Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

1st Six Weeks

Unit 1: Fiction and Nonfiction

Big Question: Is truth the same for everyone?

Selections Listed may be replaced by other text.

NCSCoS Unit

Objectives/Goals

CCSS Skill/Vocabulary

Terms

Instructional Strategies

Recommended Resources Recommended

Assessments

Days 1 & 2

Aug 25-26

Discuss the Classroom

Syllabus and

School Handbook,

Build Classroom

Rules/Expectations

Pretest

Class Syllabus

EMS School Handbook

Classroom

Rules/Expectations

Diagnostic Assessment

Week 1

Aug 29-Sept

2

I Can:

1.02.3 Review characteristics

of expressive works.

1.02.4 Determine importance

of literary effects.

I Can:

RSL9) Analyze how a

modern work of fiction

draws on themes, patterns

of events, or character

types from myths,

traditional stories, or

religious works such as the

Bible, including describing

how the material is

rendered new.

RSL9) Analyze how a

modern work of fiction

draws on themes, patterns

of events, or character

types from myths,

traditional stories, or

religious works such as the

Bible, including describing

Introduce

Vocabulary for the

Unit

Selection Vocabulary

Introduce the Unit Big

Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Teach Elements of Fiction and

Types of Fiction

Teach Characteristics of

Nonfiction and Types of

Nonfiction

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Choose a selection to teach

(A Retrieved Reformation or

Raymond’s Run)

Reading Skill Focus: Make and

Support Predictions

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Daily Formative

Assessments

Selection Assessments

Writing Assessments

(Rubric)

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

5.01.7 Analyze the effects of

plot, theme, and style.

how the material is

rendered new.

RSL6) Determine an

author’s point of view or

purpose in a text and

analyze how the author

acknowledges and

responds to conflicting

evidence or viewpoints.

Literary Analysis: Plot

Complete Selection Activities

Complete Writing Activity

Extend Your Learning Activity

Research and Technology

Activity

Week 2

Sept 12-16

I Can:

4.02.1 Evaluate the quality of

communication by applying

knowledge of language and

media techniques.

4.02.3 Consider the impact of

conclusion.

I Can:

RSL7) Analyze the extent

to which a filmed or live

production of a story or

drama stays faithful to or

departs from the text or

script, evaluating the

choices made by the

director or actors.

RSL7) Analyze the extent

to which a filmed or live

production of a story or

drama stays faithful to or

departs form the text or

script, evaluating the

choices made by the

director or actors.

Selection Vocabulary

Continue Discussions/Activities

on the Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Choose a selection to teach

(Gentleman of Rio en Medio or

Cub Pilot on the Mississippi)

Reading Skill Focus: Read

Ahead to Confirm or Correct

Predictions

Literary Analysis: Conflict and

Resolution

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Daily Formative

Assessments

Selection Assessments

Writing

Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

Complete Selection Activities

Complete Writing Activity

Extend Your Learning Activity

Research and Technology

Activity

Week 3

Sept 19-23

I Can:

2.01.2 Recognize

characteristics of

informational materials.

2.01.4 Analyze informational

materials for accuracy.

2.02.2 Understand focus.

I Can:

RSIT5) Analyze in detail

the structure of a specific

paragraph in a text,

including the role of

particular sentences in

developing and refining a

key concept.

RSIT9) 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.

WS6) Use technology,

including the Internet, to

produce and publish

writing and present the

relationships between

information and ideas

efficiently as well as to

interact and collaborate

with others.

Selection Vocabulary

Continue Discussions/Activities

on the Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Introduce the author of the

selection

Introduce the author of the

selection

Reading Informational

Materials

North Carolina Ferry System

Schedule

(Consumer Document)

Comparing Literary Works

Teach the following selections:

(Old Ben and Fox Hunt)

Literary Analysis: Comparing

Narrative Structure

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Daily Formative

Assessments

Selection Assessments

Writing

Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Common Assessment

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

2.02.5 Evaluate information

for inconsistencies and

relevance.

RSIT7) Evaluate the

advantages and

disadvantages of using

different mediums (e.g.,

print or digital text, video,

multimedia) to present a

particular topic or idea.

Complete Selection Activities

Complete Writing Workshop

Extend Your Learning Activity

Research and Technology

Activity

Administer Common

Assessment

Reteach skills, judging which

skills to reteach by evaluating

students’ performance on the

Common Assessment.

Week 4

Sept 26-30

I Can:

3.01.7 Evaluate author’s

purpose.

4.01.2 Analyze author’s

purpose for bias.

I Can:

RSL6) Analyze how

differences in the points of

view of the characters and

the audience or reader

(e.g., created through the

use of dramatic irony)

create such effects as

suspense or humor.

SLS2) Analyze the purpose

of information presented

in diverse media and

formats (e.g., visually,

quantitatively, orally) and

evaluate the motives (e.g.,

social, commercial,

Selection Vocabulary

Reteach Skills Not Mastered

by students during this week.

Continue Discussions/Activities

on the Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Introduce the author of the

selection

Choose a selection to teach

(The Adventure of the

Speckled Band or from An

American Childhood)

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Daily Formative

Assessments

Selection Assessments

Writing

Assessments/Rubric

Vocabulary Assessment

Project Rubric

www.PHSchool.com

web code: ena-6112

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

1.02.3 Review characteristics

of expressive works.

5.01.7 Analyze the effects of

plot, theme, and style.

political) behind its

presentation.

RSL9) Analyze how a

modern work of fiction

draws on themes, patterns

of events, or character

types from myths,

traditional stories, or

religious works such as the

Bible, including describing

how the material is

rendered new.

RSL6) Analyze how

differences in the points of

view of the characters and

the audience or reader

(e.g., created through the

use of dramatic irony)

create such effects as

suspense or humor.

Reading Skill Focus: Recognize

Details That Indicate Author’s

Purpose

Literary Analysis: Mood

Complete Selection Activities

Complete Writing Activity

Extend Your Learning Activity

Research and Technology

Activity

Instructional Coach

Week 5

Oct 3-7

I Can:

2.02.6 Research and organize

information.

