8th and Language Arts Des Moines Public Schools
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8 th Grade Reading and Language Arts Des Moines Public Schools The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction with the District Level Assessment and classroom assessments to scaffold our students in mastery of the Iowa Core State Standards. 2012-2013 Curriculum guide
Transcript of 8th and Language Arts Des Moines Public Schools
8th Grade Reading/Language ArtsDes Moines Public Schools
The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction with the District Level Assessment and classroom assessments to scaffold our students in mastery of the Iowa Core State Standards.
2012-2013 Curriculum guide
A Portrait of our Des Moines Public School Student
To prepare the students of Des Moines Public Schools for college and career readiness, 8th grade reading/language arts is aligned with the Iowa Core Standards
and will provide students instruction in reading, writing, speaking, listening, and language. Students will read works of exceptional craft and thought whose
range extends across genres, cultures, and centuries. Through wide and deep reading of literature and literary nonfiction and thoughtful exposure to visual
media of steadily increasing sophistication, this class will provide literary and cultural knowledge, references, and images; the ability to evaluate complex
arguments; and the capacity to surmount the challenges posed by complex texts.
When writing in 8th grade, students will take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats
deliberately. They will combine elements of different kinds of writing to produce complex and nuanced writing. They will use technology strategically when
creating, refining, and collaborating on writing and visual media. They will become adept at gathering information, evaluating sources, and citing material
accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. Students will produce highquality first draft text under a
tight deadline as well as revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it.
8th graders will have opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner—built
around important content in various domains. They will work to contribute appropriately to these conversations, to make comparisons and contrasts, and to
analyze and synthesize a multitude of ideas in accordance with the standards of evidence appropriate to a particular discipline.
Students will learn conventions of Standard English. In this class, students will be able to choose words, syntax, and punctuation to express themselves and
achieve particular functions and rhetorical effects. Students will work to become skilled in determining or clarifying the meaning of words and phrases they
encounter, choosing flexibly from an array of strategies to aid them.
The content of this class will focus around the guiding questions to be taught in 4 units over the length of the school year. Students will also work on projects, in-
class writing, and wide-reading on grade level. Students in 8th grade will focus intensely to be able to infer themes and central ideas from many texts and
support this analysis with textual evidence, especially literary devices. Students will be able to use logical reasoning and relevant evidence to write an argument
in support of a claim. They will analyze how an author’s purpose and point of view shapes the theme and structure of a text.
8th Grade Reading/Language Arts Des Moines Public Schools
How to use this document
The curriculum guide breaks the school year into four units. Units 1 and 2 are to be completed by the end of Semester 1, and Units 3 and 4 are to be completed
by the end of Semester 2 – or approximately 9 weeks devoted to each unit of study. There are two district level assessments; the first to be given after Unit 2,
and the second to be given after Unit 4. The standards should be cycled through as students and teachers advance through the curriculum guide – so a standard
taught in Unit 1 may be revisited again in units 2-4. Appendix A contains the standards that should be embedded year-round into instruction.
Each unit has listed Priority Standards which come directly from the Iowa Core. The complete standard is listed in Appendix B of this document. These
standards have been broken down into more approachable learner objectives or Student Can Statements. Each learner objective has been assigned a letter so
that corresponding test items can be easily identified. The learner objectives are taken directly from the standards and are a more manageable approach to
acquisition of the larger standard. Each unit has essential questions that can be answered through study of the learner objectives for that unit.
Each learner objective needs to be mastered by the end of the unit. The column Instructional Focus is a list of concepts and vocabulary that should be used
abundantly with students. Suggested Material contains both items from the McDougall Littell text (corresponding page number listed in parentheses behind
story) book as well as hyperlinked resources available on the internet. These texts were chosen because they lend themselves in structure and style to the
instructional focus. The suggested material can be taught in the unit it’s listed in here on the guide, or any unit after, but not before.
The standards listed are the curriculum. The suggested materials are resources, vehicles to mastery of the standard. Shaded standards are essential to the next
level of learning, and must be mastered by the end of the school year. The suggested materials are resources, vehicles to mastery of the standard. Students
should engage in one full novel per semester, either independently, with small groups, or whole class.
Standard Test Item Learner Objectives – Students can Instructional Focus Suggested Material
RL 1
10, 11 a. Support analysis with explicit details from a text b. Support analysis with inferences drawn from the text c. Evaluate and select quality textual evidence d. Support thinking with cited textual evidence
Text Analysis Draw inferences Citing evidence as support Symbol
the lesson of the moth (596) and identity (601) Raymond’s Run (32)
1, 9
2, 17
All standards listed in this column are priority standards that students are expected to master. The shaded boxes are standards that will be assessed district-
wide by district level assessments. The standards are listed in full in the appendix, and hyper-linked to the Common Core website.
Test item refers to question number on the district level assessment that matches the corresponding learner objective. (For example, “10” in the test item
column refers to question number 10 on the assessment which tests students’ ability to analyze the meaning of a text, or learner objective RL.7.1.a)
Any text that is underlined throughout the document is hyperlinked. Click on it and it will lead you to more information. The two district level assessments can be found on Data Director by selecting English Language Arts, Grade 8, 2012-13. The on-demand writing assessment is also on Data Director, select English – Writing, Grade 8, 2012-13. Please visit the English Wikispace for more ideas and lesson plan sharing - www.dmpsMSliteracy.wikispaces.org
8th Grade Reading/Language Arts Des Moines Public Schools
Unit 1 Essential Questions: What does it mean to analyze a text? How do I analyze the structure and form of a text? What is significant in a text? How do
authors develop their ideas, opinions, or arguments within a text? What makes an argument sound?
