8th Grade ELA Curriculum Map for 2015-2016

1st nine weeks 2nd 9 weeks 3rd 9 weeks 4th 9 weeks

RL 1,2,3 RI 1,2,3 L 1,3,6 SL 1,4,5,6

RL 4,5,6 RI 4,5,6 L 3,4,5,6 SL 1,4,5,6

RL 7,9 RI 7,8,9 L 1,3,6 SL 1,2,3,4,5,6

RL 7,9, 10 RI 8,9,10 L 1,2,3,6 SL 1,2,3,4,5,6

RL- Reading Literature

RI-Reading Informational Text

L- Language

SL- Speaking & listening

W- Writing

Some Standards will be worked on throughout the school year. ( RL 10, RI 10)

You may cover more than the standards listed. These are just the focus standards that will e tested during each period.

WRITING

Narrative AS #3 Argument AS #1 Informative AS#2 Review all writing types

W. 3,4,5,8,10 W. 1,4,5,10 W. 2,4,5,9,10 W 4-10

1st Nine Weeks Notes

During this assessment period, students will be focusing on what the text says. Students will ask and answer general understanding and key detail questions (who,what,when,where,why,how,much of how many)

Reading Standards for 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.

Reading Standards for Literature 8.1Poems That Tell a Story: Narrative and Persona in the Poetry of Robert Frost http:www.edsitement.neh.gov/view_lesson_plan.asp?id=345 8.1&8.3“Flowers for Algernon” by Daniel Keyes http://alex.state.al.us/lesson_view.php?id=12913 8.2What about Steinbeck’s The Pearl? Alex.state.al.us/lesson_view.php?id=8104 How to Make Something simple …Hard Alex.state.al.us/lesson_view.php?id=29242 Appreciation of Literature Throught Knowledge of Newberry Books-A unit for the Librarian of Language Arts Teacher Alex.state.al.us/lesson_viewphp?id=4874 Imagine That! Playing with Genre through Newspaper and Short stories www.readwritethink.org/classroom-resources/lesson-plans/imagine-that-playing-with-311.html Flowers for Algernon by Daniel Keyes Http;//alex,state,al,us/lesson_view.php?id=8104 Integrating Grammar and Literature through Digital story telling http://alex.state.al.us/lesson_view.php?id=17003 Identifying the Elements of Plot in a short story http://alex.state.al.us/lesson_view.php?id=6994 Interactive reading Project http://alex.state.al.us/lesson_view.php?id=4398

Reading Standards for Informational 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.

8.3What about Stienbeck’s The pearl? http://alex.state.al.us/lesson_view.php?id=8104 Poetry and Music Fun with Chris Daughtry http://alex.state.al.us/lesson_view.php?id=29648 Poem That tell a Story : Narrative & Persona in the Poetry of Robert Frost Edsitement.neh.gov/lesson-plan/poems-tell-story-narrative-and-persona-poetry-robert-frost Teaching Tolerane & Diversity: The Diary of Anne Frank Alex.sate.al.us/lesson_view.php?id=29403 Edgar Allen Poe, Ambrose Bierce& the Unreliable Narrator edsitement.neh.gov/lessonplan/edgar-allan-poe-ambrose-bierce-andunreliable-narrator Heroes Around Us

Reading Standards for Informational Text 8.1Reading & Analyzing Multi-genre Texts www.readwritetothink.org/classroom-resources/lesson-plans/reading-analyzing-multi-genre-texts-293.html 8.1 Getting the Gist: A summarizing Strategy for Any content areawww.readwritethink.org/classroom-rewources/lesson-plans/gist-summarizing-strategy-content-290.html Every Punctuation Mark Matters: A minilesson on Semicolons http://www.readwritethink.org/classroom-resources/lesson-plans/every-punction-mark-matters-260.html Myth& Truth: The first Thanksgiving http://www.readwritethink.org/classroom-resources/lesson-plans/myth-truth-first-thanksgiving-65.html 8.1 Womens Suffrage:why the west first? http://edsitement.neh.gov/view_lesson_plan.asp?id=439 8.2 Reading & Analyzing Multigenre Texts

[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).

LANGUAGE STANDARDS Skills and understandings that are particularly likely to require

continued attention in higher grades as they are applied to increasingly

sophisticated writing and speaking are marked with an asterisk (*).

Conventions of Standard English [L.8.1] Demonstrate command of the conventions of Standard English

grammar and usage when writing or speaking.

