Office of Curriculum and Instruction

English Language Arts - Grade 8

In grade 8 English language arts, students learn to cite textual evidence from complex nonfiction texts supporting their analysis or critique of a text. Students focus on organizing ideas, concepts, and information into broad categories, identify relevant facts, and use varied transitions to clarify or show the relationships among elements in their multi-paragraph narrative and non-narrative writing types. By the end of middle school, students are adept at reading closely and uncovering evidence to use in their own writing. Individual written pieces provide opportunities to develop personal style and voice, as well as to provide a platform for peer evaluation. Literary analysis of mood, complex themes important to preadolescents, and characters evolving throughout experiencing the progression of the plot raise the level of thinking skills to those of evaluation. The curriculum builds on research-based strategies for speaking, reading, and writing. Benchmark assessments are employed to track individual student progress.

Written by: Courtney Grace and Liana Fross

Reviewed by: Valentina Carleo, Supervisor of Humanities Melissa Stager, Director of Curriculum

Office of Curriculum and Instruction

Adopted by the Somerville Board of Education on September 15, 2020

Somerville School District

Scope, Sequence, and Pacing Document

ELA: Grade Level: 8

Units and Pacing

Unit 1:

“Building Strong Readers and

Writers”

5 weeks

Unit 2:

Core Novel

5 weeks

Unit 3:

Book Club

5 weeks

Unit 4:

Argumentative Writing Unit

4 weeks

Unit 5:

Informational Texts

3 weeks

Unit 6:

Research Writing Unit

6 weeks

Unit 7:

Short Stories, Excerpts,

Vignettes, and Poetry

3 weeks

Unit 8:

Memoir Multi-Genre Writing

Unit

4 weeks Transfer

Goals TG1: Understand the writing process and all of its stages. TG2: Recognize mentor texts as valuable resources to utilize before, during, and after the writing process. TG3: Engage in a reading community by identifying their own interests, areas of strength, and areas for growth, and then acting upon that knowledge to select reading material and

TG1: Expand their vocabulary and knowledge of the English language and conventions in order to comprehend literature on a deeper level and in order to then convey their understanding of the literature and its concepts. TG2: Fiction is a way for authors to reveal a universal truth through the development of theme, characters, and setting. Authors write on topics

TG1: Analyze an author’s purpose through examining his/her use of language in order to decipher that purpose and make connections to other written texts, events, people, or other forms of media. TG2: Write to examine a topic, developing ideas in a cohesive manner, clarifying relationships between ideas, supporting ideas with evidence, and using precise

TG1: Read literary and informative texts critically in order to distinguish and create different points of view and how they shape our understanding of the world and how potential bias can be created. TG2: Through researching, analyzing, writing, and discussing, students will draw connections to researched events through a variety of texts and mediums to form an authentic analysis.

TG1: Students will be able to think critically about information and claims encountered at school and beyond by seeking clarity, accuracy, sound evidence, good reasons, and fairness. TG2: Students will be able to evaluate media and text for bias (conscious and unconscious) to make informed decisions and develop their own perceptions of the world.

TG1: Gather relevant, reputable sources, critically evaluate, and synthesize sources to build and strengthen their knowledge and produce a product that demonstrates their knowledge and passion. TG2: Correctly cite expert opinions to give writing more validity and/or to help generate a unique perspective on the same topic.

TG1: TG1: Comprehend any text by inferring and tracing the main idea, thinking critically about themes, figurative language, imagery, and making connections (text to text, text to self, text to world). TG2: Develop insight into the nature of language and how an author makes deliberate decisions on word choice, punctuation, text structure, and

TG1: Writers choose the best form of genre (i.e. picture book, poetry, short story, novel, graphic novel, etc.) to share thoughts, memories, and ideas. TG2: Memoir writing establishes a unique perspective on a writer’s personal experiences.



share in discussions and recommendations with classmates. TG4: Employ appropriate strategies to comprehend and analyze diverse text types.

with which they are most familiar or affected by; this usually pertains to the human condition, society, or morality.

vocabulary and grade-level appropriate grammar to convey meaning.

genre, to express a political or personal idea.

Enduring Understandings

EU1: Each stage of the writing process is a critical milestone in the completion of a published piece. EU2: Efferent and aesthetic reading have great value to the individual and enrich his or her ability to contribute meaningfully to society.

