Shrewsbury Borough School English Language Arts Curriculum 2012

Grade 8

Marking Period 1

Unit 1: Fiction and

Nonfiction

Reading Objectives:

Determine theme or central

idea of a text and analyze its

development through the text.

This includes characterization,

setting, conflict, and plot.

Additionally provide an

objective summary of the text.

Analyze how lines of dialogue

or incidents in a story propel

the action, view character traits

or provoke a prediction.

Analyze whether a story or

novel stays faithful or departs

from the text or script.

Marking Period 2

Unit 2: Short Stories

Unit 3: Types of Nonfiction

Reading Objectives:

Make inferences, draw

conclusions, identify the tone,

recognize the main idea,

characterization, conflict,

theme, and make predictions.

Analyze whether a story or

novel stays faithful or departs

from the text or script.

Informational Text

Objectives:

Analyze structural features of a

website and newspaper article,

make and support assertions,

evaluate author’s conclusion in

persuasive speech and

editorials, recognize persuasive

techniques in print and video

advertisements.

Marking Period 3

Unit 4: Poetry

Unit 5: Drama

Reading Objectives:

Determine the meaning of

words through context clues.

Compare and contrast the

structure of two or more texts.

Recognize rhyme scheme,

literary terms, style and

figurative meaning in poetry.

Analyze sound devices in

poetry, dialogue in drama.

Make inferences, draw and

stage directions.

Draw conclusions, identify the

tone, recognize the main idea,

characterization, conflict,

theme, and make predictions.

Marking Period 4

Unit 6: Themes in American

Stories

Reading Objectives:

Determine the meaning of

words through context clues.

Compare and contrast the

structure of two or more texts.

Make inferences, draw and

stage directions.

Draw conclusions, identify the

tone, recognize the main idea,

characterization, conflict,

theme, and make predictions.

Analyze how differences of

viewpoint in the characters or

audience create effects such as

suspense or humor.

Analyze whether a story or

novel stays faithful or departs

Informational Text

Objectives:

Analyze structural features of a

website and newspaper article,

make and support assertions

through research using primary

and secondary sources, on-line

databases, create citations.

Writing Objectives:

Be able to master the writing

process, persuasive text,

expository text, and

compare/contrast.

Master organizational

framework, thesis, using order

of importance in discussing

supporting evidence,

restatement of position,

emotional and logical appeals,

transitions and compositional

risks.

Conduct research to formulate

an opinion and answer a

question.

Apply grammar rules, sentence

structure, nouns, pronouns,

predicates, and subjects.

Supplement vocabulary

through reading selection

Writing Objectives:

Master the writing process,

persuasive text, expository text,

and compare/contrast.

Master organizational

framework, thesis, using order

of importance in discussing

supporting evidence,

restatement of position,

emotional and logical appeals,

transitions and compositional

risks.

Conduct research to formulate

an opinion and answer a

question.

Utilize spatial, time

(chronological), and climatic

orders in expository writing.

Apply grammar rules, sentence

structure, subject-verb

agreement, subject

complements, verb

complements, prepositional

phrases, subordinate clauses,

and verbs in the active and

passive voice.

Supplement vocabulary

through reading selection

vocabulary, word of the day,

and vocabulary workbook.

Analyze whether a story or

novel stays faithful or departs

from the text or script.

Analyze how differences of

viewpoint in the characters or

audience create effects such as

suspense or humor.

Informational Text

Objectives:

Analyze structural features of a

website and newspaper article,

make and support assertions,

evaluate author’s conclusion in

persuasive speech and

editorials, recognize persuasive

techniques in print and video

advertisements.

Follow dramatic stage

directions.

Read and interpret menus and

consumer documents.

Writing Objectives:

Be able to master the writing

process, persuasive text,

expository text, and

compare/contrast.

Master organizational

framework, thesis, using order

from the text or script.

Informational Text

Objectives:

Analyze structural features of a

website and newspaper article,

make and support assertions,

evaluate author’s conclusion in

persuasive speech and

editorials, recognize persuasive

techniques in print and video

advertisements.

Analyze and interpret book and

theater reviews, as well as book

features.

Writing Objectives:

Be able to master the writing

process, persuasive text,

expository text, and

compare/contrast.

Master organizational

framework, thesis, using order

of importance in discussing

supporting evidence,

restatement of position,

emotional and logical appeals,

transitions and compositional

risks.

Utilize spatial, time

(chronological), and climatic

vocabulary, word of the day,

and vocabulary workbook.

of importance in discussing

supporting evidence,

restatement of position,

emotional and logical appeals,

transitions and compositional

risks.

Conduct research to formulate

an opinion and answer a

question.

Utilize spatial, time

(chronological), and climatic

orders in expository writing.

Apply grammar rules, sentence

structure, subject- verb

agreement, subject

complements, verb

complements, prepositional

phrases, subordinate clauses,

and verbs in the active and

passive voice.

Supplement vocabulary

through reading selection

vocabulary, word of the day,

and vocabulary workbook.

orders in expository writing.

Apply grammar rules, the

sentence structure, subject-verb

agreement, subject

complements, verb

complements, prepositional

phrases, subordinate clauses,

and verbs in the active and

passive voice.

Identify verbals such as

gerunds, participles and

infinitives.

Supplement vocabulary

through reading selection

vocabulary, word of the day,

and vocabulary workbook.

Lessons, Activities, & Student

Products:

Tiered activities for

homogeneous reading partners

to comprehend and analyze a

text.

Develop written responses to

literature.

Develop homogeneous and

heterogeneous reading and

writing groups for literary

discussion, brainstorming

response, and whole group

activities.

Develop research for an

opinion based research paper,

following MLA format and

process in completing the

components for a formal

research paper.

Write persuasive essays based

on Study Island prompts

utilizing appropriate writing

order.

Develop a compare and

contrast essay analyzing the

faithfulness the movie has to

the text or script.

Lessons, Activities, & Student

Products:

Tiered activities for

homogeneous reading partners

to comprehend and analyze a

text.

Develop written responses to

literature.

Develop homogeneous and

heterogeneous reading and

writing groups for literary

discussion, brainstorming

response, and whole group

activities.

Develop research for an

opinion based research paper,

following MLA format and

process in completing the

components for a formal

research paper.

Write persuasive and

expository essays based on

Study Island prompts utilizing

appropriate writing order.

Develop a compare and

contrast essay analyzing the

faithfulness the movie has to

the text or script.

Lessons, Activities, & Student

Products:

Tiered activities for

homogeneous reading partners

to comprehend and analyze a

text.

Develop written responses to

literature.

Develop homogeneous and

heterogeneous reading and

writing groups for literary

discussion, brainstorming

response, and whole group

activities.

Commence creative

preparation, interviewing,

planning, and writing a six

chapter autobiography.

Writing persuasive, speculative

and expository essays based on

Study Island prompts utilizing

appropriate writing order.

Develop a compare and

contrast essay analyzing the

faithfulness the movie has to

the text or script.

Group reading orally, silently,

and with audio book.