Standard Test 1 Items
RL 1
10, 11 a. Support analysis with explicit details from a text b. Support analysis with inferences drawn from the text c. Evaluate and select quality textual evidence d. Support thinking with cited textual evidence
Text Analysis Draw inferences Citing evidence as support Symbol
the lesson of the moth (596) and identity (601) Raymond’s Run (32)
1, 9
2, 17 RL 3
15 a. Identify significant dialogue or events in a work of literature b. Analyze how dialogue or events move the story forward c. Analyze how dialogue or events reveal characters or provoke a
decision
Characterization and dialogue Development of plot Flashback and foreshadowing Protagonist and antagonist
The Ransom of Red Chief (46) Clean Sweep (62) Hitchhiker (86)
The Tell-Tale Heart (76)
RL 5
20, 22 a. Analyze the form or structure of a text b. Compare and contrast the form/structure of two or more texts c. Analyze how differences in structure impact meaning and style
Compare and Contrast Structure and/or form of text Meaning and Style Include poetry Metaphor and extended metaphor
Flowers for Algernon (188) and Charley (216) Simile: willow and Ginkgo (582) and Introduction to Poetry (586)
19,21
W 2
DMPS rubric
a. Identify qualities of informative/explanatory text b. Introduce a topic for examination by previewing what is to follow c. Organize ideas, concepts, and information logically d. Include facts, definitions, quotations, examples and transitions when
appropriate e. Use predictable structure and write with formal style f. Provide concluding statement that follows from supports
information presented
Examine a topic by selecting and researching, and gathering info Write about topic with a clear intro, observation, and focus Format writing and include illustrations and multimedia Include facts, definitions, concrete details and quotations in writing
Compare/Contrast Essay (348) Online Feature Article (668) Literary Analysis (758) Cause and Effect Essay (862) Procedural text (960)
SL 1
Optional Rubric
a. Prepare by reading, researching, investigating, and reflecting for collaborative discussion
b. Participate by using evidence gained during preparation to add to discussion
c. Listen attentively and contribute to discussion d. Set and follow rules for collegial discussions and decision-making e. Contribute relevant evidence, observations, and ideas f. Qualify and justify views based on new evidence g. Ask questions that connect ideas of several speakers
Collaborative discussion Individual roles Track progress Qualify and Justify opinions Rules for collegial discussion and engagement Prepared to discuss materials Referencing evidence Collaborative decision-making
Speaking and Listening Handbook (R 78) Presenting and Responding to an Instructional Speech (970)
L 5
Through student writing
a. Interpret verbal irony b. Interpret puns c. Use the relationship between particular words to better understand
each of the words
d. Distinguish among the connotations of words with similar denotations
Verbal Irony Puns Relationship between synonyms and antonyms Connotations and nuances of words
SLFile Vocab and Spelling – Lesson 17 and 18 SLFile Lit – 35 Irony
Any text that is underlined throughout the document is hyperlinked. Click on it and it will lead you to more information. The two district level assessments can be found to Data Director by selecting English Language Arts, Grade 9, 2012-13. The on-demand writing assessment is also on Data Director, select English – Writing, Grade 9, 2012-13. Please visit the English Wikispace for more ideas and lesson plan sharing. An asterisk* indicates a resource that can be found on www.teacher.education2020.com, and you must be logged in e2020’s website to access the link.
8th Grade Reading/Language Arts Des Moines Public Schools
Unit 2 Essential Questions: What are the universal themes in literature? How do theme and topic relate? How do smaller parts of a text contribute to its whole?
How do I summarize? How does summary differ from explanatory writing? How do I communicate ideas and concepts effectively through writing?
Standard Test 1 Items
RL 2
18 a. Summarize a text objectively b. Determine theme/central idea of a text c. Analyze development theme or central idea over the course of a
text d. Analyze the relationship between theme/central idea and the
characters, setting, and plot
Objective summary Theme/Central idea Details that support theme Connection between theme and elements of a story Analogy
Reader’s Workshop (442) Hallucination (332) Pandora’s Box (454) Gil’s Furniture…(448) The Old Grandfather...(462) The Wise Old Woman (466)
3, 6
RI 2
23 a. Summarize text objectively b. Determine theme/central idea of a text c. Analyze development of theme/central idea over course of text d. Analyze the relationship of theme/central idea to supporting ideas
Objective summary Theme Central idea Details that support theme
Mysterious Mr. Lincoln (274) Lady or the Tiger (682) Monty Hall Debate (694) Spiderman…(884)
25, 29
24, 26
RI 5
30, 31 a. Either through writing or speaking, analyze the structure of a paragraph by identifying the topic sentence and supporting information.
b. Analyze the role of a particular sentence within a paragraph to develop or refine a key concept
Key concepts within text Structure of a paragraph Topic sentence, supporting detail Role of individual sentences Development of key concepts
The Great Rat Hunt Robo-legs Guide to Computers (CCE) What to the Slave is 4th of July? (CCE)
27, 28
W 3
DMPS rubric
a. Identify the qualities of narrative structure b. Develop a narrator/characters through descriptive details and
appropriate setting(s) c. Include narrative techniques in writing such as dialogue, pacing,
description, and reflection to develop plot and characters d. Utilize transition words and phrases that convey sequence, signal
shifts, and reveal relationships among events e. Provide a conclusion that offers closure and insight about self or life
Narrative Structure Develop Narrator/point of view Characters and characterization Pacing, dialogue, description, reflection Making a shift in time and setting Transitional words Reflective Conclusion with insight Appropriate tone for audience
Standards Lesson File – Writing 28, 35, 48 Tuck Everlasting?