I Can:

WS6) Use technology,

including the Internet, to

produce and publish

writing and present the

relationships between

information and ideas

efficiently as well as to

Selection Vocabulary

Continue Discussion/Activities

on the Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Pre-reading Strategies

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis Activities

Writing About the Big

Daily Formative

Assessments

Selection Assessments

Writing

Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

4.02.1 Evaluate the quality of

communication by applying

knowledge of language and

media techniques.

5.01.7 Analyze the effects of

plot, theme, and style.

3.01.6 Evaluate the

effectiveness of tone.

5.01.7 Analyze the effects of

plot, theme, and style.

interact and collaborate

with others.

RSL5) 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.

RSL6) Analyze how

differences in the points of

view of the characters and

the audience or reader

(e.g., created through the

use of dramatic irony)

create such effects as

suspense or humor.

RSIT8) Delineate and

evaluate the argument and

specific claims in a text,

assessing whether the

reasoning is sound and the

evidence is relevant and

sufficient; recognize when

irrelevant evidence is

introduced.

RSL6) Analyze how

differences in the points of

view of the characters and

the audience or reader

(e.g., created through the

During Reading Strategies

After Reading Strategies

Reading Informational

Materials

Sun Suckers and Moon

Cursers

(Magazine Article)

Reading Skill Focus:

Determining Purpose

Choose a selection to teach

(from Travels with Charley or

The American Dream)

Reading Skill Focus: Evaluate

Whether the Author Achieves

His or Her Purpose

Literary Analysis: Author’s

Style

Complete Selection Activities

Complete Writing Activity

Extend Your Learning Activity

Research and Technology

Activity

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

use of dramatic irony)

create such effects as

suspense or humor.

Week 6

Oct. 3 - 7

I Can:

5.02.1 Read a variety of

literature to study

characteristics.

5.02.4 Evaluate impact of

literary elements on meaning.

6.02.1 Use common spelling

rules and patterns and master

a list of often misspelled words

to identify and edit errors in

spoken and written English.

I Can:

RSL10) 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.

RSL4) 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.

LS2) Demonstrate

command of the

conventions of standard

English capitalization,

punctuation, and spelling

when writing.

Introduce the Unit Big

Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Comparing Literary Works

Teach the following selections:

(Up the Slide and A Glow in

the Dark from Woodsong)

Literary Analysis: Comparing

Types of Narratives

Own Your Own: Readings in

Environmental Science

from Wilderness on 68th Street

Complete Selection Activities

Complete Spelling Workshop

Complete Writing Workshop

Complete Communications

Workshop

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Daily Formative Assessment

Selection

Writing Assessment/Rubric

Vocabulary Assessment

Six Week Assessment

www.PHSchool.com

web code: ena-6112

Project Rubric

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

6.01.2 Use appropriate verb

tense and agreement.

2.02.1 Determine audience and

context.

6.01.9 Apply correct language

conventions and usage during

formal oral presentations.

a Use punctuation

(comma, ellipsis, dash) to

indicate a pause or break.

LS1) Demonstrate

command of the

conventions of standard

English grammar and

usage when writing or

speaking.

b. Use an ellipsis to

indicate an omission.

WS6) Use technology,

including the Internet, to

produce and publish

writing and present the

relationships between

information and ideas

efficiently as well as to

interact and collaborate

with others.

LS3) Use knowledge of

language and its

conventions when writing,

speaking, reading, or

listening. Use verbs in the

active and passive voice

and in the conditional and

subjunctive mood to

achieve particular effects

(e.g., emphasizing the

actor or the action;

Extend Your Learning Activity

Research and Technology

Activity

Administer Six Week

Assessment

Cumulative Project

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

6.02.4 Developing an

awareness of errors in

everyday speech.

expressing uncertainty or

describing a state contrary

to fact).

LS2) Demonstrate

command of the

conventions of standard

English capitalization,

punctuation, and spelling

when writing.

a. Use punctuation

(comma, ellipsis, dash) to

indicate a pause or break.

b. Use an ellipsis to

indicate an omission.

c. Spell correctly.

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

2nd Six Weeks

Unit 2: Short Stories

Big Question: Can all conflict be resolved?

NCSCoS Unit

Objectives/Goals

CCSS Skill/Vocabulary

Terms

Instructional Strategies

Recommended

Resources

Recommended Assessments

Week 1

Oct. 10 -14

I Can:

3.01.5 Compare argument

and counter-argument.

5.01.7 Analyze the effects of

plot, theme, and style.

5.02.1 Read a variety of

literature to study

characteristics.

I Can:

RSL1) Cite the textual

evidence that most

strongly supports an

analysis of what the text

says explicitly as well as

inferences drawn from

the text.

RSL6) Analyze how

differences in the points

of view of the characters

and the audience or

reader (e.g., created

through the use of

dramatic irony) create

such effects as suspense

or humor.

RSL10) 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.

Introduce Vocabulary

for the Unit

Selection Vocabulary

Introduce the Unit Big

Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Teach Elements of Short

Stories and Literary Devices

Choose a selection to teach

(Who Can Replace a Man?

or Tears of Autumn)

Reading Skill Focus: Ask

Questions to Compare and

Contrast

Literary Analysis: Setting

Complete Selection Activities

Complete Writing Activity

Extend Your Learning

Activity

Research and Technology

Activity

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis

Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Daily Formative Assessments

Selection Assessments

Writing Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Week 2 I Can: I Can: Selection Vocabulary Continue Textbook Daily Formative Assessments

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

Oct 17 - 21 5.01.7 Analyze the effects of

plot, theme, and style.

5.01.11 Analyze

relationships among

characters and ideas.

RSL6) Analyze how

differences in the points

of view of the characters

and the audience or

reader (e.g., created

through the use of

dramatic irony) create

such effects as suspense

or humor.

RSL3) 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.

Discussions/Activities on the

Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Choose a selection to teach

(Hamadi or The Tell-Tale

Heart)

Reading Skill Focus:

Compare and Contrast

Perspectives

Literary Analysis: Character

Complete Selection Activities

Complete Writing Activity

Extend Your Learning

Activity

Research and Technology

Activity

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis

Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Selection Assessments

Writing Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Week 3

Oct 24 – 28

I Can:

2.01.3 Summarize

information.

