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English / Language Arts
Reading: InformationalEighth Grade
ANCHOR STANDARD GRADE LEVEL STANDARD SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT LEARNING TARGETKey Ideas and Details
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
I 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.
Involved Reader Analysis sheet Involved Reader – Making inferences, Connect w/ Experiences, Check for Understanding “Daybreak” sheets – p. 84-88 “Drawing Conclusions” McDougall Littell
Students will be able to allude to specific information that supports an inferenceStudents will be able to analyze a text using what is directly stated
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
I 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.
Involved Reader Analysis sheetWrite a summary on back of IRA sheet
**3-2-1 Summarizer – p.22 quick assessP. 39-40 “Recognizing Main Idea and Details” McDougall Littell
Students will be able to write an objective 5-sentence summary upon reading an informational pieceStudents will be able to determine the main idea of a given informational piece and provide a minimum of 3 supporting details
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
I 3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Involved Reader Analysis sheet Involved Reader – Connect w/ Experiences, Check your Understanding, Question,
“Daybreak” sheets --
Students will be able to locate opposing information about one topicStudents will be able to read and understand opposing information about one topic Students will be able to differentiate between subjective and objective information
Craft and StructureInterpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
I 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
Daybreak Lesson 10 “Evaluating Text”Daybreak Lesson 39 “Focusing on Language and Craft”
Students will be able to locate credible sources and explain why it is credible (connotative meanings, word choice, tone, etc.)
English / Language Arts
other texts.Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
I 5. 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.
Involved Reader – Fix-It – using context clues** Context Clues practice exit ticket
Assess how point of view or purpose shapes the content and style of a text.
I 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.
NF = Evaluating websitesMedia Studies WB p. 128p. 29 – 30 “Determining Author’s Purpose” McDougall Littell
Integration of Knowledge and Ideas
Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
I 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.
Nonfiction project
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
I 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.
Nonfiction projectEvaluation of the three websites used for project
NF = Evaluating websites Media Studies WB p. 128
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
I 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.
Nonfiction projectNotes for research project
Range of Reading and Level of Text Complexity
Read and comprehend complex literary and informational texts
I 10. By the end of the year, read and comprehend literary nonfiction at the
Spring MAPS score Fall MAPS scoreWinter MAPS score
English / Language Arts
independently and proficiently. high end of the grades 6–8 text complexity band independently and proficiently.
“Daybreak” practice sheetsEmmett Till chapters activities
Reading: LiteratureEighth Grade
ANCHOR STANDARD GRADE LEVEL STANDARD SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT LEARNING TARGETKey Ideas and Details
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
L1.Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
SS= short story unit test
OUT = Final test
PO = Poetry analysis sheet
**SS = exit ticket for each short story – write text in box draw straight arrow away from it and write explicit info; do same except draw circular arrow for inferences
**PO = exit ticket for sample poems – cite words, lines then draw wiggly arrow to signify what suggested meaning (inference) is
Students will be able to locate at least one piece of textual evidence to support their analysis
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
L2.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.
SS = short story unit test
OUT = Final test
PO = ???
SS= plot diagrams WS for each short story**SS = magnet summaries(index card) for each short story**SS = theme web (theme written in middle and on each “spoke” write how char., setting, plot affected by or affect theme)
Students will be able to recognize at least one theme and support it with two pieces of textual evidence
Students will be able to write an objective summary that includes who, what, where, when, and why
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
L3. 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.
SS = short story unit test
OUT = Final test
SS = character chart (cite pages that support)OUT = character chart (cite pages that support)
Students will be able to locate textual evidence( in the form of dialogue or events) that explains a character and his/her motivation
Craft and StructureInterpret words and phrases as they are used in a text, including
L4. Determine the meaning of words and phrases as they are used in a
SS = individual short story quizzes (vocab section of quiz)
SS = vocab WS from Lit series workbook
Students will be able to recognize analogies or allusions to other
** Signifies that needs to be created to meet standard
English / Language Arts
determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
PO = Poetry test p. 658 Lit bookPO = Poetry analysis sheet
**PO = word webPO = sensory detail web p. 580 Lit bookPO = samples of poetry to locate poetic devicesPO = samples of poetry for poetry analysis sheetPO = quizzes on poetic termsOUT =
written works Students will be able to use context clues to determine meanings of unknown words in story or poemStudents will be able to recognize connotative meanings in story or poemStudents will be able to determine the purpose for the use of a particular word choice and its impact on the tone of a story or poemStudents will be able to identify examples of figurative languageStudents will be able to identify use of imagery through use of figurative language
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
L5. 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.