SL 2
Optional rubric
b. Evaluate the motives (social, political, commercial) behind the information presented and the mode of presentation
Media formats Social, political, and economic motives
Over the top volcano Media study – News report, Star Wars Ellis Island and I (354)
SL 5
Optional rubric
a. Understand the role of visuals in presentations b. Integrate multi-media and visual displays into presentations to
strengthen claims and evidence c. Integrate multimedia and visual displays to add interest
Effectiveness and integration of Visuals and Multi-media Integration of visuals and multi-media
Technology study – produce a video Update an online feature article
L 3
Through student writing
a. Use verbs in the active and passive voice b. Use verbs in the conditional and subjunctive mood c. Use verbs to achieve particular effects (like emphasizing the actor or
the action, expressing uncertainty)
Active and Passive voice Conditional and subjunctive mood Achieve desired effect through verb choice
Raymond’s Run – active/passive voice Us and Them – active/passive voice
8th Grade Reading/Language Arts Des Moines Public Schools
Unit 3 Essential Questions: How does point of view affect a story? How does point of view or author’s purpose affect a reading of a text? How does structure
affect a text? What are the elements of narrative structure? How do purpose and point of view add a depth to my story-telling? Standard Test 2
Items Learner Objective - Students Can Instructional Focus Suggested Materials
RL 6
33, 48 a. Determine different points of view from a story, including characters and readers.
b. Analyze how difference in points of view between characters and the reader create such effects as suspense or humor.
c. Identify and analyze character traits and motivation
Point of view: 1st, 2nd , 3rd, omniscient Point of view of reader/audience Understand different perspective of character and reader Dramatic Irony, suspense, humor Irony, mood, tone Figurative language: imagery, hyperbole, understatement
Rules of the Game (222) Treasure of Lemon Brown (176) The Diary of Anne Frank (520) Diary from Another… (545), The Last Months…(547)
28, 32
Optional activity with rubric
Analyze the connection between a modern work of fiction and a traditional text by comparing/contrasting
Theme
Literary allusion Source text Parallel Plots Characterization Rendered material Interpretation
Analyzing Traditional Material in Modern Fiction (FM 42 – FM 43) One More Round (644) and Not My Bones (650)
RI 6
1, 2 a. Determine author’s point of view or purpose in text b. Analyze how author responds to conflicting evidence or
viewpoints within in text.
Author’s point of view or purpose Acknowledge and respond in writing Conflicting evidence or viewpoints
The Story of an Eyewitness (396) and Letter from new Orleans: Leaving Desire (405)
7, 10
W 1
DMPS rubric
a. Identify qualities of an argument b. Write an argument to support a claim using logical reasoning
and relevant evidence c. Acknowledge and distinguish alternate or opposing claims d. Organize reasons and evidence logically e. Use transitions to clarify relationships among claims,
counterclaim, reasons, and evidence f. Provide a concluding statement that follows from and
supports argument. g. Write with a formal style
Supporting claims Logical reasoning Clear and relevant evidence Logical organization Precise claims Counterclaims Distinguish Formal style False Premise
Reader’s Workshop 962-967 Persuasive Essay (1038) Critical Review (300) EBSCO/SIRS
SL 3
Optional rubric
a. Students can listen attentively to a speaker to delineate and evaluate the main argument
b. Evaluate the soundness of the reasons provided c. Evaluate the relevance and sufficiency of evidence d. Identify when irrelevant evidence is introduced
Techniques for attentive listening Identify main argument Sound reasons Relevant and sufficient evidence Erroneous/irrelevant evidence
Speaking and Listening workshops - Presenting a Persuasive Speech (CCE) Standards Lesson File - 7
L 1
Through student writing
a. Explain the function of verbals in particular sentences b. Use active and passive voice correctly c. Vary verb mood as appropriate in original writing d. Recognize and correct shifts in verb voice and verb mood
Verbals and their function Active and passive voice Verb mood Shifts in voice and mood
8th Grade Reading/Language Arts Des Moines Public Schools
Unit 4 Essential Questions: How do ideas connect within a text? How does the author help to make things more clear in his/her text? What makes a sound
argument? What do I do when I receive conflicting information?
Standard Test 2 Items
RI 3
15, 20 a. Identify and analyze connections among individuals, ideas, events in a text
b. Identify and analyze how an author makes distinctions between individuals, ideas, or events
c. Support thinking with specific information from the text
Analyze how author draws connections among individuals, ideas, events and how the author makes distinctions between individuals, ideas, and events
My First Free Summer (110) And reader’s theater Harriet Tubman (258) Letter to Harriet Tubman (270)
16
17
RI 8
3 a. Identify an argument and its main idea b. Trace a claim and its reasons to evaluate whether the reasoning is
sound c. Trace a claim and its evidence to evaluate whether evidence is
relevant and sufficient d. Recognize when irrelevant evidence is introduced
Trace an argument, include detail Identify specific claims Valid Reasoning Relevant Evidence Fallacious reasoning False premise
Reader’s Workshop (962-67) Zoo’s: Myth..Reality (968) Zoos Connect Us (974) SLFile Reading and Information: lesson – 13 -17 Position on Dodge ball (984) The Weak Shall Inherit (988)
4, 8
RI 9
Optional quiz
a. Identify conflicting information in two or more texts on the same topic
b. Identify where the texts disagree on matters of fact or interpretation c. Analyze the conflicting information to consider the reason for the
difference
Statements of facts Statements of interpretation Reasons for conflicting information Author’s purpose, point of view
Paul Revere’s Ride (132) and The Other Riders (141) Reading for Information (183)
W 1
DMPS on- demand writing rubric and prompt
a. Identify qualities of an argument b. Write an argument to support a claim using logical reasoning and
relevant evidence c. Acknowledge and distinguish alternate or opposing claims d. Organize reasons and evidence logically e. Use transitions to clarify relationships among claims, counterclaim,
reasons, and evidence f. Provide a concluding statement that supports argument. g. Write with a formal style
Supporting claims Logical reasoning Clear and relevant evidence Logical organization Precise claims Counterclaims Distinguish Formal style, formal diction False Premise
Reader’s Workshop 962-967 Persuasive Essay (1038) Critical Review (300) EBSCO/SIRS
SL 4
Optional rubric
a. Orally present claims and findings b. Use verbal and non-verbal techniques to emphasize key points
including eye contact, volume, and clear pronunciation c. Select details and examples to compliment main ideas d. Include evidence to support reasoning in a verbal presentation
Qualities of effective oral presentations (eye contact, volume, pronunciation) Claims, findings, and evidence Complimentary details, examples
Producing a power point (872) Persuasive Speech (1048) Speaking and Listening (R 78)
L 2
student writing
a. Use punctuation to indicate a pause or a break Comma, ellipsis, and dash
8th Grade Reading/Language Arts Des Moines Public Schools
Appendix A - Standards to be address yearlong. These standards should be taught with a high degree of frequency in your classrooms, embedded into all four
units when appropriate Standard Learner Objective - Students Can Instructional Focus Suggested material (notes)
RL 4
a. Determine meaning of unfamiliar words and phrases based on how they are used in a text
b. Identify and explain figurative language with textual support c. Identify and explain connotative language with textual support d. Analyze an author’s choice of words to create meaning and tone e. Identify and analyze how an author uses analogies and allusions
Context clues Textual support of analysis Figurative language Connotative language Tone of a text Analogies and allusions
RI 4
a. Determine meaning of unfamiliar words and phrases based on how they are used in a text
b. Identify and explain figurative language with textual support c. Identify and explain connotative language with textual support d. Analyze an author’s choice of words to create meaning and tone e. Identify and analyze how an author uses analogies and allusions
Context clues Textual support of analysis Figurative language Connotative language Tone of a text Analogies and allusions
RL 10
a. Make meaning from difficult stories, dramas, and poems b. Engage with and appreciate appropriately complex texts c. Apply techniques for making meaning from difficult texts d. Understand and use techniques for selecting texts that are interesting, motivating and
appropriate
RI 10
a. Make meaning from difficult literary nonfiction b. Engage with and appreciate difficult texts c. Apply techniques to make-meaning from difficult informational texts d. Understand and use techniques for selecting texts that are appropriate to topic and taste
Literary non-fiction Self-monitoring techniques for comprehension: questioning, summarizing, note-taking, etc.
