Eighth Grade 2016-17 ELA Core Standards Overviewcsdela.weebly.com/uploads/9/5/6/3/9563459/16-17eighthgrademap.pdf · 2016-17 ELA Core Standards Overview ... per term to complete in

Eighth Grade 2016-17

ELA Core Standards Overview

➢ Citing the evidence that most strongly supports an analysis of what is explicitly stated and/or implied from a book, article, poem, or play

➢ Analyzing where materials on the same topic disagree on matters of fact, interpretation, or point of view

➢ Learning how authors support their ideas through word choice, sentence and paragraph structure, and other methods

➢ Building writing around strong central ideas or points of view; supporting the ideas with sound reasoning and evidence, precise word choices, smooth transitions, and different sentence structures

➢ Planning and conducting research projects that include several steps and use many credible and documented print and digital sources

➢ Analyzing the purpose of information presented in diverse media (e.g., print, TV, web) and evaluating its social, political, or commercial motives

➢ Presenting findings and claims to others, emphasizing key points with relevant evidence and sound reasoning, adapting speech to the audience and the formality of the setting, and responding to questions and comments with relevant observations and ideas

➢ Using strong, active verbs to create a clear picture for the reader (e.g., walk, skip, meander, lurch, limp)

➢ Interpreting figures of speech (e.g., irony, puns) and developing a large vocabulary of general academic words and phrases

National PTA, 1250 N Pitt Street, Alexandria, VA 22314, PTA.org • [email protected] © 2011 PTA All rights reserved.

Eighth Grade English Language Arts 2016-17 Year at a Glance

7 Weeks * 6 weeks 5 Weeks * 6 Weeks * 6 Weeks * 6 weeks Unit

Theme Unit 1:

Influence Unit 2:

Motivation Unit 3:

Adversity Unit 4: Change Unit 5:

Innovation Unit 6:

Progress Essential Question

How does text influence the

world?

How might experience influence writing?

How does analyzing different resources help develop a valid claim?

How does argumentative writing change

society?

How can evaluating

learning show progress?

How can past experiences lead toward progress

and positive contributions?

* Portfolio compilation

Writing Focus

Informative/ Explanatory

Informative/ Explanatory and

Narrative

Argument and Narrative

Argument Informative/ Explanatory and

Argument

Narrative

Key Terms WordsforReview: TextualEvidence,CentralIdea,Compare,Contrast,Evidence,Summary,Fact,Opinion,Quote

WordsforReview:Explicit,Implicit,Credibility,Plagiarism

WordsforReview: Reasons,Evidence,Examples,Factvs.Opinion,Support

WordsforReview: Claim(thesis),Facts,Evidence,Examples,Relevant,Counterclaim

WordsforReview:Explicit,Implicit,Credibility,Plagiarism

WordsforReview:Characterization,Screenplay,Production,Drama,Script,Suspense,Humor,Director,Actor,Context,Mood,FiguresofSpeech

Tier2:Perspective,Purpose,ParagraphStructures,Credibility,Reliability,Plagiarism,Paraphrase,Citation,Inference

Tier2:Delineate,Evaluate,Citation,Source,Reliability,Research,Publish,Accuracy,Mediums(media)

Tier2:Claim(thesis),Relevant,CounterArgument,Hook,TransitionWordsandPhrases,Delineate

Tier2:Analyze,Evaluate,Interpret,ValidReasoning

Tier2:Delineate,Evaluate,Citation,Source,Reliability,Research,Publish,Accuracy,Mediums(media)

Tier2:Symbolism

Tier3:

Tier3: Tier3: Tier3: Tier3: Tier3:Analogies,Allusions,DramaticIrony,VerbalIrony,Puns,Situational

Irony Social

Studies Connections Howhave

physicalgeographicfactorsdirectlyandindirectlyimpactedhistoricalevents?

Inwhatwayshashistorybeenimpactedbytheexperience,choices,actions,andinfluencesofindividuals?

Inwhatwaysdopeoplestruggletogainorretaintheirbasichumanrights,needs,andpowerinsociety?

Whatarethepositiveandnegativechangesscienceandtechnologyhavehadontheeconomic,social,cultural,andpoliticalaspectsofbothindividualsandsociety?

Inwhatwayshashistorybeenimpactedbytheexperience,choices,actions,andinfluencesofindividuals?

Howdopoliticalsystemsdevelopinordertoprovidesecurity,order,andhelpmeetthebasicneedsofcommunities?

Science Connections Whatareour

needstoincorporateandinfluencealternativeenergies? Howdoesenergychangeforms?

Howdoesrecognizingthecontributionsofscientistshelpusunderstandthenatureofscience? Howcanweusetechnologytochange/betterourenvironment?

Howdoesenergyfromthesuntravelthroughoutanecosystem?

HowdoesenergycausephysicalchangetoEarth’senvironment? Howdoessciencehelpuslearnfromthepast?

Howdoesrecognizingthecontributionsofscientistshelpusunderstandthenatureofscience? Howcanweusetechnologytochange/betterourenvironment?

Howdomachinesmakejobseasier?

Math Connections HowcanI

explaintheprocessIusetosolveproblems?

Howareimportantissuesidentifiedandexploredthroughstatistics?

HowcanIusegeometrytorespondtothe

challengesoflife?

Whatpatternsdoweseeinlifewhere

onevariableimpactsanother?

Howareimportantissuesidentifiedand

exploredthroughstatistics?

Howdoeseverythingthatwehavelearnedthisyearrelateto

functions?

PE/Health Connections

HowdoIassessmymental,emotional,andphysicalhealth? HowdoIsetandfollowgoals?

Howdoeschangeaffectmyunderstandingofmyselfandothers?

Howdomyactionsandchoicesimpactme? HowdoIstandupformyvaluesandbeliefs?

HowdoIhandleemergencysituations? WhatdoIeattostayhealthyandstrong? Howdohealthydecisionspromotefitness?

Howdoeschangeaffectmyunderstandingofmyselfandothers?

Howdoesmyknowledgeofhumandevelopmenteffectrelationships?

* + or – 1 Week **=Units 5 and 6 are interchangeable in all but theme, dependent on interdisciplinary connections for grade level teams. Throughout the Eighth Grade Map, BOLDED standards are a priority to teach, and/or are appearing for the first time.

Honors Requirements

Teachers will choose 2 of the following projects per term to complete in Honors classes and AT LEAST 1 year-long project. Students with ILP’s can be assigned additional projects from this list.

Year Long Projects Extension Learning Activity (deepens Core)

Project Based Learning (in class) Outside/Supplemental Project

Morph my ology Text Response Journaling 1 independent reading novel per month with 2-3 paragraph responses with varied text structures: sequence, compare & contrast, problem/solution, cause & effect, or description 1 book project/presentation per term (Book in a Bag, Comic Con, Book Talk…)

Extra Informational Passage (compare & contrast, cause & effect, etc.) Extra narrative for analysis (lit. element; influence; etc.) Close reading with extra text Supplemental Articles with discussion response on CANVAS Fishbowl/ Socratic Seminar/ Philosophical Chairs Read - Around - Groups Formal note taking: cornell notes, formal outlining procedures with Roman numerals Poetry Slam Writing both sides of an argument essay Weekly reading/writing assignments (i.e. current event articles with responses)

Mock Trial Create your own community (dystopia/utopia) Public Service Announcement/Persuasive Media Project Multigenre writing project on same topic (i.e. information, argument, narrative essays on sports) Multimedia presentation Propaganda vs Argument Analysis Project Alternative perspective essay (i.e. rewrite scene from The Outsiders using same dialogue from the novel) Other essay - interview a person who is different and write an essay about them When I grow up essay (research a job they might want to have and write the steps they will take to achieve it.)

Extra Argument Essay My Personal Journey -- Personal essay connecting to unit. One Writing Contest: “Do The Write Thing” (Dec.) or “Martin Luther King” (Feb. or Mar.) Book Clubs Literary Circles (Student Run) Writer’s Workshop Peer Tutoring (Bruin’s Den, Viking Time…) Grammar topics teaching

VocabularythroughMorphemesScopeandSequence

Term Content1 • “AnEnglishTimeline”pg.6-7asreview

• Historyofpunctuations(http://www.superior5k.org/academic-content-units/english-language-arts/wordwork/conventions/lesson68.pdf

• Suffixes56-95(-ousto–ism)• Additionalactivitiespg.101(asreview),103,105• Test

2 • Prefixes134-160(mon-tobe-)• Additionalactivitiespg.165• Test

3 • Roots-Latin198-211(aqua/terratopress)• Additionalactivitiespg.229,231,233• Test

Formoreresourcesandacalendar,seecsdela.weebly.comunderVocabularythroughMorphemesresources

EighthGradeUnit1Theme:Influence “ICan”statementsinBoldindicatefocusobjectivesforunit1.

Studentswillbeintroducedtotheresearchprocess,analyzethecredibilityofsources,andbeginwritinginformational/

explanatorytextattheparagraphlevel.

