Curriculum Uses
Curriculum Levels
Benefits
- Online Curriculum for
PreK to 8th Grades
- Access to 3 Grade Levels of Lessons
- 1,000+ Student-Paced Multimedia Activities
- Language Arts, Math, Science & Social Studies
- Interactive, Project-Based Activities
- Detailed Reporting for
Easy Record-Keeping
- Lesson Plans & Teaching Tools for Parents
- Lessons Correlated to State Standards
What Do
Parents Say?
I LOVE Time4Learning!
It holds the attention of my kids, plus I can keep track of their learning without hovering over their shoulders.
I'm so thankful for your program!
My kids have so much fun with the activities that they don't even notice that they're learning!
I am really pleased with Time4Learning. It has made a world of difference in my son's academic performance in school!
|
Language Arts -8th Grade Lesson Plans
Time4Learning is an online student-paced learning system covering preschool through middle school. It is popular as an eighth grade homeschool curriculum, for afterschool enrichment, for remediation, and for summer study. If you are just learning about Time4Learning, we'd suggest first looking at our interactive lesson demos.
The lesson plans below provide a detailed list of the language arts and language arts extensions, with brief activity descriptions and learning activity (LA) numbers. Additional resources related to eighth grade language arts are also provided.
Members often use this page as a resource for more detailed planning, to choose specific activities using the activity finder or to compare our curriculum with state standards.
Eighth grade language arts is organized into two large sections:
- Language Arts - 134 Activities
- Language Arts Extensions - 82 Activities
Non-Scored
|
Scored
|
Worksheet
|
Answer Key
|
Quiz
|
| Synonyms: The student will demonstrate knowledge by determining the meaning of synonyms from grade level appropriate vocabulary, by correctly choosing a given word or phrase that means the same thing, in reading activities that incorporate explicit instruction and application. |
Synonyms: Interactive Guided Instruction |
|
R8002 |
|
|
| Synonyms: Quiz 1 |
|
R8003 |
|
|
| Synonyms: Let Me Practice |
|
R8004 |
|
|
| Synonyms: Quiz 2 |
|
R8005 |
|
|
| Antonyms: The student will demonstrate knowledge by determining the meaning of antonyms from grade level appropriate vocabulary, by correctly choosing a given word or phrase that means the opposite, in reading activities that incorporate explicit instruction and application. |
Antonyms: Interactive Guided Instruction |
|
R8007 |
|
|
| Antonyms: Quiz 1 |
|
R8008 |
|
|
| Antonyms: Let Me Practice |
|
R8009 |
|
|
| Antonyms: Quiz 2 |
|
R8010 |
|
|
| Prefixes: The student will be able to analyze and determine the correct meaning of a word, based on the prefix of the root word or how the prefix is used in the context of a passage. |
Prefixes: Interactive Guided Instruction |
|
R8012 |
|
|
| Prefixes: Quiz 1 |
|
R8013 |
|
|
| Prefixes: Let Me Practice |
|
R8014 |
|
|
| Prefixes: Quiz 2 |
|
R8015 |
|
|
| Suffixes: The student will be able to analyze and determine the correct meaning of a word, based on the suffix of the root word or how the suffix is used in the context of a passage. |
Suffixes: Interactive Guided Instruction |
|
R8017 |
|
|
| Suffixes: Quiz 1 |
|
R8018 |
|
|
| Suffixes: Let Me Practice |
|
R8019 |
|
|
| Suffixes: Quiz 2 |
|
R8020 |
|
|
| Homophones: The student will be able to identify and select the appropriate homophone or word that sounds the same, based on the context of a passage which fits the best meaning of the given word or phrase. |
Homophones: Interactive Guided Instruction |
|
R8022 |
|
|
| Homophones: Quiz 1 |
|
R8023 |
|
|
| Homophones: Let Me Practice |
|
R8024 |
|
|
| Homophones: Quiz 2 |
|
R8025 |
|
|
| Idioms: The student will be able to identify and analyze the author's use of idioms, based on the context of a passage and how these expressions are used in literal and interpretative information. |
Idioms: Interactive Guided Instruction |
|
R8027 |
|
|
| Idioms: Quiz 1 |
|
R8028 |
|
|
| Idioms: Let Me Practice |
|
R8029 |
|
|
| Idioms: Quiz 2 |
|
R8030 |
|
|
| Latin and Greek Roots: The student will be able to identify and determine the meaning of unknown words, based on the understanding of Latin and Greek roots. |
Greek and Latin Root Words: Interactive Guided Instruction |
|
R8032 |
|
|
| Greek and Latin Root Words: Quiz 1 |
|
R8033 |
|
|
| Greek and Latin Root Words: Let Me Practice |
|
R8034 |
|
|
| Greek and Latin Root Words: Quiz 2 |
|
R8035 |
|
|
| Think Aloud Level 1: Use the reading comprehension process skills of summarizing, predicting, visualizing, questioning, and clarifying with extensive scaffolding and support, through think aloud prompts. |
Think Aloud - Level 1 - Part 1 (fiction) |
|
R8107 |
|
|
| Think Aloud - Level 1 - Part 2 (nonfiction) |