Apply rules of subject-verb agreement when interrupted by a

prepositional phrase, with inverted word order, with indefinite pronouns

as subjects, compound subjects joined by correlative and coordinating

conjunctions, and collective nouns when verb form depends on the rest

http://www.readwritethink.org/classroom-resources/lesson-plans/reading-analyzing-multigenre-text-293.html 8.2A dickens of a Time: Discovering the Victorian Period http://alex.state.al.us/lesson_view.php?id=16728 8.2The Giver- Authority alex.state.al.us/lesson-viewphp?id=30420 8.2 An Exploration of Text sets: Supporting All Readers www.readwritethink.org/classroom-resources/lesson-plans/exploration-ttext-sets-supporting-3025.html Heros Around Us www.readwritethink.org/classroom-rewources/lesoon-plans/heroes-around-171.html 8.3 A dickens of a Time: Discovering the Victorian Period http://alex.state.al.us/lesson_view.php?id=16728

Title: A Voice for the Silent

Title: I Am a Fish

Title: Autobiographical Magazines

Title: In 1929, Martin Luther King, Jr. was born on this day

8.1Parts of Speech “Blabbers” Alex.state.al.vs/lesson_view.php?id=30045

of the sentence.

[L.8.1a]. Explain the function of verbals (gerunds, participles,

infinitives) in general and their function in particular sentences.

[L.8.1b] Form and use verbs in the active and passive voice.

[L.8.1c] Form and use verbs in the indicative, imperative, interrogative,

conditional, and subjunctive mood.

[L.8.1d] Recognize and correct inappropriate shifts in verb voice and

mood.*

Knowledge of Language [L.8.3] Use knowledge of language and its conventions when writing,

speaking, reading, or listening.

[L.8.3a]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.8.6]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.

Speaking and Listening Standards 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.

[SL.8.1a] 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.

8.3 A Pictures worth a Thousand Words: From Image to Detailed Narrative. www.readwritethink.org/classroom-resources/lesson-plans/picture-worth-thousands-words116.html She did what? Revising for Connotation www.readwritethink.org/classroom-resources/lesson-plans/what-revising-connotation-80.html L8.6 Action is Character: Exploring Character Traits with Adjectives http://www/readwrithethink.org/classroom-rewources/lesson-plans/actions-character-exploring-character-175.html 8.1Reading and writing workshop: Freak the mighty http:www.readwritethink.org/classroom-resources/lesson-plans/reading-writing-workshop-freak-41.html Press Conference for Bud,Not Buddy http://www.readdwritethink.org/classroom-rewources/lesson-plans/press-conference-buddy-303.html

[SL.8.1b] Follow rules for collegial discussions and decision-making,

track progress toward specific goals and deadlines, and define

individual roles as needed.

[SL.8.1c] Pose questions that connect the ideas of several speakers and

respond to others’ questions and comments with relevant evidence,

observations, and ideas.

[SL.8.1d] Acknowledge new information expressed by others, and,

when warranted, qualify or justify their own views in light of the

evidence presented.

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. (See Grade

8 Language standards 36 and 38 for specific expectations.)

Writing Standards Text Types and Purposes [W.8.3] Write narratives to develop real or imagined experiences or

events using effective technique, relevant descriptive details, and well-

structured event sequences.

[W.8.3a] Engage and orient the reader by establishing a context and

point of view and introducing a narrator, characters, or both; organize

an event sequence that unfolds naturally and logically.

8.4 Scams: What’s your ethical Viewpoint? http://alex.state.al.us/lesson_view.php?id=24817 8.4 Oral Presentation of favorite Celebrity http://alex.state.al.us/lesson_viewphp?id=12880 Memory Preservation- One Relative at a Time http://ales.state.al.us/lesson_view.php?id=7007 8.4, 8.5,8.6 The reading Performance: Understanding Fluency through Oral Interpretation. www.readwritethink.org/classroom-resources/lesson-plans/reading-performance-understanding-fluency-28.html Using Word Webs to Teach Synonyms for Commonly used words www.readwritethink.org/classroom-resources/lesson-plans/using-word-webs-teach-282.html w8.3 I am a Fish http://alex.state.al.vs/lesson_view.php?id=10413 Inquiry on the internet: Evaluating Web Pages for a class collection http://www.readwritethink.org/classroom-resources/lesson-plans/inquiry-internet-evelauting-pages-328.html Author Trading Cards http://alex.state.al.us/lesson_view.php?id=11123 8.3Hands , Hands, Hands- Writing a Narrative Essay from Perspective of a Particular hand Alex.state.al.us/lessom_view.php?id=29877 Choose your own Adventure: A HyperText writing Experience www.readwritethink.org/classroom-resources/lesson-plans/choose-your-adventure-hypertext-128.html

[W.8.3b] Use narrative techniques, such as dialogue, pacing,

description, and reflection, to develop experiences, events, and/or

characters.

[W.8.3c] 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.

[W.8.3d] Use precise words and phrases, relevant descriptive details,

and sensory language to capture the action and convey experiences and

events .

[W.8.3e] 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 20-22 above.) [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. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-8.)

