Pre-Unit: Reviewing Paraphrase, Citation, Context Clues, Denotation, Connotation, Figurative Language, Word Relationships, Reading Strategies, Standards

of English, Theme, Academic Vocabulary, and using evidence and logical reasoning to support a controlling idea through
“Rip van Winkle” —A short story from the Colonial and Early National period. Estimated time 2 Weeks 3

Notes 3

Rationale 3

Primary Benchmarks to Target 3

ELA.8.R.3.2: Paraphrase content from grade-level texts. 3

ELA.8.V.1.3: Apply knowledge of context clues, figurative language, word relationships (synonym, antonyms, homonym, homophone), reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade
level. 3

ELA.8.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level. 3

Additional Benchmarks To Hit 3

ELA.8.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content. 3

ELA.8.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing. 3

ELA.K12.EE.1.1 Cite evidence to explain and justify reasoning. 3

ELA.K12.EE.2.1 Read and comprehend grade-level complex texts proficiently. 3

ELA.K12.EE.3.1 Make inferences to support comprehension. 3

ELA.K12.EE.4.1 Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations. 3

ELA.K12.EE.5.1 Use the accepted rules governing a specific format to create quality work. 3

ELA.K12.EE.6.1 Use appropriate voice and tone when speaking or writing.v 3

Vocabulary 3

Learning Targets 3

Products - Proof of student learning 4

Resources 4

Unit 1: Character Development, Setting, Plot, Theme, Perspectives, Poetic Structure, Poetic Sound, Imagery, Figurative Language, Archetypes, Rhetorical Devices, Expository Writing and Narrative Writing through To Kill A Mockingbird and paired texts. 5

Notes 5

Rationale 5

Primary Benchmarks to Target 5

ELA.8.R.1.1: Analyze the interaction between character development, setting, and plot in a literary text. 5

ELA.8.R.1.2: Analyze two or more themes and their development throughout a literary text. 5

ELA.8.R.1.3: Analyze how an author develops and individualizes the perspectives of different characters. 5

ELA.8.R.1.4: Analyze structure, sound, imagery, and figurative language in poetry. 5

ELA.8.R.3.1: Analyze how figurative language contributes to meaning and explain examples of symbolism in text(s). 5

ELA.8.R.3.3: Compare and contrast the use or discussion of archetypes in texts. 5

ELA.8.R.3.4: Explain how an author uses rhetorical devices to support or advance an appeal. note: clarification includes figurative language. 5

ELA.8.C.1.4: Write expository texts to explain and analyze information from multiple sources, using relevant supporting details, logical organization, and varied purposeful transitions. 5

ELA.8.C.1.5: Improve writing by planning, editing, considering feedback from adults and peers, and revising for clarity and cohesiveness. 5

Additional Benchmarks To Hit 5

ELA.8.R.2.1: ANALYZE HOW INDIVIDUAL TEXT SECTIONS AND/OR FEATURES CONVEY A PURPOSE AND/OR MEANING IN TEXTS. 5

ELA.8.R.2.3: Explain how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language. 6

ELA.8.R.2.4: Track the development of an argument, analyzing the types of reasoning used and their effectiveness, identifying ways in which the argument could be improved. 6

ELA.8.C.1.2: Write personal or fictional narratives using narrative techniques, varied transitions, and a clearly established point of view. 6

ELA.8.C.1.3: Write to argue a position, supporting at least one claim and rebutting at least one counterclaim with logical reasoning, credible evidence from sources, elaboration, and using a logical organizational structure. 6

ELA.8.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources, and generating additional questions for further research. 6

ELA.8.C.2.1: Present information orally, in a logical sequence, supporting the central idea with credible evidence. 6

ELA.8.C.5.1: Integrate diverse digital media to emphasize the relevance of a topic or idea in oral or written tasks. 6

ELA.8.C.5.2: Use a variety of digital tools to collaborate with others to produce writing. 6

ELA.8.R.3.2: Paraphrase content from grade-level texts. 6

ELA.8.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level. 6

ELA.8.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing. 6

ELA.8.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content. 6

ELA.8.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level. 6

ELA.K12.EE.1.1 Cite evidence to explain and justify reasoning. 6

ELA.K12.EE.2.1 Read and comprehend grade-level complex texts proficiently. 6

ELA.K12.EE.3.1 Make inferences to support comprehension. 6

ELA.K12.EE.4.1 Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations. 6

ELA.K12.EE.5.1 Use the accepted rules governing a specific format to create quality work. 6

Vocabulary 6

Learning Targets 6

Products - Proof of student learning 7

Resources 8

Unit 2: Informational Texts, Analyze Rhetoric and Argument, Argumentative Writing, Expository Writing through The Hobbit 10

Notes 10

Rationale 10

Primary Benchmarks to Target 10

ELA.8.R.1.1: Analyze the interaction between character development, setting, and plot in a literary text. 10

Additional Benchmarks To Hit 10

ELA.8.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources, and generating additional questions for further research. 10

