8th Grade Core Curriculum Standards with Resources and Activities · 2010-07-26 · The Pigman- Create a five paragraph essay analyzing three themes found in the novel. The Pigman

8th Grade Core Curriculum Standards with Resources and Activities

STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.

Standard Strand Behavioral Objectives Activities Resources 3.1 (READING)

3.1.8.A Concepts About Print

8.A.1 Identify and use organizational structures to comprehend information. (e.g., logical order, comparison/contrast, cause/effect, chronological, sequential, procedural text).

Short Story Unit –Create a Venn diagram to compare and contrast short stories read and viewed via television. For example, “Flowers For Algernon” by Robert Keyes and “Ransom of Red Chief” by O. Henry.

“Flowers For Algernon” by Robert Keyes and “Ransom of Red Chief” by O. Henry

3.1.8.B. Phonological Awareness

No additional indicators at this grade level

3.1.8.C.

Decoding & Word Recognition

8.C.1 Distinguish among the spellings of homophones (e.g. cite, site, sight).

Class Warm-Up: As part of a NJ Ask 8 review, have class list homophones and meanings. Create a sentence for each word.

8.C.2 Apply spelling rules and syllabication that aid in correct

Always hold student accountable for spelling

spelling. when submitting any essay.

8.C.3 Continue to use structural analysis and context analysis to decode new words.

Vocabulary Study – In all units, have students define new words, list synonyms, identify part of speech and create a sentence. Approximately 10-15 words per week.

In all units

8.C.4 Apply knowledge of word structures and patterns to read with automaticity.

Vocabulary Study – In all units, have students define new words, list synonyms, identify part of speech and create a sentence. Approximately 10-15 words per week

In all units

3.1.8.D Fluency 8.D.1. Read grade-level text orally with

high accuracy and appropriate pacing, intonation, and expression.

Short Story Unit- Have students read select short stories aloud. Also, read The Wave and The Glory Field aloud.

Short Story Unit The Wave by Todd Strasser The Glory Field by Walter Dean Myers

8.D.2 Read increasingly difficult texts silently with comprehension and fluency.

Book Review – Have students select one book a month to read independently. Assign a completion date and take students to the computer lab to test for comprehension. They will take an Accelerated Reader Test.

Approved texts from Accelerated Reader List.

8.D.3 Apply self-correcting strategies to

decode and gain meaning from print both, orally and silently.

8.D.4 Adjust reading rate in response to the type of text and level of difficulty (e.g. recreational reading vs. informational reading).

Book Review – Incorporate a variety of novels into independent reading by assigning a specific genre, both fiction and non-fiction.

Approved texts from Accelerated Reader List.

3.1.8.E.

Reading Strategies (before, during, and after reading)

8.E.1. Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences.

Short Story Unit – Have students dedicate a page in notebook to a “Think Page”. Prior to each short story, have students turn to this page and do a writing warm-up to relate short story to a personal experience.

Short Story Selections

8.E.2 Use increasingly complex text guides to understand different text structure and organizational patterns (e.g., chronological sequence or comparison and contrast.

The Glory Field- Use chronological sequence to understand the progression of this novel. It spans from 1864-1994, each section focusing on another problems African Americans faced. (slavery, discrimination, etc.)

The Glory Field by Walter Dean Meyers

3.1.8.F.

Vocabulary and Concept Development

8.F.1 Develop and refine an extended vocabulary through listening and exposure to a variety of texts and

Vocabulary Study – In all units, have students define new words, list

In all units

independent reading. synonyms, identify part of speech and create a sentence. Approximately 10-15 words per week.

8.F.2. Clarify word meanings through the use of a word’s definition, example, restatement, or contrast.


In all units

8.F.3 Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources


In all units

8.F.4 Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their speaking and writing experiences.


In all units

8.F.5 Explain relationships between and among words including connotation/denotation, antonyms/synonyms, and words with multiple meanings.


In all units

3.1.8.G. Comprehension Skills and Response to Text

8.G.1 Differentiate between fact/opinion The Wave – Study The Wave – by Todd

and bias and propaganda in newspapers, periodicals, and electronic texts.

propaganda posters and literature used by Adlof Hitler and the Nazis during World War II. The Wave – Study tactics used by the teacher to get students to join “the wave”.