Lessons, Activities, & Student

Products:

Tiered activities for

homogeneous reading partners

to comprehend and analyze a

text.

Develop written responses to

literature.

Develop homogeneous and

heterogeneous reading and

writing groups for literary

discussion, brainstorming

response, and whole group

activities.

Commence creative

preparation, interviewing,

planning, and writing a six

chapter autobiography.

Writing persuasive, speculative

and expository essays based on

Study Island prompts utilizing

appropriate writing order.

Develop a compare and

contrast essay analyzing the

faithfulness the movie has to

the text or script.

Group reading orally, silently,

and with audio book.

Group reading orally, silently,

and with audio book.

Student Products:

Product: Development of

folders as graphic organizers

containing literary notes,

selection vocabulary, questions

for discussion and

comprehension.

Product: Persuasive Research

Paper

Product: Vocabulary word

wall.

Product: Students will write

persuasive essays using order

of importance.

Group reading orally, silently,

and with audio book.

Student Products:

Product: Development of

folders as graphic organizers

containing literary notes,

selection vocabulary, questions

for discussion and

comprehension.

Product: Complete a formal

opinion based research paper

based on MLA format.

Product: Vocabulary word

wall.

Product: Persuasive Research

Paper

Product: Students will conduct

a mock trial in relation to And

Then There Were None.

Product: Students will write

expository essays using time,

spatial, and climatic orders.

Student Products:

Product: Development of

folders as graphic organizers

containing literary notes,

selection vocabulary, questions

for discussion and

comprehension.

Product: Complete an

autobiography utilizing time

and spatial writing orders,

showing graphic creativity with

use of social, verbal

interviewing skills.

Product: Students will write

expository and persuasive

essays using time, spatial, order

of importance, and climatic

orders.

Product: Vocabulary word

wall.

Product: Student

autobiography

Student Products:

Product: Development of

folders as graphic organizers

containing literary notes,

selection vocabulary, questions

for discussion and

comprehension.

Product: Complete an

autobiography utilizing time

and spatial writing orders,

showing graphic creativity with

use of social, verbal

interviewing skills.

Product: Students will write

expository and persuasive

essays using time, spatial, order

of importance, and climatic

orders.

Product: Vocabulary word

wall.

Product: Student

autobiography

Whole Group Selections:

The Adventures of Tom

Sawyer by Mark Twain

And Then There Were None by

Agatha Christie.

Small Group/Tiered

Selections:

Choose one pair from the

following tiered selections:

MA=More Accessible

MC=More Challenging

MA: “Baker Heater League”

by Patricia McKissack

MC: “11:59” by Patricia

McKissack

OR

MA: “Raymond’s Run” by

Toni Cade Bambara

MC: “A Retrieved

Reformation” by O. Henry

Product: Students will write a

persuasive essay discussing

whether we read more for

information or for

entertainment.

Small Group/Tiered

Selections:

Choose one pair from the

following selections:

MA=More Accessible

MC=More Challenging

Whole Group Selections:

Farewell to Manzanar by

Jeanne and James Houston

Hiroshima by John Hersey

Small Group/Tiered

Selections:

Choose one pair from the

following tiered selections:

MA=More Accessible

MC=More Challenging

MA: ”Who Can Replace Man”

by Brian Aldiss

MC: “Tears of Autumn” by

Yoshiko Ushida

OR

MA: “Charles” by Shirley

Jackson

MC: “ The Telltale Heart” by

Edgar Allan Poe

Product: Students will write an

expository essay reflecting on

their best day ever.

Small Group/Tiered

Selections:

Choose one pair from the

following selections:

MA=More Accessible

MC=More Challenging

Whole Group Selections:

The History of Almost

Everything by Bill Bryson

Small Group/Tiered

Selections:

Choose one pair from the

following tiered selections:

MA=More Accessible

MC=More Challenging

MA: Poetry Collection 1

MC: Poetry Collection 2

OR

MA: Poetry Collection 3

MC: Poetry Collection 4

Product: Students will write an

expository essay reflecting on

their favorite food to prepare

and enjoy with family.

Small Group/Tiered

Selections:

Choose one pair from the

following selections:

MA=More Accessible

MC=More Challenging

MA: “Snakes on the Etowah”

by David Bottoms

MC: “Vanishing Species” by

Bailey White

Whole Group Selections:

The Outsiders by S.E. Hinton

Small Group/Tiered

Selections:

Choose one pair from the

following tiered selections:

MA=More Accessible

MC=More Challenging

MA: “Coyote Steals the Sun &

Moon” by Albert Ortiz

MC: “Why the Waves have

Whitecaps” by Zora Neale

Hurston

OR

MA: “Brer Possum’s

Dilemma” by John Henry

MC: “Chicoria” by Carl

Sandberg

Product: Students will write an

expository essay reflecting on a

difficult situation they have

endured.

Small Group/Tiered

Selections:

Choose one pair from the

following selections:

MA=More Accessible

MC=More Challenging

MA: “An American

Childhood” by Annie Dillard

MC: “ The Adventures of the

Speckled Band” by Sir Arthur

Conan Doyle

OR

MA: “Travels With Charley”

by John Steinbeck

MC: ”The American Dream”

By Martin Luther King

MA: “Thank You M’am” by

Langston Hughes

MC: “Flowers for Algernon”

by Daniel Keyes

OR

MA: “Hamadi” by Naomi

Shihab Nye

MC: “The Story Teller” by

Saki

Small Group/Tiered

Selections:

Choose one pair from the

following tiered selections:

MA=More Accessible

MC=More Challenging

MA: “Baseball” by Lionel G.

Garcia

MC: “Harriet Tubman:

Conductor on the Underground

R.R” by Ann Petry

OR

MA: “Always to Remember:

the Vision of Mayu Ying Lin”

by Brent Ashsbranner

MC: “I know Why the Caged

Bird Sings” by Maya Angelou

OR

MA “The Governess” by Neil

Simon

MC: “The Ninny” by Anton

Chekov

MA: “Out of the Dust” by

Karen Haese

MC: “Ellis Island” by Joseph

Bruhac

OR

MA: “Choice: A Tribute to

Martin Luther King Jr.” by

Alice Walker

MC: “An Episode of War” by

Stephen Crane

Informational Texts: The New York Times

Editorials

Print and Video

Advertisements

Product: Students will write a

bi-weekly blog as a response to

literature, the essential

question, and current events.

21st Century Skills:

(Check all that apply)

Creativity &

Innovation

Critical Thinking &

Problem Solving

Communication

Collaboration

Informational Texts: The New York Times

Print and Video

Advertisements

Public Document

Product: Students will write a

bi-weekly blog as a response

to literature, the essential

question, and current events.