ELA.8.C.2.1: Present information orally, in a logical sequence, supporting the central idea with credible evidence. 10

ELA.8.C.5.1: Integrate diverse digital media to emphasize the relevance of a topic or idea in oral or written tasks. 10

ELA.8.C.5.2: Use a variety of digital tools to collaborate with others to produce writing. 10

ELA.8.R.3.2: Paraphrase content from grade-level texts. 10

ELA.8.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level. 10

ELA.8.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing. 10

ELA.8.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content. 10

ELA.8.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level. 10

ELA.K12.EE.1.1 Cite evidence to explain and justify reasoning. 10

ELA.K12.EE.2.1 Read and comprehend grade-level complex texts proficiently. 10

ELA.K12.EE.3.1 Make inferences to support comprehension. 10

 ELA.K12.EE.4.1 Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations. 10

ELA.K12.EE.5.1 Use the accepted rules governing a specific format to create quality work. 10

Vocabulary 10

Learning Targets 11

Products - Proof of student learning 11

Resources 11

Unit 3: Essays 11

Notes 11

Rationale 12

Primary Benchmarks to Target 12

Additional Benchmarks To Hit 12

ELA.8.R.3.2: Paraphrase content from grade-level texts. 12

ELA.8.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level. 12

ELA.8.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing. 12

ELA.8.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content. 12

ELA.8.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level. 12

ELA.K12.EE.1.1 Cite evidence to explain and justify reasoning. 12

ELA.K12.EE.2.1 Read and comprehend grade-level complex texts proficiently. 12

ELA.K12.EE.3.1 Make inferences to support comprehension. 12

ELA.K12.EE.4.1 Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations. 12

ELA.K12.EE.5.1 Use the accepted rules governing a specific format to create quality work. 12

Vocabulary 12

Learning Targets 12

Products - Proof of student learning 12

Resources 12

Unit 4: through I Will Always Write Back 13

Notes 13

Rationale 13

Primary Benchmarks to Target 13

ELA.8.R.2.1: Analyze how individual text sections and/or features convey a purpose and/or meaning in texts. 13

ELA.8.R.2.2: Analyze two or more central ideas and their development throughout a text. 13

ELA.8.R.2.3: Explain how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language. 13

ELA.8.R.3.2: Paraphrase content from grade-level texts. 13

Additional Benchmarks To Hit 13

ELA.8.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level. 13

ELA.8.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing. 13

ELA.8.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content. 13

ELA.8.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level. 13

ELA.K12.EE.1.1 Cite evidence to explain and justify reasoning. 13

ELA.K12.EE.2.1 Read and comprehend grade-level complex texts proficiently. 13

ELA.K12.EE.3.1 Make inferences to support comprehension. 13

ELA.K12.EE.4.1 Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations. 13

ELA.K12.EE.5.1 Use the accepted rules governing a specific format to create quality work. 13

Vocabulary 13

Learning Targets 13

Products - Proof of student learning 13

Resources 13

Potential Vocabulary From Standards 15

Nouns 15

Verbs 15

Adjectives 15

Printable Benchmarks for Matching 15

Pre-Unit: Reviewing Paraphrase, Citation, Context Clues, Denotation, Connotation,
Figurative Language, Word Relationships, Reading Strategies, Standards of English,
Theme, Academic Vocabulary, and using evidence and logical reasoning to support a
controlling idea through “Rip van Winkle” —A short story from the Colonial and Early
National period. Estimated time 2 Weeks
Notes
Word relationships as homework. - See page 205
In 8th grade, students are expected to analyze two or more themes. As this is a review unit, only one theme will need to be
analyzed.
Error Analysis for summary. Pieces of a summary for summary.
Rationale

Primary Benchmarks to Target

ELA.8.R.3.2: Paraphrase content from grade-level texts.
ELA.8.V.1.3: Apply knowledge of context clues, figurative language, word relationships (synonym,
antonyms, homonym, homophone), reference materials, and/or background knowledge to determine
the connotative and denotative meaning of words and phrases, appropriate to grade level.
ELA.8.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling
appropriate to grade level.

Additional Benchmarks To Hit

ELA.8.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in
grade-level content.
ELA.8.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
ELA.8.R.1.2: Analyze two or more themes and their development throughout a literary text.
ELA.8.C.1.4: Write expository texts to explain and analyze information from multiple sources, using relevant supporting
details, logical organization, and varied purposeful transitions.
ELA.K12.EE.1.1 Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1 Read and comprehend grade-level complex texts proficiently.
ELA.K12.EE.3.1 Make inferences to support comprehension.
ELA.K12.EE.4.1 Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
ELA.K12.EE.5.1 Use the accepted rules governing a specific format to create quality work.
ELA.K12.EE.6.1 Use appropriate voice and tone when speaking or writing.v

Vocabulary
Paraphrase, Context Clues ET. AL , Figurative Language ET. AL, Quote, Summarize, Analyze, Word Relationships
ET.AL, Convey, Roots, Affixes, Cite, Coherent, Integrate, Inference, Justify, Reasoning, Proficiently, Comprehension,
Appropriate, Collaborative, Techniques, Engaging (v), Connotative, Denotative, theme, elaborative techniques, claim,
controlling idea

