On-going Strategies to > Asking Questions before, during

be done in every lesson and after reading

> Monitoring Understanding During
Reading
> Synthesizing After Reading

Chap
ter
Name
Unit No. of Chapter

Anchor Question

Reading Comprehenshion

Focus: 6.11 SWABT identify and

compare the different viewpoints in the
story

How are the two kings

different?
OR
A Tale of What is different about Pre-req: 4.10b SWBAT compare
Two Kings the two kings?
characters in the text

What is this poem

about?
Or
The Three What do the different
Rules
Rules mean?

Focus: 6.10 a) SWBAT identify the main

idea/ theme/underlying message of the
text
Pre-req: 5.10 a) SWBAT summarize the
different ideas in the text

Focus: 4.7 a) SWBAT describe the

relationship between different events
from beginning to end of stories.

Pre-req: 3.7a)SWBAT describe the

Chandrayaa Q. Describe the journey relationship between events in
n-1
of Chandrayan.
beginning and end of stories
6.8b) SWBAT describe the effect of
words/illustrations used in the text
that add meaning to it

In the
Bazaars of
Hyderabad Balbharti Q 1. Q2.

Pre-req: 5.8b) SWBAT identify

words/illustrations in the text that add
meaning by emphasizing character
traits or setting

Focus: 6.11 SWBAT compare their

opinions and perspective with those of
the author's/narrators

Owning
Books

Balbharti Q 1. (1) (2)

Pre-req: 5.11 SWBAT describe author's

opinions and perspective and provide
justification

How does the author's

description of Daffodils
help him with his
pensive mood?

Focus: 6.8 b)SWBAT identify

words/illustrations in the text that add
meaning by creating mood

Also aligned to Q. 3 and Pre-req: SWBAT identify meaning of

Q. 4
words that add tone or mood.

Daffodils

(1)What does the poet

mean when he says "may
his tribe increase!"?
(2) "Thou and Thee
mean _____"
(3) Why does the poet
describe the angel as
Abou Ben
vision?
Adhem

(1) Which important

event led to Anne's false
confession?
(2) How did Anne feel
when Marilla did not let
her go for the picnic?
Why?
(3) What did you
feel/think about Marilla
Anne's
after reading the text?
Confession Why?

(1) How has the author

described the pool that
was built in the Hall of
Assembly?
(2) Why do you think the
Maya Sabha author has described
- The hall the hall as the "Hall of
of Illusions Illusions"?

Focus: 6.8a) SWBAT determine the

connotative meaning of words and
phrases in the poem
Pre-req: 4.8) SWBAT identify words that
add tone or mood to the text

Focus: 6.9a) SWBAT describe changes

in characters thoughts/feelings/views
Pre-req: 5.9a) SWBAT compare and
contrast characters by drawing on
specific details in the text

Focus:
6.8b) SWBAT identify
words/illustrations in the text that add
meaning by emphasizing setting
Pre-req: 4.8) SWBAT identify meaning
of words that add tone or mood.

10

Focus:
6.11) SWBAT compare their opinions
and perspective with those of the
(1) Do you agree with
author's/narrators
the solution provided by Pre-req:
the author to the first
5.11) SWBAT describe author's opinions
Ask here for problem? Why or Why
and perspective and provide
Advice
not?
justification
How is the poem
different from its
parody?
What was the poet's
purpose of writing the
parody?

11

12

Parody

Little
Prince

(1) Distinguish between

The king's viewpoint and
Little Prince's viewpoint
on Justice
(2) How was lamplighter
different from the king?

12

How does the little

prince's thiank
differently about the
king and the
lamplighter?
OR
How is the king
The Little different from the
Prince
lamplighter?

13

Of Mails
and Meals N/A

Focus: 6.7b) SWBAT describe the

relationship between the structure of
the text and its purpose
Pre-req: 5.7a) SWBAT describe the use
of different structures used to organize
text in the different genres/form
Part 1
Focus: 6.11) SWABT identify and
compare the different viewpoints in the
story
Pre-req: 5.9a) SWBAT compare and
contrast characters by drawing on
specific details in the text

Focus: 6.11 SWABT identify and

compare the different viewpoints in the
story
Pre-req: 4.10b SWBAT compare
characters in the text

N/A

14

What is the poet talking

about?
or
What does the poet
The Race of want you to
Flowers believe/think?

Focus: 6.9(b) SWBAT identify author's

main idea and opinion
Pre-req: 5.9 (b) SWBAT identify textual
evidence that tells them the purpose,
audience, theme of the text

Focus: 4.7(a) SWBAT describe the

relationship between different events
from beginning to end of stories.

