Language Arts: Eighth Grade

Eighth Grade Language ArtsEighth grade students develop an understanding of the components of language: reading, writing, listening, speaking,

grammar, and vocabulary. Language Arts-8 features an ongoing focus on vocabulary skills, grammar, usage, and mechanics, as well as a variety of written projects, including narrative, informative, persuasive, fiction, and research writing. Assessments consist of homework, quizzes, tests, projects, class participation, oral presentations, and written compositions.

Texts used:

Language Network 8. Evanston: McDougal Littell. 2001. Shostak, Jerome. Vocabulary Workshop, Level C. New York: William H. Sadlier, Inc. 2005.

Duration: September –October (8 weeks)

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Language Arts: Eighth GradeWriting Grammar Literacy Skills

Content

Narrative techniques Dialogue Description Character development Reflection

Dialogue Sentence structure Formal paper structure Subject/Predicate Parts of speech review

Dialogue Plot Events Characterization Vocabulary study/work:

general and content based words and phrases, parts of speech, and context clues

Essential Question:

At this point in your life what experiences, people, and/or events have changed your life –made who you are today?

What is dialogue? How is dialogue used effectively?

What makes a sentence a sentence?

What are the components of a memoir?

Skill:

Write a narrative developing experiences or events.

Establish a context and point of view and introduce narrator and/or characters

Use dialogue, description, reflection, and pacing to develop experiences, events, and/or characters

Use sensory language to capture the action

Demonstrate a grade appropriate command of the conventions

Incorporate the correct use of dialogue

Use the correct format for a final paper

Distinguish the parts/components of a sentence.

Determine the subject and predicate of a sentence.

Analyze memoir readings/writings

Assessment:

Students can write a narrative (memoir) to develop real experiences. Students will submit a formal typed memoir using the correct format.

Demonstrate correct use of dialogue, paper format, and conventions.

Students can cite examples of dialogue in a memoir as well as recognize the components of a memoir.

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Language Arts: Eighth Grade

Resources: Teacher created resources/handouts Language Network 8. Evanston: McDougal Littell. 2001.

Scholastic – student examples of memoirs

Last Lecture by Randy Pausch

Standards:

CC.1.4.8.M Write narratives to developreal or imagined experiences or events.CC.1.4.8.N Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.CC.1.4.8.0: Use narrative techniques such as dialogue, description, reflection, and pacing to develop experiences, events…CC.1.4.8.P Organize an event sequence that unfolds naturally and logically using 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; provide a conclusion that follows from and reflects on the narrated experiences or events.CC.1.4.8.T 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.

CC.1.4.8.Q Write with an awareness of the stylistic aspects of writing.• Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects.• Use sentences of varying lengths and complexities.• Create tone and voice through precise language.CC.1.4.8.R Demonstrate a grade appropriate command of conventions of Standard English grammar, usage, capitalization, punctuation, and spelling.

CC. 1.3.8. C Analyze how particular lines of dialogue or incidents in a story propel the action, reveal aspects of a character…

Comments:3

Language Arts: Eighth Grade

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Language Arts: Eighth GradeDuration: October (2 weeks)

Writing Grammar Literacy Skills

Content Connotation Meaning and tone Response writing - making a

claim

Parts of speech Conventions

Vocabulary study/work: general and content based words and phrases, parts of speech, and context clues

Essential Question:

How can practicing vocabulary help students to be more successful in other academic areas?

How does understanding the vocabulary, in context, prior to reading the text, aid in comprehension and understanding of the material?

How can students determine the part of speech of a vocabulary word by use of a sentence and/or definition of the word?

How can practicing vocabulary help students to be more successful in other academic areas?

How does understanding the vocabulary, in context, prior to reading the text, aid in comprehension and understanding of the material?

Skill: Analyze the influence of

words and phrases. Write in response to the text.

Determine the correct part(s) of speech for each vocabulary word.

Determine meaning using context and other resources.

Assessment:

Students can determine the meaning of unknown words by means of writing sentences using their vocabulary words.

Students will recognize and understand the vocabulary for the Reading Poe Unit.

Students can determine the part(s) of speech of each of their vocabulary words for monthly quizzes and tests.