Newspapers:Facts and Opinions http://alex.state.sl.us/lesson_view.php?id=10759 8.5Express Yourself with Poetry Alex.state.al.us/lesson_viewphp?id=16588 Inside or Outside? A minilesson on Quotations Marksand more. www.readwritethink.org/classroom-rewources/lesson-plans/inside-outside-minilesson-quotation-118.html W8.5 Creative Communications Frames: Discovering Similarties between writing & art http://www/readwritethink.org/classroom-resources/lesson-plans/creatuve-communication-frames-discovering-10.html Reciprocal Revision: making Peer Feedback Meaningful readwritethink---reciprocal-revision-making-peer-403.html Shared Spelling Strategies www.readwritethink.org/classroom-resources/lesson-plans/shared-spelling-strategies-48.html 8.5 Reciprocal Revision: Making Peer Feedback Meaningful www.readwritethink.org/classroom-resources/lesson-plans/reciprocal-revision-making-peer-403.html Creative Writing through Wordless Picture Books www.readwritethink.org/classroom-rresources/lesson-plans/creative-writing-through-wordless-130.html 8.10Using QARS to develop Comprehension & Reflective Reading Habits www.readwritethinnk.org/classroom-resources/lesson-plans /using qars-develop-comprehension-232.html

Research to Build and Present Knowledge [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.

Range of Writing [W.8.10] Write routinely over extended time frames, including time for

research, reflection, and revision, and shorter time frames such as a

single sitting or a day or two for a range of discipline-specific tasks,

purposes, and audiences.

8.10 She did what? Revising for Connotation www. readwritewhat-revising-connotation-80.html

2nd Nine Weeks Notes

During this assessment period, students will be focusing on how the text works. Students will examine vocabulary, author’s craft and text structure to gain meaning from text.

Reading Standards for Literature 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.

8.4The Diary of Anne Frank: How would I survive? http://alex.state.al.us/lesson_view.php?id=8050 Internalization of Vocabulary Through the Use of a Word map. What AM I? teaching Poetry through Riddles www.readwritethink.org/classroom-resources/lesson-plans/what-teaching-poetry-through-169.htmlotation Internalization of Vocabulary Through the use of a word map www.readwritethinnk.org/classroom-resources/lesson-plans/internalization-vocabulary-throughword-307.html 8.5Using the Four Square Strategy to define and identify Poetic Terms http://www.readwritethink.org/classroom-resources/lesson-plans/usong-four-square-strategy-255.html 8.5 & 8.6Edgar Allen Poe, Ambrose Bierce, and the Unreliable narrator. http://edsitement.neh.gov/view_lesson_plan.asp?id=441 Playing with Poetry the interactive Way http://alex.state.al.us/learningasset_view.php?asset_id=111 Poems That Tell a Story: Narrative and Persona in the poetry of Robert Frost Edsitement.neh.gov/lessons-plan/poems-tell-story-narrarive-and-persona-poerty-robert-frost 8.6 Teaching Tolerance & Diversity: The Diaryof Anne Frank http://alex.state.al.us/lesson_view.php?id29403

Reading Standards for Informational Text

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.

Reading Standards for Informational Text 8.4Finding Figurative language in the Phantom Tollbooth www.readwritethink.org/classroom-resources/lesson -plans/finding figurative-language-phantom-79html Exploring Free Speech & Pervasion with Nothing but the truth http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-free-speech-pervasion-394.html Using verbal Irony in a travel Brochure http://alex.state.al.vs/learningassest_view.php?asset_id=9 8.5Reading and Analyzing Multi-genre texts www.readwritethink.org/classroom-resources/lesson-plans/reading-analyzing-mulitgenre-texts-293.html -Dynamic Duo Text Talks: Examing the Content of Internet Siteswww.readwritethinking.org/classroom-resources/lesson-plans/dynamic-text-talks-examining-29.html Battling for Liberty: Tecumseh’s and Patrick Henry’s http://www.readwritethink.org/classroom-resources/lesson-plans/battling-liberty-tecumseh-patrick-72.html 8.5 Teaching voice with Anthony Brownes “voices in the Park http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-voice-with-anthony-167.html 8.6Myth and Truth: The First Thanksgiving www.readwritethink.org/classroom-resources/lessonplans/myth-truth-first-thanksgiving-65.htmlost: -Up close:Harper Lee Jack Londons “The call of the Wild” Nature Faker? Edsitement.neh.gov/lesson-plan/jack-londons-call-wild-nature-faker alex.state.al.us/podcast_view.php?podcase_id=481 8.6 Timelines and Texts: Motivating Students to Read Nonfiction

LANGUAGE STANDARDS Skills and understandings that are particularly likely to require

continued attention in higher grades as they are applied to increasingly

sophisticated writing and speaking are marked with an asterisk (*).

