2017.18 Eighth Grade, ELA, Quarter 1 · Lexile Bands for College and Career Readiness Grade 8 are 1010L-1185L Writing- Writing should be a daily activity in an ELA classroom. Research

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2017.18 Eighth Grade, ELA, Quarter 1

Big Ideas/Key Concepts: What Makes a Story Worth Telling? Plot and Conflict in Fiction, Nonfiction, Drama, Poetry, and Media What Brings a Character to Life? Character and Point of View in Fiction, Media, Nonfiction, and Poetry Where Can Imagination Take You? Setting and Mood in Fiction, Nonfiction, and Poetry Writing Focus: Narrative, Informational /Explanatory, Argumentative Paragraph Development Ongoing Standards and Expectations

Reading-Volume of reading is an important aspect of an effective ELA classroom. ● 8.RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently. ● 8.RI.RRTC.10 Read and comprehend a variety of literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. ● Lexile Bands for College and Career Readiness Grade 8 are 1010L-1185L

Writing- Writing should be a daily activity in an ELA classroom. Research instruction should be included in each quarter. ● 8.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for

writing types are defined in standards 1-3 above.) ● 8.W.PDW.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,

focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.) ● 8.W.PDW.6 Use technology, including the Internet, to produce and publish writing and to collaborate with others; present the relationships between information and ideas efficiently;

type a complete product in a single sitting as defined in W.1-3. ● 8.W.RBPK.7 Conduct research to answer a question (including a self-generated question), drawing on multiple sources and generating additional related, focused questions that allow

for multiple avenues of exploration. ● 8.W.RBPK.8 Use search terms effectively; integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while

avoiding plagiarism and following a standard format for citation. ● 8.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 8 standards for reading; assess whether

the reasoning is sound and the evidence is relevant and sufficient to support the claims and recognize when irrelevant evidence is introduced.

● 8.W.RW.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

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Big Ideas/Key Concepts: What Makes a Story Worth Telling? Plot and Conflict in Fiction, Nonfiction, Drama, Poetry, and Media What Brings a Character to Life? Character and Point of View in Fiction, Media, Nonfiction, and Poetry Where Can Imagination Take You? Setting and Mood in Fiction, Nonfiction, and Poetry Writing Focus: Narrative, Informational / Explanatory, Argumentative Paragraph Development

Tennessee State Standards Student Friendly “I Can” Statements

Reading (Literature) 8.RI.KID.1 Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

8.RL.KID.2 Determine a theme or central idea of a text and analyze its development

Reading (Literature) ● I can cite several pieces of textual evidence to support analysis

of the text.

● I can make inferences and analyze what the text says explicitly. ● I can determine the central idea or theme of a text and analyze

its development in the text.

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over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary.

8.RL.KID.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

8.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including allusions to other texts, repetition of words and phrases, and analogies. 8.RL.CS.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. 8.RL.CS.6 Analyze how similarities and differences in the points of view of the

● I can provide an objective summary of the text. ● I can analyze how particular elements of a story or drama

propel the action, reveal character and provoke a decision.

● I can analyze how the author reveals character.

● I can determine the meaning of words and phrases as they are

used in a text including figurative and connotative meanings.

● I can determine the impact of analogies or allusions on textual

meaning.

● I can compare and contrast the structure or two or more texts.

● I can analyze how the structure of each text contributes to its

meaning and style.

● I can analyze how differences in the points of view of the

characters and the audience or reader create effects of

suspense, humor or dramatic irony.

• I can analyze a film or play and evaluate the changes a director or actor makes to the original text.

● I can distinguish multiple points of view and determine whether

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audience and the characters create effects such as suspense, humor, or dramatic irony.

8.RL.IKI.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from a text or script, evaluating the choices made by the director or actors.

8.RL.IKI.9 Analyze how contemporary texts are shaped by foundational texts or literary archetypes and how authors allude to traditional works, myths, or religious texts; describe how traditional elements are rendered anew. 8.RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.

they represent the perspective of a character or author.

● I can analyze how a modern work of fiction draws on themes,

patterns, or character types from myths, traditional stories, or

religious works.

● I can independently and proficiently read and comprehend a

variety of genres of literature.

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Reading (Informational Text) 8.RI.KID.1 Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

8.RI.KID.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary.

8.RI.KID.3 Analyze the techniques used to distinguish between and to make connections among individuals, events, or ideas in a text. 8.RI.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone, including analogies and allusions to other texts.

8.RI.CS.5 Analyze in detail the structure of a specific paragraph or section in a text, including the role of particular sentences in developing and refining a key concept. 8.RI.CS.6 Determine an author’s point of view or purpose in a text and analyze how

Reading (Informational Text) ● I can cite textual evidence to support analysis of the text.

● I can make inferences and analyze what the text says explicitly. ● I can determine a central idea of a text and analyze its development

over the course of the text.

● I can determine the relationship of the central idea to the supporting

ideas in the text.

● I can provide an objective summary of the text.

• I can analyze how a text makes connections among and distinctions between individuals, ideas, or events.

• I can determine the meaning of words and phrases as they are used in a text including figurative, connotative, and technical meanings.

• I can analyze the impact of word choices on meaning and tone which includes analogies or allusions to other texts.

• I can analyze and explain persuasive devices in various forms of text, written and multi-media.

• I can analyze a detail in the structure of a specific paragraph in a text.

● I can determine an author’s point of view or purpose in a text.

● I can analyze how the author admits and responds to conflicting

evidence or viewpoint.

• I can evaluate the advantages and disadvantages of using different mediums.

• I can describe and evaluate the argument and claims in a text.