EU1: Societies are composed of laws and social conventions driven by time and place. Multiple social elements (religion, location, ethnicity) combine to define justice and morality in a variety of cultures.

EU2: Humanity is based upon multiple factors and that people may have opposing ideas regarding human nature. These

EU1: Individuality is what drives society forward, while eliciting change, either for the benefit or detriment of society. Conformity maintains peace and builds a cultural identity, however, it can be unfair and restricting. The world needs a balance or it will fall to chaos or resentment. EU2: Knowledge is illimitable, and humans have a hunger for it. People often find

EU1: Argumentative essays in the content areas focus on presenting an argument with clear reasons and relevant evidence on content- specific topics or issues that are meaningful to the writer. EU2: Argumentative essays develop analytical skills that require students to consider all perspectives (pathos, logos, ethos) on a

EU1: Reading expands understanding of the world, people, and oneself; readers use strategies to construct meaning; readers develop a deeper understanding by reflecting upon the text; visual materials enhance understanding. EU2: Individuals, groups, and institutions carry biases (innate or learned). They are indoctrinated through influences

EU1: How we conduct research has evolved and is an ever-changing, yet focused process. In today’s technologically advanced world, one of the most fundamental impacts on the research process is the presence of the Internet and digital tools. Research reports utilize multiple print and digital sources and require extensive scrutiny of its

EU1: Smaller works of literature cohesively speak upon bigger/universal issues rooted in identity, social injustices, law and order, community, etc. When authors are concise with their writing, much of the message is up for a unique interpretation based on the reader’s personal experiences and/or opinion. EU2: Reading, writing, and the

EU1: Memoirs can be presented in different genres or forms of writing. This flexibility provides an opportunity to discuss meaningful topics, different functions, and speak to a variety of audiences.

EU2: A memoir is a subjective truth on personal, societal, and worldly events. The author’s attempts to gain an understanding of who they are, who they once were, and what values, people, and



factors, in turn, are directly associated with a person’s individual morals and values.

their lives are dictated or enhanced, based on the availability of education and their own personal acquisition of knowledge. EU3: Dystopian novels comment on oppressive societal control and the illusion that a perfect society is maintained through corporate, bureaucratic, technological, moral, or totalitarian control.

controversial or sensitive topic. EU3: All critical thinkers examine a topic from all points of view. Acknowledging and refuting opposing perspectives eliminates bias and demonstrates a deeper understanding of the topic. EU4: The facts, statistics, quotes, research, and anecdotes presented in an argumentative piece must be well-organized and extremely detailed resulting in an evenly- developed, clearly articulated thesis.

(gender, culture, society, etc.) which hold positive and negative consequences. EU3: When reading nonfiction articles, it is important to remember that authors vary form and style in order to write for different purposes, audiences, and contexts.

accuracy and credibility.

EU2: To conduct research is a complicated task; to effectively research, one must investigate a topic and systematically reframe a perspective(s) based on the current climate and culture. EU3: Reporting research is rooted in how it is presented to the targeted audience. It is necessary to be objective in sources and acknowledge the opposition; however, present concepts, ideas, and information in a way that lends itself to your purpose.

conventions of language hold power because they offer a platform for personal and political expression.

experiences have helped to shape them.

EU3: A memoir communicates selected moments that are enduring and universal in emotion or experience. It creates empathy and connectivity between the reader and the writer, regardless of the time period, race, gender, or culture.



Essential Questions

EQ 1: How do writers use craft and structure to convey meaning and advance arguments? EQ2: How do my reading practices influence my life and my world?

EQ 1: What is a civilized society and what role does justice play? Who determines what is just and moral? EQ2: What does it mean to be human? How is human behavior affected both intrinsically and extrinsically?

EQ 1: Does society thrive on individuality or conformity? EQ2: How do knowledge and education affect our humanity and our position in the world? EQ3: What parts of today's society do dystopian novels build on, react to, and/or serve as a comment about?

EQ1: What is the purpose of an argumentative essay, and how can argumentative writing be utilized outside of the classroom? EQ2: How does the development of strong arguments make one become a critical thinker? EQ3: How can one use opposing views to strengthen your own argument? EQ4: How can one utilize evidence, factual or anecdotal, when supporting one’s position in an argumentative piece?