Students can recognize and determine meaning of unknown words in their readings.

Resources: Teacher created resources/handouts

“Anabel Lee” by Poe

Language Network 8. Evanston: McDougal Littell. 2001.

Shostak, Jerome. Vocabulary Workshop, Level C. New York: William H. Sadlier, Inc. 2005.

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Language Arts: Eighth GradeOther selected Poems/short stories (decided upon with the reading teacher)

Standards:

CC.1.2.8.F Analyze the influence of the words and phrases in a text including figurative, connotative, and technical meanings, and how they shape meaning and tone.CC.1.4.8 H Introduce and state an opinion on a topic.

CC.1.4.8.R CC.1.2.8.F Analyze the influence of the words and phrases in a text including figurative, connotative, and technical meanings, and how they shape meaning and tone.

Comments:

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Language Arts: Eighth GradeDuration: November (4 weeks)

Writing Grammar Literacy Skills

Content Informative/Explanatory texts

(writings)

Transitions Sentences of varying

lengths/complexities Usage Capitalization/Punctuation Spelling

Vocabulary study/work: general and content based words and phrases, parts of speech, and context clues

Essential Question:

What are effective techniques for organizing an essay?

What are useful ways to inform an audience?

How can transitions be used effectively?

How do you write an effective thesis statement?

How can students use information from their readings to better their writing?

Skill:

Examine a topic and write an informative/explanatory paper to convey ideas, concepts, and information clearly.

Introduce the topic for the intended audience.

Develop and analyze the topic to choose appropriate content – use/include multimedia when appropriate

Create tone and voice through language.

Write a clear conclusion.

Write using precise language, domain specific vocabulary, and sentences of varying lengths/complexities.

Use grade appropriate Standard English Conventions.

Use evidence from readings to support writing.

Use evidence to support analysis

Assessment:

Students will examine several topics and work through the stages of the writing process in order to write several informative papers throughout the year.

Students will write

Students will demonstrate knowledge of conventions in their writing of a formal paper.

Students will use evidence from the texts to support their writing.

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Language Arts: Eighth Gradecompositions of multiple paragraphs (no less than three).

Students will write no less than three paragraphs when responding to texts/passages/questions.

Students will write no less than five paragraphs when responding to a writing prompt. Introductory paragraph (five sentences minimum), three body paragraphs (each a minimum of eight sentences), and a conclusion paragraph of a minimum of five sentences.

Students will cite well-chosen facts in order to analyze and develop the topic.

Resources: Language Network 8. Evanston: McDougal Littell. 2001.

Language Network 8. Evanston: McDougal Littell. 2001.

Language Network 8. Evanston: McDougal Littell. 2001.

Standards: CC.1.4.8.A Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information clearly.CC.1.4.8.B Identify and introduce the topic clearly, including a preview of what is to follow.E08.C.1.2.1 E08.E.1.1.1CC.1.4.8.C Develop and analyze the topic with relevant, well‐chosen facts, definitions, concrete details,

CC.1.4.8.D Organize ideas, concepts, and information into broader categories; use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehensionCC.1.4.8.F Demonstrate a grade

CC.1.4.8.S Draw evidence from literary or informational texts to supportanalysis, reflection, and research, applying grade‐level reading standards for literature and literary nonfiction.

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Language Arts: Eighth Gradequotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.E08.C.1.2.2 E08.E.1.1.2CC.1.4.8.E Write with an awareness of the stylistic aspects of composition.• Use precise language and domain‐specific vocabulary to inform about or explain the topic.• Use sentences of varying lengths and complexities.• Create tone and voice through precise language.• Establish and maintain a formal style.E08.C.1.2.4 E08.C.1.2.5E08.D.2.1.1 E08.D.2.1.2E08.D.2.1.3 E08.D.2.1.4E08.D.2.1.5 E08.D.2.1.6E08.E.1.1.4 E08.E.1.1.5

appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.E08.D.1.1.1 E08.D.1.1.2E08.D.1.1.3 E08.D.1.1.4E08.D.1.1.5 E08.D.1.1.6E08.D.1.1.7 E08.D.1.1.8E08.D.1.1.9 E08.D.1.1.10E08.D.1.1.11 E08.D.1.2.1E08.D.1.2.2 E08.D.1.2.3E08.D.1.2.4 E08.D.1.2.5

Comments:

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Language Arts: Eighth GradeDuration: November/ December (4 weeks)

Writing Grammar Literacy Skills

Content Narrative techniques Narrative: Writing a drama

Dialogue Sentence structure

Vocabulary study/work: general and content based words and phrases, parts of speech, and context clues

Essential Question:

How is play-writing different from other types of composition?

