8th Grade English/Language Arts - Pike County Schools 8th grade standards mastery... · 8th Grade...

Working Document July 22, 2016 PCBOE

8th Grade English/Language Arts

Pike County School District Standards Mastery Document


Back to Table of Contents 1

Table of Contents

Reading Literature

2

Reading Informational

12

Writing

25

Speaking and Listening

31

Language

38



2 Back to Table of Contents

Reading Literature

Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual evidence when writing or speaking to support

conclusions drawn from the text.

Enduring Skills: Make logical inferences from complex text (Citing Textual Evidence).

Standard: R.L.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.

Know: What content does the student

need to know to demonstrate this standard? What are the key ideas

explicitly stated in the text?

What is the evidence in the text that strongly supports the key ideas?

Recognize the difference between inference and what is explicitly stated in the text

Do: What skill must the student

demonstrate?

Analyze text by making inferences about what a text says that is not directly stated.

Analyze text by evaluating which evidence must strongly support the identified key ideas.

Cite the evidence used to make inferences not explicitly stated in the text.

Mastery: How does the student

demonstrate the learning of the standard? Students will analyze text

by making inferences not directly stated, evaluating supportive evidence of key ideas and citing evidence.

(Products of mastery include: writing, oral presentation, collaborative discussion, summative assessment, etc.)




Reading Literature

Anchor Standard 2: Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas. Enduring Skill: Summarize key details and ideas of complex text (Determine central ideas; Write an objective summary). Standard R.L.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.


need to know to demonstrate this standard?

Do you understand theme and central idea of a text?

Do you know the literary elements (characters, setting, plot)?

Can you objectively summarize a text?


demonstrate?

Analyze the development of a theme or central idea over the course of a text.

Analyze its relationship to the literary elements over the course of a text.

Provide an objective summary of the text.


demonstrate the learning of the standard?

Identify a main idea or theme, examining how the author introduces and develops this idea or theme through specific details, and summarizing the text without commenting on or evaluating it.

What key idea and theme does the author introduce and develop?

What specific details does the author use to convey this idea?

What details and facts must a summary of the text include (that offer no opinion or judgment)?




Reading Literature

Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact

over the course of the text.

Enduring Skills: Analyze individuals, events, and ideas throughout complex text (Analyze details

in a text).

Standard R.L.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.


need to know to demonstrate this standard? Can you identify elements

of literature: dialogue, plot, and characterization?


demonstrate?

Analyze dialogue and incidents for propelling action, revealing characters, and provoking decisions


demonstrate the learning of the standard? Students will clearly

analyze lines of dialogue and lines of incident by determining propelling action, revealing characters, and provoking decisions as they are depicted in a story or drama.





Reading Literature

Anchor Standard 4: Interpret words and phrases as they are used in a text, including

determining technical, connotative, and figurative meanings, and analyze how specific word

choices shape meaning or tone.

Enduring Skills: Interpret words and phrases to comprehend text independently (Interpret

words and phrases).

Standard: R.L.8.4 Determine the meaning of words and phrases as they are used in a text,

including figurative and connotative meaning; analyze the impact of specific word choices of

meaning and tone, including analogies or allusions to other texts.


need to know to demonstrate this standard? Can you identify in a text:

o Words and phrases o Figurative words and

phrases o Connotative words

and phrases Can you identify meaning

and tone of a text? Can you identify:

o Analogies o Allusions to other

texts


demonstrate? Determine the meaning of

words and phrases, including figurative and connotative meanings, as they are used in a text.

Analyze the impact of word choices on meaning and tone of a text.

Analyze the impact of: o Analogies o Allusions to other

texts on meaning and tone


demonstrate the learning of the standard? Students will correctly

determine the figurative and connotative word meanings as they impact tone and meaning.

Students will clearly analyze the impact of analogies and allusions to other text on meaning and tone.





Reading Literature

Anchor Standard 5: Analyze the structure of texts, including how specific sentences,

paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to

each other and the whole.

Enduring Skills: Analyze text structure.

Standard: R.L.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 or style.



Can you identify structural

elements of two or more

texts?


demonstrate?

Compare and contrast structure of two literary texts.

Analyze how the structure of the texts contributes to their meaning and tone.



Students will effectively compare and contrast the structure of two literary texts and identify how the structure of each text contributes to meaning and tone.