|
R8108 |
|
|
| Think Aloud - Level 1 - Part 3 (poetry) |
|
R8109 |
|
|
| Think Aloud - Level 1 - Part 4 (fiction) |
|
R8110 |
|
|
| Think Aloud Level 2: Use the reading comprehension process skills of summarizing, predicting, visualizing, questioning, and clarifying with scaffolding and support, through think aloud prompts. |
Think Aloud - Level 2 - Part 1 (fiction) |
|
R8111 |
|
|
| Think Aloud - Level 2 - Part 2 (nonfiction) |
|
R8112 |
|
|
| Think Aloud - Level 2 - Part 3 (fiction) |
|
R8113 |
|
|
| Think Aloud Level 3: Use the reading comprehension process skills of summarizing, predicting, visualizing, questioning, and clarifying to independently read and comprehend texts with minimal think aloud support. |
Think Aloud - Level 3 - Part 1 (nonfiction) |
|
R8114 |
|
|
| Think Aloud - Level 3 - Part 2 (narrative) |
|
R8115 |
|
|
| Summarizing: Make a summary, paraphrase, or synthesize information from two or more literary or expository texts. |
Summarizing: Interactive Guided Instruction |
|
R8041 |
|
|
| Summarizing: Quiz 1 |
|
R8042 |
|
|
| Summarizing: Quiz 2 |
|
R8043 |
|
|
| Plot: Analyze and explain the impact of characters and settings within the plot of literary text(s), and how these relationships affect the central conflict leading to the climax and resolution. |
Plot: Interactive Guided Instruction |
|
R8104 |
|
|
| Plot: Quiz 1 |
|
R8105 |
|
|
| Plot: Quiz 2 |
|
R8106 |
|
|
| Plot, Character and Setting: Identify the ways major and minor conflicts affect character's actions by comparing and contrasting actions, setting(s), symbolism, and plot from various literary texts. |
Plot, Character and Setting: Interactive Guided Instruction |
|
R8098 |
|
|
| Plot, Character and Setting: Quiz 1 |
|
R8099 |
|
|
| Plot, Character and Setting: Quiz 2 |
|
R8100 |
|
|
| Main Idea & Supporting Details - Non-Fiction: Identify, summarize, or explain the main idea(s) using the supporting details in an expository text. |
Main Idea/Supporting Details-Non-Fiction: Interactive Guided Instruction |
|
R8045 |
|
|
| Main Idea/Supporting Details-Non-Fiction: Quiz 1 |
|
R8046 |
|
|
| Main Idea/Supporting Details-Non-Fiction: Quiz 2 |
|
R8047 |
|
|
| Main Idea and Theme - Fiction: Identify, summarize, or explain the main idea(s) or theme(s) using the supporting details and symbolism in a literary text. |
Theme & Main Idea-Fiction: Interactive Guided Instruction |
|
R8049 |
|
|
| Theme & Main Idea-Fiction: Quiz 1 |
|
R8050 |
|
|
| Theme & Main Idea-Fiction: Quiz 2 |
|
R8051 |
|
|
| Charts and Graphs: Read, interpret and make predictions using charts, graphs, diagrams, maps or other graphic representations. |
Interpreting Charts & Graphs: Interactive Guided Instruction |
|
R8092 |
|
|
| Interpreting Charts & Graphs: Quiz 1 |
|
R8093 |
|
|
| Interpreting Charts & Graphs: Quiz 2 |
|
R8094 |
|
|
| Cause and Effect: Identify cause and effect relationships that involve characters and events, and distinguishing cause from effect in literary and expository texts. |
Cause and Effect: Interactive Guided Instruction |
|
R8095 |
|
|
| Cause and Effect: Quiz 1 |
|
R8096 |
|
|
| Cause and Effect: Quiz 2 |
|
R8097 |
|
|
| Authors Purpose: Identify and use knowledge of the author's purpose by analyzing how the literary techniques of mood and tone affects author's perspective and contributes to the comprehension of a literary or expository text. |
Author's Purpose: Interactive Guided Instruction |
|
R8053 |
|
|
| Author's Purpose: Quiz 1 |
|
R8054 |
|
|
| Author's Purpose: Quiz 2 |
|
R8055 |
|
|
| Making Inferences and Drawing Conclusions: Use knowledge, information, and ideas from literary texts, expository texts, or from multiple sources to make inferences about the text(s) (e.g., make inferences, draw conclusions, make generalizations, infer sequence of events, and infer a character's feelings.) |
Inferencing: Interactive Guided Instruction |
|
R8037 |
|
|
| Inferencing: Quiz 1A |
|
R8038 |
|
|
| Inferencing: Quiz 2A |
|
R8039 |
|
|
| Compare and Contrast: Compare and contrast information and ideas within a text or between two or more texts (literary or expository), including metaphors and point of view. |
Compare and Contrast: Interactive Guided Instruction |
|
R8080 |
|
|
| Compare and Contrast: Quiz 1 |
|
R8081 |
|
|
| Compare and Contrast: Quiz 2 |
|
R8082 |
|
|
| State Simulation Test: Students will demonstrate knowledge of comprehension skills on grade level appropriate literary and expository passages, with questions that simulate a high-stakes assessment. |
State Simulation Test 1 (reading comprehension skills) |
|
R8116 |
|
|
| State Simulation Test 2 (reading comprehension skills) |
|
R8117 |
|
|
| State Simulation Test 3 (reading comprehension skills) |
|
R8118 |
|
|