Knowledge of Language [L.8.3] Use knowledge of language and its conventions when writing,

speaking, reading, or listening.

www.readwritethink.org/classroom-resources/lesson-plans/timelines-texts-motivating-students-319.html Abraham Lincoln delivered the Gettysburg Address in 1863. www.readwritethink.org/classroomresources/calendar-activities/abraham-lincoln-delivered-gettsburg-20347.html Fried Green Tomatoes and Cultural Crossroads htt://alex.state.al.us/lesson-view-php?id=31197 RI8.6 Reading and Analyzing Multigenre Texts http://www.readwritethink.org/classroom-resources/lesson-plans/reading-analyzing-multigenre-texts-293.html 8.3 A Pictures worth a Thousand Words: From Image to Detailed Narrative. www.readwritethink.org/classroom-resources/lesson-plans/picture-worth-thousands-words116.html She did what? Revising for Connotation www.readwritethink.org/classroom-resources/lesson-plans/what-revising-connotation-80.html 8.4 Using word webs to teach Synonyms for commonly used words. www.readwritethink.org/classroom-resources/lesson-plans/using-word-webs-teach-282.html Internalization of Vocabulary Through the Use of a word map 8.4 Flip-a-chip: Examining Affixes and Roots to build vocabulary

a. [L.8.3a] 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.

[L.8.4a] 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.

[L.8.4b] Use common, grade-appropriate Greek or Latin affixes and

roots as clues to the meaning of a word (e.g., precede, recede, secede).

[L.8.4c] 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.

[L.8.4d] 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.

a. Interpret figures of speech (e.g. verbal irony, puns) in context.

[L.8.5a]

[L.8.5b] Use the relationship between particular words to better

understand each of the words.

[L.8.5c]Distinguish among the connotations (associations) of words

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

persistent, resolute).

http://www.readwritethink.org/classroom-rewources/lesson-plans/flip-chip-examining-affixes-253.html You can’s spell the work Prefix without a Prefix http://www.readwritethink.org/classroom-resources/lesson-plans/spell-word-prefix-without-399.html Choosing, Chatting, and Collecting:Vocabulary Self-Collection Strategy http://www.readwritethink.org/classroom-resources/lesson-plans/choosing-chatting-collecting-vocabulary-296.html 8.4 Britannica Online Learning Materials for Language Arts Alex.state.al.us/podcast_view.php?podcast_id=919 8.5Analyzing and recreating poetry with William Woodsworth Alex.state.al.us/lesson_view.php?id=29649 Finding Figuratie langage in the Phanton Tollbooth www.readwritethink.org/classroom-resources/lesson-plans/finding-igurative-language-phanton-79.html 8.5 Internalization of Vocabulary through the use of a word map www.readiwritethink.org/classroom-resources/lesson-plans/internalization-vocabulary-through-word-307.html 8.5Analyzing and Recreating Poetry with William Words worth http://alex.state.al.us/lesson_view.php?id=29649 Alliteration in Headline poems http://www.readwritethink.org/classroom-resources/lesson-plans/alliteration-headline-poems-81.html L8.6 Action is Character: Exploring Character Traits with Adjectives http://www/readwrithethink.org/classroom-rewources/lesson-

Vocabulary Acquisition and Use

[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.

plans/actions-character-exploring-character-175.html L8.6ABC Bookmaking Bulbs Vocabulary in the Content Areas http://www.readwritethink.org/classroom-resources/lesson-plans/bookmaking-builds-vocabulary-content-276.html Timelines and text: Motivation Students to Read Nonfiction 8.6 Picture Books as Framing Texts: Research Paper Strategies for Struggling Writers http://www.readwritethink.org/classroom-resources/lesson-plans/picture-books-framing-texts-306.html http://www.readwritethink.org/classroom-resources/lesson-plans/timelines-texts-motivations-students-319.html 8.4 Oral Presentation of favorite Celebrity http://alex.state.al.us/lesson_viewphp?id=12880 Memory Preservation- One Relative at a Time http://alex.state.al.us/lesson_view.php?id=7007 Interavtive Plot Diagram http http://alex.state.al.us/learningasset_view.php?asset_id=77 8.4, 8.5,8.6 The reading Performance: Understanding Fluency through Oral Interpretation. www.readwritethink.org/classroom-resources/lesson-plans/reading-performance-understanding-fluency-28.html Using Word Webs to Teach Synonyms for Commonly used words www.readwritethink.org/classroom-resources/lesson-plans/using-word-webs-teach-282.html

Speaking and Listening Standards 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.

[SL.8.1a]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.

[SL.8.1b] Follow rules for collegial discussions and decision-making,

track progress toward specific goals and deadlines, and define

individual roles as needed.

[SL.8.1c] Pose questions that connect the ideas of several speakers and

respond to others’ questions and comments with relevant evidence,

observations, and ideas.