EQ1: How does informational text impact our lives and our communities? EQ2: How are prejudices and biases (conscious and unconscious) created? How do we recognize and overcome them?

EQ3: How can writers use language and structure to communicate and manipulate information?

EQ1: With a growing presence of online information, how do we assess the credibility of our sources, experts, and data?

EQ2: How does a person generate a unique perspective on a popular topic?

EQ3: How do you write objectively when you hold either a strong bias or limited authority?

EQ1: What makes a piece of writing enduring? EQ2: How can short pieces of literature serve as a vehicle of social change?

EQ1: How do we effectively communicate our most personal experiences to different audiences? EQ2: How do experiences impact who I am and who I am becoming? EQ3: How can the expression of personal experience unite people?



Major Skills Students will be skilled at… S1: (RL/RI 8.1) Citing evidence in support of analysis of text. S2: (RL/RI.8.2) Write an objective summary S3: (RL/RI.8.4) Understanding the impact of figurative language and word choice in text. S5: (W.8.1) Write arguments to support claims with clear reasons and relevant evidence S6: (W.8.2) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and

Students will be skilled at… S1: (RL.8.2) Analyzing the development of a theme.

S2: (RL. 8.3) Locating pivotal dialogue and events that assist with our understanding of character, plot and theme.

S3: (RL.8.4) Understanding the impact of figurative language and word choice in text.

S4: (RL.8.6) Understand the connection between contrasting perspectives, irony, suspense, and humor.

Students will be skilled at… S1: (RL 8.1) Citing evidence in support of analysis of text. S2: (RL.8.2) Locating and following the development of a theme. S3: (RL. 8.3) Locating pivotal dialogue and events that assist with our understanding of character, plot and theme. S4: (RL.8.5) Analyze the structure of texts and how they relate to each other and the whole. S5: (SL.8.1) Engage effectively in a range of collaborative discussions

Students will be skilled at… S1: (RI.8.1) Citing explicit and inferential textual evidence from text. S2: (RI.8.5) Analyze text structure for meaning S3: (RI.8.6) Determining an author’s point of view or purpose in a text S4: (RI.8.8/RI.8.9) Delineate and evaluate arguments and claims in a text, focusing on the evidence used as support and determine if the source is credible or not credible S5: (W.8.1a/W.8.1b) Formulate claims with supportive evidence and logical reasoning.

Students will be skilled at… S1: (RI.8.1) Citing evidence from informational text S2: (RI.8.2) Determine the central idea of an informational text S3: (RI.8.5) Determine and analyze the text structure the author uses S4: (RI.8.6) Determine the author’s perspective in informational text

S5: (W.8.7) Write a formal research report S6: (W.8.9) Use evidence to support research report writing S7: (SL.8.1) Participate in discussions, use evidence from informational text

Students will be skilled at… S1: (RI.8.1.) Cite evidence from informational text S2: (RI.8.7/RI.8.9) evaluate the presentation/ organization of information and analyze its effect on perspective S3: (W.8.2,a,b,f) Write a research report and support it with evidence and research in a structured manner. S4: (W.8.2c,d,e) Use domain specific vocabulary to maintain a formal and informative tone and style. S5: (W.8.6./SL.8.5) Use different technological

Students will be skilled at… S1: (RL.8.4) Understand the impact of figurative language in the text. S2: (RL.8.7) Evaluate the impact of the author’s choices in a script and live production S3: (RL.8.9) Analyze how modern works of fiction are drawn from historical/ cultural context, religious texts, and practical knowledge. S4: (RL.8.10) Comprehend grade-level text independently or with limited scaffold S5: (RI.8.3) Analyze how a text makes connections between

Students will be skilled at… S1: (RL.8.3) Locating pivotal dialogue and events that assist with our understanding of character, plot, and theme. S2: (RL.8.4) Understanding the impact of figurative language in the text. S3: (W.8.3, a,b) Write narratives that utilize narrative writing techniques including point of view, pacing/ sequencing, and dialogue. S4: (W.8.3c,d,e) Use precise language to capture the action and convey experiences and to signal events S5: (SL.8.1b,d) Participate in a



analysis of relevant content. S7: (W.8.4.) Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience S8: (W.8.5) With some guidance and support from peers and adults, develop and strengthen writing S9: (W.8.6) Use technology to produce, publish, and present writing S10: (W.8.7) Conduct short research projects S11: (W.8.8/8.9) Gather relevant information from multiple print and digital sources

S5: (SL.8.1) Participate in discussions and pose questions to elicit a deeper understanding.