Reading Literature

Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a

text.

Enduring Skills: Determine point of view or purpose of a text.

Standard: R.L.8.6 Analyze how differences in point of view of characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense and humor.


need to know to demonstrate this standard? Can you define dramatic

irony, suspense, and humor?

Can you identify characters’ points of view?

Can you recognize the techniques a writer uses to build suspense?

Can you recognize the techniques writers use to add humor?


demonstrate?

Define dramatic irony,

suspense, and humor. Identify characters’ points

of view. Recognize the techniques

a writer uses to build suspense.

Recognize the techniques writers use to add humor.


demonstrate the learning of the standard? Students will correctly

analyze a text to provide examples of how character’s and audiences’ varying points of view create humor and suspense.





Reading Literature

Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats,

including visually and quantitatively, as well as words.

Enduring Skills: Evaluate content presented in diverse media and formats to comprehend

complex text (Integrate information).

Standard: R.L.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.


need to know to demonstrate this standard? Recognize choices

directors and actors make. Define evaluate.


demonstrate?

Compare and contrast

text (story or drama) and live or filmed production.

Analyze the faithfulness or departure between the text (story or drama) and the live or filmed production.

Evaluate the outcome/impact of choices made by directors and actors.



Students will clearly compare and contest text (story or drama) and live or filmed production including details that support the faithfulness or departure from text and its impact on the outcome.





Reading Literature

Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text,

including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Enduring Skill:

Standard R.L.8.8 (Not applicable to literature)




Reading Literature

Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order

to build knowledge or to compare the approaches the author’s take.

Enduring Skills: Analyze how two or more text address similar themes or topics.

Standard: R.L.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.



Can you determine theme, pattern of events, or character types?

Can you determine the similarities and differences between a modern work of fiction, myth, traditional story, and religious work?


demonstrate?

Compare and contrast themes, patterns of events, character types of modern work of fiction, myth, traditional story or religious work and evaluate how they are rendered new.



Students will compare and contrast the theme, events, and character types found in modern works of fiction, myths, traditional stories, or religious works to analyze how each type is rendered new.




Reading Literature

Anchor Standard 10: Read and comprehend complex literary and informational text independently and proficiently. Enduring Skills: Read and comprehend complex texts. Standard: R.L.8.10 By the end of the year read and comprehends literature, including stories, dramas, and poems in the grades at the high end of grades 6-8 text complexity band independently and proficiently.

Know – What content does the

student need to know to demonstrate this standard?

Identify/understand in literary text: o key ideas and details o craft and structure o integration of

knowledge and ideas at appropriate complexity

(Qualitative, Quantitative and Reader and Task) as seen in standards 1-9


demonstrate?

Identify/understand in literary text: o key ideas and details o craft and structure o integration of

knowledge and ideas at appropriate complexity

(Qualitative, Quantitative and Reader and Task) as seen in standards 1-9



Read a range of literary texts-fiction, poetry, and drama-within the grades 6-8 text complexity band, receiving help only when needed as they reach the high end of the 6-8 complexity band.

How complex is the text? How much more complex

is this text? What sort of support, if

any, would help?





Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual when writing or speaking to support conclusions drawn

from the text.

Enduring Skills: Make logical inferences from complex text (Citing Textual Evidence).

Standard: (RI.8.1) Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Know: What content does the

student need to know to demonstrate

this standard?

What is text evidence

that supports the key

ideas?

What is the difference

between inference and

what is explicitly stated

in the text?


demonstrate?

Read closely to

determine the textual

evidence that most

strongly supports

analysis of what the text

says explicitly.

Close read a text in order

to draw an inference

using prior knowledge

(what they already know)

and details from the text.

Cite textual evidence to

strongly support

inferences drawn from

the text.

Cite textual evidence to

strongly support what

the text says explicitly.


demonstrate the learning of the

standard?

Students can correctly

identify relevant textual

evidence to support an

inference.

Students use prior

knowledge and multiple

details from the text to

write an informational

paragraph making a

logical inference.

Students support their

inference in their

paragraph with evidence

that most strongly

supports an analysis of

what the text says

explicitly as well as

inferences drawn from

the text.





Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Enduring Skills: Summarize key details and ideas of complex text (Determine central ideas;

Write an objective summary).

Standard: (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.



this standard?

What is central

idea/main idea?