Learning Targets
● V.1.2, V.1.3 - I can use reading strategies (prefixes, suffixes, and context) to identify the meaning of words in “Rip
van Winkle.”
● V.1.3 - I can interpret the meaning of Irony, Personification, Metaphors, Similes, and Imagery in “Rip van
Winkle”
● R.3.2, EE.1.1, C.3.1 - I can write to paraphrase following the rules of capitalization, punctuation, and cite from
“Rip van Winkle”
● V.1.3 - I can describe the difference between related words and explain the impact of positive and negative
connotations in “Rip van Winkle”
● EE.3.1, R.1.2 - I can determine the themes of “Rip van Winkle” and match quotations with their implied and/or
explicit themes.
● EE.1.1, R.1.2, R.3.2, C.1.4, C.3.1 - I can choose and cite evidence and use elaborative techniques to support a
claim (theme from “Rip van Winkle”) and write following the rules of punctuation, and capitalization.

Products - Proof of student learning

● In a paragraph, summarize the events of “Rip Van Winkle” so far. Make sure to follow the rules of capitalization,
punctuation, and citation.
● Choose a theme of “Rip Van Winkle.” Write a paragraph explaining how that theme is developed throughout
“Rip van Winkle.” You must include at least three different types of elaboration in your paragraph. Any
information from or references made to the text of “Rip van Winkle” must be cited.

Resources
● “Rip Van Winkle” This PDF is 28 pages long with pictures. We could just use a small section and/or remove the
pictures. Here’s a google doc without the pictures. 11 Pages.
● “Annotated Copy of ‘Rip Van Winkle’” contains HOT Questions, Vocabulary, and Commentary from Polk.
● “Rip van Winkle Vocabulary - See ELA Best 198 - Google Sheets” can be used to determine which words should
be included in direct instruction, which should be in the moment with context clues, and which are not
significant enough to be included.
● “Elementary Text Features 172-173.pdf” should be covered with reading strategies where appropriate.
● “Middle Grades Roots Prefixes Suffixes 200-203.pdf”
● “Middle Grades Context Clues and Word Relationships 205.pdf”
● “8th Grade Figurative Language 176.png”
● “Middle Grades Elaborative Techniques 185.pdf” contains definitions/examples of paraphrase and quoting and
citing.
● THEME Resources.docx
Unit 1: Character Development, Setting, Plot, Theme, Perspectives, Poetic Structure,
Poetic Sound, Imagery, Figurative Language, Archetypes, Rhetorical Devices,
Expository Writing and Narrative Writing through To Kill A Mockingbird and paired
texts.
Notes
Standards in bold are recommended for this text in the B.E.S.T. document on page 103.
Rationale
R.1.1, R.1.2, R.1.3, R.3.1, R.3.2, R.3.3, R.3.4 are paired with To Kill A Mockingbird in the B.E.S.T. doc. I’m not totally
familiar with the text, but I feel like R.2.3 and R.2.4 could be addressed looking at the arguments used by the lawyers.
Throughout, we would address C.1.2, C.1.3, C.1.4, with quick writes. We could bring in paired texts for R.1.4. We could
end with either a literary analysis essay, explanatory essay based on some of the concepts in the texts used for C.1.4 and
C.1.5, or a persuasive essay for C.1.3 instead of C.1.4.
We could use the share feature of Google Docs to meet the C.5.2 standard. C.4.1 seems like it’s met by the reading for a
purpose phase of writing.
This seemed like a good place to put in C.2.1 and C.5.1., possibly as some form of presentation like how we had
presentations for the Supreme Court cases essay.
R.3.2, C.3.1, V.1.1, V.1.2, and V.1.3 seem like they should be addressed in every unit as the situation warrants.
Quickwrites for this unit could be expository body paragraphs, counter argument paragraphs, and short narratives.
Primary Benchmarks to Target
ELA.8.R.1.1: Analyze the interaction between character development, setting, and plot in a
literary text.
ELA.8.R.1.2: Analyze two or more themes and their development throughout a literary text.
ELA.8.R.1.3: Analyze how an author develops and individualizes the perspectives of different
characters.
ELA.8.R.1.4: Analyze structure, sound, imagery, and figurative language in poetry.
ELA.8.R.3.1: Analyze how figurative language contributes to meaning and explain examples
of symbolism in text(s).
ELA.8.R.3.3: Compare and contrast the use or discussion of archetypes in texts.
ELA.8.R.3.4: Explain how an author uses rhetorical devices to support or advance an appeal.
note: clarification includes figurative language.
ELA.8.C.1.4: Write expository texts to explain and analyze information from multiple sources, using
relevant supporting details, logical organization, and varied purposeful transitions.
ELA.8.C.1.5: Improve writing by planning, editing, considering feedback from adults and peers, and
revising for clarity and cohesiveness.

