College and Career Readiness Anchor Standards for Reading Key Ideas and Details (Literature) Level: Grade

8 Anchor Standards Specific Grade Standard Instructional Strategies/Activities The Learner Will Blooms Level Possible Resources Sample Summative Assessments Formative
Selection Tests (multiple choice and essay) from textbook Constructed model may also be used as summative; finished products and presentations

1. 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. Essential Question Why is textual evidence necessary to support analysis?

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

- Construct a model to demonstrate how it looks or works (analysis and inference) - Make up a puzzle or game about the reading topic. - Use a Double Bubble Map to show how 2 topics are the same and different, - Locate clues from the text to determine authors purpose. - Make a family tree of characters relationships - List specific examples from the text that support a central message. - Create your own Medicine Bag that symbolizes your life. - Identify key words the author uses to establish tone.

Creating Vocabulary: Symbol/symbolism Authentic Procession Unseemly Textual strength Analysis Authors purpose Infer Explicit

Prentice Hall Literature textbook - The Medicine Bag p.390 The Book Whisperer Readers Handbook Read in the Middle

2. Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas. Essential Question How does a theme or central idea develop throughout the course of the text? How do characterization, setting, plot influence the theme?

RL 2. Determine a theme or central idea over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

- Journaling - Write a diary entry - Determine theme of text. - Make a diorama to illustrate an event - Identify interpersonal conflict between characters. - Make a cartoon strip showing the sequence of events in the story - Retell the reading selection in your own words - Trace the plot elements that lead to theme development. - Top Ten: List the Top 10 Morals you learn from Thank You Mam - Critique the setting and how it influences theme. - Journaling

Creating

Vocabulary: Theme Inference Connections The Book Whisperer Contact Presentable Readers Handbook Barron Interpersonal Read in the Middle Conflict Thematic development Exposition Rising/Falling action

Prentice Hall - Literature textbook - Thank You Mam p.356

Selection Tests (multiple choice and essay) from textbook

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April 2012

College and Career Readiness Anchor Standards for Reading Key Ideas and Details (Literature) Level: Grade 8 Anchor Standards Specific Grade Standard Instructional Strategies/Activities The Learner Will Blooms Level Possible Resources Sample Summative Assessments Formative
Selection Tests (multiple choice and essay) from textbook Outlines The Black Cat (Poe) Drama performances Internet: http://KnowingPoe.thinkp ort.org Timelines

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Essential Question How does dialogue or events significantly impact a story?

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.

- Compare/Contrast with other works by Poe - Draw Poster advertising Poes work(s) - Analyze how particular elements of a story interact. - Journaling - Identify critical turning points in the plot. - Outline main points of text. - List characters choices that impact plot. - Write and perform a play based on the story - Recall conflict to distinguish whether conflict is internal or external. - Make a time line - Make an acrostic poem about

Analyzing Creating Vocabulary: Compare Contrast Character traits And perspective Round/Flat Characters Internal conflict External Conflict Acute Distinctness Ceased Derision Critical turning Points Applying Creating Vocabulary: Imagery Paraphrase Synonym Antonym Alliteration Onomatopoeia Rhyme Rhythm Explicit Analogies Allusions Allegory

Prentice Hall - Literature textbook - The Tell-Tale Heart p.265

The Book Whisperer Readers Handbook Read in the Middle

4. Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific words choices shape meaning or tone. Essential Question How do words or phrases impact the meaning and tone of a text?

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.

- Make a flow map - Name words or phrases that show analogies in a text. - Create a questionnaire - Name words/phrases that refer to allusions. - Invent your own onomatopoeia dictionary - Make a poetry Book - Explain how analogies and illusions affect meaning and tone.

Prentice Hall - Literature textbook -January p.678 -Cat! p.602 - Your World p.605 - Thumbrint p.609

Selection Tests (multiple choice and essay) from textbook

The Book Whisperer Readers Handbook Read in the Middle

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College and Career Readiness Anchor Standards for Reading Key Ideas and Details (Literature) Level: Grade 8 Anchor Standards
5. 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. Essential Question How does the structure influence the meaning and style of texts?