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the author acknowledges and responds to conflicting evidence or viewpoints.

8.RI.IKI.7 Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea. 8.RI.IKI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether evidence is relevant and sufficient to support the claims and the reasoning is sound. 8.RI.IKI.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. 8.RI.RRTC.10 Read and comprehend a variety of literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. Writing 8.W.TTP.3 Write narratives (fiction and nonfiction) to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.

• I can assess if the reasoning is sound and the evidence is relevant and sufficient.

• I can recognize when irrelevant evidence is introduced. ● I can analyze a case in which two or more texts provide

conflicting information on the same topic.

● I can identify where the texts disagree on matters of fact or

interpretation.


variety of nonfiction texts.

Writing ● I can write narratives to develop real or imagined experiences or

events.

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8.W.TTP.3a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or participants/characters. 8.W.TTP.3b. Organize an event sequence that unfolds naturally and logically. 8.W.TTP.3c. Create a smooth progression of experiences or events. 8.W.TTP.3d. Use narrative techniques, such as dialogue, pacing, description, and reflection when appropriate, to develop experiences, events, and/or characters. 8.W.TTP.3e. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts, and show the relationships among experiences and events. 8.W.TTP.3f. Craft an effective and relevant conclusion that reflects on the narrated experiences or events. 8.W.TTP.3g. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

8.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 8.W.TTP.2a. Introduce a topic clearly, using the introduction to prepare the reader for what is to follow. 8.W.TTP.2b. Synthesize and organize ideas, concepts, and information into broader categories using effective strategies to create cohesion and aid in comprehension. 8.W.TTP.2c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 8.W.TTP.2d. Thoroughly and accurately explain and elaborate on the evidence provided, demonstrating a clear understanding of the topic and the source material. 8.W.TTP.2g. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. 8.W.TTP.2h. Use precise language and domain-specific vocabulary. 8.W.TTP.2i. Use varied sentence structure to enhance meaning and reader interest. 8.W.TTP.2j. Establish and maintain a formal style.

● I can use effective techniques, descriptive details, and well-structured

sequences when writing a narrative.

● I can develop context and point of view, introduce a narrator and

characters, and effectively organize a narrative.

● I can use narrative techniques to develop experiences, events and

characters.

● I can use effective dialogue, pacing, and descriptions that are

appropriate for a narrative.

● I can use a variety of transition words, phrases, and clauses to convey

shifts in a narrative.

● I can provide a conclusion that follows from and reflects on the

narrated experiences or events.

● I can use precise words and phrases, relevant details, and sensory

language to convey experiences and events.

● I can select, organize, and analyze relevant content to write

informative/explanatory texts.

● I can develop an effective introduction when writing.

● I can introduce a topic by organizing ideas, concepts and information

using multiple strategies as well as graphics and multimedia.

● I can develop a topic with relevant facts, definitions, concrete details,

quotations, or other examples.

● I can thoroughly explain the evidence, demonstrating a clear

understanding of the source material.

● I can use appropriate and varied transitions to create cohesion and

clarify relationships among ideas.

● I can use precise language and specific vocabulary to explain a topic.

● I can use a variety of sentence structures.

● I can establish and maintain a formal style.

● I can write and effective thesis statement and topic sentences.

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8.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

8.W.PDW.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.) 8.W.PDW.6 Use technology, including the Internet, to produce and publish writing and to collaborate with others; present the relationships between information and ideas efficiently; type a complete product in a single sitting as defined in W.1-3. 8.W.RBPK.7 Conduct research to answer a question (including a self-generated question), drawing on multiple sources and generating additional related, focused questions that allow for multiple avenues of exploration. 8.W.RBPK.8 Use search terms effectively; integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

8.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 8 standards for reading; assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claims and recognize when irrelevant evidence is introduced. 8.W.RW.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

● I can cite text appropriately with in-text citations.

● I can produce clear writing in which the development,

organization, and style are appropriate to task, purpose, and

audience.

● I can develop and strengthen writing by planning, revising,

editing, rewriting, or trying a new approach while focusing on

purpose and audience.

● I can use technology to produce and publish writing.

● I can present the relationship between ideas and collaborate

with others.

● I can use several sources and generate focused questions to

conduct short research projects.

• I can avoid plagiarism when quoting or paraphrasing from

another source.

• I can follow a standard format for citation.

• I can draw evidence from literary or informational texts to support analysis, reflection, and research.

• I can determine and evaluate the argument and claims in a text assessing whether the reasoning is sound.

• I can determine and evaluate when the evidence is relevant and sufficient

● I can write over extended and short time frames for a range of

tasks, purposes, and audiences.

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Speaking and Listening 8.SL.CC.1 Prepare for collaborative discussions on 8th grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing their own ideas clearly.

8.SL.CC.2 Analyze the purpose of information presented in diverse media formats; evaluate the motives, such as social, commercial, and political, behind its presentation.

6.SL.CC.3 Explain a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. 6.SL.PKI.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

8.SL.PKI.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and to add interest. 8.SL.PKI.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language 8.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage.

8.L.CSE.1a. When reading or listening, analyze the use of phrases and clauses within a larger text. 8.L.CSE.1b. When reading or listening, explain the function of verbs. 8.L.CSE.1c. When writing or speaking, produce simple, compound, complex, and compound-complex sentences with effectively-placed modifiers. 8.L.CSE.1d When reading or listening, explain the function of the voice (active and

Speaking and Listening ● I can engage effectively in collaborative discussions with diverse

partners.

● I can build on others’ ideas and express ideas clearly.

● I can analyze the purpose of information presented in different

media and formats.

