Grade 8 Pacing Guide: Q3 ELA

Q1 Guide

Q2 Guide

Q4 Guide


Week 1 - 2/4

Week 2 - 2/11

Week 3 - 2/18

Week 4 - 2/25

Week 5 - 3/4

Week 6 - 3/11

Week 7 - 3/18

Week 8 - 3/25

Week 9 - 4/1

Module 3B

Title: The Civil Rights Movement and The Little Rock Nine

In this module, students will study the U.S. civil rights movement, focusing particularly on The Little Rock Nine. They will 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 will consider the different ways in which the story of The Little Rock Nine has been told.

For support with Instructional Protocols, follow this link.

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Standards Addressed:

Lesson 1: RI.8.3, RL.8.3

Lesson 2: RI.8.1, RL.8.3

Lesson 3: RL.8.3, RI.8.1, RI.8.4

Lesson 4: RI.8.2, RI.8.4

Weekly Overview

Module Notes: Before beginning Module 3, consider communicating to parents that their children will encounter racially sensitive language directly linked to the civil rights era. Page 26 of the full module includes a Letter about Race that parents can sign to confirm that they were notified by the teacher. Consider preparing and sharing copies with parents during Quarter 2 report card conferences or sending these letters homes with students the week of January 30th.

Weekly Overview: Students develop a working understanding of Jim Crow, Carlotta's experiences in Arkansas and the United States Consitution's 14th Amendment.

Protocols Resource

Unit Alignment to the Performance Task: Students begin reading A Mighty Long Way and synthesize the main character's socio-emotional journey towards educational equity. The stages of her sojourn are demarked by both the names and lyrics of songs representative of the civil rights era. A component of the performance task requires students to select a song of their choice that serves as the soundtrack to photographs capturing the struggles of racial integration, thereby supporting their song choice both verbally and in written form with evidence from A Mighty Long Way.

Lesson 1: Launching the Text: Building Background Knowledge of the Jim Crow South

Instructional Protocol: Gallery Walk

Lesson 2: Analyzing Experiences: Carlotta Walls

Instructional Protocol: Chalkboard Splash and Discussion Appointments

Provide students with a timeline to illustrate the passage of time between The Civil War, 13th Amendment, Reconstruction, 14th Amendment, and the Civil Rights Movement to present day.

Lesson 3: Close Reading: Understanding Carlotta’s Journey

Instructional Protocol: Fist to Five Checking for Understanding Technique

Briefly introduce/re-introduce students to the arc of a Hero's Journey, which they learned about in Engage's 6th Grade Module 1 curriculum as they read The Lightning Thief  (RL.8.9 can be addressed here): Separation, Initiation and Transformation, and The Return. Reference this arc as students complete the Journey to Justice notecatcher throughout upcoming lessons to deepen the connections they make between Carlotta's experiences and ultimately the images and soundtrack they select for their performance task.

Lesson 4: Determining Central Ideas: The14th Amendment

As students are reading primary sources (RL/RI.8.5 can be addressed here), they can catch up or move ahead with reading A Mighty Way and reflect on how the 14th Amendment and Plessy v. Ferguson impact Carlotta’s life and the repercussions linked to her decision to attend Central High (i.e., why some of her relatives are excited about her attending Central High; the meeting at Superintendent Blossom’s office before she can register for class.)

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Standards Addressed:

Lesson 5: RI.8.1, RI.8.6

Lesson 6: RI.8.1, RI.8.6, RI.8.9

Lesson 7: RI.8.1, RI.8.6, RI.8.9

Lesson 8: RI.8.1, RI.8.9


Mid-Unit Assessment

Biweekly #1

Standards Assessed:




Weekly Overview

Complete the Biweekly Assessment (Mid-Unit Assessment) and use this model as well as the Mid-Unit 1 Assessment: Sample Response provided in Lesson 8. It is essential to take the biweekly and not rely on the sample in the lesson due to variance of student work. The criteria for the open response, outlined in the mid-unit assessment, can serve as a basis for the creation of a rubric that details the look-fors. Determine the look-fors (as a grade level team and/or individually) of students' academic performance that meet, approach, and are below expectations for progress towards mastery of the standards assessed. Students will need their copy of A Mighty Long Way in addition to their Plessy v Ferguson note takers from Lessons 5 and 7 to write their extended response. This week, students examine differing perspectives of Plessy v. Ferguson, which culminates in a mid-unit assessment that asks students to explain the difference in interpretations of the 13th and 14 amendments by the Supreme Court and Judge Harlan.

