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Eighth GradeELA Core Standards Overview

Citing the evidence that most strongly supports an analysis of what is explicitly stated and/or implied from a book, article, poem, or play

Analyzing where materials on the same topic disagree on matters of fact, interpretation, or point of view

Learning how authors support their ideas through word choice, sentence and paragraph structure, and other methods

Building writing around strong central ideas or points of view; supporting the ideas with sound reasoning and evidence, precise word choices, smooth transitions, and different sentence structures

Planning and conducting research projects that include several steps and use many credible and documented print and digital sources

Analyzing the purpose of information presented in diverse media (e.g., print, TV, web) and evaluating its social, political, or commercial motives

Presenting findings and claims to others, emphasizing key points with relevant evidence and sound reasoning, adapting speech to the audience and the formality of the setting, and responding to questions and comments with relevant observations and ideas

Using strong, active verbs to create a clear picture for the reader (e.g., walk, skip, meander, lurch, limp)

Interpreting figures of speech (e.g., irony, puns) and developing a large vocabulary of general academic words and phrases

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Eighth Grade English Language Arts Year at a Glance

2014-157 Weeks * 6 weeks 5 Weeks * 6 Weeks * 6 Weeks * 6 weeks

Unit Theme

Unit 1: Influence

Unit 2: Motivation

Unit 3: Adversity

Unit 4: Change Unit 5: Innovation

Unit 6: Progress

Essential Question

How does text influence the

world?

How might experience

influence writing?

How does analyzing different resources help develop a valid claim?

How does argumentative writing change

society?

How can evaluating

learning show progress?

How can past experiences lead toward progress

and positive contributions?

* Portfolio compilation

Writing Focus

Informative/Explanatory

Informative/Explanatory and

Narrative

Argumentand Narrative

Argument Informative/Explanatory and

Argument

Narrative

Key Terms

Words for Review:Textual Evidence, Central Idea, Compare, Contrast, Evidence, Summary, Fact, Opinion, Quote

Words for Review: Explicit, Implicit, Credibility, Plagiarism

Words for Review:Reasons, Evidence, Examples, Fact vs. Opinion, Support

Words for Review:Claim (thesis), Facts, Evidence, Examples, Relevant, Counterclaim

Words for Review: Explicit, Implicit, Credibility, Plagiarism

Words for Review: Characterization, Screenplay, Production, Drama, Script, Suspense, Humor, Director, Actor, Context, Mood, Figures of Speech

Tier 2: Perspective, Purpose, Paragraph Structures, Credibility, Reliability, Plagiarism, Paraphrase, Citation, Inference

Tier 2: Delineate, Evaluate, Citation, Source, Reliability, Research, Publish, Accuracy, Mediums (media)

Tier 2: Claim (thesis), Relevant, Counter Argument, Hook, Transition Words and Phrases, Delineate

Tier 2: Analyze, Evaluate, Interpret, Valid Reasoning

Tier 2: Delineate, Evaluate, Citation, Source, Reliability, Research, Publish, Accuracy, Mediums (media)

Tier 2: Symbolism

Tier 3: Tier 3: Tier 3: Tier 3: Tier 3: Tier 3: Analogies, Allusions, Dramatic

mailto:[email protected]

Irony, Verbal Irony, Puns, Situational Irony

Social Studies

Connections

How have physical geographic factors directly and indirectly impacted historical events?

In what ways has history been impacted by the experience, choices, actions, and influences of individuals?

In what ways do people struggle to gain or retain their basic human rights, needs, and power in society?

What are the positive and negative changes science and technology have had on the economic, social, cultural, and political aspects of both individuals and society?

In what ways has history been impacted by the experience, choices, actions, and influences of individuals?

How do political systems develop in order to provide security, order, and help meet the basic needs of communities?

Science Connectio

nsWhat are our needs to incorporate and influence alternative energies?How does energy change forms?

How does recognizing the contributions of scientists help us understand the nature of science?How can we use technology to change/better our environment?

How does energy from the sun travel throughout an ecosystem?

How does energy cause physical change to Earth’s environment?How does science help us learn from the past?

How does recognizing the contributions of scientists help us understand the nature of science?How can we use technology to change/better our environment?

How do machines make jobs easier?

Math Connectio

nsHow can I explain the process I use to solve problems?

How are important issues identified and explored through statistics?

How can I use geometry to respond to

the challenges of life?

What patterns do we see in life where one variable

impacts another?

How are important issues identified and

explored through statistics?

How does everything that we have learned

this year relate to functions?

PE/HealthConnectio

nsHow do I assess my mental, emotional, and physical health?How do I set and follow goals?

How does change affect my understanding of myself and others?

How do my actions and choices impact me?How do I stand up for my values and beliefs?

How do I handle emergency situations?What do I eat to stay healthy and strong?How do healthy decisions promote fitness?

How does change affect my understanding of myself and others?

How does my knowledge of human development effect relationships?

* + or – 1 Week**=Units 5 and 6 are interchangeable in all but theme, dependent on interdisciplinary connections for grade level teams.Throughout the Eighth Grade Map, BOLDED standards are a priority to teach, and/or are appearing for the first time.

Honors Requirements

Teachers will choose 2 of the following projects per term to complete in Honors classes and AT LEAST 1 year-long project. Students with ILP’s can be assigned additional projects from this list.

Year Long Projects Extension Learning Activity (deepens Core)

Project Based Learning (in class) Outside/Supplemental Project

Morph my ology

Text Response Journaling

1 independent reading novel per month with 2-3 paragraph responses with varied text structures: sequence, compare & contrast, problem/solution, cause & effect, or description

1 book project/presentation per term (Book in a Bag, Comic Con, Book Talk…)

Extra Informational Passage (compare & contrast, cause & effect, etc.)

Extra narrative for analysis (lit. element; influence; etc.)

Close reading with extra text

Supplemental Articles with discussion response on CANVAS

Fishbowl/ Socratic Seminar/ Philosophical Chairs

Read - Around - Groups

Formal note taking: cornell notes, formal outlining procedures with Roman numerals

Poetry Slam

Writing both sides of an argument essay

Weekly reading/writing assignments (i.e. current event articles with responses)

Mock Trial

Create your own community (dystopia/utopia)

Public Service Announcement/Persuasive Media Project

Multigenre writing project on same topic (i.e. information, argument, narrative essays on sports)

Multimedia presentation

Propaganda vs Argument Analysis Project

Alternative perspective essay(i.e. rewrite scene from The Outsiders using same dialogue from the novel)

Other essay - interview a person who is different and write an essay about them

When I grow up essay (research a job they might want to have and write the steps they will take to achieve it.)

Extra Argument Essay

My Personal Journey -- Personal essay connecting to unit.

One Writing Contest: “Do The Write Thing” ( Dec.) or “Martin Luther King” (Feb. or Mar.)

Book ClubsLiterary Circles (Student Run)

Writer’s Workshop

Peer Tutoring (Bruin’s Den, Viking Time…)

Grammar topics teaching

Eighth Grade Unit 1 Theme: Influence“I Can” statements in Bold indicate focus objectives for unit 1.

Students will be introduced to the research process, analyze the credibility of sources, and begin writing informational / explanatory text at the paragraph level.

Essential Question

Supporting Questions Key Terms Writing Focus

Cross-Curricular Connections

How does text influence the world?

Why is it important to be critical of information sources both as a researcher and as young adults?

What role does non-fiction text play in global culture?

How is a well-structured paragraph written?

Words for Review:Textual Evidence, Central Idea, Compare, Contrast, Summary, Fact, Opinion, Quote, Explicit, Implicit, Plagiarism, Citation


Science• What is chemistry and how is it related to change?• How are physical and chemical changes evidenced

throughout chemistry?

Tier 2: Perspective, Purpose, Paragraph Structures, Credibility*, Reliability*, Paraphrase, Bias, Informational Text

Social Studies• What were the motivations of explorers?• What were the influences of explorers on Native Americans?• What were the explorers’ biases toward Native Americans?