Additional Benchmarks To Hit

ELA.8.R.2.1: ANALYZE HOW INDIVIDUAL TEXT SECTIONS AND/OR FEATURES CONVEY A PURPOSE
AND/OR MEANING IN TEXTS.
ELA.8.R.2.2: ANALYZE TWO OR MORE CENTRAL IDEAS AND THEIR DEVELOPMENT THROUGHOUT
A TEXT.
ELA.8.R.2.3: Explain how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative
language.
ELA.8.R.2.4: Track the development of an argument, analyzing the types of reasoning used and their effectiveness,
identifying ways in which the argument could be improved.
ELA.8.C.1.2: Write personal or fictional narratives using narrative techniques, varied transitions, and a clearly established
point of view.
ELA.8.C.1.3: Write to argue a position, supporting at least one claim and rebutting at least one counterclaim with logical
reasoning, credible evidence from sources, elaboration, and using a logical organizational structure.
ELA.8.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources, and generating
additional questions for further research.
ELA.8.C.2.1: Present information orally, in a logical sequence, supporting the central idea with credible evidence.
ELA.8.C.5.1: Integrate diverse digital media to emphasize the relevance of a topic or idea in oral or written tasks.
ELA.8.C.5.2: Use a variety of digital tools to collaborate with others to produce writing.
ELA.8.R.3.2: Paraphrase content from grade-level texts.
ELA.8.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
ELA.8.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
ELA.8.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.
ELA.8.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine
the connotative and denotative meaning of words and phrases, appropriate to grade level.
ELA.K12.EE.1.1 Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1 Read and comprehend grade-level complex texts proficiently.
ELA.K12.EE.3.1 Make inferences to support comprehension.
ELA.K12.EE.4.1 Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
ELA.K12.EE.5.1 Use the accepted rules governing a specific format to create quality work.
ELA.K12.EE.6.1 Use appropriate voice and tone when speaking or writing.

Vocabulary

Learning Targets
● R.2.1, R.2.2 - I can analyze text structures, match causes and effect, determine the central idea, and identify
supporting details in “An Overview of The Great Depression”
○ Possible Misconceptions: Chronological vs Sequence, Central idea not covering every major idea.
● R.1.1, R.3.3 - I can analyze narrative techniques and determine the setting, characters, and archetypes in To Kill A
Mockingbird 3-16.
○ Possible Misconceptions: Narration vs Description, Stream of Consciousness vs
Narration/Dialogue/Description, The Caregiver vs The Everyman, The Hero vs The Explorer, The
Magician vs The Sage, The Garden vs The Forest vs A Tree vs A River, The Sea vs An Island, The
Initiation vs The Journey vs The Quest vs The Task.
● R.1.1, R.3.3 - I can analyze narrative techniques and determine the setting, characters, and archetypes in To Kill A
Mockingbird 17-35.
○ Possible misconceptions:
● R.1.1, R.3.3, C.1.4 - I can choose and cite evidence and use elaborative techniques to analyze archetypes in To Kill
A Mockingbird 36-45.
● R.1.3 - I can analyze how the perspectives of characters differ in To Kill A Mockingbird 46-55.
● R.2.1, R.2.2 - I can analyze causes and effect, determine central idea, and identify supporting details in “From
Slaves to Sharecroppers.”
● R.1.3 - I can analyze how the perspectives of different characters are individualized in To Kill A Mockingbird
56-64
● R.1.3, C.1.4 - I can choose and cite evidence and use elaborative techniques to analyze the perspectives of
different characters in To Kill A Mockingbird 65-84
● R.1.2 - I can analyze two themes in To Kill A Mockingbird 85-101.
● R.1.2 - I can analyze how two themes are developed in To Kill A Mockingbird 102-113.
● R.1.2, C.1.4 - I can choose and cite evidence and use elaborative techniques to analyze the development of two
themes in To Kill A Mockingbird 114-128.
● R.3.1 - I can analyze figurative language in To Kill a Mockingbird 132-143
● R.3.1 - I can analyze the effects of figures of speech on meaning and tone in To Kill A Mockingbird 144-152.
● R.1.4 - I can analyze figures of speech in “On Turning Ten.”
● R.3.1, C.1.4 - I can choose and cite evidence and use elaborative techniques to analyze the effects of figures of
speech on meaning and tone in To Kill A Mockingbird 153-163.
● R.3.1 - I can analyze the effects of figures of speech on meaning and tone in To Kill A Mockingbird 164-176.
● R.2.4 - I can categorize and analyze fallacies in To Kill A Mockingbird 177-202.
● R. 2.4, C.1.3 - I can choose and cite evidence to support a rebuttal against fallacies in To Kill A Mockingbird
203-215.
● R.2.4, R.3.4, - I can track and analyze fallacies, types of reasoning, and rhetorical appeals and devices in To Kill A
Mockingbird 216-226.
● R.1.4 - I can analyze the rhyme scheme of “We Wear The Mask.”
● R.2.4, R.3.4 - I can track and analyze fallacies, types of reasoning, and rhetorical appeals and devices in To Kill A
Mockingbird 227-247.
● R.3.3 - I can analyze narrative techniques and archetypes in 248-271.
● R.3.1 - I can analyze the effect of figures of speech on meaning and tone in To Kill A Mockingbird 272-276.
● R.1.4 - I can analyze the sound, imagery, and figurative language in “If We Must Die.”
● R.1.3 - I can analyze how the perspectives of different characters are individualized in To Kill A Mockingbird
277-291.
● R.1.1 - I can analyze the interaction between character development, setting, and plot in To Kill A Mockingbird
292-305.
● R.1.2 - I can analyze how two themes are developed in To Kill A Mockingbird 306-323
● C.1.4 - I can organize information by main idea, use transitions, choose and cite evidence to support a controlling
idea.
● C.1.5, C.3.1 - I can identify and correct errors in word choice, grammar, and spelling in both my writing and my
peer’s writing.
● I can use testing strategies to demonstrate my skills and knowledge on a test.
● C.2.1, EE.6.1 - I can present information orally in a logical sequence with support for my central idea.

