ELA 08 English Language Arts 8 - Mesa Public Schools · 2019-04-10 · Overview 3 Arizona’s English Language Arts Standards work together in a clear progression from kindergarten

.5

ELA 08

English Language Arts 8

Course Curriculum

.Aligned to the Arizona English Language Arts Standards

(Reading, Writing, Speaking and Listening, Language)

GOVERNING BOARD APPROVAL APRIL 2019

Table of Contents

Document Introduction…………………………………………………………………………………………………………. Page 1

Standards Overview……………………………………………………………………………………………………………...Page 3

Course Overview………………………………………………………………………………………………………………… Page 4

Coding……………………………………………………………………………………………………………………………...Page 5

Reading Standards……………………………………………………………………………………………………………….Page 6

Reading for Literature……………………………………………………………………………………………………......Page 8

Reading for Informational Text……………………………………………………………………………………………. Page 14

Writing Standards………………………………………………………………………………………………………………. Page 22

Speaking and Listening Standards…………………………………………………………………………………………… Page 36

Language Standards……………………………………………………………………………………………………………Page 44

Language Progression Chart…………………………………………………………………………………………………. Page 52

Arizona ELA Standards Grade 8………………………………………………………………………………………………Page 54

Introduction

1

Arizona English Language Arts Standards

The Arizona English Language Arts Standards define the knowledge, understanding, and skills that need to be effectively taught and learned for all students to be

ready to succeed in credit-bearing college courses, in the workplace, and/or in military service. The standards present a vision of what it means to be a literate

person in the twenty-first century. Grade-specific K-12 standards in Reading, Writing, Speaking and Listening, and Language translate the broad aims of The

Arizona English Language Arts Anchor Standards into age-appropriate and attainment-appropriate terms. These standards allow for an integrated approach to

literacy to help guide instruction. Academic Standards are adopted at the state level by the Arizona State Board of Education.

Mesa Public Schools Curriculum Documents

In response to the release and revision of Arizona English Language Arts Standards, Mesa brought together workgroups made up of content experts for each

grade level. These groups included representation from the district’s junior high schools and teachers experienced in each grade level. The 7 th and 8th grade expert

groups worked in conjunction to create an instructional progression for each standard in each strand of the English Language Arts Standards that reflects an

intentional scaffolding. The curriculum documents that resulted provide the following:

● an overview of The Arizona English Language Arts Standards identifying skills students will learn in each grade band by strand: Reading (literature and

informational text), Writing, Speaking and Listening, and Language

● course information including course number, level of difficulty, and course descriptions

● a key to the correct coding of standards

● a breakdown of suggested quarterly progression of instruction per standard by strand

● a suggested bank of resources available to ELA teachers to support standard-based instruction provided next to each standard

The Arizona English Language Arts Standards in and of themselves are not a curriculum prescribed by the state. These documents provide a suggested

progression towards mastery of Arizona standards created by Mesa teachers. These progressions identify the sequence of focuses for instruction by standard as

well as a suggested time frame for advancement. These should be used in conjunction with textbooks and resources adopted by the district, supplemental

resources provided by the school, as well as instructional tools suggested in the right-hand column below each standard.

While unique curriculum documents have been created by course, the documents do not eclipse educator expertise. Suggested progressions, time frames, and

strategies may be adjusted in order to meet the needs of a specific group of students. However, the expectation is that every student achieve mastery of every

standard in its entirety by the end of year in alignment with the grade progression.

Design Features for MPS Curriculum Documents

Grade band standards appear with the appropriate code and full text of the standard taken from The Arizona English Language Arts Standards. Below each standard are two columns.

Previous grade standards are included to help teachers know the skills students should have mastered the year before allowing for instruction to continue to build on what students have learned in previous grades, taking advantage of the vertical articulation that is an integral part of the Arizona ELA Standards. Upcoming grade standards are included to help teachers know the skills students will be mastering the next year, taking advantage of the vertical articulation that is an integral part of the Arizona ELA standards.

Introduction

2

Standard Code Grade Band, Strand,

Standard

Entire Arizona English Language Arts Standard

Previous grade

standard to help with vertical

articulation

Upcoming grade

standard to help with vertical

articulation

SUGGESTED ACTIVITIES FOR INSTRUCTION

This column contains activities, structures, and strategies

that might aid in instruction specific to each standard.

Note that this list is in no way an exhaustive or

prescriptive list of strategies.

STANDARD AND SUGGESTED PROGRESSION This column contains a suggested

progression for instruction broken down by quarter.

Bolded text indicates a

new focus for the quarter.

The left-hand column contains a suggested progression for instruction broken down by quarter. This progression is unique to each course. Any bolded portion of the text within this progression indicates a new focus for the quarter. The right-hand column contains suggestions from the grade level expert groups for activities, structures, and strategies that might aid in instruction specific to each standard. These strategies may appear more than once, lending themselves to multiple standards; however, the list is in no way an exhaustive or prescriptive list of strategies. Teachers, PLCs, and departments are encouraged to continually work to refine and add resources that will facilitate effective instruction for their students.

Overview

3

Arizona’s English Language Arts Standards work together in a clear progression from kindergarten through 12th grade. This document provides a

brief overview of the skills a student will learn at this grade. Each standard builds on the standard that came before and towards the standard that

comes in the next grade level. Each standard is expected to be taught as appropriate for the grade-level. Some standards appear to have similar

wording at multiple grade levels; however, it is understood that they are to be applied with increased focus to progressively more challenging texts

and tasks.

