Instructional Planning: Long-Term Plan Template

Name: Nathalie Harper

Grade: 8

Subject: ELA

COURSE OVERVIEW & TIMING

This section is designed to help you see the flow of your units/topics across the entire school year.
Unit Unit Length
Unit 1: Analyzing Fiction and Drama 22 days Commented [HN1]: This unit is the longest because it
incorporates a novel study. My district did not traditionally
Unit 2: Analyzing Literary Nonfiction and Poetry 15 days
incorporate novels into the curriculum. However, in my first
Unit 3: Analyzing Persuasive Text 15 days year of teaching my campus had a partnership with Johns
Hopkins and Diplomas Now, whom provided us with novel
Unit 4: Analyzing Informational Text 20 days sets and discussion guides. This experience made me realize
that everything that can be taught with short stories can be
Unit 5: Creating Connections Across Literary Text 15 days taught with novels, but that students see much more nuance
and experience the joy of story telling and reading more this
Unit 6: Creating Connections Across Informational Text 15 days way. Thus, I always made it a point to incorporate a novel
study to start the year.
Unit 7: Creating Connections Across All Genres 20 days

Unit 8: Media Literacy 20 days

Unit 9: Producing Research 20 days

OVERALL COURSE TIMING

This section is designed to help you compare the number of available instructional days/weeks to the
number of days/weeks you have accounted for in your Long-Term Plan.
Course Length
Total number of instructional weeks/days in school year: 177 days
Total number of instructional weeks/days for all units included in Long-Term Plan: 162 days

*Note: Be sure to account for all instructional days in the school year, including those after end-of-year testing (if any).

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Long-Term Plan Template 1
 Unit 1: Analyzing Fiction and Drama Commented [HN2]: This unit tends to have an Essential
UNIT 1 LENGTH: 22 Days
Question focused on identity, which lends itself to the
summative writing assessment for the unit being a personal
UNIT 1 LEARNING GOALS
narrative. The novel is used as an anchor text and models
Reading: many elements of good writing that they will use in their
• 8.Fig19(D)- Make complex inferences about text and use textual evidence to narratives.
support understanding.
• 8.Fig19(E)- Summarize, paraphrase, and synthesize texts in ways that maintain
meaning and logical order within a text and across texts.
• 8.Fig19(F)- Make intertextual links among and across texts, including other media
(e.g., film, play), and provide textual evidence.
• 8.2(A)- Determine the meaning of grade-level academic English words derived
from Latin, Greek, or other linguistic roots and affixes.
• 8.2(B)- Use context (within a sentence and in larger sections of text) to determine
or clarify the meaning of unfamiliar or ambiguous words or words with novel
meanings.
• 8.2(E)- Use a dictionary, a glossary, or a thesaurus (printed or electronic) to
determine the meanings, syllabication, pronunciations, alternate word choices, and
parts of speech of words.
• 8.3(A)- Analyze literary works that share similar themes across cultures.
• 8.3(B)- Compare and contrast the similarities and differences in mythologies from
various cultures (e.g., ideas of afterlife, roles and characteristics of deities,
purposes of myths).
• 8.3(C)- Explain how the values and beliefs of particular characters are affected by
the historical and cultural setting of the literary work.
• 8.5(A)- Analyze how different playwrights characterize their protagonists and
antagonists through the dialogue and staging of their plays.
• 8.6(A)- Analyze linear plot developments (e.g., conflict, rising action, falling action,
resolution, subplots) to determine whether and how conflicts are resolved.
• 8.6(B)- Analyze how the central characters' qualities influence the theme of a
fictional work and resolution of the central conflict.
New Learning Goals • 8.6(C)- Analyze different forms of point of view, including limited versus
omniscient, subjective versus objective.
• 8.8(A)- Explain the effect of similes and extended metaphors in literary text.

Writing:
• 8.14(A)- Plan a first draft by selecting a genre appropriate for conveying the
intended meaning to an audience, determining appropriate topics through a range
of strategies (e.g., discussion, background reading, personal interests, interviews),
and developing a thesis or controlling idea.
• 8.14(B)- Develop drafts by choosing an appropriate organizational strategy (e.g.,
sequence of events, cause-effect, compare-contrast) and building on ideas to
create a focused, organized, and coherent piece of writing.
• 8.14(C)- Revise drafts to ensure precise word choice and vivid images; consistent
point of view; use of simple, compound, and complex sentences; internal and
external coherence; and the use of effective transitions after rethinking how well
questions of purpose, audience, and genre have been addressed.
• 8.14(D)- Edit drafts for grammar, mechanics, and spelling.
• 8.14(E)- Revise final draft in response to feedback from peers and teacher and
publish written work for appropriate audiences.
• 8.15(A)- Write an imaginative story that: sustains reader interest, includes well-
paced action and an engaging story line, creates a specific, believable setting
through the use of sensory details, develops interesting characters, uses a range
of literary strategies and devices to enhance the style and tone.
• 8.16(A)- Write a personal narrative that has a clearly defined focus and includes
reflections on decisions, actions, and/or consequences. Commented [HN3]: Students use the novel we read as a
• 8.17(C)- Write responses to literary or expository texts that demonstrate the use of model text to write their own personal narrative.
writing skills for a multi-paragraph essay and provide sustained evidence from the
text using quotations when appropriate.