Strasser www.teacheroz.com/ WWIIpropaganda.htm

8.G.2 Compare and analyze several authors’ perspectives of a character, personality, topic, setting, or event.

Inherit the Wind – Read a variety of opinions surrounding the Scope’s Trial. Have students determine why certain groups felt the way they did about the subject.

Inherit the Wind by by Jerome Lawrence and Robert Edwin Lee,

8.G.3 Analyze ideas and recurring themes found in texts, such as good versus evil, across traditional and contemporary works.

Short Story Unit – Have students determine prominent themes in a variety of literature. Compare and contract how the author expresses this theme, and how the same theme may be evident in a variety of stories.

Short Story Selections

8.G.4 Locate and analyze the elements of setting, characterization, and plot to construct understanding of how characters influence the progression and resolution of the plot

Short Story Unit – Have students create plot charts and focus on exposition, rising actions, climax, falling actions and climax. After watching “The Fever” by Rod Serling, fill in the plot chart and discuss how Frank Gibbs led himself to his own demise.

Short Story Unit –“ The Fever” by Rod Serling

Short Story Unit- Have students read a children’s story and watch a thirty minute sitcom. Both will have all elements. Students will identify theme, plot chart, point of view, setting, characters and conflict. They will then creatively display their findings in a tangible project.

8.G.5 Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of nonfiction and providing support from the text as evidence of understanding.

Inherit the Wind – Prior to reading this based on true events drama, create a “T” chart listing the similarities between the Cates Trial and characters, to the Scope’s Trial and characters.

Inherit the Wind by by Jerome Lawrence and Robert Edwin Lee

8.G.6 Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and literary elements of fiction and providing support from the text as evidence of understanding.

Short Story Unit- Have students read a children’s story and watch a thirty minute sitcom. Both will have all elements. Students will identify theme, plot chart, point of view, setting, characters and conflict. They will then creatively display their findings in a tangible project.

Short Story Unit

8.G.7 Respond critically to text ideas and the author’s craft by using textual

The Glory Field - Create a five paragraph essay

The Glory Field by Walter Dean Myers

evidence to support interpretations. analyzing three themes found in the novel.

8.G.8 Identify and analyze literary techniques and elements, such as figurative language, meter, rhetorical, and stylistic features of text.

Poetry Unit – Read a variety of poetry and focus on language, meter, rhetorical, and stylistic features. All students will create self-made poetry, displaying knowledge of the skills.

Poetry Unit

8.G.9 Identify and analyze recurring themes across literary works.

The Pigman- Create a five paragraph essay analyzing three themes found in the novel.

The Pigman by Paul Zindel

8.G.10 Read critically and analyze poetic forms (e.g., ballad, sonnet, couplet).

Poetry Unit – Read a variety of poetry and determine the form used by the author. All students will create self-made poetry, displaying knowledge of the skills.

Poetry Unit

8.G.11 Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and poetry.

Poetry Unit – Read a variety of poetry and focus on idioms, analogies, metaphors and similes. All students will create self-made poetry, displaying knowledge of the skills.

Poetry Unit

8.G.12 Understand perspectives of authors in a variety of interdisciplinary works.

Short Story Unit – read a variety of short stories by the same author. Discuss perspective of author. Example – Short Stories by O. Henry

“The Last Leaf” and “A Retrieved Reformation” by O. Henry

8.G.13 Interpret text ideas through journal The Pigman – From the The Pigman by Paul

writing, discussion, and enactment. point of view of John or Lorraine, discuss the problems that could arise if either of their parents found out about the hidden relationship with the Pigman. All journal entries should be done in the character’s point of view.

Zindel

8.G.14 Demonstrate the use of everyday texts (e.g., train schedules, directions, brochures) and make judgments about the importance of such documents.

The Wave – Discuss the importance of train schedules and directions during World War II. Discuss how knowing how to read the above documentation and could lead to freedom. Discuss how people were smuggled to neutral countries and why during this time.

The Wave by Todd Strasser

8.G.15 Compare and analyze the various works of writers through an author’s study

Short Story Unit – Assign each child to a different author studied during this unit. Following the units completion, have the students pick another short story written by the same author (not one read in class). Have the students create a power point discussing the authors similarities and differences in his or her short story.