● I can evaluate the motives behind the presentation presented in

different media and formats.

• I can describe a speaker’s argument or claims by identifying the evidence.

• I can present claims and use descriptions, facts, and details to emphasize main ideas or themes.

• I can use appropriate eye contact, volume, and clear pronunciation.

● I can include multimedia and visual displays in presentations to

emphasize points.

● I can adapt a speech to a variety of contexts and tasks while

demonstrating a command of formal English.

Language

● I can demonstrate a command of the conventions of Standard English grammar and usage when writing or speaking.

● I can analyze the use of phrases and clauses when reading or listening.

● I can explain the functions of verbals (gerunds, infinitives, and participles) in general and in specific sentences.

● I can write and speak using a variety of sentences with effectively-placed modifiers.

● I can explain the function of voice and mood of a verb and use

variety when writing or speaking.

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passive) and the mood of a verb and its application in text. 8.L.CSE.1e When writing or speaking, produce and use varied voice and mood of verbs.

8.L.CSE.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. When reading and writing, explain the functions of punctuation in creating sentence variety and style. 8.L.KL.3 When writing and speaking, adjust style and tone to a variety of contexts; when reading or listening, analyze stylistic choices to determine context. 8.L.VAU.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 8th grade-level text by choosing flexibly from a range of strategies.

8.L.VAU.4a Use context as a clue to the meaning of a word or a phrase.

8.L.VAU.4b Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase. 8.L.VAU.4c Consult reference materials, both print and digital, to find the pronunciation of a word or phrase. 8.L.VAU.4d Use etymological patterns in spelling as clues to the meaning of a word or phrase.

8.L.VAU.5 When reading, listening, writing, and speaking, explain the function of figurative language, word relationships, and connotation/denotation and use them correctly and effectively. 8.L.VAU.6 Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression.

● I can demonstrate a command of the conventions of Standard

English capitalization, punctuation, and spelling when writing.

● I can adjust my writing and speaking to fit a variety of settings.

● I can use a variety of strategies to determine or clarify the

meaning of unknown or multiple-meaning words or phrases.

● I can use sentence context to determine the meaning of an unknown word.

● I can use common, Greek or Latin affixes and roots as clues to

the meaning of a word.

● I can consult both print and digital reference materials to find

the pronunciation and meaning of a word.

● I can verify the meaning of a word by checking a dictionary.

● I can use word patterns as clues to the meaning of a word or

phrase.

● I can interpret figures of speech in context.

● I can use the relationship between particular words to better

understand the word.

● I can use grade-appropriate words and phrases when important

for expression.

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Big Ideas/Key Concepts: What are life’s hidden messages? Theme and Symbol in Fiction, Poetry, Drama, and Media

Where do you get your facts? Facts and Information in Nonfiction and Media Writing Focus: Informational/Explanatory Essay Ongoing Standards and Expectations

Reading-Volume of reading is an important aspect of an effective ELA classroom. ● 8.RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.

● 8.RI.RRTC.10 Read and comprehend a variety of literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. ● Lexile Bands for College and Career Readiness are 1010L-1185L.

Writing- Writing should be a daily activity in an ELA classroom. Research instruction should be included in each quarter. ● 8.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and

analysis of relevant content. ● 8.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-

specific expectations for writing types are defined in standards 1-3 above.) ● 8.W.5-With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying

a new approach, focusing on how well purpose and audience have been addressed. ● 8.W.6-Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well

as to interact and collaborate with others. ● 8.W.7-Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for

multiple avenues of exploration. ● 8.W.8-Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source;

and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

● 8.W.9-Draw evidence from literary or informational texts to support analysis, reflection, and research. ● 8.W.10-Write routinely over extended time frames and reflection, and revision and shorter time frames for a range of discipline specific tasks, purposes, and

audiences.

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Big Ideas/Key Concepts: What are life’s hidden messages? Theme and Symbol in Fiction, Poetry, Drama, and Media What makes a poem? Poetry Where do you get your facts? Facts and Information in Nonfiction and Media Writing Focus: Informational / Explanatory Essay


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Reading (Literature) 8.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.

8.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary.

8.RL.KID.3 Analyze how particular lines of dialogue or incidents in a story or drama

propel the action, reveal aspects of a character, or provoke a decision.

8.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word

Reading (Literature) • I can cite several pieces of textual evidence to support analysis of

the text.

• I can make inferences and analyze what the text says explicitly.

• I can determine the central idea or theme of a text and analyze its

development in the text.

• I can provide an objective summary of the text.

● I can analyze how particular elements of a story or drama propel

the action, reveal character and provoke a decision.

• I can determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings.

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choices on meaning and tone, including allusions to other texts, repetition of words and phrases, and analogies.

8.RL.CS.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

8.RL.CS.6 Analyze how similarities and differences in the points of view of the audience and the characters create effects such as suspense, humor, or dramatic irony.


8.RL.IKI.9 Analyze how contemporary texts are shaped by foundational texts or literary archetypes and how authors allude to traditional works, myths, or religious texts; describe how traditional elements are rendered anew.

• I can analyze the impact of word choices on meaning and tone. • I can determine the impact of analogies or allusions on textual

meaning.

• I can explain how the point(s) of view impact meaning.

• I can compare and contrast the structure of two or more texts.

• I can analyze how the structure of each text contributes to its meaning and style.

• I can analyze how differences in the points of view of the

characters and the audience or reader create effects of suspense,

humor or dramatic irony.


• I can analyze how a modern work of fiction draws on themes, patterns, or character types from myths, traditional stories, or religious works.

• I can independently and proficiently read and comprehend a


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8.RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.