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Long-Term Plan Template 2
 UNIT 2: Analyzing Literary Nonfiction and Poetry UNIT 2 LENGTH: 15 Days

UNIT 2 LEARNING GOALS

Reading:
• 8.4(A)- Compare and contrast the relationship between the purpose and
characteristics of different poetic forms (e.g., epic poetry, lyric poetry).
• 8.7(A)- Analyze passages in well-known speeches for the author’s use of literary
devices and word and phrase choice (e.g., aphorisms, epigraphs) to appeal to the
New Learning Goals audience. Commented [HN4]: Because our assessments had to be
genre based in order to report the data in the way required by
Writing: the district and campus, I chose to have this unit follow the
• 8.15(A)- Write a poem using: poetic techniques (e.g., rhyme scheme, meter), fiction and drama unit because there was overlap in the
figurative language (e.g., personification, idioms, hyperbole), graphic elements standards. This is evident by the number of New Learning
(e.g., word position). Goals in this unit as compared to the last, versus the number
Reading: of Spiraling Learning Goals that have already been taught. It
• 8.Fig19(D)- Make complex inferences about text and use textual evidence to creates a natural progression and also some cushion if the
support understanding. novel needs to be finished for me to pair poems in with the
• 8.Fig19(E)- Summarize, paraphrase, and synthesize texts in ways that maintain novel study.
meaning and logical order within a text and across texts.
Commented [HN5]: This writing assignment is less time
• 8.Fig19(F)- Make intertextual links among and across texts, including other media consuming than a personal narrative or essay, which allows
(e.g., film, play), and provide textual evidence. this unit to be shorter.
• 8.2(A)- Determine the meaning of grade-level academic English words derived
from Latin, Greek, or other linguistic roots and affixes.
• 8.2(B)- Use context (within a sentence and in larger sections of text) to determine
or clarify the meaning of unfamiliar or ambiguous words or words with novel
meanings.
• 8.2(E)- Use a dictionary, a glossary, or a thesaurus (printed or electronic) to
determine the meanings, syllabication, pronunciations, alternate word choices, and
parts of speech of words.
• 8.3(A)- Analyze literary works that share similar themes across cultures.
• 8.3(B)- Compare and contrast the similarities and differences in mythologies from
various cultures (e.g., ideas of afterlife, roles and characteristics of deities,
purposes of myths).
• 8.3(C)- Explain how the values and beliefs of particular characters are affected by
the historical and cultural setting of the literary work.
• 8.5(A)- Analyze how different playwrights characterize their protagonists and
antagonists through the dialogue and staging of their plays.
• 8.6(A)- Analyze linear plot developments (e.g., conflict, rising action, falling action,
Spiraling resolution, subplots) to determine whether and how conflicts are resolved.
• 8.6(B)- Analyze how the central characters' qualities influence the theme of a
fictional work and resolution of the central conflict.
• 8.6(C)- Analyze different forms of point of view, including limited versus
omniscient, subjective versus objective.
• 8.8(A)- Explain the effect of similes and extended metaphors in literary text.

Writing:
• 8.14(A)- Plan a first draft by selecting a genre appropriate for conveying the
intended meaning to an audience, determining appropriate topics through a range
of strategies (e.g., discussion, background reading, personal interests, interviews),
and developing a thesis or controlling idea.
• 8.14(B)- Develop drafts by choosing an appropriate organizational strategy (e.g.,
sequence of events, cause-effect, compare-contrast) and building on ideas to
create a focused, organized, and coherent piece of writing.
• 8.14(C)- Revise drafts to ensure precise word choice and vivid images; consistent
point of view; use of simple, compound, and complex sentences; internal and
external coherence; and the use of effective transitions after rethinking how well
questions of purpose, audience, and genre have been addressed.
• 8.14(D)- Edit drafts for grammar, mechanics, and spelling.
• 8.14(E)- Revise final draft in response to feedback from peers and teacher and
publish written work for appropriate audiences.
• 8.16(A)- Write a personal narrative that has a clearly defined focus and includes
reflections on decisions, actions, and/or consequences.
• 8.17(C)- Write responses to literary or expository texts that demonstrate the use of

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Long-Term Plan Template 3
 writing skills for a multi-paragraph essay and provide sustained evidence from the
text using quotations when appropriate.