What are supporting

details?

What is an objective

summary?

How are objective

summaries recognized?


demonstrate?

Analyze a text to

determine the central

idea/main idea (may be

either stated in the text

or implied) and how

these are developed over

the course of a text.

Identify details that

support the central

idea/main idea of a text

and distinguish those

from extraneous

(inessential) details,

including its relationship

to supporting ideas.

Provide an objective

(non-biased/free from

opinions) summary of a

text.



standard?

Students correctly

identify the central

idea/main idea of a text.

Students can identify

details that most strongly

supports the

central/main idea and

include its relationship to

the supporting ideas.

Students write an

objective (non-

biased/free from

opinions) summary that

accurately records the

key ideas of a text while

demonstrating their

understanding of the

relationship to the

supporting ideas.





Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Enduring Skills: Analyze individuals, events, and ideas throughout complex text (Analyze the

development of individuals, events and ideas over the course of a text).

Standard: (RI.8.3) Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).



this standard?

What is an anecdote

(brief story)?

Who are the key

individuals in a text?

What are the key events

in a text?

What are the key ideas in

a text?

How do ideas or events

influence an individual?

How do individuals

influence ideas or

events?

What are comparisons?

What are analogies?

What are categories?


demonstrate?

Read a text to first

identify the key

individuals, ideas, and

events.

Identify how pieces of

information in a text

(examples, anecdotes,

etc.) develop and support

the individuals and

events.

Analyze the interactions

or influences between

individuals, events, and

ideas in a text through

comparisons, analogies,

or categories.



standard?

Students can answer the

following questions

either in a discussion or

writing:

Why did the author

choose to write about

the person, event, or

idea this way?

Is the author portraying

the subject in a positive,

negative, or neutral

light?

Is he or she trying to be

as emotionless as

possible, or is he or she

trying to appeal to the

reader’s emotions?

Does the description use

examples, anecdotes,

and statistics?

Does the ideas influence

individuals or events, or




how does the individual

influence idea or events?

If so, are the interactions

or influences are they

explained through

comparisons, analogies,

or categories.

Students correctly use

graphic organizers to

record the relationships

between individuals,

events, or ideas.





Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings and analyze how specific word choices shape meaning or tone.

Enduring Skills: Interpret words and phrases to comprehend text independently (Interpret

words and phrases to comprehend text independently).

Standard: (RI.8.4) Determine the meanings 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.



this standard?

What is figurative

language?

What is connotative

language?

What is denotative

language?

What is technical

language?

How does a specific word

choice impact the

meaning and tone?

What is an analogy?

What is an allusion?


demonstrate?

Identify words/language

as figurative,

connotative, denotative,

and technical.

Determine the meaning

of unfamiliar/unknown

words or phrases as they

are used in a text by

strategies such as using

contextual clues.

Analyze the impact of

word choice including

analogies or allusions to

other texts.



Students correctly identify

words/language as

figurative, connotative,

denotative, and technical.

Students correctly

determine the meaning of

words or phrases as they

are used in a text.

Students use the words

correctly in writing or

speaking.


how word choice impacts

the meaning and tone

within a text through guided

reading practice.

Students compare word

choice through analogies or

allusions to other texts.





Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Enduring Skills: Analyze text structure.

Standard: (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.

Know: What content does

the student need to know to

demonstrate this standard?

What is text

structure?

What is

chronology?

What is

compare/contrast?

What is

cause/effect?

What is

problem/solution?

What are the

major sections in a

text?

Do: What skill must the student demonstrate?

In a text, identify the text

structure.

Analyze the sequence of events

and chronologic order.

Analyze the causes and their

effects.

Analyze the problems and their

solutions.

Analyze the similarities and

differences.

Identify the transition words

that signal a specific text

structure.

Identify the major sections in a

text and describe how these

sections contribute to the

overall development of ideas.

Analyze in detail the structure

of a specific paragraph and the

role of each sentence in

relationship to the

development and refinement of

a key concept.



Given a text, students can

correctly identify the text

structure (chronology,

compare/contrast,

cause/effect, and

problem/solution).

Students can support their

reasoning with evidence

(sentences, paragraphs,

chapters, or sections) from

the text.

Students can explain how

that particular sentence,

paragraph, chapter, or

section contributes to the

overall structure of the text

and contributes to the

development of ideas.