Reading (Informational Text) 8.RI.KID.1 Analyze what a text says explicitly and draw logical inferences; support

an interpretation of a text by citing relevant textual evidence.


8.RI.KID.3 Analyze the techniques used to distinguish between and to make connections among individuals, events, or ideas in a text.

8.RI.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone, including analogies and allusions to other texts.

Reading (Informational Text)

• I can cite textual evidence to support analysis of the text.

• I can make inferences and analyze what the text says explicitly.

• I can determine a central idea of a text and analyze its development over the course of the text.

• I can determine the relationship of the central idea to the supporting ideas in the text.

• I can provide an objective summary of the text. • I can analyze how a text makes connections among and

distinctions between individuals, ideas, or events.

• I can determine the meaning of words and phrases as they are used in a text including figurative, connotative, and technical meanings.

Page 6 of 11

8.RI.CS.5 Analyze in detail the structure of a specific paragraph or section in a text, including the role of particular sentences in developing and refining a key concept.

8.RI.CS.6 Determine an author’s point of view or purpose in a text and analyze

how the author acknowledges and responds to conflicting evidence or viewpoints.

8.RI.IKI.7 Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea.

8.RI.IKI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether evidence is relevant and sufficient to support the claims and the reasoning is sound.


8.RI.RRTC.10 Read and comprehend a variety of literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

• I can analyze a detail in the structure of a specific paragraph in a text.

• I can analyze the role of particular sentences in text.

● I can determine an author’s point of view or purpose in a text. ● I can analyze how the author admits and responds to conflicting

evidence or viewpoint.

• I can evaluate the advantages and disadvantages of using different mediums.

• I can describe and evaluate the argument and claims in a text.

• I can assess if the reasoning is sound and the evidence is relevant and sufficient.

• I can recognize when irrelevant evidence is introduced.

• I can analyze how a modern work of fiction draws on themes,


religious works.

• I can read and comprehend literary nonfiction independently and proficiently.

Page 7 of 11

Writing

8.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 8.W.TTP.2a. Introduce a topic clearly, using the introduction to prepare the reader for what is to follow. 8.W.TTP.2b. Synthesize and organize ideas, concepts, and information into broader categories using effective strategies to create cohesion and aid in comprehension.

8.W.TTP.2c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 8.W.TTP.2d. Thoroughly and accurately explain and elaborate on the evidence provided, demonstrating a clear understanding of the topic and the source material.

8.W.TTP.2e. Craft an effective and relevant conclusion. 8.W.TTP.2f. Include formatting, graphics, and multimedia when appropriate. 8.W.TTP.2g. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. 8.W.TTP.2h. Use precise language and domain-specific vocabulary. 8.W.TTP.2i. Use varied sentence structure to enhance meaning and reader interest.

Writing

I can use selection, organization, and analysis of relevant content to write informative/explanatory texts.

I can introduce a topic clearly in the introduction paragraph and prepare the reader for the information to follow.

I can synthesize and organize ideas, concepts, and information into broader categories using various methods to aid in comprehension.

I can develop a topic with relevant facts, definitions, concrete details, quotations, or other examples.

I can explain and elaborate on the evidence, showing a clear understanding of the text.

I can provide a concluding statement or section that follows from and supports the explanation

I can include formatting, graphics, and multimedia in writing when appropriate.

I can use appropriate and varied transitions to create cohesion and clarify relationships among ideas.

I can use precise language and domain-specific vocabulary to explain a topic.

I can vary sentence structure to enhance meaning and reader interest. I can establish and maintain a formal style.

Page 8 of 11

8.W.TTP.2j. Establish and maintain a formal style.

8.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade- specific expectations for writing types are defined in standards 1-3 above.)

8.W.PDW.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)

8.W.PDW.6 Use technology, including the Internet, to produce and publish writing and to collaborate with others; present the relationships between information and ideas efficiently; type a complete product in a single sitting as defined in W.1- 3.

8.W.RBPK.7 Conduct research to answer a question (including a self-generated question), drawing on multiple sources and generating additional related, focused questions that allow for multiple avenues of exploration.

8.WCE.ELA.11 Synthesize information from multiple texts, including primary documents and multimedia, and cite appropriately in various forms of presentation.

8.W.RBPK.8 Use search terms effectively; integrate relevant and credible information from print and digital sources; quote or paraphrase the data and

• I can produce clear writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

• I can develop and strengthen writing by planning, revising, editing,

rewriting, or trying a new approach while focusing on purpose and audience.

• I can use technology to produce and publish writing.

• I can present the relationship between ideas and collaborate with others.

• I can complete an entire piece of writing in one sitting.

• I can use several sources and generate focused questions to


• I can synthesize information from multiple texts. • I can use primary documents and multimedia in research. • I can cite research correctly in various forms of presentation.

• I can gather relevant information from multiple print and digital sources by using search terms effectively.

• I can avoid plagiarism when quoting or paraphrasing from another source.

• I can follow a standard format for citation.

Page 9 of 11

conclusions of others while avoiding plagiarism and following a standard format for citation.

8.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 8 standards for reading; assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claims and recognize when irrelevant evidence is introduced.

8.W.RW.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening 8.SL.CC.1 Prepare for collaborative discussions on 8th grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing their own ideas clearly. 6.SL.CC.2 Interpret information presented in diverse media formats; explain how source information contributes to a topic, text, or issue under study. 6.SL.CC.3 Explain a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. 6.SL.PKI.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use

• I can draw evidence from literary or informational texts to support analysis, reflection, and research.

• I can determine and evaluate the argument and claims in a text assessing whether the reasoning is sound.