Protocols Resource Link

Lesson 5: Studying Conflicting Interpretations: Perspectives on Plessy v. Ferguson: Part 1

Instructional Protocol: Fist to Five

Opening: Building Background Knowledge: Set a purpose for students to watch the video during the first viewing. If students need to see the video again, replay it. Add court decisions to timeline history (Plessy v. Ferguson, Brown v. Board)

Lesson 6: Studying Conflicting Interpretations: Perspectives on Plessy v. Ferguson:Part 2

Instructional Protocol: Quiz Quiz Trade Protocol

Protocol: Students might create a sentence or use technology to find a sentence if their peers need scaffolding while making inferences of what words mean.

Lesson 7: Studying Conflicting Interpretations: Perspectives on Plessy v. Ferguson: Part 3

In order to build background, tell students that each case taken to the Supreme Court is decided by a majority vote. Show students an image of the U.S. legal system hierarchy.

Lesson 8: Mid-Unit Assessment: OnDemand Writing – Conflicting Interpretations of the 13th and 14th Amendments

Biweekly #1: What effect does the Supreme Court's decision have on how Carlotta experiences social equity in A Mighty Long Way? As you construct your response, refer to chapters 1 through 4 of A Mighty Long Way to cite textual evidence from Carlotta's trip to New York and her daily experiences in Little Rock, Arkansas. (RI/RL.8.3)

This question was generated in addition to engage’s mid-unit assessment question since standard RI/RL.8.3 was heavily addressed in the lessons leading up to the assessment but not explicitly assessed in the actual mid-unit assessment.

Lesson 9

Lesson 10

Lesson 11 / 12

Standards Addressed:

Lesson 9: RI.8.1, RI.8.3

Lesson 10: RI.8.1, RI.8.3

Lesson 11: RI.8.1

Lesson 12: RI.8.1

Weekly Overview

Read the extensive notes pertaining to combining Lessons 11 and 12. Students can continue gathering evidence (independently or with a partner) for their notecatchers on Friday. This week, students gain an understanding of how Plessy v Ferguson informed Jim Crow laws and how the incidents that Carlotta encounters impact her decision making. In preparation for the end of the unit assessment, students analyze the connection between song lyrics and the central texts they read in the unit.

Protocols Resource

Lesson 9: World Café: Analyzing the Jim Crow Laws

Instructional Protocol: World Café, Think Ink Pair Share Protocol

Explain what minstrel shows are and why the laws, Jim Crow, would be named after this character, what this character symbolizes as it relates to social equity and equality under the law. Display a map that shows Jim Crow states as some students may need a geographical reference; facilitate connections between Jim Crow states and Confederate & Union states Facilitate discussion as students compare and contrast as they interpret the data. Display "map of education segregation before Brown v Board" (Google Search); explain that Brown v. Board II meant integration occurred with "all deliberate speed" and what this really means. Show map of integration after Brown v Board (Google search "Still apart: Map shows states with most-segregated schools." Click on Most Segregated States button for map and Shift in Segregation button for bar graph)

Lesson 10: Studying Author’s Craft: Carlotta’s Journey

Instructional Protocol: Give One, Get One

Combine Lessons 11 and 12: Preparation for End of Unit Assessment: Making Connections between Song Lyrics and Texts, Parts 1 & 2

Lesson 11: Provide 3 minutes for mid-unit assessment feedback. If students have questions, have them write their name and question on a post it and affix it to their graphic organizer. Condense Work Time A to 5 minutes. Introduce the discussion prompt and rubric to students, preparing the anchor chart in advance to save time. Students can be cold called instead of talking with an elbow partner to conserve time.