[SL.8.1d] Acknowledge new information expressed by others, and,

when warranted, qualify or justify their own views in light of the

evidence presented.

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. (See Grade

8 Language standards 36 and 38 for specific expectations.)

[W.8.1] Newspaper: Facts and Opinions H

http:alex.state.al.us/lesson_view.php?id_10759

W8.1Newspapers: Facts & Opinions Alex.state.al.us/lesson-view.php?id=10759 Oral Presentation of Favorite Celebrity Alex.state.al.us/lesson_view.php?id=12880 Newspaper:Facts and Opinions Alex.state.al.vs/lesson_view.php?id=10759 Writing with Techology Alex.state.al.vs/lesson_view.php?id=5743 Reciprocal Revision Making Peer Feedback Meaningful www.readwritethink.org/classroom-resources/lesson-plans/reciprocal-revision-making-peer-403.html W8.5 Creative Communications Frames: Discovering Similarties between writing & art http://www/readwritethink.org/classroom-resources/lesson-plans/creatuve-communication-frames-discovering-10.html Reciprocal Revision: making Peer Feedback Meaningful readwritethink---reciprocal-revision-making-peer-403.html

Writing Standards Text Types and Purposes Write arguments to support claims with clear reasons and relevant

evidence. [W.8.1]

a. Introduce claim(s), acknowledge and distinguish the claim(s) from

alternate or opposing claims, and organize the reasons and evidence

logically. [W.8.1a]

b. Support claim(s) with logical reasoning and relevant evidence, using

accurate, credible sources and demonstrating an understanding of the

topic or text. [W.8.1b]

c. Use words, phrases, and clauses to create cohesion and clarify the

relationships among claim(s), counterclaims, reasons, and evidence.

[W.8.1c]

d. Establish and maintain a formal style. [W.8.1d]

e. Provide a concluding statement or section that follows from and

supports the argument presented. [W.8.1e]

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 20-22 above.) [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. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-8.)

Peer Review-Narrative www.readwritethink.org/classroom-resources/lesson-plans/peer-review-narrative-122.html Action is Character:Explring Character Traits with Adjectives www.readwritethink.org/classroom-resources/lesson-plans/action-character-exploring-character-175.html Reciprocal Revision: making Peer Feedback Meaningful www.readwritethink.org/classroom-rewources/lesson-plans/reciprocal-revision-making-peer-403.html Creative writing through wordless Picture Books www.readwritethink.org/classroom-resources/lesson-plans/creative-writing-through-wordless-130.html Using QARS to develop Comprehension & Reflective Reading Habits www.readwritethinnk.org/classroom-resources/lesson-plans /using qars-develop-comprehension-232.html

Range of Writing [W.8.10] Write routinely over extended time frames, including time for

research, reflection, and revision, and shorter time frames such as a

single sitting or a day or two for a range of discipline-specific tasks,

purposes, and audiences.

3rd Nine Weeks 8th grade Notes

During this nine weeks, students will be focusing on the meaning of text. Students will use strategic thinking to identify author’s purpose and make inferences about the text.

Reading Standards for Literature 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.8.9]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. Reading Standards for Informational Text Integration of Knowledge and Ideas [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.

8.7“Flowers for Algerhon” by Daniel Keyes Alex.state.alus/lesson_view.php?id=12913 8.9 using the four square Strategy to Define and identify petic terms http://readwritethink.org/classroom-resources/lesson-plans/using-four-square-strategy-255.html Playing with Poetry the interactive way alex.state.al.us/learningasset_view.php?asset_id=111

Reading Standards for Informational Text 8.7 Inquiry on the internet:evaluating Web Pages for a class collection http://www.readwritethink.org/classroom-resources/lesson-plans/inquiry-internet-evaluating-pages-328.html Compare & Contrast Electronic Text with Traditionally Printed Text http://www.readwritethink.org/classroom-resources/lesson-plans/compare-contrast-electronic-text-90.html Compare & Contrast Electronic Text with Traditionally Printed , closing the Generation Gap throught Interview http;//alex.state.al/podcast_view.php?podcast_id=947

8.8Inquiry on the internet Evaluating Web Pages for a class Collection

8.9 Investigating the Holocaust: A collaborative Inquiry Project http://www.readwritethink.org/classroom-resources/lesson-plans/investigatinf-holocauset-collaborative-inquiry-416.html The first Academy Awards Ceremony was held in 1929 readwrute—calendar-activities/first-academy-awards-ceremondy-20504.html

LANGUAGE STANDARDS Skills and understandings that are particularly likely to require

continued attention in higher grades as they are applied to increasingly

sophisticated writing and speaking are marked with an asterisk

Conventions of Standard English [L.8.1] Demonstrate command of the conventions of Standard English

grammar and usage when writing or speaking.