EssentialQuestion

SupportingQuestions

KeyTerms WritingFocus

Cross-CurricularConnections

How does text influence the world?

● Whyisitimportanttobecriticalofinformationsourcesbothasaresearcherandasyoungadults?

● Whatrole

doesnon-fictiontextplayinglobalculture?

● Howisawell-

structuredparagraphwritten?

WordsforReview: TextualEvidence,CentralIdea,Compare,Contrast,Summary,Fact,Opinion,Quote,Explicit,Implicit,Plagiarism,Citation

Informative/Explanatory

Science • Whatischemistryandhowisit

relatedtochange? • Howarephysicalandchemical

changesevidencedthroughoutchemistry?

Tier2:Perspective,Purpose,ParagraphStructures,Credibility*,Reliability*,Paraphrase,Bias,InformationalText

SocialStudies • Whatwerethemotivationsof

explorers? • Whatweretheinfluencesof

explorersonNativeAmericans? • Whatweretheexplorers’biases

towardNativeAmericans? Tier3:TopicSentence,SupportingDetail,ConcludingSentence,Slant,Subtext,Connotation,Denotation

Math PE/Health

ELACoreStandards StudentLearningTargets

READING

RI.8.1:Citethetextualevidencethatmoststronglysupportsananalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.

• Icanidentifyandexplainhowtextualevidencesupportswhattheauthorstatesdirectlyandwhathe/sheimplies.

• Icandeterminethequalityoftheevidenceusedtosupportwhatthetextsays.

RI.8.2:Determineacentralideaofatextandanalyzeitsdevelopmentoverthecourseofthetext,includingitsrelationshiptosupportingideas;provideanobjectivesummaryofthetext.

• Icanfindacentralideainatext.• Icanexplainhowsupportingideasdevelopthecentral

idea.• Icanexplainhowsupportingideasrelatetothecentral

idea.• Icansummarizeatext.

RI8.5:Analyzeindetailthestructureofaspecificparagraphinatext,includingtheroleofparticularsentencesindevelopingandrefiningakeyconcept.

• Icanbreakaparagraphintosentencesandidentifytheirfunctionswithinthatparagraph.

• Icanexplainhowthesentencessupporttheparagraph'skeypoint.


WRITING

W.8.2:Writeinformative/expositorytextstoexamineatopicandconveyideas,concepts,andinformationthroughtheselection,organization,andanalysisofrelevantcontent.

● Icanexamineatopicandgeneratemyownideasonthetopic.

● Icanselectandgatherrelevantinformationonthetopictosupportmyideas.

● IcananalyzethetopicinformationIhavegathered. ● Icanusemyresearchcombinedwithmyideastowrite

anorganizedinformativetext. a.Introduceatopicclearly,previewingwhatistofollow;organizeideas,concepts,andinformationintobroadercategories;includeformatting(e.g.,headings),graphics(e.g.,charts,tables),andmultimediawhenusefultoaidingcomprehension.

• Icanwriteawell-structuredparagraphwithatopicsentence,supportingdetailsandconcludingsentence.

• Icanorganizeandcategorizemyinformation. • Icanuseheadings,charts,tables,etc.toaddclarification

tomypaper.

b.Developthetopicwithrelevant,well-chosenfacts,definitions,concretedetails,quotations,orotherinformationandexamples.

• Icansupportmytopicusingfacts,definitions,details,andexampleswithinawell-structuredparagraph.

c.Useappropriateandvariedtransitionstocreatecohesionandclarifytherelationshipsamongideasandconcepts.

• Icanuseavarietyofappropriatetransitionstoshowconnectionsbetweenideasandconceptswithinaparagraph(i.e.“forexample”,“additionally”,“therefore”,and“also”). Seetransitionrolesresource:http://writingcenter.unc.edu/handouts/transitions/

d.Usepreciselanguageanddomain-specificvocabularytoinformaboutorexplainthetopic.

● Icanusepreciselanguageandvocabularyspecifictomytopic.

W8.5Withsomeguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonhowwellpurposeandaudiencehavebeenaddressed.

• Icandevelopandstrengthenmyparagraphwritingthroughplanning,revising,editing,rewriting.

• Icanseekfeedbackandguidancefrompeersandadultstoimprovemywrittenparagraph.

• Icanrevisewithafocusonhowwellpurposeandaudiencehavebeenaddressed.

W.8.6:Usetechnology,includingtheInternet,toproduceandpublishwritingandpresenttherelationshipsbetweeninformationandideasefficientlyaswellastointeractandcollaboratewithothers.

• Icanusetechnology,suchasCanvasandGoogleDocstopublishmywritingandtohighlighttherelationshipsinmywriting.

• IcanuseCanvasandGoogleDocstoworkwithothersforthepurposeofrevisingandediting.

• IamfamiliarwithonlinesourcessuchasOwlPurdueandSonofCitationMachinetokeeptrackofandcitesourcesusingMLAformat.

W.8.8:Gatherrelevantinformationfrommultipleprintanddigitalsources,usingsearchtermseffectively;assessthecredibilityandaccuracyofeachsource;andquoteorparaphrasethedataandconclusionsofotherswhileavoidingplagiarismandfollowingastandardformatforcitation.

● Icansearchspecifictermstogatherrelevantinformationfrommanyprintanddigitalsources.

● Icandetermineifasourceisbelievableandusescorrectinformation.

● Icanquoteandparaphraseinformationfromsourceswithoutplagiarizingothers'wordsandideas.

● Icancorrectlycitemysourcesinthetextorattheendofmypaper.

W.8.10:Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeofdiscipline-specifictasks,purposes,andaudiences.

• Icanwritesuccessfullyandregularlyinavarietyofsettingsandsituations.

ELACoreStandards

StudentLearningTargets

SPEAKING&

LISTENING

SL.8.1:Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnersongrade8topics,texts,andissues,buildingonothers’ideasandexpressingtheirownclearly.

● Icanclearlycommunicatemyideasverballyusingacademiclanguagewithapartner,inasmallgroupandaspartofaclassdiscussion.

● Icanlistenandunderstandothers’ideasandviewpoints. ● Icanrespondtoothers’ideasandviewpoints

respectfullyusingacademiclanguage. a.Cometodiscussionsprepared,havingreadorresearchedmaterialunderstudy;explicitlydrawonthatpreparationbyreferringtoevidenceonthetopic,text,orissuetoprobeandreflectonideasunderdiscussion.

● Icanparticipateindiscussionusingvalidtextualevidencefrommypreviousreadings.

b.Followrulesforcollegialdiscussionsanddecision-making,trackprogresstowardspecificgoalsanddeadlines,anddefineindividualrolesasneeded.

● Icanfollowgrouprulestomeetspecificgoalsduringdiscussions.

c.Posequestionsthatconnecttheideasofseveralspeakersandrespondtoothers’questionsandcommentswithrelevantevidence,observations,andideas.

● Icanaskquestionssynthesizingtextwiththediscussion.


LANGUAGE

L.8.1.C:Formanduseverbsintheindicative,imperative,andinterrogativemood.

● Icanmakestatements. ● Icanaskquestions. ● Icangivecommands. ● Icanusestatements,questions,andcommands

correctlywithinawell-constructedparagraph.

L8.2:DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.

● Icancapitalizethefirstwordofeverysentence,propernouns,andwithinquotations,titles,etc.

● Icanuseproperpunctuationincludingend-marks,quotationmarks,andcommascorrectly.

● Icanlearnandapplyspellingrulesusingmorphemes.

c.Spellcorrectly


L.8.4:Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrade8readingandcontent,choosingflexiblyfromarangeofstrategies.

● Icanusemorphemesandsyntaxclues(sentencestructure)todeterminewhatawordorphrasemeans.

a:Usecontext(e.g.,theoverallmeaningofasentenceorparagraph;aword’spositionorfunctioninasentence)asacluetomeaningofawordorphrase.

● Icanusethecontextofawordtoinferitsmeaning.

b:Usecommon,grade-appropriateGreekorLatinaffixesandrootsascluestothemeaningofaword.

● IcanidentifyanduseGreekorLatinsuffixestounderstandthemeaningofwords(consistentwithVocabularythroughMorphemesandthevocabularyscopeandsequence).

c.Consultgeneralandspecializedreferencematerials(e.g.,dictionaries,glossaries,thesauruses),bothprintanddigital,tofindthepronunciationofawordordetermineorclarifyitsprecisemeaningoritspartofspeech.

● Icanusereferencematerialstofindthepronunciationandmeaningofunfamiliarwords,suchasdictionariesandonlineresources.

d.Verifythepreliminarydeterminationofthemeaningofawordorphrase(e.g.,bycheckingtheinferredmeaningincontextorinadictionary).

● Icanconfirmmyinitialunderstandingofawordbydouble-checkingthemeaningusingadictionaryoronlineresources.

L.8.6:Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases;gathervocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.

● Icanlearnandusenewvocabularywords.

*”Reliable”and“Credible”arewordsforreview;focusonchangeofsuffix/partofspeech.

