appendix.
This lesson is continued into next week.
It is suggested that teacher review and reinforce the AEC
paragraph each day. Further, the small number of body
Analytical
writing
Prewriting
Drafting
Thesis
Introduction
Topic
sentences
Selection of
evidence
Integration of
evidence
Role of
commentary
Conclusion
Rhetorical shift
Time
Adapted from
LTF/English/Lesson
s and Overviews/8th
grade/Composition/S
tructural
Elements/Writing
Effective Thesis
Statements and
Topic Sentences for
Literary Analysis
Adapted from
LTF/English/Using
Textual Evidence
See the module for a revision of the LTF
lesson Writing Effective Thesis Statements
and Topic Sentences for Literary Analysis.
This lesson has been revised using sentences
from this curriculum and broken into two
separate lessons. There are both Writing
Effective Thesis Statements and Writing
Effective Topic Sentences lessons in the
appendix.
See the AP Reader for the Day handout and
the QOEGV rubric in the appendix for
instructions on highlighting and assessing
essays.
See Essay Planner.
English 8, First Nine Weeks 14
paragraphs facilitates the teacher’s ability to provide an
informal assessment of at least one paragraph for each
student.
Meanwhile, students continue Looking Glass work on their
own.
management The teacher will need to assess only the
individual paragraph (body para. 3), and
the AEC paragraph rubric in the appendix
can be used for this.
Week 7
Overview: Students finish their “Fish Cheeks” essays from the previous week. They have been continuing to read the novel and study vocabulary outside of class. Students discuss the third portion of the novel as they update the Freytag’s Pyramid, and they repeat the process for analyzing the protagonist. Since students have had multiple opportunities to practice writing AEC paragraphs, they are now ready to independently write one. This assessment allows the teacher to evaluate students’ progress with writing body paragraphs and provides an opportunity for teacher to guide students in revision the following week when students combine the AEC paragraphs into an essay. Suggested Activity Skills
Addressed
(cumulative—
only new skills
added each
week)
NMSI Teacher
Training/LTF Path
Notes
Students finish writing the “Fish Cheeks” essay that they began
last week. (2 hours)
The teacher assesses each student’s use of the vocabulary from
Part Three of The Looking Glass Wars. (½ hour)
Students discuss Part Three of the novel and complete the
Freytag’s Pyramid. (1/2 hour)
Focusing on Part Three of the novel, students complete a
STEAL analysis of Alyss and discuss the changes they see in
her. Students then answer the following questions and framed
assertion, and write an AEC paragraph using the framed
assertion. The teacher follows the I do, we do, you do protocol
as the students complete this exercise. (1 ½ hours)
By this point, students should be able to complete the AEC
paragraph portion independently.
Details
See module for LGW Chapters 31-56 AEC
Paragraph, which contains the STEAL
handout, questions, and framed assertion.
The teacher needs to review The Looking
Glass Wars AEC Paragraphs and Essay
Overview document in the module.
Week 8
Overview: Using all of the skills they have acquired this nine weeks, students analyze the protagonist’s rite of passage in the novel and then
independently analyze how the protagonist has changed as a result of the conflicts she has faced. Each student writes an AEC paragraph and
English 8, First Nine Weeks 15
then combines all of the paragraphs to create a culminating essay.
Suggested Activity Skills
Addressed
(cumulative—
only new skills
added each
week)
NMSI Teacher
Training/LTF Path
Notes
In groups, students complete the LTF lesson Three Levels of
Reading on The Looking Glass Wars. The lesson will focus on
the rite of passage. The teacher will need to model and walk
students through this process. (1 hour)
Inference
Theme
LTF
English/Teacher
Resources/ Three
Levels of Reading
The teacher may want to use the Power
Point on the three levels of reading in the
appendix.
As a class, students use the framed thesis and work to generate
a thesis and write an introduction for their essays. In pairs,
students work to revise their AEC body paragraphs to add
transitions. In groups, students write conclusions for their
essays. Finally, students peer and self-evaluate their essays
using the QOEGV, and they revise their essays. (3 hours)
Outline
Peer revision
Revision
See the LGW Essay Prompt in the module.