• I can determine and evaluate when the evidence is relevant and sufficient.

• I can write over extended and short time frames for a range of tasks, purposes, and audiences.

Speaking and Listening

• I can engage effectively in collaborative discussions with diverse partners.

• I can come to discussions prepared, refer to the evidence on the topic, and reflect on the discussion.

• I can interpret information presented in different formats and media and explain how it contributes to the topic.


• I can present claims and use descriptions, facts, and details to emphasize main ideas or themes.

Page 10 of 11

appropriate eye contact, adequate volume, and clear pronunciation.

8.SL.PKI.5 Integrate multimedia and visual displays into presentations to clarify

information, strengthen claims and evidence, and to add interest.

8.SL.PKI.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language 8.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage.

8.L.CSE.1a When reading or listening, analyze the use of phrases and clauses within a larger text.

8.L.CSE.1b When reading or listening, explain the function of verbs.

8.L.CSE.1c When writing or speaking, produce simple, compound, complex, and compound-complex sentences with effectively-placed modifiers.

8.L.CSE.1d When reading or listening, explain the function of the voice (active and passive) and the mood of a verb and its application in text.

8.L.CSE.1e When writing or speaking, produce and use varied voice and mood of verbs.

8.L.CSE.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. When reading and writing, explain the

• I can use appropriate eye contact, volume, and clear pronunciation.


emphasize points.



Language ● I can demonstrate a command of the conventions of Standard

English grammar and usage when writing or speaking. ● I can analyze the use of phrases and clauses when reading or

listening.


● I can write and speak using a variety of sentences with effectively- placed modifiers.

● I can explain the function of voice and mood of a verb and use

variety when writing or speaking.

• I can write, speak, and use varied voice and mood of verbs.

• I can demonstrate a command of the conventions of Standard

Page 11 of 11

functions of punctuation in creating sentence variety and style.

8.L.KL.3 When writing and speaking, adjust style and tone to a variety of contexts; when reading or listening, analyze stylistic choices to determine context.

8.L.VAU.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 8th grade-level text by choosing flexibly from a range of strategies. 8.L.VAU.4a Use context as a clue to the meaning of a word or a phrase.

8.L.VAU.4b. Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase.

8.L.VAU.4c. Consult reference materials, both print and digital, to find the pronunciation of a word or phrase.

8.L.VAU.4d. Use etymological patterns in spelling as clues to the meaning of a word or phrase.

8.L.VAU.5 When reading, listening, writing, and speaking, explain the function of figurative language, word relationships, and connotation/denotation and use them correctly and effectively.

8.L.VAU.6 Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression.


● I can adjust my writing and speaking to fit a variety of settings.

● I can use a variety of strategies to determine or clarify the meaning of unknown or multiple-meaning words or phrases.

● I can use sentence context to determine the meaning of an

unknown word. ● I can use common, Greek or Latin affixes and roots as clues to the

meaning of a word. ● I can consult both print and digital reference materials to find the

pronunciation and meaning of a word. ● I can verify the meaning of a word by checking a dictionary. ● I can use word patterns as clues to the meaning of a word or

phrase.

● I can interpret figures of speech in context. ● I can use the relationship between particular words to better understand

the word.

● I can use grade-appropriate words and phrases when important for expression.

Page 1 of 11


Big Ideas/Key Concepts: What’s in Style? Style, Voice, and Tone in Fiction, Informational Text, and Poetry What Shapes Who We Are? History, Culture, and the Author in Fiction, Informational Text, Media, and Poetry Whom Can You Believe? Argument and Persuasion in Informational Text, Media, and Literature Writing Focus: Argument Ongoing Standards and Expectations Reading-Volume of reading is an important aspect of an effective ELA classroom.

● 8.RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently. ● 8.RI.RRTC.10 Read and comprehend a variety of literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. ● Lexile Bands for College and Career Readiness Grade 8 are 1010L-1185L

Writing- Writing should be a daily activity in an ELA classroom. Research instruction should be included in each quarter. ● 8.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific

expectations for writing types are defined in standards 1-3 above.) ● 8.W.PDW.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)

● 8.W.PDW.6 Use technology, including the Internet, to produce and publish writing and to collaborate with others; present the relationships between information and ideas efficiently; type a complete product in a single sitting as defined in W.1-3.

● 8.W.RBPK.7 Conduct research to answer a question (including a self-generated question), drawing on multiple sources and generating additional related, focused questions that allow for multiple avenues of exploration.

● 8.W.RBPK.8 Use search terms effectively; integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

● 8.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 8 standards for reading;

assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claims and recognize when irrelevant evidence is introduced. ● 8.W.RW.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Page 2 of 11

Big Ideas/Key Concepts: Who Is the Real You? Style, Voice, and Tone in Fiction, Informational Text, and Poetry (Unit 6) Where Do We Get Our Values? History, Culture, and the Author in Fiction Informational Text, Media, and Poetry (Unit 7) Whom Can You Believe? Argument and Persuasion in Informational Text, Media, and Literature (Unit 9) Writing Focus: Argument Writing


Page 3 of 11




8.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including allusions to other texts,

Reading (Literature) ● I can cite several pieces of textual evidence to support analysis of

the text.

● I can make inferences and analyze what the text says explicitly. ● I can determine the central idea or theme of a text and analyze its

development in the text.


● I can analyze how particular elements of a story or drama propel

the action, reveal character and provoke a decision.

● I can determine the meaning of words and phrases as they are used

in a text including figurative and connotative meanings.

● I can analyze the impact of word choices on meaning and tone.

● I can determine the impact of analogies or allusions on textual

Page 4 of 11

repetition of words and phrases, and analogies.

