EIGHTH GRADE PLANNER Means tested Writing WRITING 8 PLANNER.… · • Instructs the students to create sentences that include a higher level of ... simple, compound, complex, compound-complex).*

EIGHTH GRADE PLANNER Writing

Lesson Plan #

Objective QTR. 1

QTR. 2

QTR. 3

QTR. 4

1

Means tested

S2 The student applies writing skills to demonstrate learning.

Benchmark 1: The student uses effective research practices. W8-2.1.1 Forms and revises questions for investigations,

including questions arising from readings, assignments, and units of study in order to create a thesis/hypothesis. Uses knowledge, comprehension, application, analysis, synthesis, and evaluation levels of questioning.

W8-2.1.2 Locates appropriate print and non-print information using text and technical resources, including databases.

W8-2.1.3 Distinguishes between accurate and inaccurate or misleading information.

W8-2.1.4 Complies and organizes information and selects appropriate sources to support central ideas, concepts, and themes.

W8-2.1.5 Presents and defends findings and conclusions through a variety of media.

W8-2.1.6 Categorizes relevant information from multiple sources into major components (e.g., topics, subtopics).

W8-2.1.7 Documents sources of information using standard format.

Benchmark 2: The student uses ethical research practices. W8-2.2.1 Analyzes and understands implications of

plagiarism (e.g., ethical, legal).

W8-2.2.2 Expresses information in own words using explicit techniques to appeal to the background and interests of the audience.

W8-2.23 Cites references for all information used or reproduced from any source.

W8-2.2.4 Constructs a bibliography with author, title, publisher, year, website name and address, and copyright date.


Lesson Plan #

Objective QTR. 1

QTR. 2

QTR. 3

QTR. 4

2

Means tested

Standard 3 The student writes effectively for a

variety of audiences, purposes, and contexts.

Benchmark 1 The student writes narrative text using the writing process.

N – Narrative text; Assessed at 5th grade E - Expository text; Assessed at 8th grade T – Technical text P – Persuasive text; Assessed in High School

* Prewriting Drafting Revising

The teacher… • Instructs the students to use a simple paragraph to revise word choice with

a thesaurus (book or computer) changing an assigned number of words to a higher and appropriate level of diction.

• Instructs the students to create sentences that include a higher level of word choice by using a thesaurus during the composition stage.

• Leads students in brainstorming elements of a story line centering around a given picture with multiple characters. Students then write a creative writing based upon their ideas (e.g. tell the story).

• Provides ten short sentences (e.g. 5 to 7 words) which the students revise into a variety of different types and lengths.

• Instructs students to create a list of transitions and a list of multiple sentence types. Students then use these lists to effectively connect these ideas.

Ideas and Content Indicators: 1 W8-3.1.1 Understands and develops a focused written

piece that includes plot elements (e.g. initiating event, rising and falling action, climax, conflict, setting, character development, resolution).*

2 W8-3.1.2 Uses (1) personal experience (2) observations (3)prior knowledge in written text.*

3 W8-3.1.3 Clearly defines the main idea with selection of relevant details from a variety of sources.*

4 W8-3.1.4 Analyzes and understands implications of plagiarism (e.g. ethical, legal).*

Organization Indicators: 5 W8-3.1.5 Understands and independently uses

appropriate strategies to generate narrative text (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups and identifying information from print sources).*

6 W8-3.1.6 Writes a piece with an inviting introduction, appropriate body, and satisfying conclusion that leaves the reader with a sense of resolution.*

7 W8-3.1.7 Selects transitions to connect ideas within and between paragraphs.*


Lesson Plan #

Objective QTR. 1

QTR. 2

QTR. 3

QTR. 4

3

Means tested

Voice Indicator:

8 W8-3.1.8 Selects original and compelling vocabulary and/or figurative language appropriate for the purpose and audience.*

Word Choice Indicators: 9 W8-3.1.9 Selects words that are suitable and precise

that create appropriate imagery. (e.g. explicit nouns, vivid verbs, natural modifiers)*

