Word Analysis and Vocabulary Development

1.1 – Vocabulary and Concept Development : Identify and use the literal and figurative meanings of words and understand word derivations.

1.2 -- Vocabulary and Concept Development : Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.

Reading Comprehension

2.4 -- Comprehension and Analysis of Grade-Level-Appropriate Text : Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.

2.5 -- Comprehension and Analysis of Grade-Level-Appropriate Text : Extend ideas presented in primary or secondary sources through original analysis.

Literary Response and Analysis

3.4 -- Narrative Analysis of Grade-Level-Appropriate Text: Determine characters' traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.

3.6 – Narrative Analysis of Grade-Level-Appropriate Text : Analyze and trace an author's development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks).

3.9 -- Narrative Analysis of Grade-Level-Appropriate Text : Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.

Language Conventions

1.1 -- Grammar and Mechanics of Writing : Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens).

1.2 -- Grammar and Mechanics of Writing : Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses).

1.3 – Grammar and Mechanics of Writing : Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax.

Writing

Analyzing Nonfiction (Writing Applications 2.3—Write expository compositions, including analytical essays and research reports)

Quarter 1

Focus Selections

Planning Notes

Literature & Language Arts Chapters

• Chapter 1: “The Most Dangerous Game,” “Crime on Mars” (both selections printed in Interactive Reader)
• Chapter 2: “Thank You, M’am,” (in Interactive Reader); “Teaching Chess and Life,” “Community Service & You,” “Feeding Frenzy” (informational selections in core text)
• Chapter 3: “The Interlopers,” “My Delicate Heart Condition” (both selections in Interactive Reader); or “The Cask of Amontillado” (in core text) and Four Readings About Poe’s Death (in core text)

• Use Interactive Reader chapter strategy launches and graphic organizers.
• Refer to Interactive Reader lessons and Lesson Plans for Language Development.
• Note academic language lessons in the Interactive Reader
• The Poe selections support reading standard 2.4 and prepare students for the writing workshop Analyzing Nonfiction.

Handbook Chapters

• Refer to Chapters 1-5
• Identify the grade level standard focus for language conventions and select from the minimum course of study—red in mapping guide. Select only those activities which support grade level standards.

• Check Daily Language Activities Transparencies for support of language conventions practice.
• Refer to ancillary/universal access materials which support the minimum course of study

Workshop

• Chapter 3: Analyzing nonfiction

• Narrow or limit topics for students. May want to give topics to save time and focus writing.

Assessment

District-wide 1 st Quarter Language Arts Assessment—

Word Analysis and Vocabulary Development

1.1 – Vocabulary and Concept Development : Identify and use the literal and figurative meanings of words and understand word derivations.

1.2 -- Vocabulary and Concept Development : Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.

Reading Comprehension

2.4 -- Comprehension and Analysis of Grade-Level-Appropriate Text : Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.

2.8 -- Expository Critique : Evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material).

Literary Response and Analysis

3.5 – Narrative Analysis of Grade-Level-Appropriate Text : Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.

3.7 -- Narrative Analysis of Grade-Level-Appropriate Text : Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.

3.8 -- Narrative Analysis of Grade-Level-Appropriate Text : Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text.

Language Conventions

1.2 -- Grammar and Mechanics of Writing : Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses).

Writing

Persuasive Essay (Writing Applications 2.4—Write persuasive compositions)

Quarter 2

Focus Selections

Planning Notes

Literature & Language Arts Chapters

• Chapter 4: “The Sniper,” “Thoughts of Hanoi,” “The Moustache,” “Fifteen” (selections in Interactive Reader); “A Country Divided,” “Peace Isn’t Impossible” (informational selections in core text)
• Chapter 5: “The Gift of the Magi,” “August Heat” (both selections in Interactive Reader); “A Defense of the Jury Selection” (in core text)
• Chapter 6: “The Scarlet Ibis,” “The Skull and the Arrow” (in Interactive Reader); “Weapons of the Spirit,” “The Arms Race” (informational selections in core text)

• Use Interactive Reader chapter strategy launches and graphic organizers.
• Refer to Interactive Reader lessons and Lesson Plans for Language Development.
• Note academic language lessons in the Interactive Reader

Handbook Chapters

• Refer to Chapters 6-10
• Identify the grade level standard focus for language conventions and select from the minimum course of study—red in mapping guide. Select only those activities which support grade level standards.

• Check Daily Language Activities Transparencies for support of language conventions practice.
• Refer to ancillary/universal access materials which support the minimum course of study

Workshop

• Chapter 5: Writing a Persuasive Essay

• Narrow or limit topics for students. May want to give topics to save time and focus writing.