Combine Work Time B of Lesson 11 and Work Time A of Lesson 12: Allot 5-7 minutes to have students count off by 2's, explaining that the 1's will focus the linking the lyrics of “Ain’t Gonna Let Nobody Turn Me Around" to A Mighty Long Way while 2's link the lyrics of "Lift Ev’ry Voice" to the central text. Students will then partner up with another classmate who has their number so that they can work together to complete the notecatcher indicative of their song. Designate one side of the room for students whose number is 1 and the other for 2's. Set up a laptops/Chromebooks with speakers on each side of the room to play either "Ain't Gonna Let Nobody Turn Me Around or  "Lift Ev'ry Voice." Make sure that you stand near the 2's so that you can point out when the second stanza is sung.

Display the lyrics of each song as well as the questions that the lesson prompts students to verbally address with their partner. Get all students attention to remind of the discussion prompt: How do these lyrics apply to the texts you have read in this unit? Consider Carlotta’s experiences in A Mighty Long Way, the Plessy v. Ferguson court decision and dissenting opinion, the Jim Crow laws, and the second stanza of “Lift Every Voice and Sing.”Prepare three or four of the most relevant and compelling connections with evidence from the texts to support your ideas.

Display the Discussion Rubric as well as the Look and Sound anchor chart Students will listen to both songs. Tell students that while they work with their partner, they are honing in on the Preparation and Evidence row of the Connecting Lyrics to Text Discussion Rubric. Briefly review what this looks/sounds like or cold call a student before giving students 20 minutes to complete the notecatcher with their partner. Get students' attention and tell them that they will each receive a notecatcher for the song that they did not discuss with a partner. Give Two, Get Two, a modified version of Lesson 10's instructional protocol, can be used so that pairs of 1's can join pairs of 2's and share their findings as it relates to Preparation and Evidence.

Before students begin sharing their information, remind them to have Effective Communication (from the Connecting Lyrics to Text Discussion Rubric) in mind. Tell them what it looks/sounds like or have a student volunteer share out. Give students 5 minutes to share. Before the lesson ends, let students know that over the weekend, they need to complete both notecatchers for homework in order to include additional evidence that was not gathered in class. Also, they may need to narrow down and/or revise their findings during partner work to ensure that they have "the most relevant and compelling connections with evidence from the text to support [their] ideas." If it is challenging for students to complete and return homework, have students revisit this task if time permits on Friday.

Lesson 13

Lesson 1

Lesson 2 / 3

Lesson 4

Standards Addressed:

Lesson 13: RI.8.1, SL.8.1

Lesson 1: RI.8.1, RI.8.2

Lesson 2: RI.8.1,RI.8.3, RI.8.8

Lesson 3: RI.8.1

Lesson 4: RI.8.1, RI.8.7


End of Unit Assessment

Biweekly #2


Standards Assessed:

RI.8.1, SL.8.1

Weekly Overview

Complete the End of Unit 1 Assessment: Connecting Lyrics to Text Note-catcher for both "Aint Gonna Let Nobody Turn Me Around" and "Lift Ev'ry Voice" and use this completed assessment in conjunction with the Preparation and Evidence portion of the Connecting Lyrics to Text Rubric. Consider recording the Socratic Seminar to ensure that each student is graded accurately. Since the dialogue will occur in real time, video recording provides opportunities to transcribe in order to assess how students are progressing towards mastery of the standards assessed. Students can also reflect on the goals they set by reviewing the video independently via Google Classroom. An electronic copy of Little Rock 1957 can be viewed and downloaded here.  This Week, students end Unit 1 by participating in a Socratic Seminar, linking song lyrics to texts, and build background knowledge of how Brown v Board of Education shapes Carlotta's life experiences.