15

Prepare a flow chart to

The Story show the growth &
of Tea
journey of tea

Pre-req: 3.7(b)SWBAT describe how

different paragraphs provide
information to support the story
Focus: 5.11 SWBAT describe the
author's purpose and provide
justification.

16

Mark
Twain:
Section A:
Anecdotes Balbharti question Q 1.4

Pre-req: 3.11 SWBAT identify author's

perspective on different matters in the
story and find textual evidence to
support it

16

Mark
Twain:
Section B:
Quotations N/A

N/A

Text: "History Standard 8",

Before:
What will this story be
about?
What do I already know?
What do I want to know?

Fluency

Students read the story

with expression and
rhythm.

During:
Students do self-monitoring by
asking:
Is this making sense?
What is happening?
Why is this happening?
How is this connected to what I read
before?

Writing
Topic: Related to story
Objective: 8. Word Choice
SWBAT use transition words,
phrases and clauses to show
relationships among experiences and
events,

After:
What did I learn?
Did I find out what I wanted to learn?
What did I understand after reading?
Which parts did I not understand in
the text?
What is this story mainly about?
How can I find out more?

S&L
Balbharti Question 5, Discuss in
groups.
6. Talking With Others.
3. Understand and use a variety of
ways to criticise constructively and
respond to criticism.

Aligned to Balbharti Question4.

Topic: Students talk about the Rule
they most believe in.
6. Talking to Others
5. Choose and prepare poems or
stories for performance, using
appropriate expression, tone, volume
and use of voices and other sounds

Students read the poem

with rhythm.

Balbharti Q.5 & Q.7

Objective: 8. Word Choice
SWBAT capture action and convey
experiences by using figurative and
sensory language

Students read the text

with right pronunciation.

Balbharti Q4. (1) & (2)

Obj: 8. Organization
SWBAT organize their ideas,
concepts and information into broad
categories by using:
Debate Topic: Should India spend
a. Formatting- Title, headings,
money on Space Missions?
captions;
6. Talking with Others
b. Graphics- Tables, Charts,
1. Participate in a whole-class debate
Illustrations and Diagrams;
using the conventions and language
c. Multimedia- Videos etc
of debate, including standard
English.

Students read the poem

with rhythm.

Balbharti Q.4 (2)

Obj : 8. Word Choice
SWBAT capture action and convey
experiences by using figurative and
sensory language

6. TalkingTo Others
5. Choose and prepare poems or
stories for performance, using
appropriate expression, tone, volume
and use of voices and other sounds

Students read the text

with appropriate phrasing.

Q.5 (1) and (2)

Obj: 8. Ideas
SWBAT develop their ideas by
including:
a. relevant facts;
b. definitions and details;
c. quotations and examples.

Balbharti Question 5 (3)

5. Talking with Others
4. Use and explore different
question types to lead to better
understanding in the group.

Students read the poem

with right tone.

Q.5
Obj: 8. Word Choice
SWBAT capture action and convey
experiences by using figurative and
sensory language

Q.2
6. TalkingTo Others
5. Choose and prepare poems or
stories for performance, using
appropriate expression, tone, volume
and use of voices and other sounds

Students read the poem

with rhythm.

Balbharti Q.3 & Q.4

Objective: 8. Sentence Fluency
SWBAT use variety of sentences to
create rhythm

2. Recite the poem

Discuss: Love for Lord v/s Love for
Human beings

Write a letter to your

Balbharti Question 3, Discuss in
parents/teachers making a
groups.
confession about something you did Also discuss what would you do if you
last year/last month etc
were at Anne's place.
Objective:8. Word choice
Students will comprehend SWBAT capture action and convey
the literal meaning of
experiences by:
words/phrases while
a. using precise words and phrases
reading
b. using relevant descriptive details

Students will apply word

attack startegies to
comprehend the meaning
of vocab words

Q.4 Bal text book

Objective: 8. Word choice
SWABT use transition words, phrases
and clauses to signal shifts from one
setting to another
Group Discussion Q 3.2 BB text book

BB text book Q.2, Q.3 and Q. 4

Focus: 8. Ideas
SWBAT add supporting arguments
with clear logical reasoning to their
opinion piece.

Group Discussion Q.5 BB textbook

Bal Q.3, Q.4 and Q.7

Objective 8. Word choice
SWBAT capture action and convey
(1) Students read the poem experiences by using figurative and
with rhythm.
sensory language
(2) Homophones - Bal Q1.