Tier 3: Topic Sentence, Supporting Detail, Concluding Sentence, Slant, Subtext, Connotation, Denotation

Math

PE/Health

*”Reliable” and “Credible” are words for review; focus on change of suffix / part of speech. ELA Core Standards Student Learning Targets

REA

DIN

G

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.

• I can identify and explain how textual evidence supports what the author states directly and what he/she implies.

• I can determine the quality of the evidence used to support what the text says.

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.

• I can find a central idea in a text.• I can explain how supporting ideas develop the central idea.• I can explain how supporting ideas relate to the central idea.• I can summarize a text.

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.

• I can break a paragraph into sentences and identify their functions within that paragraph.

• I can explain how the sentences support the paragraph's key point.

ELA Core Standards Student Learning Targets

WR

ITIN

G

W.8.2: Write informative/expository texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

I can examine a topic and generate my own ideas on the topic. I can select and gather relevant information on the topic to

support my ideas. I can analyze the topic information I have gathered. I can use my research combined with my ideas to write an organized

informative text.a. 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.

• I can write a well-structured paragraph with a topic sentence, supporting details and concluding sentence.

• I can organize and categorize my information.• I can use headings, charts, tables, etc. to add clarification to my paper.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

• I can support my topic using facts, definitions, details, and examples within a well-structured paragraph.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

• I can use a variety of appropriate transitions to show connections between ideas and concepts within a paragraph (i.e. “for example”, “additionally”, “therefore”, and “also”).See transition roles resource: http://writingcenter.unc.edu/handouts/transitions/

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

I can use precise language and vocabulary specific to my topic.

W8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

• I can develop and strengthen my paragraph writing through planning, revising, editing, rewriting.

• I can seek feedback and guidance from peers and adults to improve my written paragraph.

• I can revise with a focus on how well purpose and audience have been addressed.

W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

• I can use technology, such as Canvas and Google Docs to publish my writing and to highlight the relationships in my writing.

• I can use Canvas and Google Docs to work with others for the purpose of revising and editing.

• I am familiar with online sources such as Owl Purdue and Son of Citation Machine to keep track of and cite sources using MLA format.

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.

I can search specific terms to gather relevant information from many print and digital sources.

I can determine if a source is believable and uses correct information.

I can quote and paraphrase information from sources without plagiarizing others' words and ideas.

I can correctly cite my sources in the text or at the end of my paper.W.8.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

• I can write successfully and regularly in a variety of settings and situations.


SPEA

KIN

G &

LIST

ENIN

G

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.

I can clearly communicate my ideas verbally using academic language with a partner, in a small group and as part of a class discussion.

I can listen and understand others’ ideas and viewpoints.

I can respond to others’ ideas and viewpoints respectfully using academic language.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

I can participate in discussion using valid textual evidence from my previous readings.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

I can follow group rules to meet specific goals during discussions.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

I can ask questions synthesizing text with the discussion.


LAN

GU

AG

E

L. 8.1.C: Form and use verbs in the indicative, imperative, and interrogative mood.

I can make statements.

I can ask questions.

I can give commands.

I can use statements, questions, and commands correctly within a well-constructed paragraph.

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

I can capitalize the first word of every sentence, proper nouns, and within quotations, titles, etc.

I can use proper punctuation including end-marks, quotation marks, and commas correctly.

I can learn and apply spelling rules using morphemes.

c. Spell correctly I can learn and apply spelling rules using morphemes.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.

I can use morphemes and syntax clues (sentence structure) to determine what a word or phrase means.

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 meaning of a word or phrase.

I can use the context of a word to infer its meaning.

b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

I can identify and use Greek or Latin suffixes to understand the meaning of words (consistent with Vocabulary through Morphemes and the vocabulary scope and sequence).

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.

I can use reference materials to find the pronunciation and meaning of unfamiliar words, such as dictionaries and online resources.

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).

I can confirm my initial understanding of a word by double-checking the meaning using a dictionary or online resources.

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.

I can learn and use new vocabulary words.

Unit 1 Mirrors & Windows Resources

A Tale of Two Rocks, Valerie Jablow

On the Relativity of Time, Wolfgang F. Pauli

Indian Cattle, Eugene Rachlis

Counting Coup on a Wounded Buffalo, Chief Plenty-Coup

Murder and More Mushroom Mayhem, Elio Schaechter

How to Use a Compass, Kjetil Kjernsmo

Orienteering: The Thinking Sport, David LaRochelle

Industrial Light & Magic, Part 1: History, Dr. David West Reynolds

Chac, Alan Rabinowitz

Unit 1 Planning and Notes

Eighth GradeUnit 1 Common Formative Assessment

Paragraph Structure

Prompt: After reading an article, write a well-structured paragraph that summarizes the main idea and provides supporting details. Be sure to paraphrase and quote relevant, credible evidence to avoid plagiarism.

Below are suggested articles. Teachers can use any of them or an alternative article that better aligns with their unit of study.

Article 1

The upside of selfies: Social media isn't all bad for kids

I'll admit it right at the start: When I think about teens and social media, I immediately begin to tally up the negatives.

What good could possibly come from teens and tweens spending gobs of time on online networks, posting nonstop "selfies," some in rather suggestive poses, and often communicating with people they don't even know?

A running joke at home: My girls, ages 6 and 7, can't get iPhones until they're 40.But then I chat with other moms, who always know best, and a picture emerges that social media is not always the scary enemy some of us might think it is for our tweens and teens.

Take the "selfie," for example, which if you haven't already heard has been named Oxford Dictionaries' word of the year for 2013. Really!

Eileen Masio, a mom of two in New York, monitors her daughter Amelia's Instagram account 24/7. Yes, most of the posts are "selfies," but it's the comments that make her think there is also a positive to this nonstop engagement.

"I think just as damaging as social media can be, it can ... help to build self-confidence, too," said Masio, during a recent interview including her husband, 13-year-old Amelia and 8-year-old son William.

"When they post selfies, all the comments I usually see are 'You're beautiful,' 'You're so pretty,' 'Oh my God, gorgeous,'" said Masio.

Report: Teens say social media more positive than negativeIn fact, according to a report last year by the nonprofit child advocacy group Common Sense Media, one in five teens said social media makes them feel more confident, compared with 4% who said it makes them feel less so.

In the survey of more than 1,000 13- to 17-year-olds about how they view their digital lives, 28% said social networking made them feel more outgoing versus 5% who said it made them feel less so; and 29% said it made them feel less shy versus the 3% who said it made them feel more introverted.

When it comes to relationships with friends, more than half (52%) of teens said social media has made them better versus just 4% who said it has negatively affected those relationships.

"On the whole, teens said that they feel that social media has a more positive than negative impact on their social and emotional lives," said Shira Lee Katz, Common Sense Media's director of digital media. "They believe that social media helps their friendships, makes them feel more outgoing and gives them confidence."

News outlets focus on the negativeThe findings are likely to come as a surprise to most parents, including this writer, especially because most of what we hear about social media, especially in the media, are the negatives, such as how cyberbullying can turn tragic.

"For every heartbreaking case of cyberbullying, there are many stories of teens using social media for good," said Katz.

Rebecca Levey, co-founder of a video sharing platform for tweens ages 7 to 12 called KidzVuz, has seen it firsthand. During a special partnership with the Tony Awards earlier this year, kids were encouraged to either make videos singing parts of their favorite show tunes or talk about why theater was so important to them.

"The response from other kids was so awesome. I mean we had kids who were truly tone deaf and it didn't matter," said Levey with a chuckle. "Everyone's like, 'You're awesome,' 'Go follow your dream,' 'Don't give up.'"

Levey said another benefit is for kids who might feel slightly isolated to connect with other tweens and teens who share their same interests.

"They can just find other kids who are superexcited about the same thing, so if you are living in a small town and you're the only kid who loves musical theater, instead of feeling like a freak about it, you can go online and find all these other kids that love musical theater," she said.