Reading Standards for Literature:

● Independently and proficiently read grade-appropriate and increasingly complex literature from a variety of genres ● Analyze the central ideas or themes of a text, including analyzing the roles of dialogue or incidents in developing the depth of the plot ● Analyze the intentional choices authors make by comparing modern works of literature to traditional pieces, and citing their evidence to

support their analysis ● Develop vocabulary by determining and analyzing the impact of specific word choice on meaning and tone

Reading Standards for Informational Text:

● Analyze individuals, events, and ideas in informational text ● Use evidence from the text to support the inferences they draw from the text, and write an effective summary of a variety of texts ● Analyze the claims made in a text by evaluating the supporting reasoning and evidence an author uses, and recognize conflicting and

irrelevant evidence ● Evaluate the use of varying perspectives and mediums on the portrayal of subjects/topics by different authors

Writing Standards:

● Produce clear and coherent writing for a variety of tasks, purposes, and audiences using argumentative, informational, or narrative writing types

● Develop arguments supported with reasoning and evidence gathered from multiple, credible print and digital sources ● Acknowledge and address opposing viewpoints in response to their claims ● Routinely plan, draft, revise, and edit a wide variety of writing tasks

Speaking and Listening Standards:

● Collaboratively discuss and analyze a variety of subjects using diverse media and formats while considering the motives behind the presentation of information

● Develop respectful communication skills in order to clarify, extend, and challenge information presented in a variety of contexts ● Adapt and present information using technology, multimedia, and visual formats effectively for a variety of audiences and purposes

Language Standards:

● Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling) ● Utilize various strategies to determine the meaning of unknown words and phrases, as well as figurative language

Overview

4

Course #: ELA 08 Grade Level: 8th Course Name: English Language Arts 8 Level of Difficulty: Average

Course Description: A course in which the curriculum addresses reading literature and informational text, writing, speaking and listening skills,

and language concepts (conventions and vocabulary). Students will interact with complex texts, build knowledge through content rich texts, and

engage in evidence based reading and writing. ELA 08S: Course may be taken only upon teacher approval. Course content and instruction will

be differentiated to meet the specialized needs of the student.

ARIZONA ENGLISH LANGUAGE ARTS STANDARDS

READING SPEAKING AND LISTENING

● Key Ideas and Details ● Craft and Structure ● Integration of Knowledge and Ideas ● Range of Reading and Level of Text Complexity

● Comprehension and Collaboration ● Presentation of Knowledge and Ideas

WRITING LANGUAGE

● Text Types and Purposes ● Production and Distribution of Writing ● Research to Build and Present Knowledge ● Range of Writing

● Conventions of Standard English ● Knowledge of Language ● Vocabulary Acquisition and Use

Coding

5

Standard 1 Grade 8

Strand:

Reading

Literature

8.RL.1

6

READING

STANDARDS

7

ENGLISH LANGUAGE ARTS 8 EN08

Bold text indicates focus for scaffolding. 8

READING STANDARDS FOR LITERATURE STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

8.RL.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.

7th Grade Standard

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1st Quarter Cite textual evidence that most strongly supports what the text says

explicitly.

Item specification clarification: Test questions may ask for specific and exact quotes or a summary/description of evidence. Teachers should emphasize the importance of citing evidence that provides the strongest support possible. Instructional Strategies:

• “The Dolphin Sanctuary” (Linking CCSS to Your Curriculum pages 10-12)

2nd Quarter Cite textual evidence that most strongly supports what the text says

explicitly and make inferences drawn from the text.

3rd Quarter Cite textual evidence that most strongly supports an analysis of what the

text says explicitly as well as inferences drawn from the text.

4th Quarter Mastery of the standard in its entirety, independently and proficiently.

9-10th Grade Standard

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

8.RL.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.

7th Grade Standard

Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

1st Quarter Determine a theme or central idea of a text and analyze its development

over the course of the text including its relationship to the plot; provide an

objective summary of the text.

Item specification clarification: Refer to themes and central ideas that are explicit or implicit in the text. Analyze how character, setting, or plot contributes to a theme or central idea’s development. Summarize the text objectively. Instructional Strategies:

• Plot Diagram

• “Musical Notes” (Linking CCSS to Your Curriculum

pages 38-45)

2nd Quarter Determine a theme or central idea of a text, 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.

3rd Quarter 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.



Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.




MPS RESOURCES

8.RL.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.

7th Grade

Standard

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

1st Quarter Analyze how particular lines of dialogue or incidents in a

story or drama propel the action.

Item specification clarification: Focus on specific dialogue or actions that contribute significantly to plot or character development rather than general and overarching questions about a character or plot point.

Instructional Strategies:

• Character Relationships Graphic Organizer

• “Flora’s Plan” (Linking the CCSS to Your Curriculum pages 54-61)

• “Thank You Ma’am” (www.commonlit.org)

• “The Lottery” (www.commonlit.org)

• The Diary of Anne Frank (Holt Elements of Literature 2005 pages

369-434)

2nd Quarter Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character.

3rd Quarter 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.



Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

8.RL.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

7th Grade Standard

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

1st Quarter Determine the meaning of words and phrases as they are used

in a text, including figurative and connotative meanings.

Item specification clarification: Do not focus on dictionary word meanings, but, instead, focus on how the words and phrases function within the context of the passage. Focus on words and phrases that have figurative or allusive meanings central to the meaning of the text rather than isolated, incidental vocabulary. Instructional Strategies:

• Denotative and Connotative Meanings T-Chart

• “The Death of President Lincoln” (Linking CCSS to Your Curriculum

pages 70-77)

2nd Quarter 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.

http://www.commonlit.org/

http://www.commonlit.org/



READING STANDARDS FOR LITERATURE

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES

3rd Quarter Determine the meaning of words and phrases as they are used in

a text, including figurative and connotative meanings; analyze the

impact of specific word choices on meaning and tone, including

analogies or allusions to other texts.

4th Quarter Mastery of the standard in its entirety, independently and

proficiently.


Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

8.RL.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.

7th Grade

Standard

Analyze the structure of a text, including how a drama or poem’s form or structure contributes to its meaning.

1st Quarter Compare and contrast the structure of two or more texts. Item specification clarification: Analyze how an element of structure found in both texts contributes to each text’s meaning, and how the texts’ meanings have been influenced or created by structure and how the structure of each text creates differences or similarities in the texts’ meanings.