Students can explain the

development of the

paragraphs in a text and the

effects of the structure of

the sentences.





Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.

Enduring Skills: Determine Point of View or Purpose of text.

Standard: (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.


need to know to demonstrate this standard? What is author’s point of

view?

What is author’s purpose?

o Persuade

o Inform

o Entertain

o Explain

o Describe

How does an author

distinguish his or her point

of view from that of

others?

What are controversial

issues?

What are opponents?

What are supporters?


demonstrate?

Determine the author’s

point of view or

perspective of a topic or

subject.

Determine the author’s

purpose for writing a text.

Determine how an author's

point of view or

perspective is different

from another author's

point of view or

perspective in a text.

Explain, {analyze} how the

author acknowledges and

responds to conflicting

evidence or viewpoints

Support your analysis with

textual evidence.



standard?

Students correctly

determine the author’s

point of view or

perspective of a topic or

subject and use details or

examples to explain how

the author conveys this

through the text.

Students correctly

determine the author’s

purpose for writing a text

and use details or

examples to explain how

the author conveys this

through the text.


how the author's point of

view is different from the

opinions of others.

Students will read several

pieces of informational text

related to a similar topic.

Students will take note of

the differences between

author's opinions.




Students can explain how

the text would be different

if the author’s purpose was

to shift (for example, from

informing his/her audience

about facts and details to

persuading them to take

action).

Students can explain in a

discussion or written

response that topics may

have controversial issues

and identify how the

author acknowledges and

responds to the opposing

side.





Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Enduring Skills: Evaluate content presented in diverse media and formats to comprehend

complex text. (Integrate Information)

Standard: (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.



this standard?

What media can you use

to access information?

What is compare and

contrast?

How do the various types

of media portray the

subject?

What are advantages?

What are disadvantages?


demonstrate?


texts across various

genres.

Gather information from

various media sources to

compare and contrast a

topic or issue.

Show how the delivery of

a speech affects the

impact of the words.

Evaluate the advantages

and disadvantages of

using different mediums

to present a particular

topic or issue.



standard?

Students can use diverse

media to compare and

contrast texts across

various genres on the

same theme or topic.

Students can gather

information from various

media sources to gain

insight into a topic.

Students can take several

pieces of information and

integrate them in order to

understand a topic or

issue.

Students can use one text

and analyze how it is

portrayed in a variety of

different mediums (text,

audio, multimedia, etc.)

Using a Venn diagram,

students will correctly

compare and contrast




how a particular text is

conveyed in more than

one medium.

Students compose a

product to show coherent


topic or issue. For

example, writing piece,

PowerPoint, presentation,

etc.

Students choose a

medium to compose a

product to show coherent


topic or issue. For

example, writing piece,

PowerPoint, presentation,

etc.





Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Enduring Skills: Delineate and evaluate the argument and specific claims in complex text

(Evaluate claims and arguments).

Standard: (RI.8.8) Delineate and evaluate the argument and specific claims in a text, accessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.



this standard?

What is an argument?

What is a claim?

What is relevant?

What is sufficient?


demonstrate?

Identify

claims/arguments that

are supported by reasons

and evidence from claims

that are not.

Identify relevant reasons

and evidence that

supports a

claim/argument.

Identify reasons and

evidence that do not

support a

claim/argument.

Evaluate if the reasons

given to support a

claim/argument are

strong and clear.

Recognize when

irrelevant evidence is

introduced.



standard?


determine if there is

enough evidence to make a

particular claim valid.

Students can answer the

following questions

whether in discussion or

writing:

Is the evidence relevant to

the claim/argument?

Is there enough evidence

to support the

claim/argument?

Does the author provide

strong reason to support

the claim/argument?


evaluate arguments and

claims to distinguish those

supported by evidence

from those which are not.





Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Enduring Skills: Analyze how two or more texts address similar themes or topics.

Standard: (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.



this standard?

What is compare and

contrast?

How do two or more

different authors present

the same topic

differently?

How do two or more

different authors use

different evidence to

describe the same topic?

What are facts?

What are

interpretations?


demonstrate?


the common events in

texts written by different

authors.

Identify the different

evidence that each

author uses to present

common events.

Identify how different

authors provide different

interpretations of similar

facts.

Analyze two or more text

that provide conflicting

information on the same

topic and identify where

text agree on facts or

interpretations.



