NOTE: This scope and sequence is meant to help parents understand the cadence and curriculum Greenwich Catholic School uses to teach required content and skills at each grade level and in each subject. Parents interested in reading the formal language of the standards that drive our curriculum are welcome to request a copy. *STEM activities are design challenges where students need to address a problem and work collaboratively to find a solution. They tend to be projects or performance tasks aimed to evaluate whether students have mastered content and can apply it. *SOLE activities are cooperative activities where students work in teams to research content standards and then present their findings to the class. They tend to be designed to help our students work together to find and discuss information related to the unit curriculum. *SIMULATIONS provide students with experiences that enhance their understanding of the guiding questions for each unit.

Grade 8 ELA

Of Mice and Men (Quarter 1)

Guiding Questions How can reading historical fiction not only help me to understand the people of the time period, particularly their environment, their limitations and choices, and their futures, but also make sense of people in today’s world? How can understanding repeated themes in literature help me empathize and make choices in my life? How can I improve my ability to communicate my thoughts and beliefs clearly through my understanding of language and its skillful application of conventions and craft that can enhance expression (both oral and written) and aid comprehension?

Content Standards Skills Standards Activities*/Math Connections Vocabulary and Grammar Greek and Latin roots and Affixes Vocabulary words Context clues Consult dictionaries, thesauruses, etc. to determine or clarify a word’s meaning Punctuation (commas, colons, semi-colons, parentheses, dashes, hyphens)

Vocabulary and Grammar

Analyze the meaning of unfamiliar words through knowledge of Greek and Latin roots and affixes

Acquire a deeper vocabulary through reading and a vocabulary curriculum

Use context clues to determine a word’s meaning and function

Interpret figurative language, connotation, word relationships, and nuances

Use knowledge of language and its conventions Reading: Literature

STEM design challenge: Design the property, including the structure(s), plants, and animals that could have sustained George and Lennie indefinitely. Considering the same requirements in today’s economy, would two people of the same social status have access? SOLE group activity: Research Mid State California’s economy during the Great Depression as well as the same area. What are the income & cost of living disparities? (Consider government support.)

NOTE: This scope and sequence is meant to help parents understand the cadence and curriculum Greenwich Catholic School uses to teach required content and skills at each grade level and in each subject. Parents interested in reading the formal language of the standards that drive our curriculum are welcome to request a copy. *STEM activities are design challenges where students need to address a problem and work collaboratively to find a solution. They tend to be projects or performance tasks aimed to evaluate whether students have mastered content and can apply it. *SOLE activities are cooperative activities where students work in teams to research content standards and then present their findings to the class. They tend to be designed to help our students work together to find and discuss information related to the unit curriculum. *SIMULATIONS provide students with experiences that enhance their understanding of the guiding questions for each unit.

Identifying the 8 parts of speech and their functions, Focusing on prepositions and their rules of usage, Subject and verb agreement, Pronoun case and agreement, Adverb clauses Reading: Literature Key ideas and supportive evidence Referencing and citing evidence Inferences Identifying a theme Identifying elements of the plot Character and plot development Craft and Structure Reading: Informational Text Key ideas and supportive evidence Referencing evidence Speaking and Listening Collaborative discussion rules Presentation of knowledge and ideas

Cite textual evidence for analysis of explicit meaning as well as intended inferences

Determine theme or central idea, including relationship to characters, setting, & plot

Analyze particular lines or incidents that propel the story and reveal character or provoke a decision

Determine meaning of words and phrases, including figurative and connotative meanings; analyze word choices for meaning and tone, including analogies and allusions

Analyze choice of elements and devices and their contributions

Analyze differences of points of view of characters and audience/reader through use of dramatic irony that creates suspense or humor

Analyze a filmed production’s faithfulness or departure from the text, considering director and actors

Analyze how a modern work of fiction draws in

themes, patterns, or events, or character types

from myths, traditional stories, poetry, the

Bible, including how the material is rendered

anew

Analyze how the text makes connections

among and distinctions between individuals,

ideas, or events

Math Connection: How large a garden could sustain two men? Assessments and Activities: Students watch Gary Sinese’s film & assess list of considerations on “Film Review Questionnaire” Student annotations & discussions Project – Group posters & presentations Paper – Literary Analysis

NOTE: This scope and sequence is meant to help parents understand the cadence and curriculum Greenwich Catholic School uses to teach required content and skills at each grade level and in each subject. Parents interested in reading the formal language of the standards that drive our curriculum are welcome to request a copy. *STEM activities are design challenges where students need to address a problem and work collaboratively to find a solution. They tend to be projects or performance tasks aimed to evaluate whether students have mastered content and can apply it. *SOLE activities are cooperative activities where students work in teams to research content standards and then present their findings to the class. They tend to be designed to help our students work together to find and discuss information related to the unit curriculum. *SIMULATIONS provide students with experiences that enhance their understanding of the guiding questions for each unit.