8.RL.CS.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

8.RL.CS.6 Analyze how similarities and differences in the points of view of the

audience and the characters create effects such as suspense, humor, or dramatic

irony.

8.RL.IKI.7 Analyze the extent to which a filmed or live production of a story or

drama stays faithful to or departs from a text or script, evaluating the choices

made by the director or actors.

8.RL.IKI.9 Analyze how contemporary texts are shaped by foundational texts or

meaning.

● I can compare and contrast the structure of two or more texts.

● I can analyze how the differing structure of each text contributes to

its meaning and style.

● I can analyze how differences in the points of view of the characters

and the audience or reader create effects of suspense, humor or

dramatic irony.


• I can analyze how a modern work of fiction draws on themes, patterns, or character types from myths, traditional stories, or religious works.

● I can independently and proficiently read and comprehend a variety

of genres of literature.

Page 5 of 11

literary archetypes and how authors allude to traditional works, myths, or religious texts; describe how traditional elements are rendered anew.

8.RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.






● I can make inferences and analyze what the text says explicitly.

● I can determine a central idea of a text and analyze its development

over the course of the text.

● I can determine the relationship of the central idea to the

supporting ideas in the text.


● I can analyze how a text makes connections among and distinctions

between individuals, ideas, or events.

● I can determine the meaning of words and phrases as they are used

in a text including figurative, connotative, and technical meanings.

● I can analyze the impact of word choices on meaning and tone

which includes analogies or allusions to other texts.

● I can analyze a detail in the structure of a specific paragraph in a

Page 6 of 11


8.RI.CS.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.




text.

● I can analyze the role of particular sentences in text.


● I can analyze how the author admits and responds to conflicting

evidence or viewpoints.

● I can evaluate the advantages and disadvantages of using different

mediums.

● I can describe and evaluate the argument and claims in a text.

● I can assess if the reasoning is sound and the evidence is relevant

and sufficient.

● I can recognize when irrelevant evidence is introduced.



religious works.

● I can read and comprehend literary nonfiction independently and

proficiently.

Page 7 of 11

8.RI.RRTC.10 Read and comprehend a variety of literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

Writing

8.W.TTP.1 Write arguments to support claims with clear reasons and relevant evidence. 8.W.TTP.1a Introduce claim(s). 8.W.TTP.1b Support claim(s) with logical reasoning and relevant, sufficient evidence; acknowledge and refute alternate or opposing claim(s). 8.W.TTP.1c Organize the reasons and evidence clearly and clarify the relationships among claim(s) and reasons. 8.W.TTP.1d Use credible sources and demonstrate an understanding of the topic or source material. 8.W.TTP.1e Craft an effective and relevant conclusion that supports the argument presented. 8.W.TTP.1f Use precise language and content-specific vocabulary. 8.W.TTP.1g Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. 8.W.TTP.1h Use varied sentence structure to enhance meaning and reader interest. 8.W.TTP.1i Establish and maintain a formal style

Writing

● I can write arguments to support claims with clear reasons and relevant

evidence.

● I can introduce claim(s).

● I can demonstrate understanding of a topic with supporting claim(s),

logical reasoning, and relevant evidence.

● I can recognize and refute opposing claims.

● I can organize my evidence logically.

● I can support my claim by using accurate and credible sources.

● I can write an effective concluding paragraph that supports my argument.

● I can use precise language to enhance my argument.

● I can use words, phrases, and clauses to create cohesion and clarify

relationships among claim(s), counterclaims, reasons, and evidence.

● I can use a variety of sentence structures.

● I can establish and maintain a formal style.

● I can produce clear writing in which the development, organization,

and style are appropriate to task, purpose, and audience.

Page 8 of 11

8.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade- specific expectations for writing types are defined in standards 1-3 above.) 8.W.PDW.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)

8.W.PDW.6 Use technology, including the Internet, to produce and publish writing and to collaborate with others; present the relationships between information and ideas efficiently; type a complete product in a single sitting as defined in W.1-3.


8.W.RBPK.8 Use search terms effectively; integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

● I can develop and strengthen writing by planning, revising, editing,

rewriting, or trying a new approach while focusing on purpose and

audience.


● I can present the relationship between ideas and collaborate with

others.

● I can use several sources and generate focused questions to


● I can use primary documents and multi-media in research.

● I can cite research correctly in various forms of presentation.

● I can gather relevant information from multiple print and digital

sources by using search terms effectively.

● I can assess the credibility and accuracy of the data and conclusions

of others.

● I can avoid plagiarism and follow a standard format for citation.

● I can draw evidence from literary or informational texts to support

analysis, reflection, and research.

● I can determine and evaluate the argument and claims in a text

Page 9 of 11

8.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 8 standards for reading; assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claims and recognize when irrelevant evidence is introduced. 8.W.RW.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.



8.SL.CC.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence; identify when irrelevant evidence is introduced.

assessing whether the reasoning is sound.

● I can write over extended and short time frames for a range of

tasks, purposes, and audiences.

Speaking and Listening ● I can come to discussions prepared, refer to evidence on the topic,

and reflect on ideas under discussion.

● I can engage effectively in collaborative discussions with diverse

partners.


● I can analyze the purpose of information presented in different

media and formats.

● I can evaluate the motives behind the presentation presented in


● I can identify a speaker’s argument and claims.

● I can evaluate the reasoning in a speaker’s argument and determine

relevant and irrelevant evidence.

● I can present claims and findings clearly and with relevant evidence,

sound reasoning, and well-chosen details.