I Can:

RSIT2) Determine a

central idea of a text and

analyze its development

over the course of the

text, including its

relationship to supporting

Selection Vocabulary

Continue

Discussions/Activities on the

Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis

Daily Formative Assessments

Selection Assessments

Writing Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Common Assessment

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

3.01.5 Compare argument

and counter-argument.

1.02.4 Determine

importance of literary

effects.

5.01.11 Analyze

relationships among

characters and ideas.

ideas; provide an

objective summary of the

text.

RSL1) Cite the textual

evidence that most

strongly supports an

analysis of what the text

says explicitly as well as

inferences drawn from

the text.

RSL9) Analyze how a

modern work of fiction

draws on themes,

patterns of events, or

character types from

myths, traditional stories,

or religious works such as

the Bible, including

describing how the

material is rendered new.

RSL3) 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.

selection

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Introduce the author of the

selections

Reading Informational

Materials

Two Summaries of the Tell-

Tale Heart

(Summaries)

Reading Skill Focus:

Compare an Original With Its

Summary

Comparing Literary Works

Teach the following

selections:

(The Finish of Patsy Barnes

and The Drummer Boy of

Shiloh

Literary Analysis: Comparing

Characters of Different

Historical Eras

Complete Selection Activities

Complete Writing Workshop

Extend Your Learning

Activity

Research and Technology

Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

Activity

Administer Common

Assessment

Reteach skills, judging which

skills to reteach by evaluating

students’ performance on the

Common Assessment.

Week 4

Oct 31 – Nov 4

I Can:

3.02.2 Utilize problems-

solution process in various

situations.

4.01.4 Evaluate effects of

author’s craft.

4.01.3 Evaluate author’s

underlying assumptions.

I Can:

WS4) Produce clear and

coherent writing in which

the development,

organization, and style

are appropriate to task,

purpose, and audience.

SLS2) Analyze the

purpose of information

presented in diverse

media and formats (e.g.,

visually, quantitatively,

orally) and evaluate the

motives (e.g., social,

commercial, political)

behind its presentation.

SLS2) Analyze the

purpose of information

presented in diverse

media and formats (e.g.,

Selection Vocabulary

Reteach Skills Not Mastered

by students during this week.

Continue

Discussions/Activities on the

Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Choose a selection to teach

(Flowers for Algernon or

Charles)

Reading Skill Focus: Use

Details to Make Inferences

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis

Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Daily Formative Assessments

Selection Assessments

Writing Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

1.01.2 Establish point of

view.

visually, quantitatively,

orally) and evaluate the

motives (e.g., social,

commercial, political)

behind its presentation.

WS3) Write narratives to

develop real or imagined

experiences or events

using effective technique,

relevant descriptive

details, and well-

structured event

sequences.

a. Engage and orient the

reader by establishing a

context and point of view

and introducing a

narrator and/or

characters; organize an

event sequence that

unfolds naturally and

logically.

Literary Analysis: Point of

View

Complete Selection Activities

Complete Writing Activity

Extend Your Learning

Activity

Research and Technology

Activity

Week 5

Nov 7 -11

I Can:

5.01.7 Analyze the effects of

plot, theme, and style.

I Can:

RSL6) Analyze how

differences in the points

of view of the characters

and the audience or

reader (e.g., created

through the use of

dramatic irony) create

Selection Vocabulary

Continue

Discussion/Activities on the

Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis

Activities

Daily Formative Assessments

Selection Assessments

Writing Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

5.01.9 Analyze themes in

literature in relation to self

and society.

such effects as suspense

or humor.

RSIT2) 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.

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Choose a selection to teach

(Thank You, M’am or The

Story-Teller)

Reading Skill Focus: Make

Inferences to Determine

Meaning

Literary Analysis: Theme

Complete Selection Activities

Complete Writing Activity

Extend Your Learning

Activity

Research and Technology

Activity

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Week 6

Nov 14 - 18

I Can:

3.01.4 Recognize the effects

of bias.

4.02.1 Evaluate the quality

of communication by

applying knowledge of

I Can:

RSIT8) Delineate and

evaluate the argument

and specific claims in a

text, assessing whether

the reasoning is sound

and the evidence is

relevant and sufficient;

recognize when irrelevant

evidence is introduced.

RSL7) Analyze the extent

to which a filmed or live

production of a story or

Selection Vocabulary

Introduce the Unit Big

Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Reading Informational

Materials

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis

Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Daily Formative Assessments

Selection Assessments

Writing Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Six Week Assessment

Project Rubric

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

language and media

techniques.

3.01.5 Compare argument

and counter-argument.

6.02.3 Producing final

drafts that demonstrate

accurate spelling and the

correct use of punctuation

and capitalization.

1.01.2 Establish a point of

view.

drama stays faithful to or

departs from the text or

script, evaluating the

choices made by the

director or actors.

RSL1) Cite the textual

evidence that most

strongly supports an

analysis of what the text

says explicitly as well as

inferences drawn from

the text.

LS2) Demonstrate

command of the

conventions of standard

English capitalization,

punctuation, and spelling

when writing.

a. Use punctuation

(comma, ellipsis, dash) to

indicate a pause or break.

WS3) Write narratives to

develop real or imagined

experiences or events

using effective technique,

relevant descriptive

details, and well-

structured event

sequences.

-Engage and orient the

reader by establishing a

Western Trains and

Pennsylvania Railroad

Advertisements

(Advertisements)

Reading Recognize Appeals to

Emotion

Comparing Literary Works

Teach the following

selections:

(The White Umbrella and

The Medicine Bag)

Literary Analysis: Comparing

Symbols

Own Your Own

Readings in Popular Culture

(Stephen King: His Books,

His Life, His Wife)

Complete Selection Activities

Spelling Workshop

Complete Writing Workshop

Complete Communications

Workshop

Extend Your Learning

Activity

Research and Technology

Activity

Administer Six Week

Assessment

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

2.02.3 Choose a relevant

topic.

2.01.4 Analyze

informational materials for

accuracy.

6.02.4 Developing an

awareness of errors in

everyday speech.

context and point of view

and introducing a

narrator and/or

characters; organize an

event sequence that

unfolds naturally and

logically.