Writing Structure of an essay Writing revision process

Analyze in detail the structure of a specific

paragraph in a text, including the role of

particular sentences in developing and refining

a key concept

Determine the meaning of words and phrases

as they are used in the text, including

figurative, connotative, and technical

meanings; analyze the impact of specific word

choices for meaning and tone

NOTE: This scope and sequence is meant to help parents understand the cadence and curriculum Greenwich Catholic School uses to teach required content and skills at each grade level and in each subject. Parents interested in reading the formal language of the standards that drive our curriculum are welcome to request a copy. *STEM activities are design challenges where students need to address a problem and work collaboratively to find a solution. They tend to be projects or performance tasks aimed to evaluate whether students have mastered content and can apply it. *SOLE activities are cooperative activities where students work in teams to research content standards and then present their findings to the class. They tend to be designed to help our students work together to find and discuss information related to the unit curriculum. *SIMULATIONS provide students with experiences that enhance their understanding of the guiding questions for each unit.

Grade 8 ELA

Historical Fiction/Coming of Age: To Kill A Mockingbird (Quarter 2)

Guiding Questions How can reading historical fiction not only help me to understand people of the time period, particularly their environment, their limitations and choices, and their futures, but also to make sense of people in today’s world and to make good choices accordingly? What is the value of a coming of age novel in my life? How can understanding repeated themes in literature help me to empathize and make choices in my life? How can I improve my ability to communicate my thoughts and beliefs clearly through understanding language and its skillful application of conventions and craft that can enhance expression (both oral and written) and aid comprehension?

Content Standards Skills Standards Activities*/Math Connections Vocabulary and Grammar Greek and Latin roots and affixes Vocabulary words Context clues Consult dictionaries, thesauruses, etc. to determine or clarify a word’s meaning.

Review of 8 parts of speech & their functions,

Vocabulary and Grammar

Analyze the meaning of unfamiliar words through knowledge of Greek and Latin roots and affixes.

Acquire a deeper vocabulary through reading and a vocabulary curriculum.

Use context clues to determine a word’s meaning and function.

Interpret figurative language, connotation, word relationships, and nuances.

Use knowledge of language and its conventions when writing, speaking, and reading.

STEM design challenge: How does fear and ignorance affect the way we treat people? How do we effect a change in people’s willingness to ignore what they know to be true? SOLE group activity: Research the following: years of WPA’s existence, salaries of those who worked on WPA programs, cost of living in a small Southern Alabama town during the Great Depression, where WPA jobs tended to be located, whether a man in Southern Alabama would have had to leave his family to hold a job with the WPA.

NOTE: This scope and sequence is meant to help parents understand the cadence and curriculum Greenwich Catholic School uses to teach required content and skills at each grade level and in each subject. Parents interested in reading the formal language of the standards that drive our curriculum are welcome to request a copy. *STEM activities are design challenges where students need to address a problem and work collaboratively to find a solution. They tend to be projects or performance tasks aimed to evaluate whether students have mastered content and can apply it. *SOLE activities are cooperative activities where students work in teams to research content standards and then present their findings to the class. They tend to be designed to help our students work together to find and discuss information related to the unit curriculum. *SIMULATIONS provide students with experiences that enhance their understanding of the guiding questions for each unit.

Pronoun case & agreement: personal & indefinite; Pronoun case, including who/whom; Pronoun case after “than”, Subjunctive mood, Subject & verb agreement, Active & passive voice, Transitive & intransitive verbs, Hyphens, Conjunctive adverbs Reading: Literature Key ideas and supportive evidence Referencing and citing evidence Inferences Identifying a theme Identifying elements of the plot Character and plot development Craft and Structure Speaking and Listening Collaborative discussion rules Working with others on analyzing text Presentation of knowledge and ideas

Reading: Literature

Cite textual evidence for analysis of explicit meaning as well as intended inferences.

Determine theme or central idea, including relationship to characters, setting, & plot.

Analyze particular lines or incidents that propel the story and reveal character or provoke a decision.

Determine meaning of words and phrases, including figurative and connotative meanings; analyze word choices for meaning and tone, including analogies and allusions.

Analyze choice of elements and devices and their contributions.