Unit1Mirrors&WindowsResources ATaleofTwoRocks,ValerieJablow OntheRelativityofTime,WolfgangF.Pauli IndianCattle,EugeneRachlis CountingCouponaWoundedBuffalo,ChiefPlenty-Coup MurderandMoreMushroomMayhem,ElioSchaechter HowtoUseaCompass,KjetilKjernsmo Orienteering:TheThinkingSport,DavidLaRochelle IndustrialLight&Magic,Part1:History,Dr.DavidWestReynolds Chac,AlanRabinowitz

Unit 1 Planning and Notes

EighthGradeUnit2Theme:Motivation “ICan”statementsinBoldindicatefocusobjectivesforUnit2.

Studentswillanalyzebothnarrativeandinformationaltextsandusethewritingprocesstocreateaninformational/explanatorypieceoftheirown.Additionally,studentswillexplorewritingnarrativethroughinformalpiecesofwriting. EssentialQuestion

SupportingQuestions KeyTerms WritingFocus Cross-CurricularConnections

Howmightexperienceinfluencewriting?

● Howdoesawriter’sbackgroundinfluencethetexthe/sheproduces?

● Howdoesawriteruseoutsidesourcestoestablishcredibilityandsupporttheirideas?

● Howdoresearchers

choosesignificantfactsandrelevantsourcestoinfluencetheirreaders?

WordsforReview: Setting,Theme,Narrative,Narrator,PlotLine,RisingAction,Climax,FallingAction,Resolution,Conflict

Informative/Explanatory and Narrative

Science

Tier2:Delineate,Evaluate,Source,Research,Publish,Accuracy,Mediums(media),Reflection,PointofView,Citation,Transitions,Thesis

SocialStudies

Tier3:Dialogue,IncitingIncident,Denouement,MLA,SensoryDetail,PointofView,Characterization

Math

PE/Health

Standardsforliteraryandinformationaltextsarecross-referencedandcanbetaughttogetherbutneedtobemodeledandappliedexplicitlywitheachgenre.


READING

RL.8.1:Citethetextualevidencethatmoststronglysupportsananalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext. (PairwithRI.8.1forinformationaltexts.)



RL.8.2:Determineathemeorcentralideaofatextandanalyzeitsdevelopmentoverthecourseofthetext,includingitsrelationshiptothecharacters,setting,andplot;provideanobjectivesummaryofthetext. (PairwithRI.8.2forinformationaltextsdifferentiatingthemevs.centralidea.)

• Icanidentifythethemeinatext.• Icanexplorehowcharacters,setting,andplotinteract

tosupportanddevelopatheme.• Icansummarizeatext.

RL.8.3:Analyzehowparticularlinesofdialogueorincidentsinastoryordramapropeltheaction,revealaspectsofacharacter,orprovokeadecision.

● Icanexplainhowdialogueandincidentsmovetheplotforward.

● Icanexplainhowwhatacharactersaysordoesmovestheplotofthestoryforwardorrevealsmoreaboutthecharacter.

RL.8.5:Compareandcontrastthestructureoftwoormoretextsandanalyzehowthedifferingstructureofeachtextcontributestoitsmeaningandstyle. (PairwithRI.8.3andRI.8.9)

• Icancompareandcontrasttwoormoredifferenttexts.• Icanexplainhowthetexts'structuraldifferences

contributetotheirmeaning(i.e.centralideavs.theme).• Icanexplainhowthetexts'structuraldifferences

contributetotheirstyle.RI.8.1:Citethetextualevidencethatmoststronglysupportsananalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext. (PairwithRL8.1forliterarytexts)




• Icanfindacentralideainatext.• Icanexplainhowsupportingideasdevelopthecentral

idea.• Icanexplainhowsupportingideasrelatetothecentral


RI8.3:Analyzehowatextmakesconnectionsamonganddistinctionsbetweenindividuals,ideas,orevents(e.g.,throughcomparisons,analogies,orcategories). (PairwithRL.8.5andRI.8.9)

● Icancompareindividuals,ideas,oreventsinatext. • Icancontrastindividuals,ideas,oreventsinatext.

RI8.4:Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurative,connotative,andtechnicalmeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includinganalogiesorallusionstoothertexts.

● Icanidentifyfigurativelanguageinaninformationaltext.

● Icanidentifytheconnotativemeaningsofspecificwordsinaninformationaltext.

● Icanidentifythetechnicalmeaningofwordsinaninformationaltext.

● Icanidentifyananalogyandexplainhowitaffectsthemeaningandtoneofaninformationaltext.

● Icanidentifyanallusionandexplainhowitaffectsthemeaningandtoneofaninformationaltext.

RI8.9:Analyzeacaseinwhichtwoormoretextsprovideconflictinginformationonthesametopicandidentifywherethetextsdisagreeonmattersoffactorinterpretation. (PairwithRL.8.5andRI.8.3)

• Icananalyzetwoormoretextsonthesametopictoidentifyexamplesofconflictingfactsorinterpretations.

RI.8.10:Bytheendoftheyear,readandcomprehendliterarynonfictionatthehighendofthegrades6-8textcomplexitybandindependentlyandproficiently.

• Icanindependentlyreadandcomprehendeighthgradeleveltextinavarietyofformats.


WRITING

W.8.2:Writeinformative/explanatorytextstoexamineatopictoconveyideas,concepts,andinformationthroughtheselection,organization,andanalysisofrelevantcontent.



● IcananalyzetheinformationformytopicthatIhavegathered.

● Icanusemyresearchcombinedwithmyideastowriteanorganizedinformativetext.

a.Introduceatopicclearly,previewingwhatistofollow;organizeideas,concepts,andinformationintobroadercategories;includeformatting(e.g.,headings),graphics(e.g.,charts,tables),andmultimediawhenusefultoaidingcomprehension.

● Icanintroduceatopicclearly. ● Icanorganizeandcategorizeinformationintoamulti-

paragraphessay. ● Icanuseheading,charts,tables,etc.toadd

clarificationtomypaper. b.Developthetopicwithrelevant,well-chosenfacts,definitions,concretedetails,quotations,orotherinformationandexamples.

● Icansupportmytopicusingfacts,definitions,details,andexamplesthroughoutawell-organizedessay.

c.Useappropriateandvariedtransitionstocreatecohesionandclarifytherelationshipsamongideasandconcepts.

● Icanuseavarietyofappropriatetransitionstoshowconnectionsbetweenideasandconceptsthroughoutthelengthofmyessay. See transition roles resource: http://writingcenter.unc.edu/handouts/transitions/

d.Usepreciselanguageanddomain-specificvocabularytoinformaboutorexplainthetopic.

● Icanusepreciselanguageandvocabularyspecifictomytopic.

e.Establishandmaintainaformaltone. ● Icanuseandsustainacademiclanguageinamulti-paragraphessay.

f.Provideaconcludingstatementorsectionthatfollowsfromandsupportstheinformationorexplanationpresented.

● Icanwriteaconclusionthatsupportstheinformationpresentedinmypaper.

W.8.3:Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,relevantdescriptivedetails,andwell-structuredeventsequences.(StudentswillwriteanarrativeusingthewritingprocessinUnit6;pleaseusequick-writes,exittickets,andjournalingtointroducetheseskills;seeexampleforW.8.3.a.)

• Icandoaquickwriteofalogical,detailednarrativeaboutrealorimaginedeventsorexperiencesasaformativepieceofwriting(i.e.journal,exitticket,etc).

a.Engageandorientthereaderbyestablishingacontextandpointofviewandintroducinganarratorand/orcharacters;organizeaneventsequencethatunfoldsnaturallyandlogically.

• Icanengageandorientthereaderbyintroducingideas,pointofview,anarratorand/orcharacters

• Icanorganizeeventsinanatural,logicalorder.


● Icandevelopandstrengthenmywritingthroughplanning,revising,editing,andrewriting.

● Icanseekfeedbackandguidancefrompeersandadultstoimprovemywriting.

● Icanrevisewithafocusonhowwellpurposeandaudiencehavebeenaddressed.

W.8.6:Usetechnology,includingtheInternet,toproduceandpublishwritingandpresenttherelationshipsbetweeninformationandideasefficientlyaswellastointeractandcollaboratewithothers.

• Icanusetechnology,suchasCanvasandGoogleDocstopublishmywritingandtohighlighttherelationshipsinmywriting.

• IcanuseCanvasandGoogleDocstoworkwithothersforthepurposeofrevisingandediting.

• IcanuseonlinesourcessuchasOwlPurdueandSonofCitationMachinetokeeptrackofandcitesourcesusingMLAformat.

W.8.7:Conductshortresearchprojectstoansweraquestion(includingaself-generatedquestion),drawingonseveralsourcesandgeneratingadditionalrelated,focusedquestionsthatallowformultipleavenuesofexploration.

● Icanresearchseveraldifferentresourcestoanswerassignedquestions.

● Icancomeupwithadditionalquestionsthatrelatetotheoriginalresearchandinvestigatethosequestionsusingavarietyofresources.