S6: (L.8.1c/d) Understand how to verbs dictate mood in text

S7: (L.8.2a) Understand how punctuation is purposeful

S6: (L.8.3) Use knowledge of language and its conventions S7: (L.8.4) Determine or clarify the meaning of unknown and multiple-meaning words. S8: (L.8.5) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

S6: (W.8.1c/ W.8.1d/ W.8.1e) Establish and sustain a formal writing style using specific words, phrases, and clauses to create cohesion and to clarify the relationships among claims and counterclaims S7: (W.8.8/ W.8.9b) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism S8: (SL.8.1d) Acknowledge new information expressed by others, and, when warranted, qualify

to support your views S8: (SL.8.5) Use visuals to present information S9: (L.8.4) Use context clues, root words, and affixes to uncover meanings of unknown words

platforms and visuals to present information that helps convey the overall message to the audience.

S6: (W.8.8/SL.8.2) Determine the credibility of the information presented in articles, books, videos, etc. and identify the author’s motives. S7: (L.8.1c,d,L.8.5c) Understand verbs and how they create/shift mood in writing. S8: (L.8.4c,d) Consult reference materials to determine accuracy of word usage, parts of speech, and pronunciation.

individuals, ideas, or events. S6: (RI.8.4) Determine the meaning of words and phrases as they are used in a text. S7: (SL.8.1) Participate in discussions and pose questions to elicit a deeper understanding. S8: (L.8.1c,d/L.8.5c) Understand verbs and how they create/shift mood and connotation in writing.

range of discussions and respond to other’s thoughts and views.

S6: (SL.8.5) Integrate visuals to better convey a message or story. S7: (L.8.1c, L.8.3a) Understand passive/active voice and use verbs to achieve the desired effect. S8: (L.8.5a,c) Interpret figures of speech and distinguish their connotations.



S12: (SL.8.1) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others; ideas and expressing their own clearly S13: (L.8.1a,b) Demonstrate a command of written and spoken English S14: (L.8.4.a,b) Determine or clarify the meaning of unknown words S15: (L.8.5.a,c) Demonstrate an understanding of the relationship of words

or justify their own views in light of the evidence presented. S9: (SL.8.2) Analyze how the author’s motivation and purpose is presented in diverse media and information formats. S10: (SL.8.3) Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. S11: (SL.8.4) Present claims and findings, emphasizing salient points in a focused, coherent manner with



relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Formative Assessment

-Admit/Exit Slips -Class discussions -Assigned homework -Student participation -Independent group work/projects -Quizzes -Student/teacher conferences -Small group conferences -Graphic Organizers - Turn and talk - Stop and jot -Stages of the writing process will be assessed separately in order for students to demonstrate their overall understanding of immersion,

-Admit/Exit Slips -Class discussions -Assigned homework -Student participation -Independent group work/projects -Quizzes -Student/teacher conferences -Small group conferences -Graphic Organizers - Turn and talk - Stop and jot


-Stages of the writing process will be assessed separately in order for students to demonstrate their overall understanding of immersion, generating ideas, selecting, collecting, drafting, revising, editing, and publishing. -Student/teacher conferences -Student Performance Checklist -Graphic Organizers -Student reflection - Writer’s notebook


-Stages of the writing process will be assessed separately in order for students to demonstrate their overall understanding of immersion, generating ideas, selecting, collecting, drafting, revising, editing, and publishing. -Student/teacher conferences -Student Performance Checklist -Graphic Organizers -Student reflection -Notecards


Stages of the writing process will be assessed separately in order for students to demonstrate their overall understanding of immersion, generating ideas, selecting, collecting, drafting, revising, editing, and publishing. -Student/teacher conferences -Student Performance Checklist -Graphic Organizers -Student reflection - Writer’s notebook



generating ideas, selecting, collecting, drafting, revising, editing, and publishing. -Student/teacher conferences -Student Performance Checklist -Graphic Organizers -Student reflection - Writer’s notebook

Summative Assessment

-Edulastic Assessment -IReady -Guided Reading Groups -Writing on Demands -Reading on Demands -Presentations -Essays -Creative Writing -Technology-based assignments (create blogs, websites, multimedia

--Edulastic Assessment -IReady -Guided Reading Groups -Writing on Demands -Reading on Demands -Presentations -Essays -Creative Writing -Technology-based assignments (create blogs, websites, multimedia


-Argumentative essay with works cited page

--Edulastic Assessment -IReady -Guided Reading Groups -Writing on Demands -Reading on Demands -Presentations -Essays -Creative Writing -Technology-based assignments (create blogs, websites, multimedia

-Research report with works cited page


-Multi-genre memoir piece



presentations). -How Writers Work Writing piece

presentations). presentations). presentations). presentations).