Review the LGW AEC Paragraphs, and
Essay Overview document in the module.
Review components of composition.
If necessary, students can complete final
drafts at home.
Week 9
Overview: Extending the their knowledge of characterization, students are introduced to the archetypal hero’s They analyze the protagonist as a
hero. Using their new and refined skills from this nine weeks, students complete another characterization analysis and practice answering text-
based multiple choice questions; finishing out the nine weeks, this LTF lesson serves as a summative assessment of characterization.
Suggested Activity Skills
Addressed
(cumulative—
only new skills
added each
week)
NMSI Teacher
Training/LTF Path
Notes
The teacher introduces the archetypal hero’s journey, and
students complete applicable portions of the hero journey charts.
(2 hours)
If an example of a hero’s journey is needed, several can be
found online such as the following one on Disney’s The
Archetype
Hero’s journey
See the module for the LGW Hero’s Journey.
The teacher may want to include an open
response question covering the hero’s
journey on the novel’s assessment.
English 8, First Nine Weeks 16
Incredibles.
https://learni.st/users/51951/boards/15709-hero-s-journey-in-
the-incredibles
Students complete the LTF Formative Assessment on “Edna’s
Ruthie.” (1/2 hour)
Allow students 20 minutes to independently read the excerpt and
complete the formative assessment; this is a cold read for the
students. The teacher should not go over the answers at this
point; they will revisit their answers after the following
character analysis.
LTF
English/Lessons &
Overviews/Authors
and
Titles/C/Cisneros/Ed
na’s
Ruthie/Formative
Assessment –
Multiple Choice/7
See module for “Edna’s Ruthie” MC.
Students complete the LTF lesson Character Analysis – “Edna’s
Ruthie.” (2 hours)
Appositives
Appositive
phrase
Subject/verb
agreement
Independent
clauses
Character
analysis
Simile
Metaphor
Dialogue
Allusions
Assertion
(topic sentence)
Tone
Generalization
Style
Effect of
diction and
syntax on
meaning
LTF
English/Lessons &
Overviews/8th
Grade/Close
Reading/Reading
Strategies/Character
Analysis – “Edna’s
Ruthie” from The
House on Mango
Street
See module for Character Analysis –
“Edna’s Ruthie.” Using the same prompt,
students write an AEC paragraph rather than
the suggested essay at the end of this essay.
(2 hours)
Students complete the LTF Formative Assessment on “Edna’s
Ruthie.” (1/2 hour)
LTF/
English/Lessons &
.
See module for lesson.
English 8, First Nine Weeks 17
Formative assessments of student work provide important information about student understanding and learning; they should be an on-going
process during every nine weeks and should impact instruction throughout the year. Formative assessment suggestions include but are not limited to
the following:
· Student annotations
· Student completed dialectical journals
· Self, peer, and teacher edits
· Paragraph and essay revision
· Timed writings on prompts for literature passages not
previously discussed or read in class
· Checks of completed LTF lessons
· Multiple choice practice
· Student discussion and participation
Allow students 15 minutes to independently re-read the excerpt
and complete the formative assessment. Then, the teacher has
students justify their answers
Overviews/Authors
and
Titles/C/Cisneros/Ed
na’s
Ruthie/Formative
Assessment –
Multiple Choice/7
*Corner checks, white boards, Google
forms, Socrative, Kahoot, or other
formative assessment tools can enhance
this lesson.
English 8, First Nine Weeks 18
Summative assessments are those assessments that demonstrate student mastery of goals and objectives; they should be used as final assessments
that are built from the culmination of skills and materials taught, align with objectives and goals, and reflect the formative assessments used during
the unit. Summative assessment suggestions include but are not limited to the following:
· Final drafts of paragraphs and essays
· Timed Annotation of literary work not previously discussed or read in class
· Unit tests on individual literary works that explore students' application of objective knowledge; this assessment type should not be
limited strictly to the students' abilities to recall objective information.