• http://literary-devices.com/

• https://literarydevices.net/

• “Elements of Style” (Holt Elements of Literature 2009 pages 530-532)

• Compare/Contrast The Diary of Anne Frank (play in Holt Elements of

Literature 2005 pages 369-434) to The Diary of a Young Girl (diary)

• Compare/Contrast “The People Could Fly” by Virginia Hamilton (Holt

Elements of Literature 2005 pages 357-361) to “I, Too” by Langston

Hughes (Holt Elements of Literature 2005 page 672)

• “The Adventures of Tom Sawyer” (Linking the CCSS to Your

Curriculum pages 86-93)

2nd Quarter Compare and contrast the structure of two or more texts and how

it contributes to its meaning and style.

3rd Quarter 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.


proficiently.


Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

http://literary-devices.com/

https://literarydevices.net/




MPS RESOURCES

8.RL.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.

7th Grade Standard

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

1st Quarter Analyze differences in the points of view of the characters.

Item specification clarification: Focus on how the points of view

affect the tone of the text. Focus on what the audience knows

that the character doesn’t know or what the character knows that

the audience doesn’t know.


• Compare/Contrast “The Landlady” by Roald Dahl (Holt

Elements of Literature 2005 pages 71-80) to “The Tell-

Tale Heart” by Edgar Allan Poe (Holt Elements of

Literature 2005 pages 536-542)

• Excerpt from “The Cask of Amontillado” (Linking CCSS

to Your Curriculum pages 102-109)

• Dramatic Irony Analysis in The Diary of Anne Frank (Holt

Elements of Literature 2005 pages 369-434)

2nd Quarter Analyze differences in the points of view of the characters and the

audience or reader.

3rd Quarter 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.



Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.




MPS RESOURCES

8.RL.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.

7th Grade Standard

Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

1st Quarter 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.

Item specification clarification: The prompt or question must ask about the text version and its multimedia counterpart, such as how the director or actors’ choices contribute to a similarity or difference in the two texts. Instructional Strategies:

• View a dramatic portrayal of a historical event or

character to analyze the extent to which it stays faithful

to or departs from the historical accuracy of the event or

character and evaluate the choices made by the director

or actors of the dramatic portrayal.

• Read “The Landlady” by Roald Dahl or The Diary of

Anne Frank (Holt Elements of Literature 2005 pages

369-434) and then watch the movie to analyze the

choices made by the directors or actors to either stay

faithful to or depart from the events, characters, etc., in

the original text.

• Excerpt from “The War of the Worlds” (Linking CCSS to

Your Curriculum pages 118-125)

2nd Quarter 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, identifying the choices

made by the director or actors.

3rd Quarter 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.



Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

8.RL.8: (Not applicable to literature)




MPS RESOURCES

8.RL.9: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories or religious works, including describing how the material is rendered new.

7th Grade Standard

Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

1st Quarter Identify how a modern work of fiction draws on themes, patterns of events,

or character types from myths, traditional stories or religious works,

including describing how the material is rendered new.

Item specification clarification: The prompt or question should

focus primarily on the modern passage, not on the older text.

Analyze how an archaic element in the modern work impacts

meaning and how it has been rendered new in the modern work.

Also, analyze how an element in the modern work has been

drawn from a myth, traditional story, or religious work.


• “Go Down Moses” (Holt Elements of Literature 2009

page 147)

• “Philemon and Baucis” (Linking CCSS to Your


2nd Quarter Determine how a modern work of fiction draws on themes, patterns of

events, or character types from myths, traditional stories or religious works,


3rd Quarter Analyze how a modern work of fiction draws on themes, patterns of events,

or character types from myths, traditional stories or religious works,




Analyze how an author draws on and transforms source material in a specific work.

8.RL.10: By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 8. For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate grade 8 quantitative complexity measure is

1000-1099 Lexile.



READING STANDARDS FOR INFORMATIONAL TEXT STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

8.RI.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.

7th Grade Standard

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1st Quarter Cite textual evidence that most strongly supports what the text

says explicitly.

Item specification clarification: Questioning strategies may ask for specific and exact quotes or a summary/description of evidence. Teachers should emphasize the importance of citing evidence that provides the strongest support possible.


• Identify unsupported inferences in the report about

“Olympic Games” (Holt Elements of Literature 2009 pages 558-

561).

• Use critical reading strategies with “A Tragedy

Revealed: A Heroine’s Last Days” (Holt

Elements of Literature 2009 page 485), to defend an

analysis of Anne’s heroic nature with the strongest

textual evidence.

• “Champions of Child Labor Reform” (Linking CCSS to Your


2nd Quarter Cite textual evidence that most strongly supports what the text

says explicitly and make inferences drawn from the text.

3rd Quarter Cite textual evidence that most strongly supports an analysis of

what the text says explicitly as well as inferences drawn from the

text.


proficiently.


Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

8.RI.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.

7th Grade

Standard

Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

1st Quarter Determine a central idea of a text; provide an objective summary

of the text.

Item specification clarification: Questions may refer to central ideas that are explicit or implicit in the text. Determine a central idea and analyze how a supporting idea from the text contributes to its development. Summarize the text objectively.



READING STANDARDS FOR INFORMATIONAL TEXT


2nd Quarter Determine a central idea of a text and analyze its development over

the course of the text; provide an objective summary of the text.


• Identify a central idea and multiple factors leading to the

disappearance of drummer boys from the battlefield during the

Civil War from “Drumbeats and Bullets” by Jim Murphy (Holt

Elements of Literature 2009 pages 197-200).

• Read “The Power of Nonviolence” (Holt Elements of Literature

2009 pages 489-490) to determine a central idea and describe its

development, including its relationship to supporting ideas, over

the course of the text.

• Write a detailed summary of “Solar Energy: Harnessing the Sun”

(Linking CCSS to Your Curriculum pages 30-37).

• After determining the theme or central idea of “Langston Hughes:

A Biography” (Holt Elements of Literature 2009 pages 674-675),

write an objective summary utilizing a completed graphic

organizer (outline, diagram, etc.).

3rd Quarter Determine a central idea of a text and analyze its development over

the course of the text including its relationship to the supporting

ideas; provide an objective summary of the text.


proficiently.


Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

8.RI.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

7th Grade Standard

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

1st Quarter Analyze how a text makes connections among and distinctions

between individuals.