Products - Proof of student learning

● In a paragraph, summarize the events of To Kill A Mockingbird so far. Make sure to follow the rules of
capitalization, punctuation, and citation.
● Identify the archetype of the setting of To Kill A Mockingbird. Write a paragraph explaining how that archetype is
developed throughout To Kill A Mockingbird. You must include at least three different types of elaboration in
your paragraph. Any information from or references made to the text of To Kill A Mockingbird must be cited.
● Identify the archetype of one of the characters of To Kill A Mockingbird. Write a paragraph explaining how that
archetype is developed throughout To Kill A Mockingbird. You must include at least three different types of
elaboration in your paragraph. Any information from or references made to the text of To Kill A Mockingbird
must be cited.
● Identify the archetypes of two of the characters in To Kill A Mockingbird. Write a paragraph comparing and
contrasting how those archetypes are developed and individualized throughout To Kill A Mockingbird. You must
include at least three different types of elaboration in your paragraph. Any information from or references made
to the text of To Kill A Mockingbird must be cited.
● Create a presentation analyzing 5 archetypes present in To Kill A Mockingbird. Your presentation should include
information from To Kill A Mockingbird to support your analysis.
● Analyze the interaction between the setting and the characters in To Kill A Mockingbird. Write a paragraph
explaining how the setting affects the characters in To Kill A Mockingbird. You must include at least three
different types of elaboration in your paragraph. Any information from or references made to the text of To Kill A
Mockingbird must be cited.
● Analyze the interaction between the plot and the characters in To Kill A Mockingbird. Write a paragraph
explaining how the characters drive the plot in To Kill A Mockingbird. You must include at least three different
types of elaboration in your paragraph. Any information from or references made to the text of To Kill A
Mockingbird must be cited.
● Identify two characters that have different perspectives on the same topic or event in To Kill A Mockingbird. Write
a paragraph explaining how the develops and individualizes the perspectives of those two characters in To Kill A
Mockingbird. You must include at least three different types of elaboration in your paragraph. Any information
from or references made to the text of To Kill A Mockingbird must be cited.
● Identify two themes of To Kill A Mockingbird. Write a 4-paragraph essay explaining how those themes are
developed throughout To Kill A Mockingbird.
● Identify a logical fallacy in the arguments presented in To Kill A Mockingbird. Write a paragraph that presents that
fallacy as a counterclaim, a rebuttal that argues against it, and includes at least three different types of elaboration
in support of your rebuttal. Any information from or references made to the text of To Kill A Mockingbird must
be cited.
● Choose a section of the argument from To Kill A Mockingbird. Create a logical, well-supported rebuttal that can
be presented in a speech.
Resources
● To Kill A Mockingbird
● Paired Text Recommendations from Commonlit.org
Recommendations for before chapter 1, before chapter 6, after chapter 12, after chapter 13, after chapter 16,
before chapter 18, after chapter 19, after chapter 21, after chapter 24, after chapter 25, after chapter 25, after
chapter 26.
○ Nonfiction: “An Overview of The Great Depression” - Rec’d 7th grade before chapter 1 for background
knowledge regarding the setting of the novel. R.2.1, R.2.2, have students identify causes and effects, as
well as text structures throughout the reading. The questions at the end cover the rest of the learning
target. Consider having students highlight the most important sentence in each paragraph to better track
central ideas and their development.
○ Nonfiction: “From Slaves to Sharecroppers” - Rec’d 6th grade before chapter 6 for background
knowledge regarding racial climate of the time.
○ Poem: “On Turning Ten” - Rec’d 6th grade after chapter 13
○ ADVANCED Nonfiction: “Excerpt from Southern Horrors: Lynch Laws in All Its Phases” - Rec’d 11th
grade before chapter 18 for insight into the history and to evaluate the believability of the claims in the
novel
○ Poem: “We Wear the Mask” - Rec’d 8th grade after chapter 19
○ ADVANCED Poem: “An Obstacle” - Rec’d 9th grade after chapter 24
○ Poem: “If We Must Die” - Rec’d 8th grade after chapter 25.
● “Middle Grades Text Structures 174.pdf”
● “Middle Grades Elaborative Techniques 185.pdf”
● “8th Grade Character Archetypes 178.png”
● “8th Grade Figurative Language 176.png”
● “8th Grade Rhetoric Appeals and Devices 177-178.png”
● “8th Grade Setting Situation Symbol Archetypes.pdf”
● “Middle Grades Logical Fallacies 181-182.pdf”
● “Middle Grades Narrative Techniques 184.pdf”
● “Middle Grades Types of Logical Reasoning 180.pdf”
Unit 2: Informational Texts, Analyze Rhetoric and Argument, Argumentative Writing,
Expository Writing through The Hobbit
Notes
Rationale
We thought we could start with R.2.1 and R. 2.2 to read informational text. Then go into analyzing rhetoric and argument
in R.2.3, R.2.4, R. 3.4. Finally, we would lead into C.1.3 and C.1.5 with an essay.
We currently use the share feature of Google Docs to meet the C.5.2 standard. C.4.1 seems like it’s met by the reading for a
purpose phase of writing.
This seemed like a good place to put in C.2.1 and C.5.1., possibly as some form of presentation like how we had
presentations for the Supreme Court cases essay.
R.3.2, C.3.1, V.1.1, V.1.2, and V.1.3 seem like they should be addressed in every unit as the situation warrants.
Quickwrites for this unit could be in the form of summaries, paraphrases, or counter arguments.
Primary Benchmarks to Target
ELA.8.R.1.1: Analyze the interaction between character development, setting, and plot in a literary
text.
ELA.8.R.1.2: Analyze two or more themes and their development throughout a literary text.
ELA.8.R.3.1: Analyze how figurative language contributes to meaning and explain examples of
symbolism in text(s).
ELA.8.R.3.2: Paraphrase content from grade-level texts.
ELA.8.R.3.3: Compare and contrast the use or discussion of archetypes in texts.
ELA.8.R.3.4: Explain how an author uses rhetorical devices to support or advance an appeal. note:
clarification includes figurative language.
Additional Benchmarks To Hit
ELA.8.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources, and generating
additional questions for further research.
ELA.8.C.2.1: Present information orally, in a logical sequence, supporting the central idea with credible evidence.
ELA.8.C.5.1: Integrate diverse digital media to emphasize the relevance of a topic or idea in oral or written tasks.
ELA.8.C.5.2: Use a variety of digital tools to collaborate with others to produce writing.
ELA.8.C.1.3: Write to argue a position, supporting at least one claim and rebutting at least one counterclaim with logical
reasoning, credible evidence from sources, elaboration, and using a logical organizational structure.
ELA.8.C.1.5: Improve writing by planning, editing, considering feedback from adults and peers, and revising for clarity and
cohesiveness.
ELA.8.R.3.2: Paraphrase content from grade-level texts.
ELA.8.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
ELA.8.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
ELA.8.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.
ELA.8.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine
the connotative and denotative meaning of words and phrases, appropriate to grade level.
ELA.K12.EE.1.1 Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1 Read and comprehend grade-level complex texts proficiently.
ELA.K12.EE.3.1 Make inferences to support comprehension.
ELA.K12.EE.4.1 Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
ELA.K12.EE.5.1 Use the accepted rules governing a specific format to create quality work.
ELA.K12.EE.6.1 Use appropriate voice and tone when speaking or writing.
 Vocabulary