10 W8-3.1.10 Includes vocabulary particular to the topic and provides ease of understanding.*

Sentence Fluency Indicators: 11 W8-3.1.11 Varies sentence structures and lengths (e.g.

simple, compound, complex, compound-complex).*

12 W8-3.1.12 Creates a variety of sentence beginnings that build upon previous sentences and guides the reader from one sentence to another.*

13 W8-3.1.13 Discriminates between the effective and ineffective use of sentence fragments.*

14 W8-3.1.14 Writes using dialogue effectively, sounding conversational and natural.*

Conventions Indicators: 15 W8-3.1.16 Uses correct mechanics and punctuation (e.g.

use of hyphens, dashes, ellipsis).*

16 W8-3.1.17 Uses correct grammar and usage, which may be manipulated for stylistic effect that contributes to clarity.*

17 W8-3.1.18 Spells familiar and most unfamiliar words correctly utilizing available resources (e.g. dictionary, spell check).*

18 W8-3.1.19 Uses correct paragraph division to reinforce the organizational structure of the text.*


Lesson Plan #

Objective QTR. 1

QTR. 2

QTR. 3

QTR. 4

4

Means tested

Benchmark 2 The student writes expository text

using the writing process. N – Narrative text; Assessed at 5th grade E - Expository text; Assessed at 8th grade T – Technical text P – Persuasive text; Assessed in High School


The teacher… • Provides information from multiple sources and instructs the students to create

a three to five paragraph essay using at least 20 citations in the writing (average at least 2-3 per paragraph). Parenthetical insertions must be included within the text along with a Works Cited page.

• Provides multiple sources and the students write the information exactly onto individual note cards. Then the students paraphrase the text into cohesive paragraphs (e.g. word choice change or leave out certain words).

• Provides at least four different types of resources (i.e. book, periodical, internet, multimedia, etc.) and guides students to use the correct citation for each (e.g. MLA) and a bibliography page.

• Assigns a project (e.g. science fair) which requires a detailed explanation of the project.

Ideas and Content Indicators:

19 W8-3.2.1 ▲ Develops one main idea and/or a thesis statement.*

20 W8-3.2.2 ▲ Clearly defines the main idea with selection of relevant, logical details that meet the reader’s informational needs.*

21 W8-3.2.3 ▲ Uses (1) personal experience (2) observations (3) prior knowledge (4) research to provide information using an appropriate point of view for the piece (e.g. 3rd person pronouns in research).*

22 W8-3.2.4 ▲ Expresses information in own words and uses explicit techniques to appeal to the backgrounds and interests of the audience.*

23 W8-3.2.5 ▲ Analyzes and understands implications of plagiarism (e.g. ethical, legal).*

Organization Indicators: 24 W8-3.2.8 ▲ Understands and independently uses

appropriate strategies to generate expository text (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups and identifying information from print sources).*

25 W8-3.2.9 ▲ Develops a cohesive piece that contains an engaging introduction, a body that provides information, and a conclusion that reinforces the thesis statement and leaves the reader with a sense of completion.*


Lesson Plan #

Objective QTR. 1

QTR. 2

QTR. 3

QTR. 4

5

Means tested

26 W8-3.2.10 ▲ Arranges information within each paragraph in a logical and effective sequence to meet the informational needs of the reader (typically 5-8 sentences).*

27 W8-3.2.11 ▲ Selects appropriate transitions to connect ideas within and between paragraphs.*

Voice Indicator: 28 W8-3.2.12 ▲ Selects original and compelling vocabulary

and/or figurative language to inform the reader.*

Word Choice Indicators: 29 W8-3.2.13 ▲ Selects words that are suitable and precise

creating appropriate imagery (e.g. explicit nouns, vivid verbs, natural modifiers).*