Assessment

District-wide 2 nd Quarter Language Arts Assessment—

Word Analysis and Vocabulary Development

1.1 – Vocabulary and Concept Development : Identify and use the literal and figurative meanings of words and understand word derivations.

1.2 -- Vocabulary and Concept Development : Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.

Reading Comprehension

2.5 -- Comprehension and Analysis of Grade-Level-Appropriate Text : Extend ideas presented in primary or secondary sources through original analysis.

2.8 -- Expository Critique : Evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material).

Literary Response and Analysis

3.7 -- Narrative Analysis of Grade-Level-Appropriate Text : Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.

3.11 -- Literary Criticism : Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism. (Aesthetic approach)

3.12 -- Literary Criticism: Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach)

(Standards 3.11 and 3.12 are tested on CAHSEE as a review of grade 8 standard 3.7—1 item each)

Language Conventions

1.1 -- Grammar and Mechanics of Writing : Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens).

Writing

Analyzing a Poem (Writing Applications 2.2—Write responses to literature)

Analyzing a Short Story (Writing Applications 2.2—Write responses to literature)

Quarter 3

Focus Selections

Planning Notes

Literature & Language Arts Chapters

• Chapter 7: Teach poetry selections in Interactive Reader (all address standard 3.7); if you use poetry selections from the core text, refer to Lesson Plans for Language Development
• Chapter 8: “A Sound of Thunder,” “The Blue Jar” (in Interactive Reader); “Rising Tides” (informational selection in core text)
• Chapter 9: “American History” and “The House Guest” (in Interactive Reader); “A Warm Clear Day in Dallas” (informational selection in core text)

• Use Interactive Reader strategy launches and graphic organizers.
• Refer to Interactive Reader lessons and Lesson Plans for Language Development.
• Note academic language lessons in the Interactive Reader

Handbook Chapters

• Refer to Chapters 11-14
• Identify the grade level standard focus for language conventions and select from the minimum course of study—red in mapping guide. Select only those activities which support grade level standards.

• Check Daily Language Activities Transparencies for support of language conventions practice.
• Refer to ancillary/universal access materials which support the minimum course of study

Workshops

• Chapter 7: Analyzing a Poem
• Chapter 8: Analyzing a Short Story

• Narrow or limit topics for students. May want to give topics to save time and focus writing.

Assessment

District-wide 3 rd Quarter Language Arts Assessment—

Word Analysis and Vocabulary Development

1.1 – Vocabulary and Concept Development : Identify and use the literal and figurative meanings of words and understand word derivations.

Reading Comprehension

2.1 – Structural Features of Informational Materials : Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.

2.7 -- Expository Critique : Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings.

Literary Response and Analysis

3.1 -- Structural Features of Literature : Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue).

3.3 -- Narrative Analysis of Grade-Level-Appropriate Text: Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.

3.10 -- Narrative Analysis of Grade-Level-Appropriate Text: Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature.

3.12 -- Literary Criticism: Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach)

Language Conventions

1.1 -- Grammar and Mechanics of Writing : Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens).

1.2 -- Grammar and Mechanics of Writing : Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses).

1.3 – Grammar and Mechanics of Writing : Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax.

Writing

Persuading with Cause and Effect (Writing Applications 2.4—Write persuasive compositions)

Quarter 4

Focus Selections

Planning Notes

Literature & Language Arts Chapters

• Chapter 10: “The Cyclops” and “Paul Bunyan’s Been There” (in Interactive Reader)
• Chapter 11: “The Tragedy of Romeo and Juliet” and “Pyramus and Thisby” (in Interactive Reader)
• Chapter 12: Choose informational materials from core text or Interactive Reader (Part Two: Reading Comprehension)

• Use Interactive Reader strategy launches and graphic organizers.
• Refer to Interactive Reader lessons and Lesson Plans for Language Development.
• Note academic language lessons in the Interactive Reader
• “The Tragedy of Romeo and Juliet” in the Interactive Reader is Act II, Scene 2. Teacher should determine use of play in core text.

Handbook Chapters

• Refer to Chapters 15-16 & 18-19
• Identify the grade level standard focus for language conventions and select from the minimum course of study—red in mapping guide. Select only those activities which support grade level standards.

• Check Daily Language Activities Transparencies for support of language conventions practice.
• Refer to ancillary/universal access materials which support the minimum course of study

Workshops

• Chapter 10: Persuading with cause and effect
• Chapter 12: (Optional: Writing business letters)

• Narrow or limit topics for students. May want to give topics to save time and focus writing.

Assessment

District-wide 4 th Quarter Language Arts Assessment—