TCSS English/Language Arts Curriculum Map 8th Grade Literature ...

RL= Reading Literary 

RI = Reading Informational 

W = Writing 

SL= Speaking and Listening 

L = Language 

TCSS English/Language Arts Curriculum Map 

8th Grade Literature and Composition 

Unit #4 Response to Poetry 

Big Idea: Response to Poetry Length of Unit: 14 days 

Unit Essential Question(s): How does a writer use effective argumentative writing techniques to influence others to take action or change opinions? 

Unit Prerequisites: (based on 7 th grade curriculum) 

� Cite several pieces of textual evidence to support analysis of what the text says explicitly. 

� Cite several pieces of textual evidence to support analysis of what the text infers. 

� Analyze the impact of rhymes or other repetitions of sounds (e.g., alliteration) on a specific section of a story. 

� Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. (7th is limited to poetry and drama) 

Concept 1: Textual Evidence 

Concept 1 Student Essential Question(s): 

� How does the reader analyze the types of poetry using poetic devices and sounds of poetry? 

Concept 1: CCGPS Standards 

� ELACC8RL1.a-textual evidence (analysis) [DOK 2] 

� ELACC8RL1.b-textual evidence (inferences) [DOK 2]} 

Concept 1: Teacher Guiding Questions 

These questions are intended to guide teacher instruction, but should not be posted. The Student EQ is provided to post and reference during the lesson. 

1. How will choosing textual evidence help my understanding of the text? 

2. How does the choice of evidence affect the credibility of my analysis of inferences? 

Concept 1: Vocabulary (*Review term taught in a previous unit) 

Evidence* Inferences* Analysis* 

Types of Poetry: Lyric Narrative Dramatic 

Concept 1: Resources 

� Elements of Literature: pages 673, 676, 758-765, 

Concept 2: Theme/Central Idea 

Concept 2 Student Essential Question: 

� How does the reader analyze the types of poetry using poetic devices and sounds of poetry? 


� ELACC8RL2.a-theme and central idea [DOK 2] 


These questions are intended to guide teacher instruction during this concept, but these questions should not be posted. The Student EQ is provided to post and 

reference during the lesson. 

1. What universal truth or theme does the author convey in the poetry? 


Themes* Symbolism Poetic Technique Sensory Language*/Imagery 


� Elements of Literature: Pages 674-675, 682-701, 766-780 

TCSS 10/1/2012 Eighth Grade Language Arts – Unit 4 Poetry 1

Concept 3: Figurative Language/Word Choice 

Concept 3: Student Essential Question: How does the reader analyze the types of poetry using poetic devices and sounds of poetry? 


� ELACC8RL4a-figurative language meaning of words [DOK 2] 

� ELACC8RL4b-analogies/allusions impact of words [DOK 2] 


These questions are intended to guide teacher instruction, but should not be posted. The Student EQ is provided to post and reference during the lesson. 

1. How does the reader use context clues to uncover meaning in poetry? 

2. How do sensory details and figurative language convey meaning in poetry? 

3. How are sound devices used in poetry? 

4. How does author’s word choice affect meaning and tone? 

5. How do allusions/analogies expand the meaning of text? 


Simile Imagery Metaphor Analogy* Allusion* Tone 

Alliteration Onomatopoeia Overall Meaning Extended Metaphor Personification 


� Elements of Literature Pages 670-672, 751, 772 

Concept 4: Structure 

Concept 4: Student Essential Question: How does the reader analyze the types of poetry using poetic devices and sounds of poetry? 


� ELACC8RL5.a-structure of two or more texts [DOK 2/3] 

� ELACC8RL5.b-meaning and style of two or more texts [DOK 2/3] 




1. How can an author vary the poetic structure? 

2. How do these variations in a writer’s structure affect the meaning and style of the poem? 

3. How do these variations in a writer’s style affect the reader? 

4. How does the structure of a poem identify its purpose? 


Ode Epic Ballad Sonnet Elegy Style* 

Stanza Rhyme Rhythm Refrain Couplet Meaning 

Repetition Soliloquy Monologue Internal Rhyme Exact Rhyme Approximate Rhyme 


Elements of Literature: 

� Pages 736-755, 670-673 

� Stanza page 741 

� Sonnet page 737 

� Ode page 743 

� Elegy page 747 


Concept 5: Writing Comprehension 

Concept 5: Student Essential Question: How will reading and writing all genres of poetry make me a more well-rounded and proficient reader and writer? 


� ELACC8W4-writing [DOK 3] 

� ELACC8W10-writing [DOK 2] 

� ELACC8RL10-read/comprehend [DOK 2/3] 




1. How does re-reading poetry help my understanding of the text? 

2. How can reading and writing poetry provide an emotional outlet for inner feelings? 

3. How will reading and writing all genres of poetry make me a more well-rounded and proficient reader and writer? 

4. How can I become a more proficient reader? 


Ode Epic Ballad Sonnet Elegy 

Lyrics Dramatic Narrative Inversion 



Concept 6: Grammar 

Concept 6: Student Essential Question: How does my use of verb forms impact my speaking and writing? 


� ELACC8L1.a-d – verbal [DOK 2/3] 

� ELACC8L2.a-b –punctuation [DOK 2] 




1. What is a verbal? 

2. How do you use them in your writing? 

3. How does one maintain verb consistency in voice and mood? 


Mood* Gerund Infinitive Imperative Conditional Participle 

Indicative Subjunctive Interrogative Active Voice Passive Voice 




Performance Tasks: 

� Multimedia Presentation: Poetry pp. 783-789 Explains the entire process from selecting the poetry, preparing background information, interpreting the poetry, 

preparing the script, planning the use of media, following the writers craft, and finally performing. [DOK 3] 

� Write a Poem: page 765 Choose a real life event you have read about or witnessed. Write a short poem based on the event (i.e. 9-11, “Winning a 

Championship”, “A New Baby in the Family”, “The Day My Life Changed Forever” etc.) [DOK 3] 

� Poetry Notebook: some teachers elect to use types of poetry and require illustration, color and original poetry for the contents of the notebook. [DOK 2/3] 

� “I am” Poetry: Students compose an original poem starting with the words “I am from…”, choosing all the real life things that identify who they are (i.e., I am 

from dirt roads, long summer days, and lemonade). This poetry should be about 30-40 lines. [DOK 3]

TCSS English/Language Arts Curriculum Map 8th Grade Literature ...

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