GRADE 8
PCG's Paths to College and Career curriculum provides educators with lesson-by-lesson guidance to implement the Common Core State Standards (CCSS) for grade 8 English Language Arts (ELA).
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Download the grade 8 curriculum map for a detailed overview of the grade 8 curriculum:
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Note: Clicking on any of the Purchase buttons will open the Jossey-Bass website in a separate window where you can purchase bound hard-copies. Clicking on any of the Download buttons will open the EngageNY website in a separate window. From there, you can download an entire module or specific lessons (in PDF and Word formats).
MODULE 8.1
Finding Home: Refugees
Reading Closely and Writing to Learn
Reading Closely and Writing to Learn
Module Description:
In Module 8.1, students consider the challenges of fictional and real refugees. They read the novel Inside Out & Back Again, analyzing critical incidents that reveal the dynamic nature of Ha, a 10-year-old Vietnamese girl whose family flees during the fall of Saigon. They also read complex informational texts to learn more about the history of war in Vietnam, the historical context of Ha’s family’s struggle, and the universal themes of refugees’ experiences of fleeing and finding home. Students consider how Ha’s experience represents the universal refugee experience of being turned “inside out” and then coming “back again.” Students work in research groups to study the experiences of refugees from one of several cultures. Then, using the novel’s poems as mentor texts, students write free verse narrative poems that capture the universal refugee experience.
In Module 8.1, students consider the challenges of fictional and real refugees. They read the novel Inside Out & Back Again, analyzing critical incidents that reveal the dynamic nature of Ha, a 10-year-old Vietnamese girl whose family flees during the fall of Saigon. They also read complex informational texts to learn more about the history of war in Vietnam, the historical context of Ha’s family’s struggle, and the universal themes of refugees’ experiences of fleeing and finding home. Students consider how Ha’s experience represents the universal refugee experience of being turned “inside out” and then coming “back again.” Students work in research groups to study the experiences of refugees from one of several cultures. Then, using the novel’s poems as mentor texts, students write free verse narrative poems that capture the universal refugee experience.
MODULE 8.2A
Taking a Stand
Working with Evidence
Working with Evidence
Module Description:
In Module 8.2A, students continue to develop their ability to closely read text while studying the theme of taking a stand. They read several speeches from real people who took a stand and then immerse themselves in a study of To Kill a Mockingbird by Harper Lee. They engage in a character study of Atticus— analyzing his actions and words, and what others say about him--to better understand his willingness to take a stand for others. Students also consider how the theme of “The Golden Rule” is rendered new in the novel, and compare and contrast the novel with poems that have this same theme. Finally, students form groups to create a Readers Theater montage based on key quotes from the text, and write an associated commentary to explain how and why their script remains true to but also veers from the original text.
In Module 8.2A, students continue to develop their ability to closely read text while studying the theme of taking a stand. They read several speeches from real people who took a stand and then immerse themselves in a study of To Kill a Mockingbird by Harper Lee. They engage in a character study of Atticus— analyzing his actions and words, and what others say about him--to better understand his willingness to take a stand for others. Students also consider how the theme of “The Golden Rule” is rendered new in the novel, and compare and contrast the novel with poems that have this same theme. Finally, students form groups to create a Readers Theater montage based on key quotes from the text, and write an associated commentary to explain how and why their script remains true to but also veers from the original text.
MODULE 8.2B
A Midsummer Night’s Dream and the Comedy of Control
Working with Evidence (Drama)
Working with Evidence (Drama)
Module Description:
In Module 8.2B, students read and analyze Shakespeare’s A Midsummer Night’s Dream, focusing primarily on the theme of control. Students examine why the characters seek control, how they try to control others, and the results of attempting to control others. They build background knowledge as they explore the appeal and authorship of Shakespeare and read much of the play aloud in a Drama Circle. Students analyze differences between a film version of the play and Shakespeare’s original script. They also study how Shakespeare drew upon Greek mythology as he crafted the play within the play. To conclude the module, students write a “confessional” narrative from the point of view of one of the characters in A Midsummer Night’s Dream to creatively explain his or her attempts to control or manipulate someone else in the play.
In Module 8.2B, students read and analyze Shakespeare’s A Midsummer Night’s Dream, focusing primarily on the theme of control. Students examine why the characters seek control, how they try to control others, and the results of attempting to control others. They build background knowledge as they explore the appeal and authorship of Shakespeare and read much of the play aloud in a Drama Circle. Students analyze differences between a film version of the play and Shakespeare’s original script. They also study how Shakespeare drew upon Greek mythology as he crafted the play within the play. To conclude the module, students write a “confessional” narrative from the point of view of one of the characters in A Midsummer Night’s Dream to creatively explain his or her attempts to control or manipulate someone else in the play.