Social media has been a place where teens, who might be feeling isolated, can cry for help. For example, when an 18-year-old recently posted on his Facebook page that he was thinking of jumping off the George Washington Bridge, which connects New York with New Jersey, Port Authority officers managed to connect with him on social media and encouraged him to get help.

Social media for social goodTeens have also shown they can use social media to make their voices heard. After a Christian motivational speaker, who believes "dateable girls know how to shut up," spoke at a high school in Richardson, Texas, students took to Twitter to express their outrage.

One student wrote on Twitter, "Don't you guys just love listening to sexist comments, irrational comparisons and blunt stereotypes w/o actual proof or evidence?"

"Teens and this young generation in general want action," said Elena Sonnino, a founder of the site Live.Do.Grow, social media strategist and writer who focuses on engaging tweens and teens in using their voice for social good.

"They want to be able to see, for better or for worse, really quick action and social media allows them to create positive, meaningful change quickly."

Sonnino, who has created a Facebook group called Grow Global Citizens, said social media has not only increased tweens and teens' awareness of the world around them, but also has allowed them to be more innovative about how they can get involved.

"In the past ... they would do canned food drives, they'd do the book drives, they'd do all the things that have been done over and over, which were all wonderful, don't get me wrong, but now ... they're realizing there is so much more they can do," said Sonnino.

At a recent digital family summit, Sonnino said she heard from kids who are doing things like creating Rainbow Loom bracelets to raise money for cystic fibrosis, and taking "selfies" and using the hashtag #unselfie to promote awareness of "Giving Tuesday," the Tuesday after Thanksgiving, which is billed as a day to promote giving to others during the holiday season.

Message to parents: Have the talkLevey said she and KidzVuz co-founder Nancy Friedman try to urge parents to, in essence, get with the program about social media. The genie is out of the bottle, folks.

"We liken it to the sex talks," said Levey. "You can either have the argument that you never want to tell your kids about sex and you don't want them to learn, and then good luck to them, or you can give them the rules and sort of be there with them every step of the way."

"I think part of the problem is parents, unlike (talking about) sex, really don't know the rules themselves," she said.

But teens like Amelia Masio are learning the digital ropes and are showing us parents that they're just fine in the vast social media landscape.

Recently, Amelia stood up for someone who was being criticized online, and viewed the exchange "kind of like math in a way, with negative and positive positions."

"If one person says this thing, it brings them down, but if this (other) person says the equal amount just as good, it evens out to a zero," she said.I'm feeling better already!

Follow Kelly Wallace on Twitter, and like CNN Living on Facebook.

http://www.cnn.com/2013/11/21/living/social-media-positives-teens-parents/

Article 2

Native American Symbols on Shields

Want to learn more about Native American symbols on shields? Read our guide for facts and info on Native American shield symbols…

The Native Americans had a unique concept known as the medicine shield. This shield was not the kind that is used in battles. Rather it was something far more symbolic and was often decorated with many different kinds of symbols.

Every warrior was to have a medicine shield. However he would not use this shield for protection during battles. Rather this shield reflected the personal vision of the warrior. The bearer of the shield would depict his sacred intentions on the shield along with the inherent power that he had. The inherent power was often referred to as the medicine. The shield with its symbolism was one of the most treasured items by Native Americans.

These medicine shields are very difficult to obtain. Even museums have very few shields on display. This is because the medicine shields would be buried along with the warrior to whom it belonged. Hence the only way to retrieve these shields would be to dig up their graves which is not considered to be ethical.

The Power of Shield Symbols

The shields were meant to depict the vision quest of the warriors. This happened to be one of the most important periods of a man’s life. The shield was developed when a man was in pursuit of his spiritual name which was something that each individual had to acquire. Or on the other hand it was developed when the individual was ready to go on a spiritual quest. This would last for up to three days.

The individual would have a vision in which the guardian animal would be revealed to him. This would inform him of the particular symbols that were sacred to him. The individual would then inform the medicine man about his visions who would then interpret them for him. The interpretation according to the medicine man would then be transferred onto the shield. This is why it was known as the medicine man shield.

Hence the medicine shield served the dual purposes of providing both physical and spiritual protection. For the native Americans spirituality was a fundamental force that came into play on a daily basis. The medicine shield was in this respects one of the most important possessions of a man who had undergone the spiritual journey.

Although the warriors did not make use of these shields during battles they would still carry it with them. This would either attach them to their riding animal or hoist them up on a pole and carry them with honor in order to gain spiritual protection.

The owner of the shield is responsible for crafting it out in the perfect shape and applying the perfect “medicine” so as to say. When off duty the warrior would hang the medicine shield with its symbols outside his door. The shield was most commonly made out of animal skin stretched over a wooden hoop. The emblems and symbols would be painted on the surface showing the special qualities of the individual and what he achieved out of his spiritual quest.

Article 3

Eighth Grade Unit 2 Theme: Motivation“I Can” statements in Bold indicate focus objectives for Unit 2.

Students will analyze both narrative and informational texts and use the writing process to create an informational / explanatory piece of their own. Additionally, students will explore writing narrative through informal pieces of writing.

Essential Question Supporting Questions Key Terms Writing Focus Cross-Curricular Connections

How might experience influence writing?

How does a writer’s background influence the text he /she produces?

How does a writer use outside sources to establish credibility and support their ideas?

How do researchers choose significant facts and relevant sources to influence their readers?

Words for Review:Setting, Theme, Narrative, Narrator, Plot Line, Rising Action, Climax, Falling Action, Resolution, Conflict


and

Narrative

Science•

Tier 2: Delineate, Evaluate, Source, Research, Publish, Accuracy, Mediums (media), Reflection, Point of View, Citation, Transitions, Thesis

Social Studies•

Tier 3: Dialogue, Inciting Incident, Denouement, MLA, Sensory Detail, Point of View, Characterization

Math

PE/Health

Standards for literary and informational texts are cross-referenced and can be taught together but need to be modeled and applied explicitly with each genre.


REA

DIN

G

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.(Pair with RI.8.1 for informational texts.)



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.(Pair with RI.8.2 for informational texts differentiating theme vs. central idea.)

• I can identify the theme in a text.• I can explore how characters, setting, and plot interact to support

and develop a theme.• I can summarize a 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.

I can explain how dialogue and incidents move the plot forward. I can explain how what a character says or does moves the plot of the

story forward or reveals more about the character.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.(Pair with RI.8.3 and RI.8.9)

• I can compare and contrast two or more different texts.• I can explain how the texts' structural differences contribute to their

meaning (i.e. central idea vs. theme).• I can explain how the texts' structural differences contribute to their

style.

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.(Pair with RL8.1 for literary 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).(Pair with RL.8.5 and RI.8.9)

I can compare individuals, ideas, or events in a text.• I can contrast individuals, ideas, or events in a text.

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.

I can identify figurative language in an informational text. I can identify the connotative meanings of specific words in an

informational text. I can identify the technical meaning of words in an informational text. I can identify an analogy and explain how it affects the meaning and tone of

an informational text. I can identify an allusion and explain how it affects the meaning and tone of

an informational text.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.(Pair with RL.8.5 and RI.8.3)

• I can analyze two or more texts on the same topic to identify examples of conflicting facts or interpretations.

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.

• I can independently read and comprehend eighth grade level text in a variety of formats.


WR

ITIN

G

W.8.2: Write informative/explanatory texts to examine a topic to convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

I can examine a topic and generate my own ideas on the topic. I can select and gather relevant information on the topic to support my

ideas. I can analyze the information for my topic that I have gathered. I can use my research combined with my ideas to write an organized

informative text.a. 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.

I can introduce a topic clearly. I can organize and categorize information into a multi-paragraph essay. I can use heading, charts, tables, etc. to add clarification to my paper.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

I can support my topic using facts, definitions, details, and examples throughout a well-organized essay.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

I can use a variety of appropriate transitions to show connections between ideas and concepts throughout the length of my essay.See transition roles resource: http://writingcenter.unc.edu/handouts/transitions/

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

I can use precise language and vocabulary specific to my topic.

e. Establish and maintain a formal tone. I can use and sustain academic language in a multi-paragraph essay.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

I can write a conclusion that supports the information presented in my paper.