Refer to selection of short stories

3.1.8.H Inquiry and Research

8.H.1 Produce written and oral work that demonstrates comprehension of informational materials.

The Glory Field - Create a five paragraph essay analyzing three themes found in the novel.


8.H.2 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its authors.

The Glory Field – While reading the novel, have students discuss the authors heritage and how it affects the novel’s perspective. Habibi – Discuss with the class how the novel is written from an Arabic point of view. Discuss how the novel would be different if written from an Islamic point of view.


8.H.3 Collect materials for a portfolio that reflect personal career choices.

Career Speech – Have students create a portfolio focusing on two possible career choices. Have students also present a speech to share with the class.

Public Speaking Unit

8.H.4 Self-select materials appropriately related to a research project.

Career Speech – Have students create a portfolio focusing on two possible career choices. Have students also present a speech to share with the class.


8.H.5 Read and compare at least two Short Story Unit – Refer to selection of

works, including books, related to the same genre, topic, or subject and produce evidence of reading (e.g., compare central ideas, characters, themes, plots, settings).

Assign each child to a different author studied during this unit. Following the units completion, have the students pick another short story written by the same author (not one read in class). Have the students create a power point discussing the author’s similarities and differences in his or her short story.

short stories

STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES. Standard Strand Behavioral Objectives Activities/Assessment Resources 3.2 (WRITING)

3.2.8.A Writing as a Process (prewriting, drafting, revising, editing, postwriting)

8.A.1 Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution, and sufficient descriptive detail.

The Glory Field – Have students create dialogue between two chacters from different eras of the book. A script will be needed to perform to the class. Short Story Unit – Have students, in small groups,

The Glory Field by Walter Dean Myers Refer to selection of short stories

create a scripted short story to share with the class. Each group will have a different theme to focus story on. A plot chart will accompany the project.

8.A.2 Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure.



8.A.3 Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g., graphic organizers, brainstorming, or technology-assisted processes).

Inherit the Wind – Have students pick a topic (teacher generated list) concerning an event from the 1920’s. Students will use a variety of organizers to focus on a main idea.


8.A.4 Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics, and word choice.

All essays – Students will revise and edit all essays. First they will write a rough draft on a teacher generate outline. On that outline, they will make revisions. Pair and share.

In all units

8.A.5 Utilize the New Jersey Registered Holistic scoring rubric to improve and evaluate their writing and the writing of peers.

Persuasive Writing – Students will create a persuasive essay on the following subject: Do you think New Jersey should revoke some of the restrictions placed on new drivers, as long as a higher age requirements are put in place. After they create

their five paragraph essay, they will pair and share, while using the New Jersey Registered Holistic scoring rubric to evaluate their writing and their classmate’s essay.

8.A.6 Compose, revise, edit, and publish writing using appropriate word processing software,



8.A.7 Reflect on own writing, noting strengths and setting goals for improvement.

After receiving a score for persuasive essay, have students reflect on their strengths and weaknesses, noting what they can do for improvement.

3.2.8.B Writing as a Product (resulting in a formal product or publication)

8.B.1 Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres and use this knowledge in creating written work, considering the purpose, audience, and context of the writing.

Romeo and Juliet – Have students create journal entries from the point of one of the following characters: Romeo, Juliet, Nurse, Balthasar or Mercutio.

Romeo and Juliet by William Shakespeare

8.B.2

Write various types of prose, such as short stories, biographies, autobiographies, or memoirs that contain narrative elements.

Romeo and Juliet – Have students incorporate self-made poetry in their journal entries, reflecting on the character’s feelings.


8.B.3 Write reports and subject-appropriate nonfiction pieces across the curriculum based on research

Inherit the Wind – Have students pick a topic (teacher generated list)

Inherit the Wind by by Jerome Lawrence and

and including citations, quotations, and a works consulted page.

concerning an event from the 1920’s. Students will use a variety of organizers to focus on a main idea.

Robert Edwin Lee

8.B.4 Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-based.