W 5
a. Use adult and peer guidance and support to strengthen writing b. Use planning, revision, editing, or rewriting to strengthen writing c. Explain and utilize techniques used to make writing appropriate and interesting for
audience
Planning, revising, editing, rewriting Peer-editing techniques Focused Correction Areas (FCA’s) Addressing audience
W 10 a. Complete various pieces of writing over varying lengths of time b. Organize clear and coherent pieces of writing for a variety of reasons and in a variety of
settings
Multitude of time and purpose for writing in class Clear and coherent for purpose/task
L 2
a. Apply conventional capitalization, punctuation, and spelling in writing to convey a message that is easily understood by the intended audience
b. Use punctuation to indicate a pause or a break c. Spell words correctly
Correct usage of capitalization, punctuation, and spelling Fluency in text – time to pause/break
L 4
a. Determine the meaning of unknown words or phrases by using context clues b. Identify and use Greek and Latin affixes and roots as clues to the meaning of a word
Use reference materials in print and digital formats to ascertain or verify a word’s pronunciation, meaning, or part of speech
Context clues Greek and Latin roots Prefixes and suffixes Reference materials: dictionary, parts of speech, definitions, and pronunciation
L 6 a. Acquire and use domain specific words b. Acquire and use academic words
Tier 2 vocabulary Academic vocabulary related to standard
Appendix B – Common Core/Iowa Core State Standards
Reading Literature
Key Ideas and Details
RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters,
setting, and plot; provide an objective summary of the text.
RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Craft and Structure
RL.8.4. 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.
RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and
style.
RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony)
create such effects as suspense or humor.
Integration of Knowledge and Ideas
RL.8.7. 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.
RL.8.8. (Not applicable to literature)
RL.8.9. 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 Text Complexity
RL.8.10. 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 Information Text
Key Ideas and Details
RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide
an objective summary of the text.
RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or
categories).
Craft and Structure
RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RI.8.5. 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.
RI.8.6. 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.
RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic
or idea.
RI.8.8. 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.
RI.8.9. 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.
Range of Reading and Level of Text Complexity
RI.8.10. 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
Text Types and Purposes
W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
o Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
o Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic
or text.
o Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
o Establish and maintain a formal style.
o Provide a concluding statement or section that follows from and supports the argument presented.
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
o Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting
(e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
o Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
o Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
o Use precise language and domain-specific vocabulary to inform about or explain the topic.
o Establish and maintain a formal style.
o Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured
event sequences.
o Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally and logically.
o Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
o Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the
relationships among experiences and events.
o Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
o Provide a conclusion that follows from and reflects on the narrated experiences or events.
Production and Distribution of Writing
W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-
specific expectations for writing types are defined in standards 1–3 above.)
8th Grade Reading/Language Arts Des Moines Public Schools
W.8.5. 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.
W.8.6. 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.
Research to Build and Present Knowledge
W.8.7. 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.
W.8.8. 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.
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
o 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”).
o 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”).
Range of Writing
W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.
8th Grade Reading/Language Arts Des Moines Public Schools
Speaking and Listening
Comprehension and Collaboration
SL.8.1. 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.
o 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.
o Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as
needed.
o Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations,
and ideas.
o Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
SL.8.2. 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.
SL.8.3. 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.
Presentation of Knowledge and Ideas
SL.8.4. 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.
SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
8th Grade Reading/Language Arts Des Moines Public Schools
Language
Conventions of Standard English
L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
o Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
o Form and use verbs in the active and passive voice.
o Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
o Recognize and correct inappropriate shifts in verb voice and mood.*
L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
o Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
o Use an ellipsis to indicate an omission.
o Spell correctly.
Knowledge of Language
L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
o 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).
Vocabulary Acquisition and Use
L.8.4. 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.
o 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.
o Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
o 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.
o 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).
L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
o Interpret figures of speech (e.g. verbal irony, puns) in context.
o Use the relationship between particular words to better understand each of the words.
o Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
L.8.6. 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.
8th Grade Reading/Language Arts Des Moines Public Schools
Appendix C
Pacing and Assessment Calendar
8th Grade August 22nd First Day of School 27th Begin Unit 1 September 3rd Labor Day – No School
14th Fall District Data Collection Due into DataDirector - SRI
26th Staff Development – No School October
5th District BASELINE Data Collection Due into DataDirector – Writing Assessment (Argument)
26th Staff Development – No School 29th Begin Unit 2 November 21- 23rd
Thanksgiving Holiday
Winter Holiday
January 1st Winter Holiday 16th First Day of 2nd Semester 16th Begin Unit 3
18th Comprehensive Standards Benchmark Due into DataDirector (6- 8)
21st MLK Day – No School February
1st Mid-Year District Data Collection Due into DataDirector - SRI
18th No School March 15- 22nd
Spring Recess
2-15th Iowa Assessment Administered Grades 6-8
26th Spring District Data Collection Due into DataDirector - SRI
May
30th Last Day of School
The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction with the District Level Assessment and classroom assessments to scaffold our students in mastery of the Iowa Core State Standards.
