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Grade 8 ELA Units

Unit Plan 2 (Grade 8 ELA): Reading with Evidence & Theme

Grade 8 ELA unit: students strengthen evidence-based reading and discussion skills by asking text-dependent questions, citing precise evidence, and inferring themes. They analyze how authors develop central ideas and craft clear, text-supported written and spoken responses.

Dr. Michael Kester-Haynes

• 6 min read
Unit Plan 2 (Grade 8 ELA): Reading with Evidence & Theme

Focus: Asking/answering text-dependent questions; citing evidence; inferring theme/central ideas

Grade Level: 8

Subject Area: English Language Arts (Reading—Literature; Speaking/Listening—Discussion)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

This week builds your class’s “evidence muscles.” Students will learn to craft text-dependent questions, cite and integrate textual evidence precisely, and infer themes (big ideas + author’s message) from short literary texts. They’ll practice moving from observation → inference → theme statement and will justify claims clearly in discussion.

II. Objectives and Standards

Learning Objectives — Students will be able to…

  1. Ask and answer text-dependent questions that require careful reading and evidence reference (RL.8.1; SL.8.1).
  2. Cite and integrate textual evidence (quotes/paraphrases with context) to support analysis and inferences (RL.8.1).
  3. Determine theme and analyze how it is developed through characters, events, and craft choices; produce a brief objective summary (RL.8.2).
  4. Build on peers’ ideas in collaborative discussions using accountable talk stems and evidence follow-ups (SL.8.1).

Standards Alignment — CCSS Grade 8

  • RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
  • RL.8.2: Determine a theme of a text and analyze its development over the course of the text; provide an objective summary.
  • SL.8.1: Engage effectively in a range of collaborative discussions; build on others’ ideas and express their own clearly.

Success Criteria — student language

  • My answers point to specific lines and explain how they support my inference.
  • My theme statement names the big idea and the author’s message (not a topic or a moral cliché).
  • I can show how key moments develop the theme.
  • In discussion, I use stems to extend ideas and ask focused follow-up questions.