Unit Plan 1 (Grade 8 ELA): Launching Our Reading–Writing Community
Grade 8 ELA unit: students build classroom routines for reading, writing, and discussion. They practice close reading, grammar, and workshop expectations while setting goals for stamina, clarity, and collaboration—laying the foundation for a year of strong literacy growth.
Focus: Routines, stamina, close reading norms, writer’s workshop expectations
Grade Level: 8
Subject Area: English Language Arts (Reading—Literature; Writing—Process & Clarity; Speaking/Listening—Discussion; Language—Usage)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
We’ll kick off the year by building our reading–writing community: setting discussion norms, launching independent reading routines, establishing close-reading/annotation practices, and opening writer’s workshop with clear expectations for drafting, feedback, and revision. By week’s end, students will have a personal reading plan, a baseline writing sample, and a class set of agreements that make rigorous talk and thoughtful writing possible.
II. Objectives and Standards
Learning Objectives — Students will be able to…
- Sustain independent reading and apply annotation/close-reading routines to grade-level texts (RL.8.10).
- Produce clear, coherent writing suited to task, purpose, and audience; follow class workshop processes (W.8.4).
- Participate in collaborative discussions using norms, evidence, and accountable talk stems (SL.8.1).
- Demonstrate command of standard English grammar and usage in short on-demand writing (L.8.1).
Standards Alignment — CCSS Grade 8
- RL.8.10: Read and comprehend literature (stories/dramas/poems) at the grades 6–8 text complexity band independently and proficiently.
- W.8.4: Produce clear/coherent writing appropriate to task, purpose, and audience.
- SL.8.1: Engage effectively in a range of collaborative discussions; build on others’ ideas and express own clearly.
- L.8.1: Command of the conventions of standard English grammar and usage.
Success Criteria — student language
- I can choose a just-right text and maintain a reading log with purposeful annotations.
- I can contribute to discussion with evidence and respectful turn-taking.
- I can draft a well-focused paragraph/page with clear structure and appropriate tone.
- I can identify and correct common grammar/usage issues in my own writing.