Grade 8 English Curriculum
Family-facing version of the grade 8 English curriculum
Quarterly Overview of Grade 8 English
The objectives and outcomes for each unit are common across FCPS and based on the Virginia Standards of Learning.
Grade 7 English Language Arts teachers are expected to plan using Concept-Based Curriculum (CBC). Teachers are provided sample units and assessments for this course; this information reflects those samples.
Each school and teacher teams have autonomy over which CBC units they might use from the information below. Some schools have elected to write their own.
Families are encouraged to communicate with schools and teachers to receive accurate planning and pacing guides.
Honors
Honors provides students the opportunity to engage in more rigorous and complex content such as exposure to advanced readings, processes, products, and assessments that reflect their understanding of key concepts.
Units and Details
Quarter 1 Community and Identity
Students will:
- Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases.
- Use word-reference materials to determine meanings and etymology.
- Analyze how authors’ development of characters, conflict, point of view, voice, and tone convey meaning.
- Identify cause-and-effect relationships and their impact on plot.
- Explain the development of the theme(s).
- Explain the use of symbols and figurative language.
- Compare and contrast the authors’ use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts.
- Use reading strategies to monitor comprehension throughout the reading process.
- Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
- Analyze ideas within and between selections, providing textual evidence.
- Use reading strategies to monitor comprehension throughout the reading process.
- Organize writing structure to fit form or topic.
- Establish a central idea incorporating evidence, maintaining an organized structure and formal style.
- Organize information to provide elaboration and unity.
- Develop and modify the central idea, tone, and voice to fit the audience and purpose.
Quarter 2 Justice
Students will:
- Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases.
- Use word-reference materials to determine meanings and etymology.
- Analyze how authors’ development of characters, conflict, point of view, voice, and tone convey meaning.
- Make inferences and draw conclusions based on explicit and implied information using references to the text for support.
- Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
- Analyze the author’s qualifications, viewpoint, word choice, and impact.
- Identify the main idea.
- Summarize the text, identifying supporting details.
- Identify cause-and-effect relationships.
- Analyze ideas within and between selections, providing textual evidence.
- Use reading strategies to monitor comprehension throughout the reading process.
- Organize writing structure to fit form or topic.
- Establish a central idea incorporating evidence, maintaining an organized structure and formal style.
- Organize information to provide elaboration and unity.
- Develop and modify the central idea, tone, and voice to fit the audience and purpose.
- Evaluate and analyze the validity and credibility of resources.
- Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view, or bias.
- Cite primary and secondary sources using Modern Language Association (MLA) or American Psychological Association (APA) style.
- Quote, summarize, and paraphrase research findings.
Quarter 3 Truth
Students will:
- Analyze the purpose of information and persuasive techniques used in diverse media formats.
- Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations.
- Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases.
- Use word-reference materials to determine meanings and etymology.
- Analyze how authors’ development of characters, conflict, point of view, voice, and tone convey meaning.
- Identify cause-and-effect relationships and their impact on plot.
- Make inferences and draw conclusions based on explicit and implied information using references to the text for support.
- Compare and contrast the authors’ use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts.
- Use reading strategies to monitor comprehension throughout the reading process.
- Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
- Analyze the author’s qualifications, viewpoint, word choice, and impact.
- Identify cause-and-effect relationships.
- Analyze ideas within and between selections, providing textual evidence.
- Use reading strategies to monitor comprehension throughout the reading process.
- Organize writing structure to fit form or topic.
- Establish a central idea incorporating evidence, maintaining an organized structure and formal style.
- Compose a thesis statement for persuasive writing that advocates a position.
- Clearly state and defend a position with reasons and evidence from credible sources.
- Identify a counterclaim and provide a counter-argument.
- Develop and modify the central idea, tone, and voice to fit the audience and purpose.
- Cite primary and secondary sources using Modern Language Association (MLA) or American Psychological Association (APA) style.
- Quote, summarize, and paraphrase research findings.
Quarter 4 Reflection and Growth
Students will:
- Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases.
- Use word-reference materials to determine meanings and etymology.
- Analyze how authors’ development of characters, conflict, point of view, voice, and tone convey meaning.
- Identify cause-and-effect relationships and their impact on plot.
- Explain the development of the theme(s).
- Explain the use of symbols and figurative language.
- Make inferences and draw conclusions based on explicit and implied information using references to the text for support.
- Compare and contrast the authors’ use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts.
- Use reading strategies to monitor comprehension throughout the reading process.
- Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
- Analyze ideas within and between selections, providing textual evidence.
- Use reading strategies to monitor comprehension throughout the reading process.
- Organize writing structure to fit form or topic.
- Establish a central idea incorporating evidence, maintaining an organized structure and formal style.
- Compose a thesis statement for persuasive writing that advocates a position.
- Clearly state and defend a position with reasons and evidence from credible sources.
- Identify a counterclaim and provide a counter-argument.
- Organize information to provide elaboration and unity.
- Develop and modify the central idea, tone, and voice to fit the audience and purpose.
Virginia Department of Education Resources
Assessments
Student assessments are part of the teaching and learning process.
- Teachers give assessments to students on an ongoing basis to
- Check for understanding.
- Gather information about students' knowledge or skills.
- Assessments provide information about a child's development of knowledge and skills that can help families and teachers better plan for the next steps in instruction.
For testing questions or additional information about how schools and teachers use test results to support student success, families can contact their children's schools.
In Fairfax County Public Schools (FCPS), eighth grade tests focus on measuring content knowledge and skill development.