Persuasive Writing – Students will create a persuasive essay on the following subject: Do you think New Jersey should mandate twenty hours of community service before completion of eighth grade, in order to graduate?. After they create their five paragraph essay, they will pair and share, while using the New Jersey Registered Holistic scoring rubric to evaluate their writing and their classmate’s essay. Speculative Writing- Allot twenty five minute for students to create a speculative writing prompt on the following subject: A girl comes home from school to discover her front door is open, not locked like she left it earlier that morning.

3.2.8.C Mechanics, Spelling, and Handwriting

8.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage,

In all areas of literature. In all units

punctuation, capitalization, spelling.

8.C.2 Use a variety of sentence types

correctly, including combinations of independent and dependent clauses, prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style.

The Glory Field – Have students create a theme essay, correctly using prepositional phrases, independent and independent clauses. Focus on strong opening sentences to create effective sentences.


8.C.3 Understand and use parallelism, including similar grammatical forms, to present items in a series or to organize ideas for emphasis.

Persuasive Essay- Students will create a persuasive essay on the following subject: Do you think New Jersey should mandate twenty hours of community service before completion of eighth grade, in order to graduate?. After they create their five paragraph essay, they will pair and share, while using the New Jersey Registered Holistic scoring rubric to evaluate their writing and their classmate’s essay

8.C.4 Refine the use of subordination, coordination, apposition, and other devices to indicate relationships between ideas

Students will create a persuasive essay on the following subject: Do you think New Jersey should mandate twenty hours of community service before completion of eighth grade,

in order to graduate?. After they create their five paragraph essay, they will pair and share, while using the New Jersey Registered Holistic scoring rubric to evaluate their writing and their classmate’s essay

8.C.5 Use transition words to reinforce a logical progression of ideas.

Theme Essays – While writing theme essays for The Glory Field and The Pigman, have students correctly use and identify five transitions words by italicizing them.

The Pigman by Paul Zindel The Glory Field by Walter Dean Myers

8.C.6 Edit writing for correct grammar, usage, capitalization, punctuation, and spelling

In all essays turned in for eighth grade literature.

In all units

8.C.7 Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or internet/software resources to edit written work.

Research Paper- Inherit the Wind 1920’s project(see above for further clarification)


8.C.8 Write legibly in manuscript or cursive to meet district standards

In all areas. In all units

3.2.8.D

Writing Forms, Audiences, and Purposes (exploring variety of

forms)

8.D.1 Gather, select, and organize the most effective information appropriate to a topic, task, and audience

Inherit the Wind – Have students pick a topic (teacher generated list) concerning an event from the 1920’s. Students will use a variety of organizers to focus on a main idea.


8.D.2 Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing).

Think, Pair and Share- Prior to writing, have students brainstorms in small groups, effective strategies for composition.

In all units

8.D.3 Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information

Short Story Unit – Have students dedicate a page in notebook to a “Think Page”. Prior to each short story, have students turn to this page and do a writing warm-up to relate short story to a personal experience


8.D.4 Write personal narratives, short stories, memoirs, poetry and persuasive and expository text that relate clear, coherent events or situations through the use of specific details.

Expository Essay- Have students create an expository essay, focusing on who they would have represent the nation as our next President. Use specific details to support essay.

8.D.5 Use narrative and descriptive writing techniques that show compositional risks (e.g., dialogue, literary devices, sensory words and phrases, background information, thoughts and feelings of characters, and comparison and contrast of characters).

Speculative Writing – Prior to writing, have students discuss what a compositional risk is. Next, have students begin essay by using dialogue or an onomatopoeia.

8.D.6 Use primary and secondary sources to understand the value of each when writing a research report.

Inherit the Wind – Have students pick a topic (teacher generated list)concerning an event from the 1920’s. Students will use a variety of organizers to focus on a


main idea. Have students use at least two written sources and one internet source.

8.D.7 Write reports based on research and include citations, quotations, and works consulted page

Inherit the Wind – Have students pick a topic (teacher generated list)concerning an event from the 1920’s. Students will use a variety of organizers to focus on a main idea.


8.D.8 Explore the central idea or theme of an informational reading and support analysis with details from the article and personal experiences.

Expository Reading – Have students read pieces of non-fiction and use details to support analysis.