| Before Reading: Through an exploratory activity, the student will acquire background information that will set the stage for the anchor piece, an excerpt from the realistic fiction novel Surviving the Applewhites. The student will develop vocabulary through the use of a literature-based glossary and an interactive assessment activity that focuses on correctly identifying a vocabulary word with its definition. The student will also respond to a prewriting prompt. |
Background (Surviving the Applewhites) |
|
8268 |
|
|
| Being Different/Farm Life (writing) |
|
8269 |
|
 |
| Vocabulary (Surviving the Applewhites) |
|
8270 |
|
|
| During Reading: The student will achieve comprehension by reading an excerpt from the realistic fiction novel Surviving the Applewhites with emphasis on vocabulary and fluency. The student will be assessed on their comprehension of the literature selection by answering questions about making inferences, drawing conclusions, sequence, characterization, recalling details, cause and effect, point of view, compare/contrast, summarizing, and the impact of setting on character. |
Literature: Surviving the Applewhites Part 1 |
|
8271 |
|
|
| Comprehension Check 1: Surviving the Applewhites |
|
8272 |
|
|
| Literature: Surviving the Applewhites Part 2 |
|
8273 |
|
|
| Comprehension Check 2: Surviving the Applewhites |
|
8274 |
|
|
| After Reading: The student will use a variety of strategies to comprehend reading selections and be assessed on vocabulary contained in the literature selection. The student will analyze and evaluate the literature piece by responding to literary response and analysis prompts. Through a comprehension activity that incorporates direct instruction, a practice, and an assessment component, the student will focus on how dialogue is used to develop characters and mood in the selection. A reteach component provides a different instructional modality for students who need additional direct instruction on the characterization and mood objective. |
Vocabulary Check: Surviving the Applewhites |
|
8275 |
|
|
| Character's Actions (writing) |
|
8276 |
|
|
| Comprehension: Surviving the Applewhites (dialogue and characters) |
|
8277 |
|
|
| Writing Application: Through a series of writing activities that incorporate direct instruction, a practice, and an assessment component, the student will focus on writing a persuasive composition that states a clear position in support of a proposal as it relates to a college application essay. The student will respond to prompts to write a college application essay of his or her own. |
Writing Application Instruction (college application essay) |
|
8279 |
|
|
| Writing Application Assessment (college application essay) |
|
8280 |
|
|
| Persuasive College Essay (writing) |
|
8281 |
|
|
| Before Reading: Through an exploratory activity, the student will acquire background information that will set the stage for the anchor piece, the short story Ruthie's Journal. The student will develop vocabulary through the use of a literature-based glossary and an interactive assessment activity that focuses on correctly identifying a vocabulary word with its definition. The student will also respond to a prewriting prompt. |
Background (Ruthie's Journal) |
|
8283 |
|
|
| Itinerary/Journal Entries (writing) |
|
8284 |
|
|
| Vocabulary (Ruthie's Journal) |
|
8285 |
|
|
| During Reading: The student will achieve comprehension by reading the short story Ruthie's Journal with emphasis on vocabulary and fluency. The student will be assessed on their comprehension of the literature selection by answering questions about author's purpose, mood, summarizing, recognizing main idea, recalling details, supporting details, theme, characterization, point of view, and cause and effect. |
Literature: Ruthie's Journal Part 1 |
|
8286 |
|
|
| Comprehension Check 1: Ruthie's Journal |
|
8287 |
|
|
| Literature: Ruthie's Journal Part 2 |
|
8288 |
|
|
| Comprehension Check 2: Ruthie's Journal |
|
8289 |
|
|
| After Reading: The student will use a variety of strategies to comprehend reading selections and be assessed on vocabulary contained in the literature selection. The student will analyze and evaluate the literature piece by responding to literary response and analysis prompts. Through a comprehension activity that incorporates direct instruction, a practice, and an assessment component, the student will focus on identifying text that uses sequencing or other types of logical order in the selection. A reteach component provides a different instructional modality for students who need additional direct instruction on the sequence of events objective. |
Vocabulary Check: Ruthie's Journal |
|
8290 |
|
|
| Problems While Traveling (writing) |
|
8291 |
|
|
| Comprehension: Ruthie's Journal (sequencing) |
|
8292 |
|
|