Specific Grade Standard

RL 5. Compare and contract the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

Instructional Strategies/Activities The Learner Will

Make a flow map to show critical stages. Survey classmates to find out their reaction to specific parts/words in the text. Write a summary report of the event i.e. news reporter on the scene Compare and Contrast journal formats with a Double Bubble Map/Venn Diagram Journaling Analyze how a chapter, scene, or stanza fits into the overall structure including dramas, poetry and analyze how the structure contributes to its meaning. Compare/contrast the structure of two or more texts and analyze how the structure contributes to meaning.

Blooms Level
Analyzing Vocabulary: Narration Inference Point of view 1st person 3rd person Refute Obscure Introspective Vocabulary: Foreshadowing Plot Exposition Conflict Rising action Climax Falling action Resolution Prologue Epilogue Prodigy Flashback Poetic devices Analyzing Creating Vocabulary: Inference Point of view 1st person 3rd person Vocabulary Renounced Simultaneously Incredulously Irony Tone Mood Lens

Possible Resources
Prentice Hall - Literature textbook - Flowers for Algernon p.310 - Raymonds Run p.39

Sample Summative Assessments Formative

Selection Tests (multiple choice and essay) from textbook Summary, Presentations/News Reports

The Book Whisperer Readers Handbook Read in the Middle

6. Assess how point of view or purpose shapes the content and style of a text. Essential Question How does point of view relate to mood and tone? How do differing points of view create effects such as suspense or humor?

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.

Paideia Seminar (perspectives) Journaling Explain why the character solved the problem a particular way. Analyze how an author develops and contrasts the point of view of different characters or narrators in a text. Interpret each point of view and demonstrate how it serves as a lens of a story.

Prentice Hall - Literature textbook - Charles p.345 The Book Whisperer Readers Handbook Read in the Middle

Selection Tests (multiple choice and essay) from textbook Story Rewrites/Presentations or dramas

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College and Career Readiness Anchor Standards for Reading Key Ideas and Details (Literature) Level: Grade 8 Anchor Standards
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Essential Question How do the actions of the director/actors in a production affect the authenticity of the story?

Specific Grade Standard

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.

Instructional Strategies/Activities The Learner Will

- Discussion - Compare/Contrast book and movie analyzing the effects of techniques utilized (lighting, sound, color, etc.) -You be the Director (e.g. scenes to delete/insert and why support with evidence from texts) - Journaling - Use a double bubble map to show how the pieces of the plot are the same and different - Write a letter to the author or director; prepare a list of criteria to judge

Blooms Level
Analyzing Evaluating Vocabulary Plot, authenticity Character Developing Characters Flat/round Characters Exposition Rising action Conflict -internal -external Climax Resolution

Possible Resources
NOVELS: (with movies available) Hunger Games, Little Women, Adventures of Tom Sawyer, Hounds of Baskervilles, Diary of Anne Frank, Flowers for Algernon, The Miracle Worker, Jacob Have I Loved, Johnny Tremain, The Hobbit, and The Great Gatsby

Sample Summative Assessments Formative

Book Report Discussion Notes Presentation PowerPoint Presentations, Thinking Maps Letters

8. 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. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Essential Question How do modern works incorporate themes, patterns and characters from traditional forms of literature and presented in contemporary context?

8. (not applicable to literature)

N/A
RL 9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types form myths, traditional stories, including describing how the material is rendered new. - Create a TRUE STORY based on photoshopped images (start a myth) Create character, plot, events, etc. - Make a double bubble map or Venn diagram to compare elements of the plot. - Conduct an investigation to produce information to support a viewpoint by authors. - Journaling - Compare/contrast a fictional portrayal of a time, place, character and historical account of the same period to show how fictional authors alter history.