Protocols Resource Link

Unit Alignment to the Performance Task: In Unit 1, students explored autobiography, song lyrics, and primary sources such as the 13th and 14th Amendments; now, they will begin analyzing photography in Little Rock Girl 1957 as a medium to tell the story of The Little Rock Nine. For the final performance task, students must choose (and support their choices with text evidence) four images from this book to accompany the song they select for the soundtrack to A Mighty Long Way.

Lesson 13: End of Unit Assessment: Making Connections between Song Lyrics and Texts

Instructional Protocol: Socratic Seminar

This lesson serves as Biweekly #2 and standards RI.8.1 and SL.8.1 are assessed. Utilize the "Connecting Lyrics to Text Discussion Rubric" from Lesson 11 to assess students while they meet in their Socratic Seminar groups of 5.

Lesson 1: Building Background Knowledge: The Desegregation of Schools and Brown v. Board of Education

Worktime B. Reviewing the Learning Target: After asking students: What was Brown v Board? Clarify for students that Brown v Board ruled that separate but equal (Plessy v. Ferguson) was unconstitutional.

Combine Lessons 2 & 3: Close Reading: Brown v. Board of Education & Pairing Texts: Understanding Brown v. Board of Education’s Impact on Carlotta’s Journey

Instructional Protocol: Whip Around/Go Around, Jigsaw

Since the focus of both lessons centers around importance of education and the impact of both segregation and separate but equal, these lessons can be combined so that text connections to A Mighty Long Way and Carlotta’s journey can be made more readily. The text dependent questions from lesson 2 can be disseminated to students in conjunction with the jigsaw so that each excerpt is accompanied by a question. Due to the large quantity of reading resulting from combining both lessons, consider sharing the chapter 8 summary of A Mighty Long Way with students or designating independent reading time during the reading block.

Lesson 4: Advantages and Disadvantages of Various Mediums: The Montgomery Bus Boycott Speech

Note: PARCC dates may affect when the lessons are completed between weeks 5 and 7. Adjust based on your schools PARCC schedule.

Module 3

Unit 2

Lesson 5

Lesson 6

Lesson 7

Lesson 8


Standards Addressed:

Lesson 5: RI.8.1, RI.8.7, RL.8.9

Lesson 6: RI.8.1, RI.8.7, RI.8.1 L.8.3

Lesson 7: RI.8.1, RI.8.7

Lesson 8: RI.8.1, RI.8.7, W.8.8

Weekly Overview

Lessons 5 and 6 analyze style, craft, language, and voice in King’s Montgomery Bus Boycott Speech, without making explicit connections to the main text. Since students are still required to continue reading the text, consider ways in which students might make inferential, stylistic, and thematic connections to Carlotta’s journey. Otherwise, there may be several days where students are not engaging with the main text. This week, students will conduct close readings of The Montgomery Bus Boycott Speech and analyze the language therein, concluding the week by examining and evaluating how different mediums portray the Civil Rights Movement.

Lesson 5: Close Reading: The Montgomery Bus Boycott Speech

As a Do Now, have students skim the Montgomery Bus Boycott Speech excerpt that they had to read for homework and define words and phrases that stood out to them and create a definition (This was homework and the basis of today’s lesson, so it is important to give them time to complete it if they haven’t; if students have done the homework, have them partner with other students and share their definitions.)

Lesson 6: Analyzing Language in a Speech: The Montgomery Bus Boycott Speech

Since this lesson assumes that students know the difference between “active” and “passive” voice, a quick review/introduction may be needed.