2012-2013 Curriculum guide
A Portrait of our Des Moines Public School Student
To prepare the students of Des Moines Public Schools for college and career readiness, 8th grade reading/language arts is aligned with the Iowa Core Standards
and will provide students instruction in reading, writing, speaking, listening, and language. Students will read works of exceptional craft and thought whose
range extends across genres, cultures, and centuries. Through wide and deep reading of literature and literary nonfiction and thoughtful exposure to visual
media of steadily increasing sophistication, this class will provide literary and cultural knowledge, references, and images; the ability to evaluate complex
arguments; and the capacity to surmount the challenges posed by complex texts.
When writing in 8th grade, students will take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats
deliberately. They will combine elements of different kinds of writing to produce complex and nuanced writing. They will use technology strategically when
creating, refining, and collaborating on writing and visual media. They will become adept at gathering information, evaluating sources, and citing material
accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. Students will produce highquality first draft text under a
tight deadline as well as revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it.
8th graders will have opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner—built
around important content in various domains. They will work to contribute appropriately to these conversations, to make comparisons and contrasts, and to
analyze and synthesize a multitude of ideas in accordance with the standards of evidence appropriate to a particular discipline.
Students will learn conventions of Standard English. In this class, students will be able to choose words, syntax, and punctuation to express themselves and
achieve particular functions and rhetorical effects. Students will work to become skilled in determining or clarifying the meaning of words and phrases they
encounter, choosing flexibly from an array of strategies to aid them.
The content of this class will focus around the guiding questions to be taught in 4 units over the length of the school year. Students will also work on projects, in-
class writing, and wide-reading on grade level. Students in 8th grade will focus intensely to be able to infer themes and central ideas from many texts and
support this analysis with textual evidence, especially literary devices. Students will be able to use logical reasoning and relevant evidence to write an argument
in support of a claim. They will analyze how an author’s purpose and point of view shapes the theme and structure of a text.
8th Grade Reading/Language Arts Des Moines Public Schools
How to use this document
The curriculum guide breaks the school year into four units. Units 1 and 2 are to be completed by the end of Semester 1, and Units 3 and 4 are to be completed
by the end of Semester 2 – or approximately 9 weeks devoted to each unit of study. There are two district level assessments; the first to be given after Unit 2,
and the second to be given after Unit 4. The standards should be cycled through as students and teachers advance through the curriculum guide – so a standard
taught in Unit 1 may be revisited again in units 2-4. Appendix A contains the standards that should be embedded year-round into instruction.
Each unit has listed Priority Standards which come directly from the Iowa Core. The complete standard is listed in Appendix B of this document. These
standards have been broken down into more approachable learner objectives or Student Can Statements. Each learner objective has been assigned a letter so
that corresponding test items can be easily identified. The learner objectives are taken directly from the standards and are a more manageable approach to
acquisition of the larger standard. Each unit has essential questions that can be answered through study of the learner objectives for that unit.
Each learner objective needs to be mastered by the end of the unit. The column Instructional Focus is a list of concepts and vocabulary that should be used
abundantly with students. Suggested Material contains both items from the McDougall Littell text (corresponding page number listed in parentheses behind
story) book as well as hyperlinked resources available on the internet. These texts were chosen because they lend themselves in structure and style to the
instructional focus. The suggested material can be taught in the unit it’s listed in here on the guide, or any unit after, but not before.
The standards listed are the curriculum. The suggested materials are resources, vehicles to mastery of the standard. Shaded standards are essential to the next
level of learning, and must be mastered by the end of the school year. The suggested materials are resources, vehicles to mastery of the standard. Students
should engage in one full novel per semester, either independently, with small groups, or whole class.
Standard Test Item Learner Objectives – Students can Instructional Focus Suggested Material
RL 1
10, 11 a. Support analysis with explicit details from a text b. Support analysis with inferences drawn from the text c. Evaluate and select quality textual evidence d. Support thinking with cited textual evidence
Text Analysis Draw inferences Citing evidence as support Symbol
the lesson of the moth (596) and identity (601) Raymond’s Run (32)
1, 9
2, 17
All standards listed in this column are priority standards that students are expected to master. The shaded boxes are standards that will be assessed district-
wide by district level assessments. The standards are listed in full in the appendix, and hyper-linked to the Common Core website.
Test item refers to question number on the district level assessment that matches the corresponding learner objective. (For example, “10” in the test item
column refers to question number 10 on the assessment which tests students’ ability to analyze the meaning of a text, or learner objective RL.7.1.a)
Any text that is underlined throughout the document is hyperlinked. Click on it and it will lead you to more information. The two district level assessments can be found on Data Director by selecting English Language Arts, Grade 8, 2012-13. The on-demand writing assessment is also on Data Director, select English – Writing, Grade 8, 2012-13. Please visit the English Wikispace for more ideas and lesson plan sharing - www.dmpsMSliteracy.wikispaces.org
8th Grade Reading/Language Arts Des Moines Public Schools
Unit 1 Essential Questions: What does it mean to analyze a text? How do I analyze the structure and form of a text? What is significant in a text? How do
authors develop their ideas, opinions, or arguments within a text? What makes an argument sound?