Analyze differences of points of view of characters and audience/reader, including how the material is rendered anew through use of dramatic irony that creates suspense or humor.

Analyze a filmed production’s faithfulness or departure from the text, considering director and actors.

Analyze how a modern work of fiction draws in

themes, patterns, or events, or character types

from myths, traditional stories, poetry, the

Bible, including how the material is rendered anew.

Analyze how the text makes connections

among and distinctions between individuals,

ideas, or events.

NOTE: This scope and sequence is meant to help parents understand the cadence and curriculum Greenwich Catholic School uses to teach required content and skills at each grade level and in each subject. Parents interested in reading the formal language of the standards that drive our curriculum are welcome to request a copy. *STEM activities are design challenges where students need to address a problem and work collaboratively to find a solution. They tend to be projects or performance tasks aimed to evaluate whether students have mastered content and can apply it. *SOLE activities are cooperative activities where students work in teams to research content standards and then present their findings to the class. They tend to be designed to help our students work together to find and discuss information related to the unit curriculum. *SIMULATIONS provide students with experiences that enhance their understanding of the guiding questions for each unit.

Class discussions Writing Personal Reflection – Coming of Age Memoir Persuasive essay Writing Process

Analyze in detail the structure of a specific

paragraph in a text, including the role of

particular sentences in developing and refining

a key concept.

Determine the meaning of words and phrases

as they are used in the text, including

figurative, connotative, and technical

meanings; analyze the impact of specific word

choices for meaning and tone.

Speaking and Listening

Engage effectively in various discussion formats (one-to-one, groups, teacher-led.)

Come to discussions prepared, having read or researched material, explicitly drawing on preparation by referring to evidence from text or research.

Follow rules for collegial discussion, define individual roles, and track progress of goals and deadlines. Writing

Organize a personal reflection with a clear purpose and supporting evidence and detail.

Consider how various sentence structures, punctuation, and word choices will contribute to the rhythm and flow as well as purpose.

Use a graphic organizer for planning and structuring information.

NOTE: This scope and sequence is meant to help parents understand the cadence and curriculum Greenwich Catholic School uses to teach required content and skills at each grade level and in each subject. Parents interested in reading the formal language of the standards that drive our curriculum are welcome to request a copy. *STEM activities are design challenges where students need to address a problem and work collaboratively to find a solution. They tend to be projects or performance tasks aimed to evaluate whether students have mastered content and can apply it. *SOLE activities are cooperative activities where students work in teams to research content standards and then present their findings to the class. They tend to be designed to help our students work together to find and discuss information related to the unit curriculum. *SIMULATIONS provide students with experiences that enhance their understanding of the guiding questions for each unit.

Introduce topic clearly, previewing what will follow.

Use well-developed body paragraphs with strong topic sentences and strong, relevant support.

Use words, phrases, and clauses to create cohesion, style, and purpose.

NOTE: This scope and sequence is meant to help parents understand the cadence and curriculum Greenwich Catholic School uses to teach required content and skills at each grade level and in each subject. Parents interested in reading the formal language of the standards that drive our curriculum are welcome to request a copy. *STEM activities are design challenges where students need to address a problem and work collaboratively to find a solution. They tend to be projects or performance tasks aimed to evaluate whether students have mastered content and can apply it. *SOLE activities are cooperative activities where students work in teams to research content standards and then present their findings to the class. They tend to be designed to help our students work together to find and discuss information related to the unit curriculum. *SIMULATIONS provide students with experiences that enhance their understanding of the guiding questions for each unit.

Grade 8 ELA

Satirical Fable/Animal Farm (Quarter 3)

Guiding Questions Why do fables tend to be timeless? Do humans really learn from history? How does historical fiction help me to understand the people of the time period, particularly their environment, their limitations and choices, and their futures? How do knowledge of language and its skillful application of conventions and craft enhance expression (both oral and written) and aid comprehension?

Content Standards Skills Standards Activities*/Math Connections Vocabulary and Grammar Greek and Latin roots and Affixes Vocabulary words Context clues Punctuation (commas, colons, semi-colons, parentheses, dashes, hyphens), 3 Principal parts of the verb, Verbals – functions and rules of usage Reading: Literature Key ideas and supportive evidence

Vocabulary and Grammar

Analyze the meaning of unfamiliar words through knowledge of Greek and Latin roots and affixes.

Acquire a deeper vocabulary through reading and a vocabulary curriculum.

Consult dictionaries, thesauruses, etc. to determine or clarify a word’s meaning.

Use context clues to determine a word’s meaning and function.

Interpret figurative language, connotation, word relationships, and nuances.