SS = NEED TO DO
PO =NEED TO DO
N/I = NEED TO DO
SS = NEED TO DO
PO = NEED TO DO
N/I = NEED TO DO
Students will be able to identify and explain the differences between free verse and traditional forms of poetryStudents will be able to formulate an explanation as to how traditional poetry conveys a different tone, meaning and style from free verseStudents will be able to formulate an explanation about how the structure of given poems conveys different meanings and styles
Assess how point of view or purpose shapes the content and style of a text.
L6. 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.
SS = Short story test
OUT = Outsiders test
**SS = character matrix (need to add how traits of character affect story)
**OUT = Character Matrix (need to add what we learn about each character to matrix)
Students will be able to explain that Pony’s first person narration adds believability to the storyStudents will be able to analyze how each major character’s background (pov) affects the story and their perception of events in the story
Integration of Knowledge and Ideas
English / Language Arts
Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
L7. 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.
SS = “Ransom of Red Chief” movie vs original chart
OUT = “The Outsiders” movie vs original chart
SS = Movie column of comparison chartStory column of comparison chart
OUT = Movie column of comparison chartStory column of comparison chart
SS = Student will be able to cite 1-3 examples of similarities and differences of plot, setting, character, theme, and point of view
OUT = Student will be able to cite 1-3 examples of similarities and differences of plot, setting, character, theme, and point of view
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
(not applicable to literature)
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
L9. 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.
SS = quiz on “Ransom of Red Chief”** need to add this to quiz**
OUT = Final test** need to add questions about Gone with the Wind**
SS = “Ransom of Red Chief” references to King Herod, Pirates of Penzance and Buffalo Bill
OUT = exit ticket Gone with the Wind
Students will be able to locate at two historical references within a given piece of literature and explain its purpose of being used within that story, i.e. how does it aid the story
Range of Reading Level and Text Complexity
Read and comprehend complex literary and informational texts independently and proficiently.
L10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
Spring MAPS score Fall and Winter MAPS scoresShort Story quizzes Poetry quizzesJournals for Genre unitOutsiders quizzes
Students will be able to improve their MAPS scores from Fall to Winter to Spring
WritingEighth Grade
ANCHOR STANDARD GRADE LEVEL STANDARD SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT LEARNING TARGET
English / Language Arts
Text Types and PurposesWrite arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write arguments to support claims with clear reasons and relevant evidence.
1. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
2. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
3. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
4. Establish and maintain a formal style.
5. Provide a concluding statement or section that follows from and supports the argument presented.
Persuasive Writing Essays -Persuasive Essay Checklist
-Sample essays highlighting specific elements needed in persuasive writing. (transition words, claims, counterclaims, evidence, thesis, Introduction, (including statement, etc.)
Students must write a persuasive essay that includes at least 4 transition words, 2 claims, 1 counterclaim, 1 thesis statement, 3 pieces of evidence, a hook, a strong concluding paragraph, formal style consistent throughout the paper.
Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
-Disability Research Paper-African American Research Paper
-Disability Research Checklist-African American Checklist
Daily Focuses:-Does your paper have a clear topic?-Do you include 3+ facts?-Do you have at least 3 transitions?
English / Language Arts
selection, organization, and analysis of content.
analysis of relevant content.
1. 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.
2. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
3. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
5. Establish and maintain a formal style.
6. Provide a concluding statement or section that follows from and supports the information or explanation presented.
-Did you include at least one quotation?-Do you have 7+ precise, colorful, rich “power words”?-Do you have a strong introduction and conclusion?
Write narratives to develop real or imagined experiences or events using effective technique, well-
Write narratives to develop real or imagined experiences or events using effective technique, relevant
Personal Narrative Paper-scariest, funniest, most embarrassing, most exciting life
Personal Narrative Checklist Use 3 transition words, write events in sequential order.
English / Language Arts
chosen details, and well-structured event sequences.
descriptive details, and well-structured event sequences. (show less)
1. 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.
2. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
3. 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.
4. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
5. Provide a conclusion that follows from and reflects on the narrated experiences or events.
moment
Personal Narrative Paper-excuse note
Pgs. 356-363 on different types of order in writing in Language Network Book.
English / Language Arts
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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.)
Persuasive Writing Essays Persuasive Writing Checklist Your paper is appropriate for the task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
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.
Topic Specific Checklists for different types of writing
-Rainbow Editing Method
-Web, outline, brainstorm-prewriting
Your paper includes a web, outline or brainstorming activity.
