Bering Strait School District Scope and Sequence World Literature Grade-specific Standards Quarter 1

R.1. Cite strong and thorough textual evidence

Genres

to support analysis of what the text says explicitly as well as implicit inferences drawn from the text.

I.

Fiction/Drama

CBL Required Readings 1. Sonnets 116 and 130

Content Skills (Literature) 1. Sonnets 116 and 130

Meter Foot Stanza Enjambment Allusion Imagery Synecdoche Metaphor Simile Rhyme (approximate, internal, end)

Content Skills (Composition)

1. Expository Writing Informs Explains Supporting Details Examples Reasons Facts 2. Narrative Writing Chronological order Character Setting Plot Conflict 3. Personal Writing Purpose Audience Experience Opinion Personal Anecdotes First-person point of view

Composition (one required)

1. Expository Writing p. 222 (9th) p. 202 (8th) Narrative Writing p. 174 (9th) p. 156 (8th) Personal Writing p. 16 (9th) p. 2 (8th) 1.

Conventions
Punctuation (commas, and semicolons) p. 730 (9th) p. 598 (8th) Word Usage p. 687 (9th) p. 559 (8th) Sentence Combination p. 360 (9th) p. 628 (8th) Compound Sentences p. 541 (9th) p. 505 (8th)

Optional Readings 1. The Giver R.5. Analyze how an authors choices concerning how to structure a text, use literary 2. Oliver Twist 3. Modest Proposal devices appropriate to genre (e.g., 4. A Tale of Two foreshadowing, imagery, allusion or Cities symbolism), order events within it (e.g., 5. The Jungle parallel plots), and manipulate time (e.g., 6. Three Musketeers pacing, flashbacks) create such effects as 7. My Brother Sam Is mystery, tension, or surprise.
Dead

2.

2.

3.

3.

R.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or how a later author draws on a play by Shakespeare). W.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

4.

II.

Short Stories

(One required) 1. The Lady or the Tiger 2. The Masque of the Red Death 3. The Bet 4. Like the Sun

III.

Poems

(One required) 1. Porphyrias Lover 2. Prospice 3. Rime of the Ancient Mariner 4. Little Lamb 5. The Tyger 6. The Chimney Sweeper 7. The Raven

8th and 9th Grade Writers Choice: Grammar and Composition

Bering Strait School District Scope and Sequence World Literature Grade-specific Standards Quarter 2
R.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as implicit inferences drawn from the text. R.5. Analyze how an authors choices concerning how to structure a text, use literary devices appropriate to genre (e.g., foreshadowing, imagery, allusion or symbolism), order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. R.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or how a later author draws on a play by Shakespeare). W.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Genres

Content Skills (Literature)

1. A Christmas Carol Characterization Setting Point of View Compare/Contrast Dialogue Dialect Antagonist Imagery Conflict Mood Style 2. Friedrich Sequence of Events Clarify (arguments, viewpoints) Rhetorical device (propaganda techniques) Plot Element Characterization Protagonist Antagonist Anecdote Opinion Genre (historical fiction)

Content Skills (Composition)

1. Persuasive Writing

Composition (one required)

1. Persuasive Writing p. 282 (9th) p. 266 (8th) Expository Writing p. 222 (9th) p. 202 (8th) Descriptive Writing p. 134 (9th) p. 108 (8th) 1.

Conventions
Pronoun Usage (antecedent, ambiguity/ reference, shift) p. 632 (9th) p. 437 (8th) Punctuation (colons and apostrophe) p. 730 (9th) p. 598 (8th) Word Usage p. 687 (9th) p. 559 (8th) Complex Sentences p. 543 (9th) p. 507 (8th)

I. Fiction/Nonfiction
CBL Required Readings 1. A Christmas Carol

CBL Remedial Reading

2. Friedrich

Optional Readings 1. Nectar in a Sieve 2. Macbeth 3. The Good Earth 4. Gullivers Travels 5. All Quiet on the Western Front 6. African Queen 7. Julius Caesar

Evidence Reason Facts Logic Example Purpose Audience Central Claim/Position

2.

2.

3.

3.

II. Short Stories (One required)

1. Marriage is a Private Affair 2. The Araby 3. A Cup of Tea

2. Expository Writing

III.

Poems

(One required) 1. The Prodigal Son 2. If 3. Gunga Din 4. Recessional (A Victorian Ode 5. White Mans Burden 6. Suicide in the Trenches 7. Kubla Khan 8. A Satirical Elegy on the Death of a Late Famous General

Informs Explains Supporting Details Examples Reasons Facts

4.