Item specification clarification: Questioning strategies should focus on the connections and distinctions between individuals, ideas, or events in the text. Ask students to compare, contrast, or categorize individuals, ideas, or events in the text. Instructional Strategies:

• Compare ancient games to modern games in “Olympic Games” (Holt Elements of Literature 2009 page 559).

• “The Space Race: 1957 to Today” (Linking CCSS to Your Curriculum pages 46-53)

• Comparative Analysis Essay

2nd Quarter Analyze how a text makes connections among and distinctions

between individuals or events.

3rd Quarter Analyze how a text makes connections among and distinctions

between individuals, ideas, or events.



Analyze how the author constructs an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.




MPS RESOURCES

8.RI.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.

7th Grade

Standard

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.

1st Quarter Determine the meaning of words and phrases as they are used in a

text, including figurative and connotative meanings.

Item specification clarification: Focus on words and phrases that have figurative, technical, or allusive meanings central to the meaning of the text and how the words and phrases function within the context of the text. Instructional Strategies:

• Analyze the impact of specific word choices on meaning and

tone in historical and legal documents.

• Analyze famous speeches, such as “The Montgomery Bus

Boycott,” to identify figurative, connotative, and denotative

meanings

(http://commoncoresuccess.eleducation.org/curriculum/ela/gr

ade-8/module-3b/unit-2/lesson-6).

• “How We Work: Technology’s Impact” (Linking CCSS to Your


2nd Quarter 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.

3rd Quarter Determine the meaning of words and phrases as they are used in a

text, including figurative and connotative meanings; analyze the impact

of specific word choices on meaning and tone, including analogies or

allusions to other texts.


proficiently.


Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.

http://commoncoresuccess.eleducation.org/curriculum/ela/grade-8/module-3b/unit-2/lesson-6

http://commoncoresuccess.eleducation.org/curriculum/ela/grade-8/module-3b/unit-2/lesson-6




MPS RESOURCES

8.RI.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.

7th Grade

Standard

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

1st Quarter Analyze in detail the structure of a specific paragraph in a text,

including the role of particular sentences.

Item specification clarification: Focus on organization structures like cause/effect, compare/contrast, problem/solution, or chronology and the impact and importance of these structures. Instructional Strategies:

• Examine a paragraph from Sojourner Truth’s “Ain’t I a

Woman” to determine how sentences develop and refine the

key concept (http://schools.nyc.gov/NR/rdonlyres/E151FA9D-

6017-4556-981F-

CD076D731A72/0/SecondaryTextGuideAnswerKeyAintWom

an.pdf).

• “Social Media: Friend or Foe?” (Linking CCSS to Your


2nd Quarter 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.

3rd Quarter 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.


proficiently.


Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

8.RI.6: Determine an author's point of view, perspective and purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

7th Grade Standard

Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

1st Quarter Determine an author's point of view, perspective and purpose in a

text and identify how the author acknowledges and responds to

conflicting evidence or viewpoints.

Item specification clarification: Focus on how the author develops a point of view or purpose in the text and how the author responds to conflicting evidence or alternate points of view.


• “Wolves: A Necessary Predator” (Linking CCSS to Your Curriculum pages 94-101)

• “Fragment on Slavery, 1854” (Holt Elements of Literature 2005 page 228)

• “Fragment on Slavery, 1854” (Holt Elements of Literature 2005 page 228)

2nd Quarter Determine an author's point of view, perspective and purpose in a text

and describe how the author acknowledges and responds to


http://schools.nyc.gov/NR/rdonlyres/E151FA9D-6017-4556-981F-CD076D731A72/0/SecondaryTextGuideAnswerKeyAintWoman.pdf








3rd Quarter Determine an author's point of view, perspective and purpose in a text and

analyze how the author acknowledges and responds to conflicting

evidence or viewpoints.



Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

8.RI.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.

7th Grade Standard

Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

1st Quarter Identify the advantages and disadvantages of using different mediums

(e.g., print or digital text, video, multimedia) to present a particular topic or

idea.

Item specification clarification: Evaluate the advantages and disadvantages of using different mediums to present a topic or idea. Instructional Strategies:

• Use Martin Luther King’s “I Have a Dream” speech. Have

a written copy of the speech, audio version, and video

version for students to have access to different mediums.

Compare the advantages and disadvantages of using

each medium.

• “A Day of Infamy” (Linking CCSS to Your Curriculum

pages 110-117)

2nd Quarter Compare and Contrast the advantages and disadvantages of using

different mediums (e.g., print or digital text, video, multimedia) to present a

particular topic or idea.

3rd Quarter Evaluate the advantages and disadvantages of using different mediums

(e.g., print or digital text, video, multimedia) to present a particular topic or

idea.



Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.




MPS RESOURCES

8.RI.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.

7th Grade

Standard

Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

1st Quarter Delineate and evaluate the argument and specific claims in a text, recognize when irrelevant evidence is introduced.

Item specification clarification: Evaluate an explicit argument or claim in the text and determine whether reasoning is sound and/or evidence is relevant and sufficient to support the argument or claim. Instructional Strategies:

• “Mixed-Gender Classes” (Linking CCSS to Your Curriculum pages 126-133)

• “Analyzing Proposition and Support” (Holt Elements of Literature 2005 pages 29-30)

2nd Quarter 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.

3rd Quarter 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.



Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

8.RI.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.

7th Grade Standard

Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

1st Quarter Analyze a case in which two or more texts provide conflicting information on the

same topic.

Item specification clarification: Focus on the differences

between the two texts rather than the similarities. Analyze

how the texts provide conflicting information by identifying

where they disagree on matters of fact or interpretation.

2nd Quarter 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.





3rd Quarter 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.


• “Executive Order 9066” (Linking CCSS to Your



9-10th Grade

Standard

Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.

8.RI.10: By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 8.

For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 6-8 complexity measure is 925-1185

Lexile level.

21

22

WRITING

STANDARDS

23



WRITING STANDARDS


8.W.1: Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the

reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an

understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,

reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

7th Grade Standard

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

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

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

or text.

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

Establish and maintain a formal style.

Provide a concluding statement or section that follows from and supports the argument presented.

1st Quarter Write arguments to support claims with clear reasons and relevant evidence.