21st Century Skills:

(Check all that apply)

Creativity &

Innovation

Critical Thinking &

Problem Solving

Communication

Collaboration

Informational Texts:

The New York Times

Editorials

Recipe

Menu

Technical Directions

Consumer Document

21

st Century Skills:

(Check all that apply)

Creativity &

Innovation

Critical Thinking &

Problem Solving

Communication

Collaboration

Informational Texts:

The New York Times

Book Reviews

Book Features

Theater Reviews

Editorials

21st Century Skills:

(Check all that apply)

Creativity &

Innovation

Critical Thinking &

Problem Solving

Communication

Collaboration

Essential Questions:

Is truth the same for everyone?

Essential Questions:

Can all conflicts be resolved?

How much information is too

much?

Essential Questions:

What is the secret to reaching

someone with words?

Is it our differences or our

similarities that matter most?

Essential Questions:

Are yesterday’s heroes

important today?

Materials and Resources:

Basal Anthology: Prentice Hall

Literature-

Language & Literacy Grade 8

The Adventures of Tom

Sawyer by Mark Twain

And Then There Were None by

Agatha Christie

Research Databases- see links

from SBS Media website

Online textbook:

www.pearsonsuccess.net

Vocabulary for Achievement,

Second Course

Study Island

Learn 360

www.sbs.k12.nj.us- Grade 8

LAL class page

Assessment:

Standards based formative

assessments

diagnostic test

open notebook benchmark test,

performance-based test

Student oral and written

responses

Materials and Resources:

Basal Anthology: Prentice Hall

Literature-

Language & Literacy Grade 8

Farewell to Manzanar by

Jeanne and James Houston

Hiroshima by John Hersey

Research Databases- see links

from SBS Media website

Online textbook:

www.pearsonsuccess.net

Vocabulary for Achievement,

Second Course

Study Island

Learn 360

www.sbs.k12.nj.us- Grade 8

LAL class page

Assessment:

Standards based formative

assessments

diagnostic test

open notebook benchmark test,

performance-based test

Student oral and written

responses

Materials and Resources:

Basal Anthology: Prentice Hall

Literature-

Language & Literacy Grade 8

The History of Almost

Everything by Bill Bryson

Research Databases- see links

from SBS Media website

Online textbook:

www.pearsonsuccess.net

Vocabulary for Achievement,

Second Course

Study Island

Learn 360

www.sbs.k12.nj.us- Grade 8

LAL class page

Assessment:

Standards based formative

assessments

diagnostic test

open notebook benchmark test,

performance-based test

Student oral and written

responses

Materials and Resources:

Basal Anthology: Prentice Hall

Literature-

Language & Literacy Grade 8

The Outsiders by S.E. Hinton

Research Databases- see links

from SBS Media website

Online textbook:

www.pearsonsuccess.net

Vocabulary for Achievement,

Second Course

Study Island

Learn 360

www.sbs.k12.nj.us- Grade 8

LAL class participation

Assessment:

Standards based formative

assessments

diagnostic test

open notebook benchmark test,

performance-based test

Student oral and written

responses

CCSS:

Reading Standards-

Key Ideas and Details

RL8.1 Cite textual evidence

that most strongly supports an

analysis of what the text says

explicitly as well as inferences

drawn from the text.

RL8.2 Determine a theme or

central idea of a text and

analyze its development over

the course of a text, including

its relationship to the

characters, setting, and plot;

provide an objective summary

of the text.

RL8.3 Analyze how particular

lines of dialogue or incidents in

a story or drama propel the

lines of dialogue or incidents in

a story or drama propel the

action reveal aspects of

character, or provoke a

decision.

Reading Standards-

Craft and Structure RL8.4 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

CCSS:

Reading Standards-

Key Ideas and Details

RL8.1 Cite textual evidence

that most strongly supports an

analysis of what the text says

explicitly as well as inferences

drawn from the text.

RL8.2 Determine a theme or

central idea of a text and

analyze its development over

the course of a text, including

its relationship to the

characters, setting, and plot;

provide an objective summary

of the text.

RL8.3 Analyze how particular

lines of dialogue or incidents in

a story or drama propel the

lines of dialogue or incidents in

a story or drama propel the

action reveal aspects of

character, or provoke a

decision.

Reading Standards-

Craft and Structure RL8.4 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

CCSS:

Reading Standards-

Key Ideas and Details

RL8.1 Cite textual evidence

that most strongly supports an

analysis of what the text says

explicitly as well as inferences

drawn from the text.

RL8.2 Determine a theme or

central idea of a text and

analyze its development over

the course of a text, including

its relationship to the

characters, setting, and plot;

provide an objective summary

of the text.

RL8.3 Analyze how particular

lines of dialogue or incidents in

a story or drama propel the

lines of dialogue or incidents in

a story or drama propel the

action reveal aspects of

character, or provoke a

decision.

Reading Standards-

Craft and Structure RL8.4 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

CCSS:

Reading Standards-

Key Ideas and Details

RL8.1 Cite textual evidence

that most strongly supports an

analysis of what the text says

explicitly as well as inferences

drawn from the text.

RL8.2 Determine a theme or

central idea of a text and

analyze its development over

the course of a text, including

its relationship to the

characters, setting, and plot;

provide an objective summary

of the text.

RL8.3 Analyze how particular

lines of dialogue or incidents in

a story or drama propel the

lines of dialogue or incidents in

a story or drama propel the

action reveal aspects of

character, or provoke a

decision.

Reading Standards-

Craft and Structure RL8.4 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.

RL8.5 Compare and contrast

the structure of two or more

texts and analyze how different

structure of each text

contributes to its meaning and

style.

RL8.6 Analyze how

differences in the points of

view of the characters and the

audience or reader create such

effects as suspense or humor.

Reading Standards-

Integration of Knowledge and

Ideas

RL8.7 Analyze the extent to

which a filmed or live

production of a story or drama

stays faithful to or departs from

the text or script, evaluating the

choices made by the director or

actors.

RL8.9 Analyze how a modern

work of fiction draws on

themes, patterns of events, or

character types from

myths, traditional stories, or

religious works such as

the Bible, including describing

how the material is rendered

new.

analogies or allusions to other

texts.

RL8.5 Compare and contrast

the structure of two or more

texts and analyze how different

structure of each text

contributes to its meaning and

style.

RL8.6 Analyze how

differences in the points of

view of the characters and the

audience or reader create such

effects as suspense or humor.

Reading Standards-

Integration of Knowledge and

Ideas

RL8.7 Analyze the extent to

which a filmed or live

production of a story or drama

stays faithful to or departs from

the text or script, evaluating the

choices made by the director or

actors.

RL8.9 Analyze how a modern

work of fiction draws on

themes, patterns of events, or

character types from

myths, traditional stories, or

religious works such as

the Bible, including describing

how the material is rendered

new.

analogies or allusions to other

texts.

RL8.5 Compare and contrast

the structure of two or more

texts and analyze how different

structure of each text

contributes to its meaning and

style.

RL8.6 Analyze how

differences in the points of

view of the characters and the

audience or reader create such

effects as suspense or humor.

Reading Standards-

Integration of Knowledge and

Ideas

RL8.7 Analyze the extent to

which a filmed or live

production of a story or drama

stays faithful to or departs from

the text or script, evaluating the

choices made by the director or

actors.