| Writing Application: Through a series of writing activities that incorporate direct instruction, a practice, and an assessment component, the student will focus on writing an informational report that develops a topic with simple facts, details, examples and explanations as it relates to a travel article. The student will respond to a prompt to write a travel article of his or her own. |
Writing Application Instruction (informational report) |
|
8294 |
|
|
| Writing Application Assessment (informational report) |
|
8295 |
|
|
| Travel Article (writing) |
|
8296 |
|
|
| Before Reading: Through an exploratory activity, the student will acquire background information that will set the stage for the anchor piece, an excerpt from Shipwreck at the Bottom of the World. The student will develop vocabulary through the use of a literature-based glossary and an interactive assessment activity that focuses on correctly identifying a vocabulary word with its definition. The student will also respond to a prewriting prompt. |
Background (Shipwreck at the Bottom of the World) |
|
8313 |
|
|
| Survival and Leadership (writing) |
|
8314 |
|
|
| Vocabulary (Shipwreck at the Bottom of the World) |
|
8315 |
|
|
| During Reading: The student will achieve comprehension by reading an excerpt from the true story Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance with emphasis on vocabulary and fluency. The student will be assessed on their comprehension of the literature selection by answering questions about making inferences, personification, sequence, impact of plot on characters, cause and effect, theme, mood, supporting details, drawing conclusions, and utilizing analogy. |
Literature: Shipwreck Part 1 |
|
8316 |
|
|
| Comprehension Check 1: Shipwreck at the Bottom of the World |
|
8317 |
|
|
| Literature: Shipwreck Part 2 |
|
8318 |
|
|
| Comprehension Check 2: Shipwreck at the Bottom of the World |
|
8319 |
|
|
| After Reading: The student will use a variety of strategies to comprehend reading selections and be assessed on vocabulary contained in the literature selection. The student will analyze and evaluate the literature piece by responding to literary response and analysis prompts. Through a comprehension activity that incorporates direct instruction, a practice, and an assessment component, the student will focus on identifying and summarizing main and supporting ideas in the selection. A reteach component provides a different instructional modality for students who need additional direct instruction on the summarization objective. |
Vocabulary Check: Shipwreck at the Bottom of the World |
|
8320 |
|
|
| Day in the Life/Feelings (writing) |
|
8321 |
|
|
| Comprehension: Shipwreck (summarizing) |
|
8322 |
|
|
| Writing Application: Through a series of writing activities that incorporate direct instruction, a practice, and an assessment component, the student will focus on writing a cover letter and will respond to a prompt where they will write his or her own. |
Writing Application Instruction (resume cover letter) |
|
8324 |
|
|
| Writing Application Assessment (resume cover letter) |
|
8325 |
|
|
| Cover Letter (writing) |
|
8326 |
|
|
| Before Reading: Through an exploratory activity, the student will acquire background information that will set the stage for the anchor piece, a series of poems from the book 19 Varieties of Gazelle: Poems of the Middle East. The student will develop vocabulary through the use of a literature-based glossary and an interactive assessment activity that focuses on correctly identifying a vocabulary word with its definition. The student will also respond to a prewriting prompt. |
Background (19 Varieties of Gazelle) |
|
8298 |
|
|
| Narrative/Descriptive Words (writing) |
|
8299 |
|
|
| Vocabulary (19 Varieties of Gazelle) |
|
8300 |
|
|
| During Reading: The student will achieve comprehension by reading poems from 19 Varieties of Gazelle: Poems of the Middle East with emphasis on vocabulary and fluency. The student will be assessed on their comprehension of the literature selection by answering questions about main idea, cause and effect, symbolism, making inferences, mood, tone, point of view, and literary technique. |
Literature: 19 Varieties of Gazelle Part 1 |
|
8301 |
|
|
| Comprehension Check 1: 19 Varieties of Gazelle |
|
8302 |
|
|
| Literature: 19 Varieties of Gazelle Part 2 |
|
8303 |
|
|
| Comprehension Check 2: 19 Varieties of Gazelle |
|
8304 |
|
|
| After Reading: The student will use a variety of strategies to comprehend reading selections and be assessed on vocabulary contained in the literature selection. The student will analyze and evaluate the literature piece by responding to literary response and analysis prompts. Through a comprehension activity that incorporates direct instruction, a practice, and an assessment component, the student will focus on identifying and analyzing themes in the selection. A reteach component provides a different instructional modality for students who need additional direct instruction on theme. |