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

alternate or opposing claims, and organize the reasons and evidence

logically.

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

accurate, credible sources and demonstrating an understanding of the topic

or text.

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

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

d. Establish and maintain a formal style.

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

supports the argument presented.

Item specification clarification: Students will read multiple

passages associated with a single topic and respond to a

writing prompt in which they will use evidence from the

sources to support an argumentative essay.

• Possible sources:

o Article on schizophrenia (RI.1).

o “The Tell-Tale Heart” (RL.1) in Holt Elements of

Literature pages 536-542


• After reading excerpts from “Flowers for Algernon,” researching intelligence, and discussing the results in class, write a paragraph supporting one of the claims that intelligence is based upon nature or nurture.

• After extensive study, research, and discussion of the Holocaust in conjunction with The Diary of Anne Frank, write an argument to support the idea that a Holocaust could or could not happen in the United States in the future.



WRITING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES 2nd Quarter Write arguments to support claims with clear reasons and relevant evidence.

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

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

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

d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and

supports the argument presented.

• Practice writing claims for various topics. Write claims

for opposing argument. Use a graphic organizer to

logically structure reasons and evidence.

• Differentiate between credible and noncredible

sources (thumbs up/thumbs down, response boards,

etc.).


• Paraphrase relevant evidence from a text (read,

paraphrase orally without referring to text, read text

again to check for accuracy, paraphrase in writing

without looking at the text, look at the text to confirm

accuracy).

• Rank evidence from strongest to weakest to

determine what to include. Justify rankings. Identify

all reasons and evidence provided as either factual or

emotional. Eliminate emotional appeals.

3rd Quarter Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s)

from alternate or opposing claims, and organize the reasons and evidence logically.

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

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

d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports

the argument presented.



Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear

relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and

reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are

writing. e. Provide a concluding statement or section that follows from and supports the argument presented.



WRITING STANDARDS


8.W.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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.

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

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain‐specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

7th Grade Standard

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition,

classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain‐specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

1st Quarter Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.



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

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

e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the

information or explanation presented.

Item specification clarification: Students may be asked

to read two or more sources associated with a single

topic and respond to a writing prompt in which they will

use evidence from the sources to support their

informative essay.

• Possible sources:

o Article about history of Navajo (RI.1).

o “The First Americans” (RL.1) in Holt

Elements of Literature pages 499-501



WRITING STANDARDS


2nd Quarter Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 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.



d. Use precise language and domain‐specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or

explanation presented.


• With a WWII topic assigned

before reading The Diary of

Anne Frank, research, and then

write, a newspaper or magazine

article on the topic. Compile into

a class magazine or newspaper.

When that topic comes up while

reading the play, student author

shares his or her article with the

class.

• After reading “The Monkey’s

Paw” (Holt Elements of Literature

2005 pages 85-99) and “The

Third Wish” (Holt Elements of

Literature 2005 pages 101-107),

write a literary analysis of the

common motifs.

3rd Quarter Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 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.



d. Use precise language and domain‐specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or

explanation presented.


9-10th Grade

Standard

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g.,

headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well‐chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and

examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas

and concepts. d. Use precise language and domain‐specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in which they are

writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications

or the significance of the topic).



WRITING STANDARDS


8.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.

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.

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

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.

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

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

7th Grade Standard

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


b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.


1st Quarter Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.







• Provide examples from literature

or MPS Voices (hard copy or

online) to model effective

elements of narratives.

• Utilize a plot diagram to develop

events, experiences, reflection,

and/or characters.



WRITING STANDARDS


2nd Quarter Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.






• Analyze models of precise words,

descriptive details, and sensory

language. Practice adding

precise words, descriptive details,

and sensory language to a

teacher-given paragraph with

these qualities missing. Learn

proper use of the thesaurus

(multiple meanings, connotation,

etc.); use the thesaurus in

concert with a dictionary.

• Include reflection in appropriate

places in narration.

Possible sources:

• Read “Raymond’s Run” (Holt

Elements of Literature 2005

pages 547-554) for the theme of

needing acceptance or love and

indifference. Write a new

narrative about a time where you

struggled with acceptance or

indifference.

3rd Quarter Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.







9-10th Grade

Standard Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

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

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events,

setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.




MPS RESOURCES

8.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.)

7th Grade Standard

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in Standards 1–3 above).

1st Quarter Standard in its entirety.

Focus/evaluate one or more of the Six Traits of Writing with writing assignments as appropriate to task, purpose and audience.

Ideas and Content: Writing is clear and focused. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.

Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.

Voice will vary according to the type of piece, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.

Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.

Sentence Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.

Conventions address the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.


• Sample papers on ADE website

• District writing rubric

• Write using R.A.F.T.S. and C.R.A.F.T.S.

• Write a friendly letter.

• Write a business letter with an appropriately formal tone.

2nd Quarter Standard in its entirety.

3rd Quarter Standard in its entirety.


proficiently.

9-10th Grade

Standard Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.)




MPS RESOURCES 8.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grade 8.)

7th Grade Standard

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grade 7.)

1st Quarter Standard in its entirety. Use these steps with every fully developed writing assignment (Note: Focus on addressing what is most significant for a specific purpose and audience). Prewriting

• Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.

• Determine the purpose and intended audience of a writing piece.

• Generate ideas through a variety of activities.

• Establish a controlling idea appropriate to the type of writing.

• Use organizational strategies to plan writing. Drafting

• Drafting incorporates prewriting activities to create a draft for a specific purpose.

Revising

• Revising includes evaluating and refining the draft for clarity and effectiveness.

• Evaluate the draft for use of ideas, organization, voice, word choice, and sentence fluency.

• Add details to the draft to more effectively accomplish the purpose.

• Delete irrelevant and/or redundant information from the draft to better accomplish the purpose.

• Rearrange words, sentences, and paragraphs in the draft (effectively using transitional words and phrases) in order to clarify the meaning or to enhance the writing style.

Editing

• Editing includes proofreading and correcting the draft for conventions.

Publishing

• Publishing includes formatting and presenting a final product for the

intended audience.