Students compare/ contrast

the common events in texts

written by different authors

to view the similarities and

differences of how

information is presented.

Students make text-to-text

connections with texts

comparing and contrasting

various themes and topics.

Students read two or more

texts addressing the same

topic and compare/contrast

how each author interprets

the information differently.

Students make text-to-text

connections with conflicting

information given in two or

more texts and identify the

misconceptions in oral

discussion or written

responses.





Anchor Standard 10: Read and comprehend complex literary and informational text independently and proficiently.

Enduring Skills: Read and comprehend complex texts.

Standard: (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.


need to know to demonstrate this

standard?

What is literary

nonfiction?

o Expository/Exposition

o Argument

o Functional Text

What is an informational

text?


demonstrate?

Read and comprehend

literary nonfiction {at the

high end of} the grades 6-

8-text complexity band

{independently}

proficiently.



standard?

Students can read literary

nonfiction {at the high end

of} the grades 6-8-text

complexity band

{independently}

proficiently, and answer

comprehension based

questions related to the

text.

Students can determine

when they are not

comprehending and/or

making meaning, and will

be able to apply

appropriate strategies to

increase comprehension

when faced with a difficult

text.




Writing

Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence.

Enduring Skills: Write arguments to support claims.

Standard: W.8.1 Write arguments to support claims with clear reasons and relevant evidence.



this standard?

What is a claim? What is an opposing

claim? How can you distinguish

a claim from an opposing claim?

What are supporting and logical reasons and evidence?

What are accurate credible sources?

What accurate credible sources and information can be used to support the claim?

What words, phrases, and clauses clarify the relationships and recreate cohesion among the claims, counterclaims, and reasons?

What is the formal style for writing an argument?

What is a concluding statement that supports the argument?


demonstrate?

Read argumentative writing pieces in order to identify quality examples of this type of writing and be able to distinguish claims and supporting evidence along with counterclaims with supporting evidence and organize them in a logical order.

Discuss different sides of an issue. (Whole group discussion)

T-chart for each side of the argument, and use evidence to support that side of the argument, or other Graphic organizers.

Write a 3.8 paragraph stating and supporting the side they agree with.

Write a 3.8 paragraph stating and supporting the opposing side of the argument.

Use the prewriting strategy for writing (W-



standard?

Write an argumentative paragraph.

Assessment requiring students to correctly identify the claim, the counterclaim, and the supporting evidence for each.

Write an argumentative essay, speech, or letter.

Debate (Notes)




W-W), and hashtag method to brainstorm reasons and support. Use the last column in the hashtag for the counterclaim.

Write an introductory paragraph and concluding paragraph.

Use words, phrases, and clauses to connect their writing.

Use facts rather than emotional appeal and overgeneralizations to prove their points.

Find accurate credible resources to use to provide relevant evidence.




Writing

Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas

and information clearly and accurately through the effective selection, organization, and

analysis of content.

Enduring Skills: Write informative/explanatory texts to convey ideas and information.

Standard W.6.2: Write informative/explanatory texts to examine and convey complex ideas

and information clearly and accurately through the effective selection, organization, and

analysis of the content.


student need to know to demonstrate this standard?

Identify the following:

o Topic(s) o Transitions o Precise Language o Domain Specific

Vocabulary o Formal Style

Identify a conclusion for

the topic that follows

from the supports the

information or

explanation presented


demonstrate?

Organize the following:

o Ideas o Concepts o Information into

broader categories To develop the topic,

analyze and organize

relevant content using:

o Facts o Definitions o Concrete Details o Quotations

Select appropriate and

varied transitions to

create cohesion and

clarify relationships.

Determine an effective,

supportive conclusion for

the topic or section that

follows from and supports

the information or

explanation presented.



Write an

informative/explanatory

text examining a topic to:

o Convey ideas o Convey concepts o Convey information

through: 1. Selection 2. Organization 3. Analysis of

relevant content Organize (into broader

categories):

o Ideas o Concepts o Information

Develop the topic with:

o Relevant, well-chosen facts

o Definitions o Concrete details o Quotations o Examples o Other Information




To aid comprehension,

apply the following tools:

o Formatting o Graphics o Multimedia

Use appropriate and

varied transitions to

clarify the relationships

among ideas and

concepts and create

cohesion.

Use precise language and

domain-specific

vocabulary.