How can modern characters and situations be used to reflect the themes of “A Christmas Carol” in order to write a modern day version of the play?

How do grammar and the conventions of language influence spoken and written communication?

How is the process of reading a play different from other types of reading?

Skill:

Write a narrative developing experiences or events.

Establish a context and point of view and introduce narrator and/or characters

Use dialogue, description, reflection, and pacing to develop experiences, events, and/or characters

Use sensory language to capture the action

Demonstrate a grade appropriate command of the conventions.

Incorporate the correct use of dialogue

Use the correct format for a final paper

Read and comprehend the play.

Make connections between themes from the play and coexisting themes in today’s world.

Assessment:

In groups, students will create a modern day rewrite of the play.

Students will write a script in its entirety.

Students will perform their modern creations for the team through a performance on stage. (parts, costumes,

Type a final script In groups, students will create a modern day rewrite of the play.

Students will write a script in its entirety.

Students will perform their modern creations for the team through a performance on stage. (parts, costumes,

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Language Arts: Eighth Gradelights, memorization of lines…)

lights, memorization of lines…)

Resources: Charles Dickens – “A

Christmas Carol” script Student examples

Language Network 8. Evanston: McDougal Littell. 2001.

Charles Dickens – “A Christmas Carol” script

Video clip/multimedia use to show parts of “A Christmas Carol” (different versions)

Standards: CC.1.4.8.M Write narratives to developreal or imagined experiences or events.CC.1.4.8.N Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.CC.1.4.8.0: Use narrative techniques such as dialogue, description, reflection, and pacing to develop experiences, events…CC.1.4.8.P Organize an event sequence that unfolds naturally and logically using 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; provide a conclusion that follows from and reflects on the narrated experiences or events.CC.1.4.8.Q Write with an awareness of the stylistic aspects of writing.• Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects.

CC.1.4.8.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.8.R Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.2.8.E Analyze the structure of thetext through evaluation of theauthor’s use of specificsentences and paragraphs todevelop and refine a concept.CC.1.3.8.A 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.CC.1.3.8.G 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 directors or actors.

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Language Arts: Eighth Grade• Use sentences of varying lengths and complexities.• Create tone and voice through precise language.CC.1.4.8.S Draw evidence from literary or informational texts to supportanalysis, reflection, and research, applying grade‐level reading standards for literature and literary nonfiction.CC.1.4.8.T 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.CC.1.4.8.U 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.CC.1.5.8.A Engage effectively in a range of collaborative discussions, on grade‐level topics, texts, and issues, building on others’ ideas and expressing their own clearly.CC.1.5.8.D 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.

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Language Arts: Eighth GradeCC.1.5.8.E Adapt speech to a variety of contexts and tasks.CC.1.5.8.F Integrate multimedia and visual displays into presentations to add interest, clarify information, and strengthen claims and evidence.CC.1.5.8.G Demonstrate command of the conventions of standard English when speaking based on Grade 8 level and content.

Comments:

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Language Arts: Eighth GradeDuration: January (2 weeks)

Writing Grammar Literacy Skills

Content Sentence writing Grammar Usage Mechanics of writing

Vocabulary study/work: general and content based words and phrases, parts of speech, and context clues

Essential Question:

How can we correctly use conventions/ grammar in our everyday writing?

How do grammar and the conventions of language influence spoken and written communication?

What strategies and resources do learners use to figure out unknown vocabulary?

Skill:

Students will write sentences using their vocabulary words (illustrating meaning).

Students will use their vocabulary in their everyday writing as well as in their formal papers.