Q. 5 and Q. 6

Bal Q.2
Students will read the text Objective 8. Sent fluenct
with correct pauses and
SWBAT use a variety of sentence
tone
types to add to the mood

Q.3 and Q.4

Students read the story

with expression and
rhythm.

Topic: Eulogy on a character/object Balbharti Question no 2, Presentation

Objective: 8. Word Choice
to whole class
SWBAT capture action and convey
experiences by:
6 Talking to Others
a. using precise words and phrases
5. Choose and prepare poems or
b. using relevant descriptive details
stories for performance, using
appropriate expression, tone, volume
Aligned to Balbharti Q2
and use of voices and other sounds

Topic: E-mail aligned to a topic Prereq in Social Science

Objective: 8. Organization
SWBAT organize their ideas,
concepts and information into broad
categories by using:
a. Formatting- Title, headings,
captions;
b. Graphics- Tables, Charts,
Illustrations and Diagrams;
Students read their writing c. Multimedia- Videos etc
pieces with expression and
rhythm.
Aligned to Balbharti Q2

Topic: Poem on a relevant topic

Objective: 8. Sentence Fluency
SWBAT use variety of sentences to
create rhythm
Students read the poem
with rhythm.

6 Talking to Others
5. Choose and prepare poems or
stories for performance, using
appropriate expression, tone, volume
and use of voices and other sounds
Balbharti Question no 6, Presentation
to whole class

Gets covered in RC

6 Talking to Others
3. Explain a process or present
information, ensuring items are
clearly sequenced, relevant details
are included and accounts ended
effectively

Students read the story

with expression and
rhythm.
Balbharti Question 4, Discuss in
groups.
Topic: Opinion piece on any of the
quotes
Objective: 8. Ideas
SWBAT ideate and draft their
opinion piece with a summary of
their understanding of the text or
topic.

Text: "History Standard 8",

6. Talking With Others.

3. Understand and use a variety of
ways to criticise constructively and
respond to criticism.

1 each for
S&L and
Writing;

GP/IP

No. of Recommended Values

Lessons and Mindsets

Textbook
Questions

3-4

Believing the best of

people

Textbook
Questions

1-2

Treating others as we
expect to be treated

Textbook
Questions

2-3

Perserverance

Textbook
Questions

Textbook
Questions

2-3

Textbook
Questions

Love of learning

Reflection

Textbook
Questions

1-2

In the end, the angel

comes to Ben Adhem with
a list of names. Why did
Ben's name top the list? OR
What value did Ben Adham
demonstrate through the
poem?

Textbook
Questions

3-4

Case studies on Decision

Making

Textbook
Questions

3-4

Lessons on Revenge or
Anger Management

Textbook
Questions

1-2

Coping with stress/Helping

others/Giving opinions

Textbook
Questions

1-2

Humour - Thin line

between being humourous
and being rude

Textbook
Questions

4-5

Thiking about something

besides yourself

Textbook
Questions

3-4

Writer's
Workshop

1-2

Textbook
Questions

3-4

Textbook
Questions

1-2

Textbook
Questions

1-2

Writer's
Workshop

1-2

Reading Fluency

Unit Outcomes:

Weekly Outcomes:

90% Accuracy on all seen

texts/passages from the
textbook

90% Accuracy on all seen

texts/passages from the
textbook

Reading Comprehension
70% Mastery on Focus
Objectives
80% Mastery on on-going
objectives

70% Mastery on Focus

Objectives
80% Mastery on on-going
objectives

Structure for Reading:

Pre-reading

Can be spread over two

or more lessons and
adapted

Teacher introduces chapter,

recaps prior
Teacher reads the text,
knowledge/skills, introduces
modeling word-attack and
and models objective.
monitoring comprehension
strategies.
Students ask and answer
questions.

Timing

10 Mins

10 Mins

Introduce task and model.

Students work in groups.

10 Mins

30 Mins

Structure for Writing &

S&L :
Timing

Teacher Modeling

S&L

Writing
Grammar
Students work on at least 2
Students engage in at least 2 forms/genres of Writing
forms/modes of S&L
70% Mastery on topics
Students score 4-5 on Ideas,
taught.
Students score a minimum Conventions and
of 3 on all Rubric Strands
Presentation & 3 on WC and
SF.

Students engage in at least 2 Students create at least 2

exercises of S&L
pieces of Writing

70% Mastery on topics

taught.