Establish and maintain a

formal style and tone.

Provide an effective

concluding statement or

section that supports the

topic.




Writing

Anchor Standard 3: Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details and well-structured event sequences.

Enduring Skills: Write narratives to develop real or imagined experiences.

Standard: W.7.3 Write narratives to develop real or imagined experiences or events using

effective technique, relevant descriptive details, and well-structured event sequences.



this standard?

What is a character? How is the point of view

established? What are narrative

techniques? What is dialogue and

how is it used in a text? How can transitional

phrases, words, and clauses be used to shift from one time frame or setting to another?

What is sensory language and how it is used to capture the action of the passage?

What makes a good conclusion that reflects on the narrated experiences or events?


demonstrate?

Identify characteristics of narrative writing.

Write a dialogue between characters using correct punctuation and capitalization.

Use the Narrative Writing Plan organizer.

Use varying points of view to describe a common event.

Describe an event using sensory details.

Write an engaging story to grab a reader's attention.

Write a short descriptive paragraph about a person.

Use sequential order to describe and capture the action of an event.

Understand the different purposes of narratives.



standard?

Write a well-developed narrative of a real or imagined experience.




o Identify the elements of a story using narratives.

Develop a controlling idea.

Select and incorporate relevant details.

Write a reflective conclusion.

Students will use writing techniques to incorporate suspense or conflict.





Anchor Standard 1: Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others' ideas and expressing their own clearly

and persuasively.

Enduring Skills: Prepare for and participate effectively in collaborative conversations.

Standard: 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.



this standard?

What is the topic being discussed?

How do I find evidence to support my topic?

What is the evidence that supports the discussion of my topic and the possible responses to counterarguments?

What are the rules for discussion?

How do I manage group work and track goals and deadlines?

How do I respond to the ideas and responses of others?

How do I acknowledge the information from others and justify personal views?


demonstrate?

Read various sources to

find the evidence needed

for the topic discussed

and for rebuttal of

counterarguments

presented by others.

Demonstrate and instruct

on how to use rules of

discussion.

Require students first to

respond to other

students' comments

before they can offer a

new one of their own.

Work in groups to

collaborate and bounce

ideas off one another on

various issues within a

text in order to reach a

common understanding.

Read text carefully for

predetermined purposes.



standard?

Participation in book clubs, literature circles, and debates.

Synthesizing the information from discussion and textual referencing, making a personal decision on their position and beliefs through writing and sharing with others.

Effectively engaging an audience.




Look for deep meanings

in a text.

Asked pointed questions.

Actively listen and gauge

other students'

responses.

Reflect and reevaluate

personal beliefs and

stances.





Anchor Standard 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Enduring Skills: Evaluate others' presentations and how they use point of view, reasoning, use

of evidence and rhetoric.

Standard: 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.



this standard?

What is the author's purpose and any underlying motives or biases?

What did the author use that form of media?

What is the meaning behind the presentation?

Who is the intended audience for the presentation?

What is the tone presented by the author?


demonstrate?

Learn about various forms of media and the purposes behind each.

Learn how to analyze the motives and deeper meanings of authors using different formats.

Give the students a common topic and have them find various forms of media and formats that present that topic.

Use the information the students collect to discover the intended audience, tone, meaning, and purpose.



standard?

Proof of analyzing through written form, oral presentation, visual or media format.





Anchor Standard 3: Evaluate a speaker's point of view, reasoning, and use of evidence and

rhetoric.

Enduring Skills: Delineate and evaluate the argument and specific claims in complex text.

Standard: SL 8.3 Delineate a speaker's arguments and specific claims, evaluating the soundness

of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant

evidence is introduces.



this standard?

What is the speaker's argument and claims?

What evidence is used by the speaker to support his/her claim?

What is the different between relevant and irrelevant details?

Is the evidence relevant for the author's argument or claim?


demonstrate?

As the speaker presents, collect notes on the speaker's argument or claim, and the evidence used.

Research the evidence given to see if it was viable.



standard?

Outline the speaker's main points and evidences.

Peer review of speakers using specific criteria.





Anchor Standard 4: Present information, findings and supporting evidence such that listeners

can follow the line of reasoning and the organization, development, and style are appropriate

to the task, purpose, and audience.

Enduring Skills: Independently prepare and present information, findings, and supporting

evidence that the listener can follow.