MPS RESOURCES 4th Quarter Mastery of the standard in its entirety, independently and

proficiently. Instructional Strategies:

• Focus on Prewriting and Revision as the most important aspects of the

writing process.

• Employ multiple and varied prewriting techniques.

• Use graphic organizers (Concept Connections Maps, Venn Diagrams,

Timeline, etc.).

• Evaluate models for purpose and audience.

• Clearly understand or discern the audience and purpose for each

assignment.

• Revise and edit teacher-provided weak papers.

• Use teacher-provided revision and editing checklists and guidelines.


Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

8.W.6: Use technology, including the internet, to produce and publish writing and present the relationships between information n and ideas efficiently as well as to interact and collaborate with others.

7th Grade Standard

Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others.

1st Quarter Standard in its entirety. Instructional Strategies:

• Google Docs

• PowerPoint

• Prezi

• Conduct research in groups.

• Present research findings to the class.

• Compare information with peers.

• Create Works Cited page.




proficiently.

9-10th Grade

Standard

Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's

capacity to link to other information and to display information flexibly and dynamically.



WRITING STANDARDS


8.W.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.

7th Grade Standard

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

1st Quarter 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.


• Answer a question by gathering information from three or more sources.

• Implement effective search techniques to minimize time usage during the

information-gathering phase.

• Use texts from content areas as research source. Implement effective

search techniques.

• Research to add information and/or support to argument, informative, and

narrative writing.

• Prompt students to consider the credibility and relevance of the source.

• Paraphrase, give credit to the author(s), and include direct quotations.

• Look up relevant definitions and evaluate which one(s) to include in

writing.

• Find relevant quotations and evaluate which one(s) to include in writing.

• Use a Revision Checklist.

2nd Quarter Conduct short research projects to answer a question,

drawing on several sources and generating additional related,

focused questions that allow for multiple avenues of

exploration.

3rd Quarter Conduct short research projects to answer a question,

drawing on several sources and generating additional

related, focused questions that allow for multiple avenues of

exploration.


proficiently.

9-10th Grade

Standard

Conduct short as well as more sustained research projects to answer a question (including a self‐generated question) or solve a problem;

narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation.



WRITING STANDARDS


8.W.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.

7th Grade Standard

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.

1st Quarter Gather relevant information from multiple print and digital sources, using search terms effectively.


• Recognize credibility and source materials by understanding URL

domains (i.e., .edu, .gov, .org). Link RI.8.

• Practice paraphrasing with teacher-given materials.

2nd Quarter 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.

3rd Quarter 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.


9-10th Grade

Standard Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of

each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism

and following a standard format for citation.




MPS RESOURCES

8.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature. b. Apply grade 8 Reading standards to literary nonfiction. 7th Grade Standard

Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 7 Reading standards to literature. b. Apply grade 7 Reading standards to literary nonfiction.



• Personal Reflection

• Literary Analysis




proficiently.

9-10th Grade

Standard

Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9-10 Reading standards to literature. b. Apply grades 9-10 Reading standards to informational text and nonfiction.

8.W.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.

Use the writing process on short and extended writing

assignments

Teach time management strategies to complete the process.


• Complete writing in short periods of time (15 minutes, 30 minutes, a

class period) to develop fluency.

• Reflect, both informally and formally, on writing during the writing

process, after feedback, and at the assignment’s end.

36

SPEAKING AND

LISTENING

STANDARDS

37



SPEAKING AND LISTENING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES 8.SL.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.

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.

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

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

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

7th Grade Standard

Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. 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. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the

discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views.

1st Quarter *The entire standard will be addressed each quarter with the following areas of

emphasis:

a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence.

b. Follow rules for collegial discussions and decision‐making. c. Pose questions that connect the ideas of several speakers and respond to

others' questions and comments with relevant evidence. d. Acknowledge new information expressed by others.


• Think-Pair-Share

• Jigsaw

• Gallery Walk

• Socratic Seminar

• Philosophical Chair

• Debate

• “Speaking and Listening Handbook” (Holt

Elements of Literature 2005 pages 983-995) 2nd Quarter *The entire standard will be addressed each quarter with the following areas of emphasis: a. Come to discussions prepared having read or researched material under study

and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision‐making and define

individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to

others' questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others and qualify or justify their own views based on the evidence presented.



SPEAKING AND LISTENING STANDARDS


3rd Quarter 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.




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



• Jigsaw

• Gallery Walk



• Debate


9-10th Grade

Standard

Initiate and participate effectively in a range of collaborative discussions (one‐on‐ one, in groups, and teacher‐led) with diverse partners on

grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to

evidence from texts and other research on the topic or issue to stimulate a thoughtful, well‐ reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision‐making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections based on the evidence and reasoning presented.




MPS RESOURCES

8.SL.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.

7th Grade Standard

Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how the ideas clarify a topic, text, or issue under study.

1st Quarter Analyze the purpose of information presented in diverse media and formats. Instructional Strategies:

• Print and Digital Advertisement Analysis

• Print and Digital Propaganda Analysis

• “Speaking and Listening Handbook” (Holt

Elements of Literature 2005 pages 983-995) 2nd Quarter 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.

3rd Quarter 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.



Integrate multiple sources of information presented in diverse media and formats, evaluating the credibility and accuracy of each source.

8.SL.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.

7th Grade Standard

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

1st Quarter 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.


• Speech Analysis (e.g., “I Have a Dream” by Dr.

Martin Luther King, Jr.)

• “Steps of Evaluating” for Informational Speech

(Holt Elements of Literature 2009 page 965) 2nd Quarter 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.



SPEAKING AND LISTENING STANDARDS


3rd Quarter 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.


9-10th Grade

Standard

Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, identifying any fallacious reasoning or exaggerated or

distorted evidence.

8.SL.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.

7th Grade Standard

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, appropriate vocabulary, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

1st Quarter Present claims and findings, emphasizing salient (most important) 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.


• Independent Research Project and

Presentation

• Jigsaw with Presentation

• Debate

2nd Quarter 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.

3rd Quarter 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.


9-10th Grade

Standard

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and

the organization, development, substance, and style are appropriate to purpose, audience, and task; use appropriate eye contact, adequate

volume, and clear pronunciation.