● Icanwritesuccessfullyandregularlyinavarietyofsettingsandsituations(journaling,quick-writes,exitticketsformultiplegenres).


SPEAKING&

LISTENING



● Icanlistenandunderstandothers’ideasandviewpoints.

● Icanrespondtoothers’ideasandviewpointsrespectfullyusingacademiclanguage.

a.Cometodiscussionsprepared,havingreadorresearchedmaterialunderstudy;explicitlydraw


onthatpreparationbyreferringtoevidenceonthetopic,text,orissuetoprobeandreflectonideasunderdiscussion. b.Followrulesforcollegialdiscussionsanddecision-making,trackprogresstowardspecificgoalsanddeadlines,anddefineindividualrolesasneeded.

• Icanfollowgrouprulestomeetspecificgoalsduringdiscussions.

SL.8.5:Integratemultimediaandvisualdisplaysintopresentationstoclarifyinformation,strengthenclaimsandevidence,andaddinterest.

● Icangiveapresentationusinginterestingmultimediaandvisualdisplaystostrengthenmyclaimsandevidence(presentresearchproject).


LANGUAGE

L.8.1.b:Formanduseverbsintheactiveandpassivevoice.

● Icanexplainthedifferencebetweenactiveandpassivevoiceandusetheminmywriting.


● Icancapitalizethefirstwordofeverysentence,propernouns,andwithinquotations,titles,etc.

● Icanuseproperpunctuationincludingend-marks,quotationmarks,andcommascorrectly.

● Icanlearnandapplyspellingrulesusingmorphemes. a.Usepunctuation(comma,ellipsis,dash)toindicateapauseorbreak.

● Icanusecorrectpunctuation,suchascommas,ellipsis,semi-colons,andcolonstoindicateapauseorbreakinasentence.

b.Useanellipsistoindicateanomission. • Icanuseanellipsistoindicateomittedwordsorphraseswhenquotingasource.

c.Spellcorrectly.


L.8.4.B:Usecommon,grade-appropriateGreekorLatinaffixesandrootsascluestothemeaningofaword.

● IcanidentifyanduseGreekorLatinsuffixestounderstandthemeaningofwords.



Unit2Mirrors&WindowsResources

TheDrummerBoyofShiloh,RayBradbury

EchoesofShiloh,ShelbyFoote

MenontheMoon,SimonOrtiz

WorkingontheMoon,EdwinAldrin,Jr.

Moon,ChaimPotok

TheStoryofIqbalMasih,DavidL.Parker

Unit2PlanningandNotes

EighthGradeUnit3Theme:Adversity “ICan”statementsinBoldindicatefocusobjectivesforUnit3.

Studentswillcompareandcontrasttextsanddeterminetheclaim/counterclaimofthetextandanalyzeitsdevelopment..

EssentialQuestion

SupportingQuestions KeyTerms WritingFocus


Howdoesanalyzingdifferentresourceshelpdevelopavalidclaim?

● Howcanevidenceandcommentarybeusedtostrengthenclaims?

• Howdoesonepersuasivelypresentideastoconvinceanaudience?

• Whatisthebestwaytolisten,respondto,andconsiderothers’claimsandarguments?

WordsforReview: TextualEvidence,Factvs.Opinion,LiteralLanguage,Foreshadowing,Flashback,Delineate,PointofView,Hook,FigurativeLanguage

ArgumentandNarrative

Science • Whatarethe

differenttypesandusesofenergy?

• Howcananalyzingdatafromobservationshelpusmakeinferencesorelaborationsbasedonfacts?

• Howdoesdatahelpusmakeappropriatecomparisonsandcontrasts?

Tier2:MajorClaim,SupportingClaim,Relevance,Pacing,Sequence,Citation,Outline,Appeal

SocialStudies • Whatevidenceis

theretosupporttheFrenchandIndianwar?

• WhatwerethecausesandeffectsoftheeventsleadinguptotheRevolutionaryWar?

Tier3:Tone,Mood,Irony,Counterclaim

Math PE/Health

ELACoreStandards StudentLearningTargets READING


• Icanfindacentralideainatext.• Icanexplainhowsupportingideasdevelopthecentralidea.• Icanexplainhowsupportingideasrelatetothecentral


RI8.3:Analyzehowatextmakesconnectionsamonganddistinctionsbetweenindividuals,ideas,orevents(e.g.,throughcomparisons,analogies,orcategories).

● Icancompareindividuals,ideas,oreventsinatext. ● Icancontrastindividuals,ideas,oreventsinatext.

RI.8.8:Delineateandevaluatetheargumentandspecificclaimsinatext,assessingwhetherthereasoningissoundandtheevidenceisrelevantandsufficient;recognizewhenirrelevantevidenceisintroduced.

• Icanoutlineandexplainspecificclaimsandsupportingevidenceinanargument.

• Icandetermineifthereasonslinkingtheevidencetotheclaimsarelogical.

• Icandetermineifthereissufficientrelevantevidencetosupporttheclaim.

• Icandetermineifirrelevantevidenceisintroduced.

RL.8.1:Citethetextualevidencethatmoststronglysupportsanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.



RL.8.4:Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone[…]

• Icanidentifyseveraltypesoffigurativelanguageinatext.

• Icanidentifytheconnotativemeaningsofcertainwordsinatext.

• Icanidentifyhowspecificwordchoicesinfluencethemeaningofatext.

• Icanidentifyhowspecificwordchoicesinfluencethemeaningandtoneofatext.


WRITING

W.8.1:Writeargumentstosupportclaimswithclearreasonsandrelevantevidence.

● Icanwriteaclaim. ● Icanprovidesupportingevidenceforaclaim.

a.Introduceclaim(s),acknowledgeanddistinguishtheclaim(s)fromalternateoropposingclaims,andorganizethereasonsandevidencelogically.

● Icanexplainhowaclaimdiffersfromotherclaims. ● Icanlogicallyorganizereasonsandevidencethat

supportaclaim.

b.Supportclaim(s)withlogicalreasoningandrelevantevidence,usingaccurate,crediblesourcesanddemonstratinganunderstandingofthetopicortext.

● Icansupportmyclaim(s)byusinglogicalreasonsandrelevantevidence.

● Icansupportmyclaim(s)withevidencefromaccuratesourcesofinformation.


● Icandevelopandstrengthenmywritingthroughplanning,revising,editing,rewriting.



W8.9b.Applygrade8Readingstandardstoliterarynonfiction(Delineateandevaluatetheargumentandspecificclaimsinatext,assessingwhetherthereasoningissound,andtheevidenceisrelevantandsufficient:recognizewhenirrelevantevidenceisintroduced”).

● Icanwriteananalysisevaluatinganotherperson’sargumentforsufficientrelevantevidenceandlogicalreasoning.


● Icanwritesuccessfullyandregularlyinavarietyofsettingsandsituations.

W.8.3:Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,relevantdescriptivedetails,andwell-structuredeventsequences.

● Icandoaquickwriteofalogical,detailednarrativeaboutrealorimaginedeventsorexperiencesasaformativepieceofwriting(i.e.journal,exitticket,etc).

b.Usenarrativetechniques,suchasdialogue,pacing,description,andreflection,todevelopexperiences,events,and/orcharacters

• Icanwriteanarrativeusingtechniquessuchasdialogue,timing,anddescription(possiblyhavestudentsreformatanargumentativetextasanarrativefromadifferentpointofview).

d.Useprecisewordsandphrases,relevantdescriptivedetails,andsensorylanguagetocapturetheactionandconveyexperiencesandevents.

● Icanuseprecisewords,relevantdescription,andsensorydetailstorevealtheactionandexperiencesofthestory.


SPEAKING&

LISTENING



● Icanlistenandunderstandothers’ideasandviewpoints. ● Icanrespondtoothers’ideasandviewpointsrespectfully

usingacademiclanguage. c.Posequestionsthatconnecttheideasofseveralspeakersandrespondtoothers’questionsandcommentswithrelevantevidence,observations,andideas.

● Icanaskquestionssynthesizingtextwiththediscussion.

d.Acknowledgenewinformationexpressedbyothers,and,whenwarranted,qualifyorjustifytheirownviewsinlightoftheevidencepresented.

● Icanconsiderothers'claims,whilecontinuingtosupportmyclaimwithevidence.

SL.8.2:Analyzethepurposeofinformationpresentedindiversemediaandformats(e.g.,visually,quantitatively,orally)andevaluatethemotives(e.g.,social,commercial,political)behinditspresentation.

• Icandeterminepurposeinavarietyoftexts/mediums.

• Icanevaluatetheeffectofthechosenmedium.

SL.8.3:Delineateaspeaker’sargumentandspecificclaims,evaluatingthesoundnessofthereasoningandrelevanceandsufficiencyoftheevidenceandidentifyingwhenirrelevantevidenceisintroduced.

• Icanoutlinespecificclaimsandlinkthemtoaspeaker'sargument.

• Icanevaluateifthespeaker'sreasonssupporttheclaimsintheargument.