Students will define, identify, and apply proper grammar, usage, and mechanics in their writing.

Determine meaning using context and other resources.

Assessment:

Vocabulary terms will be used in context

Vocabulary terms will be applied in the students’ writings

Nouns will be used as subjects, complements, or objects

Modifiers, like adjectives and adverbs, will be used to improve writing

Conjunctions and interjections be used to best serve a sentence

Phrases will be used as subjects, complements, objects, or modifiers

Causes will be used as subject, complements, objects, or modifiers

Sentences will be properly punctuated

Students can recognize and determine meaning of unknown words in their readings.

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Language Arts: Eighth Grade

Resources: Language Network 8. Evanston: McDougal Littell. 2001

Language Network 8. Evanston: McDougal Littell. 2001.

Language Network 8. Evanston: McDougal Littell. 2001

Standards:

CC.1.2.8.J CC.1.2.8.K CC.1.4.8.Q Write with an awareness of the stylistic aspects of writing.• Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects.• Use sentences of varying lengths and complexities.• Create tone and voice through precise language.CC.1.4.8.R Demonstrate a grade appropriate command of conventions of Standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.2.8.J CC.1.2.8.K

Comments: Revisit this map throughout year as needed. At this point, this map should be a review; formatively assess students and determine what content or skills need further explanation/instruction.

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Language Arts: Eighth GradeDuration: February/ March (8 weeks)

Writing Grammar Literacy Skills

Content

Arguments Focus Audience Opinion Topic Alternate or opposing claims Logical reasoning Relevant evidence Credible Sources Organization –

Reasons/evidence Style

Editing/convention practice and usage

Text dependent analysis Vocabulary study/work:

general and content based words and phrases, parts of speech, and context clues

Essential Question:

What are effective techniques for organizing an essay?

What are useful ways to persuade an audience?

What are credible sources?

What are alternate or opposing claims?

How can we effectively and correctly use proper grammar in our writing?

How can students use information from their readings to better their writing?

Skill: Write and make an argument in support of your claim(s).

Establish topic audience and purpose.

Choose stance on topic. Distinguish the claims. Support claim(s) with logical

reasoning. Use credible sources. Demonstrate understanding

of topic. Organize claims.

Practice and work on peer and self-editing

Use evidence from readings to support writing.

Use evidence to support analysis

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Language Arts: Eighth Grade Clarify relationships. Provide a concluding

statement/conclusion.

Assessment:

Students will examine several topics and work through the stages of the writing process in order to write several persuasive papers throughout the year.

Students will write compositions of multiple paragraphs (no less than three).

Students will write no less than three paragraphs when responding to texts/passages/questions.

Students will write no less than five paragraphs when responding to a writing prompt. Introductory paragraph (five sentences minimum), three body paragraphs (each a minimum of eight sentences), and a conclusion paragraph of a minimum of five sentences.

Students will cite well-chosen facts in order to analyze and develop the topic.

Students will use and complete self and peer editing sheets/assignments for the writing assignments(s).

Students will complete Everyday Edits (found under “Resources” on the school’s website).

Students will use evidence from the texts to support their writing.

Resources: Language Network 8. Evanston: McDougal Littell. 2001.

Language Network 8. Evanston: McDougal Littell. 2001.

Everyday Edits (“Resources” on school’s website)

Language Network 8. Evanston: McDougal Littell. 2001.

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Language Arts: Eighth Grade

Standards:

CC.1.4.8.G Write arguments to support claims.CC.1.4.8.H Introduce and state an opinion on a topic.CC.1.4.8.I Acknowledge and distinguishthe claim(s) from alternate or opposing claims and support claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic.CC.1.4.8.J Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s), counterclaims, reasons, and evidence by using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented.CC.1.4.8.K Write with an awareness of the stylistic aspects of composition.• Use precise language and domain‐specific vocabulary to inform about or explain the topic.• Use sentences of varying lengths and complexities.• Create tone and voice through precise language.• Establish and maintain a formal style

CC.1.4.8.L Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.8.S Draw evidence from literary or informational texts to supportanalysis, reflection, and research, applying grade‐level reading standards for literature and literary nonfiction.