Work Time
Teacher guides students to
Student independently reads
apply focus objective.
the same text as teacher,
applies word attack and fills
Students work in
out a GO/Reading Report to
Students answer questions
homogenous groups to
show continuous
from the textbook on their
answer anchor questions.
comprehension of text.
own and write them.
Student Reading

Teacher supports students

who cannot read fluently.
20 Mins
1 student from each group
shares.
10 Mins

Teacher gives differentiated

support using pre-req
objectives.
20 Mins

Texts
Gulmohar Texts
NCERT Texts
Symphony Literature Reader Grade 8
Skill Focused Readings
Books
A Tiger for Malgudi - R K Narayan
Swami and Friends - R K Narayan
Wise and Otherwise - Sudha Murthy
The Alchemist - Paulo Coelho
The Count of Monte Cristo - Alexandre Dumas
The Scarlet Pimpernel - Baroness Orczy
I am Malala
Resources
Non-Fiction Reading Resources
Graphic Organizers for Reading
Summary Frame
Strategies for Struggling Readers & Writers
Active Reader Report _ Using All Strategies Together
Making Connections_ Graphic Organizer
Visualizing_Graphic Organizer
Questioning_Graphic Organizer
Justification & Textual Evidence_Graphic Organizer
Inferencing _ Graphic Organizer
Making Predictions and Connections_ Graphic Organizers
Character Sketch_Graphic Organizer
Factual Information_Graphic Organizer
Using Bloom's Taxonomy for Questions and Rigor

Can be connected to History

Can be connected to Current Politics

Section A :
Reading +
Grammar +

Types of Text:
Fiction and
Non-Fiction

A1
1
2
3
4
5
A2
1
2
3
4
5
6
A3
1
2
3

Levels
F
F
I
V
G
Levels
F
F
CT
V
V
G
Levels
F
F
I
CT
V
G

4
5
Section B :
Poetry

B1
1
2
5
B2
1
2
3

Type :

Levels
F
CT
G
Levels
F
I
V

Section C:
Type : Fiction
Rapid Reading

C1
1
2
5
C2
1
2
5
Section D :
Writing

Levels
F
F
CT
Levels
F
F
CT
Type : Formal
and Informal

Number of Texts:
Word Count:
Question Type
True or False
Complete the Sentence
Free Response
Match Meanings
Apply
Question Type
Fill in the blanks (MCQ)
Information Transfer to List
Personal Response
Locate words from text
Find words that mean
Apply
Question Type
True or False
Information Transfer to Table
Free Response
Free Response
Match Meanings
Convert

7th and 8th

3
200-300
#Items
4
2
1
4
4
#Items
4
4
1
2
2
2
#Items
4
4
1
1
4
2

Used for benchmark - BOY, MY and EOY assessme

Weight
0.5
1
2
0.5
0.5
Weight
0.5
0.5
2
0.5
0.5
1
Weight
0.5
0.5
1
1
0.5
1

Marks
2
2
2
2
2
Marks
2
2
2
1
1
2
Marks
2
2
1
1
2
2

Sum
4
2
2
2
Sum
4
2
1
1
2
Sum
4
1
1
2
2

Number of Texts:
Word Count:
Question Type
Information Transfer to Web
Free Response
Identify
Question Type
True or False
Personal Response
Find words that mean

2
150
#Items
4
1
2
#Items
4
1
4

Weight
0.5
2
0.5
Weight
0.5
2
0.25

Marks
2
2
1
Marks
2
2
1

Sum
2
2
1
Sum

Number of Texts:
Word Count:
Question Type
Information Transfer to Table
Information Transfer to List
Personal Response
Question Type
Fill in the blanks (MCQ)
Answer in one sentence
Personal Response

2
150
#Items
2
4
1
#Items
4
2
1

Weight
0.5
0.5
2
Weight
0.5
0.5
2

Marks
1
2
2
Marks
2
1
2

Sum
1
2
2
Sum
2
1
2

Number of Texts:

Criteria :

4
1

Section D :
Writing

D1
D2

Type : Formal
and Informal

1
2
1
2

Word Count:

