Spotsylvania County Schools
Curriculum Map
2008-2009
www.spotsylvania.k12.va.us
Nine- Content and Essential Questions Skills
Weeks
1st Nine ORAL LANGUAGE ORAL LANGUAGE {ENG8.1}{ENG8.2}
Weeks Interview Techniques {ENG8.1} • Use interviewing techniques to gain
Grammatically Correct Language {ENG8.2} information.
• Determine the subject and purpose of an
interview.
• Create and record questions to elicit relevant
responses.
• Present findings in oral and written form.
• Evaluate the effectiveness of the interviews
using rubrics or checklists.
• Use grammatically correct language.
READING READING {ENG8.4}{ENG8.5}
Word Analysis Word Analysis
Word Origins {ENG8.4}
• Focus on word parts to define words.
Derivations, Inflections, Analogies {ENG8.4}
• Review and apply knowledge of word origins
and derivations including the structure and
meaning of Greek and Latin roots; prefixes
that can be used to interpret meaning; and
suffixes that indicate tense, part of speech,
person, or number.
• Use both context and reference skills
independently to determine the nuance and
connotation of words.
Revised April 29, 2008  
Course: English
Grade Level: 8
Suggested Assessments / Resources
ORAL LANGUAGE
Classmate interviews and introductions.
Write an interview for a character in literature.
Write questions and role-play interview with
peers.
Prepare questions to conduct an interview with a
member of the community. Summarize what
was heard.
READING
Definition maps and word webs.
Create original words using Greek and Latin
roots, prefixes, and suffixes.
Create and solve analogies.
Identify dictionary information: syllabification,
pronunciation, part of speech, and etymology.
Application of vocabulary in writing.
Response journals/learning logs.
Oral and written explanations or summaries.
Visual representations: Venn diagrams, charts,
plot pyramids, illustrations, story maps, and
other appropriate graphic organizers.
Discussion: Literature Circles
Transform a short story by changing a literary
feature such as a character, setting, point of view,
or ending.
Student work: story collage, storyboard
Predict the next series of actions in a story and/or
write the beginning of a sequel.
Students create an expanded chart of additional
types of tone and discuss subtle differences.
Page 1 of 13
Nine- Content and Essential Questions Skills Suggested Assessments / Resources
Weeks
1st Nine Comprehension Comprehension Predict and Connect and Create Sensory Images
Weeks Spotsy Big 7: • Read at and beyond the literal level, using Suggested Titles from Prentice Hall Timeless
(cont’d) • Predict and Connect Prior Knowledge the reading process to predict, question, clarify, Voices Timeless Themes:
{ENG8.5} infer, organize, compare, summarize and
• Create Sensory Images synthesize short stories and biographical text: Short Story
• Draw Conclusion {ENG8.6} - activate prior knowledge before reading “Charles” pg. 22-26
- make, confirm, and revise predictions “Up the Slide” pg. 156-162
- make text-text, text-self, text-world “A Ribbon for Baldy” pg. 380-383
connections “The White Umbrella” pg. 384-392
- use images to be immersed in the details “Cub Pilot on the Mississippi” pg. 100-108
of the text and increase engagement “Hamadi” and “The Day I Got Lost” pg. 534-
• Draw conclusions based on implied and 546
explicit information. “Grandma Ling” pg. 67-73
“Drummer Boy of Shiloh” pg.6-12
“Emancipation” pg. 256-262
Elements of Literature Elements of Literature “The Secret” pg. 118-124
Short Story {ENG8.5} • Recognize and understand the characteristics
Short Story Elements {ENG8.5} of short story and biography. Excerpts from novels
Main Idea or Theme {ENG8.5} • Understand the elements of story including Flowers for Algernon pg. 182-210
Tone {ENG8.5} setting, characters (static and dynamic), from I know Why the Caged Bird Sings pg. 32-
Biography {ENG8.5} external and internal conflicts, and plot as 38
Point of View (ENG8.5} applied to the genres short story and
biography.
• Understand external conflicts such as
individual vs. individual, individual vs.
nature, individual vs. society, individual vs.
supernatural, or individual vs. technology.
Understand internal conflict as individual vs.
self.
• Understand the components of plot: initiating
event, rising action, climax, falling action,
resolution, and theme.
• Describe inferred main ideas or themes using
evidence from the text.
• Define author’s tone including: serious,
solemn, sarcastic, objective, enthusiastic,
humorous, hostile, disapproving, personal,
and impersonal.
• Understand point of view as the way an
author reveals events and ideas in a story.