Vocabulary Check: 19 Varieties of Gazelle |
|
8305 |
|
|
| Poetry Inspiration/Feeling (writing) |
|
8306 |
|
|
| Comprehension: 19 Varieties of Gazelle (theme) |
|
8307 |
|
|
| Writing Application: Through a series of writing activities that incorporate direct instruction, a practice, and an assessment component, the student will focus on free verse poetry. The student will respond to prompts to write a free verse poem of his or her own. |
Writing Application Instruction (poetry) |
|
8309 |
|
|
| Writing Application Assessment (poetry) |
|
8310 |
|
|
| Free Verse Poem (writing) |
|
8311 |
|
|
| Before Reading: Through an exploratory activity, the student will acquire background information that will set the stage for the anchor piece, an excerpt from the historical fiction novel True North. The student will develop vocabulary through the use of a literature-based glossary and an interactive assessment activity that focuses on correctly identifying a vocabulary word with its definition. The student will also respond to a prewriting prompt. |
Background ( True North) |
|
8328 |
|
|
| Vocabulary (True North) |
|
8330 |
|
|
| During Reading: The student will achieve comprehension by reading an excerpt from the historical fiction novel True North: A Novel of the Underground Railroad with emphasis on vocabulary and fluency. The student will be assessed on their comprehension of the literature selection by answering questions about the impact of setting, drawing conclusions, characterization, making inferences, cause and effect, supporting details, author's purpose, recognizing main idea, point of view, and impact of setting on character. |
Literature: True North Part 1 |
|
8331 |
|
|
| Comprehension Check 1: True North |
|
8332 |
|
|
| Literature: True North Part 2 |
|
8333 |
|
|
| Comprehension Check 2: True North |
|
8334 |
|
|
| After Reading: The student will use a variety of strategies to comprehend reading selections and be assessed on vocabulary contained in the literature selection. The student will analyze and evaluate the literature piece by responding to literary response and analysis prompts. Through a comprehension activity that incorporates direct instruction, a practice, and an assessment component, the student will focus on identifying and analyzing text that uses compare and contrast in the selection. A reteach component provides a different instructional modality for students who need additional direct instruction on the compare and contrast objective. |
Vocabulary Check: True North |
|
8335 |
|
|
| Facing Fears (writing) |
|
8336 |
|
|
| Comprehension: True North (compare and contrast) |
|
8337 |
|
|
| Writing Application: Through a series of writing activities that incorporate direct instruction, a practice, and an assessment component, the student will focus on writing a biographical or autobiographical narrative or short story that relates a clear, coherent incident, event or situation by using well-chosen details. The student will respond to a prompt to write a biography of his or her own. |
Writing Application Instruction (biographical/ autobiographical) |
|
8339 |
|
|
| Writing Application Assessment (biographical/ autobiographical) |
|
8340 |
|
|
| Biography (writing) |
|
8341 |
|
|
Back to Top
|
Non-Scored
|
Scored
|
Worksheet
|
Answer Key
|
Quiz
|
| How Style, Tone, Mood Affects Text: Students will understand the fundamentals of cartooning, examine various types of cartoon illustrations, learn drawing techniques for created animated figures, and finally, create a cartoon drawing of their own. |
Creative Cartooning I (reading comprehension) |
|
8144 |
|
|
| Creative Cartooning II (drawing cartoons) |
|
8145 |
|
|
| Use Prewriting Strategies: Students will learn about artificial offshore island and floating island, build a model of an artificial offshore island, and write a plan for an artificial offshore island design. |
Science to the Rescue I (comprehension: context clues) |
|
8146 |
|
|
| Science to the Rescue II (artificial offshore island design) |
|
8147 |
|
|
| Make Word Choices Using Context: Student will learn about masks throughout history, study the uses of masks, and review mask materials and designs to construct and decorate a mask. |
How to Make a Mask I (comprehension: comparisons) |
|
8148 |
|
|
| How to Make a Mask II (design a mask) |
|
8149 |
|
|
| Main Idea and Supporting Details: Students will learn about the different components of the eye and how it works, and explore the importance of our physical senses. |
The Eye and How It Works I (reading comprehension) |
|
8150 |
|
|
| The Eye and How It Works II (reading comprehension) |
|
8151 |
|
|
| Use Prewriting Strategies: physical senses.