Benchmark Assessment

- iReady - Edulastic

-On demand piece


-On demand piece

-iReady -Edulastic

- iReady - Edultic as

-iReady -Edulastic


Technology Integration

-Chromebooks -Clear Touch interactive board -Video clips

-Chromebooks -Interactive Clear Touch board -Video clips

-Chromebooks - Interactive Clear Touch board - Video Clips

-Chromebooks - Databases -Interactive Clear Touch board -Video clips

-Chromebooks - Interactive Clear Touch board -Video clips

-Chromebooks -Interactive Clear Touch board - Databases -Video clips



Resources -How Writers Work Schoolwide writing curriculum -Mentor texts -Exemplars

-Short stories -Excerpts -Information articles -Poems *See stage 3


-Argumentative Schoolwide writing curriculum -Mentor texts -Exemplars - -


-Research Unit Schoolwide writing curriculum -Mentor texts -Exemplars


Multi-Genre Memoir Schoolwide writing curriculum -Mentor texts -Exemplars

NJSLS

RI/RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective

RL.8.1. Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RI.8.1. Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.



RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and

RL.8.3 Locating pivotal dialogue and events that assist with our understanding of character, plot and theme. RL.8.4 Determine the meaning of words and phrases as they are used in



plot; provide an objective summary of the text.

RI/RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.8.4 Produce clear and coherent writing

summary of the text. RL. 8.3 Locating pivotal dialogue and events that assist with our understanding of character, plot and theme. RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of

RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

RL.8.5 Analyze the structure of texts, including how specific sentences, paragraphs, and

RI.8.5.Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. RI.8.6. Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

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

RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

RI.8.5. Analyze the structure an author uses to organize a specific paragraph in a text, including the role of

particular sentences, to develop and to refine a key concept.

RI.8.6. Determine an author's point of view or purpose in a text and analyze how the author

RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. RI.8.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. RI.8.10 By the end of the year read and comprehend

tone, including analogies or allusions to other texts. RL.8.7 Evaluate the choices made by the directors or actors by analyzing the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script. RL.8.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including

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. W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well- structured event sequences. W.8.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.



in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. L.8.1a Explain the function of verbals (gerunds, participles, infinitives) in

dramatic irony) create such effects as suspense or humor. SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

irrelevant evidence is introduced.

RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

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

W.8.1.a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and

acknowledges and responds to conflicting evidence or viewpoints.

W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

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

W.8.9a Apply grade 8 Reading

literary nonfiction at grade level text-complexity or above, with scaffolding as needed. W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.8.2a Introduce a topic and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/ effect, etc.) and text features (e.g., headings, graphics, and multimedia).

describing how the material is rendered new. RL.8.10 By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, scaffolding as needed. RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative,

W.8.3b Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. W.8.3c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.



general and their function in particular sentences. L.8.1b Form and use verbs in the active and passive voice.

L.8.2a Use punctuation (comma, ellipsis, dash) to indicate a pause or break. L.8.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.8.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,

L.8.1c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. L.8.1d Recognize and correct inappropriate shifts in verb voice and mood. L.8.2a Use punctuation (comma, ellipsis, dash) to indicate a pause or break. L.8.2b Use an ellipsis to indicate an omission. L.8.3a Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing

SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. L.8.3a Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). L.8.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the

evidence logically.

W.8.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

W.8.1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

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

W.8.1.e Provide a concluding statement or section that

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

W.8.9b Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient;

W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. W.8.2c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. W.8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. W.8.2e Establish and maintain a formal style/academic style, approach, and form.

connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own

W.8.3e Provide a conclusion that follows from and reflects on the narrated experiences or events. SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. SL.8.5 Integrate multimedia and visual displays into presentations to clarify



precede, recede, secede).