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Nine- Content and Essential Questions
Weeks
1st Nine WRITING
Weeks Plan, Compose, Revise
(cont’d) Narrative Writing {ENG8.7}
Writing Process {ENG8.7}
Domains of Writing: Composing {ENG8.7}
Prewriting Strategies {ENG8.7}
Revision Techniques {ENG 8.7}
Edit for Correct Usage
Review Functions of the Parts of Speech
{ENG8.8}
Verb Tense {ENG8.8}
Subject-Verb Agreement{ENG8.8}
SOL Writing Rubric: Peer and
Self Assessment {ENG8.7}
Word Processing Technology {ENG8.7}
Sentence Fragments{ENG8.8}
Sentence Run-ons(ENG8.8}
2nd Nine ORAL LANGUAGE
Weeks Notetaking Strategies {ENG8.2}
Oral Presentations {ENG8.1}
Grammatically Correct Language {ENG8.2}
Revised April 29, 2008
Skills Suggested Assessments / Resources
WRITING {ENG8.7} WRITING
Plan, Compose, Revise Student work: prewriting lists, webs/maps,
• Employ narrative writing to tell a story. clusters, or graphic organizers
• Understand and use the steps in the writing Original paragraphs and essays
process independently and with peer groups: Compare and contrast two drafts to identify and
planning, drafting, revising, proofreading, articulate the features for improvement.
editing, and publishing. SOL Writing Rubric: Composing
• Understand and apply the elements of
composing: central idea, elaboration, unity,
and organization.
• Use a variety of prewriting strategies:
brainstorming, webbing, mapping, outlining,
clustering, listing, and graphic organizers.
• Revise writing for appropriate organization
and transitions among paragraphs.
• Understand that revision includes rereading,
reflecting, rethinking, and rewriting a drafted
piece to make it better.
Edit for Correct Usage
• Identify the parts of speech as they function
in a sentence (e.g. subject-verb agreement)
• Maintain consistent verb tense (present, past,
future) across paragraphs.
• Use a singular verb with a singular subject
and a plural verb with a plural subject.
• Identify fragments and run-ons in a passage.
• Understand and use the SOL Writing Rubric
as a tool to assess peer and own writings.
• Use word processing technology available in
classroom, lab, or media center.
ORAL LANGUAGE {ENG8.1}{ENG8.2} ORAL LANGUAGE
• Understand and apply effective strategies Student presentations
for notetaking such as abbreviations, graphic Student work: notes
organizers, key words, and other recording
devices as needed.
• Develop and deliver oral presentations in
groups and individually.
• Choose topic and purpose appropriate to the
  Page 3 of 13
Nine- Content and Essential Questions Skills Suggested Assessments / Resources
Weeks
2nd Nine audience.
Weeks • Choose vocabulary and tone appropriate to
(cont’d) the audience, topic, and purpose.
• Use appropriate verbal and nonverbal
presentation skills.
• Respond to audience questions and
comments.
• Use grammatically correct language.
• Critique oral presentations.