Learning Targets

Products - Proof of student learning

●

Resources
● The Hobbit
● Paired Text Recommendations from Commonlit.org
Recommendations for before chapter 1, before chapter 6, after chapter 12, after chapter 13, after chapter 16,
before chapter 18, after chapter 19, after chapter 21, after chapter 24, after chapter 25, after chapter 25, after
chapter 26.
○ Poem: “Travel” - Rec’d 8th grade after chapter 2 for theme and thematic connections.
○ Folktale: “How Boots Befooled the King” - Rec’d 5th grade after chapter 5 for comparative character
analysis between Boots and Bilbo. Consider revisiting after chapter 12.
○ Religious Text: “The Story of David and Goliath” - Rec’d 8th grade after chapter 8 to introduce “the
unlikely hero” as a literary motif. Compare David and Bilbo.
○ ADVANCED Poem: “The Soldier” - Rec’d 9th grade after chapter 17 for insight into Bilbo’s character
and Tolkien’s experiences with WW1.
○ Fable: “The Goose with the Golden Egg” - Rec’d 5th grade after chapter 17 to discuss themes about
greed. Compare and contrast themes of this fable and The Hobbit. How does greed affect Thorin and
Smaug.
○ Poem: “O Captain! My Captain!” - Rec’d 8th grade after chapter 18 to compare themes across genres
and forms.
○ Poem: “The Road Not Taken” - Rec’d 8th grade after chapter 19 to analyze and compare universal
themes across genres.
○ ADVANCED Informational Text: “The Hero’s Journey” - Rec’d 9th grade after chapter 19 to discuss
the structure and plot of the hero’s journey. Discuss archetypes.
Unit 3: Essays
Notes

Rationale

Primary Benchmarks to Target

Additional Benchmarks To Hit

ELA.8.R.3.2: Paraphrase content from grade-level texts.