Use knowledge of language and its conventions when writing, speaking, and reading.

Reading: Literature

Group Activity Analyze the major characters’ evolving over the course of the fable. Group Activity Chart the commandments. Analyze the changes of Animal Farm itself and debate the point of no return. SOLE –Group Activity Research Communist and Socialist countries of today and compare the lives of the average citizens to those of us in the USA. How do the lives of the leaders differ from the lives of the average citizen?

NOTE: This scope and sequence is meant to help parents understand the cadence and curriculum Greenwich Catholic School uses to teach required content and skills at each grade level and in each subject. Parents interested in reading the formal language of the standards that drive our curriculum are welcome to request a copy. *STEM activities are design challenges where students need to address a problem and work collaboratively to find a solution. They tend to be projects or performance tasks aimed to evaluate whether students have mastered content and can apply it. *SOLE activities are cooperative activities where students work in teams to research content standards and then present their findings to the class. They tend to be designed to help our students work together to find and discuss information related to the unit curriculum. *SIMULATIONS provide students with experiences that enhance their understanding of the guiding questions for each unit.

Referencing and citing evidence Inferences Identifying a theme Identifying elements of the plot Character and plot development Craft and Structure Speaking and Listening Collaborative discussion rules Working with others on analyzing text Presentation of knowledge and ideas Class discussions Writing Argument essay Writing revision process

Cite textual evidence for analysis of explicit meaning as well as intended inferences.

Determine theme or central idea, including relationship to characters, setting, & plot.

Analyze particular lines of or incidents that propel the story and reveal character or provoke a decision.

Determine meaning of words and phrases, including figurative and connotative meanings; analyze word choices for meaning and tone, including analogies and allusions.

Analyze choice of elements and devices and their contributions.

Analyze differences of points of view of characters and audience/reader through use of dramatic irony that creates suspense or humor.

Analyze a filmed production’s faithfulness or departure from the text, considering director and actors.

Analyze how a modern work of fiction draws in themes, patterns, or events, or character types from myths, traditional stories, poetry, the Bible, including how the material is rendered anew.

Analyze how the text makes connections

among and distinctions between individuals,

ideas, or events.

Analyze in detail the structure of a specific paragraph in a text, including the role of

NOTE: This scope and sequence is meant to help parents understand the cadence and curriculum Greenwich Catholic School uses to teach required content and skills at each grade level and in each subject. Parents interested in reading the formal language of the standards that drive our curriculum are welcome to request a copy. *STEM activities are design challenges where students need to address a problem and work collaboratively to find a solution. They tend to be projects or performance tasks aimed to evaluate whether students have mastered content and can apply it. *SOLE activities are cooperative activities where students work in teams to research content standards and then present their findings to the class. They tend to be designed to help our students work together to find and discuss information related to the unit curriculum. *SIMULATIONS provide students with experiences that enhance their understanding of the guiding questions for each unit.

particular sentences in developing and refining a key concept.

Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices for meaning and tone.

Speaking and Listening

Engage effectively in various discussion formats (one-to-one, groups, teacher-led.)

Come to discussions prepared, having read or researched material, explicitly drawing on preparation by referring to evidence from text or research.

Follow rules for collegial discussion, define individual roles, track progress of goals and deadlines.

Writing

Conduct research to answer a question, drawing on several sources.

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism by following the standard MLA format for citation.

NOTE: This scope and sequence is meant to help parents understand the cadence and curriculum Greenwich Catholic School uses to teach required content and skills at each grade level and in each subject. Parents interested in reading the formal language of the standards that drive our curriculum are welcome to request a copy. *STEM activities are design challenges where students need to address a problem and work collaboratively to find a solution. They tend to be projects or performance tasks aimed to evaluate whether students have mastered content and can apply it. *SOLE activities are cooperative activities where students work in teams to research content standards and then present their findings to the class. They tend to be designed to help our students work together to find and discuss information related to the unit curriculum. *SIMULATIONS provide students with experiences that enhance their understanding of the guiding questions for each unit.

Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim, acknowledge alternate or opposing claims, and organize reasons and evidence logically on graphic organizer.

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating understanding of the topic or text.

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, compare/contrast, and cause/effect.

Use words, phrases, and clauses to create cohesion and clarify relationships among claim(s), reasons, and evidence.