(R)- 8.6(B)- Analyze how the central characters' qualities influence the theme of a
Remedial (R) fictional work and resolution of the central conflict.
Enrichment (E)
(to be completed after
(E)- 8.16(A)- Write a personal narrative that has a clearly defined focus and includes
receiving diagnostic
assessment results) reflections on decisions, actions, and/or consequences.

UNIT 3: Analyzing Persuasive Text UNIT 3 LENGTH: 15 Days Commented [HN6]: This unit connects very naturally to
the informational text unit, so it is fairly short because many
UNIT 3 LEARNING GOALS
of the skills and standards overlap. During this time, we
Reading: usually analyze a speech, advertisements, and campaign ads
• 8.9(A)- Analyze works written on the same topic and compare how the authors for persuasive techniques and rhetorical devices.
achieved similar or different purposes
• 8.10(B)- Distinguish factual claims from commonplace assertions and opinions and
evaluate inferences from their logic in text.
• 8.11(A)- Compare and contrast persuasive texts that reached different conclusions
about the same issue and explain how the authors reached their conclusions
through analyzing the evidence each presents.
• 8.11(B)- Analyze the use of such rhetorical and logical fallacies as loaded terms,
caricatures, leading questions, false assumptions, and incorrect premises in
persuasive texts.
• 8.13(A)- Evaluate the role of media in focusing attention on events and informing
opinion on issues.
New Learning Goals
• 8.13(B)- Interpret how visual and sound techniques (e.g., special effects, camera
angles, lighting, music) influence the message.
• 8.13(C)- Evaluate various techniques used to create a point of view in media and
the impact on audience.

Writing:
• 8.18- Writing/Persuasive Texts. Students write persuasive texts to influence the
attitudes or actions of a specific audience on specific issues. Students are
expected to write a persuasive essay to the appropriate audience that: Establishes
a clear thesis or position, Considers and responds to the views of others and
anticipates and answers reader concerns and counter-arguments, Includes
evidence that is logically organized to support the author's viewpoint and that
differentiates between fact and opinion.
Reading:
• 8.Fig19(D)- Make complex inferences about text and use textual evidence to
support understanding.
• 8.Fig19(E)- Summarize, paraphrase, and synthesize texts in ways that maintain
meaning and logical order within a text and across texts.
• 8.Fig19(F)- Make intertextual links among and across texts, including other media
(e.g., film, play), and provide textual evidence.
• 8.2(A)- Determine the meaning of grade-level academic English words derived
from Latin, Greek, or other linguistic roots and affixes.
• 8.2(B)- Use context (within a sentence and in larger sections of text) to determine
Spiraling or clarify the meaning of unfamiliar or ambiguous words or words with novel
meanings.
• 8.2(E)- Use a dictionary, a glossary, or a thesaurus (printed or electronic) to
determine the meanings, syllabication, pronunciations, alternate word choices, and
parts of speech of words.
• 8.7(A)- Analyze passages in well-known speeches for the author’s use of literary
devices and word and phrase choice (e.g., aphorisms, epigraphs) to appeal to the
audience.

Writing:
• 8.14(A)- Plan a first draft by selecting a genre appropriate for conveying the

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Long-Term Plan Template 4
 intended meaning to an audience, determining appropriate topics through a range
of strategies (e.g., discussion, background reading, personal interests, interviews),
and developing a thesis or controlling idea.
• 8.14(B)- Develop drafts by choosing an appropriate organizational strategy (e.g.,
sequence of events, cause-effect, compare-contrast) and building on ideas to
create a focused, organized, and coherent piece of writing.
• 8.14(C)- Revise drafts to ensure precise word choice and vivid images; consistent
point of view; use of simple, compound, and complex sentences; internal and
external coherence; and the use of effective transitions after rethinking how well
questions of purpose, audience, and genre have been addressed.
• 8.14(D)- Edit drafts for grammar, mechanics, and spelling.
• 8.14(E)- Revise final draft in response to feedback from peers and teacher and
publish written work for appropriate audiences.
• 8.17(C)- Write responses to literary or expository texts that demonstrate the use of
writing skills for a multi-paragraph essay and provide sustained evidence from the
text using quotations when appropriate.
(R)- 8.6(B)- Analyze how the central characters' qualities influence the theme of a
Remedial (R) fictional work and resolution of the central conflict.
Enrichment (E)
(to be completed after (E)- 8.10(D)- Synthesize and make logical connections between ideas within a text and
receiving diagnostic across two or three texts representing similar or different genres and support those
assessment results) findings with textual evidence.