RL8.9 Analyze how a modern

work of fiction draws on

themes, patterns of events, or

character types from

myths, traditional stories, or

religious works such as

the Bible, including describing

how the material is rendered

new.

analogies or allusions to other

texts.

RL8.5 Compare and contrast

the structure of two or more

texts and analyze how different

structure of each text

contributes to its meaning and

style.

RL8.6 Analyze how

differences in the points of

view of the characters and the

audience or reader create such

effects as suspense or humor.

Reading Standards-

Integration of Knowledge and

Ideas

RL8.7 Analyze the extent to

which a filmed or live

production of a story or drama

stays faithful to or departs from

the text or script, evaluating the

choices made by the director or

actors.

RL8.9 Analyze how a modern

work of fiction draws on

themes, patterns of events, or

character types from

myths, traditional stories, or

religious works such as

the Bible, including describing

how the material is rendered

new.

Range of Reading and Level

of Complexity

RL8.10. By the end of the year,

read and comprehend

literature, including stories,

dramas, and poems, at

the high end of grades 6–8 text

complexity band

independently and proficiently.

Reading Standards for

Informational Text-

Key Ideas and Details

RI8.1Cite the textual evidence

that most strongly supports

an analysis of what the text

says explicitly as well as

inferences drawn from the text.

RI8.2Determine 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 of the text.

RI8.3 Analyze how a text

makes connections among and

distinctions between

individuals, ideas, or events

(e.g., through comparisons,

analogies, or categories.

Range of Reading and Level

of Complexity

RL8.10. By the end of the year,

read and comprehend

literature, including stories,

dramas, and poems, at

the high end of grades 6–8 text

complexity band

independently and proficiently.

Reading Standards for

Informational Text-Key Ideas

and Details

RI8.1Cite the textual evidence

that most strongly supports

an analysis of what the text

says explicitly as well as

inferences drawn from the text.

RI8.2Determine 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 of the text.

RI8.3 Analyze how a text

makes connections among and

distinctions between

individuals, ideas, or events

(e.g., through comparisons,

analogies, or categories.

Range of Reading and Level

of Complexity

RL8.10. By the end of the year,

read and comprehend

literature, including stories,

dramas, and poems, at

the high end of grades 6–8 text

complexity band

independently and proficiently.

Reading Standards for

Informational Text-Key Ideas

and Details

RI8.1Cite the textual evidence

that most strongly supports

an analysis of what the text

says explicitly as well as

inferences drawn from the text.

RI8.2Determine 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 of the text.

RI8.3 Analyze how a text

makes connections among and

distinctions between

individuals, ideas, or events

(e.g., through comparisons,

analogies, or categories).

Range of Reading and Level

of Complexity

RL8.10. By the end of the year,

read and comprehend

literature, including stories,

dramas, and poems, at

the high end of grades 6–8 text

complexity band

independently and proficiently.

Reading Standards for

Informational Text-Key Ideas

and Details

RI8.1Cite the textual evidence

that most strongly supports

an analysis of what the text

says explicitly as well as

inferences drawn from the text.

RI8.2Determine 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 of the text.

RI8.3 Analyze how a text

makes connections among and

distinctions between

individuals, ideas, or events

(e.g., through comparisons,

analogies, or categories).

Reading for Informational

Text-

Craft and Structure

RI8.4Determine the meaning

of words and phrases as they

are used in a text, including

figurative, connotative,

and technical meanings;

analyze the impact of specific

word choices on meaning and

tone, including analogies or

allusions to other texts.

Reading Standards for

Informational Text-

Key Ideas and Details

RI8.1Cite the textual evidence

that most strongly supports

an analysis of what the text

says explicitly as well as

inferences drawn from the text.

RI8.2Determine 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 of the text.

RI8.3 Analyze how a text

makes connections among and

distinctions between

individuals, ideas, or events

(e.g., through comparisons,

analogies, or categories.

Reading for Informational

Text-

Craft and Structure

RI8.4Determine the meaning

of words and phrases as they

are used in a text, including

figurative, connotative,

and technical meanings;

analyze the impact of specific

word choices on meaning and

tone, including analogies or

allusions to other texts.

RI8.5 Analyze in detail the

structure of a specific

paragraph in a text, including

the role of particular

sentences in developing and

refining a key concept.

RI8.6 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.

Reading for Informational

Text-

Integration of Knowledge and

Ideas

RI8.7 Evaluate the advantages

and disadvantages of using

different mediums (e.g., print

or digital text, video,

multimedia) to present a

Reading for Informational

Text-

Craft and Structure

RI8.4Determine the meaning

of words and phrases as they

are used in a text, including

figurative, connotative,

and technical meanings;

analyze the impact of specific

word choices on meaning and

tone, including analogies or

allusions to other texts.

RI8.5 Analyze in detail the

structure of a specific

paragraph in a text, including

the role of particular

sentences in developing and

refining a key concept.

RI8.6 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.

Reading for Informational

Text-

Integration of Knowledge and

Ideas

RI8.7 Evaluate the advantages

and disadvantages of using

different mediums (e.g., print

or digital text, video,

multimedia) to present a

Reading for Informational

Text-

Craft and Structure

RI8.4Determine the meaning

of words and phrases as they

are used in a text, including

figurative, connotative,

and technical meanings;

analyze the impact of specific

word choices on meaning and

tone, including analogies or

allusions to other texts.

RI8.5 Analyze in detail the

structure of a specific

paragraph in a text, including

the role of particular

sentences in developing and

refining a key concept.

RI8.6 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.

Reading for Informational

Text-

Integration of Knowledge and

Ideas

RI8.7 Evaluate the advantages

and disadvantages of using

different mediums (e.g., print

or digital text, video,

multimedia) to present a

Reading for Informational

Text-

Craft and Structure

RI8.4Determine the meaning

of words and phrases as they

are used in a text, including

figurative, connotative,

and technical meanings;

analyze the impact of

specific word choices on

meaning and tone, including

analogies or allusions to other

texts.

RI8.5 Analyze in detail the

structure of a specific

paragraph in a text, including

the role of particular

sentences in developing and

refining a key concept.

RI8.6 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.

Reading for Informational

Text-

Integration of Knowledge and

Ideas

RI8.7 Evaluate the advantages

and disadvantages of using

different mediums (e.g., print

or digital text, video,

particular topic or idea.

RI8.8 Delineate and evaluate

the argument and specific

claims in a text, assessing

whether the reasoning is

sound and the evidence is

relevant and sufficient;

recognize when irrelevant

evidence is introduced.

RI8.9. 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.

Reading for Informational

Text-

Range of Reading and Level

of Text Complexity

R8.10 By the end of the year,

read and comprehend literary

nonfiction at the high end of

the grades 6–8 text complexity

band independently and

proficiently.

Writing Standards –

Text Types and Purposes

W8.1 Write arguments to

support claims with clear

reasons and relevant evidence.

a. Introduce claim(s),

particular topic or idea.