W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (Students will write a narrative using the writing process in Unit 6; please use quick-writes, exit tickets, and journaling to introduce these skills; see example for W.8.3.a.)

• I can do a quick write of a logical, detailed narrative about real or imagined events or experiences as a formative piece of writing (i.e. journal, exit ticket, etc).

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

• I can hook the reader by introducing ideas, point of view, a narrator and/or characters (possibly have students reformat an informational text as a narrative from a different point of view and only write introduction; relate to comparing / contrasting different text styles in reading).

I can organize events in a natural, logical order.W8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

I can develop and strengthen my writing through planning, revising, editing, and rewriting.

I can seek feedback and guidance from peers and adults to improve my writing.

I can revise with a focus on how well purpose and audience have been addressed.

W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

• I can use technology, such as Canvas and Google Docs to publish my writing and to highlight the relationships in my writing.

• I can use Canvas and Google Docs to work with others for the purpose of revising and editing.

• I can use online sources such as Owl Purdue and Son of Citation Machine to keep track of and cite sources using MLA format.

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.

I can research several different resources to answer assigned questions.

I can come up with additional questions that relate to the original research and investigate those questions using a variety of resources.



I can determine if a source is believable and uses correct information. I can quote and paraphrase information from sources without plagiarizing

others' words and ideas. I can correctly cite my sources in the text or at the end of my paper.

W.8.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

I can write successfully and regularly in a variety of settings and situations (journaling, quick-writes, exit tickets for multiple genres).

ELA Core Standards Student Learning TargetsSP

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a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.



• I can follow group rules to meet specific goals during discussions.

SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

I can give a presentation using interesting multimedia and visual displays to strengthen my claims and evidence (present research project).


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L.8.1.b: Form and use verbs in the active and passive voice. I can explain the difference between active and passive voice and use them in my writing.

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

I can capitalize the first word of every sentence, proper nouns, and within quotations, titles, etc.

I can use proper punctuation including end-marks, quotation marks, and commas correctly.

I can learn and apply spelling rules using morphemes.

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. I can use correct punctuation, such as commas, ellipsis, semi-colons, and colons to indicate a pause or break in a sentence.

b. Use an ellipsis to indicate an omission. • I can use an ellipsis to indicate omitted words or phrases when quoting a source.

c. Spell correctly. I can learn and apply spelling rules using morphemes.L.8.4.B: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

I can identify and use Greek or Latin suffixes to understand the meaning of words.




The Drummer Boy of Shiloh, Ray Bradbury

Echoes of Shiloh, Shelby Foote

Men on the Moon, Simon Ortiz

Working on the Moon, Edwin Aldrin, Jr.

Moon, Chaim Potok

The Story of Iqbal Masih, David L. Parker


Eighth GradeUnit 2 Common Formative AssessmentResearched Informative/Explanatory Essay

Prompt: Write a 2-3 paragraph informative/explanatory piece on a given topic using teacher-provided or student-selected resources and research. Be sure to include an introduction, well-written body paragraphs with textual evidence, and a conclusion.

This assessment should focus on a particular text structure such as compare/contrast, cause/effect, problem solution, etc.

An author’s study with a culminating research paper is suggested.

Eighth Grade Unit 3 Theme: Adversity“I Can” statements in Bold indicate focus objectives for Unit 3.

Students will compare and contrast texts and determine the claim/counterclaim of the text and analyze its development..

Essential Question Supporting Questions Key Terms Writing Focus


How does analyzing different resources help develop a valid claim?

How can evidence and commentary be used to strengthen claims?

• How does one persuasively present ideas to convince an audience?

• What is the best way to listen, respond to, and consider others’ claims and arguments?

Words for Review:Textual Evidence, Fact vs. Opinion, Literal Language, Foreshadowing, Flashback, Delineate, Point of View, Hook, Figurative Language

Argument and Narrative

Science• What are the different types and uses of energy?• How can analyzing data from observations help us

make inferences or elaborations based on facts?• How does data help us make appropriate

comparisons and contrasts?

Tier 2: Major Claim, Supporting Claim, Relevance, Pacing, Sequence, Citation, Outline, Appeal

Social Studies• What evidence is there to support the French and

Indian war?• What were the causes and effects of the events

leading up to the Revolutionary War?Tier 3: Tone, Mood, Irony, Counterclaim

Math

PE/Health

ELA Core Standards Student Learning TargetsRI.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).

I can compare individuals, ideas, or events in a text. I can contrast individuals, ideas, or events in a text.

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.

• I can outline and explain specific claims and supporting evidence in an argument.

• I can determine if the reasons linking the evidence to the claims are logical.

• I can determine if there is sufficient relevant evidence to support the claim.

• I can determine if irrelevant evidence is introduced.

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RL.8.1: Cite the textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text.



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 […]

• I can identify several types of figurative language in a text.• I can identify the connotative meanings of certain words in a text.• I can identify how specific word choices influence the meaning of a

text.• I can identify how specific word choices influence the meaning and

tone of a text.


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

I can write a claim. I can provide supporting evidence for a claim.

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

I can explain how a claim differs from other claims.

I can logically organize reasons and evidence that support a claim.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

I can support my claim(s) by using logical reasons and relevant evidence.

I can support my claim(s) with evidence from accurate sources of information.


I can develop and strengthen my writing through planning, revising, editing, rewriting.



W8.9 b. Apply grade 8 Reading standards to literary nonfiction (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”).

I can write an analysis evaluating another person’s argument for sufficient relevant evidence and logical reasoning.


I can write successfully and regularly in a variety of settings and situations.

W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

I can do a quick write of a logical, detailed narrative about real or imagined events or experiences as a formative piece of writing (i.e. journal, exit ticket, etc).

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters

• I can write a narrative using techniques such as dialogue, timing, and description (possibly have students reformat an argumentative text as a narrative from a different point of view).

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

I can use precise words, relevant description, and sensory details to reveal the action and experiences of the story.

ELA Core Standards Student Learning TargetsSL.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.




c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

I can ask questions synthesizing text with the discussion.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

I can consider others' claims, while continuing to support my claim with evidence.

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.

• I can determine purpose in a variety of texts / mediums.• I can evaluate the effect of the chosen medium.

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.

• I can outline specific claims and link them to a speaker's argument.• I can evaluate if the speaker's reasons support the claims in the

argument.• I can determine if there is sufficient relevant evidence to support

the argument.• I can recognize evidence that does not relate to the argument.

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.

• I can prioritize the importance of a variety of evidence to organize a presentation.

• I can use my research combined with my ideas to create an organized presentation.

• I can demonstrate presentation skills such as eye contact, volume, and clear pronunciation.

SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

• I can adapt speech to a variety of contexts and tasks.• I can demonstrate a command of academic language.


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

I can demonstrate how language should sound when it is spoken, written, and read.

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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.





I can identify and use Greek or Latin prefixes and suffixes to understand the meaning of words (consistent with Vocabulary through Morphemes and the vocabulary scope and sequence).

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Mrs. Flowers, Maya Angelou

Ishi in Two Worlds, Theodora Kroeber

Yana People to Receive Ishi’s Brain, Robert Fri

Good Housekeeping, Bailey White

Soul of a Citizen: Living with Conviction in a Cynical Time, Paul Rogat Loeb

I Was Born at the Wrong Time, Angela Shelf Medearis

Epiphany: The Third Gift, Lucha Corpi

The Struggle to Be an All-American Girl, Elizabeth Wong

Proclamation of the Indians of Alcatraz

Harriet Tubman: Conductor on the Underground Railroad, Ann Petry

Our Struggle Is Against All Forms of Racism, Nelson Mandela

The New Colossus, Emma Lazarus

Immigrant Kids, Russell Freedman

Eighth GradeUnit 3 Common Formative Assessment

Argument Essay

Prompt: Write an argument essay that makes a claim on a debatable topic. Be sure to include an introduction, well-written body paragraphs with textual evidence, a counterclaim, and a conclusion.