WS6) Use technology,

including the Internet, to

produce and publish

writing and present the

relationships between

information and ideas

efficiently as well as to

interact and collaborate

with others.

RSIT1) Cite the textual

evidence that most

strongly supports an

analysis of what the text

says explicitly as well as

inferences drawn from

the text.

LS2) Demonstrate

command of the

conventions of standard

English capitalization,

punctuation, and spelling

when writing.

a. Use

punctuation

Cumulative Project

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

(comma,

ellipsis, dash)

to indicate a

pause or

break.

b. Use an ellipsis

to indicate an

omission.

c. Spell correctly.

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

3rd Six Weeks

Unit 3: Types of Nonfiction

Big Question: How much information is enough?

NCSCoS Unit

Objectives/Goals

CCSS Skill/Vocabulary

Terms

Instructional Strategies

Recommended

Resources

Recommended

Assessments

Week 1

Nov 28 – Dec 2

I Can:

1.01.4 Select illuminating

details.

2.01.5 Connect

informational materials to

related topics.

5.02.2 Evaluate the impact

of genre-specific

characteristics on text.

I Can:

WS3) Write narratives to

develop real or imagined

experiences or events using

effective technique,

relevant descriptive

details, and well-structure

event sequences.

d. Use precise words and

phrases, relevant

descriptive details, and

sensory language to

capture the action and

convey experiences and

events.

RSIT3) Analyze how a text

makes connections among

and distinctions between

individual, ideas, or events

(e.g., through

comparisons, analogies, or

categories).

RSL4) Determine the

meaning of words and

phrases as they are used in

a text, including figurative

and connotative meanings;

Introduce

Vocabulary for the

Unit

Selection Vocabulary

Introduce the Unit Big

Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Teach Elements of

Non-Fiction Writing and

Types of Nonfiction Writing

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Choose a selection to teach

(Harriet Tubman: Guide to

Freedom or Baseball)

Reading Skill Focus: Identify

Implied Main Idea

Literary Analysis: Narrative

Essay

Complete Selection Activities

Complete Writing Activity

Extend Your Learning

Activity

Research and Technology

Activity

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis

Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Daily Formative Assessments

Selection Assessments

Writing Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web codeena-6112

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

5.02.3Evaluate how

author’s use of genre

shapes meaning.

analyze the impact of

specific word choices on

meaning and tone,

including analogies or

allusions to other texts.

RSIT4) 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.

Week 2

Dec 5 - 9

I Can:

1.02.2 Monitor expressive

materials for

comprehension.

2.01.2 Recognize

characteristics of

informational materials.

I Can:

RSL9) Analyze how a

modern work of fiction

draws on themes, patterns

of events, or character

types from myths,

traditional stories, or

religious works such as the

bible, including describing

how the material is

rendered new.

RSIT5) Analyze in detail

the structure of a specific

paragraph in a text,

including the role of

Selection Vocabulary

Continue

Discussions/Activities on the

Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Choose a selection to teach

(from I Know Why the Caged

Bird Sings or Always to

Remember: The Vision of

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis

Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

Daily Formative Assessments

Selection Assessments

Writing Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

particular sentences in

developing and refining a

key concept.

Maya Ying Lin)

Reading Skill Focus: Connect

Main Idea With Supporting

Paragraphs

Literary Analysis:

Biographical and

Autobiographical Essays

Complete Selection Activities

Complete Writing Activity

Extend Your Learning

Activity

Research and Technology

Activity

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Week 3

Dec 12 - 16

I Can:

1.01.1 Create an organized

personal narrative.

I Can:

WS3) Write narratives to

develop real or imagined

experiences or events using

effective technique,

relevant descriptive

details, and well-

structured event

sequences.

Engage and orient the

reader by establishing a

context and point of view

and introducing a narrator

and/or characters;

organize an event sequence

that unfolds naturally and

logically.

Selection Vocabulary

Continue

Discussions/Activities on the

Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Read Informational

Materials

The War in Vietnam from

The American Nation

(Textbook)

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis

Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Daily Formative Assessments

Selection Assessments

Writing Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Common Assessment

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

2.02.1 Determine audience

and context.

2.02.5 Evaluate

information for

inconsistencies and

relevance.

3.03.5 Create an argument

with appropriate

organizing structure.

WS6) Use technology,

including the Internet, to

produce and publish

writing and present the

relationships between

information and ideas

efficiently as well as to

interact and collaborate

with others.

RSIT 7) Evaluate the

advantages and

disadvantages of using

different mediums (e.g.,

print or digital text, video,

multimedia) to present a

particular topic or idea.

WS1) Write arguments to

support claims with clear

reasons and relevant

evidence.

e. Provide a concluding

statement or section that

follows from and supports

the argument presented.

Reading Skill Focus: Skim

and Scan to Locate

Information

Introduce the author of the

selection

Comparing Literary Works

Teach the following :

(Forest Fire and Why Leaves

Turn Color in the Fall and

The Season’s Curmudgeon

Sees the Light)

Literary

Analysis:ComparingTypes of

Organization

Complete Selection Activities

Complete Writing Workshop

Extend Your Learning

Activity

Research and Technology

Activity

Administer Common

Assessment

Reteach skills, judging which

skills to reteach by evaluating

students’ performance on the

Common Assessment.

Student Journals

Instructional Coach

Week 4

Jan 2 – 6

I Can:

1.03.1 Share reactions in

I Can:

SLS1) Engage effectively

Selection Vocabulary

Reteach Skills Not Mastered

by students during this week.

Textbook

Revised Blooms Taxonomy

Daily Formative Assessments

Selection Assessments

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

group activities.

1.03.2 Support opinions

with textual examples.

in a range of collaborative

discussions (one-on-one, in

groups, and teacher-led)

with diverse partners on

grade 8 topics, texts, and

issues, building on others’

ideas and expressing their

own clearly.

c. Pose questions that

connect the ideas of

several speakers and

respond to others’

questions and comments

with relevant evidence,

observations, and ideas.

SLS1) Engage effectively

in a range of collaborative

discussions (one-on-one, in

groups, and teacher-led)

with diverse partners on

grade 8 topics, texts, and

issues, building on others’

ideas and expressing their

own clearly.

c. Pose questions that

connect the ideas of

several speakers and

respond to others’

questions and comments

with relevant evidence,

observations, and ideas.