• Icandetermineifthereissufficientrelevantevidencetosupporttheargument.

• Icanrecognizeevidencethatdoesnotrelatetotheargument.

SL.8.4:Presentclaimsandfindings,emphasizingsalientpointsinafocused,coherentmannerwithrelevantevidence,soundvalidreasoning,andwell-chosendetails;useappropriateeyecontact,adequatevolume,andclearpronunciation.

• Icanprioritizetheimportanceofavarietyofevidencetoorganizeapresentation.

• Icanusemyresearchcombinedwithmyideastocreateanorganizedpresentation.

• Icandemonstratepresentationskillssuchaseyecontact,volume,andclearpronunciation.

SL.8.6Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandofformalEnglishwhenindicatedorappropriate.

• Icanadaptspeechtoavarietyofcontextsandtasks. • Icandemonstrateacommandofacademiclanguage.


L.8.3:Useknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,orlistening.

● Icandemonstratehowlanguageshouldsoundwhenitisspoken,written,andread.

LANGUAGE





b.Usecommon,grade-appropriateGreekorLatinaffixesandrootsascluestothemeaningof

● IcanidentifyanduseGreekorLatinprefixesandsuffixestounderstandthemeaningofwords(consistent

aword. withVocabularythroughMorphemesandthevocabularyscopeandsequence).








Mrs.Flowers,MayaAngelou

IshiinTwoWorlds,TheodoraKroeber

YanaPeopletoReceiveIshi’sBrain,RobertFri

GoodHousekeeping,BaileyWhite

SoulofaCitizen:LivingwithConvictioninaCynicalTime,PaulRogatLoeb

IWasBornattheWrongTime,AngelaShelfMedearis

Epiphany:TheThirdGift,LuchaCorpi

TheStruggletoBeanAll-AmericanGirl,ElizabethWong

ProclamationoftheIndiansofAlcatraz

HarrietTubman:ConductorontheUndergroundRailroad,AnnPetry

OurStruggleIsAgainstAllFormsofRacism,NelsonMandela

TheNewColossus,EmmaLazarus

ImmigrantKids,RussellFreedman


EighthGradeUnit4Theme:AffectingChange

“ICan”statementsinBoldindicatefocusobjectivesforUnit4. Studentswillwriteandarticulatetheirownargumentswithsupportingevidenceandcommentary.

EssentialQuestion



Howdoesargumentativewritingchangesociety?

• Howcanconstructingastrongargumenthelpinfluenceanaudiencetosupportaposition?

• Whatroledoesunderstandingargumentplayintheabilitytobeproactivecitizens?

• Whyisitimportanttounderstandanopponent’spointofview?

WordsforReview: MajorClaim,SupportingClaim,Facts,TextualEvidence,Relevance,Credibility,Reliability

Argument

Science • Howcanweuseevidenceto

supportscientificclaims,identifybias,andvariousperspectivesthroughoutallscientificcontentareas(i.e.,ecology,geology,chemistry,physics)?

Tier2:Analyze,Evaluate,Interpret,ValidReasoning,Appeal

SocialStudies • Whatanalysiscanbemadeof

U.S.ConstitutionalargumentsandConstitutionalcompromises?

• Whatistheimportanceof

understanding,knowing,anddefendingourrightsascitizens?

Tier3:Counterclaim

Math PE/Health


READING

RI8.5:Analyzeindetailthestructureofaspecificparagraphinatext,includingtheroleofparticularsentencesindevelopingandrefiningakeyconcept.

• Icanbreakaparagraphintosentencesandidentifytheirfunctionswithinthatparagraph.

• Icanexplainhowthesentencessupporttheparagraph’skeypoint.

RI.8.6:Determineanauthor’spointofvieworpurposeinatextandanalyzehowtheauthoracknowledgesandrespondstoconflictingevidenceorviewpoints.

• Icanidentifyanauthor’spointofvieworpurposeinatext.

• Icanidentifyandexplainhowtheauthoracknowledgesandrespondstoothers’opinions.

RI8.8:Delineateandevaluateanargumentandspecificclaimsinatext,assessingwhetherthereasoningissoundandtheevidenceisrelevantandsufficient;recognizewhereirrelevantevidenceisintroduced.

• Icanoutlineandexplainspecificclaimsandsupportiveevidenceinanargument.

• Icandeterminewhetherornotthereasonslinkingtheevidencetotheclaimsaresound(goodqualityandlogical).

• Icandeterminewhetherornotthereisenoughrelevantevidencetosupporttheclaim.

• Icandetermineifirrelevantevidenceisintroduced.

RI8.9:Analyzeacaseinwhichtwoormoretextsprovideconflictinginformationonthesametopicandidentifywherethetextsdisagreeonmattersoffactorinterpretation.

• Icananalyzetwoormoretextsonthesametopictoidentifyexamplesofconflictingfactsorinterpretations.


WRITING

W.8.1:Writeargumentstosupportclaimswithclearreasonsandrelevantevidence.

● Icanwriteaclaim. ● Icanprovidesupportingevidenceforaclaim.

a.Introduceclaim(s),acknowledgeanddistinguishtheclaim(s)fromalternateoropposingclaims,andorganizethereasonsandevidencelogically.

● Icanexplainhowaclaimdiffersfromotherclaims. ● Icanlogicallyorganizereasonsandevidencethatsupport

aclaim. b.Supportclaim(s)withlogicalreasoningandrelevantevidence,usingaccurate,crediblesourcesanddemonstratinganunderstandingofthetopicortext.

● Icansupportmyclaim(s)byusinglogicalreasonsandrelevantevidence.

● Icansupportmyclaim(s)withaccurateevidencefromsourcesofinformation.

c.Usewords,phrases,andclausestocreatecohesionandclarifytherelationshipsamongclaim(s),counterclaims,reasons,andevidence.

● Icanusewords,phrases,andclausestoclearlyshowhowclaims,counterclaims,reasons,andevidencefittogether.

d.Establishandmaintainaformalstyle. ● Icanuseacademiclanguagetowriteaboutanissueortopic.

e.Provideaconcludingstatementorsectionthatfollowsfromandsupportstheargumentpresented.

● Icanendmywritingwithaconcludingstatementthatbacksuptheclaim(s)inmyargument.

W8.4:Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.

● Icandevelopandorganizeclearandunderstandablewritingthatisappropriateforaspecifictask,purposeandaudience.










W.8.9:Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflections,andresearch.

● Icanreadtextstofindfacts,examples,ordetailsthatsupportmyownideas.




SPEAKING&

LISTENING

SL.8.3:Delineateaspeaker’sargumentandspecificclaims,evaluatingthesoundnessofthereasoningandrelevanceandsufficiencyoftheevidenceandidentifyingwhenirrelevantevidenceisintroduced.

• Icanoutlinespecificclaimsandlinkthemtoaspeaker'sargument.

• Icanevaluateifthespeaker'sreasonssupporttheclaimsintheargument.

• Icandetermineifthereissufficientrelevantevidencetosupporttheargument.

• Icanrecognizeevidencethatdoesnotrelatetotheargument.

SL.8.4:Presentclaimsandfindings,emphasizingsalientpointsinafocused,coherentmannerwithrelevantevidence,soundvalidreasoning,andwell-chosendetails;useappropriateeyecontact,adequatevolume,andclearpronunciation.

• Icanprioritizetheimportanceofavarietyofevidencetoorganizeapresentation.

• Icanusemyresearchcombinedwithmyideastocreateanorganizedpresentation.

• Icandemonstratepresentationskillssuchaseyecontact,volume,andclearpronunciation.


LANGUAGE


• Icancapitalizethefirstwordofeverysentence,propernouns,andwithinquotations,titles,etc.

• Icanuseproperpunctuationincludingend-marks,quotationmarks,andcommascorrectly.

• Icanlearnandapplyspellingrulesusingmorphemes. a.Usepunctuation(comma,ellipsis,dash)toindicateapauseorbreak.

● Icanusecorrectpunctuation,suchascommas,ellipsis,semi-colons,andcolonstoindicateapauseorbreakinasentence.

b.Useanellipsistoindicateanomission. ● Icanuseanellipsistoindicateomittedwordsorphraseswhenquotingasource.

c.Spellcorrectly ● Icanlearnandapplyspellingrulesusingmorphemes.

L.8.4.b.Usecommon,grade-appropriateGreekorLatinaffixesandrootsascluestothemeaningofaword.

● IcanidentifyanduseGreekorLatinprefixesandsuffixestounderstandthemeaningofwords(consistentwithVocabularythroughMorphemesandthevocabularyscopeandsequence).