READING READING READING

Comprehension Comprehension
Spotsy Big 7: Read at and beyond the literal level, using the
• Ask Questions of the Text reading process to predict, question, clarify,
• Summarize infer, organize, compare, summarize, and
• Make Inferences and Draw Conclusions synthesize narrative text:
- question the text to clarify meaning and
enhance understanding
- understand that many questions aren’t
answered by the text, but are left to the
reader’s interpretation (inferred)
- summarize to take the information from
reading to remember; each bit of
information adds to the construction of
meaning
• Read at, and beyond the literal level,
including making inferences, i.e. making
judgments or drawing conclusions based
what the author implied.
• Make inferences and draw conclusions on
explicit and implied information.
• Use evaluation and conclusion to make
reasonable inferences about what has been
read by combining new information with
what was known prior to reading.
• Understand that the writer implies and the
reader iners.
Revised April 29, 2008  
Response journals/learning logs
Oral and written explanations
Visual representations: Venn diagrams, charts,
plot pyramids, illustrations, story maps, and
other appropriate graphic organizers
Discussion: Literature Circles
Student products: story collage, book
advertisement, book jacket, diorama, character
sketch, book review, storyboard
Essay to explain the use of tone, character, and
literary devices to develop a plot
Question, Summarize, Infer and Draw
Conclusions Suggestions from Prentice Hall
Timeless Voices Timeless Themes:
Short Story
“Retrieved Information” pg. 242-250
“Tell Tale Heart” pg. 522-528
“Thank You M’am” pg. 172-176
Poetry
“Those Winter Sundays” pg. 400
Novel
True Confessions of Charlotte Doyle
The Giver
Bronx’s Masquerade
Page 4 of 13
Nine- Content and Essential Questions Skills Suggested Assessments / Resources
Weeks
2nd Nine Girl in Hammock
Weeks Pictures of Hollis Woods
(cont’d)

Elements of Literature Elements of Literature

Elements of a Novel {ENG8.5}
Tone {ENG8.5}
Mood {ENG8.5}
Point of View {ENG8.5}
Literary Devices: Foreshadowing, Flashback,
Irony, Symbolism {ENG8.5}
• Understand that each literary form has unique
characteristics that distinguish it from others.
• Understand that some literary elements are
used in multiple genres.
• Describe inferred main ideas or themes using
evidence from the text.
• Understand the elements of story including
setting, characters (static and dynamic),
external and internal conflicts, and plot
(initiating event, rising action, climax, falling
action, resolution).
• Differentiate among points of view including
first person, third person limited, and third
person omniscient.
• Describe how authors use characters,
conflict, point of view, and tone to create
meaning.
• Define author’s tone including: serious,
solemn, sarcastic, objective, enthusiastic,
humorous, hostile, disapproving, personal,
and impersonal.
• Understand mood as the emotion or
atmosphere the writer creates through
images, dialogue, setting, and plot.
• Understand the use of literary devices
including foreshadowing, irony, flashback,
and symbolism.

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Nine- Content and Essential Questions Skills Suggested Assessments / Resources
Weeks
2nd Nine WRITING WRITING {ENG8.7}{ENG8.8} WRITING
Weeks Plan, Compose, Revise Plan, Compose, Revise SOL Writing Rubric: Composing, Written
(cont’d) Writing Process {ENG8.7} • Write to explain and build a body of well- Expression
Domains of Writing: Written Expression organized and understandable information.
{ENG8.7} • Use the writing process to generate original
Revision Techniques {ENG 8.7} work.
Expository Writing: Informational {ENG8.7} • Use written expression to draft and revise
Word Processing Technology {ENG8.7} compositions with attention to voice, tone,
selected information and details, embedded
phrases and clauses, vivid and precise
vocabulary, figurative language, sentence
variety, and transitional words and phrases.
• Understand and use the SOL Writing Rubric
as a tool to assess peer and own writings.

Edit for Correct Usage Edit for Correct Usage

Transitions and Conjunctions {ENG8.8}
Adjective and Adverb Use {ENG8.8}
Sentence Punctuation {ENG8.8}
Sentence Variety: Simple, Compound, Complex
Sentences {ENG8.8}
• Use comparative and superlative degrees in
adjectives and adverbs.
• Use and punctuate correctly varied sentence
structures to include conjunctions and
transition words (furthermore, however,
since, next, for example, as a result).
• Identify and use simple, compound, and
compound-complex sentences.
• Identify correlative (either / or; neither / nor;
not only / but also; both / and; whether / or;
as, so) and coordinating conjunctions (and,
but, or, nor, for, so, yet) and use properly.
• Identify and use commas in a series, with
clauses, conjunctions, dates, and greetings.
• Apply revising procedures including
rereading, reflecting, rethinking, rewriting,
including vivid vocabulary, sentence
combining, and providing transitions between
ideas and paragraphs.
• Use complete sentences with appropriate
punctuation, including the punctuation
between dependent and independent clauses.
• Use word processing technology available in