Standard Test 1 Items
RL 1
10, 11 a. Support analysis with explicit details from a text b. Support analysis with inferences drawn from the text c. Evaluate and select quality textual evidence d. Support thinking with cited textual evidence
Text Analysis Draw inferences Citing evidence as support Symbol
the lesson of the moth (596) and identity (601) Raymond’s Run (32)
1, 9
2, 17 RL 3
15 a. Identify significant dialogue or events in a work of literature b. Analyze how dialogue or events move the story forward c. Analyze how dialogue or events reveal characters or provoke a
decision
Characterization and dialogue Development of plot Flashback and foreshadowing Protagonist and antagonist
The Ransom of Red Chief (46) Clean Sweep (62) Hitchhiker (86)
The Tell-Tale Heart (76)
RL 5
20, 22 a. Analyze the form or structure of a text b. Compare and contrast the form/structure of two or more texts c. Analyze how differences in structure impact meaning and style
Compare and Contrast Structure and/or form of text Meaning and Style Include poetry Metaphor and extended metaphor
Flowers for Algernon (188) and Charley (216) Simile: willow and Ginkgo (582) and Introduction to Poetry (586)
19,21
W 2
DMPS rubric
a. Identify qualities of informative/explanatory text b. Introduce a topic for examination by previewing what is to follow c. Organize ideas, concepts, and information logically d. Include facts, definitions, quotations, examples and transitions when
appropriate e. Use predictable structure and write with formal style f. Provide concluding statement that follows from supports
information presented
Examine a topic by selecting and researching, and gathering info Write about topic with a clear intro, observation, and focus Format writing and include illustrations and multimedia Include facts, definitions, concrete details and quotations in writing
Compare/Contrast Essay (348) Online Feature Article (668) Literary Analysis (758) Cause and Effect Essay (862) Procedural text (960)
SL 1
Optional Rubric
a. Prepare by reading, researching, investigating, and reflecting for collaborative discussion
b. Participate by using evidence gained during preparation to add to discussion
c. Listen attentively and contribute to discussion d. Set and follow rules for collegial discussions and decision-making e. Contribute relevant evidence, observations, and ideas f. Qualify and justify views based on new evidence g. Ask questions that connect ideas of several speakers
Collaborative discussion Individual roles Track progress Qualify and Justify opinions Rules for collegial discussion and engagement Prepared to discuss materials Referencing evidence Collaborative decision-making
Speaking and Listening Handbook (R 78) Presenting and Responding to an Instructional Speech (970)
L 5
Through student writing
a. Interpret verbal irony b. Interpret puns c. Use the relationship between particular words to better understand
each of the words
d. Distinguish among the connotations of words with similar denotations
Verbal Irony Puns Relationship between synonyms and antonyms Connotations and nuances of words
SLFile Vocab and Spelling – Lesson 17 and 18 SLFile Lit – 35 Irony
Any text that is underlined throughout the document is hyperlinked. Click on it and it will lead you to more information. The two district level assessments can be found to Data Director by selecting English Language Arts, Grade 9, 2012-13. The on-demand writing assessment is also on Data Director, select English – Writing, Grade 9, 2012-13. Please visit the English Wikispace for more ideas and lesson plan sharing. An asterisk* indicates a resource that can be found on www.teacher.education2020.com, and you must be logged in e2020’s website to access the link.
8th Grade Reading/Language Arts Des Moines Public Schools
Unit 2 Essential Questions: What are the universal themes in literature? How do theme and topic relate? How do smaller parts of a text contribute to its whole?
How do I summarize? How does summary differ from explanatory writing? How do I communicate ideas and concepts effectively through writing?
Standard Test 1 Items
RL 2
18 a. Summarize a text objectively b. Determine theme/central idea of a text c. Analyze development theme or central idea over the course of a
text d. Analyze the relationship between theme/central idea and the
characters, setting, and plot
Objective summary Theme/Central idea Details that support theme Connection between theme and elements of a story Analogy
Reader’s Workshop (442) Hallucination (332) Pandora’s Box (454) Gil’s Furniture…(448) The Old Grandfather...(462) The Wise Old Woman (466)
3, 6
RI 2
23 a. Summarize text objectively b. Determine theme/central idea of a text c. Analyze development of theme/central idea over course of text d. Analyze the relationship of theme/central idea to supporting ideas
Objective summary Theme Central idea Details that support theme
Mysterious Mr. Lincoln (274) Lady or the Tiger (682) Monty Hall Debate (694) Spiderman…(884)
25, 29
24, 26
RI 5
30, 31 a. Either through writing or speaking, analyze the structure of a paragraph by identifying the topic sentence and supporting information.
b. Analyze the role of a particular sentence within a paragraph to develop or refine a key concept
Key concepts within text Structure of a paragraph Topic sentence, supporting detail Role of individual sentences Development of key concepts
The Great Rat Hunt Robo-legs Guide to Computers (CCE) What to the Slave is 4th of July? (CCE)
27, 28
W 3
DMPS rubric
a. Identify the qualities of narrative structure b. Develop a narrator/characters through descriptive details and
appropriate setting(s) c. Include narrative techniques in writing such as dialogue, pacing,
description, and reflection to develop plot and characters d. Utilize transition words and phrases that convey sequence, signal
shifts, and reveal relationships among events e. Provide a conclusion that offers closure and insight about self or life
Narrative Structure Develop Narrator/point of view Characters and characterization Pacing, dialogue, description, reflection Making a shift in time and setting Transitional words Reflective Conclusion with insight Appropriate tone for audience
Standards Lesson File – Writing 28, 35, 48 Tuck Everlasting?
SL 2
Optional rubric
b. Evaluate the motives (social, political, commercial) behind the information presented and the mode of presentation
Media formats Social, political, and economic motives
Over the top volcano Media study – News report, Star Wars Ellis Island and I (354)
SL 5
Optional rubric
a. Understand the role of visuals in presentations b. Integrate multi-media and visual displays into presentations to
strengthen claims and evidence c. Integrate multimedia and visual displays to add interest
Effectiveness and integration of Visuals and Multi-media Integration of visuals and multi-media
Technology study – produce a video Update an online feature article
L 3
Through student writing
a. Use verbs in the active and passive voice b. Use verbs in the conditional and subjunctive mood c. Use verbs to achieve particular effects (like emphasizing the actor or
the action, expressing uncertainty)
Active and Passive voice Conditional and subjunctive mood Achieve desired effect through verb choice
Raymond’s Run – active/passive voice Us and Them – active/passive voice
8th Grade Reading/Language Arts Des Moines Public Schools
Unit 3 Essential Questions: How does point of view affect a story? How does point of view or author’s purpose affect a reading of a text? How does structure
affect a text? What are the elements of narrative structure? How do purpose and point of view add a depth to my story-telling? Standard Test 2
Items Learner Objective - Students Can Instructional Focus Suggested Materials
RL 6
33, 48 a. Determine different points of view from a story, including characters and readers.