Apply rules of subject-verb agreement when interrupted by a

prepositional phrase, with inverted word order, with indefinite pronouns

as subjects, compound subjects joined by correlative and coordinating

conjunctions, and collective nouns when verb form depends on the rest

of the sentence.

[L.8.1a] Explain the function of verbals (gerunds, participles,

infinitives) in general and their function in particular sentences.

[L.8.1b] Form and use verbs in the active and passive voice.

[L.8.1c] Form and use verbs in the indicative, imperative, interrogative,

conditional, and subjunctive mood.

[L.8.1d] Recognize and correct inappropriate shifts in verb voice and

mood.*

Knowledge of Language [L.8.3] Use knowledge of language and its conventions when writing,

speaking, reading, or listening.

[L.8.3a] 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).

8.1 In 1929 Martin Luther King, Jr was born on this day http://www.readwritethink.org/classroom-rewources/calendar-activities/1929-martin-luther-king-20396-html L8.1 The Language Text book does a good job covering this standard 8.1 Creative Communications Frames: Discovering Similarities between Writing and Art http://www.readwritethink.org/classroom-rewources/lesson-plans/creative-communication-frames-discovering-10.html Using Word webs to Teach Synonyms for Commonly Used words http://www.readwritethink.org/classroom-rewources/lesson-plans/using-word-webs-teach-282.html 8.3 Using the check and Line Method to Enhance http://www.readwritethink.org/classroom-rewources/lesson-plans/using-check-line-method-164.html 8.3 Proverbs: An introduction http://www.readwritethink.org/classroom-rewources/lesson-plans/proverbs-introduction-184.html Parts of Speech “Blabbers” Alex.state.al.vs/lesson-view.php?id=30045 L8.6 Action is Character: Exploring Character Traits with Adjectives http://www/readwrithethink.org/classroom-rewources/lesson-plans/actions-character-exploring-character-175.html

Vocabulary Acquisition and Use

[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.

Speaking and Listening Standards 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.

[SL.8.1a]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.

[SL.8.1b]. Follow rules for collegial discussions and decision-making,

track progress toward specific goals and deadlines, and define

individual roles as needed.

[SL.8.1c] Pose questions that connect the ideas of several speakers and

respond to others’ questions and comments with relevant evidence,

observations, and ideas.

[SL.8.1d] 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

A Picturesworth a Thousand words: From Image to Detailed Narrative www.readwritethink.org/classroom-resources/lesson-plans/picture-worth-thousand-words-116.html She Did What? Revising for Connotation www.readwritethink.org/classroom-resources/lesson-plans/what-revising-connotation-80.html 8.1Reading and writing workshop: Freak the mighty http:www.readwritethink.org/classroom-resources/lesson-plans/reading-writing-workshop-freak-41.html SL8.2 Scams: Whats Your Ethical View Point? http://alex.state.al.us/lesson_view.php?id=24817 SL8.2 African American Poet research http://alex.state.al.us/lesson_view.php?id=32774 8.3Myth & truth: The first Thanksgiving http:www.readwritethink.org/classroom-resources/lesson-plans/myth-truth-first-thanskgiving-65.html Critical Media Literacy: Commercial Advertising http:www.readwritethink.org/classroom-resources/lesson-plans/critical-media-literacy-commercial-97.html 8.4 Oral Presentation of favorite Celebrity http://alex.state.al.us/lesson_viewphp?id=12880 Memory Preservation- One Relative at a Time http://ales.state.al.us/lesson_view.php?id=7007 8.4, 8.5,8.6 The reading Performance: Understanding Fluency through

[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. (See Grade

8 Language standards 36 and 38 for specific expectations.)

Writing Standards Text Types and Purposes [W.8.2] Write informative or explanatory texts to examine a topic and

convey ideas, concepts, and information through the selection,

organization, and analysis of relevant content.

[W.8.2a] 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.

[W.8.2b]. Develop the topic with relevant, well-chosen facts,

definitions, concrete details, quotations, or other information and

Oral Interpretation. www.readwritethink.org/classroom-resources/lesson-plans/reading-performance-understanding-fluency-28.html Using Word Webs to Teach Synonyms for Commonly used words www.readwritethink.org/classroom-resources/lesson-plans/using-word-webs-teach-282.html 8.2 Newspapers: Facts & opinions http://alex.state.alus/lesson_view.php?id=10759 8.2 Heroes in Greek Mythology Alex.stat.al.us/lesson-viewphp?id=6755 An Exploration of Text Sets: Supporting All readers www.readwritethink.org/classroom-resources/lesson-plans/exploration-text-sets-supporting-305.html How to make Something Simple..Hard http://alex.state.sl.us/lesson_view.php Marshmallow and Pretzel sensory Writing http://alex.state.sl.us/lesson_view.php?=29949 W8.5 Creative Communications Frames: Discovering Similarties between writing & art http://www/readwritethink.org/classroom-resources/lesson-plans/creatuve-communication-frames-discovering-10.html Reciprocal Revision: making Peer Feedback Meaningful readwritethink---reciprocal-revision-making-peer-403.html 8.5 Reciprocal Revision: Making Peer Feedback Meaningful www.readwritethink.org/classroom-resources/lesson-plans/reciprocal-

examples.