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Nine- Content and Essential Questions Skills
Weeks
classroom, lab, or media center.
3rd Nine ORAL LANGUAGE ORAL LANGUAGE {ENG8.3}
Weeks Mass Media Messages {ENG8.3} • Identify and evaluate persuasive techniques
Persuasive Techniques {ENG8.3} in media.
Public Opinion Trends {ENG8.3} • Describe the effect on the audience.
• Identify and evaluate word choice in media.
• Identify and analyze choice of information
selected.
• Identify and analyze viewpoint in media.
• Identify trends and causes.
• Identify sources and viewpoint of
publication.
READING
READING {ENG8.4} {ENG8.5} {ENG8.6}
Word Analysis
Word Analysis
Analogy {ENG8.4}
• Apply and analyze relationships common to
analogy construction, such as: type or
example characteristics, association,
operator, degree, number, and mathematical.
Revised April 29, 2008  
Suggested Assessments / Resources
ORAL LANGUAGE
Evaluate political speeches and/or adjourning
questions with attention to directness of
response.
Evaluate a speech by a noted orator with
attention to the vocabulary that creates positive
or negative tone, images created, and author’s
viewpoint.
Locate and identify persuasive techniques found
in newspaper ads and/or television/radio
commercials.
Student products: brochure using two persuasive
techniques to sell a product, glossary of
persuasive techniques with definitions and
examples
READING
Response journals/learning logs
Oral and written explanations
Visual representations: Venn diagrams, charts,
illustrations, and appropriate graphic organizers
Rewrite a speech from a different point of view
Identify use of figurative language and explain
its use.
Poetry using figurative language effectively
Student products: story or poem collage, original
similes and metaphors, nursery rhymes written
into modern language
Poetry created and performed
Poetry portfolio
Student essay to explain how poetic elements
contribute to the effectiveness of the poem
Student work: explanation of how poetic
elements contribute to the effectiveness of a
selected poem
Page 7 of 13
Nine- Content and Essential Questions Skills Suggested Assessments / Resources
Weeks
3rd Nine Comprehension Comprehension Synthesize, Draw Conclusions and Make
Weeks Spotsy Big 7: Read at and beyond the literal level, using the Inferences, and Monitor and repair for Meaning
(cont’d) • Synthesize reading process to predict, question, clarify, Suggestions from Prentice Hall Timeless Voices
• Draw Conclusions and Make Inferences infer, organize, compare, summarize, and Timeless Themes:
{ENG8.6} synthesize a variety of fiction and nonfiction:
• Monitor and Repair - observe models of higher-order thinking Short Story
processes (thinking aloud) which are “Raymond’s Run” pg. 288-296
below students’ independent reading “Gentleman of Rio en Medio” pg. 268-271
Prior Knowledge {ENG8.5} level
Text Structures: Internal and External {ENG8.6} - collaboratively and with teacher support Speeches
Graphic Organizers {ENG8.6} (shared reading) move toward higher- The American Dream pg. 672-674
Read for Information {ENG8.6} order thinking, using instructional level The Trouble with Television pg. 668-671
reading materials
- synthesize as a result of forming either a Directions
concrete or abstract whole from the “Stopwatch” pg. 860-863
logical relation of parts
- use evaluation and conclusion to make Poems
reasonable inferences about what has “Lyric 17” pg. 880
been read by combining new “The Secret Heart” pg. 810
information with what was known prior “The Choice” pg. 48
to reading “The Road Not Taken” pg.44
- monitor comprehension during reading “The Centaur” pg. 824
by identifying confusing ideas, themes, “400 Meter Freestyle” pg.854-856
words, or sentences, and repair
comprehension by using “fix-up
strategies”: make a connection between
text, knowledge of the world, and
another text; stop and think about what
was read; ask a question and try to
answer it; visualize what was read; use
print conventions; reread; retell what
has already been read; note patterns of
organization in the text structure; adjust
reading rate – speed up or slow down.