NOTE: This scope and sequence is meant to help parents understand the cadence and curriculum Greenwich Catholic School uses to teach required content and skills at each grade level and in each subject. Parents interested in reading the formal language of the standards that drive our curriculum are welcome to request a copy. *STEM activities are design challenges where students need to address a problem and work collaboratively to find a solution. They tend to be projects or performance tasks aimed to evaluate whether students have mastered content and can apply it. *SOLE activities are cooperative activities where students work in teams to research content standards and then present their findings to the class. They tend to be designed to help our students work together to find and discuss information related to the unit curriculum. *SIMULATIONS provide students with experiences that enhance their understanding of the guiding questions for each unit.

Grade 8 ELA

Night (Quarter 4)

Guiding Questions What are some of the short and long term effects of man’s inhumanity to man? How or why do some have an unusual capacity for surviving horror and living a remarkably productive life? What are some of the unspeakable scenes and memories that a reader of Night can never “un-see”?

Content Standards Skills Standards Activities*/Math Connections Vocabulary and Grammar Greek and Latin roots and affixes Vocabulary words Context clues Punctuation (commas, colons, semi-colons, parentheses, dashes, hyphens), Reviewing and using grammar and usage Reading: Literature Key ideas and supportive evidence Referencing and citing evidence Inferences Identifying a theme

Vocabulary and Grammar

Analyze the meaning of unfamiliar words through knowledge of Greek and Latin roots and affixes.

Acquire a deeper vocabulary through reading and a vocabulary curriculum.

Consult dictionaries, thesauruses, etc. to determine or clarify a word’s meaning.

Use context clues to determine a word’s meaning and function.

Interpret figurative language, connotation, word relationships, and nuances.

Use knowledge of language and its conventions when writing, speaking, and reading.

Reading: Literature

Cite textual evidence for analysis of explicit meaning as well as intended inferences.

STEM Design Activity:

Design a solution to respond to those who

are Holocaust deniers

SOLE Activity: Research survivors and tell their stories.

How do different people deal with built up

anger?

How do various people react to fear? Journals:

Students keep their own journal as one of

the characters.

NOTE: This scope and sequence is meant to help parents understand the cadence and curriculum Greenwich Catholic School uses to teach required content and skills at each grade level and in each subject. Parents interested in reading the formal language of the standards that drive our curriculum are welcome to request a copy. *STEM activities are design challenges where students need to address a problem and work collaboratively to find a solution. They tend to be projects or performance tasks aimed to evaluate whether students have mastered content and can apply it. *SOLE activities are cooperative activities where students work in teams to research content standards and then present their findings to the class. They tend to be designed to help our students work together to find and discuss information related to the unit curriculum. *SIMULATIONS provide students with experiences that enhance their understanding of the guiding questions for each unit.

Character development Craft and Structure Speaking and listening Collaborative discussion rules Working with others to analyze text Class discussions

Determine theme or central idea, including relationship to characters, setting, & plot.

Analyze particular lines or incidents that propel the story and reveal character or provoke a decision.

Determine meaning of words and phrases, including figurative and connotative meanings; analyze word choices for meaning and tone, including analogies and allusions.

Analyze choice of elements and devices and their contributions.

Analyze differences of points of view of characters and audience/reader through use of dramatic irony that creates suspense or humor.

Analyze a filmed production’s faithfulness or departure from the text, considering director and actors.

Analyze how a modern work of fiction draws in

themes, patterns, or events, or character types

from myths, traditional stories, poetry, the

Bible, including how the material is rendered

anew.

Analyze how the text makes connections

among and distinctions between individuals,

ideas, or events.

Analyze in detail the structure of a specific

paragraph in a text, including the role of

NOTE: This scope and sequence is meant to help parents understand the cadence and curriculum Greenwich Catholic School uses to teach required content and skills at each grade level and in each subject. Parents interested in reading the formal language of the standards that drive our curriculum are welcome to request a copy. *STEM activities are design challenges where students need to address a problem and work collaboratively to find a solution. They tend to be projects or performance tasks aimed to evaluate whether students have mastered content and can apply it. *SOLE activities are cooperative activities where students work in teams to research content standards and then present their findings to the class. They tend to be designed to help our students work together to find and discuss information related to the unit curriculum. *SIMULATIONS provide students with experiences that enhance their understanding of the guiding questions for each unit.

particular sentences in developing and refining

a key concept.

Determine the meaning of words and phrases

as they are used in the text, including

figurative, connotative, and technical

meanings; analyze the impact of specific word

choices for meaning and tone.

Speaking and Listening

Engage effectively in productive collaborative discussions.

Come to discussions prepared, having read or researched material, explicitly drawing on preparation by referring to evidence from text or research.

Follow rules for collegial discussion, define individual roles, track progress of goals and deadlines.

Writing

Consider how the sentence structure, word choices, and punctuation will add emphasis.