Lesson 7: Analyzing the Power of Different Mediums: Little Rock Girl 1957

Lesson 8: Analyzing the Power of Different Mediums: A Mighty Long Way

Lesson 9

Lesson 10

Lesson 11

Lesson 14 / 15


Standards Addressed:

Lesson 9: RI.8.7, W.8.8, L.8.3

Lesson 10: RI.8.1, RL.8.3

Lesson 11: RI.8.7

Lesson 14: RI.8.1, W.8.8

Lesson 15: RI.8.2, W.8.9



Biweekly #3

Standards Assessed:


Weekly Overview

The biweekly assessment comes from lesson 11. Be sure to allow for time to set up the gallery walk before students begin the assessment. Since multiple lessons are omitted this week, students will have a larger quantity of reading. Consider creating time for independent reading on a flex day (e.g. Friday).

Protocols Resource

Lesson 9: Analyzing Different Mediums: Advantages and Disadvantages

Lesson 10: Analyzing Events: Carlotta’s Journey

Instructional Protocol: Chalk Talk

Lesson 11: Mid-Unit Assessment: Classifying and Evaluating Primary Sources

Instructional Protocol: Gallery Walk

Part B of the Mid-Unit Assessment serves as Biweekly #3. Have students begin reading chapter 12 of A Mighty Long Way once they complete their assessments since they will need to read chapters 12-14 for homework since lessons 12 and 13 are omitted. Chapter summaries can also be provided to assist students with this quantity of reading and the completion of structured notes.

Omit Lesson 12: Analyzing Author’s Craft: “I Have a Dream”

This lesson requires an analysis of MLK’s speech for style, craft, language, and voice, but does not make explicit connections between the speech and the main text. Since a similar exercise was done for MLK’s Montgomery Bus Boycott Speech in lessons 5 & 6, teachers can refrain from doing this lesson.

Omit Lesson 13: Language Analysis: “I Have a Dream”

Part A, the majority of this lesson, is a continuation of Lesson 12 and focuses primarily on analyzing language in "I Have a Dream."

Combine Lessons 14 and 15: Informational Essay Planning: Studying the Essay Prompt and Gathering Evidence; Analyzing and Selecting Evidence

  • (5 minutes) Lesson 14: Review the essay prompt and have students Turn and Talk then share out strategies that will help them thoroughly answer the prompt.
  • Lesson 15: Review learning targets and move directly into Work Time B. For Exit Ticket, remind students to cite text evidence and their resource.

Lesson 16 / 17

Lesson 18 / 19

Lesson 20

Standards Addressed:

Lesson 16: W.8.2

Lesson 17 W.8.2, W.8.9, L.8.3

Lesson 18 RI.8.2, L.8.5

Lesson 19 RI.8.2, RL.8.3, L.8.1

Lesson 20: W.8.5



ANet OPENS (3/17)

Weekly Overview

Please note that there are only three lessons listed this week due to consideration of PARCC administration. Although your school may not be administering PARCC this week, we wanted to provide flex days for you. Students may complete the final draft of their informational essay on a flex day (Friday) or on Monday of next week. This Week, Students plan and prepare to write the final draft of their informational essays by attending to grammar as they incorporate pertinent details from texts in their initial draft. Prior to revising their drafts, students analyze the central idea of A Mighty Long Way.

Combine Lessons 16 and 17: Informational Essay Planning: Essay Rubric and Essay Planner & End of Unit 2 Assessment, Part 1: Best First Draft of an Informational Essay

Condense Opening A, in lesson 16 to two minutes. Communicate the learning targets to students. Condense Work Time A., Reviewing the Essay Rubric, to 5 minutes. The activity with rubric criteria strips can be omitted and the rubric can be explained and modeled by the teacher with checks for students' understanding. Omit Work Time B. Language Mini Lesson Omit Closing and Assessment. The homework will be done during class time.