Revised April 29, 2008   Page 8 of 13

 
Nine- Content and Essential Questions
Weeks
3rd Nine Elements of Literature
Weeks Figurative Language {ENG8.5}
(cont’d) Personification, Hyperbole {ENG8.5}
Poetry {ENG8.5}
Poetic Forms {ENG8.5}
Poetic Devices {ENG8.5}
Author’s Style {ENG8.5}
Author’s Viewpoint {ENG8.5}
Revised April 29, 2008
Skills Suggested Assessments / Resources
Elements of Literature
• Understand, evaluate, and use figurative
language including: simile, metaphor,
personification, and hyperbole as applied to
poetry.
• Apply knowledge of the distinguishing
characteristics and elements of speeches and
essays.
• Understand and analyze elements of an
author’s style including dialogue, sentence
structure, language patterns, and tone.
• Recognize author’s viewpoint and use of
persuasive language.
• Recognize author’s use of connotations,
persuasive language, and craftsmanship to
convey viewpoint.
• Recognize and understand the unique literary
characteristics and elements of poetry.
• Compare and contrast poetic elements in both
prose and poetry including word choice,
rhythm, rhyme, figurative language, symbols,
imagery, repetition, pun, oxymoron, and
sound elements.
• Understand and analyze elements of a poet’s
style.
• Evaluate the poet’s choice of words and
images.
• Compare and contrast poet’s styles.
• Identify poetic forms including haiku,
limerick, ballad, free verse, couplet, and
quatrain.
• Compare and contrast author’s use of sound
elements in prose and poetry to include
rhyme, rhythm meter repetition, alliteration,
assonance, consonance, and onomatopoeia.
• Analyze devices to include word choice,
figurative language, symbols, imagery,
rhyme, rhythm, repetition, sound elements,
pun, and oxymoron.
  Page 9 of 13
Nine- Content and Essential Questions
Weeks
3rd Nine Variety of Printed Materials
Weeks Follow Directions {ENG8.6}
(cont’d) Read for Information {ENG8.6}
WRITING
Plan, Compose, Revise
Persuasive Writing {ENG8.7}
Writing Process {ENG8.7}
Revision Techniques {ENG 8.7}
Domains of Writing: Mechanics and Usage
{ENG8.7}
Edit for Correct Usage
Pronoun Use {ENG8.8}
Adjective and Adverb Use {ENG8.8}
SOL Writing Rubric {ENG8.7}
Word Processing Technology {ENG8.7}
Revised April 29, 2008
Skills Suggested Assessments / Resources
Variety of Printed Materials
• Read and follow directions to complete a
task.
• Analyze details for relevancy accuracy,
placement, thoroughness, and effectiveness.
• Summarize text.
• Identify causes and trends.
• Identify sources and viewpoint of
publications.
WRITING {ENG8.7}{ENG8.8} WRITING
Plan, Compose, Revise SOL Writing Rubric: Composing, Written
• Write to influence the reader or listener to Expression, Mechanics and Usage
believe or do as the author or speaker Daily Language Practice with MUG Shots or
suggests. Sentence Openers
• Determine how writing influences the reader
to believe the author’s point of view.
• Use the writing process to generate original
work.
• Revise by adding, reorganizing, deleting, or
changing ideas with an emphasis on word
choice.
Edit for Correct Usage
• Choose the correct case and number for
pronouns in prepositional phrases with
compound objects.
• Use objective pronouns in prepositional
phrases with compound objects.
• Use the singular pronoun to refer to a
singular antecedent; use plural pronoun to
refer to a plural antecedent.
• Edit work for accuracy in usage, grammar
and mechanics.
  Page 10 of 13
Nine- Content and Essential Questions Skills
Weeks
4th Nine READING READING {ENG8.5}{ENG8.6}
Weeks Comprehension Comprehension
Spotsy Big 7: Read at and beyond the literal level, using the
• Evaluate and Determine Importance reading process to predict, question, clarify,
• Question the Author infer, organize, compare, summarize, and
• Activate and Connect Prior Knowledge synthesize a variety of fiction and nonfiction:
{ENG8.5} - prioritize information to make decisions
about what is essential and what is less