30 W8-3.2.14 ▲ Defines and uses specialized vocabulary particular to the subject/topic providing ease of understanding.*

Sentence Fluency Indicators: 31 W8-3.2.15 ▲ Varies sentence structures and lengths

making the reading pleasant and natural (e.g. simple, compound, complex, compound-complex).*

32 W8-3.2.16 ▲ Creates a variety of sentence beginnings that build upon previous sentences and guides the reader from one sentence to another.*

33 W8-3.2.17 ▲ Discriminates between the effective and ineffective use of sentence fragments.*

Conventions Indicators: 34 W8-3.2.19 ▲ Uses correct mechanics and punctuation

(e.g. hyphens, dashes, ellipsis).*

35 W8-3.2.20 ▲ Uses correct grammar and usage, which may be manipulated for stylistic effect, contributing to clarity.*

36 W8-3.2.21 ▲ Spells familiar and most unfamiliar word correctly utilizing available resources (e.g. dictionary, spell check)*

37 W8-3.2.22 ▲ Uses correct paragraph division to reinforce the organizational structure of the text.*


Lesson Plan #

Objective QTR. 1

QTR. 2

QTR. 3

QTR. 4

6

Means tested

Benchmark 3 The student writes technical text using

the writing process. N – Narrative text; Assessed at 5th grade E - Expository text; Assessed at 8th grade T – Technical text P – Persuasive text; Assessed in High School


The teacher… • Instructs students to conduct research about Washington D.C. and then to

create an itinerary for a trip to visit the nation’s capital city. • Instructs the students to choose a national senator or representative to

write a business-type letter requesting an appointment to tour the Capitol. • Directs students to select an everyday task that involved a process (i.e.

stretching before track practice, loading a stapler, or warming up for singing). Students then break the task up into specific steps and generate five specific, descriptive words that correspond to the task.

• Divides students into groups. The students then divide a series of simple computer functions into individual assignments. Each student writes simple directions to an elderly adult that explains one function. These instructions are then assembled into a “Computer Skills for Dummies”-type book. Test these by giving them to peers to see if they work.

• Provides a series of articles about plagiarism in schools (any level) and guides the students in discussions about the ramifications of plagiarism at the various levels.


38 W8-3.3.1 Develops a technical text focused on one main purpose.

39 W8-3.3.2 Clearly defines the main idea with selection of concise, logical details that meet the reader’s informational needs.

40 W8-3.3.3 Analyzes and understands implications of plagiarism (e.g. ethical, legal).

41 W8-3.3.4 Cites references for all information used or reproduced from any source.

42 W8-3.3.5 Constructs a bibliography with author, title, publisher, year, Web site name and address, and copyright date.


appropriate strategies to generate technical text (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups, identifying information from print sources).

44 W8-3.3.7 Organizes information within in each section, paragraph, list, or graphic in a logical and effective sequence to meet the reader’s informational needs.

45 W8-3.3.8 Writes a complete piece with a useful introduction, a relevant or sequential body, and an appropriate conclusion.


Lesson Plan #

Objective QTR. 1

QTR. 2

QTR. 3

QTR. 4

7

Means tested

46 W8-3.3.9 Selects appropriate transitions to connect ideas within the piece (e.g. enumerated list, bullets, headings, subheadings, complex outlining elements).

Voice Indicator: 47 W8-3.3.10 Writes with an awareness of purpose and

audience (e.g. letters, reports, directions, graphics, charts, maps, tables, brochures, electronic presentation, newsletters, job searches, memos, fliers, e-mails).

48 W8-3.3.11 Writes with authority so the voice is not distracting.

Word Choice Indicators: 49 W8-3.3.12 Selects words that convey the writer’s

message plainly and concisely (e.g. technical terms, jargon).

50 W8-3.3.13 Selects words appropriate for the intended task/format (e.g. persuasive, if persuading; informational, if informing, etc.).

Sentence Fluency Indicators: 51 W8-3.3.14 Writes compact sentences or phrases that

make the point clear.