Combine Lessons 18 and 19: Analyzing an Author’s Craft: Carlotta’s Journey to Justice

Omit Opening in lesson 19. Omit Conditional and Subjunctive Mood portions of the lessons. Since students were exposed to this terminology in previous lessons, the teacher can review/reteach them as needed in future reading and writing tasks. Facilitate student connections between "Ain't Gonna Let Nobody Turn Me Around," This Little Light of Mine, and the theme of dignity. Facilitate discussion around Carlotta's journey as it relates to the following terms: dignity, stoicism, and voice and how these terms connect to the lyrics of the four songs students analyzed in this module. Students can work with a partner or whole group to complete dignity word web. Consider using Turn and Talk protocol to help students think of specific times when Carlotta showed dignity. Show students Central High School's current website and facilitate a share out of Carlotta's impact. Omit exit slip question and use the following: Choose two of the following four songs: A Change Gon Come,  Ain't Gonna Let Nobody Turn Me Around, Lift Ev'ry Voice, and This Little Light of Mine. How do the lyrics of the songs speak to the dignity that Carlotta maintained in A Mighty Long Way?

Lesson 20

End of Unit Assessment Part 2

Students revise their essays.

Lesson 1

Lesson 2

Lesson 4

Standards Addressed:

Lesson 1: RI.8.2, RL.8.3, RL. 8.5, L.8.1

Lesson 2: L.8.5, RI.8.1, SL.8.4, L.8.1

Lesson 4: RI.8.4, SL8.4, L.8.1

Weekly Overview

The Language Technique portions of lesson 1 (Opening A. Engaging the Writer) and the entirety of lesson 3 (mid-unit assessment omitted from pacing) can be taught in small groups to foster students' understanding of how to grammatically structure sentences. This knowledge can support their writing as they prepare for the final performance task. This week, students complete the final draft of their informational essay. They also select four photographs from Little Rock Girl 1957 as well as a song for the film soundtrack in order to complete the performance task next week.

Protocols Resource Links

Unit Alignment to the Performance Task: Students finish reading A Mighty Long Way and begin the work of completing the final performance task in lesson 2, selecting four photos from Little Rock Girl 1957 and a song (lesson 4) for the movie soundtrack, defending their choices in written form and during and oral presentation.

Lesson 1: Analyzing a Central Idea: Carlotta’s Journey to Justice

Instructional Protocol: Jigsaw

Omit Opening A (See Weekly Notes above.). Exchange the Exit Ticket question with the Work Time question pertaining to Carlotta's view of President Obama.

Lesson 2: Launching the Performance Task

Omit Lesson 3: Mid-Unit Assessment: Analysis of Language Techniques

Continue to informally assess students' understanding and use of active and passive voice as well as conditional and subjective mood as they analyze central texts. Refer to their informational essays and their upcoming written and verbal presentations as sources of data. The language techniques assessed in this lesson can be addressed as they meet students' needs when reviewing MAP data and The Learning Continuum.

Lesson 4: Choosing Songs for the Film Soundtrack

Lesson 5

Lesson 6 / 7

Lesson 8

Standards Addressed:

Lesson 5: W.8.3

Lesson 8: W.8.3, L.8.1, L.8.5a


ANet CLOSES (4/4)

Performance Task

Weekly Overview

Quarter 3 ends on April 6th and April 7th is a non-attendance day for students. Final Performance Task presentations can occur on a flex day (Thursday). Ensure that enough time is provided to grade end of unit assessments and include them with third quarter grades with performance task grades. This week, students complete an on-demand writing assessment in which they include textual evidence to support their choice of photos and song in preparation for their presentation of the final performance task.

Lesson 5: End of Unit 3 Assessment: On-Demand Writing—Photograph and Song Choices for a Film

The criteria for completing this assessment, along with a rubric, are included in the supplemental materials section of the lesson.

Combine Lessons 6 and 7: Preparation for Performance Task: Using Writing to Make Prompt Cards; Practicing Presentations

Condense Lesson 6 Work Time A. to 5 minutes. (10 minutes) Combine Lesson 6 Closing and Assessment A. Sharing Prompt Cards with Peer Feedback in Lesson 7.

Lesson 8: Final Performance Task: Presentation of Photograph and Song Selections

The rubric from lesson 5 can be used to assess student's final presentation since students received feedback from their peers to enhance their performance in lesson 7.