Main Ideas or Themes {ENG8.5} - make decisions about what information
or ideas are critical to understanding the
overall meaning and purpose for
reading
- ask questions to clarify meaning and
enhance understanding
- question the author to determine
author’s purpose for writing, style
(word choice) or format (genre)
- activate prior knowledge and connect it
with text as a foundation for comprehension
• Describe the main ideas or themes whether
stated or implied using evidence from text
Revised April 29, 2008  
Suggested Assessments / Resources
READING
Response journals/learning logs
Oral and written explanations
Visual representations: Venn diagrams, charts,
plot pyramids, illustrations, story maps, and
appropriate graphic organizers
Discussion: Literature Circles
Student products: story collage, character sketch,
review or critique
Character analysis: Trace the change(s) in a
character or characters throughout the course of
the play
Create a monologue in the point of view of the
main character(s)
Identify poetic elements in prose
Poetry using figurative language effectively
Evaluate and Determine Importance, Question
the Author, and Activate and Connect Prior
Knowledge Suggestions from Prentice Hall
Timeless Voices Timeless Themes:
Drama
The Diary of Anne Frank pg. 701-778
Life is Beautiful pg. 786-793
Nonfiction
from “An American Childhood” pg. 424-428
“Baseball” pg. 624-627
from One Writer’s Beginnings pg. 628-630
“Why Leaves Turn Color” pg. 443-446
Page 11 of 13
Nine- Content and Essential Questions
Weeks
4th Nine Elements of Literature
Weeks Drama {ENG8.5}
(cont’d) Elements of Drama {ENG8.5}
Poetic Elements in Prose {ENG8.5}
Literary Devices: Foreshadowing, Irony,
Flashback, Symbolism {ENG8.5}
Characterization {ENG8.5}
Point of View {ENG8.5}
Tone {ENG8.5}
Author’s Sytle {ENG8.5}
Symbols and Figurative Language {ENG8.5}
WRITING
Plan, Compose, Revise
Informational Writing {ENG8.7}
Writing Process {ENG8.7}
Revision Techniques {ENG 8.7}
Revised April 29, 2008
Skills Suggested Assessments / Resources
Elements of Literature
• Recognize and understand the unique
characteristics and elements of drama.
• Analyze the characterization and character
development in a play.
• Analyze poetic elements in prose and poetry
including word choice, figurative language,
symbols, imagery, repetition, sound
elements, pun, and oxymoron.
• Understand the use of literary devices:
foreshadowing, irony, flashback, and
symbolism.
• Describe how playwrights use characters,
point of view, and tone to create meaning.
• Identify and interpret symbols and figurative
language in plays.
• Understand and analyze author’s style
including dialogue, sentence structure,
language patterns.
• Define author’s tone: serious, solemn,
sarcastic, objective, enthusiastic, humorous,
hostile, disapproving, personal, and
impersonal.
• Evaluate the playwright’s choice of words
and images.
• Recognize and understand the unique literary
characteristics and elements of poetry found
in drama.
• Differentiate among points of view including
first person, third person limited, and third
person omniscient.
WRITING {ENG8.7}{ENG8.8} WRITING
Plan, Compose, Revise SOL Writing Rubric: Composing, Written
• Use writing process to generate original Expression, Mechanics and Usage
work.
• Employ informational writing to put forth
  Page 12 of 13
Nine- Content and Essential Questions Skills Suggested Assessments / Resources
Weeks
4th Nine information frequently used in textbooks,
Weeks newspapers, etc.
(cont’d) • Develop independence in all stages of the
writing process.
• Revise by adding, reorganizing, deleting, or
changing ideas.

Edit for Correct Usage

Edit for Correct Usage
Editing {ENG8.7}
Word Processing Technology {ENG8.7}
Dialogue {ENG8.7}
• Edit for accuracy in usage, grammar, and
mechanics.
• Use word processing technology in
classroom, lab, or media center.
• Use complete sentences with appropriate
punctuation including the punctuation of
dialogue.

Revised April 29, 2008   Page 13 of 13