RI8.8 Delineate and evaluate

the argument and specific

claims in a text, assessing

whether the reasoning is

sound and the evidence is

relevant and sufficient;

recognize when irrelevant

evidence is introduced.

RI8.9. 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.

Reading for Informational

Text-

Range of Reading and Level

of Text Complexity

R8.10 By the end of the year,

read and comprehend literary

nonfiction at the high end of

the grades 6–8 text complexity

band independently and

proficiently.

Writing Standards –

Text Types and Purposes

W8.1 Write arguments to

support claims with clear

reasons and relevant evidence.

a. Introduce claim(s),

particular topic or idea.

RI8.8 Delineate and evaluate

the argument and specific

claims in a text, assessing

whether the reasoning is

sound and the evidence is

relevant and sufficient;

recognize when irrelevant

evidence is introduced.

RI8.9. 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.

Reading for Informational

Text-

Range of Reading and Level

of Text Complexity

R8.10 By the end of the year,

read and comprehend literary

the grades 6–8 text complexity

band independently and

proficiently.

nonfiction at the high end of

Writing Standards –

Text Types and Purposes

W8.1 Write arguments to

support claims with clear

reasons and relevant evidence.

a. Introduce claim(s),

multimedia) to present a

particular topic or idea.

RI8.8 Delineate and evaluate

the argument and specific

claims in a text, assessing

whether the reasoning is

sound and the evidence is

relevant and sufficient;

recognize when irrelevant

evidence is introduced.

RI8.9. 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.

Reading for Informational

Text-

Range of Reading and Level

of Text Complexity

R8.10 By the end of the year,

read and comprehend literary

nonfiction at the high end of

the grades 6–8 text

complexity band independently

and proficiently.

Writing Standards –

Text Types and Purposes

W8.1 Write arguments to

support claims with clear

reasons and relevant evidence.

acknowledge and distinguish

the claim(s) from alternate or

opposing claims, and organize

the reasons and evidence

logically.

b. Support claim(s) with logical

reasoning and relevant

evidence, using accurate,

credible sources and

demonstrating an

understanding of the topic or

text.

c. Use words, phrases, and the

clauses to create

cohesion and clarify the

relationships among claim(s),

counterclaims, reasons, and

evidence.

d. Establish and maintain a

formal style.

e. Provide a concluding

statement or section that

follows from and supports the

argument presented.

W8.2 Write informative/

explanatory texts to examine a

topic and convey ideas,

concepts, and information

through the selection,

organization, and analysis of

relevant content.

a. Introduce a topic clearly,

previewing what is to follow;

organize ideas, concepts, and

information into broader

acknowledge and distinguish

the claim(s) from alternate or

opposing claims, and organize

the reasons and evidence

logically.

b. Support claim(s) with logical

reasoning and relevant

evidence, using accurate,

credible sources and

demonstrating an

understanding of the topic or

text.

c. Use words, phrases, and the

clauses to create

cohesion and clarify the

relationships among claim(s),

counterclaims, reasons, and

evidence.

d. Establish and maintain a

formal style.

e. Provide a concluding

statement or section

that follows from and supports

the argument

presented

W8.2 Write informative/

explanatory texts to examine a

topic and convey ideas,

concepts, and information

through the selection,

organization, and analysis of

relevant content.

a. Introduce a topic clearly,

previewing what is to follow;

organize ideas, concepts, and

acknowledge and distinguish

the claim(s) from alternate or

opposing claims, and organize

the reasons and evidence

logically.

b. Support claim(s) with logical

reasoning and relevant

evidence, using accurate,

credible sources and

demonstrating an

understanding of the topic or

text.

c. Use words, phrases, and the

clauses to create

cohesion and clarify the

relationships among claim(s),

counterclaims, reasons, and

evidence.

d. Establish and maintain a

formal style.

e. Provide a concluding

statement or section

that follows from and supports

the argument

presented

W8.2 Write informative/

explanatory texts to examine a

topic and convey ideas,

concepts, and information

through the selection,

organization, and analysis of

relevant content.

a. Introduce a topic clearly,

previewing what is to follow;

organize ideas, concepts, and

a. Introduce claim(s),

acknowledge and distinguish

the claim(s) from alternate or

opposing claims, and organize

the reasons and evidence

logically.

b. Support claim(s) with logical

reasoning and relevant

evidence, using accurate,

credible sources and

demonstrating an

understanding of the topic or

text.

c. Use words, phrases, and the

clauses to create

cohesion and clarify the

relationships among claim(s),

counterclaims, reasons, and

evidence.

d. Establish and maintain a

formal style.

e. Provide a concluding

statement or section that

follows from and supports the

argument presented.

W8.2 Write informative/

explanatory texts to examine a

topic and convey ideas,

concepts, and information

through the selection,

organization, and analysis of

relevant content.

a. Introduce a topic clearly,

previewing what

is to follow; organize ideas,

categories; include formatting

(e.g., headings), graphics (e.g.,

charts, tables), and multimedia

when useful to aiding

comprehension.

b. Develop the topic with

relevant, well-chosen facts,

definitions, concrete details,

quotations, or other information

and examples.

c. Use appropriate and varied

transitions to create cohesion

and clarify the relationships

among ideas and concepts

d. Use precise language and

domain-specific vocabulary to

inform about or explain the

topic.

e. Establish and maintain a

formal style.

f. Provide a concluding

statement or section that

follows from and supports the

information or explanation

presented.

Writing Standards-

Production and Distribution

of Writing

W8.4. 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

information into broader

categories; include formatting

(e.g., headings), graphics (e.g.,

charts, tables), and multimedia

when useful to aiding

comprehension.

b. Develop the topic with

relevant, well-chosen facts,

definitions, concrete details,

quotations, or other information

and examples.

c. Use appropriate and varied

transitions to create cohesion

and clarify the relationships

among ideas and concepts.

d. Use precise language and

domain-specific vocabulary to

inform about or explain the

topic.

e. Establish and maintain a

formal style.

f. Provide a concluding

statement or section that

follows from and supports the

information or explanation

presented.

Writing Standards-

Production and Distribution

of Writing

W8.4. Produce clear and

coherent writing in which

the development, organization,

and style are appropriate to

task, purpose, and audience.

(Grade-specific expectations

information into broader

categories; include formatting

(e.g., headings), graphics (e.g.,

charts, tables), and multimedia

when useful to aiding

comprehension.

b. Develop the topic with

relevant, well-chosen facts,

definitions, concrete details,

quotations, or other information

and examples.

c. Use appropriate and varied

transitions to create cohesion

and clarify the relationships

among ideas and concepts.

d. Use precise language and

domain-specific vocabulary to

inform about or explain the

topic.

e. Establish and maintain a

formal style.

f. Provide a concluding

statement or section that

follows from and supports the

information or explanation

presented.

Writing Standards-

Production and Distribution

of Writing

W8.4. Produce clear and

coherent writing in which

the development, organization,

and style are appropriate to

task, purpose, and audience.