ATaleofTwoRocks,ValerieJablow

OntheRelativityofTime,WolfgangF.Pauli

IndianCattle,EugeneRachlis

CountingCouponaWoundedBuffalo,ChiefPlenty-Coup

MurderandMoreMushroomMayhem,ElioSchaechter

HowtoUseaCompass,KjetilKjernsmo

Orienteering:TheThinkingSport,DavidLaRochelle

IndustrialLight&Magic,Part1:History,Dr.DavidWestReynolds

Chac,AlanRabinowitz


EighthGradeUnit5Theme:Innovation

“ICan”statementsinBoldindicatefocusobjectivesforUnit5. Studentswilldelineatedifferencesbetweenandgeneratebothinformative/explanatoryandargumentativewriting

pieces.(MuchoftheunitisareviewinpreparationforSAGETesting.) EssentialQuestion



Howcanevaluatinglearningshowprogress?

• Howcanevaluatemywritingtoenhanceitspurpose?

WordstoReview: TextualEvidence,Citations,Thesis,MajorClaim,SupportingClaims,Purpose,Revision

Argument/ Informative

Science • Howdoesrecognizing

thecontributionsofpastscientistshelpusbetterunderstandthenatureofscience?

Tier2: SocialStudies • Howdoes

understandingtheeventsandissuesoftheCivilWarhelpusrealizeouridentityasanation?

Tier3: Math

PE/Health


READING

RI.8.1:Citethetextualevidencethatmoststronglysupportsananalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.

● Icanidentifyandexplainhowtextualevidencesupportswhattheauthorstatesdirectlyandwhathe/sheimplies.

● Icandeterminethequalityoftheevidenceusedtosupportwhatthetextsays.


● Icanfindacentralideainatext. ● Icanexplainhowsupportingideasdevelopthecentral

idea. ● Icanexplainhowsupportingideasrelatetothecentral

idea. ● Icansummarizeatext.

RI8.3:Analyzehowatextmakesconnectionsamonganddistinctionsbetweenindividuals,ideas,orevents(e.g.,throughcomparisons,analogies,orcategories).

● Icancompareindividuals,ideas,oreventsinatext. ● Icancontrastindividuals,ideas,oreventsinatext.

RI.8.6:Determineanauthor’spointofvieworpurposeinatextandanalyzehowtheauthoracknowledgesandrespondstoconflictingevidenceorviewpoints.

● Icanidentifyanauthor’spointofvieworpurposeinatext.

● Icanidentifyandexplainhowtheauthoracknowledgesandrespondstoothers'opinions

RI.8.7:Evaluatetheadvantagesanddisadvantagesofusingdifferentmediums(e.g.,printordigitaltext,video,multimedia)topresentaparticulartopicoridea.

● Icanidentifyseveraldifferentwaystopresentinformationonatopic.

● Icanevaluatetheadvantagesanddisadvantagesofpresentinginformationinvariousformats.

RI8.9:Analyzeacaseinwhichtwoormoretextsprovideconflictinginformationonthesametopicandidentifywherethetextsdisagreeonmattersoffactorinterpretation.

● Icananalyzetwoormoretextsonthesametopictoidentifyexamplesofconflictingfactsorinterpretations.

RL.8.10:Bytheendoftheyear,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofgrades6-8textcomplexitybandindependentlyandproficiently.

● Icanindependentlyreadandcomprehendeighthgradeleveltextinavarietyofformats.


WRITING

W.8.1:Writeargumentstosupportclaimswithclearreasonsandrelevantevidence.(I.E.allsubstandardsfrompreviousunit)

● Icanwriteaclaimandsupportitwithreasonsandevidence.

W.8.2:Writeinformative/expositorytextstoexamineatopicandconveyideas,concepts,andinformationthroughtheselection,organization,andanalysisofrelevantcontent.(I.E.allsubstandardsfrompreviousunit)



● IcananalyzethetopicinformationIhavegathered. ● Icanusemyresearchcombinedwithmyideastowritean

organizedinformativetext.


● Icandevelopandorganizeclearandunderstandablewritingthatisappropriateforaspecifictask,purposeandaudience

● Icanbreakdownapromptandidentifythetaskandhowitaddressespurposeandaudience.

● Icanseamlesslymovebetweenwritinginformational/explanatoryandargumentativetexts.










W.8.9:Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflections,andresearch.

● Icanreadliteraryorinformationaltextstofindspecificfacts,examples,ordetailsthatsupportmyownideas.


● Icanwritesuccessfullyandregularlyinavarietyofsettingsandsituations.


SPEAKING&LISTENING



● Icanlistenandunderstandothers’ideasandviewpoints. ● Icanrespondtoothers’ideasandviewpointsrespectfully

usingacademiclanguage. a.Cometodiscussionsprepared,havingreadorresearchedmaterialunderstudy;explicitlydrawonthatpreparationbyreferringtoevidenceonthetopic,text,orissuetoprobeandreflectonideasunderdiscussion.



● Icanfollowgrouprulestomeetspecificgoalsduringdiscussions.


LANGUAGE

L.8.1:DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.

● Icanuselanguagecorrectlywhenwritingorspeaking.

L.8.1.a:Explainthefunctionofverbals(gerunds,participles,infinitives)ingeneralandtheirfunctioninparticularsentences.

● Icanexplainverbalsandhowtheyfunctioninsentences.


● Icanexplainthedifferencebetweenactiveandpassivevoiceandusetheminmywriting.



a.Usecontext(e.g.,theoverallmeaningofasentenceorparagraph;aword’spositionorfunctioninasentence)asacluetomeaningofawordorphrase.


b.Usecommon,grade-appropriateGreekorLatinaffixesandrootsascluestothemeaningofaword.

● IcanidentifyanduseGreekorLatinroots,prefixes,andsuffixestounderstandthemeaningofwords(consistentwithVocabularythroughMorphemesandthevocabularyscopeandsequence).





L8.5b.Usetherelationshipbetweenparticularwordstobetterunderstandeachofthewords

● Icanclarifythemeaningofawordthroughexaminingotherwordsandideasthataresimilaroropposite.

L8.5c.Distinguishamongconnotations(associations)andofwordswithsimilardenotations(definitions)(e.g.bullheaded,willful,firm,persistent,resolute).

● Icanexplainthedifferencebetweentheimpliedmeaningofawordanditstechnicalmeaning.




ATaleofTwoRocks,ValerieJablow

OntheRelativityofTime,WolfgangF.Pauli

IndianCattle,EugeneRachlis

CountingCouponaWoundedBuffalo,ChiefPlenty-Coup

MurderandMoreMushroomMayhem,ElioSchaechter

HowtoUseaCompass,KjetilKjernsmo

Orienteering:TheThinkingSport,DavidLaRochelle

IndustrialLight&Magic,Part1:History,Dr.DavidWestReynolds

Chac,AlanRabinowitz

TheDrummerBoyofShiloh,RayBradbury

EchoesofShiloh,ShelbyFoote

MenontheMoon,SimonOrtiz

WorkingontheMoon,EdwinAldrin,Jr.

Moon,ChaimPotok

TheStoryofIqbalMasih,DavidL.Parker


EighthGradeUnit6Theme:Progress

“ICan”statementsinBoldindicatefocusobjectivesforUnit5. Studentswillwritenarrativeswhileconsideringhowexperiencesleadtoprogressandpositivecontributions.

EssentialQuestion



Howdopastexperiencesleadtoprogressandpositivecontributions?

• Whysharepastexperienceswithothers?

• Howdopersonalexperienceshinderorhelpprogress?

• Howdoliteraryelementsaddsuspenseandhumortoastory?

• Howdodifferentpointsofviewaffecthowastoryisinterpreted?

WordstoReview:Characterization

Narrative

Science • Howdoesrecognizingthe

contributionsofpastscientistshelpusbetterunderstandtheprogressionofscience?

Tier2:Symbolism,Production SocialStudies • Inwhatwayshas

progressionofhistorybeenimpactedbytheexperience,choices,andactionsofindividuals?

Tier3:Analogies,Allusions,DramaticIrony,VerbalIrony,Puns,SituationalIrony,Drama,Script

Math ● Howareimportant

issuesidentifiedandexploredthroughstatistics?

PE/Health ● Howdopastexperiences

affectmyunderstandingofmyselfandothers?


READING

RL.8.2:Determineathemeorcentralideaofatextandanalyzeitsdevelopmentoverthecourseofthetext,includingitsrelationshiptothecharacters,setting,andplot;provideanobjectivesummaryofthetext.

• Icanidentifythethemeinatext.• Icanexplorehowcharacters,setting,andplotinteract

tosupportanddevelopatheme.• Icansummarizeatext.

RL.8.3:Analyzehowparticularlinesofdialogueorincidentsinastoryordramapropeltheaction,revealaspectsofacharacter,orprovokeadecision.

● Icanexplainhowdialogueandincidentsmovetheplotforward.

● Icanexplainhowwhatacharactersaysordoesmovestheplotofthestoryforwardorrevealsmoreaboutthecharacter.

RL8.4:Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurative,connotative,andtechnicalmeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includinganalogiesorallusionstoothertexts.

• Icanidentifyseveraltypesoffigurativelanguageinatext.

• Icanidentifytheconnotativemeaningsofcertainwordsinatext.

• Icanidentifyhowspecificwordchoicesinfluencethemeaningofatext.

• Icanidentifyhowspecificwordchoicesinfluencethemeaningandtoneofatext.