Use Prewriting Strategies Students will read about 19th century games, parties, celebrations, and holidays. They will also describe their own family celebrations and traditions or write about traveling in a 19th century wagon train. |
Children of the Wild West I (main idea and supporting details) |
|
8152 |
|
|
| Children of the Wild West II (writing: descriptive) |
|
8153 |
|
|
| Make Word Choices Using Context: Students will learn how we taste and smell flavors, study the elements of flavor, and describe an appealing food or conduct a food survey. |
Favorite Flavors (comprehension: interpret graphs) |
|
8154 |
|
|
| Use Info. to Form/Explain Question: Students will identify the author's purpose or viewpoint expressed in a passage, make predictions and judgments about the effects of Hurricane Andrew, and use imagination and writing skills to develop a story line. |
Seeing Andrew's Destruction I (reading comprehension) |
|
8156 |
|
|
| Seeing Andrew's Destruction II (writing: narrative) |
|
8157 |
|
|
| Main Idea and Supporting Details: Students will study political pioneers, learn about the political struggles of women and minorities, and learn about the importance of wise voting in a democracy. They will then write about the qualities of a good national leader. |
Political Pioneers I (reading comprehension) |
|
8158 |
|
|
| Political Pioneers II (writing prompt) |
|
8159 |
|
|
| Identify Characteristics of Genres: Students will learn about the Vietnam Veterans Memorial and it's architect, Maya Lin. They will then design a monument for their school or write about the Lincoln Memorial. |
The Vision of Maya Ying Lin I (comprehension: research) |
|
8160 |
|
|
| The Vision of Maya Ying Lin II (writing) |
|
8161 |
|
|
| Make Inferences/Draw Conclusions: Students will recall and interpret details of the story to make predictions and inferences, identify similes, and make judgments and assessments based on the information in the story. They will then write a persuasive paragraph about the pros and cons. |
Thank You, Uncle Louis I (reading comprehension) |
|
8162 |
|
|
| Thank You, Uncle Louis II (writing) |
|
8163 |
|
|
| Explain Effect of Literary Devices: Students will identify setting and mood of a ghost story, make judgments and assessments based on the story content, and develop a ghost story using specific characters and details. |
Pony Tail and Poodle Skirt I (comprehension: setting & mood) |
|
8164 |
|
|
| Pony Tail and Poodle Skirt II (writing) |
|
8165 |
|
|
| Study Character Traits and Motives: Students will read the 19th century Louisa May Alcott story, Dr. Dorn's Revenge, and study character traits and motives and the inability to buy happiness. Students will then write the story's conclusion or about decision making and character building. |
Dr. Dorn's Revenge I (comprehension: character) |
|
8166 |
|
|
| Dr. Dorn's Revenge II (writing) |
|
8167 |
|
|
| Cause-and-Effect Relationships: Students will determine purpose and main idea of 1915 poem, The Road Not Taken, by Robert Frost; study lyrical elements of a poem; and study the purpose and main ideas of poems. They will then evaluate their decisions and explain their choices. |
The Road Not Taken I (elements of lyrical poetry) |
|
8170 |
|
|
| The Road Not Taken II (writing) |
|
8171 |
|
|
| Make Inferences/Draw Conclusions: Students will analyze a Langston Hughes poem, Mother to Son. They will make judgments and draw conclusions based on interpretation of detail. Students will then write a poem using elements of free verse. |
Mother to Son I (elements of free verse poetry) |
|
8172 |
|
|
| Use Word Origins and Derivations: Students will read and analyze the 1819 Percy Bysshe Shelley poem, Ode to the West Wind. They will then study the literary devices: simile, metaphor, and personification. Finally, students will study colorful color words and write a nature "ode". |
Ode to the West Wind I (literary devices in poetry) |
|
8174 |
|
|
| Ode to the West Wind II (writing: poetry) |
|
8175 |
|
|
| Elements of Character Develop.: Students will analyze the poem, The Old Man's Lazy, by Mohawk Indian writer Peter Blue Cloud. The students will learn about implication and inference, and study literary devices. The students will then write about an inanimate object or write a story. |
The Old Man's Lazy I (literary devices in poetry) |
|
8176 |
|
|
| The Old Man's Lazy II (narrative: writing) |