UNIT 4: Analyzing Informational Text UNIT 4 LENGTH: 20 Days Commented [HN7]: This unit is connected to the last and
utilizes many of the same skills. However, it is longer than
UNIT 4 LEARNING GOALS
the persuasive unit because it includes a formal essay in
Reading: which students work on writing expository essays.
• 8.10(A)- Summarize the main ideas, supporting details, and relationships among
ideas in text succinctly in ways that maintain meaning and logical order.
• 8.10(C)- Make subtle inferences and draw complex conclusions about the ideas in
text and their organizational patterns.
• 8.10(D)- Synthesize and make logical connections between ideas within a text and
New Learning Goals
across two or three texts representing similar or different genres and support those
findings with textual evidence.
• 8.12(A)- Analyze text for missing or extraneous information in multi-step directions
or legends for diagrams.
• 8/12(B)- Evaluate graphics for their clarity in communicating meaning or achieving
a specific purpose.

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Long-Term Plan Template 5
 Writing:
• 8.17(A)- Write a multi-paragraph essay to convey information about a topic that:
presents effective introductions and concluding paragraphs, contains a clearly
stated purpose or controlling idea, is logically organized with appropriate facts and
details and includes no extraneous information or inconsistencies, accurately
synthesizes ideas from several sources, uses a variety of sentence structures,
rhetorical devices, and transitions to link paragraphs.
• 8.17(B)- Write a letter that reflects an opinion, registers a complaint, or requests
information in a business or friendly context.
Reading:
• 8.Fig19(D)- Make complex inferences about text and use textual evidence to
support understanding.
• 8.Fig19(E)- Summarize, paraphrase, and synthesize texts in ways that maintain
meaning and logical order within a text and across texts.
• 8.Fig19(F)- Make intertextual links among and across texts, including other media
(e.g., film, play), and provide textual evidence.
• 8.2(A)- Determine the meaning of grade-level academic English words derived
from Latin, Greek, or other linguistic roots and affixes.
• 8.2(B)- Use context (within a sentence and in larger sections of text) to determine
or clarify the meaning of unfamiliar or ambiguous words or words with novel
meanings.
• 8.2(E)- Use a dictionary, a glossary, or a thesaurus (printed or electronic) to
determine the meanings, syllabication, pronunciations, alternate word choices, and
parts of speech of words.
• 8.9(A)- Analyze works written on the same topic and compare how the authors
achieved similar or different purposes
• 8.10(B)- Distinguish factual claims from commonplace assertions and opinions and
evaluate inferences from their logic in text.
Spiraling
Writing:
• 8.14(A)- Plan a first draft by selecting a genre appropriate for conveying the
intended meaning to an audience, determining appropriate topics through a range
of strategies (e.g., discussion, background reading, personal interests, interviews),
and developing a thesis or controlling idea.
• 8.14(B)- Develop drafts by choosing an appropriate organizational strategy (e.g.,
sequence of events, cause-effect, compare-contrast) and building on ideas to
create a focused, organized, and coherent piece of writing.
• 8.14(C)- Revise drafts to ensure precise word choice and vivid images; consistent
point of view; use of simple, compound, and complex sentences; internal and
external coherence; and the use of effective transitions after rethinking how well
questions of purpose, audience, and genre have been addressed.
• 8.14(D)- Edit drafts for grammar, mechanics, and spelling.
• 8.14(E)- Revise final draft in response to feedback from peers and teacher and
publish written work for appropriate audiences.
• 8.17(C)- Write responses to literary or expository texts that demonstrate the use of
writing skills for a multi-paragraph essay and provide sustained evidence from the
text using quotations when appropriate.
(R)- 8.9(A)- Analyze works written on the same topic and compare how the authors
Remedial (R) achieved similar or different purposes
Enrichment (E)
(to be completed after
receiving diagnostic
assessment results) (E)- 8.17(B)- Write a letter that reflects an opinion, registers a complaint, or requests
information in a business or friendly context.