ELA.8.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
ELA.8.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
ELA.8.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.
ELA.8.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine
the connotative and denotative meaning of words and phrases, appropriate to grade level.
ELA.K12.EE.1.1 Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1 Read and comprehend grade-level complex texts proficiently.
ELA.K12.EE.3.1 Make inferences to support comprehension.
ELA.K12.EE.4.1 Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
ELA.K12.EE.5.1 Use the accepted rules governing a specific format to create quality work.
ELA.K12.EE.6.1 Use appropriate voice and tone when speaking or writing.

Vocabulary

Learning Targets

Products - Proof of student learning

●

Resources
Unit 4: through I Will Always Write Back
Notes

Rationale
R.2.1, R.2.2, R.2.3 are paired with I Will Always Write Back in the B.E.S.T. doc. Throughout, we would address C.1.2,
C.1.3, C.1.4, with quick writes. We could end with either an explanatory essay used for C.1.4 and C.1.5, or a persuasive
essay for C.1.3 instead of C.1.4.
We could use the share feature of Google Docs to meet the C.5.2 standard. C.4.1 seems like it’s met by the reading for a
purpose phase of writing.
This seemed like a good place to put in C.2.1 and C.5.1., possibly as some form of presentation like how we had
presentations for the Supreme Court cases essay.
R.3.2, C.3.1, V.1.1, V.1.2, and V.1.3 seem like they should be addressed in every unit as the situation warrants.
Quickwrites for this unit could be expository body paragraphs, counter argument paragraphs, and short narratives.
Primary Benchmarks to Target
ELA.8.R.2.1: Analyze how individual text sections and/or features convey a purpose and/or meaning
in texts.
ELA.8.R.2.2: Analyze two or more central ideas and their development throughout a text.
ELA.8.R.2.3: Explain how an author establishes and achieves purpose(s) through rhetorical appeals
and/or figurative language.
ELA.8.R.3.2: Paraphrase content from grade-level texts.
Additional Benchmarks To Hit

ELA.8.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
ELA.8.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
ELA.8.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.
ELA.8.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine
the connotative and denotative meaning of words and phrases, appropriate to grade level.
ELA.K12.EE.1.1 Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1 Read and comprehend grade-level complex texts proficiently.
ELA.K12.EE.3.1 Make inferences to support comprehension.
ELA.K12.EE.4.1 Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
ELA.K12.EE.5.1 Use the accepted rules governing a specific format to create quality work.
ELA.K12.EE.6.1 Use appropriate voice and tone when speaking or writing.

Vocabulary

Learning Targets

Products - Proof of student learning

●

Resources
● I Will Always Write Back
 Overview
Benchmark Unit 0 Unit 1 Unit 2 Unit 3 Unit 4