|
8177 |
|
|
| Make Inferences/Draw Conclusions: Students will analyze President John F. Kennedy's January 1961 inaugural address, make inferences, draw conclusions, and predict outcomes based on the wording. They students will then compose a letter to the President of the United States. |
Inaugural Address: JFK I (analyze a speech) |
|
8178 |
|
|
| Inaugural Address: JFK II (writing: letter or speech) |
|
8179 |
|
|
| Define Main Points of Reading: Students will learn about the health risks associated with steroid use in our society, make inferences and conclusions about the main points in the article, and write a speech about the dangers of taking steroids or create a bumper sticker. |
Pumped Up I (comprehension: draw conclusions) |
|
8180 |
|
|
| Pumped Up II (writing) |
|
8181 |
|
|
| Identify Supporting Evidence: Students will read an article on the tobacco industry's manipulation and marketing ploys, identify the use of supportive evidence in persuasive writing and then write a persuasive product advertisement or a campaign against tobacco. |
A Product That Kills I (reading comprehension) |
|
8182 |
|
|
| A Product That Kills II (writing: persuasive) |
|
8183 |
|
|
| Use Rules for Possessive Nouns: Students will learn the rules for forming and using possessive nouns, choose possessive nouns to complete sentences, and differentiate between nouns with shared and separate ownership. |
Possessive Nouns I |
|
8184 |
|
|
| Possessive Nouns II |
|
8185 |
|
|
| Place Apostrophes Correctly: Students will learn rules for apostrophes, identify words needing apostrophes, and place apostrophes correctly. |
Apostrophes I |
|
8186 |
|
|
| Apostrophes II |
|
8187 |
|
|
| Verb Forms, Adverbs, Colons, and Semicolons: Students will learn rules for comparative and superlative adverbs, and determine adverb forms to complete sentences. |
Comparative/Superlative Adverbs I |
|
8188 |
|
|
| Comparative/Superlative Adverbs II |
|
8189 |
|
|
| Infinitives, Confusing Words, and Modifiers: Students will learn commonly misspelled and misused words, choose homophones to complete sentences, and identify and correct spelling or usage errors in sentences. |
Confusing Words I (homophones) |
|
8190 |
|
|
| Confusing Words II (homophones) |
|
8191 |
|
|
| Relative Pronouns, Adjectives, and Adverbs: Students will learn rules for comparative and superlative adjectives, determine comparative and superlative forms, choose adjectives to complete sentences, and find errors with adjectives of degree. |
Comparative/Superlative Adjectives I |
|
8192 |
|
|
| Comparative/Superlative Adjectives II |
|
8193 |
|
|
| Use Spelling Rules: Students will learn spelling rules and combinations for vowels and consonants, and study exceptions to spelling rules and identify misspelled words. |
Vowels and Consonants I (spelling rules) |
|
8194 |
|
|
| Vowels and Consonants II (spelling rules) |
|
8195 |
|
|
| Use Structural Units in Words: Students will study spelling rules for plural words, prefixes, suffixes, and words ending in consonants. They will also learn about structural units in words and exceptions to spelling rules. |
Structural Units in Words I (spelling rules) |
|
8196 |
|
|
| Structural Units in Words II (spelling rules) |
|
8197 |
|
|
| Commas, Subject Verb Agreement, Parallel Structure: Students will learn rules for commas, place commas correctly, recognize correct use of commas, and identify sentence elements. |
Commas in Sentences I |
|
8198 |
|
|
| Commas in Sentences II |
|
8199 |
|
|
| End Punctuation, Commas, and Conjunctions, I: Students will learn the rules for using periods, question marks, and exclamation points. They will also identify and correct punctuation errors in sentences. |
Periods, Question/Exclamation Mark I |
|
8200 |
|
|
| Periods, Question/Exclamation Mark II |
|
8201 |
|
|
| Recognize Correct Capitalization: Students will learn the rules for capitalization. Students will also identify, correct, and use capitalization correctly in sentences. |
Capitalization I |
|
8202 |
|
|
| Capitalization II |
|
8203 |
|
|
| Place Quotation Marks Correctly: Students will learn the rules for quotation marks, place quotation marks correctly, and identify errors with quotation marks and punctuation. |
Quotation Marks I |
|
8204 |
|
|
| Quotation Marks II |
|
8205 |
|
|
| Fragments/Run-ons/Nouns/Colons/Complex Sentences: Students will learn rules for colons and semicolons, and determine whether sentences need colons or semicolons. |