N/A
Analyzing Vocabulary Main Idea Mythology Myth Whitecaps Crochet Commotion Shanties Bellowing Heroes

N/A
- Different urban myths/legends - Harry Potter (and Greek Mythology) Internet Lore and Photoshopped images Prentice Hall Literature Text - Why the Waves Have Whitecaps p.932 - Paul Bunyon p.976

N/A
(student work) Write a modern representation of an old myth/legend Foldable of character or theme

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College and Career Readiness Anchor Standards for Reading Range of Reading and Level of Text Complexity- Literature Level: Grade 8

Anchor Standards
10. Read and comprehend complex literary and informational texts independently and proficiently. Essential Question Why is it important to become an independent and proficient reader?

Specific Grade Standard RL 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band independently and proficiently.

Instructional Strategies/Activities The Learner Will Create your own poetry product based on lessons learned. * differentiate expectations for product length (from one original poem to an entire book of original works) - Journaling - Read and comprehend literature including stories, dramas, and poems.

Blooms Level Creating Vocabulary: Simile Metaphor Context clues Rut Gratitude Lyrics Poem Speaker Paraphrase Diverged Analogy Literal and figurative meanings

Possible Resources Teacher Tube Prentice Hall - Literature textbook - The Sky is Low, the Clouds are Mean p.631 - Little Exercise p.630 - Blow, Blow Thou Winter Wind p.659 - The Road not Taken p.704

Sample Summative Assessments Formative Selection Tests (multiple choice and essay) from textbook Student work (poetry book)

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College and Career Readiness Anchor Standards for Reading Key Ideas and Details (Informational) Level: Grade 8 Anchor Standards
1. 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. Essential Question Why is textual evidence necessary to support analysis? 2. Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas. Essential Question How does a central idea develop throughout the course of a text? How do authors purpose, structure and supporting ideas develop the central idea?

Specific Grade Standard

RI 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Instructional Strategies/Activities The Learner Will

Journaling Reading Log Graphic Organizers Write a diary entry using textual phrases to characterize or support your entry. Conduct an investigation to produce information to support a view or inference. Locate clues from the text to determine authors purpose and tone.

Blooms Level

Possible Resources

Sample Summative Assessments Formative

Selection Tests (multiple choice and essay) from textbook Technology driven presentations, 3 dimensional graphic representation of evidence

Applying Vocabulary: Tone, Alienate Compensate Humiliating Textual strength Textual evidence Theme Authors purpose Analysis Explicit

Prentice Hall Literature textbook - Emancipation (from Lincoln: A Photobiography) p.552 Newspaper in Education program; internet programs, i.e. www.tweentribune.com magazines, online news sources, class sets of biographies, classroom library sets, AR and STAR Prentice Hall - Literature textbook - From I Know Why the Caged Bird Sings p.462 Newspaper in Education program; internet programs, i.e. www.tweentribune.com magazines, online news sources, class sets of biographies, classroom library sets, AR and STAR

RI 2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Journaling Reading Log Graphic Organizers Prepare a debate to support opposite opinions or judgments. Explain why the problem or issue was solved in a certain way. Compile textual evidence to determine support for central ideas.

Understanding Vocabulary: Autobiographical Main Idea Fiscal Benign Infuse Intolerant Cause/effect Footnotes Charts/graphs Text features (boldface/italics, heading, subheadings, underlines, hyphen, parenthesis)

Selection Tests (multiple choice and essay) from textbook Debate process, Paideia seminar

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College and Career Readiness Anchor Standards for Reading Key Ideas and Details (Informational) Level: Grade 8 Anchor Standards
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Essential Question How are the relationships between individuals, ideas, or events affected by the writers style?

Specific Grade Standard RI 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Instructional Strategies/Activities The Learner Will Journaling Reading Log Graphic Organizers Make a timeline of important events in the selection. Cut out or draw pictures to illustrate the event or information in the selection. Complete a decision making matrix to choose a product or course of action Debate Paidaeia Seminar Compare/Contrast Graphic Organizers Recognize words/phrases that refer to allusions. Make a diorama or clay model to illustrate word or phrase meanings as used in the text. Create a foldable to show multiple meanings or interpretations of vocabulary terms.