8.D.9 Demonstrate writing clarity and supportive evidence when answering open-ended and essay questions across the curriculum.

Romeo and Juliet – When students are answering scene questions, model what a “good” answer looks like. Focus on strong opening, supporting detail and a strong clincher sentence.


8.D.10 State a position clearly in a persuasive essay by stating the issue, giving facts, examples, and details to support the position, and citing sources when appropriate.

The Pigman – Opening Argument Speeches – Each student will either prosecute or defend a main character in the death of Angelo Pignati. They must use specific details from the novel to support their opening argument. A written essay will be submitted, as well as a presentation.


8.D.11 Present evidence when writing persuasive essays, examples, and justification to support arguments.

Persuasive Essay- When writing a persuasive essay, have students use specific example and statistics to support essay.

8.D.12 Choose an appropriate organizing strategy, such as cause/effect, pro and con, or parody to effectively present a topic, point of view, or argument.

Persuasive Essay- Students will create a persuasive essay on the following subject: Do you think New Jersey should mandate twenty hours of community service before completion of eighth grade, in order to graduate?. Have students organize their idea by using a pro and con chart, to show both positive and negative sides of argument. Teacher will demonstrate how to choose the side with the strongest argument.

8.D.13 Develop the use of a personal style and voice effectively to support the purpose and engage the audience of a piece of writing.

Romeo and Juliet – When creating journal entries in the persona of a specific character, have students experiment with the Elizabethan language. Make it a requirement to use this language in journal entries.


8.D.14 Maintain a collection of writing (e.g., a literacy folder, or a literacy portfolio).

All students keep an organized portfolio of tests, essays and projects.

In all units

8.D.15 Review scoring criteria of relevant rubrics.

Prior to all assignments, show students how they will

In all units

be graded according to a rubric.

STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES. Standard Strand Behavioral Objectives Activities/Assessment Resources 3.3 (SPEAKING)

3.3.8.A Discussion

8. A.1 Support a position, acknowledging opposing views.

The Pigman – Opening Argument Speeches – Each student will either prosecute or defend a main character in the death of Angelo Pignati. They must use specific details from the novel to support their opening argument Teacher will randomly select what side the student will be supporting.


8. A.2 Present ideas and opinions spontaneously in response to a topic or other speakers.

Extemporaneous Speeches- Students will respond spontaneously to a topic, presented by teacher, in the form of a 1-2 minute speech,


8. A.3 Apply rules for cooperative or whole class debate on a controversial issue

Short Story Unit- “A Retrieved Reformation” by O. Henry Have students debate whether or not they believe

“A Retrieved Reformation” by O. Henry

Ben Price did the right thing when he turned his back on the last break-in performed by Jimmy. Have students develop rules to abide by when engaged in debate.

8. A.4 Define group roles using consensus to ensure task is understood and completed.

The Pigman- Split the class into small groups to develop study guides for the class. Determine who in the group will gather information for the following areas: setting, characters, plot and important quotations.


8. A.5 Participate in an informal debate (e.g., small group discussion).

Constantly engage students in small group discussion. Utilize Bloom’s Taxonomy to enhance basic replies.

In all units www.officeport.com /edu/blooms.htm

8.A.6 Respond orally to literature. Constantly engage students in small group discussion. Utilize Bloom’s Taxonomy to enhance basic replies.


8.A.7 Participate in class discussions appropriately

Constantly engage students in small group discussion. Utilize Bloom’s Taxonomy to enhance basic replies.


3.3.8.B

Questioning (Inquiry) and Contributing

8.B.1 Paraphrase others' comments to clarify viewpoints.

After students respond to teacher prompted question, ask another classmate to paraphrase what he or she just said.

In all units

8.B.2 Question to clarify others' opinions. Persuasive Essay – After

students pick a pro or con side to a specified subject, divide the room into two sides. Allow time to question why they are opposed or for the specific subject.

8.B.3 Integrate relevant information regarding issues and problems from group discussions and interviews for reports, issues, projects, debates, and oral presentations.

Current Events – Use current news articles as a springboard for group discussions. Topics will vary.

Newspapers

8.B.4 Solve a problem or understand a task through group cooperation.