b. Analyze how difference in points of view between characters and the reader create such effects as suspense or humor.
c. Identify and analyze character traits and motivation
Point of view: 1st, 2nd , 3rd, omniscient Point of view of reader/audience Understand different perspective of character and reader Dramatic Irony, suspense, humor Irony, mood, tone Figurative language: imagery, hyperbole, understatement
Rules of the Game (222) Treasure of Lemon Brown (176) The Diary of Anne Frank (520) Diary from Another… (545), The Last Months…(547)
28, 32
Optional activity with rubric
Analyze the connection between a modern work of fiction and a traditional text by comparing/contrasting
Theme
Literary allusion Source text Parallel Plots Characterization Rendered material Interpretation
Analyzing Traditional Material in Modern Fiction (FM 42 – FM 43) One More Round (644) and Not My Bones (650)
RI 6
1, 2 a. Determine author’s point of view or purpose in text b. Analyze how author responds to conflicting evidence or
viewpoints within in text.
Author’s point of view or purpose Acknowledge and respond in writing Conflicting evidence or viewpoints
The Story of an Eyewitness (396) and Letter from new Orleans: Leaving Desire (405)
7, 10
W 1
DMPS rubric
a. Identify qualities of an argument b. Write an argument to support a claim using logical reasoning
and relevant evidence c. Acknowledge and distinguish alternate or opposing claims d. Organize reasons and evidence logically e. Use transitions to clarify relationships among claims,
counterclaim, reasons, and evidence f. Provide a concluding statement that follows from and
supports argument. g. Write with a formal style
Supporting claims Logical reasoning Clear and relevant evidence Logical organization Precise claims Counterclaims Distinguish Formal style False Premise
Reader’s Workshop 962-967 Persuasive Essay (1038) Critical Review (300) EBSCO/SIRS
SL 3
Optional rubric
a. Students can listen attentively to a speaker to delineate and evaluate the main argument
b. Evaluate the soundness of the reasons provided c. Evaluate the relevance and sufficiency of evidence d. Identify when irrelevant evidence is introduced
Techniques for attentive listening Identify main argument Sound reasons Relevant and sufficient evidence Erroneous/irrelevant evidence
Speaking and Listening workshops - Presenting a Persuasive Speech (CCE) Standards Lesson File - 7
L 1
Through student writing
a. Explain the function of verbals in particular sentences b. Use active and passive voice correctly c. Vary verb mood as appropriate in original writing d. Recognize and correct shifts in verb voice and verb mood
Verbals and their function Active and passive voice Verb mood Shifts in voice and mood
8th Grade Reading/Language Arts Des Moines Public Schools
Unit 4 Essential Questions: How do ideas connect within a text? How does the author help to make things more clear in his/her text? What makes a sound
argument? What do I do when I receive conflicting information?
Standard Test 2 Items
RI 3
15, 20 a. Identify and analyze connections among individuals, ideas, events in a text
b. Identify and analyze how an author makes distinctions between individuals, ideas, or events
c. Support thinking with specific information from the text
Analyze how author draws connections among individuals, ideas, events and how the author makes distinctions between individuals, ideas, and events
My First Free Summer (110) And reader’s theater Harriet Tubman (258) Letter to Harriet Tubman (270)
16
17
RI 8
3 a. Identify an argument and its main idea b. Trace a claim and its reasons to evaluate whether the reasoning is
sound c. Trace a claim and its evidence to evaluate whether evidence is
relevant and sufficient d. Recognize when irrelevant evidence is introduced
Trace an argument, include detail Identify specific claims Valid Reasoning Relevant Evidence Fallacious reasoning False premise
Reader’s Workshop (962-67) Zoo’s: Myth..Reality (968) Zoos Connect Us (974) SLFile Reading and Information: lesson – 13 -17 Position on Dodge ball (984) The Weak Shall Inherit (988)
4, 8
RI 9
Optional quiz
a. Identify conflicting information in two or more texts on the same topic
b. Identify where the texts disagree on matters of fact or interpretation c. Analyze the conflicting information to consider the reason for the
difference
Statements of facts Statements of interpretation Reasons for conflicting information Author’s purpose, point of view
Paul Revere’s Ride (132) and The Other Riders (141) Reading for Information (183)
W 1
DMPS on- demand writing rubric and prompt
a. Identify qualities of an argument b. Write an argument to support a claim using logical reasoning and
relevant evidence c. Acknowledge and distinguish alternate or opposing claims d. Organize reasons and evidence logically e. Use transitions to clarify relationships among claims, counterclaim,
reasons, and evidence f. Provide a concluding statement that supports argument. g. Write with a formal style
Supporting claims Logical reasoning Clear and relevant evidence Logical organization Precise claims Counterclaims Distinguish Formal style, formal diction False Premise
Reader’s Workshop 962-967 Persuasive Essay (1038) Critical Review (300) EBSCO/SIRS
SL 4
Optional rubric
a. Orally present claims and findings b. Use verbal and non-verbal techniques to emphasize key points
including eye contact, volume, and clear pronunciation c. Select details and examples to compliment main ideas d. Include evidence to support reasoning in a verbal presentation
Qualities of effective oral presentations (eye contact, volume, pronunciation) Claims, findings, and evidence Complimentary details, examples
Producing a power point (872) Persuasive Speech (1048) Speaking and Listening (R 78)
L 2
student writing
a. Use punctuation to indicate a pause or a break Comma, ellipsis, and dash
8th Grade Reading/Language Arts Des Moines Public Schools
Appendix A - Standards to be address yearlong. These standards should be taught with a high degree of frequency in your classrooms, embedded into all four
units when appropriate Standard Learner Objective - Students Can Instructional Focus Suggested material (notes)
RL 4
a. Determine meaning of unfamiliar words and phrases based on how they are used in a text
b. Identify and explain figurative language with textual support c. Identify and explain connotative language with textual support d. Analyze an author’s choice of words to create meaning and tone e. Identify and analyze how an author uses analogies and allusions
Context clues Textual support of analysis Figurative language Connotative language Tone of a text Analogies and allusions
RI 4
a. Determine meaning of unfamiliar words and phrases based on how they are used in a text
b. Identify and explain figurative language with textual support c. Identify and explain connotative language with textual support d. Analyze an author’s choice of words to create meaning and tone e. Identify and analyze how an author uses analogies and allusions
Context clues Textual support of analysis Figurative language Connotative language Tone of a text Analogies and allusions
RL 10
a. Make meaning from difficult stories, dramas, and poems b. Engage with and appreciate appropriately complex texts c. Apply techniques for making meaning from difficult texts d. Understand and use techniques for selecting texts that are interesting, motivating and
appropriate
RI 10
a. Make meaning from difficult literary nonfiction b. Engage with and appreciate difficult texts c. Apply techniques to make-meaning from difficult informational texts d. Understand and use techniques for selecting texts that are appropriate to topic and taste
Literary non-fiction Self-monitoring techniques for comprehension: questioning, summarizing, note-taking, etc.