Continue

Discussions/Activities on the

Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Choose a selection to teach

(On Woman’s Right to

suffrage or The Trouble with

Television)

Reading Skill: Recognize

Clues That Indicate an

Opinion

Literary Analysis: Persuasive

Techniques

Complete Selection Activities

Complete Writing Activity

Extend Your Learning

Activity

Research and Technology

Activity

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis

Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Writing Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

3.03.1 Engage audience

when creating arguments.

3.03.3 Arrange details

persuasively in arguments.

WS4) Produce clear and

coherent writing in which

the development,

organization, and style are

appropriate to task,

purpose, and audience.

(Grade-specific

expectations for writing

types are defined in

standards 1-3 above.)

WS9) Draw evidence from

literary or informational

texts to support analysis,

reflection, and research.

-b. Apply grade 8 Reading

standards to literary

nonfiction (e.g., “Delineate

and evaluate the argument

and specific claims in a

text, assessing whether the

reasoning is sound and the

evidence is relevant and

sufficient; recognize when

irrelevant evidence is

introduced”).

Week 5

Jan 9 – 13

I Can:

6.01.2 Use appropriate

verb tense and agreement.

I Can:

LS1) Demonstrate

command of the

conventions of standard

English grammar and

Selection Vocabulary

Continue

Discussion/Activities on the

Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Daily Formative Assessments

Selection Assessments

Writing Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

usage when writing or

speaking.

b. Form and use verbs in

the active and passive

voice.

Use I Can Statements

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Introduce the author of the

selection

Choose a selection to teach

(from Sharing in the

American Dream or Science

and the Sense of Wonder)

Reading Skill Focus: Evaluate

Support for Opinions

Literary Analysis:

Word Choice

Complete Selection Activities

Complete Writing Activity

Extend Your Learning

Activity

Research and Technology

Activity

Warm-up Activities

Literary Analysis

Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

web code: ena-6112

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

ek 6

Jan 16 - 20

I Can:

3.03.5 Create an argument

with appropriate

organizing structure.

4.02.1 Evaluate the quality

of communication by

applying knowledge of

language and media

techniques.

3.01.6 Evaluate

effectiveness of tone.

3.03.2 Develop a

controlling idea in

arguments.

I Can:

WS1) Write arguments to

support claims with clear

reasons and relevant

evidence.

e. Provide a concluding

statement or section that

follows from and supports

the argument presented.

RSL7) Analyze the extent

to which a filmed or live

production of a story or

drama stays faithful to or

departs from the text or

script, evaluating the

choices made by the

director or actors.

RSIT8) Delineate and

evaluate the argument and

specific claims in a text,

assessing whether the

reasoning is sound and the

evidence is relevant and

sufficient; recognize when

irrelevant evidence is

introduced.

WS1) Write arguments to

support claims with clear

reasons and relevant

evidence.

-b. Support claim(s) with

Introduce the Unit Big

Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Reading Informational

Materials

Lots in Space

Reading Skill Focus: Identify

Organizational Structure

Comparing Literary Works

Teach the following:

(Emancipation from Lincoln:

Autobiography and Brown

vs. Board of Education)

Literary Analysis: Comparing

Tone

Own Your Own

Readings in Social Studies

from Across America on an

Emigrant Train

Complete Selection Activities

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis

Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Daily Formative Assessments

Selection Assessments

Writing Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Six Week Assessment

Project Rubric

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

2.02.8 Support ideas using

appropriate sources.

6.01.7 Extend vocabulary

knowledge by learning and

using new words.

3.02.1 Evaluate problems

and solutions within

various contexts.

&

3.02.3 Construct

presentations that propose

logical reasoning and

relevant evidence, using

accurate, credible sources

and demonstrating an

understanding of the topic

or text.

SLS4) 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.

WS6) Use technology,

including the Internet, to

produce and publish

writing and present the

relationships between

information and ideas

efficiently as well as to

interact and collaborate

with others.

WS4) Produce clear and

coherent writing in which

the development,

organization, and style are

appropriate to task,

purpose, and audience.

Complete Spelling Workshop

Complete Writing Workshop

Complete Communications

Workshop

Extend Your Learning

Activity

Research and Technology

Activity

Administer Six Week

Assessment

Cumulative Project

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

solutions to given

problems.

4.01.1 Monitor for

comprehension when

analyzing author’s

purpose.

(Grade-specific

expectations for writing

types are defined in

standards 1-3 above.)

RSL4) 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.

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

4th Six Weeks

Unit 4: Poetry

Big Question: What is the secret to reaching someone with words?

NCSCoS Unit

Objectives/Goals

CCSS Skill/Vocabulary

Terms

Instructional Strategies

Recommended Resources Recommended

Assessments

Week 1

Jan 23 - 27

I Can:

4.01.1 Monitor for

comprehension when

analyzing author’s purpose.

4.02.1 Evaluate the quality of

communication by applying

knowledge of language and

media techniques.

5.01.8 Discuss the effects of

literary devices.

I Can:

SLS2) Analyze the

purpose of information

presented in diverse

media and formats (e.g.,

visually, quantitatively,

orally) and evaluate the

motives (e.g., social,

commercial, political)

behind its presentation.

RSL7) Analyze the extent

to which a filmed or live

production of a story or

drama stays faithful to or

departs from the text or

script, evaluating the

choices made by the

director or actors.

RSL4) 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,

Introduce Vocabulary

for the Unit

Selection Vocabulary

Introduce the Unit Big

Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Teach Elements of

Poetry and Forms of Poetry

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Choose poems to teach

(Cat!, Silver, Your World,

Thumbprint, The Drum (for

Martin Luther King, Jr. or

Ring Out, Wild Bells)

Reading Skill Focus: Preview

to Identify Unfamiliar Words

Literary Analysis: Forms of

Poetry: Sound Devices

Complete Selection Activities

Complete Writing Activity

Extend Your Learning Activity

Research and Technology

Activity

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Daily Formative

Assessments

Selection Assessments

Writing

Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

5.02.2 Evaluate the impact of

genre-specific characteristics

on text.