Below is a suggested prompt and supporting articles. Teachers may use an alternate prompt and/or articles that better align with their unit of study.

Suggested prompt: Who should be held responsible when bullied students inflict harm on themselves or others as a result of being bullied (e.g., parents, schools, bullies, bullied students, etc.)?

Article #1

Bullying Raises Questions About Schools’ Vigilance

BOSTON--A gay teenager in New York wins $50,000 from a school district that failed to stop taunts about his sexual orientation. The Justice Department investigates complaints that administrators ignored racial bullying in a Philadelphia school.

And in Massachusetts, a 15-year-old girl hangs herself after she is mercilessly harassed for months--taunting and threats that school administrators knew about but did not stop.Now, with nine students charged in the bullying of Phoebe Prince, who hanged herself at her family's home in January, questions have arisen about how accountable school officials should be for stopping bullying.

Barbara Coloroso, a nationally known anti-bullying consultant, had been contacted by South Hadley school officials months before Phoebe's death, after a young boy in nearby Springfield killed himself. She spent a day there in September, training teachers and administrators on how to recognize and deal with bullying.

Coloroso said school officials made mistakes by failing to stop the bullying and, after Phoebe hanged herself, by allowing at least some of the students involved to continue to attend classes and a school dance with no visible signs of discipline.

"The questions to ask are: Did they follow their own rules and did they keep Phoebe safe? Obviously not. And, did they deal effectively with the bullies? Obviously not," Coloroso told The Associated Press on Tuesday.

Authorities say Prince, who had recently emigrated from Ireland, endured months of verbal assaults and threats after she briefly dated a popular boy. She was harassed mostly in school, but also on Facebook and through other electronic forms.

District Attorney Elizabeth Scheibel said the inaction of school officials was troublesome but not criminal.More than 40 states have anti-bullying laws that generally require schools to adopt a set of preventive policies. But Marlene Snyder of Clemson University's Institute on Family and Neighborhood Life said laws and policies don't necessarily help if schools don't follow through with intensive training for teachers and staff.

"In defense of teachers, very few of them have ever had training on bullying prevention, much less how to intervene without making the situation worse," she said. "Some people don't understand the dramatic and devastating effect that this kind of treatment can have on a child."

In upstate New York, the Mohawk Central School District agreed Monday to do more to protect students from harassment as part of a settlement with a gay teenager who claimed he was relentlessly bullied.

The boy, described only as 15-year-old Jacob, now goes to another school, and his father said he hopes other districts take note of what happened in the working-class village."I wish some other schools would follow in the footsteps of this school and make changes," said Robert Sullivan, who has a different last name than Jacob. "A lot of schools are going through the same thing as this school."

In Georgia, 11-year-old Jaheem Herrera committed suicide at his Atlanta-area home last year after his parents say he was repeatedly tormented in school. School officials denied it and an independent review found bullying was not a factor, but his family rejects that conclusion.

And at South Philadelphia High School, Asian students say they've endured relentless bullying and racial epithets by black students while school officials ignored their complaints. The Asian American Legal Defense and Education Fund filed a complaint in January with the U.S. Justice Department.

In the Massachusetts case, school officials had previously said they did not know about Phoebe's harassment before she committed suicide. They have said some students accused of taking part in the bullying have been disciplined and will not return to class.Administrators and School Committee members did not return calls and e-mails seeking comment. In a statement, Assistant Superintendent Christine Swelko said "a small group of students" was removed from school Tuesday. She would not say how many or whether they had been expelled.

She said the school, through its anti-bullying task force, was continuing to review its policies and programs.

Legal experts said it would be difficult to charge school officials criminally, but said Prince's family could have a cause of action in a wrongful death lawsuit.

"If the mother told more than one school official what was going on, it would come down to what she actually told them, and then if they did nothing about it and something bad happened as a result, that is a basic argument that the school was indifferent and could be legally liable for what went on," said Peter Hahn, a Newton attorney who specializes in education and juvenile law.

Massachusetts is one of only seven states without a specific law targeting school bullying, according to the National Conference of State Legislatures.

The Legislature cited Phoebe's death and the apparent suicide of 11-year-old Carl Walker-Hoover of Springfield last year in passing anti-bullying legislation earlier this month. The Legislature still needs to approve a final version before sending it to the governor.Many parents complain that the laws aren't enforced consistently and that school officials don't do enough to remove bullies from schools.

Ted Mathews, a South Hadley parent who said his 13-year-old son was harassed in school several years ago, said he doesn't understand why school administrators did not intervene.

"Bottom line is, they could have done something, but they didn't," Mathews said. "My personal belief is if you're going to hold these kids accountable, then you've got to hold these adults accountable, too. Everybody's got an excuse, but it doesn't bring her back."

Source:Lavoie, Denise. "Bullying Raises Questions About Schools' Vigilance." Cape Cod Times (Hyannis, MA). 30 Mar 2010: n.p.

SIRS Issues Researcher. Web. 11 Jun 2012.

Article #2

Felony Counts for 2 in Suicide of Bullied 12-Year-Old

MIAMI — For the Polk County sheriff’s office, which has been investigating the cyberbullying suicide of a

12-year-old Florida girl, the Facebook comment was impossible to disregard.

In Internet shorthand it began “Yes, ik” — I know — “I bullied Rebecca and she killed herself.” The writer

concluded that she didn’t care, using an obscenity to make the point and a heart as a perverse flourish.

Five weeks ago, Rebecca Ann Sedwick, a seventh grader in Lakeland in central Florida, jumped to her

death from an abandoned cement factory silo after enduring a year, on and off, of face-to-face and online

bullying.

The Facebook post, Sheriff Grady Judd of Polk County said, was so offensive that he decided to move

forward with the arrest immediately rather than continue to gather evidence. With a probable cause

affidavit in hand, he sent his deputies Monday night to arrest two girls, calling them the “primary

harassers.” The first, a 14-year-old, is the one who posted the comment Saturday, he said. The second is

her friend, and Rebecca’s former best friend, a 12-year-old.

Both were charged with aggravated stalking, a third-degree felony and will be processed through the

juvenile court system. Neither had an arrest record. The older girl was taken into custody in the juvenile

wing of the Polk County Jail. The younger girl, who the police said expressed remorse, was released to her

parents under house arrest.

Originally, Sheriff Judd said he had hoped to wait until he received data from two far-flung cellphone

application companies, Kik Messenger and ask.fm, before moving forward.

“We learned this over the weekend, and we decided that, look, we can’t leave her out there,” Sheriff Judd

said, referring to the older girl. “Who else is she going to torment? Who else is she going to harass? Who is

the next person she verbally abuses and attacks?”

He said the older girl told the police that her account had been hacked, and that she had not posted the

comment.

“She forced this arrest today,” Sheriff Judd said.

Rebecca was bullied from December 2012 to February 2013, according to the probable cause affidavit.

But her mother, Tricia Norman, has said the bullying began long before then and continued until Rebecca

killed herself.

The older of the two girls acknowledged to the police that she had bullied Rebecca. She said she had sent

Rebecca a Facebook message saying that “nobody” liked her, the affidavit said. The girl also texted

Rebecca that she wanted to “fight” her, the police said. But the bullying did not end there; Rebecca was

told to “kill herself” and “drink bleach and die” among other things, the police added.

http://ask.fm/

The bullying contributed to Rebecca’s suicide, the sheriff said.

Brimming with outrage and incredulity, the sheriff said in a news conference on Tuesday that he was

stunned by the older girl’s Saturday Facebook posting. But he reserved his harshest words for the girl’s

parents for failing to monitor her behavior, after she had been questioned by the police, and for allowing

her to keep her cellphone.

“I’m aggravated that the parents are not doing what parents should do: after she is questioned and

involved in this, why does she even have a device?” Sheriff Judd said. “Parents, who instead of taking that

device and smashing it into a thousand pieces in front of that child, say her account was hacked.”

The police said the dispute with Rebecca began over a boy. The older girl was upset that Rebecca had

once dated her boyfriend, they said.