Conventions Indicators: 52 W8-3.3.15 Writes compact sentences or phrases that

make the point clear.

53 W8-3.3.16 Uses correct grammar and usage, which may be manipulated for stylistic effect and contributes to clarity.

54 W8-3.3.17 Spells words correctly and uses available resources (e.g. dictionary, spell check).

55 W8-3.3.18 Uses graphic devices that are clear, helpful, visually appealing, and supportive of the text (e.g. charts, graphs, illustrations).


Lesson Plan #

Objective QTR. 1

QTR. 2

QTR. 3

QTR. 4

8

Means tested

Benchmark 4 The student writes persuasive text

using the writing process. N – Narrative text; Assessed at 5th grade E - Expository text; Assessed at 8th grade T – Technical text P – Persuasive text; Assessed in High School


The teacher…

• Provides five thesis statements and five simple outlines. Students then match the correct thesis to the appropriate outline.

• Guides the students to choose a topic to which they feel a strong connection. Students are then instructed to write a paper arguing the opposite side of their individual conviction.

• Provides articles or editorials about community controversies (skate board accessibility, age to begin driving, smoking in public places, etc.) and guides the students to identify the pro/con issues. After group discussion, students prepare questions to elicit information regarding each side.


56 W8-3.4.1 Asserts an arguable proposition or opinion (thesis statement).

57 W8-3.4.2 Uses (1) personal experience (2) observations (3) prior knowledge (4) research important for the reader to reach a conclusion and use an appropriate point of view for the piece (e.g. 1st person in editorial).

58 W8-3.4.3 Develops details necessary to expand the main topic in a balanced format supporting the writer’s position.

59 W8-3.4.4 Anticipates the reader’s question(s) and provides balance with a counter-argument

60 W8-3.4.5 Practices building a focused argument that uses logical thinking and appeals to reason, authority, and/or emotion.

61 W8-3.4.6 Analyzes and understands implications of plagiarism (e.g. ethical, legal).


appropriate strategies to generate persuasive text (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups, identifying information from print sources).

63 W8-3.4.8 Develops a cohesive piece that contains an engaging introduction, an appropriate body that reinforces the reader’s position, and a conclusion that reinforces the thesis statement and the original proposition.

64 W8-3.4.9 Arranges information within each paragraph in a logical and effective sequence to persuade the reader (typically 5-8 sentences).


Lesson Plan #

Objective QTR. 1

QTR. 2

QTR. 3

QTR. 4

9

Means tested

65 W8-3.4.10 Selects appropriate transitions to connect ideas within and between paragraphs.

Voice Indicators: 66 W8-3.4.11 Selects vocabulary and figurative language

that conveys a particular tone and personality (e.g. humor, suspense, cynicism, sarcasm, originality, and liveliness).

Word Choice Indicators: 67 W8-3.4.12 Uses language that is appropriate for

persuasive writing and easy for the audience to understand.

68 W8-3.4.13 Practices using words that are suitable, precise, and create imagery (e.g. specific nouns, powerful verbs, vivid modifiers).

Sentence Fluency Indicators: 69 W8-3.4.14 Varies sentence structures and lengths

making the reading pleasant and natural (e.g. simple, compound, complex, compound-complex).

70 W8-3.4.15 Creates a variety of sentence beginnings that build upon previous sentences and guides the reader from one sentence to another.

71 W8-3.4.16 Discriminates between the effective and ineffective use of sentence fragments.

72 W8-3.4.17 Includes convincing dialogue, if appropriate. 73 W8-3.4.18 Punctuates accurately (e.g. hyphens, dashes,

ellipsis).

74 W8-3.4.19 Uses correct grammar and usage, which may be manipulated for stylistic effect, which contributes to clarity.

75 W8-3.4.20 Spells familiar and most unfamiliar words correctly utilizing available resources (e.g. dictionary, spell check).

76 W8-3.4.21 Indents paragraphs to reinforce the organizational structure of the text.