5.02.4 Evaluate impact of

literary elements on meanings.

including analogies or

allusions to other text.

RSIT4) 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.

RSL4) 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 text.

Week 2

Jan 30 –

Feb 3

I Can:

3.03.2 Develop a controlling

idea in arguments.

I Can:

WS1) Write arguments

to support claims with

clear reasons and

relevant evidence.

b. Support claim(s) with

Selection Vocabulary

Continue Discussions/Activities

on the Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Revised Blooms Taxonomy

(Key words & Model

Daily Formative

Assessments

Selection Assessments

Writing

Assessments/Rubric

Vocabulary Assessment

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

6.01.7 Extend vocabulary

knowledge by learning and

using new words.

2.02.8 Support ideas using

appropriate sources.

5.01.8 Discuss the effects of

literary devices.

logical reasoning and

relevant evidence, using

accurate, credible sources

and demonstrating an

understanding of the

topic or text.

LS4) 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.

b. Use common, grade-

appropriate Greek or

Latin affixes and roots as

clues to the meaning of a

word (e.g., precede,

recede, secede).

WS6) Use technology,

including the Internet, to

produce and publish

writing and present the

relationships between

information and ideas

efficiently as well as to

interact and collaborate

with others.

RSL4) Determine the

meaning of words and

selection

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Choose poems to teach

Introduce the Authors

Reading Informational

Materials

(Thumbprint Cookies)

Reading Skill Focus: Use

Context to Understand

Specialized Language

(Concrete Mixers, The City Is

So Big, Harlem Night Song,

Ode to Enchanted Light, Little

Exercise, or The Sky Is Low,

the Clouds Are Mean)

Reading Skill Focus: Reread

and Read Ahead to Confirm

Meaning

Literary Analysis: Figurative

Language: Similes, Metaphors,

Personification

Complete Selection Activities

Complete Writing Activity

Extend Your Learning Activity

Research and Technology

Activity

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

www.PHSchool.com

web code: ena-6112

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

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.

Week 3

Feb 6 - 10

I Can:

1.02.4 Determine importance

of literary effects.

1.03.3 Clarify responses in

group situations.

I Can:

RSL9)Analyze how a

modern work of fiction

draws on themes,

patterns of events, or

character types from

myths, traditional stories,

or religious works such

as the Bible, including

describing how the

material is rendered new.

SLS1) Engage effectively

in a range of

collaborative discussions

(one-on-one, in groups,

and teacher-led) with

diverse partners on grade

8 topics, texts, and issues,

building on others’ ideas

and expressing their own

clearly.

c. Pose questions that

Selection Vocabulary

Continue Discussions/Activities

on the Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Comparing Literary Works

Teach the following poems:

(Southbound on the Freeway,

The Country, and The Choice)

Literary Analysis: Comparing

Humorous Imagery in Poetry

Complete Selection Activities

Complete Writing Workshop

Extend Your Learning Activity

Research and Technology

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Daily Formative

Assessments

Selection Assessments

Writing

Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Common Assessment

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

connect the ideas of

several speakers and

respond to others’

questions and comments

with relevant evidence,

observations, and ideas.

Activity

Administer Common

Assessment

Reteach skills, judging which

skills to reteach by evaluating

students’ performance on the

Common Assessment.

Week 4

Feb 13 - 17

I Can:

2.01.3 Summarize information.

5.01.4 Take lead in student

teacher reading conferences.

I Can:

RSIT2) 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.

SLS1) Engage effectively

in a range of

collaborative discussions

(one-on-one, in groups,

and teacher-led) with

diverse partners on grade

8 topics, texts, and issues,

building on others’ ideas

and expressing their own

clearly.

Selection Vocabulary

Reteach Skills Not Mastered

by students during this week.

Continue Discussions/Activities

on the Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Introduce the author of the

selection

Choose poems to teach

(Runagate Runagate, Blow,

Blow, Thou Winter Wind, or

Old Man, The New Colossus,

Paul Revere’s Ride, Harriet

Beecher Stowe)

Reading Skill: Reread to Clarify

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Daily Formative

Assessments

Selection Assessments

Writing

Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

5.01.8 Discuss the effects of

literary devices.

5.02.2 Evaluate the impact of

genre-specific characteristics

on text.

a. Come to discussions

prepared, having read or

researched material

under study; explicitly

draw on that preparation

by referring to evidence

on the topic, text, or issue

to probe and reflect on

ideas under discussion.

RSL4) 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.

RSIT4) 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.

Meaning

Literary Analysis: Forms of

Poetry: Lyric and Narrative

Complete Selection Activities

Complete Writing Activity

Extend Your Learning Activity

Research and Technology

Activity

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

5.02.4 Evaluate impact of

literary elements on meaning.

RSL4) 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.

Week 5

Feb 20 - 24

I Can:

2.02.8 Support ideas using

appropriate sources.

5.01.8 Discuss the effects of

literary devices.

I Can:

WS6) Use technology,

including the Internet to

produced and publish

writing and present the

relationships between

information and ideas

efficiently as well as to

interact and collaborate

with others.

RSL4) 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

Selection Vocabulary

Continue Discussion/Activities

on the Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Introduce the author of the

selection

Choose poems to teach.

(January, New World, For My

Sister Molly Who in the Fifties

or Grandma Ling, Drum Song,

your little voice/Over the wires

came leaping)

Reading Skill Focus: Read

Aloud Fluently according to

Punctuation

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Daily Formative

Assessments

Selection Assessments

Writing

Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

allusions to other texts. Literary Analysis: Imagery

Complete Selection Activities

Complete Writing Activity

Extend Your Learning Activity

Research and Technology

Activity

Week 6

Feb 27 –

Mar 2, 5, 6,

& 8

I Can:

1.02.3 Review characteristics

of expressive works.

2.01.2 Recognize

characteristics of

informational materials.

3.01.5 Compare argument and

counter-argument.

I Can:

WS3) Write narratives to

develop real or imagined

experiences or events

using effective technique,

relevant descriptive

details, and well-

structured event

sequences. (a, b, c, d)

RSIT5) Analyze in detail

the structure of a specific

paragraph in a text,

including the role of

particular sentences in

developing and refining a

key concept.