Short Story Unit- Have students solve a problem discussed in a short story.


3.3.8.C Word Choice 8.C.1 Paraphrase, illustrate, clarify, and/or

expand on a topic or idea. Poetry Unit – After reading a poem, have them students illustrate what emotion the author was trying to convey.

Refer to selection of poetry

8.C.2 Develop and use advanced vocabulary related to a topic.

Inherit the Wind – Introduce the class to the terminology used in a courtroom. Use this terminology after it is introduced.


8.C.3 Use language that stimulates an audience's interest.

Inherit the Wind – Introduce the class to the terminology used in a courtroom. Have th students use and understand the terminology.


8.C.4 Incorporate varied sentence Constantly engage students In all units

structure and correct grammar. in small group discussion. Utilize Bloom’s Taxonomy to enhance basic replies. Encourage them to use varied sentence structure and correct grammar.

www.officeport.com /edu/blooms.htm

3.3.8.D Oral Presentation 8.D.1 Use writing to prompt discussion

and enhance planning of formal and informal presentations.

Current Events – Use current news articles as a springboard for presentations. Topics will vary

8.D.2 Use visual aids, media, and/or technology to support oral communication.

Inherit the Wind – Have students pick a topic (teacher generated list) concerning an event from the 1920’s. Use a tangible object as a visual presentation.


8.D.3 Give oral presentations to different audiences for various purposes, such as summaries of books and articles, narratives, and persuasive topics.

Public Speaking Unit- Have students critically respond to books and movies. Have students provide recommendations and target audience.


8.D.4 Acknowledge the audience with eye contact and use appropriate verbal responses to clarify questions and inquiries.

Public Speaking Requirement – Will be incorporated into the rubric.


8.D.5 Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery

Public Speaking Unit- Students will also provide constructive criticism following speeches


8.D.6 Develop speaking techniques, including voice modulation,

Public Speaking Requirement –After a few


inflection, tempo, enunciation, and eye contact for effective presentations.

non graded(suggestions only) speeches, students will be comfortable varying voice. Will be incorporated into the rubric.

8.D.7 Use a scoring rubric to prepare, evaluate, and improve the oral presentations of self and others.

Public Speaking Unit – Rubrics will be used to determine grade. Students will also provide constructive criticism following speeches.


8.D.8 Read aloud with fluency. Public Speaking Unit-Students will keep a comfortable pace while speaking in front of the class.


STANDARD 3.4 (LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS. Standard Strand Behavioral Objectives Activities/Assessment Resources 3..4 (LISTENING)

3.4.8.A

Active Listening

8.A.1 Demonstrate active listening behaviors in a variety of situations (e.g., one-on-one or small group).

Short Story Unit- Read “Raymond’s Run” by Toni Cade Bambara in groups of three.

“Raymond’s Run” by Toni Cade Bambara

8.A.2 Demonstrate active listening by analyzing information, ideas, and opinions to determine relevancy.

Short Story Unit- Have students actively listen as teacher reads a variety of stories aloud.


8.A.3 Acknowledge the speaker Public Speaking Unit – Public Speaking

through eye contact and use appropriate feedback and questions to clarify the speaker’s message.

Explanatory and extemporaneous speeches

Unit

8.A.4 Recognize persuasive techniques and credibility in oral communication.

The Wave – Watch Adolf Hitler’s speeches and discuss crowds readiness to follow because of his ability to address an audience.

World War II Movies United Streaming

8.A.5 Listen to determine a speaker’s purpose, attitude, and perspective.

The Glory Field- Watch Martin Luther King Jr. deliver his “I had a Dream” speech. Discuss purpose.

United Streaming

8.A.6 Use, when appropriate, criteria/rubric to evaluate oral presentations, such as purpose, delivery techniques, content, visual aids, body language, and facial expressions

Public Speaking Unit – Explanatory and extemporaneous speeches


3.4.8.B Listening Comprehension 8.B.1 Interpret a speaker's verbal and

nonverbal messages, purposes, and perspectives.

The Glory Field- Watch Martin Luther King Jr. deliver his “I had A Dream” speech. Discuss purpose.

United Streaming

8.B.2 Exhibit proficiency in integrating oral reading with listening, writing, and viewing.