3. Descriptive Writing Details Mood Spatial Order Transitional Words Vivid Language (Words) Purpose

8th and 9th Grade Writers Choice: Grammar and Composition

Bering Strait School District Scope and Sequence World Literature

Audience

Grade-specific Standards Quarter 3

R.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as implicit inferences drawn from the text. R.5. Analyze how an authors choices concerning how to structure a text, use literary devices appropriate to genre (e.g., foreshadowing, imagery, allusion or symbolism), order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. R.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or how a later author draws on a play by Shakespeare). W.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Genres I. Fiction
CBL Required Readings

1. Night
Optional Readings 1. The Diary of a Young Girl 2. Red Scarf Girl 3. Animal Farm 4. The Things They Carried

Content Skills (Literature) 1. Night Motif Theme Genre (historical) Point of View Authors Purpose Conflict

Content Skills (Composition)

1. 2. 3. Business/Technical Writing Heading Inside Address Salutation Block Style Semi-block Style Closing Audience Expository Writing Informs Explains Supporting Details Examples Reasons Facts Research Writing Primary Source Secondary Source Topic Periodicals Sources Note Cards MLA Source Cards Bibliography Note-taking Paraphrase Summary Quotation Plagiarism Broad/Narrow Topic Outline Parenthetical Documentation Thesis Statement Supporting Details Works Cited Hanging Line

Composition (one required)

1. Business and Technical Writing p. 412 (9th) p. 332 (8th) 1.

Conventions
Word Usage p. 687 (9th) p. 559 (8th) Verb Tenses p. 580 (9th) p. 400 (8th)

2.

2. Expository Writing p. 222 (9th) p. 196 (8th) 3. Research Writing p. 322 (9th) p. 226 (8th)

3.

II.

Short Stories

(One required)

1. The Necklace 2. The Rocking Horse Winner 3. The Interlopers 4. The Sniper 5. The Lottery Ticket

CompoundComplex Sentences p. 543 (9th) (No exercises available on the eight-grade level)

III. Speech
(One required)

1. Blood, Toil, Tears and Sweat 2. The Speeches, May 19, 1940

8th and 9th Grade Writers Choice: Grammar and Composition

Bering Strait School District Scope and Sequence World Literature

Indentation

Grade-specific Standards Quarter 4

R.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as implicit inferences drawn from the text. R.5. Analyze how an authors choices concerning how to structure a text, use literary devices appropriate to genre (e.g., foreshadowing, imagery, allusion or symbolism), order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. R.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or how a later author draws on a play by Shakespeare). W.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 1.

Genres
I. Fiction/Nonfiction CBL Required Reading
Lord of the Flies

Content Skills (Literature) 1. Lord of the Flies

Simile Metaphor Personification Hyperbole Summarization Character Tone Mood Authors Style Foreshadowing Prediction Symbolism Character Traits

Content Skills (Composition)

1. Narrative Writing Chronological order Character Setting Plot Conflict

Composition (one required)

1. Narrative Writing p. 174 (9th) p. 156 (8th) Research Writing p. 322 (9th) p. 226 (8th) 3. 3. Business and Technical Writing p. 412 (9th) p. 332 (8th) 1.

Conventions
Word Usage p. 687 (9th) p. 559 (8th) Active and Passive Voice p. 580 (9th) p. 519 (8th) Verbals p. 523 (9th) p. 526 (8th)

Remedial Reading
2. Breadwinner Optional Readings

2. 2.

1. Parvanas Journey 2. A Thousand Splendid Suns 3. Cry, The Beloved Country

2. Research Writing
Primary Source Secondary Source Topic Periodicals Sources Note Cards MLA Source Cards Bibliography Note-taking Paraphrase Summary Quotation Plagiarism Broad/Narrow Topic Outline Parenthetical Documentation Thesis Statement Supporting Details Works Cited Hanging Line Indentation

II.

Short Stories

(One required) 1. Uncle Marcos 2. Secret Life of Walter Mitty 3. A Mother in Mannville 4. The Monsters Are Due on Maple Street

III.

Poetry

(One required) 1. Love After Love 2. Casey at the Bat 3. Do Not Go Gently into That Good Night

2. Breadwinner Genre (historical) Foreshadowing Flashback Characterization Conflict Plot Elements

3. Business/Technical Writing
Heading Inside Address Salutation

8th and 9th Grade Writers Choice: Grammar and Composition

Bering Strait School District Scope and Sequence World Literature

Block Style Semi-block Style Closing Inform