P A P A P A P A P A

ELA.8.R.1.1 X

ELA.8.R.1.2 X

ELA.8.R.1.3 X

ELA.8.R.1.4 X

ELA.8.R.2.1 X

ELA.8.R.2.2 X

ELA.8.R.2.3 X

ELA.8.R.2.4 X

ELA.8.R.3.1 X

ELA.8.R.3.2 X X X

ELA.8.R.3.3 X

ELA.8.R.3.4 X

ELA.8.C.1.2 X

ELA.8.C.1.3 X X

ELA.8.C.1.4 X

ELA.8.C.1.5 X X

ELA.8.C.2.1 X X

ELA.8.C.3.1 X X X

ELA.8.C.4.1 X X

ELA.8.C.5.1 X X

ELA.8.C.5.2 X X

ELA.8.V.1.1 X X X

ELA.8.V.1.2 X X X

ELA.8.V.1.3 X X X
Potential Vocabulary From Standards
Nouns
Prose, Poetry, Literary Elements, Interaction, Character Development, Setting, Plot, Themes, Development, Universal
Themes, Conflict, Tension, Perspectives, Characters, Point of View, Structure, Sound, Imagery, Figurative Language, Form,
Line Length, White Space, Indentation, Line Breaks, Stanza Breaks, Sound, End Rhyme, Internal Rhyme, Slant Rhyme,
Alliteration, Assonance, Consonance, Onomatopoeia, Repetition, Meter, Imagery, Metaphor, Simile, Personification,
Hyperbole, Allusion, Idiom, Central Idea, Author’s Purpose, Rhetoric, Rhetorical Appeals, Logos, Pathos, Ethos,
Rhetorical Devices, Antithesis, Asyndeton, Chiasmus, Irony, Metonymy, Rhetorical Question, Synecdoche, Zeugma,
Meiosis, Argument, Reasoning, Types of Logical Reasoning, Deductive, Inductive, Abductive, Fallacies, Ad Hominem, Ad
Populum, Hasty Generalization, Red Herring, Slippery Slope, Strawman, False Analogy, Circular Reasoning, Non
Sequitur, Symbolism, Plagiarism, Archetypes, The Everyman, The Jester, The Lover, The Hero, The Magician, The Rebel,
The Caregiver, The Creator/Artist, The Ruler, The Explorer, The Innocent, The Sage, The Garden, The Forest, A Tree, A
Cave, A Mountain, A River, The Sea, An Island, Battle of Good and Evil, Death and Rebirth, Innate Wisdom vs. Educated
Stupidity, The Initiation, The Journey, The Quest, The Task, The Small Town, River, Wheel, Water, Rising Sun, Setting
Sun, Circle, Snake, Light, Dark, Fire, Narrative, Narrative Techniques, Description, Dialogue, Flashback, Foreshadowing,
Juxtaposition, Narration, Pacing, Perspective, Stream of Consciousness, Transitions, Expository Writing, Position, Claim,
Rebuttal, Counterclaim, Sources, Elaboration, Elaborative Techniques, Example, Definition, Statistics & Data, Quote or
Citation, Paraphrase, Facts, Description, Explanation, Personal Anecdote, Organizational Structure, Details, Planning,
Editing, Feedback, Clarity, Cohesiveness, Sequence, Evidence, Pronunciation, Sources, Grammar, Punctuation,
Capitalization, Passive Voice, Active Voice, Semicolons, Voice, Mood, Parallel Structure, Phrases, Clauses, Digital Media,
Relevance, Topic, Comprehension, Academic, Affixes (See page 202-203), Greek and Latin Roots (See page 200-201,
Context Clues, Definition, Synonyms, Antonyms, Examples, Inference, Word Relationships, Homonym, Homophone,
Verbs
Analyze, Develops, Individualizes, Convey, Explain, Establishes, Achieves, Argue, Identifying, Interpret, Paraphrase,
Summarize, Quote, Cite, Compare, Contrast, Conduct, Research, Generate, Integrate, Engaging, Collaborate, Produce,
Infer, Apply
Adjectives
Literary, Appropriateness, Credible, Logical, Reliable, Diverse, Authentic, Intentional, Academic, Connotative,
Denotative, Formal, Informal,
Printable Benchmarks for Matching
ELA.8.R.1.1: Analyze ELA.8.R.1.2: Analyze ELA.8.R.1.3: Analyze
the interaction between two or more themes and how an author develops
character development, their development and individualizes the
setting, and plot in a throughout a literary perspectives of different
literary text. text. characters.

ELA.8.R.1.4: Analyze ELA.8.R.2.1: Analyze ELA.8.R.3.4: Explain

structure, sound, how individual text how an author uses
imagery, and figurative sections and/or features rhetorical devices to
language in poetry. convey a purpose and/or support or advance an
meaning in texts. appeal. Note: Clarification
includes figurative language.

ELA.8.R.2.3: Explain ELA.8.R.2.4: Track the ELA.8.R.3.1: Analyze

how an author development of an how figurative language
establishes and achieves argument, analyzing the contributes to meaning
purpose(s) through types of reasoning used and explain examples of
rhetorical appeals and/or and their effectiveness, symbolism in text(s).
figurative language. identifying ways in
which the argument
could be improved.

ELA.8.R.3.2: Paraphrase ELA.8.R.3.3: Compare ELA.8.R.2.2: Analyze

content from grade-level and contrast the use or two or more central ideas
texts. discussion of archetypes and their development
in texts. throughout a text.

ELA.8.C.1.2: Write ELA.8.C.5.1: Integrate ELA.8.C.5.2: Use a

personal or fictional diverse digital media to variety of digital tools to
narratives using narrative emphasize the relevance collaborate with others
techniques, varied of a topic or idea in oral to produce writing.
transitions, and a clearly or written tasks.
established point of view.
ELA.8.C.1.5: Improve ELA.8.C.2.1: Present ELA.8.C.3.1: Follow the
writing by planning, information orally, in a rules of standard English
editing, considering logical sequence, grammar, punctuation,
feedback from adults and supporting the central capitalization, and
peers, and revising for idea with credible spelling appropriate to
clarity and cohesiveness. evidence. grade level.

ELA.8.C.4.1: Conduct ELA.8.C.1.3: Write to ELA.8.C.1.4: Write

research to answer a argue a position, expository texts to
question, drawing on supporting at least one explain and analyze
multiple reliable and claim and rebutting at information from
valid sources, and least one counterclaim multiple sources, using
generating additional with logical reasoning, relevant supporting
questions for further credible evidence from details, logical
research. sources, elaboration, and organization, and varied
using a logical purposeful transitions.
organizational structure.

ELA.8.V.1.1: Integrate ELA.8.V.1.2: Apply ELA.8.V.1.3: Apply

academic vocabulary knowledge of Greek and knowledge of context
appropriate to grade level Latin roots and affixes to clues, figurative language,
in speaking and writing. determine meanings of word relationships,
words and phrases in reference materials,
grade-level content. and/or background
knowledge to determine
the connotative and
denotative meaning of
words and phrases,
appropriate to grade
level.