“She began to harass and ultimately torment Rebecca,” said the sheriff, describing the 14-year-old as a

girl with a long history of bullying behavior.

The police said the older girl began to turn Rebecca’s friends against her, including her former best

friend, the 12-year-old who was charged. She told anyone who tried to befriend Rebecca that they also

would be bullied, the affidavit said.

The bullying leapt into the virtual world, Sheriff Judd said, and Rebecca began receiving sordid messages

instructing her to “go kill yourself.” The police said Rebecca’s mother was reluctant to take her cellphone

away because she did not want to alienate her daughter and wanted her to be able to communicate with

her friends. Ms. Norman tried, she has said, to monitor Rebecca’s cellphone activity.

In December, the bullying grew so intense that Rebecca began cutting herself and was sent to a hospital

by her mother to receive psychiatric care. Ultimately, her mother pulled her out of Crystal Lake Middle

School. She home schooled her for a while and then enrolled her in a new school in August.

But the bullying did not stop.

“As a child, I can remember sticks and stones can break your bones but words will never hurt you,” the

sheriff said. “Today, words stick because they are printed and they are there forever.”

Some of the messages were sent using a variety of social media smartphone messaging and photo-sharing

applications, including ask.fm and Kik Messenger, that parents have a difficult time keeping track of.

“Watch what your children do online,” Sheriff Judd said. “Pay attention. Quit being their best friend and

be their best parent. That’s important.”

A version of this article appears in print on October 16, 2013, on page A20 of the New York edition with the headline “Felony Counts for 2 in Suicide of Bullied 12-Year-Old.”

http://ask.fm/

Eighth Grade Unit 4 Theme: Affecting Change“I Can” statements in Bold indicate focus objectives for Unit 4.

Students will write and articulate their own arguments with supporting evidence and commentary.

Essential Question Supporting Questions Key Terms Writing Focus


How does argumentative writing change society?

• How can constructing a strong argument help influence an audience to support a position?

• What role does understanding argument play in the ability to be proactive citizens?

• Why is it important to understand an opponent’s point of view?

Words for Review:Major Claim, Supporting Claim, Facts, Textual Evidence, Relevance, Credibility, Reliability

Argument Science• How can we use evidence to support scientific claims,

identify bias, and various perspectives throughout all scientific content areas (i.e., ecology, geology, chemistry, physics)?

Tier 2: Analyze, Evaluate, Interpret, Valid Reasoning, Appeal

Social Studies• What analysis can be made of U.S. Constitutional arguments

and Constitutional compromises?

• What is the importance of understanding, knowing, and defending our rights as citizens?

Tier 3: Counterclaim

Math

PE/Health

ELA Core Standards Student Learning TargetsRI 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.

• I can break a paragraph into sentences and identify their functions within that paragraph.

• I can explain how the sentences support the paragraph’s key point.

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.

• I can identify an author’s point of view or purpose in a text.• I can identify and explain how the author acknowledges and

responds to others’ opinions.

RI 8.8: Delineate and evaluate an argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize where irrelevant evidence is introduced.

• I can outline and explain specific claims and supportive evidence in an argument.

• I can determine whether or not the reasons linking the evidence to the claims are sound (good quality and logical).

• I can determine whether or not there is enough relevant evidence to support the claim.

• I can determine if 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.

• I can analyze two or more texts on the same topic to identify examples of conflicting facts or interpretations.


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

● I can write a claim.● I can provide supporting evidence for a claim.

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

I can explain how a claim differs from other claims. I can logically organize reasons and evidence that support a claim.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

I can support my claim(s) by using logical reasons and relevant evidence.

I can support my claim(s) with accurate evidence from sources of information.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

I can use words, phrases, and clauses to clearly show how claims, counterclaims, reasons, and evidence fit together.

d. Establish and maintain a formal style. I can use academic language to write about an issue or topic.e. Provide a concluding statement or section that follows from and supports the argument presented.

I can end my writing with a concluding statement that backs up the claim(s) in my argument.

W8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

I can develop and organize clear and understandable writing that is appropriate for a specific task, purpose and audience.







I can determine if a source is believable and uses correct information. I can quote and paraphrase information from sources without

plagiarizing others' words and ideas. I can correctly cite my sources in the text or at the end of my paper.

W.8.9: Draw evidence from literary or informational texts to support analysis, reflections, and research.

I can read texts to find facts, examples, or details that support my own ideas.

W.8.10: Write routinely over extended time frames (time for research, • I can write successfully and regularly in a variety of settings and

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.

situations.

ELA Core Standards Student Learning TargetsSP

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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.

• I can outline specific claims and link them to a speaker's argument.• I can evaluate if the speaker's reasons support the claims in the

argument.• I can determine if there is sufficient relevant evidence to support the

argument.• I can recognize evidence that does not relate to the argument.

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.

• I can prioritize the importance of a variety of evidence to organize a presentation.

• I can use my research combined with my ideas to create an organized presentation.

• I can demonstrate presentation skills such as eye contact, volume, and clear pronunciation.

ELA Core Standards Student Learning TargetsL 8.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• I can capitalize the first word of every sentence, proper nouns, and within quotations, titles, etc.

• I can use proper punctuation including end-marks, quotation marks, and commas correctly.

• I can learn and apply spelling rules using morphemes.

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. I can use correct punctuation, such as commas, ellipsis, semi-colons, and colons to indicate a pause or break in a sentence.

b. Use an ellipsis to indicate an omission. I can use an ellipsis to indicate omitted words or phrases when quoting a source.

c. Spell correctly I can learn and apply spelling rules using morphemes.

L.8.4. b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

I can identify and use Greek or Latin prefixes and suffixes to understand the meaning of words (consistent with Vocabulary through Morphemes and the vocabulary scope and sequence).



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Eighth GradeUnit 4 Common Summative Assessment

Argument Essay

Prompt: Choose an issue that you feel warrants change. Research this issue to obtain reliable and credible information that supports your view. Write an argument essay that makes a claim regarding this debatable issue. Be sure to include an introduction, well-written body paragraphs with textual evidence, a counterclaim, and a conclusion.

Below are suggested topics for research.

Year-round school 4-day school week Removing the arts from schools Textbooks versus tablets


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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.

I can identify and explain how textual evidence supports what the author states directly and what he/she implies.

I can determine the quality of the evidence used to support what the text says.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.

I can find a central idea in a text. I can explain how supporting ideas develop the central idea. I can explain how supporting ideas relate to the central idea. I can summarize a 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).

I can compare individuals, ideas, or events in a text. I can contrast individuals, ideas, or events in a text.

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.

I can identify an author’s point of view or purpose in a text. I can identify and explain how the author acknowledges and responds to

others' opinionsRI.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.

I can identify several different ways to present information on a topic. I can evaluate the advantages and disadvantages of presenting

information in various formats.

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.

I can analyze two or more texts on the same topic to identify examples of conflicting facts or interpretations.

Eighth Grade Unit 5 Theme: Innovation“I Can” statements in Bold indicate focus objectives for Unit 5.

Students will delineate differences between and generate both informative / explanatory and argumentative writing pieces. (Much of the unit is a review in preparation for SAGE Testing.)

Essential Question



How can evaluating learning show progress?

• How can evaluate my writing to enhance its purpose?

Words to Review:Textual Evidence, Citations, Thesis, Major Claim, Supporting Claims, Purpose, Revision

Argument/Informative

Science• How does recognizing the contributions of past

scientists help us better understand the nature of science?

Tier 2: Social Studies• How does understanding the events and issues

of the Civil War help us realize our identity as a nation?

Tier 3: Math

PE/Health

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.

I can independently read and comprehend eighth grade level text in a variety of formats.


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W.8.1: Write arguments to support claims with clear reasons and relevant evidence. (I.E. all sub standards from previous unit)

I can write a claim and support it with reasons and evidence.