Page 10 of 11

8.SL.PKI.4 Present claims and findings in a focused, coherent manner with relevant evidence; sound, valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. 8.SL.PKI.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and to add interest. 8.SL.PKI.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language 8.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage.

8.L.CSE.1a. When reading or listening, analyze the use of phrases and clauses within a larger text.

8.L.CSE.1b. When reading or listening, explain the function of verbs. 8.L.CSE.1c. When writing or speaking, produce simple, compound, complex, and compound-complex sentences with effectively-placed modifiers.

8.L.CSE.1d When reading or listening, explain the function of the voice (active and passive) and the mood of a verb and its application in text. 8.L.CSE.1e When writing or speaking, produce and use varied voice and mood of verbs.

8.L.CSE.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. When reading and writing, explain the functions of punctuation in creating sentence variety and style.

● I can use appropriate eye contact, adequate volume, and clear

pronunciation.


emphasize points.





listening.


● I can write and speak using a variety of sentences with effectively- placed modifiers.

● I can explain the function of voice and mood of a verb and use variety when writing or speaking.

● I can demonstrate a command of the conventions of Standard


● I can adjust my style and tone to fit a variety of contexts when

Page 11 of 11


8.L.VAU.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 8th grade-level text by choosing flexibly from a range of strategies.

8.L.VAU 4a. Use context as a clue to the meaning of a word or a phrase.

8.L.VAU.4b. Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase.

8.L.VAU.4c. Consult reference materials, both print and digital, to find the pronunciation of a word or phrase. 8.L.VAU.4d. Use etymological patterns in spelling as clues to the meaning of a word or phrase.



writing and speaking.

● I can analyze stylistic choices to determine context when reading or

listening.

● I can determine meaning of unknown or multiple-meaning words by

using a variety of strategies.

●

● I can use context as a clue to the meaning of a word or phrase.

● I can use common morphemes as clues to the meaning of a word.

● I can consult both print and digital reference materials to find the

pronunciation and meaning of a word.

● I can use etymological patterns to determine the meaning of a word

or phrase.

● I can demonstrate an understanding of figurative language, word

relationships, and nuances in word meanings.

● I can gather vocabulary knowledge and acquire and use grade-

appropriate words and phrases.

Page 1 of 10


Big Ideas/Key Concepts:

What makes a poem? Poetry Writing Focus: Review of Narrative, Informational/Explanatory, and Argument Writing Ongoing Standards and Expectations

Reading-Volume of reading is an important aspect of an effective ELA classroom. ● 8.RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently. ● 8.RI.RRTC.10 Read and comprehend a variety of literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. ● Lexile Bands for College and Career Readiness Grade 8 are 1010L-1185L

Writing- Writing should be a daily activity in an ELA classroom. Research instruction should be included in each quarter. ● 8.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for

writing types are defined in standards 1-3 above.) ● 8.W.PDW.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,

focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.) ● 8.W.PDW.6 Use technology, including the Internet, to produce and publish writing and to collaborate with others; present the relationships between information and ideas efficiently;

type a complete product in a single sitting as defined in W.1-3. ● 8.W.RBPK.7 Conduct research to answer a question (including a self-generated question), drawing on multiple sources and generating additional related, focused questions that allow

for multiple avenues of exploration. ● 8.W.RBPK.8 Use search terms effectively; integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while

avoiding plagiarism and following a standard format for citation. ● 8.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 8 standards for reading; assess whether

the reasoning is sound and the evidence is relevant and sufficient to support the claims and recognize when irrelevant evidence is introduced. ● 8.W.RW.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Page 2 of 10

Big Ideas/Key Concepts: What makes a poem? Poetry (Unit 5)

Writing Focus: Review of Narrative, Informational, and Argument Writing Tennessee State Standards Student Friendly “I Can” Statements

Page 3 of 10




8.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Reading (Literature) ● I can cite several pieces of textual evidence to support

analysis of the text.

● I can make inferences and analyze what the text says

explicitly.

● I can determine the central idea or theme of a text and

analyze its development in the text.

● I can provide an objective summary of the text. ● I can analyze how particular elements of a story or drama

propel the action, reveal character and provoke a decision.

● I can determine the meaning of words and phrases as they

are used in a text including figurative and connotative

meanings.

● I can analyze the impact of word choices on meaning and

tone.

● I can determine the impact of analogies or allusions on

textual meaning.

● I can compare and contrast how similar or dissimilar tone is

established in two or more texts.

Page 4 of 10

8.RL.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

8.RL.CS.6 Analyze how similarities and differences in the points of view of the audience and the characters create effects such as suspense, humor, or dramatic irony.


8.RL.IKI.9 Analyze how contemporary texts are shaped by foundational texts or literary archetypes and how authors allude to traditional works, myths, or religious texts; describe how traditional elements are rendered anew. 8.RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 6-8 text complexity band independently and proficiently.


● I can explain the difference/similarities in an analytical essay. ● I can analyze how differences in the points of view of the

characters and the audience or reader create effects of

suspense, humor or dramatic irony.


• I can analyze how a modern work of fiction draws on themes,

patterns, or character types from myths, traditional stories, or religious works.




● I can make inferences and analyze what the text says

Page 5 of 10





8.RI.CS.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints

explicitly. ● I can determine a central idea of a text and analyze its

development over the course of the text.

● I can determine the relationship of the central idea to the

supporting ideas in the text.


● I can analyze how a text makes connections among and

distinctions between individuals, ideas, or events.

● I can determine the meaning of words and phrases as they

are used in a text including figurative, connotative, and

technical meanings.

● I can analyze the impact of word choices on meaning and

tone which includes analogies or allusions to other texts.

● I can analyze a detail in the structure of a specific paragraph

in a text.