Colons and Semicolons I |
|
8206 |
|
|
| Colons and Semicolons II |
|
8207 |
|
|
| Pronouns, Gerunds, Dashes/Hyphens/Parentheses, II: Students will learn the rules for using dashes, hyphens, and parenthesis. Students will also determine the correct hyphenation of words. |
Dashes, Hyphens, Parentheses I |
|
8208 |
|
|
| Dashes, Hyphens, Parentheses II |
|
8209 |
|
|
| Proofreading: Punctuation, Usage, Capitalization: Students will recognize proofreading marks, learn grammar rules, and study punctuation rules for end punctuation, commas, and apostrophes. |
Punctuation and Usage I (proofreading) |
|
8210 |
|
|
| Punctuation and Usage II (proofreading) |
|
8211 |
|
|
| Proofread Capitalization errors: Students will learn capitalization rules for salutation and complimentary closing letters; capitalization rules for titles and quotations; and proofread and correct capitalization errors. |
Proofreading: Capitalization I |
|
8212 |
|
|
| Proofreading: Capitalization II |
|
8213 |
|
|
| Prepositions and Infinitives: Students will learn the rules for forming and using infinitives and infinitive phrases. Students will then differentiate between infinitive phrases and prepositional phrases, as well as identify the functions of infinitive phrases. |
Infinitive Phrases I |
|
8214 |
|
|
| Infinitive Phrases II |
|
8215 |
|
|
| Rules for Demonstrative Adjectives and Pronouns: Students will learn rules for demonstrative adjectives and pronouns. Students will then differentiate between and choose demonstratives in sentences. |
Demonstrative Adjective/Pronouns I |
|
8216 |
|
|
| Demonstrative Adjective/Pronouns II |
|
8217 |
|
|
| Modified Words: Students will learn rules for modifiers, differentiate between modifiers, and identify modified words. |
Dangling Modifiers I |
|
8218 |
|
|
| Dangling Modifiers II |
|
8219 |
|
|
| Verb Forms, Adverbs, Colons, and Semicolons: Students will learn the rules for progressive verbs, choose progressive verbs to complete sentences, and differentiate between verb tenses. Students will then identify progressive verbs and recognize correct use of progressive verbs. |
Progressive Verb Forms I |
|
8220 |
|
|
| Progressive Verb Forms II |
|
8221 |
|
|
| Adverbs as Intensifiers and Confusing Words, I: Students will learn the rules for using adverbs as intensifiers, identify intensifiers and the elements they modify, and identify questions answered by intensifiers. |
Adverbs as Intensifiers I |
|
8222 |
|
|
| Adverbs as Intensifiers II |
|
8223 |
|
|
| Indefinite Pronouns, Perfect Tense Verbs, Clauses: Students will learn rules for perfect tense verbs, identify verb tenses, and choose perfect tense verbs to create agreement. |
Perfect Tense Verbs I |
|
8224 |
|
|
| Perfect Tense Verbs II |
|
8225 |
|
|
Scope & Sequence Copyright © CompassLearning, Inc. All rights reserved.
Lesson Activity Finder Tool
The lesson activity finder is one of the many helpful tools that Time4Learning offers its members. The activity finder is a shortcut that makes it easy for parents to preview lessons or find extra practice for their child.
Every lesson in the curriculum has a unique activity number, referred to in the lesson plans as an "LA Number." These numbers can be found on the table above or the lesson plans in the parent administration area.
The activity finder can be found in the lower left hand corner of the Student LaunchPad page. To use it, members simply log in to their child’s account, type the Learning Activity (LA) number of a lesson into the Activity Finder and click “Go” to open it.
For additional information, please visit our hints and help section, which gives more details about the activity finder.
Back to the top or sign up now
Additional Resources Related to Eighth Grade Language Arts
If you're interested in the eighth grade language arts lesson plans, you might also be interested in:
Wondering how many lessons to have your child do each day? Our lesson planning worksheet can help you estimate.
Online Curriculum for Homeschool, Afterschool and Summer Use
Sign up for Time4Learning and gain access to a variety of educational materials, which will engage and challenge your child to succeed. Make Time4Learning a part of your children's homeschool resources.
I want to Learn More about Time4Learning's homeschool curriculum or how to use the program for afterschool enrichment.
|