Your paper was edited by at least 2 additional people.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
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.
All research papers throughout the year
-internet usage checklist and rubric, reference page
Paper includes reference page with at least 2 reliable internet sources.
Research to Build and Present Knowledge
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
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.
Disability Paper Big 6 Research Packet Students will create 6 open ended research questions.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding
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
-Disability Paper
-African American Paper
checklist Students will be able to paraphrase the writing of others.
Students will be able to gather information from 2 internet sources
English / Language Arts
plagiarism. the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
and one written source.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
1. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
2. 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; recognize when irrelevant evidence is introduced”).
Persuasive Writing Paper
Delineated Argument Test
Persuasive Writing Checklist
Pretest
Paper contains 3 pieces of valid evidence.
(STILL WORKING TO CREATE)
English / Language Arts
Range of WritingWrite 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 tasks, purposes, and audiences.
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.
Yearly writing folder rubric -Journal Prompts
-Papers written throughout the year
Students can write in a variety of situations and styles.
LanguageEighth Grade
ANCHOR STANDARD GRADE LEVEL STANDARD SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT LEARNING TARGETConventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
Chapter 7 Post test Chapter 7 Pre Test Students will find and identify:
-gerunds
-participles
-infinitives
with 80% accuracy
English / Language Arts
2. Form and use verbs in the active and passive voice.
3. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
4. Recognize and correct inappropriate shifts in verb voice and mood.
Chapter 13-Active/Passive Voice Test
Chapter 1 Post Test
Active/Passive Voice Exit Ticket
Chapter 1 Pre Test
Differentiate between active and passive voice in 8/10 sentences.
Determine kinds of sentences in 13/15 sentences
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
1. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
2. Use an ellipsis to indicate an omission.
3. Spell correctly.
Ch 11 Post Test Ch 11 Pre Test
Weekly Spelling and Vocabulary
Students will find and identify
-commas
-ellipsis
-dashes
Students will learn, define and spell 20 vocabulary
words
Knowledge of LanguageApply knowledge of language to understand how language functions
Use knowledge of language and its conventions when writing, speaking,
Ch. 13 Active/Passive Voice Test Active/Passive Voice Exit Ticket Differentiate between active and
English / Language Arts
in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
reading, or listening.
1. 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).
passive voice in 8/10 sentences
Vocabulary AcquisitionDetermine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
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.
1. 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.
2. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
3. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find
Vocabulary Unit Summative Test
Greek/Latin Roots Final Test
Using reference skills test-Project Achievement Book
Vocab Quizzes ( Unit 1-16)
Greek/Latin Roots Quizzes
Pgs. 160-165 in Project Achievement Book
Students will learn, define and spell 20 vocabulary words.
Students will learn, define, and spell 20 Greek/Latin words.
Students will learn, define, and spell 20 vocabulary words.
English / Language Arts
the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
4. 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).
Demonstrate understanding of word relationships and nuances in word meanings.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
1. Interpret figures of speech (e.g. verbal irony, puns) in context.
2. Use the relationship between particular words to better understand each of the words.
3. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when
Vocab Final Vocab Quizzes Students will learn, define, and spell 20 vocabulary words.
English / Language Arts
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
considering a word or phrase important to comprehension or expression.
Speaking and ListeningEighth Grade
ANCHOR STANDARD GRADE LEVEL STANDARD SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT LEARNING TARGETComprehension and Collaboration
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
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.
1. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic,
Disability Rubric, African American Rubric
English / Language Arts
text, or issue to probe and reflect on ideas under discussion.
2. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
3. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
4. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
Science Debate on Global Warming-Assessment Checklist
Proper Debate Etiquette QuizDemonstrate understanding of proper debate procedure in a real debate.
Present 3 or more pieces of evidence in a debate.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
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.
Rank the Sources Quiz Rank the Sources Exit Ticketing Evaluate and rank 10 sources in order of reliability.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when
Delineation Unit Post Test Delineation Pre Test, Delineation Quiz, Listening Activity
Identify a speaker’s claim.
English / Language Arts
irrelevant evidence is introduced.Presentation of Knowledge and
IdeasPresent information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
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.
Presentation Rubric-African American Project-Disability Project
Rubric Discussion/expectation exit ticket
Present in an interesting, appropriate, and effective manner.
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Disability Project Presentation Rubric Discussion/expectation exit ticket
Present in an interesting, appropriate, and effective manner.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