(Grade-specific expectations

concepts, and

information into broader

categories; include

formatting (e.g., headings),

graphics (e.g.,

charts, tables), and multimedia

when useful to

aiding comprehension

b. Develop the topic with

relevant, well-chosen

facts, definitions, concrete

details, quotations,

or other information and

examples

c. Use appropriate and varied

transitions to create

cohesion and clarify the

relationships among

ideas and concepts

d. Use precise language and

domain-specific

vocabulary to inform about or

explain the topic.

e. Establish and maintain a

formal style.

f. Provide a concluding

statement or section that

follows from and supports the

information or explanation

presented.

Writing Standards-

Production and Distribution

of Writing

W8.4. Produce clear and

coherent writing in which

standards 1–3 above.)

W8.5 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 on page 52.)

W8.6Use 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

.

Writing Standards-

Research to Build Present

Knowledge W8.7 Conduct

short research projects to

answer a question (including a

self-generated question),

drawing on several sources and

generating additional related,

focused questions that allow for

multiple avenues of

exploration.

for writing types are defined in

standards 1–3 above.)

W8.5 With some guidance and

support from peers and

adults, develop and strengthen

writing as needed

by planning, revising, editing,

rewriting, or trying

accuracy of each source; 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 on page 52.)

W8.6Use 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.

Writing Standards-

Research to Build Present

Knowledge

W8.7 Conduct short research

projects to answer a

question (including a self-

generated question),

for writing types are defined in

standards 1–3 above.)

W8.5 With some guidance and

support from peers and

adults, develop and strengthen

writing as needed

by planning, revising, editing,

rewriting, or trying

accuracy of each source; 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 on page 52.)

W8.6Use 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.

Writing Standards-

Research to Build Present

Knowledge

W8.7 Conduct short research

projects to answer a

question (including a self-

generated question),

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.)

W8.5 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 on page

52.)

W8.6 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.

Writing Standards-

Research to Build and

Present Knowledge

W8.7 Conduct short research

projects to answer a question

W8.8 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.

W8.9 Draw evidence from

literary or informational texts

to support analysis, reflection,

and research.

a. Apply grade 8 Reading

standards to literature

(e.g., “Analyze how a modern

work of fiction

draws on themes, patterns of

events, or

character types from myths,

traditional stories,

or religious works such as the

Bible, including

describing how the material is

rendered new”).

b. Apply grade 8 Reading

standards to literary

nonfiction (e.g., “Delineate and

evaluate

the argument and specific

claims in a text,

assessing whether the reasoning

is sound

drawing on several sources and

generating

additional related, focused

questions that allow for

multiple avenues of

exploration.

W8.8 Gather relevant

information from multiple print

and digital sources, using

search terms effectively; assess

the credibility and and quote or

paraphrase the data and

conclusions of others while

avoiding plagiarism and

following a standard format for

citation.

W8.9 Draw evidence from

literary or informational texts

to support analysis, reflection,

and research.

a. Apply grade 8 Reading

standards to literature

(e.g., “Analyze how a modern

work of fiction

draws on themes, patterns of

events, or

character types from myths,

traditional stories,

or religious works such as the

Bible, including

describing how the material is

rendered new”).

b. Apply grade 8 Reading

standards to literary

drawing on several sources and

generating

additional related, focused

questions that allow for

multiple avenues of

exploration.

W8.8 Gather relevant

information from multiple print

and digital sources, using

search terms effectively; assess

the credibility and and quote or

paraphrase the data and

conclusions of others while

avoiding plagiarism and

following a standard format for

citation.

W8.9 Draw evidence from

literary or informational texts

to support analysis, reflection,

and research.

a. Apply grade 8 Reading

standards to literature

(e.g., “Analyze how a modern

work of fiction

draws on themes, patterns of

events, or

character types from myths,

traditional stories,

or religious works such as the

Bible, including

describing how the material is

rendered new”).

b. Apply grade 8 Reading

standards to literary

(including a self-generated

question), drawing on several

sources and generating

additional related, focused

questions that allow for

multiple avenues of

exploration.

W8.8 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.

W8.9 Draw evidence from

literary or informational texts

to support analysis, reflection,

and research.

a. Apply grade 8 Reading

standards to literature

(e.g., “Analyze how a modern

work of fiction

draws on themes, patterns of

events, or

character types from myths,

traditional stories,

or religious works such as the

Bible, including

describing how the material is

rendered new”).

and the evidence is relevant and

sufficient;

recognize when irrelevant

evidence is

introduced”).

Writing Standards-

Range of Writing

W8.10. Write routinely over

extended time frames (time

for research, reflection, and

revision) and shorter

time frames (a single sitting or

a day or two) for a range of

discipline-specific tasks,

purposes, and audiences.

Speaking and Listening-

Comprehension and

Collaboration

SL8.1 Engage effectively in a

range of collaborative

discussions (one-on-one, in

groups, and teacher-led)

with diverse partners on grade

8 topics, texts, and issues,

building on others’ ideas and

expressing their own clearly.

a. Come to discussions

prepared, having read

or researched material under

study; explicitly draw on that

preparation by referring to

evidence on the topic, text, or

issue to probe and reflect on

nonfiction (e.g., “Delineate and

evaluate the argument and

specific claims in a text,

assessing whether the reasoning

is sound and the evidence is

relevant and sufficient;

recognize when irrelevant

evidence is introduced”).

Writing Standards-

Range of Writing

W8.10. Write routinely over

extended time frames (time

for research, reflection, and

revision) and shorter time

frames (a single sitting or a day

or two) for a range of

discipline-specific tasks,

purposes, and audiences.

Speaking and Listening-

Comprehension and

Collaboration

SL8.1 Engage effectively in a

range of collaborative

discussions (one-on-one, in

groups, and teacher-led)

with diverse partners on grade

8 topics,

texts, and issues, building on

others’ ideas and

expressing their own clearly.

nonfiction (e.g., “Delineate and

evaluate the argument and

specific claims in a text,

assessing whether the reasoning

is sound and the evidence is

relevant and sufficient;

recognize when irrelevant

evidence is introduced”).

Writing Standards-

Range of Writing

W8.10. Write routinely over

extended time frames (time

for research, reflection, and

revision) and shorter time

frames (a single sitting or a day

or two) for a range of

discipline-specific tasks,

purposes, and audiences.

Speaking and Listening-

Comprehension and

Collaboration

SL8.1 Engage effectively in a

range of collaborative

discussions (one-on-one, in

groups, and teacher-led)

with diverse partners on grade

8 topics,

texts, and issues, building on

others’ ideas and

expressing their own clearly.

b. Apply grade 8 Reading

standards to literary

nonfiction (e.g., “Delineate and

evaluate the argument and

specific claims in a text,

assessing whether the reasoning

is sound and the evidence is

relevant and sufficient;

recognize when irrelevant

evidence is introduced”).