● I can analyze the role of particular sentences in text.


● I can analyze how the author admits and responds to

conflicting evidence or viewpoint.

● I can evaluate the advantages and disadvantages of using

Page 6 of 10



8.RL.IKI.9 Analyze how contemporary texts are shaped by foundational texts or literary archetypes and how authors allude to traditional works, myths, or religious texts; describe how traditional elements are rendered anew. 8.RI.RRTC.10 Read and comprehend a variety of literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

Writing (Review of ALL modes of writing)

8.W.TTP.1 Write arguments to support claims with clear reasons and relevant evidence. (REVIEW ALL OF THE STANDARDS)

8.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (REVIEW ALL OF THE STANDARDS)

different mediums.

● I can describe and evaluate the argument and claims in a text.

● I can assess if the reasoning is sound and the evidence is

relevant and sufficient.

● I can recognize when irrelevant evidence is introduced.



religious works.

● I can read and comprehend literary nonfiction independently

and proficiently.

Writing

● I can write arguments to support claims with clear reasons

and relevant evidence.

● I can select, organize, and analyze relevant content to write

informative/explanatory texts.

● I can write narratives to develop real or imagined experiences

Page 7 of 10

8.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (REVIEW ALL OF THE STANDARDS)

8.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

8.W.PDW.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)

8.W.PDW.6 Use technology, including the Internet, to produce and publish writing and to collaborate with others; present the relationships between information and ideas efficiently; type a complete product in a single sitting as defined in W.1-3.


8.W.RBPK.8 Use search terms effectively; integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

or events.

● I can produce clear writing in which the development,

organization, and style are appropriate to task, purpose, and

audience.

● I can develop and strengthen writing by planning, revising,

editing, rewriting, or trying a new approach while focusing on

purpose and audience.


● I can present the relationship between ideas and collaborate

with others.

● I can use several sources and generate questions to conduct

short research projects.

● I can use primary documents and multi-media in research.

● I can cite research correctly in various forms of presentation.

● I can gather relevant information from multiple print and

digital sources by using search terms effectively.

● I can assess the credibility and accuracy of the data and

conclusions of others.

● I can avoid plagiarism and follow a standard format for

citation.

● I can draw evidence from literary or informational texts to

support analysis, reflection, and research.

● I can describe and evaluate the argument and claims in a text

Page 8 of 10

8.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 8 standards for reading; assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claims and recognize when irrelevant evidence is introduced.

8.W.RW.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.



6.SL.CC.3 Explain a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

8.SL.PKI.4 Present claims and findings in a focused, coherent manner with relevant evidence; sound, valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

8.SL.PKI.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and to add interest.

8.SL.PKI.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

assessing whether the reasoning is sound.

● I can determine and evaluate when the evidence is relevant

and sufficient.

● I can write over extended and short time frames for a range

of tasks, purposes, and audiences.

Speaking and Listening ● I can engage effectively in collaborative discussions with

diverse partners.


● I can analyze the purpose of information presented in


● I can evaluate the motives behind the presentation presented

in different media and formats.


● I can present claims and findings in a clear manner with well-

chosen details.

● I can use appropriate eye contact, adequate volume, and

clear pronunciation.

● I can include multimedia and visual displays in presentations

to emphasize points.



Page 9 of 10

Language 8.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage. 8.L.CSE.1a. When reading or listening, analyze the use of phrases and clauses within a larger text. 8.L.CSE.1b. When reading or listening, explain the function of verbs.

8.L.CSE.1c. When writing or speaking, produce simple, compound, complex, and compound-complex sentences with effectively-placed modifiers. 8.L.CSE.1d When reading or listening, explain the function of the voice (active and passive) and the mood of a verb and its application in text.

8.L.CSE.1e When writing or speaking, produce and use varied voice and mood of verbs.

8.L.CSE.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. When reading and writing, explain the functions of punctuation in creating sentence variety and style.


8.L.VAU.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 8th grade-level text by choosing flexibly from a range of strategies.

8.L.VAU.4a Use context as a clue to the meaning of a word or a phrase.

8.L.VAU.4b Use common grade-appropriate morphological elements as clues to the



listening. ● I can explain the functions of verbals (gerunds, infinitives, and

participles) in general and in specific sentences. ● I can write and speak using a variety of sentences with

effectively-placed modifiers.

● I can explain the function of voice and mood of a verb and use variety when writing or speaking.

• I can vary voice and mood of verbs when writing or speaking. • I can demonstrate a command of the conventions of Standard


● I can adjust my writing and speaking to fit a variety of

settings.

● I can use a variety of strategies to determine or clarify the

meaning of unknown or multiple-meaning words or phrases.

● I can use sentence context to determine the meaning of an unknown word.

● I can use common, Greek or Latin affixes and roots as clues to

the meaning of a word.

● I can consult both print and digital reference materials to find

the pronunciation and meaning of a word.

● I can verify the meaning of a word by checking a dictionary.

● I can use word patterns as clues to the meaning of a word or

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meaning of a word or a phrase.

8.L.VAU.4c Consult reference materials, both print and digital, to find the pronunciation of a word or phrase.

8.L.VAU.4d Use etymological patterns in spelling as clues to the meaning of a word or phrase.



phrase.

● I can interpret figures of speech in context.

● I can use the relationship between particular words to better

understand the word.

● I can use grade-appropriate words and phrases when

important for expression.

Documents

2017.18 Eighth Grade, ELA, Quarter 1 · Lexile Bands for College and Career Readiness Grade 8 are 1010L-1185L Writing- Writing should be a daily activity in an ELA classroom. Research