Use audio cassettes to read story as a whole group.

8.B.3 Critique information heard or viewed



8.B.4 Critique oral presentations using agreed-upon criteria for evaluation (e.g., rubric).



8.B.5 Ask probing questions to elicit information, including evidence

Public Speaking Unit – Explanatory and


to support the speaker’s claims and conclusions.

extemporaneous speeches

8.B.6 Paraphrase a speaker’s purpose and point of view.



8.B.7 Make inferences based on an oral report or presentation



STANDARD 3.5 (VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES. Standard Strand Behavioral Objectives Activities/Assessment Resources 3.5 (VIEWING AND MEDIA LITERACY)

3.5.8.A

Constructing Meaning

8.A.1 Analyze aspects of print and electronic texts that support the author's point of view, opinion, or attitude.

The Glory Field- Have students research the view of Walter Dean Meyers and how it affected the outcome of his novel.

Internet Research

8.A.2 Analyze the use of elements (e.g., setting plot, theme, characters) to understand media presentations, such as film, video, television, and theatrical productions.

Short Story Unit- Have students create a plot chart based on “The Secret Life of Walter Mitty” by James Thurber.

“The Secret Life of Walter Mitty” by James Thurber.

8.A.3 Analyze and respond to visual and print messages (e.g., humor, irony, metaphor) and recognize how words, sounds, and still or moving

Romeo and Juliet – Discuss the irony surrounding Romeo and Juliet’s death. Have students create poster

Romeo and Juliet

images are used in each medium to convey the intended messages

displaying an ironic message. Respond to classmates poster and discuss effectiveness it would have on a target audience.

8.A.4 Compare and contrast how the various forms of media (e.g. newspapers, radio, television, internet news outlets) cover the same topic.

The Wave- Read several articles about World War II and the rise of the Nazi Regime. Next, watch videos that focus on Hitler’s rise to power. Discuss how both are effective in different ways.

World War II Movies

3.5.8.B Visual and Verbal Messages

8.B.1 Analyze and compare the pros and cons of visual and verbal advertising.

Short Story Unit- After students read, “The Fever” by Rod Serling, have students investigate the type of advertising casinos use to lure their target audience. Research radio messages used for the same purpose. Discuss the effectiveness.

“The Fever” by Rod Serling

8.B.2 Evaluate media messages for credibility.

Short Story Unit- After students read, “The Fever” by Rod Serling, have students investigate the type of advertising casinos use to lure their target audience. Discuss the effectiveness.

“The Fever” by Rod Serling

8.B.3 Develop criteria/rubric to Short Story Unit- Have Refer to selection of

judge the effectiveness of visual and verbal presentations.

students develop a rubric to score the visual effectiveness of their project.

short stories

8.B.4 Make inferences based upon the content of still images.

The Glory Field – Show students drawings African-American artists drew through the span of the novel. Infer why these artists drew as they did(emotional value).

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8.B.5 Compare and contrast media sources, such as film and book versions of a story.

The Wave- After reading the novel in class, have the students watch the ABC Family Special. Create a Venn diagram comparing similarities and differences.

Movie -The Wave-October 1981

3.5.8.C

Living with Media

8.C.1 Evaluate media forms, such as television, video, games, music, and film for content appropriateness (e.g. rating systems, rubric).

Short Story Project- After students pick their sources for their short story project analyzing a television program and children’s book, have students research television ratings and book grade level rating. Have them include a short paragraph discussing whether or not hey agree with the rating.


8.C.2 Analyze media content for emotional effect on audience.

Current Events – Have students respond to a

Newspaper articles - varied

variety of news articles found in the newspapers.

8.C.3 Create media presentations and written reports, using multi-media resources such as an overhead projector, computer, and/or a tape recorder to communicate information.

Short Story Unit – Assign each child to a different author studied during this unit. Following the units completion, have the students pick another short story written by the same author (not one read in class). Have the students create a power point discussing the author’s similarities and differences in his or her short story.

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Documents

8th Grade Core Curriculum Standards with Resources and Activities · 2010-07-26 · The Pigman- Create a five paragraph essay analyzing three themes found in the novel. The Pigman