MPS RESOURCES

8.SL.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

7th Grade Standard

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

1st Quarter Entire standard every quarter. Instructional Strategies:

• Video Clip Analysis

• Film Analysis

• MPS Educational Technology Website

Materials (e.g., graphs, music)

2nd Quarter Entire standard every quarter.

3rd Quarter Entire standard every quarter.


9-10th Grade

Standard

Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

8.SL.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when

indicated or appropriate. (See Grade 8 Language Standards 1 and 3 for specific expectations.) 7th Grade Standard

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 7 Language Standards 1 and 3 for specific expectations.)

1st Quarter Adapt speech to a variety of contexts and tasks, demonstrating command of

formal English when indicated or appropriate. (See Grade 8 Language Standards 1

and 3 for specific expectations.)



• Debate

• Extemporaneous Speech



• Fish Bowl

2nd Quarter Adapt speech to a variety of contexts and tasks, demonstrating command of

formal English indicated or appropriate. (See Grade 8 Language Standards 1 and 3

for specific expectations.)

3rd Quarter Adapt speech to a variety of contexts and tasks, demonstrating command of

formal English when indicated or appropriate. (See Grade 8 Language Standards

1 and 3 for specific expectations.)


9-10th Grade

Standard

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10

Language standards 1 and 3 for specific expectations.)

43

44

LANGUAGE

STANDARDS

45



LANGUAGE STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

8.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verbals, voice, and mood. 7th Grade Standard

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound‐complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

1st Quarter Demonstrate command of the conventions of Standard English grammar and usage when

writing or speaking.

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

b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and

subjunctive mood. d. Recognize and correct inappropriate shifts in verbals, voice, and mood.


• Revise a teacher-given model for verb voice

and mood. Use a teacher-given checklist to

revise writing for verb voice and mood.

• Have students find examples of active and

passive voice in different types of

publications, such as newspapers,

magazines, websites, text books, novels,

nonfiction, etc. Have them compare and

contrast their findings. In what types of texts

did they encounter more active voice? In

which did they find more passive voice?

Have them brainstorm why this might be.

2nd Quarter Demonstrate command of the conventions of Standard English grammar and usage when





3rd Quarter Demonstrate command of the conventions of Standard English grammar and usage when







LANGUAGE STANDARDS



9-10th Grade

Standard

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

• Use parallel structure.

• Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent,

dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

8.L.2: 2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Use correct spelling.

7th Grade

Standard

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives. b. Use correct spelling.

1st Quarter Entire standard every quarter. Instructional Strategies:

• Commas: Write Source page 582

• Ellipses: Write Source page 614

• Capitalization: Write Source page 618

• Dictionary usage practice

2nd Quarter Entire standard every quarter.

3rd Quarter Entire standard every quarter.



Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

b. Use a colon to introduce a list or quotation.

c. Use correct spelling.




MPS RESOURCES

8.L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. 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).

7th Grade

Standard

Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

1st Quarter Use knowledge of language and its conventions when writing, speaking, reading, or listening. 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).


• Purdue Online Writing Lab

(https://owl.english.purdue.edu/owl/resource/539/01/)

• Have students explore news articles from different

websites and note the verbs that are used. After

collecting a dozen references to verbs in context,

have students identify whether the verbs are active or

passive voice. Explain that after gathering the

information students will work in small groups to draw

conclusions about when and how the verbs are used.

2nd Quarter Use knowledge of language and its conventions when writing, speaking, reading, or listening. 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).

3rd Quarter Use knowledge of language and its conventions when writing, speaking, reading, or listening. 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).


9-10th Grade

Standard

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to

comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual.

8.L.4: Determine or clarify the meaning of unknown and multiple‐meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

a. Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, and secede).

b. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

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.

d. Verify the preliminary determination of the meaning of a word or phrase.

https://owl.english.purdue.edu/owl/resource/539/01/



LANGUAGE STANDARDS


7th Grade

Standard

Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). b. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a

word or phrase. 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. d. Verify the preliminary determination of the meaning of a word or phrase.



• Predict a word’s meaning based on the words, phrases,

and/or sentences around it.

• Use one 3 x 5 index card for each root, prefix or suffix.

On the front side of the index card, write the root, prefix

or suffix in the center. On the other side, write the

following: in the upper right-hand corner, write the

definition; in the upper left-hand corner, write two

examples; in the lower left-hand corner, use a word with

the root, prefix or suffix in a sentence; in the lower right-

hand corner, draw a picture or symbol that

demonstrates the meaning of the root, prefix, or suffix.

Spread out vocabulary word part cards into prefix, root,

and suffix groups on desks. Put together these word

parts into real words within a given time. Use

connecting vowels if needed.

• Use reference sources for a variety of purposes.

• After predicting a word’s meaning from context, confirm

it with the dictionary.





Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

b. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

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, its part of speech, or its etymology.





MPS RESOURCES

8.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded,

willful, firm, persistent, resolute). 7th Grade

Standard

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

a. Interpret figures of speech (e.g., literary, religious, and mythological allusions) in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite,

diplomatic, condescending).

1st Quarter Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of

the words. c. Distinguish among the connotations (associations) of words with similar

denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).


• Differentiate between literal and figurative

meanings.

• Find synonyms and antonyms to clarify word’s

meaning.

• Use words in an analogy to clarify word’s

meaning.

• Connect word families (beauty, beautify,

beauteous, beautifully, etc.).

• Sort synonyms by degrees (for example,

strong, robust, stalwart, invincible).

• Represent words non-linguistically through

drawing or action.

2nd Quarter Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.




3rd Quarter Demonstrate understanding of figurative language, word relationships, and nuances

in word meanings.





9-10th Grade

Standard

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

a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.




MPS RESOURCES

8.L.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.

7th Grade Standard

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.



• Frayer Model

• Vocabulary Log

• Analyze how to use context to choose best contextual

definition.