L.8.5a Interpret figures of speech (e.g. verbal irony, puns) in context. L.8.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

uncertainty or describing a state contrary to fact).

meaning of a word or phrase. L.8.5a Interpret figures of speech (e.g. verbal irony, puns) in context. L.8.5b Use the relationship between particular words to better understand each of the words.

follows from and supports the argument presented.

W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9.b Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing

recognize when irrelevant evidence is introduced”).

SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

W.8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented. W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and

views in light of the evidence presented. L.8.1c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. L.8.1d Recognize and correct inappropriate shifts in verb voice and mood. L.8.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

information, strengthen claims and evidence, and add interest. L.8.1c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. L.8.3a Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). L.8.5a Interpret figures of speech (e.g. verbal irony, puns) in context. L.8.5c Distinguish among the connotations (associations) of words with similar



whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced").

SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. SL.8.2 Analyze how the author’s motivation and purpose is presented in diverse media and information formats. SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and

SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

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

and evidence, and add interest.

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

quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

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



relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. L.8.2a Use punctuation (comma, ellipsis, dash) to indicate a pause or break. L.8.2b Use an ellipsis to indicate an omission.

recede, secede).

L.8.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L.8.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.8.1c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. L.8.1d Recognize and correct inappropriate shifts in verb voice and mood. L.8.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. L.8.4d Verify the preliminary determination of the meaning of a word or phrase



(e.g., by checking the inferred meaning in context or in a dictionary). L.8.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

CRP Standards

& 21st Century Life and

Skills

CRP3. Attend to personal health and financial well-being. CRP6. Demonstrate creativity and innovation. CRP10. Plan education and career paths aligned to personal goals.

CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP10. Plan education and career paths aligned to personal goals.

CRP1. Act as a responsible and contributing citizen and employee. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and

CRP4. Communicate clearly and effectively and with reason. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and

CRP5. Consider the environmental, social and economic impacts of decisions. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and

CRP2. Apply appropriate academic and technical skills. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation.

CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP10. Plan education and career paths aligned to personal goals.



economic impacts of decisions. CRP9. Model integrity, ethical leadership and effective management. CRP12. Work productively in teams while using cultural global competence.

persevere in solving them.

persevere in solving them.

CRP11. Use technology to enhance productivity.

Interdisciplinary Standards

6.3.8.CivicsPD.3: Construct a claim as to why it is important for democracy that individuals are informed by facts, aware of diverse viewpoints, and willing to take action on public issues.








Modification

s/ Accommodati

on

At Risk Students: -Book choices are a combination of choice and reading ability -Following American Reading

At Risk Students: -Book choices are a combination of choice and reading ability -Following American


At Risk Students: Writing prompts can be differentiated based upon student interest,

At Risk Students: -Book choices are a combination of choice and reading ability -Following American Reading

At Risk Students: Writing prompts can be differentiated based upon


At Risk Students: Writing prompts can be differentiated based upon student interest,



Company leveled texts, audio books, text-to-speech platforms (Google/MyOn/NewsELA/Wonderopolis), graphic novels, levels informational texts via Newsela, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud. Enrichment/Gifted: Tiered graphic organizers to add complex layers, raise levels of intellectual demands, differentiate content, process,

Reading Company leveled texts, audio books, text-to-speech platforms (Google/MyOn/NewsELA/Wonderopolis), graphic novels, levels informational texts via Newsela, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud. Enrichment/Gifted: Tiered graphic organizers to add complex layers, raise levels of intellectual


the difficulty of content, etc. -Students will self-select the topic of their argumentative essay, especially when initially introducing form and structure -extended time, assist w/ organization -use of computer -emphasize/highlight key concepts, -recognize success, frequent check-in about progress, -copy of class notes - graphic organizer -read directions aloud -exemplars Special Education: Students will be provided with all IEP accommodations and modifications, extra time as needed, repeated directions, graphic