Blooms Level

Possible Resources

Sample Summative Assessments Formative Selection Tests (multiple choice and essay) from textbook

Analyzing Vocabulary: Ignorance Evaded Devices Main idea Narrative essay Analogies Connections Interaction relationships

Prentice Hall - Literature textbook - Baseball p.453

Newspaper in Time Line posters or Education program; PowerPoint shows internet programs, i.e. www.tweentribune.com magazines, online news sources, class sets of biographies, classroom library sets, AR and STAR Prentice Hall - Literature textbook - The Trouble with Television p.519 Selection Tests (multiple choice and essay) from textbook Prentice Hall Literature textbook EOG p.171

4. Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific words choices shape meaning or tone. Essential Question How do words or phrases impact the meaning and tone of a text?

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 a specific word choice on meaning and tone, including analogies or allusions to other texts.

Understanding Vocabulary: Persuasive Techniques Repetition Rhetorical Questions Fact/opinion Generalization Overgeneralization Diverts Pervading Trivial Analogies Allusions

Newspaper in Education program; internet programs, i.e. Interpretation of political www.tweentribune.com cartoon, illustrations and magazines, online news circle maps sources, class sets of biographies, classroom library sets, AR/ STAR

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College and Career Readiness Anchor Standards for Reading Key Ideas and Details (Informational) Level: Grade 8 Anchor Standards
5. 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. Essential Question How does the author construct a paragraph to build meaning?

Specific Grade Standard

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.

Instructional Strategies/Activities The Learner Will

Graphic Organizers Select an excerpt and identify what concept this illustrates SUPPORT Make a puzzle with portions of the text on each piece showing correct sequence or meaning when assembled. Paraphrase the selection.

Blooms Level

Possible Resources

Sample Summative Assessments Formative

Selection Tests (multiple choice and essay) from textbook Student work

Analyzing Vocabulary Connotation Denotation Fact/opinion Author support Exultingly Desolate Cosmic

Prentice Hall Literature textbook Science and a Sense of Wonder p.535 Newspaper in Education program; internet programs, i.e. www.tweentribune.com magazines, online news sources, class sets of biographies, classroom library sets, AR/ STAR Prentice Hall Literature textbook Always to Remember: The Vision of Maya Ling p.473 Newspaper in Education program; internet programs, i.e. www.tweentribune.com magazines, online news sources, class sets of biographies, classroom library sets, AR/ STAR

RI 6. Determine an authors point of view or purpose in a text and analyze how the author acknowledges and responds to Essential Question How does the authors conflicting evidence point of view shape the or viewpoints.
text?

6. Assess how point of view or purpose shapes the content and style of a text.

Prepare a case to prevent the selection from the point of view of an assigned character. Extend by having opposing characters present to the class and students question/take sides to support their opinions Determine an authors point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or view points.

Analyzing Vocabulary: Biographical essays Main idea Make connections Criteria Harmonious Eloquent Unanimous Authors perspective Bias

Create an informational flyer for any competitive team (i.e. sports, Battle of the Books, competitive choral group, etc) using the organizational style and clearly communicating relevant information Selection Tests (multiple choice and essay) from textbook Debates or speeches

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College and Career Readiness Anchor Standards for Reading Integration of knowledge and ideas (Informational) Level: Grade 8 Anchor Standards
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Essential Question How do mediums present a topic differently?

Specific Grade Standard

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.

Instructional Strategies/Activities The Learner Will

Discuss the criteria for judging a medium and analyze its effectiveness in reaching the audience. Create a presentation illustrating something you have discord with (i.e.; dress code, school hours, etc) taking into account the BEST format/media to achieve success consider the audience. Make a double bubble map comparing the text to audio. Form a panel to discuss viewpoints from various selections. Create a new product and give it a name and a plan to market it Paideia Seminars Journaling Editorial Cartoons Sell an idea. Create a jingle to advertise a product. Write a persuasive speech or argument for or against something in the text Dissect the argument by tracking claims, facts and evidence, taking notes of your findings.

