English Language Arts Grade 8 Scope and Sequence Student Outcomes (Objectives Skills/Verbs)
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1 3; Unit 1 (8-10 weeks) Resources: 3 1. What defines a hero? To define various traits and Diction / Tone How do visual images types of heroes through 1.2 3; Unit 1 Embedded enhance and create multiple genres and texts. Stanza 1.3 meaning? 1.4 Writing a Definition To understand the archetype Theme 1.5 Essay of the hero s journey and Archetype apply it to various scenarios in both print and nonprint Definition Essay 1.8 3; Unit 1 Embedded texts. 1.9 Allegory 1.10 Visualizing an Event To analyze various literary, 1.11 in Jonas s Journey nonfiction, and nonprint Rhyme Scheme 1.12 texts Free Verse ELA Level 3, Unit 1 Nonprint text Compare/ Contrast Imagery Metaphor/Simile Epic Imagery Douglas County School District Page 1 Revised 8/2010
2 3; Unit 2 (4-5 weeks) Resources: How does commercialism impact daily life? 2. How does research enhance the ability to persuade? Analyze and reflect on the effect of media in our lives. Understand how persuasive techniques are used to convince an audience to support a position. Evaluate and cite online sources in an annotated bibliography. Effectively use information from valid sources to support a position. Media Target Audience Commercialism Advertising Techniques Persuasive Appeals Persuasive Essay ; Unit 2 Embedded Writing About the Media 3; Unit 2 Embedded Writing a Persuasive Essay ELA Level 3, Unit Douglas County School District Page 2 Revised 8/2010
3 3; Unit 3 (3-5 weeks) Resources: What is the relationship between challenges, multiple intelligences, and strategies? How can a writer achieve coherence in writing? To examine the concepts of challenge and multiple intelligences in personal and academic contexts. To strengthen the coherence of an essay through deep revision of introduction, body, and conclusion paragraphs. To reflect on past writing and new revisions. Reflection Multiple Coherence Global Revision Voice Coherence Cliché ; Unit 3 Embedded Assessment: Revising and Editing an Essay ELA Level 3, Unit Douglas County School District Page 3 Revised 8/2010
4 3; Unit 4 (7-9 weeks) Resources: How can one person make a difference when encountering a social challenge? How do people communicate effectively? To engage in meaningful discussion of historical and contemporary issues of local and global importance. To employ effective communication skills in small and large group settings. To research an issue and create an action plan to address it. To examine and employ various media channels. Allegory Communication Narrative Point of View Ethos, Logos, Pathos Euphemism Talking Points Theme Media Channels ; Unit 4 Embedded Presenting Voices of the Holocaust 3; Unit 4 Embedded Taking Action About an Issue ELA Level 3, Unit Douglas County School District Page 4 Revised 8/2010
5 3; Unit 5 (6-8 weeks) Resources: How is humor created? How do people respond to humor, and why do responses vary? To use vocabulary associated with humorous texts. To differentiate between high and low comedy. To analyze the elements of humor found in a variety of print and nonprint texts. To analyze a humorous text and write a critical analysis essay. To perform a comic scene emphasizing the elements of humor. Anecdote Elements of Humor Levels of Comedy Rhythm Hyperbole Performance ; Unit 5 Embedded Writing an Analysis of a Humorous Text 3; Unit 5 Embedded Performing a Comic Scene ELA Level 3, Unit 5 Douglas County School District Page 5 Revised 8/2010
6 Resources: 3 Douglas County School District Page 6 Revised 8/2010
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