Acquire and use accurately general academic and domain‐specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Language Strand – Standards 1 & 2 Progressive Skills by Grade

52

The Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The skills are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

Kindergarten Form regular plural nouns orally by adding /s/ or /es/ Use the most frequently occurring prepositions Capitalize the first word in a sentence and the pronoun I Recognize and name end punctuation

1st Grade Use common, proper, and possessive nouns Use singular and plural nouns with matching verbs Use personal, possessive, and indefinite pronouns Use verbs to convey a sense of past, present, and future

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences

Capitalize dates and names of people Use end punctuation for sentences Use commas in dates and to separate single words in a series

2nd Grade Use collective nouns Form and use frequently occurring irregular plural nouns Use reflexive pronouns Form and use the past tense of frequently occurring irregular verbs

Use adjectives and adverbs, and choose between them depending on what is to be modified

Produce, expand, and rearrange complete simple and compound sentences

Capitalize holidays, product names, and geographic names Use commas in greetings and closings of letters Use an apostrophe to form contractions and possessives

3rd Grade Explain the function of nouns, pronouns, verbs, adjectives, and

adverbs in general and their functions in particular sentences Form and use regular and irregular plural nouns Use abstract nouns Form and use regular and irregular verbs Ensure subject-verb and pronoun-antecedent agreement Form and use comparative and superlative adjectives and

adverbs, and choose between them depending on what is to be modified

Use coordinating and subordinating conjunctions Produce simple, compound, and complex sentences Capitalize appropriate words in titles Use commas in addresses Use commas and quotation marks in dialogue Form and use possessives Use conventional spelling for high-frequency and other studied

words and for adding suffixes to base words

4th Grade Use relative pronouns and relative adverbs Form and use the progressive verb tenses Use modal auxiliaries to convey various conditions Order adjectives within sentences according to conventional

patterns Form and use prepositional phrases Correctly use frequently confused words Use commas and quotation marks to mark direct speech and

quotations from a text Use a comma before a coordinating conjunction in a compound

sentence

53

5th Grade Explain the function of conjunctions, prepositions, and interjections

in general and their function in particular sentences Form and use the perfect verb tenses Use verb tense to convey various times, sequences, states, and

conditions Recognize and correct inappropriate shifts in verb tense Use correlative conjunctions Use punctuation to separate items in a series Use a comma to separate an introductory element from the rest of

the sentence Use a comma to set off the words yes and no, to set off a tag

question from the rest of the sentence, and to indicate direct address

Use underlining, quotation marks, or italics to indicate titles of works

6th Grade Ensure that pronouns are in the proper case Use intensive pronouns Recognize and correct inappropriate shifts in pronoun number and

person Recognize and correct vague pronouns Recognize variations from standard English in their own and others’

writing and speaking, and identify and use strategies to improve expression in conventional language

Use punctuation to set off nonrestrictive/parenthetical elements

7th Grade Explain the function of phrases and clauses in general and their

function in specific sentences Choose among simple, compound, complex, and compound-

complex sentences to signal differing relationships among ideas

Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers

Use a comma to separate coordinate adjectives

8th Grade Explain the function of verbals (gerunds, participles, infinitives) in

general and their function in particular sentences Form and use verbs in the active and passive voice Form and use verbs in the indicative, imperative, interrogative,

conditional, and subjunctive mood Recognize and correct inappropriate shifts in verb voice and mood Use punctuation (comma, ellipsis, dash) to indicate a pause or

break Use an ellipsis to indicate an omission

9th/10th Grade Use parallel structure Use a semicolon (and perhaps a conjunctive adverb) to link two or

more closely related independent clauses Use a colon to introduce a list or quotation

11th/12th Grade Apply the understanding that usage is a matter of convention, can

change over time, and is sometimes contested Resolve issues of complex or contested usage, consulting

references Observe hyphenation conventions

54

ARIZONA ENGLISH

LANGUAGE ARTS

STANDARDS

55

56

Arizona English Language Arts Standards – 8th Grade

Reading Standards for Literature

Key Ideas and Details

8.RL.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

8.RL.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.

8.RL.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.

Craft and Structure

8.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the

impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

8.RL.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.

8.RL.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.

Integration of Knowledge and Ideas

8.RL.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.

8.RL.8

(Not applicable to literature)

8.RL.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories or

religious works, including describing how the material is rendered new.

Range of Reading and Level of Text Complexity

8.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 8.

57


Reading Standards for Informational Text

Key Ideas and Details

8.RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

8.RI.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.

8.RI.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons,

analogies, or categories).

Craft and Structure

8.RI.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.

8.RI.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.

8.RI.6 Determine an author's point of view, perspective and purpose in a text and analyze how the author acknowledges and responds to


Integration of Knowledge and Ideas

8.RI.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.

8.RI.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.

8.RI.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Range of Reading and Level of Text Complexity

8.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity

range determined by qualitative and quantitative measures appropriate to grade 8.

58


Writing Standards

Text Types and Purposes

8.W.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and

evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an

understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and

evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

8.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.


b. Develop the topic with well-chosen, relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain‐specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

8.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.






59


Writing Standards

Production and Distribution of Writing

8.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience. (Grade‐specific expectations for writing types are defined in Standards 1–3 above).

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

rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions

should demonstrate command of Language Standards 1–3 up to and including grade 8.)

8.W.6 Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Research to Build and Present Knowledge

8.W.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.

8.W.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.

8.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 8 Reading standards to literature. b. Apply grade 8 Reading standards to literary nonfiction.

Range of Writing

8.W.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.

60


Speaking and Listening Standards

Comprehension and Collaboration

8.SL.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.




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

8.SL.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.

8.SL.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the

evidence and identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas

8.SL.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.

8.SL.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

8.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See

grade 8 Language Standards 1 and 3 for specific expectations.)


Language Standards

Conventions of Standard English

8.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verbals, voice, and mood.

8.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Use correct spelling.

Knowledge of Language

8.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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).

Vocabulary Acquisition and Use

8.L.4 Determine or clarify the meaning of unknown and multiple‐meaning words or phrases based on grade 8 reading and content,

choosing flexibly from a range of strategies.

a. Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, and secede).

b. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

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.


8.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm,

persistent, resolute).

8.L.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.