Company leveled texts, audio books, text-to-speech platforms (Google/MyOn/NewsELA/Wonderopolis), graphic novels, levels informational texts via Newsela, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, -frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud. Enrichment/Gifted: Tiered graphic organizers to add complex layers, raise levels of intellectual demands, differentiate content, process,

student interest, the difficulty of content, etc. -Students will self-select the topic of their research essay, especially when initially introducing form and structure -extended time, assist w/ organization -use of computer -emphasize/highlight key concepts, -recognize success, frequent check-in about progress, -copy of class notes - graphic organizer -read directions aloud -exemplars Special Education: Students will be provided with all IEP


the difficulty of content, etc. -Students will self-select the topic of their multi-genre memoir essay, especially when initially introducing form and structure -extended time, assist w/ organization -use of computer -emphasize/highlight key concepts, -recognize success, frequent check-in about progress, -copy of class notes - graphic organizer -read directions aloud -exemplars Special Education: Students will be provided with all IEP accommodations and modifications, extra time as needed, repeated directions, graphic organizers,



or product, according to student’s readiness, interests, and/or learning styles, expanded open-ended abstract questions. ELL Students: SIOP Strategies, Repeated Reading Strategy, Graphic Organizers, Background knowledge work, Vocabulary (Cognates) Work, Fluency Strategies. If/Then Resource Special Education: Students will be provided with all IEP accommodations and modifications, extra time as needed, repeated directions, graphic organizers, additional scaffolds as

demands, differentiate content, process, or product, according to student’s readiness, interests, and/or learning styles, expanded open-ended abstract questions. ELL Students: SIOP Strategies, Repeated Reading Strategy, Graphic Organizers, Background knowledge work, Vocabulary (Cognates) Work, Fluency Strategies. If/Then Resource Special Education: Students will be provided with all IEP accommodations and modifications, extra time as needed, repeated directions,


organizers, additional scaffolds as deemed necessary, modified assignments, additional vocabulary work, LLI kits, Jennifer Serravallo Strategies English Language Learners: Schoolwide ELL accommodations and resources; SIOP Strategies, Repeated Reading Strategy, Graphic Organizers, Background knowledge work, Vocabulary (Cognates) Work, Fluency Strategies. If/Then Resource Gifted and Talented: Tiered graphic organizers to add complex layers, raise levels of intellectual demands, differentiate content, process,

or product, according to student’s readiness, interests, and/or learning styles, expanded open-ended abstract questions. ELL Students: SIOP Strategies, Repeated Reading Strategy, Graphic Organizers, Background knowledge work, Vocabulary (Cognates) Work, Fluency Strategies. If/Then Resource Special Education: Students will be provided with all IEP accommodations and modifications, extra time as needed, repeated directions, graphic organizers, additional scaffolds as

accommodations and modifications, extra time as needed, repeated directions, graphic organizers, additional scaffolds as deemed necessary, modified assignments, additional vocabulary work, LLI kits, Jennifer Serravallo Strategies English Language Learners: Schoolwide ELL accommodations and resources; SIOP Strategies, Repeated Reading Strategy, Graphic Organizers, Background knowledge work, Vocabulary (Cognates) Work, Fluency


additional scaffolds as deemed necessary, modified assignments, additional vocabulary work, LLI kits, Jennifer Serravallo Strategies English Language Learners: Schoolwide ELL accommodations and resources; SIOP Strategies, Repeated Reading Strategy, Graphic Organizers, Background knowledge work, Vocabulary (Cognates) Work, Fluency Strategies. If/Then Resource Gifted and Talented: Tiered graphic organizers to add complex layers, raise levels of intellectual demands, differentiate content, process, or product,

https://drive.google.com/file/d/0B-E5h_MyGgoDX1B3RTk4X1RYZ2c/view?usp=sharing









deemed necessary, modified assignments, additional vocabulary work, LLI kits, Jennifer Serravallo Strategies, Guided Reading

graphic organizers, additional scaffolds as deemed necessary, modified assignments, additional vocabulary work, LLI kits, Jennifer Serravallo Strategies, Guided Reading


or product, according to student’s readiness, interests, and/or learning styles, expanded open-ended abstract questions.

deemed necessary, modified assignments, additional vocabulary work, LLI kits, Jennifer Serravallo Strategies, Guided Reading

Strategies. If/Then Resource Gifted and Talented: Tiered graphic organizers to add complex layers, raise levels of intellectual demands, differentiate content, process, or product, according to student’s readiness, interests, and/or learning styles, expanded open-ended abstract questions.


according to student’s readiness, interests, and/or learning styles, expanded open-ended abstract questions.


Documents

Office of Curriculum and Instruction