W 5
a. Use adult and peer guidance and support to strengthen writing b. Use planning, revision, editing, or rewriting to strengthen writing c. Explain and utilize techniques used to make writing appropriate and interesting for
audience
Planning, revising, editing, rewriting Peer-editing techniques Focused Correction Areas (FCA’s) Addressing audience
W 10 a. Complete various pieces of writing over varying lengths of time b. Organize clear and coherent pieces of writing for a variety of reasons and in a variety of
settings
Multitude of time and purpose for writing in class Clear and coherent for purpose/task
L 2
a. Apply conventional capitalization, punctuation, and spelling in writing to convey a message that is easily understood by the intended audience
b. Use punctuation to indicate a pause or a break c. Spell words correctly
Correct usage of capitalization, punctuation, and spelling Fluency in text – time to pause/break
L 4
a. Determine the meaning of unknown words or phrases by using context clues b. Identify and use Greek and Latin affixes and roots as clues to the meaning of a word
Use reference materials in print and digital formats to ascertain or verify a word’s pronunciation, meaning, or part of speech
Context clues Greek and Latin roots Prefixes and suffixes Reference materials: dictionary, parts of speech, definitions, and pronunciation
L 6 a. Acquire and use domain specific words b. Acquire and use academic words
Tier 2 vocabulary Academic vocabulary related to standard
Appendix B – Common Core/Iowa Core State Standards
Reading Literature
Key Ideas and Details
RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters,
setting, and plot; provide an objective summary of the text.
RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Craft and Structure
RL.8.4. 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.
RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and
style.
RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony)
create such effects as suspense or humor.
Integration of Knowledge and Ideas
RL.8.7. 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.
RL.8.8. (Not applicable to literature)
RL.8.9. 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 Text Complexity
RL.8.10. 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 Information Text
Key Ideas and Details
RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide
an objective summary of the text.
RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or
categories).
Craft and Structure
RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RI.8.5. 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.
RI.8.6. 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.
RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic
or idea.
RI.8.8. 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.
RI.8.9. 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.
Range of Reading and Level of Text Complexity
RI.8.10. 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
Text Types and Purposes
W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
o Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
o Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic
or text.
o Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
o Establish and maintain a formal style.
o Provide a concluding statement or section that follows from and supports the argument presented.
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
o Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting
(e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
o Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
o Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
o Use precise language and domain-specific vocabulary to inform about or explain the topic.
o Establish and maintain a formal style.
o Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured
event sequences.
o Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally and logically.
o Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
o Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the
relationships among experiences and events.
o Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
o Provide a conclusion that follows from and reflects on the narrated experiences or events.
Production and Distribution of Writing
W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-
specific expectations for writing types are defined in standards 1–3 above.)
8th Grade Reading/Language Arts Des Moines Public Schools
W.8.5. 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.
W.8.6. 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.
Research to Build and Present Knowledge
W.8.7. 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.
W.8.8. 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.
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
o 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”).
o 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”).
Range of Writing
W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.
8th Grade Reading/Language Arts Des Moines Public Schools
Speaking and Listening
Comprehension and Collaboration
SL.8.1. 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.
o 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.
o Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as
needed.
o Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations,
and ideas.
o Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
SL.8.2. 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.
SL.8.3. 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.
Presentation of Knowledge and Ideas
SL.8.4. 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.
SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
8th Grade Reading/Language Arts Des Moines Public Schools
Language
Conventions of Standard English
L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
o Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
o Form and use verbs in the active and passive voice.
o Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
o Recognize and correct inappropriate shifts in verb voice and mood.*
L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
o Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
o Use an ellipsis to indicate an omission.
o Spell correctly.
Knowledge of Language
L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
o 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).
Vocabulary Acquisition and Use
L.8.4. 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.
o 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.
o Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
o 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.
o 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).
L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
o Interpret figures of speech (e.g. verbal irony, puns) in context.
o Use the relationship between particular words to better understand each of the words.
o Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
L.8.6. 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.
8th Grade Reading/Language Arts Des Moines Public Schools
Appendix C
Pacing and Assessment Calendar
8th Grade August 22nd First Day of School 27th Begin Unit 1 September 3rd Labor Day – No School
14th Fall District Data Collection Due into DataDirector - SRI
26th Staff Development – No School October
5th District BASELINE Data Collection Due into DataDirector – Writing Assessment (Argument)
26th Staff Development – No School 29th Begin Unit 2 November 21- 23rd
Thanksgiving Holiday
Winter Holiday
January 1st Winter Holiday 16th First Day of 2nd Semester 16th Begin Unit 3
18th Comprehensive Standards Benchmark Due into DataDirector (6- 8)
21st MLK Day – No School February
1st Mid-Year District Data Collection Due into DataDirector - SRI
18th No School March 15- 22nd
Spring Recess
2-15th Iowa Assessment Administered Grades 6-8
26th Spring District Data Collection Due into DataDirector - SRI
May
30th Last Day of School