RSL1) Cite the textual

evidence that most

strongly supports an

analysis of what the text

says explicitly as well as

inferences drawn from

the text.

Introduce the Unit Big

Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Reading Informational Text

Using Your Answering

Machine

(Technical Manual)

Reading Skill Focus: Read to

Perform aTask

Comparing Literary Works

Teach the following:

(The Road Not Taken and O

Captain! My Captain!)

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Daily Formative

Assessments

Selection Assessments

Writing

Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Six Week Assessment

Project Rubric

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

6.01.6 Analyze roots, prefixes,

and suffixes of words.

1.01.1 Create an organized

personal narrative.

LS4) Determine or clarify

the meaning of unknown

and multiple-meaning of

unknown and multiple-

meaning words or

phrases based on grade 8

reading and content,

choosing flexibly from a

range of strategies.

b. Use common, grade-

appropriate Greek or

Latin affixes and roots as

clues to the meaning of a

word (e.g., precede,

recede, secede).

WS3) Write narratives to

develop real or imagined

experiences or events

using effective technique,

relevant descriptive

details, and well-

structured event

sequences.

a. Engage and orient the

reader by establishing a

context and point of view

and introducing a

narrator and/or

characters; organize an

event sequence that

unfolds naturally and

Literary Analysis: Comparing

Types of Description

Own Your Own

Readings in Alternative Media

(Louisiana Purchase)

Complete Selection Activities

Complete Spelling Workshop

Complete Writing Workshop

Complete Communications

Workshop

Extend Your Learning Activity

Research and Technology

Activity

Administer Six Week

Assessment

Cumulative Project

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

2.02.1 Determine audience and

context.

3.01.7 Evaluate author’s

purpose.

4.02.2 Draw conclusions based

on evidence.

logically.

WS6) Use technology,

including the Internet, to

produce and publish

writing and present the

relationships between

information and ideas

efficiently as well as to

interact and collaborate

with others.

RSL6) Analyze how

differences in the points

of view of the characters

and the audience or

reader (e.g., created

through the use of

dramatic irony) create

such effects as suspense

or humor.

RSL7) Analyze the extent

to which a filmed or live

production of a story or

drama stays faithful to or

departs from the text or

script, evaluating the

choices made by the

director or actors.

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

5th Six Weeks

Unit 5: Drama

Big Question: Is it our differences or our similarities that matter most?

NCSCoS Unit

Objectives/Goals

CCSS Skill/Vocabulary

Terms

Instructional Strategies

Recommended Resources Recommended

Assessments

Week 1

Mar 12 - 16

I Can:

2.01.6 Draw inferences.

4.02.2 Draw conclusions based

on evidence.

5.01.6 Participate actively in

seminars.

I Can:

RSIT1) Cite the textual

evidence that most

strongly supports an

analysis of what the text

says explicitly as well as

inferences drawn from

the text.

RSL7) Analyze the extent

to which a filmed or live

production of a story or

drama.

SLS1) Engage effectively

in a range of

collaborative discussions

(one-on-one, in groups,

and teacher-led) with

diverse partners on grade

8 topics, texts, and issues,

building on others’ ideas

and expressing their own

clearly.

c. Pose questions that

connect the ideas of

several speakers and

respond to others’

questions and comments

Introduce Vocabulary

for the Unit

Selection Vocabulary

Introduce the Unit Big

Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Teach Elements of

Drama and Types of Drama

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Teach: The Governess

Reading Skill Focus: Make

Connections to Draw

Conclusions

Literary Analysis: Stage

Directions

Complete Selection Activities

Complete Writing Activity

Extend Your Learning Activity

Research and Technology

Activity

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Daily Formative

Assessments

Selection Assessments

Writing

Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

with relevant evidence,

observations, and ideas.

Week 2

Mar 19 - 23

I Can:

5.01.3 Read teacher-selected

literature.

3.02.4 Create a problem-

solution structure appropriate

to context.

5.01.1 Use effective reading

strategies to increase fluency.

I Can:

RSL10) 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.

WS4) Produce clear and

coherent writing in which

the development,

organization, and style

are appropriate to task,

purpose, and audience.

RSL6) Analyze how

differences in the points

of view of the characters

and the audience or

reader (e.g., created

through the use of

dramatic irony) create

such effects as suspense

or humor.

Selection Vocabulary

Continue Discussions/Activities

on the Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Reading Informational

Materials:

(U.S. Department of Labor

Public Document)

Reading Skill Focus: Make

Generalizations

Comparing Literary Works

The Ninny

Literary Analysis: Comparing

Adaptations to Originals

Complete Selection Activities

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Daily Formative

Assessments

Selection Assessments

Writing

Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Week 3

Mar 26 - 30

I Can:

3.01.1 Monitor argumentative

works for understanding.

I Can:

RSL1) Cite the textual

evidence that most

strongly supports an

Selection Vocabulary

Continue Discussions/Activities

on the Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Daily Formative

Assessments

Selection Assessments

Writing

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

5.01.2 Read self-selected

literature.

2.02.1 Determine audience and

context.

5.01.8 Discuss the effects of

literary devices.

analysis of what the text

says explicitly as well as

inferences drawn from

the text.

RSL10) 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.

WS6) Use technology,

including the Internet, to

produce and publish

writing and present the

relationships between

information and ideas

efficiently as well as to

interact and collaborate

with others.

RSL4) 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,

Use I Can Statements

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Introduce the author of the

selection

Teach the Diary of Anne

Frank, Act I

Reading Focus Skill:Use

Background information to

Link Historical Causes With

Effects.

Literary Analysis: Dialogue

Complete Selection Activities

Complete Writing Workshop

Extend Your Learning Activity

Research and Technology

Activity

Administer Common

Assessment

Reteach skills, judging which

skills to reteach by evaluating

students’ performance on the

Common Assessment.

Vocabulary and Reading

Warm-up Activities

Literary Analysis Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Common Assessment

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

1.01.2 Establish point of view.

1.01.4 Select illuminating

details.

including analogies or

allusions to other texts.