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Long-Term Plan Template 6
 UNIT 5: Creating Connections Across Literary Text UNIT 5 LENGTH: 15 Days Commented [HN8]: At this point in the year, all of the
standards have been explicitly taught. Eighth graders get
UNIT 5 LEARNING GOALS
several chances to pass the state test in Texas because it is
Reading: required for promotion to high school. The first round of
• 8.Fig19(D)- Make complex inferences about text and use textual evidence to testing was traditionally in March. Thus, most administration
support understanding. require several weeks of comprehensive reviews and
• 8.Fig19(E)- Summarize, paraphrase, and synthesize texts in ways that maintain interventions to prepare students beginning early in the
meaning and logical order within a text and across texts. second semester. Therefore, I plan to teach all of the
• 8.Fig19(F)- Make intertextual links among and across texts, including other media standards in the first semester and use assessment data to
(e.g., film, play), and provide textual evidence. decide what needs to be retaught or emphasized in Unit 5, 6,
• 8.2(A)- Determine the meaning of grade-level academic English words derived and 7 to review for the test.
from Latin, Greek, or other linguistic roots and affixes.
• 8.2(B)- Use context (within a sentence and in larger sections of text) to determine
or clarify the meaning of unfamiliar or ambiguous words or words with novel
meanings.
• 8.2(E)- Use a dictionary, a glossary, or a thesaurus (printed or electronic) to
determine the meanings, syllabication, pronunciations, alternate word choices, and
parts of speech of words.
• 8.3(A)- Analyze literary works that share similar themes across cultures.
• 8.3(B)- Compare and contrast the similarities and differences in mythologies from
various cultures (e.g., ideas of afterlife, roles and characteristics of deities,
purposes of myths).
• 8.3(C)- Explain how the values and beliefs of particular characters are affected by
the historical and cultural setting of the literary work.
• 8.4(A)- Compare and contrast the relationship between the purpose and
characteristics of different poetic forms (e.g., epic poetry, lyric poetry).
• 8.5(A)- Analyze how different playwrights characterize their protagonists and
antagonists through the dialogue and staging of their plays.
• 8.6(A)- Analyze linear plot developments (e.g., conflict, rising action, falling action,
resolution, subplots) to determine whether and how conflicts are resolved.
• 8.6(B)- Analyze how the central characters' qualities influence the theme of a
fictional work and resolution of the central conflict.
Spiraling • 8.6(C)- Analyze different forms of point of view, including limited versus
omniscient, subjective versus objective.
• 8.7(A)- Analyze passages in well-known speeches for the author’s use of literary
devices and word and phrase choice (e.g., aphorisms, epigraphs) to appeal to the
audience.
• 8.8(A)- Explain the effect of similes and extended metaphors in literary text.

Writing:
• 8.14(A)- Plan a first draft by selecting a genre appropriate for conveying the
intended meaning to an audience, determining appropriate topics through a range
of strategies (e.g., discussion, background reading, personal interests, interviews),
and developing a thesis or controlling idea.
• 8.14(B)- Develop drafts by choosing an appropriate organizational strategy (e.g.,
sequence of events, cause-effect, compare-contrast) and building on ideas to
create a focused, organized, and coherent piece of writing.
• 8.14(C)- Revise drafts to ensure precise word choice and vivid images; consistent
point of view; use of simple, compound, and complex sentences; internal and
external coherence; and the use of effective transitions after rethinking how well
questions of purpose, audience, and genre have been addressed.
• 8.14(D)- Edit drafts for grammar, mechanics, and spelling.
• 8.14(E)- Revise final draft in response to feedback from peers and teacher and
publish written work for appropriate audiences.
• 8.15(A)- Write an imaginative story that: sustains reader interest, includes well-
paced action and an engaging story line, creates a specific, believable setting
through the use of sensory details, develops interesting characters, uses a range
of literary strategies and devices to enhance the style and tone.
• 8.16(A)- Write a personal narrative that has a clearly defined focus and includes
reflections on decisions, actions, and/or consequences.
• 8.17(C)- Write responses to literary or expository texts that demonstrate the use of
writing skills for a multi-paragraph essay and provide sustained evidence from the
text using quotations when appropriate.

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Long-Term Plan Template 7
 (R)- 8.6(B)- Analyze how the central characters' qualities influence the theme of a
fictional work and resolution of the central conflict.
Remedial (R)
Enrichment (E) (E)-8.15(A)- Write an imaginative story that: sustains reader interest, includes well-
(to be completed after
paced action and an engaging story line, creates a specific, believable setting through
receiving diagnostic
assessment results) the use of sensory details, develops interesting characters, uses a range of literary
strategies and devices to enhance the style and tone.