Speaking and Listening-

Comprehension and

Collaboration

SL8.1 Engage effectively in a

range of collaborative

discussions (one-on-one, in

groups, and teacher-led)

with diverse partners on grade

8 topics,

texts, and issues, building on

others’ ideas and

expressing their own clearly.

a. Come to discussions

prepared, having read

or researched material under

study; explicitly draw on that

preparation by referring to

evidence on the topic, text, or

issue to probe and reflect on

ideas under discussion.

b. Follow rules for collegial

discussions and decision-

making, track progress toward

ideas under discussion.

b. Follow rules for collegial

discussions and decision-

making, track progress toward

specific goals and deadlines,

and define individual roles as

needed.

c. Pose questions that connect

the ideas of several speakers

and respond to others’

questions and comments with

relevant evidence,

observations, and ideas.

d. Acknowledge new

information expressed by

others, and, when warranted,

qualify or justify their own

views in light of the evidence

presented.

SL8.2 Analyze the purpose of

information presented

in diverse media and formats

(e.g., visually,

quantitatively, orally) and

evaluate the motives

(e.g., social, commercial,

political) behind its

presentation.

SL8.3 Delineate a speaker’s

argument and specific

claims, evaluating the

soundness of the reasoning

and relevance and sufficiency

of the evidence and

a. Come to discussions

prepared, having read

or researched material under

study; explicitly

draw on that preparation by

referring to

evidence on the topic, text, or

issue to probe

and reflect on ideas under

discussion.

b. Follow rules for collegial

discussions and

decision-making, track progress

toward

specific goals and deadlines,

and define

individual roles as needed.

c. Pose questions that connect

the ideas of

several speakers and respond to

others’

questions and comments with

relevant

evidence, observations, and

ideas.

d. Acknowledge new

information expressed

by others, and, when warranted,

qualify or

justify their own views in light

of the evidence

presented.

a. Come to discussions

prepared, having read

or researched material under

study; explicitly

draw on that preparation by

referring to

evidence on the topic, text, or

issue to probe

and reflect on ideas under

discussion.

b. Follow rules for collegial

discussions and

decision-making, track progress

toward

specific goals and deadlines,

and define

individual roles as needed.

c. Pose questions that connect

the ideas of

several speakers and respond to

others’

questions and comments with

relevant

evidence, observations, and

ideas.

d. Acknowledge new

information expressed

by others, and, when warranted,

qualify or

justify their own views in light

of the evidence

presented.

specific goals and deadlines,

and define individual roles as

needed.

c. Pose questions that connect

the ideas of several speakers

and respond to others’

questions and comments with

relevant evidence,

observations, and ideas.

d. Acknowledge new

information expressed

by others, and, when warranted,

qualify opinions.

Speaking & Listening:

Presentation of Knowledge

and Ideas

SL8.4. Present claims and

findings, emphasizing salient

points in a focused, coherent

manner with relevant

evidence, sound valid

reasoning, and well-chosen

details; use appropriate eye

contact, adequate

volume, and clear

pronunciation.

SL8.5. Integrate multimedia

and visual displays into

presentations to clarify

information, strengthen

claims and evidence, and add

interest.

identifying when irrelevant

evidence is introduced.

Speaking & Listening-

Presentation of Knowledge

and Ideas

SL8.4. Present claims and

findings, emphasizing salient

points in a focused, coherent

manner with relevant evidence,

sound valid reasoning, and

well-chosen details; use

appropriate eye contact,

adequate volume, and clear

pronunciation.

SL8.5. Integrate multimedia

and visual displays into

presentations to clarify

information, strengthen

claims and evidence, and add

interest.

SL8.6 Adapt speech to a

variety of contexts and tasks,

demonstrating command of

formal English when indicated

or appropriate. (See grade 8

Language standards 1 and 3 on

page 52 for specific

expectations.)

SL8.2 Analyze the purpose of

information presented

in diverse media and formats

(e.g., visually, quantitatively,

orally) and evaluate the

motives (e.g., social,

commercial, political) behind

its presentation.

SL8.3 Delineate a speaker’s

argument and specific

claims, evaluating the

soundness of the reasoning

and relevance and sufficiency

of the evidence and

identifying when irrelevant

evidence is introduced.

Speaking & Listening:

Presentation of Knowledge

and Ideas

SL8.4. Present claims and

findings, emphasizing salient

points in a focused, coherent

manner with relevant evidence,

sound valid reasoning, and

well-chosen details; use

appropriate eye contact,

adequate volume, and clear

pronunciation.

SL8.5. Integrate multimedia

and visual displays into

presentations to clarify

information, strengthen

SL8.2 Analyze the purpose of

information presented

in diverse media and formats

(e.g., visually, quantitatively,

orally) and evaluate the

motives (e.g., social,

commercial, political) behind

its presentation.

SL8.3 Delineate a speaker’s

argument and specific

claims, evaluating the

soundness of the reasoning

and relevance and sufficiency

of the evidence and

identifying when irrelevant

evidence is introduced.

Speaking & Listening:

Presentation of Knowledge

and Ideas

SL8.4. Present claims and

findings, emphasizing salient

points in a focused, coherent

manner with relevant evidence,

sound valid reasoning, and

well-chosen details; use

appropriate eye contact,

adequate volume, and clear

pronunciation.

SL8.5. Integrate multimedia

and visual displays into

presentations to clarify

information, strengthen

SL8.6 Adapt speech to a

variety of contexts and tasks,

demonstrating command of

formal English when

indicated or appropriate. (See

grade 8 Language

standards 1 and 3 on page 52

for specific

expectations.)

Language Standards

Conventions of Standard

English

L8.2 Demonstrate command of

the conventions of

standard English capitalization,

punctuation, and

spelling when writing.

a. Use punctuation (comma,

ellipsis, dash) to

indicate a pause or break.

b. Use an ellipsis to indicate an

omission.

c. Spell correctly.

L8.3 Use knowledge of

language and its conventions

when writing, speaking,

reading, or listening.

a. Use verbs in the active and

passive voice and

in the conditional and

subjunctive mood to

achieve particular effects (e.g.,

emphasizing the

Language Standards -

Conventions of Standard

English

L8.2 Demonstrate command of

the conventions of standard

English capitalization,

punctuation, and spelling when

writing.

a. Use punctuation (comma,

ellipsis, dash) to indicate a

pause or break.

b. Use an ellipsis to indicate an

omission.

c. Spell correctly.

L8.3 Use knowledge of

language and its conventions

when writing, speaking,

reading, or listening.

a. Use verbs in the active and

passive voice and in the

conditional and subjunctive

mood to achieve particular

effects (e.g., emphasizing the

actor or the action; expressing

uncertainty or describing a state

contrary to fact).

Language Standards-

Vocabulary Acquisition and

use

L8.4. Determine or clarify the

meaning of unknown and

multiple-meaning words or

claims and evidence, and add

interest.

SL8.6 Adapt speech to a

variety of contexts and tasks,

demonstrating command of

formal English when indicated

or appropriate. (See grade 8

Language standards 1 and 3 on

page 52 for specific

expectations.)