[W.8.2c] Use appropriate and varied transitions to create cohesion and

clarify the relationships among ideas and concepts.

[W.8.2d] Use precise language and domain-specific vocabulary to

inform about or explain the topic.

[W.8.2e] Establish and maintain a formal style.

[W.8.2f] Provide a concluding statement or section that follows from

and supports the information or explanation presented.

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 20-22 above.) [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. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-8.)

[W.8.9] Draw evidence from literary or informational texts to support

analysis, reflection, and research.

[W.8.9a] 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”).

[W.8.9b] 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”).

revision-making-peer-403.html Creative Writing through wordless Picture Books www.readwritethink.org/classroom-resources/lesson-plans/creative-writing-through-wordless-130.html 8.10 Using QARS to develop Comprehension & Reflective Reading Habits www.readwritethinnk.org/classroom-resources/lesson-plans /using qars-develop-comprehension-232.html 8.10 She did what? Revising for Connotation www. readwritewhat-revising-connotation-80.html 8.10 Choose Your own Adventure: A hypertext writing Experience www.readwritethink-choose-your-adventure-hypertext-128.html

Range of Writing [W.8.10] Write routinely over extended time frames, including time for

research, reflection, and revision, and shorter time frames such as a

single sitting or a day or two for a range of discipline-specific tasks,

purposes, and audiences.

4th Nine Weeks 8th grade Notes

During this nine weeks, students will discover what the text inspires them to do. Students will give their own opinions, backed by textual evidence, through speaking and writing.

Reading Standards for Literature 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.8.9] 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 Standards for Informational Text Integration of Knowledge and Ideas [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.

“Flowers for Algerhon: by Daniel Keyes Alex.stat.al.us/lesson-view.php?id=12913 Playing with Poetry the interactive way Alex.state.al.us/learningasset-view.php?asset-id=111 Researching Mark Twain’s Early Life & Experiences Alex.state.al.us/lesspn-voew.php?id=15437 8.10Modeling Reading and Analysis Processes with the words of Edgar Allan Poe www.readwritethink.org/classroom-rewources/lesson-plans/modeling-reading-analysis-processes-411.html Abraham Lincoln delivered the Gettysburg Address in 1863http://www.readwritethink.org/classroom-resources/calendar-activities/Abraham-lincold-delivered-gettysburg-20347.html The Giver- Authority

LANGUAGE STANDARDS Skills and understandings that are particularly likely to require

continued attention in higher grades as they are applied to increasingly

sophisticated writing and speaking are marked with an asterisk

Conventions of Standard English [L.8.1] Demonstrate command of the conventions of Standard English

grammar and usage when writing or speaking.

Apply rules of subject-verb agreement when interrupted by a

prepositional phrase, with inverted word order, with indefinite pronouns

as subjects, compound subjects joined by correlative and coordinating

conjunctions, and collective nouns when verb form depends on the rest

of the sentence.

[L.8.1a] Explain the function of verbals (gerunds, participles,

infinitives) in general and their function in particular sentences.

[L.8.1b] Form and use verbs in the active and passive voice.

[L.8.1c] Form and use verbs in the indicative, imperative, interrogative,

conditional, and subjunctive mood.

[L.8.1d] 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.

[L.8.2a. Use punctuation (comma, ellipsis, dash) to indicate a pause or

break.]

[L.8.2b] Use an ellipsis to indicate an omission.

[L.8.2c]Spell correctly.

http://alex.state.al.us/lesson_view.php?id=30420 Researching Mark Twains Early Life & Experiences http://alex.state.al.us/lesson_view.php?id=15437 Timelines and Text: Motivation Students to Read Nonfiction readwrite—timelines-texxt-motivation-students-319.html 8.1 Parts if Speech “blabbers” Alex.state.al.vs/lesson_view.php?id=30045 A voice for the silent http://alex.stat.al.us/lesson_view.php?id=30738 I am a fish http://alex.stat.al.us/lesson_view.php?id=10413 Autobiographical Magazines http://alex.stat.al.us/lesson_view.php?id=11436 8.2The Language Text book does a good job covering this standard

Knowledge of Language [L.8.3] Use knowledge of language and its conventions when writing,

speaking, reading, or listening.

[L.8.3a] 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).

[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.