Letter - Any one

Report Writing/ Dialogue Writing
Paragraph/Tree Diagram
Counterview/Speech

Total Marks

Format and
presentation layout,
heading, date
etc

Content and
organization opening and
closing

5
5
5
5

2
2
2
2

2
2
2
2

150

1
1
1
1

BOY, MY and EOY assessments

Items

Total
Marks

15

10
Total

15

10
Total

16
46

10
30

Items
7

9
16

Items
7
Items
7
14

Total
Marks
5
Total

5
10

Total
Marks
5
Total
Marks
5
10

Language and
Creativity

1
1
1
1
4

20

Sections

Section A : Can be prose

Reading + or Poetry
Grammar +
Vocabulary

Levels

FORMATIVE ASSESSMENT BLUEPRINT - UNIT ASSESSMENTS

3
Reading, Grammar & Vocabulary/Poetry (RGV
Rapid Reading (RR)
Writing (Wr)

Texts

1 - RGV/P
1- RR
2- Wr

Total Marks

30

RGV/P = 15 Marks
RR = 5 Marks
Wr= 10 Marks

Total Time

60-75 Mins

RGV/P = 20-30 Mins

RR = 10-15 Mins
Wr= 30 Mins

Number of Texts:

Word Count:
Question Type

200-300
Aligned LG from LCF

Should be unseen passage - prose or po

non-fiction. Texts can be between 3.5Kincaid depending on where your class

#Items

Weight

Marks

1
2

F
F

True or False
Fill in the blanks (MCQ)/Answer
in one sentence

4
4

0.5
0.5

2
2

Information Transfer to List

0.5

4
5
6
7

I
I
CT
CT

Free Response
Free Response
Personal Response
Free Response

LG 9, 10
LG 9, 10
LG 11, 12
LG 11, 12

1
1
1
1

1
1
1
1

1
1
1
1

8
8
9

V
V
G

Locate words from text

Find words that mean
Convert

0.5
0.5
0.5

1
1
1

10

Apply

LG 8
2
LG 8
2
As per grammar done 2
in class
2

Type : Fiction

Number of Texts:
Word Count:

1
150

Use seen passages from textbook o

in class.

Levels
F

Question Type
Fill in the blanks (MCQ)

Section B:
Rapid
Reading

#Items
4

Weight
0.5

Marks
2

2
3

Section C :
Writing

I
CT

Free Response
Personal Response

Type : Formal
and Informal

1
2

LG 9, 10
LG 11, 12

2
1

0.5
2

Number of Texts:
Word Count:

2
150-250

Criteria :

Essay/Report
Letter/Others

1
1

Choose a form you've done in

class

1
2

Total Marks

Format and
presentation layout,
heading, date
etc

5
5

2
2

NTS
Vocabulary/Poetry (RGV/P)

nseen passage - prose or poetry; can be fiction or

Texts can be between 3.5- 8 level on Flesh
ending on where your class is.

Sum

Section A : Can be prose

Reading + or Poetry
Grammar +
Vocabulary

Total

Levels

Sections

Weekly Assessments
3

Texts

Total Marks

15

Total Time

45-60 Mins

Number of Texts:

Word Count:
Question Type

200
Aligned
LG from
LCF

True or False/ Transfer

information

1
1
1
1

I
CT
V
G

Fill in the blanks (MCQ)/

Complete the sentence/ Answer
in one sentence
Free Response
Free Response
Find words that mean
Convert

Type : Fiction

Number of Texts:

1
2

Word Count:
Question Type
Fill in the blanks (MCQ)
Free Response

150

Levels
F
I

CT

Personal Response

LG 11, 12

1
1
1
2

20
15
20
15
assages from textbook or other texts done

Sum
2

Items

Total
Marks

Section B:
Rapid
Reading

LG 9, 10
LG 11, 12
LG 8
As per
grammar
done in
class

LG 9, 10

1
2

Content and
organization opening and Language and
closing
Creativity

2
2

1
1
10

Section C :
Writing

Type : Formal
and Informal

Number of Texts:
Word Count:

Letter/Others

Choose a form
you've done in
class

Weekly Assessments
Reading, Grammar & Vocabulary/Poetry (RGV/P)
Rapid Reading (RR)
Writing (Wr)
1 - RGV/P
1- RR
1- Wr
RGV/P = 5 Marks
RR = 5 Marks
Wr= 5 Marks
RGV/P = 15-20 Mins
RR = 5-10 Mins
Wr= 25-30 Mins
Should be unseen passage - prose or poetry; can be fiction or
non-fiction. Texts can be at a level where class average is or
slightly higher.

#Items

Weight

Marks

Sum

0.5

0.5

1
1
2
2

0.5
0.5
0.5
0.5

0.5
0.5
1
1

0.5
0.5
1
1

Total

10
5
10
5
Use seen passages from textbook or other texts done
in class.
#Items
4
2

Weight
0.5
0.5

Marks
2
1

Sum
2
1

Items

7
7

Total
Marks

5
5

2
150-250

Criteria :

Total Marks

Format and
presentation layout,
heading, date
etc

Content and
organization opening and Language and
closing
Creativity