Standard: 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.



this standard?

What is your claim? What salient points will

be used to support the claim?

What format will be used to present claims and findings?

What are the good presentation skills (eye-contact, adequate volume, clear pronunciation)?


demonstrate?

Consider the audience, and purpose for selection of format for presentation.

Practice using good presentation skills and have peer observations to help assist in areas that need improvement.

Select clear claims and details to include in the type of format being used for presentation.

When using written conventions, use appropriate formats for discussing evidence, and counterarguments.



standard?

Speech Essay Debates Graphic organizer Use diverse formats to

present information (PowerPoints, visuals, or other types of media).





Anchor Standard 5: Make strategic use of digital media and visual displays of data to express

information and enhance understanding of presentations.

Enduring Skills: Use digital media and visual displays to enhance presentations and

communicate effectively.

Standard: SL 8.5 Integrate multimedia and visual displays into presentations to clarify

information, strengthen claims and evidence, and add interest.



this standard?

How do you integrate multimedia and visual displays into presentations to clarify information?

How do you strengthen a claim?

What can be used to strengthen your evidence?

What could be used to add interest and engage your audience?


demonstrate?

Model and practice how to embed multimedia and visual displays into your presentation.

Perform mini-tasks displaying their knowledge and understanding of how to integrate information using the various media formats.

Conduct interviews to strengthen your evidence and presentation.



standard?

Product that includes multimedia or visual displays to give information concerning the topic discussed.

Variety of formats optional: Speeches, PowerPoints, Debates, Posters, Essays, etc.





Anchor Standard 6: Adapt speech to a variety of contexts and communicative tasks,

demonstrating command of formal English when indicated or appropriate.

Enduring Skills: Independently prepare and present information, findings, and supporting

evidence that the listener can follow.

Standard: SL 8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of

formal English when indicated or appropriate.



this standard?

How can speech be adapted to a variety of contexts and tasks?

What is the most appropriate and effective use of English according to audience and purpose?


demonstrate?

Learn about perspective and how to address various audiences.

Give a video clip or another format of text and have them write for different audiences and for different purposes.

Look at various passages and determine which use of formal English the most effective and appropriate for the purpose.



standard?

Speech Essay Debate Story Writing in various points

of view Speaking to various

audiences Plays Role playing




Language

Anchor Standard 1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Enduring Skills: Demonstrate command of English grammar and usage.

Standard: (L.8.1) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

A. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

B. Form and use verbs in the active and passive voice. C. Form and use verbs in the indicative, imperative, interrogative, conditional and

subjunctive mood. D. Recognize and correct inappropriate shifts in verb voice and mood.



this standard?

What are verbals

(gerunds, participles,

infinitives)?

What are the functions of

verbals?

What is a verb?

What is active voice?

What is passive voice?

What are indicative,

imperative, interrogative,

conditional and

subjunctive mood.


demonstrate? Explain the function of

verbals in general.

Explain the function of

verbals in particular

sentences.

Use verbs in the active

voice.

Use verbs in the passive

voice.

Use verbs in the:

o indicative mood

o imperative mood

o interrogative mood

o conditional mood

o subjective mood



standard?

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by: a. Explaining the

function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

b. Forming and using verbs in the active and passive voice.

c. Forming and using verbs in the indicative, imperative,




Recognize inappropriate

shifts in verb voice and

mood.

Correct inappropriate

shifts in verb and mood.

interrogative, conditional and subjunctive mood.

d. Recognizing and correcting inappropriate shifts in verb voice and mood.




Language

Anchor Standard 2: Demonstrate command of the convention of Standard English capitalization, punctuation, and spelling when writing.

Enduring Skills: Demonstrate command of Standard English capitalization, punctuation, and

spelling.

Standard: (L.8.2) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (commas, ellipsis, and dash) to indicate a pause or a break. b. Use an ellipsis to indicate an omission. c. Spell correctly.



this standard?

What are the rules for

capitalization?


punctuation to indicate a

pause or a break?

What is an ellipsis?

What is an omission?


spelling correctly?


demonstrate?

Apply correct

capitalization,

punctuation, and spelling

when writing.

Use punctuation

(commas, ellipsis, and

dash) to indicate a pause

or a break.

Use an ellipsis to indicate

an omission.

Recall and apply spelling

rules.