RL.8.5:Compareandcontrastthestructureoftwoormoretextsandanalyzehowthedifferingstructureofeachtextcontributestoitsmeaningandstyle.

● Icancompareandcontrasttwoormoredifferenttexts. ● Icanexplainhowthetexts’structuraldifferences

contributetotheirmeaning. ● Icanexplainhowthetexts’structuraldifferences

contributetotheirstyle. RL.8.6:Analyzehowdifferencesinthepointsofviewofthecharactersandtheaudienceorreader(e.g.,createdthroughtheuseofdramaticirony)createsucheffectsassuspenseorhumor.

• Icanidentifythepointofviewofthecharactersornarrator(s)inatext.

• Icantellthedifferencebetweenthecharacter'spointofviewandtheaudienceorreader'spointofview.

• Icananalyzehowdifferencesinthecharacter'spointofviewandthereader'spointofviewcreatesuspenseorhumor.

RL.8.7:Analyzetheextenttowhichafilmedorliveproductionofastoryordramastaysfaithfultoordepartsfromthetextorscript,evaluatingthechoicesmadebythedirectororactors.

• Icanexplainhowafilmorliveproductionofastoryordramaissimilarordifferentfromtheoriginaltext.

• Icanevaluatehowthedirector'schoicestostaywithormakechangestothescriptimpactthestory.

RL.8.9:Analyzehowamodernworkoffictiondrawsonthemes,patternsofevents,orcharactertypesfrommyths,traditionalstories,orreligiousworkssuchastheBible,includingdescribinghowthematerialisrenderednew.

• Icananalyzeapieceoffictionandconnectitsthemes,events,orcharacterstoatraditionalorreligiouspieceofwriting.

• Icananalyzehowatraditionalorreligiouspieceofwritingistransformedintoamodernwork.

RL.8.10:Bytheendoftheyear,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofgrades6-8textcomplexitybandindependentlyandproficiently.

• Icanindependentlyreadandcomprehendeighthgradeleveltextinavarietyofformats.


WRITING

W.8.3:Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,relevantdescriptivedetails,andwell-structuredeventsequences.

• Icanwritealogical,detailednarrativeaboutrealorimaginedeventsorexperiences.

a.Engageandorientthereaderbyestablishingacontextandpointofviewandintroducinganarratorand/orcharacters;organizeaneventsequencethatunfoldsnaturallyandlogically.

• Icanhookthereaderbyintroducingideas,pointofview,anarrator,and/orcharacters.

• Icanorganizeeventsinanatural,logicalorder.

b.Usenarrativetechniques,suchasdialogue,pacing,description,andreflection,todevelopexperiences,events,and/orcharacters.

• Icanwriteanarrativeusingtechniquessuchas:dialogue,timing,description,andreflection.

c.Useavarietyoftransitionwords,phrases,andclausestoconveysequence,signalshiftsfromonetimeframeorsettingtoanother,andshowtherelationshipsamongexperiencesandevents.

• Icanusetransitionwordsandphrasestoshoworderofevents,changesinsetting,andconnectionsinexperiences.

d.Useprecisewordsandphrases,relevantdescriptivedetails,andsensorylanguagetocapturetheactionandconveyexperiencesandevents.

• Icanuseprecisewords,relevantdescription,andsensorydetailstorevealtheactionandexperiencesofthestory.

e.Provideaconclusionthatfollowsfromandreflectsonthenarratedexperiencesorevents.

• IcanconcludemystorybyreflectingontheexperiencesoreventsIshared.


• Icandevelopandorganizeclearandunderstandablewritingthatisappropriateforaspecifictask,purposeandaudience.


• Icandevelopandstrengthenmywritingthroughplanning,revising,editing,andrewriting.

• Icanseekfeedbackandguidancefrompeersandadultstoimprovemywriting.

• Icanrevisewithafocusonhowwellpurposeandaudiencehavebeenaddressed.

W.8.9:Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.

• Icanreadliteraryorinformationaltextstofindspecificfacts,examples,ordetailsthatsupportmyownideas.

a.Applygrade8Readingstandardstoliterature(e.g.“Analyzehowamodernworkoffictiondrawsonthemes,patternsofevents,orcharactertypesfrommyths,traditionalstories,orreligiousworkssuchastheBible,includingdescribinghowthematerialisrenderednew”).

• Icanwriteananalysis,evaluatingthequalityofapieceofliterature.




SPEAKING&LISTENING


• Icanclearlycommunicatemyideasverballyusingacademiclanguagewithapartner,inasmallgroupandaspartofaclassdiscussion.

• Icanlistenandunderstandothers’ideasandviewpoints.

• Icanrespondtoothers’ideasandviewpointsrespectfullyusingacademiclanguage.

a.Cometodiscussionsprepared,havingreadorresearchedmaterialunderstudy;explicitlydrawonthatpreparationbyreferringtoevidenceonthetopic,text,orissuetoprobeandreflectonideasunderdiscussion.

• Icanparticipateindiscussionusingvalidtextualevidencefrommypreviousreadings.


• Icanfollowgrouprulestomeetspecificgoalsduringdiscussions.


LANGUAGE

L.8.1:DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.

• Icanuselanguagecorrectlywhenwritingorspeaking.

L.8.1.a:Explainthefunctionofverbals(gerunds,participles,infinitives)ingeneralandtheirfunctioninparticularsentences.

• Icanexplainverbalsandhowtheyfunctioninsentences.


• Icanexplainthedifferencebetweenactiveandpassiveverbsandusetheminmywriting.

L8.3a.Useverbsintheactiveandpassivevoiceandintheconditionalandsubjunctivemoodtoachieveparticulareffects(e.g.,emphasizingtheactorortheaction;expressinguncertaintyordescribingastatecontrarytofact).

● Icanuseactiveandpassivevoiceinmywriting. ● Icancreateaspecificeffectbyusingconditionaland

subjunctivemood.





b:Usecommon,grade-appropriateGreekorLatinaffixesandrootsascluestothemeaningofaword.

● IcanidentifyanduseGreekorLatinroots,prefixes,andsuffixestounderstandthemeaningofwords(consistentwithVocabularythroughMorphemesandthevocabularyscopeandsequence).


● Icanusereferencematerialstofindthepronunciationandmeaningofunfamiliarwords.


● Icanconfirmmyinitialunderstandingofawordbydouble-checkingthemeaningbyusingadictionaryoronlineresources.

L.8.5:Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.

● Icanidentifyexamplesoffigurativelanguage. ● Icanrecognizehowwordsrelatetoeachother.

● Icanrecognizetheslightdifferencesinwordmeaningsbasedonhowtheyareused.

a.Interpretfiguresofspeech(e.g.verbalirony,puns)incontext

● Icanidentifyfiguresofspeechlikeverbalironyandpunsandexplaintheirintendedmeanings.

b.Usetherelationshipbetweenparticularwordstobetterunderstandeachofthewords

● Icanclarifyawordthroughexaminingotherwordsandideasthataresimilaroropposite.

c.Distinguishamongconnotations(associations)andofwordswithsimilardenotations(definitions)(e.g.bullheaded,willful,firm,persistent,resolute).

• Icanexplainthedifferencebetweentheimpliedmeaningofawordanditstechnicalmeaning.



Unit6Mirrors&WindowsResources TheDrummerBoyofShiloh,RayBradbury EchoesofShiloh,ShelbyFoote MenontheMoon,SimonOrtiz WorkingontheMoon,EdwinAldrin,Jr. Moon,ChaimPotok TheStoryofIqbalMasih,DavidL.Parker TheTell-TaleHeart,EdgarAllenPoe SweetPotatoPie,EugeniaCollier MissButterfly,ToshioMori TheRansomofRedChief,O.Henry TheMedicineBag,VirginiaDrivingHawkSneve LukeBaldwin’sVow,MorleyCallaghan LoseNow,PayLater,CarolFarley “NightClouds,”AmyLowell “Dreams,”LangstonHughes “ADreamDeferred,”LangstonHughes “TheNamingofCats,”T.S.Elliot “PrettyWords,”ElinorWylie “TheOtherPioneers,”RobertoFelixSalazar “Ceremony,”LeslieMarmonSilko “IfIcanstoponeHeartfrombreaking,”EmilyDickinson “Heateanddrankthepreciouswords,”EmilyDickinson “Legacies,”NikkiGiovanni “IAskMyMothertoSing,”Li-YoungLee “yourlittlevoiceOverthewirescameleaping,”eecummings “Lyric17,”JoseGarciaVilla


Glossary Unit1

Word Definition

Bias(noun) Prejudiceinfavoroforagainstonthing,person,orgroup,usuallyinawayconsideredtobeunfair

CentralIdea(noun) Themainorkeymessage/ideabeingcommunicatedinatext Citation(noun) Theactofcitingareferenceorwhereinformationcamefrominatext Compare(verb) Toexaminetwoormoreobjects,ideas,people,etcandnotetheirsimilarities ConcludingSentence(noun)