WS3 Write narratives to

develop real or imagined

experiences or events

using effective technique,

relevant descriptive

details, and well-

structured event

sequences.

a. Engage and orient the

reader by establishing a

context and point of view

and introducing a

narrator and/or

characters; organize an

event sequence that

unfolds naturally and

logically.

WS3) Write narratives

to develop real or

imagined experiences or

events using effective

technique, relevant

descriptive details, and

well-structured event

sequences.

d. Use precise words and

phrases, relevant

descriptive details, and

sensory language to

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

3.01.2 Identify positions and

evidence in argumentative

works.

capture the action and

convey experiences and

events.

RSL1) Cite the textual

evidence that most

strongly supports an

analysis of what the text

says explicitly as well as

inferences drawn from

the text.

Week 4

April 2 – 6

I Can:

2.02.1 Determine audience and

context.

5.01.8 Discuss the effects of

literary devices.

I Can:

WS6) Use technology,

including the Internet, to

produce and publish

writing and present the

relationships between

information and ideas

efficiently as well as to

interact and collaborate

with others.

RSL4) 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

Selection Vocabulary

Continue Discussions/Activities

on the Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Teach: The Diary of Anne

Frank, Act II

Reading Skill Focus: Ask

Questions to Analyze Cause-

and-Effect Relationships

Literary Analysis: Character’s

Motivation

Complete Selection Activities

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Daily Formative

Assessments

Selection Assessments

Writing

Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

allusions to other texts.

Week 5

April 16 - 20

I Can:

2.02.10 Use graphics and

diagrams to enhance

communication.

6.01.5 Use phrases and clauses

correctly.

5.02.2 Evaluate the impact of

genre-specific characteristics

on text.

I Can:

WS 2) Write

informative/explanatory

texts to examine a topic

and convey ideas,

concepts, and

information through the

selection, organization,

and analysis of relevant

content.

a Introduce a topic

clearly, previewing what

is to follow; organize

ideas, concepts, and

information into broader

categories; include

formatting (e.g.,

headings) graphics (e.g.,

charts, tables), and

multimedia when useful

to aiding comprehension.

LS3) Use knowledge of

language and its

conventions when

writing, speaking,

reading, or listening.

RSIT4) Determine the

meaning of words and

phrases as they are used

Selection Vocabulary

Continue Discussions/Activities

on the Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Pre-reading Strategies

During Reading Strategies

After Reading Strategies

Reading Informational

Materials

Anne Frank Web Site

Reading Skill: Locate

Information on a Web Site

Comparing Literary Works

from Anne Frank: The Diary

of a Young Girl

Literary Analysis: Comparing a

Primary Source With a

Dramatization

Complete Communications

Workshop

Complete Selection Activities

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis Activities

Writing About the Big

Question

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Daily Formative

Assessments

Selection Assessments

Writing

Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Six Week Assessment

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

5.02.3 Evaluate how author’s

use of genre shapes meaning.

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.

RSIT4) 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.

Week 6

April 23-27

I Can:

6.01.6 Analyze roots, prefixes

and suffixes of words.

I Can:

LS4) 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.

Selection Vocabulary

Continue Discussions/Activities

on the Unit Big Question

Develop Learning Targets

Discuss Learning Targets

Use I Can Statements

Introduce the author of the

selection

Pre-reading Strategies

During Reading Strategies

Textbook

Revised Blooms Taxonomy

(Key words & Model

Questions)

Vocabulary and Reading

Warm-up Activities

Literary Analysis Activities

Writing About the Big

Question

Daily Formative

Assessments

Selection Assessments

Writing

Assessments/Rubric

Vocabulary Assessment

www.PHSchool.com

web code: ena-6112

Six Week Assessment

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

6.02.3 Producing final drafts

that demonstrate accurate

spelling and the correct use of

punctuation and

capitalization.

2.02.3 Choose a relevant topic.

3.02.3 Construct presentations

that propose solutions to given

problems.

6.01.1 Use varied sentence

types and proper punctuation

in written and spoken

b. Use common, grade-

appropriate Greek or

Latin affixes and roots as

clues to the meaning of a

word (e.g., precede,

recede, secede).

LS2) Demonstrate

command of the

conventions of standard

English capitalization,

punctuation, and spelling

when writing.

c. Spell correctly.

WS6) Use technology,

including the Internet, to

produce and publish

writing and present the

relationships between

information and ideas

efficiently as well as to

interact and collaborate

with others.

WS4) Produce clear and

coherent writing in which

the development,

organization, and style

are appropriate to task,

purpose, and audience.

LS2) Demonstrate

command of the

conventions of standard

After Reading Strategies

On Your Own: Readings in

World History

(from Anne Frank

Remembered)

Cumulative Project

Complete Spelling Workshop

Complete Writing Workshop

Complete Communication

Workshop

Administer Six Week

Assessment

Vocabulary Building

Activities

Lesson Plans

Graphic Organizers

Dictionary

SmartBoard

Laptop/Computer

Student Journals

Instructional Coach

Project Rubric

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

expression.

6.01.3 Apply parts of speech to

clarify language.

English capitalization,

punctuation, and spelling

when writing.

a. Use punctuation

(comma, ellipsis, dash) to

indicate a pause or

break.

LS5) Demonstrate

understanding of

figurative language, word

relationships, and

nuances in word

meanings.

c. Distinguish among the

connotations

(associations) of words

with similar denotations

(definitions) (e.g.,

bullheaded, willful, firm,

persistent, resolute).

Halifax County Pacing Guide Grade 8

RSL – Reading Standard for Literature

RSIT – Reading Standard for Informational Text

SLS – Speaking and Listening Standards

WS – Writing Standards

LS – Language Standards

6th Six Weeks

REVIEW for EOG

Big Question: Community or Individual – which is more important?

NCSCoS Unit

Objectives/Goals

CCSS Skill/Vocabulary

Terms

Instructional Strategies

Recommended Resources Recommended

Assessments

Week 1

April 30 -

May 4

Review for EOG EOG Testing Strategies

Week 2

May 7 - 11

Review for EOG EOG Testing Strategies

Week 3

May 14 - 18

Review for EOG EOG Testing Strategies

Week 4

May 21 – 25

EOG

Week 5

May 28 –

June 1

EOG

Week 6

June 4- June

8

Make-ups and Retest