MODULE 8.3A
Japanese-American Relations in WWII
Understanding Perspectives
Understanding Perspectives
Module Description:
In Module 8.3A, students study the important yet divergent experiences of war and conflict, specifically WWII, as they read Unbroken, which tells the story of Louis Zamperini, an American POW in a Japanese camp, alongside an informational text about Miné Okubo, a Japanese-American who was interned in a relocation camp in the United States. To build background knowledge, students read primary source documents. They contrast Franklin Delano Roosevelt’s response to the Pearl Harbor attack in his “Day of Infamy” speech along with the Japanese response in the “Fourteen-Part Message.” Finally, students analyze how Zamperini and Okubo faced others’ attempts to make them “invisible” during their imprisonment or internment, and how Zamperini became “visible” after the war. For their culminating writing task, students write a research-based narrative that tells the story of how Okubo, too, regained her life and became “visible” again.
In Module 8.3A, students study the important yet divergent experiences of war and conflict, specifically WWII, as they read Unbroken, which tells the story of Louis Zamperini, an American POW in a Japanese camp, alongside an informational text about Miné Okubo, a Japanese-American who was interned in a relocation camp in the United States. To build background knowledge, students read primary source documents. They contrast Franklin Delano Roosevelt’s response to the Pearl Harbor attack in his “Day of Infamy” speech along with the Japanese response in the “Fourteen-Part Message.” Finally, students analyze how Zamperini and Okubo faced others’ attempts to make them “invisible” during their imprisonment or internment, and how Zamperini became “visible” after the war. For their culminating writing task, students write a research-based narrative that tells the story of how Okubo, too, regained her life and became “visible” again.
MODULE 8.3B
The Civil Rights Movement and the Little Rock Nine
Understanding Perspectives
Understanding Perspectives
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Primary Texts:
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Number of Lessons:
40 lessons (including performance assessment) This module is not available for purchase.
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Module Description:
In Module 8.3B, students study the U.S. civil rights movement, focusing particularly on the Little Rock Nine. They consider the question “How can stories be powerful?” as they learn about segregation, the civil rights movement, the Little Rock Nine, and the role of the various mediums in shaping perceptions of events. As students read A Mighty Long Way by Carlotta Walls Lanier and a photo essay titled Little Rock Girl 1957 by Shelley Tougas, they consider the different ways in which the story of the Little Rock Nine has been told. Students build background about the history of segregation and Jim Crow laws in the United States. They analyze the role of various mediums in depicting the Little Rock Nine. Students finish the module by considering the choices an author makes when telling a story. For their final performance task, students present and reflect upon a short narrative based on an informational text and a photograph from Little Rock Girl 1957.
In Module 8.3B, students study the U.S. civil rights movement, focusing particularly on the Little Rock Nine. They consider the question “How can stories be powerful?” as they learn about segregation, the civil rights movement, the Little Rock Nine, and the role of the various mediums in shaping perceptions of events. As students read A Mighty Long Way by Carlotta Walls Lanier and a photo essay titled Little Rock Girl 1957 by Shelley Tougas, they consider the different ways in which the story of the Little Rock Nine has been told. Students build background about the history of segregation and Jim Crow laws in the United States. They analyze the role of various mediums in depicting the Little Rock Nine. Students finish the module by considering the choices an author makes when telling a story. For their final performance task, students present and reflect upon a short narrative based on an informational text and a photograph from Little Rock Girl 1957.
MODULE 8.4
Sustainability of the World’s Food Supply
Research, Decision Making, and Forming Positions
Research, Decision Making, and Forming Positions
Module Description:
In Module 8.4, students learn how to make evidence-based decisions as they consider the issue of how best to feed all the people in the United States. They analyze Michael Pollan’s arguments and evidence (as well as the arguments in other informational texts and videos) to determine whether sufficient and relevant evidence has been used to support the claim. They first read The Omnivore’s Dilemma to build background knowledge about what happens to food before it gets to the consumer, and the different choices the consumer can make when buying food. Then, students engage in a robust research project in which they investigate the consequences of each of the food chains and the stakeholders affected, and use an evidence-based process to take a position. For a culminating project, students write a position paper addressing the question: Which of Pollan’s four food chains would you choose to feed the United States? Why?
In Module 8.4, students learn how to make evidence-based decisions as they consider the issue of how best to feed all the people in the United States. They analyze Michael Pollan’s arguments and evidence (as well as the arguments in other informational texts and videos) to determine whether sufficient and relevant evidence has been used to support the claim. They first read The Omnivore’s Dilemma to build background knowledge about what happens to food before it gets to the consumer, and the different choices the consumer can make when buying food. Then, students engage in a robust research project in which they investigate the consequences of each of the food chains and the stakeholders affected, and use an evidence-based process to take a position. For a culminating project, students write a position paper addressing the question: Which of Pollan’s four food chains would you choose to feed the United States? Why?