Identify and correct

misspelled words.



standard?

Demonstrate command

of the conventions of

standard English

capitalization,

punctuation, and spelling

when writing by:

a. Using punctuation (commas, ellipsis, and dash) to indicate a pause or a break.

b. Use an ellipsis to indicate an omission.

c. Spelling correctly.




Language

Anchor Standard 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Enduring Skills: Language functions in different contexts.

Standard: (L.8.3) Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Use verbs in 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).



this standard?

What is a verb?

What is active voice?

What is passive voice?

What is conditional

mood?

What is subjunctive

mood?


demonstrate?

Use verbs in the active

voice to achieve

particular effects.

Use verbs in the passive

voice to achieve

particular effects.

Use verbs in the

conditional mood to

achieve particular

effects.

Use verbs in the

subjective mood to

achieve particular

effects.



standard?

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Use verbs in 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

Anchor Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Enduring Skills: Determine the meaning of unknown words.

Standard: (L.8.4) Determine or clarify the meaning of unknown and multiple-meaning words and 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 and Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, and 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).



this standard?

What are word attack

strategies for

determining the meaning

of unknown

words/phrases?

What are multiple-

meaning words/phrases?

What is context?

What are common

context clues in text (e.g.,

overall meaning of

sentence or paragraph, a


demonstrate?

Use context as a clue to

the overall meaning of a

word or phrase.

Use common, grade-

appropriate Greek and

Latin affixes and roots as

clues to the meaning of a

word (e.g., audience,

auditory, audible).

Consult reference

materials to find the

pronunciation of a word.



standard?

Determine or clarify the

meaning of unknown and

multiple-meaning words

and phrases based on

grade 8 reading and

content, choosing flexibly

from a range of

strategies by:

a. Using context (e.g.,

the overall meaning

of a sentence or

paragraph; a word’s

position or function




word’s position in a

sentence, a word’s

function in a sentence)?

What are Greek affixes

and roots?

What are Latin affixes

and roots?

What are reference

materials; print and

digital (e.g., dictionaries,

glossaries, thesauruses)?

Consult reference

materials to determine

the meaning of a word.

Consult reference

materials to clarify a

words precise meaning.

Consult reference

materials to determine a

words part of speech.

Verify preliminary

determination of the

meaning of a word or

phrase by checking

inferred meaning in

context or a dictionary.

in a sentence) as a

clue to the meaning

of a word or phrase.

b. Using common,

grade-appropriate

Greek and Latin

affixes and roots as

clues to the meaning

of a word (e.g.,

precede, recede, and

secede).

c. Consulting 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. Verifying the

preliminary

determination of the

meaning of a word or

phrase (e.g., by

checking the inferred

meaning in context or

in a dictionary).




Language

Anchor Standard 5: Demonstrate understanding of figurative language, word relationship, and nuances in word meanings.

Enduring Skills: Understand Figurative Language.

Standard: (L.8.5) 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).



this standard?

What are figures of

speech/figurative

language?

What are word

relationships?

What is a nuance?

What is connotation?

What is denotation?


demonstrate?

Interpret different types

of figures of speech (e.g.

personification) in

context.

Distinguish among the

different types of word

relationships (e.g.,

cause/effect, part/whole,

and item/category).

Analyze the relationship

between particular

words (e.g., cause/effect,

part/whole,

item/category) to better

understand each of the

words.



standard?

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




Distinguish among the

connotations of words

with similar denotations

(e.g., stingy, scrimping,

economical, unwasteful,

thrift.)

words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).




Language

Anchor Standard 6: Acquire and use accurately general academic and domain -specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Enduring Skills: Use grade appropriate words and phrases.

Standard: (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.



this standard?

What are general

academic words and

phrases?

What are domain-specific

words and phrases?

What reference

resources can be used to

gather vocabulary

knowledge?


demonstrate?

Acquire grade-

appropriate general

academic and domain-

specific words and

phrases.

Accurately use grade-

appropriate and domain-

specific words and

phrases.

Gather vocabulary

knowledge by consulting

reference materials (e.g.,

dictionaries, glossaries,

thesauruses), both print

and digital to find the

pronunciation of a word

or to determine or clarify

its precise meaning.



standard?

Students 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 English/Language Arts - Pike County Schools 8th grade standards mastery... · 8th Grade...

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