Language Standards

Conventions of Standard

English

L8.2 Demonstrate command of

the conventions of

standard English capitalization,

punctuation, and spelling when

writing.

a. Use punctuation (comma,

ellipsis, dash) to indicate a

pause or break.

b. Use an ellipsis to indicate an

omission.

c. Spell correctly.

L8.3 Use knowledge of

language and its conventions

when writing, speaking,

reading, or listening.

a. Use verbs in the active and

passive voice and

in the conditional and

subjunctive mood to

claims and evidence, and add

interest.

SL8.6 Adapt speech to a

variety of contexts and tasks,

demonstrating command of

formal English when indicated

or appropriate. (See grade 8

Language standards 1 and 3 on

page 52 for specific

expectations.)

Language Standards

Conventions of Standard

English

L8.2 Demonstrate command of

the conventions of

standard English capitalization,

punctuation, and spelling when

writing.

a. Use punctuation (comma,

ellipsis, dash) to indicate a

pause or break.

b. Use an ellipsis to indicate an

omission.

c. Spell correctly.

L8.3 Use knowledge of

language and its conventions

when writing, speaking,

reading, or listening.

a. Use verbs in the active and

passive voice and

in the conditional and

subjunctive mood to

actor or the action; expressing

uncertainty or

describing a state contrary to

fact).

Language Standards:

Vocabulary Acquisition and

use

L8.4. Determine or clarify the

meaning of unknown and

multiple-meaning words or

phrases based on grade 8

reading and content, choosing

flexibly from a range of

strategies.

a. Use context (e.g., the overall

meaning of a sentence or

paragraph; a word’s position or

function in a sentence) as a clue

to the meaning of a word or

phrase.

b. Use common, grade-

appropriate Greek or Latin

affixes and roots as clues to the

meaning of a word (e.g.,

precede, recede, secede).

c. Consult general and

specialized reference

materials (e.g., dictionaries,

glossaries, thesauruses), both

print and digital, to find the

pronunciation of a word or

determine or clarify its precise

meaning or its part of speech.

d. Verify the preliminary

determination of the meaning

phrases based on grade

8 reading and content,

choosing flexibly from a

range of strategies.

a. Use context (e.g., the overall

meaning of a

sentence or paragraph; a word’s

position or

function in a sentence) as a clue

to the meaning

of a word or phrase.

b. Use common, grade-

appropriate Greek or Latin

affixes and roots as clues to the

meaning of a

word (e.g., precede, recede,

secede).

c. Consult general and

specialized reference

materials (e.g., dictionaries,

glossaries,

thesauruses), both print and

digital, to find the

pronunciation of a word or

determine or clarify

its precise meaning or its part

of speech.

d. Verify the preliminary

determination of the meaning

of a word or phrase (e.g., by

checking the inferred meaning

in context or in a dictionary.

L8.5. Demonstrate

understanding of figurative

language, word relationships,

achieve particular effects (e.g.,

emphasizing the

actor or the action; expressing

uncertainty or

describing a state contrary to

fact).

Language Standards-

Vocabulary Acquisition and

use

L8.4. Determine or clarify the

meaning of unknown and

multiple-meaning words or

phrases based on grade 8

reading and content, choosing

flexibly from a range of

strategies.

a. Use context (e.g., the overall

meaning of a sentence or

paragraph; a word’s position or

function in a sentence) as a clue

to the meaning of a word or

phrase.

b. Use common, grade-

appropriate Greek or Latin

affixes and roots as clues to the

meaning of a word (e.g.,

precede, recede, secede).

c. Consult general and

specialized reference materials

(e.g., dictionaries, glossaries,

thesauruses), both print and

digital, to find the

pronunciation of a word or

determine or clarify its precise

meaning or its part of speech.

d. Verify the preliminary

achieve particular effects (e.g.,

emphasizing the

actor or the action; expressing

uncertainty or

describing a state contrary to

fact).

Language Standards-

Vocabulary Acquisition and

use

L8.4. Determine or clarify the

meaning of unknown and

multiple-meaning words or

phrases based on grade 8

reading and content, choosing

flexibly from a range of

strategies.

a. Use context (e.g., the overall

meaning of a sentence or

paragraph; a word’s position or

function in a sentence) as a clue

to the meaning of a word or

phrase.

b. Use common, grade-

appropriate Greek or Latin

affixes and roots as clues to the

meaning of a word (e.g.,

precede, recede, secede).

c. Consult general and

specialized reference materials

(e.g., dictionaries, glossaries,

thesauruses), both print and

digital, to find the

pronunciation of a word or

determine or clarify its precise

meaning or its part of speech.

d. Verify the preliminary

of a word or phrase (e.g., by

checking the inferred meaning

in context or in a dictionary.

L8.5. Demonstrate

understanding of figurative

language, word relationships,

and nuances in word meanings.

a. Interpret figures of speech

(e.g. verbal irony, puns) in

context.

b. Use the relationship between

particular words

to better understand each of the

words.

c. Distinguish among the

connotations (associations) of

words with similar denotations

(definitions) (e.g., bullheaded,

willful, firm, persistent,

resolute).

L8.6. Acquire and use

accurately grade-appropriate

general academic and domain-

specific words and phrases;

gather vocabulary knowledge

when considering a word or

phrase important to

comprehension or expression.

and nuances in word meanings.

a. Interpret figures of speech

(e.g. verbal irony, puns) in

context.

b. Use the relationship between

particular words to better

understand each of the words.

c. Distinguish among the

connotations (associations) of

words with similar denotations

(definitions) (e.g., bullheaded,

willful, firm,

persistent, resolute).

L8.6. Acquire and use

accurately grade-appropriate

general academic and domain-

specific words and phrases;

gather vocabulary knowledge

when considering a word or

phrase important to

comprehension or expression.

determination of the meaning

of a word or phrase (e.g., by

checking the inferred meaning

in context or in a dictionary.

L8.5. Demonstrate

understanding of figurative

language, word relationships,

and nuances in word meanings.

a. Interpret figures of speech

(e.g. verbal irony, puns) in

context.

b. Use the relationship between

particular words to better

understand each of the words.

c. Distinguish among the

connotations (associations) of

words with similar denotations

(definitions) (e.g., bullheaded,

willful, firm, persistent,

resolute).

L8.6. Acquire and use

accurately grade-appropriate

general academic and domain-

specific words and phrases;

gather vocabulary knowledge

when considering a word or

phrase important to

comprehension or expression.

determination of the meaning

of a word or phrase (e.g., by

checking the inferred meaning

in context or in a dictionary.

L8.5. Demonstrate

understanding of figurative

language, word relationships,

and nuances in word meanings.

a. Interpret figures of speech

(e.g. verbal irony, puns) in

context.

b. Use the relationship between

particular words to better

understand each of the words.

c. Distinguish among the

connotations (associations) of

words with similar denotations

(definitions) (e.g., bullheaded,

willful, firm, persistent,

resolute).

L8.6. Acquire and use

accurately grade-appropriate

general academic and domain-

specific words and phrases;

gather vocabulary knowledge

when considering a word or

phrase important to

comprehension or expression.