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Language Arts: Eighth GradeComments: Everyday Edits and PSSA practice throughout this time period above. Amount of time and material covered will depend on the needs of students and each class period.

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Language Arts: Eighth GradeDuration: April/May (7 weeks)

Writing Grammar Literacy Skills

Content

Informative/Explanatory texts (writings)

Topic, content, details, ideas, concepts…

Introductions/conclusions Style Tone Voice Formal Style Research Multiple Print/Digital Sources Credible Sources Relevant Information Note cards/Source Cards Outlines Presentations

Editing/convention practice and usage

Vocabulary study/work: general and content based words and phrases, parts of speech, and context clues

Selected readings/resources from research

Essential Question:

How can students effectively write a formal well-researched paper?

How can we effectively and correctly use proper grammar in our writing?

How can students use information from their readings to better their writing?

Skill: Students will conduct research on an influential person in our history (made a positive influence).

Students will work through the steps of writing a research paper.

Create notecard and source cards.

Students will cite well-chosen facts in order to analyze and develop the topic –using MLA format.

Demonstrate a grade appropriate command of the conventions.

Use evidence from readings to support writing.

Use evidence to support analysis.

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Language Arts: Eighth Grade Students will present

information to the class after submission of the final paper.

Assessment:

Students will write a formal research paper detailing three ways the world has changed in a positive way as a result of their chosen person’s actions.

The paper will be typed following correct MLA format and guidelines for a research paper.

The research paper will be a minimum of five paragraphs.

Students will demonstrate knowledge of conventions in their writing of a formal paper.

Students will use evidence from the texts to support their writing.

Resources:

Purdue OWL   - Purdue Online Writing Lab - Purdue Universityhttps://owl.english.purdue.edu/owl/

Teacher created sources

Language Network 8. Evanston: McDougal Littell. 2001.

Language Network 8. Evanston: McDougal Littell. 2001.

Standards: CC.1.4.8.T 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.CC.1.4.8.U 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.CC.1.4.8.V Conduct short research

CC.1.4.8.L Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.8.S Draw evidence from literary or informational texts to supportanalysis, reflection, and research, applying grade‐level reading standards for literature and literary nonfiction.

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Language Arts: Eighth Gradeprojects 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.CC.1.4.8.W 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.CC.1.4.8.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences.CC.1.5.8.C Analyze the purpose of information presented in diverse media formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.CC.1.5.8.D 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.

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Language Arts: Eighth GradeCC.1.5.8.E Adapt speech to a variety of contexts and tasks.

Comments: Dictionary Day will occur in May. Each student “becomes a word” for the day. After completion of the research paper, students will present the information to the class (group presentations, skits, individual presentations)

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Language Arts: Eighth GradeDuration: May (2 weeks)

Writing Grammar Literacy SkillsContent General and content based

words and phrases Parts of speech Context clues

Essential Question:

How can students correctly apply various vocabulary terms in their writing?

How can students determine the part of speech of a vocabulary word by use of a sentence and/or definition of the word?

How can students improve their speaking with an increased knowledge and mastery of vocabulary?

Skill: Use general academic and

domain-specific words when writing about that specific content.

Determine the correct part(s) of speech for each vocabulary word.

Determine meaning using context and other resources.

Assessment:

Students can determine the meaning of unknown words by means of writing sentences using their vocabulary words for monthly quizzes and tests.

Students can determine the part(s) of speech of each of their vocabulary words for monthly quizzes and tests.

Students can recognize and determine meaning of unknown words in their readings.

Resources:Shostak, Jerome. Vocabulary Workshop, Level C. New York: William H. Sadlier, Inc. 2005.

Shostak, Jerome. Vocabulary Workshop, Level C. New York: William H. Sadlier, Inc. 2005.

Selected class readings

Standards: CC.1.2.8.J Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases; gather vocabulary knowledge when considering a word or phrase

CC.1.4.8.R CC.1.3.8.F Analyze the influence of the words and phrases in a text including figurative and connotative meanings and how they shape meaning and tone.

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Language Arts: Eighth Gradeimportant to comprehension or expression.

Comments: This map is a review and may be utilized throughout the year as needed.

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