Thefinalsentenceinaparagraph/essaythatshouldtiebacktothemainideaoftheparagraph/essay

Connotation(noun) Thesetofideasoremotionalassociationssuggestedbyawordinadditiontoitsactualmeaning

Contrast(verb) Toexaminetwoormoreobjects,ideas,people,etcandnotetheirdifferences Credibility(noun) Thequalityofbeingbelievableorworthyoftrust(CredibleSources) Denotation(noun) Aword’sdictionarydefinitionwithoutanyemotionalassociates;theexplicitmeaningofa

word Explicit(adjective) Fullyorclearlyexpressedordemonstrated;leavingnothingtobeimplied Fact(noun) Somethingthatactuallyexistsandcanbeproven;cannotbeargued Implicit(adjective) Somethingthatisimpliedratherthanexpresslystated InformationalText(noun) Aformofnonfictionthataimstoconveyorexplaininformation. Opinion(noun) Abelieforjudgmentthatcannotbeproventrueorfalse;apersonalvieworattitude ParagraphStructure(noun)

Basicparagraphstructureincludes:topicsentence,evidence,analysis,concludingsentencethatlinksbacktotopicsentence/mainideaofparagraph;citationsincludedasneeded

Paraphrase(noun) Arestatementofaportionofatextinthewriter’sownword Perspective(noun) Apointofvieworattitudetowardsomethingoftenshapedbyaperson’sownexperiencesor

culture Plagiarism(noun) Usingorimitatingthewordsandthoughtsofanauthorwithoutpermissionandpassingas

one’sown Purpose(noun) Thereasonwhyanauthorwritesacertainpieceoftext Quote(noun) Torepeatapassageofatextwordforwordaccompaniedbyacitation Reliability(noun) Theabilitytobereliedordependedonforaccuracyandhonesty(ReliableSources) Slant(verb) Topresentsomething(suchasanewsstory)inawaythatfavorsaparticulargroupor

opinion Subtext(noun) Theunderlyingorimplicitmeaningofatext;amessagethatisnotstateddirectly Summary(noun) Usingafewwordstohighlightthemostimportantinformationfromatext SupportingDetail(noun) Theinformationinaparagraphoressaythatlinkbacktothecentralidea TextualEvidence(noun) Informationfoundinatextthatcanproveaclaimorideaasvalidortrue

TopicSentence(noun) Thefirstsentenceofaparagraphthatoftenintroducesthecentralideaforthatpieceoftext Unit2

Word Definition

Accuracy(noun) Thequalityofbeingtrue,correct,orexact Characterization(noun) Theactofcreatingordescribingacharacterbyshowingwhatcharacterssay,doorthink;

showingwhatothercharacterssayorthinkaboutthem;anddescribingwhatphysicalfeaturesandpersonalitiescharactersdisplay

Citation(noun) Theactofcitingareferenceorwhereinformationcamefrominatext Climax(noun) Partoftheplotwiththehighestpointofinterestorsuspense Conflict(noun) Thestrugglebetweentwoopposingforcesinaliterarywork(ManvMan;ManvSelf;Manv

Society;ManvNature/Supernatural) Delineate(verb) Todescribeorportraysomethingindetailandwithaccuracy Denouement(noun) Orresolution;thefinalpartofanarrativewherethecentralconflictisendedorresolved Dialogue(noun) Aconversationbetweentwoormorepeopleorcharacters Evaluate(verb) Tojudgeordeterminethesignificance,worth,orqualityofsomething FallingAction(noun) Partoftheplotwhichconsistsofalltheeventsthatfollowtheclimax;showshowthe

characterschangeaftertheclimax IncitingIncident(noun) Thepartoftheplotwheretheconflictisintroducedandtheplotisthrownintorisingaction Mediums(media) Themethodusedtocommunicateinformationsuchasradio,magazine,essay,book,blog,

movie,etc. MLA Astyleguideforacademicwritingandcitations Narrative(noun) Typeofwritingthattellsastoryordescribesevents Narrator(noun) Acharacterorspeakerwhotellsthestoryinatext PlotLine(noun) Theseriesofeventsrelatedtoacentralconflictorstrugglethatincludeexposition,rising

action,climax,fallingaction,denouement,resolution PointofView(noun) Vantagepointorperspectivefromwhichthestoryistold;whoistellingthestory(first-

personpointofview,second-personpointofview,third-personlimitedandthirdpersonomniscientpointofview)

Publish(verb) Tomakesomethingpublicallyorgenerallyknown Reflection(noun) Theactofthinkingbackonpasteventsinordertoimproveonfutureevents Research(noun/verb) (n)–aninvestigationintoasubject(v)–tomakeanextensiveinvestigationintoa

subject Resolution(noun) Partoftheplotinwhichthecentralconflictisendedorresolved RisingAction(noun) Partoftheplotwheretheconflictisdevelopedandintensified SensoryDetail(noun) Wordsandphrasesthatdescribehowthingslook,sound,smell,taste,orfeel Setting(noun) Thetime,place,andconditionsinwhichtheactionofabook,movie,etctakesplace Source(noun) Aplacewhereinformationcanbefound(asinresearch) Theme(noun) Thecentralmessageorperceptionaboutlifethatisrevealedthroughaliterarywork Thesis(noun) Asentence(usuallyfoundintheintroductionofapaper/essay)thatstatesthecentralor

mainideathatwillbesupportedinaworkofnonfiction Transitions(noun) Phrasesorwordsusedtoconnectoneideaorparagraphtothenext

Unit3

Word Definition

Appeal(verb) Tomakeaseriousorurgentrequestortoattempttopersuadeanaudience Counterclaim(noun) Aclaimthatdisagreeswiththegiventhesis/claimthatthewritermustrebut FigurativeLanguage(noun)

Words,groupsofwords,orphraseswithexaggeratedoralteredmeaningsthataremeanttobeunderstoodimaginatively(EXsimile,metaphor,personification,hyperbole,allusion,idiom,pun,etc)

Flashback(noun) Interruptsthechronologicalsequenceofaliteraryworkandpresentsaneventthatoccurredearlier

Foreshadow(verb) Topresenthintsorwarningsofeventsthatwilloccurlaterinastory Hook(noun) Thefirstline(s)ofanessaythat“hooks”ordrawsyourreadersintotheessayandmakes

themwanttokeepreading Irony(noun) Thedifferencebetweenappearanceandreality;whatseemstobeandwhatreallyis(Types:

Dramatic,Verbal,andSituational) LiteralLanguage(noun) Wordsthatdonodeviatefromtheirdefinedmeaning MajorClaim(noun) Themainargumentinanessaythatdefinesthepaper’sgoal,direction,andscopeandis Mood(noun) Theemotioncreatedinthereaderbypartorallofaliterarywork Outline(noun) Breaksdownaclaimintosupportingclaimsinaclear,hierarchalmanner Pacing(noun) Therateatwhichaplotmovesforwardinastory;pacingshouldbesmoothandnotfeeltoo

rushedortooslow Relevance(noun) Arelationordirectconnectiontothematterathand Sequence(noun) Asetofthingsinorder(first,second,third,etc) SupportingClaims(noun) Aclaimmadethat,ifaccepted,willmakeiteasiertoprovethemajorclaim Tone(noun) Speakerornarrator’sattitudetowardthesubjectthatisimpliedinaliterarywork

Unit4

Word Definition

Analyze(verb) Tostudysomethingcloselyandcarefullyandunderstandtherelationshipofitsparts Evaluate(verb) Tojudgeordeterminethesignificance,worth,orqualityofsomething Interpret(verb) Togiveorprovidethemeaningofsomething ValidReasoning Reasoningthatissoundandlogicalandcouldbebackedupbycredibleevidence

Unit5

Word Definition Revision(noun) Theprocessofchangingandcorrectingwritinginordertoimproveit

Unit6

Word Definition Allusion(noun) Areferencetoawell-knownperson,event,object,orworkfromhistoryorliterature Analogies(noun) Comparisonoftwothingsthatarealikeinsomewaysbutotherwisequitedifferent;often

explainsordescribessomethingunfamiliarbycomparingittosomethingfamiliar Drama(noun) Astorytoldthroughcharactersplayedbyactors DramaticIrony(noun) Somethingisknowntothereaderoraudiencebutunknowntothecharacters Production(noun) Aworkpresentedtothepublic(asonstage,orscreen,orovertheair) Puns(noun) Thehumoroususeofawordorphrasetoemphasizeorsuggestitsmultiplemeaningsor

applications Script(noun) Adrama’sactualtext Symbolism(noun) Somethingthatstandsfororrepresentsbothitselfandsomethingelse SituationalIrony(noun) Aneventoccursthatviolatestheexpectationsofthecharacters,thereader,ortheaudience VerbalIrony(noun) Acharactersaysonthingbutmeansanother

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Eighth Grade 2016-17 ELA Core Standards Overviewcsdela.weebly.com/uploads/9/5/6/3/9563459/16-17eighthgrademap.pdf · 2016-17 ELA Core Standards Overview ... per term to complete in