UNIT 6: Creating Connections Across Informational Text UNIT 6 LENGTH: 15 Days

UNIT 6 LEARNING GOALS

Reading:
• 8.Fig19(D)- Make complex inferences about text and use textual evidence to
support understanding.
• 8.Fig19(E)- Summarize, paraphrase, and synthesize texts in ways that maintain
meaning and logical order within a text and across texts.
• 8.Fig19(F)- Make intertextual links among and across texts, including other media
(e.g., film, play), and provide textual evidence.
• 8.2(A)- Determine the meaning of grade-level academic English words derived
from Latin, Greek, or other linguistic roots and affixes.
• 8.2(B)- Use context (within a sentence and in larger sections of text) to determine
or clarify the meaning of unfamiliar or ambiguous words or words with novel
meanings.
• 8.2(E)- Use a dictionary, a glossary, or a thesaurus (printed or electronic) to
determine the meanings, syllabication, pronunciations, alternate word choices, and
parts of speech of words.
• 8.9(A)- Analyze works written on the same topic and compare how the authors
achieved similar or different purposes
• 8.10(A)- Summarize the main ideas, supporting details, and relationships among
ideas in text succinctly in ways that maintain meaning and logical order.
• 8.10(B)- Distinguish factual claims from commonplace assertions and opinions and
evaluate inferences from their logic in text.
• 8.10(C)- Make subtle inferences and draw complex conclusions about the ideas in
text and their organizational patterns.
Spiraling • 8.10(D)- Synthesize and make logical connections between ideas within a text and
across two or three texts representing similar or different genres and support those
findings with textual evidence.
• 8.11(A)- Compare and contrast persuasive texts that reached different conclusions
about the same issue and explain how the authors reached their conclusions
through analyzing the evidence each presents.
• 8.11(B)- Analyze the use of such rhetorical and logical fallacies as loaded terms,
caricatures, leading questions, false assumptions, and incorrect premises in
persuasive texts.

Writing:
• 8.14(A)- Plan a first draft by selecting a genre appropriate for conveying the
intended meaning to an audience, determining appropriate topics through a range
of strategies (e.g., discussion, background reading, personal interests, interviews),
and developing a thesis or controlling idea.
• 8.14(B)- Develop drafts by choosing an appropriate organizational strategy (e.g.,
sequence of events, cause-effect, compare-contrast) and building on ideas to
create a focused, organized, and coherent piece of writing.
• 8.14(C)- Revise drafts to ensure precise word choice and vivid images; consistent
point of view; use of simple, compound, and complex sentences; internal and
external coherence; and the use of effective transitions after rethinking how well
questions of purpose, audience, and genre have been addressed.
• 8.14(D)- Edit drafts for grammar, mechanics, and spelling.
• 8.14(E)- Revise final draft in response to feedback from peers and teacher and

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Long-Term Plan Template 8
 publish written work for appropriate audiences.
• 8.17(A)- Write a multi-paragraph essay to convey information about a topic that:
presents effective introductions and concluding paragraphs, contains a clearly
stated purpose or controlling idea, is logically organized with appropriate facts and
details and includes no extraneous information or inconsistencies, accurately
synthesizes ideas from several sources, uses a variety of sentence structures,
rhetorical devices, and transitions to link paragraphs.
• 8.17(B)- Write a letter that reflects an opinion, registers a complaint, or requests
information in a business or friendly context.
• 8.17(C)- Write responses to literary or expository texts that demonstrate the use of
writing skills for a multi-paragraph essay and provide sustained evidence from the
text using quotations when appropriate.

Remedial (R)
Enrichment (E) (R)- 8.10(D)- Synthesize and make logical connections between ideas within a text and
(to be completed after across two or three texts representing similar or different genres and support those
receiving diagnostic findings with textual evidence.
assessment results)

UNIT 7: Creating Connections Across All Genres UNIT 7 LENGTH: 20 Days

UNIT 7 LEARNING GOALS

Reading:
• 8.Fig19(D)- Make complex inferences about text and use textual evidence to
support understanding.
• 8.Fig19(E)- Summarize, paraphrase, and synthesize texts in ways that maintain
meaning and logical order within a text and across texts.
• 8.Fig19(F)- Make intertextual links among and across texts, including other media
(e.g., film, play), and provide textual evidence.
• 8.2(A)- Determine the meaning of grade-level academic English words derived
from Latin, Greek, or other linguistic roots and affixes.
• 8.2(B)- Use context (within a sentence and in larger sections of text) to determine
or clarify the meaning of unfamiliar or ambiguous words or words with novel
meanings.
• 8.2(E)- Use a dictionary, a glossary, or a thesaurus (printed or electronic) to
determine the meanings, syllabication, pronunciations, alternate word choices, and
parts of speech of words.
• 8.3(A)- Analyze literary works that share similar themes across cultures.
• 8.3(B)- Compare and contrast the similarities and differences in mythologies from
various cultures (e.g., ideas of afterlife, roles and characteristics of deities,
purposes of myths).
Spiraling • 8.3(C)- Explain how the values and beliefs of particular characters are affected by
the historical and cultural setting of the literary work.
• 8.6(A)- Analyze linear plot developments (e.g., conflict, rising action, falling action,
resolution, subplots) to determine whether and how conflicts are resolved.
• 8.6(B)- Analyze how the central characters' qualities influence the theme of a
fictional work and resolution of the central conflict.
• 8.6(C)- Analyze different forms of point of view, including limited versus
omniscient, subjective versus objective.
• 8.10(A)- Summarize the main ideas, supporting details, and relationships among
ideas in text succinctly in ways that maintain meaning and logical order.
• 8.10(B)- Distinguish factual claims from commonplace assertions and opinions and
evaluate inferences from their logic in text.
• 8.10(C)- Make subtle inferences and draw complex conclusions about the ideas in
text and their organizational patterns.
• 8.10(D)- Synthesize and make logical connections between ideas within a text and
across two or three texts representing similar or different genres and support those
findings with textual evidence.
• 8.11(A)- Compare and contrast persuasive texts that reached different conclusions
about the same issue and explain how the authors reached their conclusions
through analyzing the evidence each presents.