W.8.2: Write informative/expository texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (I.E. all sub standards from previous unit)

I can examine a topic and generate my own ideas on the topic. I can select and gather relevant information on the topic to support my ideas. I can analyze the topic information I have gathered. I can use my research combined with my ideas to write an organized

informative text.W8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

I can develop and organize clear and understandable writing that is appropriate for a specific task, purpose and audience

I can break down a prompt and identify the task and how it addresses purpose and audience.

I can seamlessly move between writing informational / explanatory and argumentative texts.







I can determine if a source is believable and uses correct information. I can quote and paraphrase information from sources without plagiarizing

others' words and ideas. I can correctly cite my sources in the text or at the end of my paper.

W.8.9: Draw evidence from literary or informational texts to support analysis, reflections, and research.

I can read literary or informational texts to find specific facts, examples, or details that support my own ideas.


I can write successfully and regularly in a variety of settings and situations.




I can listen and understand others’ ideas and viewpoints. I can respond to others’ ideas and viewpoints respectfully using academic

language.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.



I can follow group rules to meet specific goals during discussions.


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

I can use language correctly when writing or speaking.

L.8.1.a: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

I can explain verbals and how they function in sentences.

L.8.1.b: Form and use verbs in the active and passive voice. I can explain the difference between active and passive voice and use them in my writing.






I can identify and use Greek or Latin roots, prefixes, and suffixes to understand the meaning of words (consistent with Vocabulary through Morphemes and the vocabulary scope and sequence).





L8.5 b. Use the relationship between particular words to better understand each of the words

I can clarify the meaning of a word through examining other words and ideas that are similar or opposite.

L8.5 c. Distinguish among connotations (associations) and of words with similar denotations (definitions) (e.g. bullheaded, willful, firm, persistent, resolute).

I can explain the difference between the implied meaning of a word and its technical meaning.

L.8.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather


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vocabulary knowledge when considering a word or phrase important to comprehension or expression.











The Drummer Boy of Shiloh, Ray Bradbury

Echoes of Shiloh, Shelby Foote

Men on the Moon, Simon Ortiz

Working on the Moon, Edwin Aldrin, Jr.

Moon, Chaim Potok

The Story of Iqbal Masih, David L. Parker



SAGE TEST


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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.

• I can identify the theme in a text.• I can explore how characters, setting, and plot interact to support and develop

a theme.• I can summarize a 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.

I can explain how dialogue and incidents move the plot forward. I can explain how what a character says or does moves the plot of the story

forward or reveals more about the character.RL 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.

• I can identify several types of figurative language in a text.• I can identify the connotative meanings of certain words in a text.• I can identify how specific word choices influence the meaning of a text.• I can identify how specific word choices influence the meaning and tone of a

text.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.

I can compare and contrast two or more different texts. I can explain how the texts’ structural differences contribute to their meaning. I can explain how the texts’ structural differences contribute to their style.

Eighth Grade Unit 6 Theme: Progress“I Can” statements in Bold indicate focus objectives for Unit 5.

Students will write narratives while considering how experiences lead to progress and positive contributions.

Essential Question



How do past experiences lead to progress and positive contributions?

• Why share past experiences with others?

• How do personal experiences hinder or help progress?

• How do literary elements add suspense and humor to a story?

• How do different points of view affect how a story is interpreted?

Words to Review: Characterization

Narrative Science• How does recognizing the contributions of past

scientists help us better understand the progression of science?

Tier 2: Symbolism, Production Social Studies• In what ways has progression of history been

impacted by the experience, choices, and actions of individuals?

Tier 3: Analogies, Allusions, Dramatic Irony, Verbal Irony, Puns, Situational Irony, Drama, Script

Math How are important issues identified and explored

through statistics?PE/Health How do past experiences affect my understanding

of myself and others?

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.

• I can identify the point of view of the characters or narrator(s) in a text.• I can tell the difference between the character's point of view and the

audience or reader's point of view.• I can analyze how differences in the character's point of view and the

reader's point of view create suspense or humor.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.

• I can explain how a film or live production of a story or drama is similar or different from the original text.

• I can evaluate how the director's choices to stay with or make changes to the script impact the story.

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.

• I can analyze a piece of fiction and connect its themes, events, or characters to a traditional or religious piece of writing.

• I can analyze how a traditional or religious piece of writing is transformed into a modern work.

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.

• I can independently read and comprehend eighth grade level text in a variety of formats.


W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

• I can write a logical, detailed narrative about real or imagined events or experiences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

• I can hook the reader by introducing ideas, point of view, a narrator, and/or characters.

• I can organize events in a natural, logical order.

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

• I can write a narrative using techniques such as: dialogue, timing, description, and reflection.

c. 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.

• I can use transition words and phrases to show order of events, changes in setting, and connections in experiences.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

• I can use precise words, relevant description, and sensory details to reveal the action and experiences of the story.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

• I can conclude my story by reflecting on the experiences or events I shared.

W8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• I can develop and organize clear and understandable writing that is appropriate for a specific task, purpose and audience.

W8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,

• I can develop and strengthen my writing through planning, revising, editing, and rewriting.

• I can seek feedback and guidance from peers and adults to improve my

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editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

writing.• I can revise with a focus on how well purpose and audience have been

addressed.W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

• I can read literary or informational texts to find specific facts, examples, or details that support my own ideas.

a. Apply grade 8 Reading standards to literature (e.g. “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

• I can write an analysis, evaluating the quality of a piece of literature.


• I can write successfully and regularly in a variety of settings and situations.



• I can clearly communicate my ideas verbally using academic language with a partner, in a small group and as part of a class discussion.

• I can listen and understand others’ ideas and viewpoints.• I can respond to others’ ideas and viewpoints respectfully using academic

language.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

• I can participate in discussion using valid textual evidence from my previous readings.


• I can follow group rules to meet specific goals during discussions.


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

• I can use language correctly when writing or speaking.

L.8.1.a: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

• I can explain verbals and how they function in sentences.

L.8.1.b: Form and use verbs in the active and passive voice. • I can explain the difference between active and passive verbs and use them in my writing.

L8.3 a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

I can use active and passive voice in my writing. I can create a specific effect by using conditional and subjunctive mood.



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I can identify and use Greek or Latin roots, prefixes, and suffixes to understand the meaning of words (consistent with Vocabulary through Morphemes and the vocabulary scope and sequence).


I can use reference materials to find the pronunciation and meaning of unfamiliar words.


I can confirm my initial understanding of a word by double-checking the meaning by using a dictionary or online resources.

L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

I can identify examples of figurative language. I can recognize how words relate to each other. I can recognize the slight differences in word meanings based on how they are

used.a. Interpret figures of speech (e.g. verbal irony, puns) in context I can identify figures of speech like verbal irony and puns and explain their

intended meanings.b. Use the relationship between particular words to better understand each of the words

I can clarify a word through examining other words and ideas that are similar or opposite.

c. Distinguish among connotations (associations) and of words with similar denotations (definitions) (e.g. bullheaded, willful, firm, persistent, resolute).

• I can explain the difference between the implied meaning of a word and its technical meaning.



Unit 6 Mirrors & Windows ResourcesThe Drummer Boy of Shiloh, Ray BradburyEchoes of Shiloh, Shelby FooteMen on the Moon, Simon OrtizWorking on the Moon, Edwin Aldrin, Jr.Moon, Chaim PotokThe Story of Iqbal Masih, David L. ParkerThe Tell-Tale Heart, Edgar Allen PoeSweet Potato Pie, Eugenia CollierMiss Butterfly, Toshio Mori

The Ransom of Red Chief, O. HenryThe Medicine Bag, Virginia Driving Hawk SneveLuke Baldwin’s Vow, Morley CallaghanLose Now, Pay Later, Carol Farley“Night Clouds,” Amy Lowell“Dreams,” Langston Hughes“A Dream Deferred,” Langston Hughes“The Naming of Cats,” T.S. Elliot“Pretty Words,” Elinor Wylie“The Other Pioneers,” Roberto Felix Salazar“Ceremony,” Leslie Marmon Silko“If I can stop one Heart from breaking,” Emily Dickinson“He ate and drank the precious words,” Emily Dickinson“Legacies,” Nikki Giovanni“I Ask My Mother to Sing,” Li-Young Lee“your little voice Over the wires came leaping,” ee cummings“Lyric 17,” Jose Garcia Villa


Narrative

Prompt: Every picture tells a story. Choose ONE of the following pictures and use your imagination and experiences to write a structured narrative based on your picture.