8.2 Creative Communication Frames: Discovering Similarities

between Writing and Art

www.readwritethink.oreg/classroom-resources/lesson-

plans/creative-communication-frames-discovery-10.html

Promoting Diversity in the Classroom and School Library through

Social Action

www.readwritethink.org/classroom-rewources/lesson-

plans/promoting-diversity-classroom-school-517.html

8.2Inside or Outside? A minilesson on Quotation Marks and more www.readwritethink.org/classrppm-resources/lesson-plans/inside-outside-minilesson-quotation-118.html 8.3A Picturesworth a Thousand words: From Image to Detailed Narrative www.readwritethink.org/classroom-resources/lesson-plans/picture-worth-thousand-words-116.html 8.3 Using the check and Line Method to Enhance http://www.readwritethink.org/classroom-rewources/lesson-plans/using-check-line-method-164.html She Did What? Revising for Connotation www.readwritethink.org/classroom-resources/lesson-plans/what-revising-connotation-80.html L8.6 Action is Character: Exploring Character Traits with Adjectives http://www/readwrithethink.org/classroom-rewources/lesson-plans/actions-character-exploring-character-175.html

Speaking and Listening Standards 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.

[SL.8.1a]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.

[SL.8.1b] Follow rules for collegial discussions and decision-making,

track progress toward specific goals and deadlines, and define

individual roles as needed.

[SL.8.1c] Pose questions that connect the ideas of several speakers and

respond to others’ questions and comments with relevant evidence,

observations, and ideas.

[SL.8.1d] 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. (See Grade

8 Language standards 36 and 38 for specific expectations.)

8.1Reading and writing workshop: Freak the mighty http:www.readwritethink.org/classroom-resources/lesson-plans/reading-writing-workshop-freak-41.html Heroes Around us http:www.readwritethink.org/classroom-resources/lesson-plans/heroes-around-171.html 8.1& 8.4 Doodle Splash: Using Graphics to Discuss Literature http:www.readwritethink.org/classroom-resources/lesson-plans/doodle-splash-using-graphocs-190.html 8.4, 8.5,8.6 Oral Presentation of favorite Celebrity http://alex.state.al.us/lesson_viewphp?id=12880 Memory Preservation- One Relative at a Time http://alex.state.al.us/lesson_view.php?id=7007 8.4, 8.5,8.6 The reading Performance: Understanding Fluency through Oral Interpretation. www.readwritethink.org/classroom-resources/lesson-plans/reading-performance-understanding-fluency-28.html Using Word Webs to Teach Synonyms for Commonly used words

Writing Standards

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 20-22 above.) [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. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-8.) [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

www.readwritethink.org/classroom-resources/lesson-plans/using-word-webs-teach-282.html W 8.4 Marshmallow & Pretzel Sensory Writing http;//alex.state.al.us/Lesson_view.php?id=29949 Expository Escapade Dectives Handbook http://www.readwritethink.org/classroom-resources/lesson-plans/expository-escapade-detective-handbook-40.html W8.5 Creative Communications Frames: Discovering Similarties between writing & art http://www/readwritethink.org/classroom-resources/lesson-plans/creatuve-communication-frames-discovering-10.html Reciprocal Revision: making Peer Feedback Meaningful readwritethink---reciprocal-revision-making-peer-403.html 8.7 Author Trading Cards http://alex.state.al.us/lesson_view.php?id=11123 Copy right laws and What they Mean to you- Don’t get Branded with the “P”of plagiarism! http://alex.state.al.us/lesson_view.php?id=15059 African American Poet Research http://alex.state.al.us/lesson_view.php?id=32774 Whose Voice Guides Your Choice http://alex.state.al.us/lesson_view.php?id=13676 W8.8 Book review, Annotation & web Technology http://www.readwritethink.org/classroom-resources/lesson-plans/book-reviews-annotation-technology-13T.html

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.

[W.8.9a] 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”).

[W.8.9b] 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, including time for

research, reflection, and revision, and shorter time frames such as a

single sitting or a day or two for a range of discipline-specific tasks,

purposes, and audiences.

8.9 A pictures Worth a Thousand words: From Image to Detailed Narrative readwritethink picture-worth-thousand-word-116.html W8.9 Women’s suffrage: Why the West first ? http://edsitement.neh.gov/view_lesson-plan.asp?id439 Action is Chracter: Exploring Character Traits with Adjectives read writethink action-character-exploring-character-175.html 8.10Using QARS to develop Comprehension & Reflective Reading Habits www.readwritethinnk.org/classroom-resources/lesson-plans /using qars-develop-comprehension-232.html 8.10 She did what? Revising for Connotation www. readwritewhat-revising-connotation-80.html 8.10 Choose Your own Adventure: A hypertext writing Experience www.readwritethink-choose-your-adventure-hypertext-128.html