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Long-Term Plan Template 9
 • 8.11(B)- Analyze the use of such rhetorical and logical fallacies as loaded terms,
caricatures, leading questions, false assumptions, and incorrect premises in
persuasive texts.

Writing:
• 8.14(A)- Plan a first draft by selecting a genre appropriate for conveying the
intended meaning to an audience, determining appropriate topics through a range
of strategies (e.g., discussion, background reading, personal interests, interviews),
and developing a thesis or controlling idea.
• 8.14(B)- Develop drafts by choosing an appropriate organizational strategy (e.g.,
sequence of events, cause-effect, compare-contrast) and building on ideas to
create a focused, organized, and coherent piece of writing.
• 8.14(C)- Revise drafts to ensure precise word choice and vivid images; consistent
point of view; use of simple, compound, and complex sentences; internal and
external coherence; and the use of effective transitions after rethinking how well
questions of purpose, audience, and genre have been addressed.
• 8.14(D)- Edit drafts for grammar, mechanics, and spelling.
• 8.14(E)- Revise final draft in response to feedback from peers and teacher and
publish written work for appropriate audiences.
• 8.17(A)- Write a multi-paragraph essay to convey information about a topic that:
presents effective introductions and concluding paragraphs, contains a clearly
stated purpose or controlling idea, is logically organized with appropriate facts and
details and includes no extraneous information or inconsistencies, accurately
synthesizes ideas from several sources, uses a variety of sentence structures,
rhetorical devices, and transitions to link paragraphs.
• 8.17(B)- Write a letter that reflects an opinion, registers a complaint, or requests
information in a business or friendly context.
• 8.17(C)- Write responses to literary or expository texts that demonstrate the use of
writing skills for a multi-paragraph essay and provide sustained evidence from the
text using quotations when appropriate.
Remedial (R) (R)- 8.3(C)- Explain how the values and beliefs of particular characters are affected by
Enrichment (E) the historical and cultural setting of the literary work.
(to be completed after
receiving diagnostic
assessment results)

UNIT 8: Media Literacy UNIT 8 LENGTH: 20 Days Commented [HN9]: Unit 8 is generally for the students
who already passed the state test. The students who did not
UNIT 8 LEARNING GOALS
pass are required to go through several more weeks of
Reading: intensive review and interventions. These standards are not
• 8.Fig19(D)- Make complex inferences about text and use textual evidence to tested, which means they become enrichment standards.
support understanding. Usually, these students are working on a project with a
• 8.Fig19(E)- Summarize, paraphrase, and synthesize texts in ways that maintain substitute or elective teacher and I am usually pulled out to
meaning and logical order within a text and across texts. work with the students who did not pass.
• 8.Fig19(F)- Make intertextual links among and across texts, including other media
(e.g., film, play), and provide textual evidence.
• 8.2(A)- Determine the meaning of grade-level academic English words derived
from Latin, Greek, or other linguistic roots and affixes.
• 8.2(B)- Use context (within a sentence and in larger sections of text) to determine
Spiraling or clarify the meaning of unfamiliar or ambiguous words or words with novel
meanings.
• 8.2(E)- Use a dictionary, a glossary, or a thesaurus (printed or electronic) to
determine the meanings, syllabication, pronunciations, alternate word choices, and
parts of speech of words.
• 8.13(A)- Evaluate the role of media in focusing attention on events and informing
opinion on issues.
• 8.13(B)- Interpret how visual and sound techniques (e.g., special effects, camera
angles, lighting, music) influence the message.
• 8.13(C)- Evaluate various techniques used to create a point of view in media and
the impact on audience.