Source:Van Allsburg, Chris. The Mysteries of Harris Burdick. New York: Houghton Mifflin. 1984.

Source:Van Allsburg, Chris. The Mysteries of Harris Burdick. New York: Houghton Mifflin. 1984.

Glossary

Unit 1

Word DefinitionBias (noun) Prejudice in favor of or against on thing, person, or group, usually in a way considered to be unfairCentral Idea (noun) The main or key message/idea being communicated in a textCitation (noun) The act of citing a reference or where information came from in a textCompare (verb) To examine two or more objects, ideas, people, etc and note their similaritiesConcluding Sentence (noun) The final sentence in a paragraph/essay that should tie back to the main idea of the paragraph/essayConnotation (noun) The set of ideas or emotional associations suggested by a word in addition to its actual meaningContrast (verb) To examine two or more objects, ideas, people, etc and note their differencesCredibility (noun) The quality of being believable or worthy of trust (Credible Sources)Denotation (noun) A word’s dictionary definition without any emotional associates; the explicit meaning of a wordExplicit (adjective) Fully or clearly expressed or demonstrated; leaving nothing to be impliedFact (noun) Something that actually exists and can be proven; cannot be arguedImplicit (adjective) Something that is implied rather than expressly statedInformational Text (noun) A form of nonfiction that aims to convey or explain information.Opinion (noun) A belief or judgment that cannot be proven true or false; a personal view or attitudeParagraph Structure (noun) Basic paragraph structure includes: topic sentence, evidence, analysis, concluding sentence that links back to

topic sentence/main idea of paragraph; citations included as neededParaphrase (noun) A restatement of a portion of a text in the writer’s own wordPerspective (noun) A point of view or attitude toward something often shaped by a person’s own experiences or culturePlagiarism (noun) Using or imitating the words and thoughts of an author without permission and passing as one’s ownPurpose (noun) The reason why an author writes a certain piece of textQuote (noun) To repeat a passage of a text word for word accompanied by a citationReliability (noun) The ability to be relied or depended on for accuracy and honesty (Reliable Sources)Slant (verb) To present something (such as a news story) in a way that favors a particular group or opinionSubtext (noun) The underlying or implicit meaning of a text; a message that is not stated directlySummary (noun) Using a few words to highlight the most important information from a textSupporting Detail (noun) The information in a paragraph or essay that link back to the central ideaTextual Evidence (noun) Information found in a text that can prove a claim or idea as valid or trueTopic Sentence (noun) The first sentence of a paragraph that often introduces the central idea for that piece of text

Unit 2

Word DefinitionAccuracy (noun) The quality of being true, correct, or exactCharacterization (noun) The act of creating or describing a character by showing what characters say, do or think; showing what other

characters say or think about them; and describing what physical features and personalities characters displayCitation (noun) The act of citing a reference or where information came from in a textClimax (noun) Part of the plot with the highest point of interest or suspenseConflict (noun) The struggle between two opposing forces in a literary work (Man v Man; Man v Self; Man v Society; Man v

Nature/Supernatural)Delineate (verb) To describe or portray something in detail and with accuracyDenouement (noun) Or resolution; the final part of a narrative where the central conflict is ended or resolvedDialogue (noun) A conversation between two or more people or charactersEvaluate (verb) To judge or determine the significance, worth, or quality of somethingFalling Action (noun) Part of the plot which consists of all the events that follow the climax; shows how the characters change after

the climaxInciting Incident (noun) The part of the plot where the conflict is introduced and the plot is thrown into rising actionMediums (media) The method used to communicate information such as radio, magazine, essay, book, blog, movie, etc.MLA A style guide for academic writing and citationsNarrative (noun) Type of writing that tells a story or describes eventsNarrator (noun) A character or speaker who tells the story in a textPlot Line (noun) The series of events related to a central conflict or struggle that include exposition, rising action, climax, falling

action, denouement, resolutionPoint of View (noun) Vantage point or perspective from which the story is told; who is telling the story (first-person point of view,

second-person point of view, third-person limited and third person omniscient point of view)Publish (verb) To make something publically or generally knownReflection (noun) The act of thinking back on past events in order to improve on future eventsResearch (noun/verb) (n) – an investigation into a subject (v) – to make an extensive investigation into a subjectResolution (noun) Part of the plot in which the central conflict is ended or resolvedRising Action (noun) Part of the plot where the conflict is developed and intensifiedSensory Detail (noun) Words and phrases that describe how things look, sound, smell, taste, or feelSetting (noun) The time, place, and conditions in which the action of a book, movie, etc takes placeSource (noun) A place where information can be found (as in research)Theme (noun) The central message or perception about life that is revealed through a literary workThesis (noun) A sentence (usually found in the introduction of a paper/essay) that states the central or main idea that will be

supported in a work of nonfictionTransitions (noun) Phrases or words used to connect one idea or paragraph to the next

Unit 3

Word DefinitionAppeal (verb) To make a serious or urgent request or to attempt to persuade an audienceCounterclaim (noun) A claim that disagrees with the given thesis/claim that the writer must rebutFigurative Language (noun) Words, groups of words, or phrases with exaggerated or altered meanings that are meant to be understood

imaginatively (EX simile, metaphor, personification, hyperbole, allusion, idiom, pun, etc)Flashback (noun) Interrupts the chronological sequence of a literary work and presents an event that occurred earlierForeshadow (verb) To present hints or warnings of events that will occur later in a storyHook (noun) The first line(s) of an essay that “hooks” or draws your readers into the essay and makes them want to keep

readingIrony (noun) The difference between appearance and reality; what seems to be and what really is (Types: Dramatic, Verbal,

and Situational)Literal Language (noun) Words that do no deviate from their defined meaningMajor Claim (noun) The main argument in an essay that defines the paper’s goal, direction, and scope and isMood (noun) The emotion created in the reader by part or all of a literary workOutline (noun) Breaks down a claim into supporting claims in a clear, hierarchal mannerPacing (noun) The rate at which a plot moves forward in a story; pacing should be smooth and not feel too rushed or too slowRelevance (noun) A relation or direct connection to the matter at handSequence (noun) A set of things in order (first, second, third, etc)Supporting Claims (noun) A claim made that, if accepted, will make it easier to prove the major claimTone (noun) Speaker or narrator’s attitude toward the subject that is implied in a literary work

Unit 4

Word DefinitionAnalyze (verb) To study something closely and carefully and understand the relationship of its partsEvaluate (verb) To judge or determine the significance, worth, or quality of somethingInterpret (verb) To give or provide the meaning of somethingValid Reasoning Reasoning that is sound and logical and could be backed up by credible evidence

Unit 5

Word DefinitionRevision (noun) The process of changing and correcting writing in order to improve it

Unit 6

Word DefinitionAllusion (noun) A reference to a well-known person, event, object, or work from history or literatureAnalogies (noun) Comparison of two things that are alike in some ways but otherwise quite different; often explains or describes

something unfamiliar by comparing it to something familiarDrama (noun) A story told through characters played by actorsDramatic Irony (noun) Something is known to the reader or audience but unknown to the charactersProduction (noun) A work presented to the public (as on stage, or screen, or over the air)Puns (noun) The humorous use of a word or phrase to emphasize or suggest its multiple meanings or applicationsScript (noun) A drama’s actual textSymbolism (noun) Something that stands for or represents both itself and something elseSituational Irony (noun) An event occurs that violates the expectations of the characters, the reader, or the audienceVerbal Irony (noun) A character says on thing but means another

acsdela.weebly.com/.../15-16_eighth_grade_map.docx · web viewthe drummer boy of shiloh, ray...

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