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Long-Term Plan Template 10
 Writing:
• 8.14(A)- Plan a first draft by selecting a genre appropriate for conveying the
intended meaning to an audience, determining appropriate topics through a range
of strategies (e.g., discussion, background reading, personal interests, interviews),
and developing a thesis or controlling idea.
• 8.14(B)- Develop drafts by choosing an appropriate organizational strategy (e.g.,
sequence of events, cause-effect, compare-contrast) and building on ideas to
create a focused, organized, and coherent piece of writing.
• 8.14(C)- Revise drafts to ensure precise word choice and vivid images; consistent
point of view; use of simple, compound, and complex sentences; internal and
external coherence; and the use of effective transitions after rethinking how well
questions of purpose, audience, and genre have been addressed.
• 8.14(D)- Edit drafts for grammar, mechanics, and spelling.
• 8.14(E)- Revise final draft in response to feedback from peers and teacher and
publish written work for appropriate audiences.
(R)- 8.6(B)- Analyze how the central characters' qualities influence the theme of a
Remedial (R) fictional work and resolution of the central conflict.
Enrichment (E)
(to be completed after (E)- 8.13(B)- Interpret how visual and sound techniques (e.g., special effects, camera
receiving diagnostic angles, lighting, music) influence the message.
assessment results)

UNIT 9: Producing Research UNIT 9 LENGTH: 20 Days Commented [HN10]: Unit 9 is after all testing is
complete. We usually ended the year with project-based
UNIT 9 LEARNING GOALS
learning where students research something and creatively
Reading: present this information to the class. This project looked
• 8.Fig19(D)- Make complex inferences about text and use textual evidence to different throughout the years, but served as a capstone to
support understanding. their learning for the year.
• 8.Fig19(E)- Summarize, paraphrase, and synthesize texts in ways that maintain
meaning and logical order within a text and across texts.
• 8.Fig19(F)- Make intertextual links among and across texts, including other media
(e.g., film, play), and provide textual evidence.
• 8.2(A)- Determine the meaning of grade-level academic English words derived
from Latin, Greek, or other linguistic roots and affixes.
• 8.2(B)- Use context (within a sentence and in larger sections of text) to determine
or clarify the meaning of unfamiliar or ambiguous words or words with novel
meanings.
• 8.2(E)- Use a dictionary, a glossary, or a thesaurus (printed or electronic) to
determine the meanings, syllabication, pronunciations, alternate word choices, and
Spiraling
parts of speech of words.
• 8.10(A)- Summarize the main ideas, supporting details, and relationships among
ideas in text succinctly in ways that maintain meaning and logical order.
• 8.10(C)- Make subtle inferences and draw complex conclusions about the ideas in
text and their organizational patterns.
• 8.10(D)- Synthesize and make logical connections between ideas within a text and
across two or three texts representing similar or different genres and support those
findings with textual evidence.
• 8.13(A)- Evaluate the role of media in focusing attention on events and informing
opinion on issues.
• 8.13(B)- Interpret how visual and sound techniques (e.g., special effects, camera
angles, lighting, music) influence the message.
• 8.13(C)- Evaluate various techniques used to create a point of view in media and
the impact on audience.

John Hopkins University School of Education

Long-Term Plan Template 11
 Writing:
• 8.14(A)- Plan a first draft by selecting a genre appropriate for conveying the
intended meaning to an audience, determining appropriate topics through a range
of strategies (e.g., discussion, background reading, personal interests, interviews),
and developing a thesis or controlling idea.
• 8.14(B)- Develop drafts by choosing an appropriate organizational strategy (e.g.,
sequence of events, cause-effect, compare-contrast) and building on ideas to
create a focused, organized, and coherent piece of writing.
• 8.14(C)- Revise drafts to ensure precise word choice and vivid images; consistent
point of view; use of simple, compound, and complex sentences; internal and
external coherence; and the use of effective transitions after rethinking how well
questions of purpose, audience, and genre have been addressed.
• 8.14(D)- Edit drafts for grammar, mechanics, and spelling.
8.14(E)- Revise final draft in response to feedback from peers and teacher and publish
written work for appropriate audiences.

John Hopkins University School of Education

Long-Term Plan Template 12
 References

Teach For America. (2011). Instructional planning & delivery. Retrieved from

http://www.teachingasleadership.org/sites/default/files/Related-Readings/IPD_2011.pdf

TEKS Resource System. (2014, June 2). Retrieved November 02, 2016, from

http://www.teksresourcesystem.net/module/content/search/~/item/2192/viewdetail.ashx

John Hopkins University School of Education

Long-Term Plan Template 13