Blooms Level

Possible Resources

Sample Summative Assessments Formative

Selection Tests (multiple choice and essay) from textbook Presentation of marketing plans

Evaluating Vocabulary: Fact/opinion Generalization Overgeneralization Persuasive Techniques Repetition Rhetorical Question Posterity Oligarchy Dissension Evaluating Creating Vocabulary Fact/opinion Author support Connotation Denotation Delineate Aspiration Deferred Compassionate

Newspaper in Education program; internet programs, i.e. www.tweentribune.com magazines, online news sources, class sets of biographies, classroom library sets, AR/ STAR Prentice Hall - Literature textbook - On Womans Right to Suffrage p.514 Video Iron-Jawed Angels Prentice Hall - Literature textbook - Sharing the American Dream p.530 Goldsboro News-Argus, Raleigh News and Observer and other print media Editorial Cartoons Internet news sites Newspaper in Education program; internet programs, i.e. www.tweentribune.com magazines, online news sources, class sets of biographies, classroom library sets, AR/ STAR

8. 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. Essential Question Why is it necessary to examine the support for an argument?

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.

Selection Tests (multiple choice and essay) from textbook Persuasive writing piece

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College and Career Readiness Anchor Standards for Reading Integration of knowledge and ideas (Informational) Level: Grade 8 Anchor Standards
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Essential Question Why is it necessary to compare 2 or more texts on the same topic? 10. Read and comprehend complex literary and informational texts independently and proficiently. Essential Question Why is it important to become an independent and proficient reader of informational text?

Specific Grade Standard

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.

Instructional Strategies/Activities The Learner Will

- Paideia Seminars - Graphic Organizers/Charts - Journaling Create a T-chart or Venn diagram to compare the selections

Blooms Level

Possible Resources

Sample Summative Assessments Formative

Analysis of Political Debate on a current issue

Analyzing

Vocabulary Sensationalize Discrepancy Credibility Propaganda

- Advertisements - Political Papers - Voting Issues

RI 10. By the end of year, read and comprehend literature nonfiction in the grades 6-8 text complexity band independently and proficiently.

- Journaling - PowerPoint presentations - Nonlinguistic representations Use Think/Pair/Share to allow students to summarize what they have learned. Create your own test for the topic, Use graphic organizers to display conceptual understanding and generate brochures.

Analyzing

Vocabulary Journalism Technical, economic accounts Memoir Historical accounts Scientific accounts

Prentice Hall - Literature textbook - The Seasons Curmudgeon Sees the Light p.499 - Harriet Tubman: Guide to Freedom p.440 NCDPI Appendix B The Life of Frederick Douglass: An American Slave

Selection Tests (multiple choice and essay) from textbook - Student Work - PowerPoint - Brochure

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College and Career Readiness Anchor Standards for Writing Text Types and Purposes Level: Grade 8 Anchor Standards 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Essential Question Why is it important to write clear and concise arguments that are well supported? Specific Grade Standard
W 1. Write arguments to support claims with clear reasons and relevant evidence. 1a Introduce claims(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. 1b Support claim (s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. 1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim (s) 1d Establish and maintain a formal style. 1e Provide a concluding statement or section that follows from and supports the argument presented.

Instructional Strategies/Activities The Learner Will Construct a tree map for organizing ideas about a topic. Create a T-chart with pros and cons and evaluate student position on topic. Create argumentative essays based on rubric. The essays should support claims with logical reasoning and relevant evidence using accurate, credible sources and demonstrating an understanding of the topic or text.

Blooms Level

Possible Resources

All levels Vocabulary: Argument Support Elaboration Audience Point of view Perspective Persuasive

Prentice Hall Literature Text p.190 Write for the Future, Thinking Maps, Write in the Middle, magazines and advertising circulars, text resources, ACRE website and resources, news articles and websites, foldables, Kathy Bumgardner books and website

Sample Summative Assessments Formative Argumentative Essays, Speeches

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College and Career Readiness Anchor Standards for Writing Text Types and Purposes Level: Grade 8 Anchor Standards Specific Grade Standard Instructional Strategies/Activities The Learner Will
Create directions for simple tasks (write instructions for making a sandwich or how to tie a shoe). Design a flow chart showing sequence of steps. Use reverse mapping of writing. Classify your favorite hobbies or pastimes and give supporting details for each one. See Specific Grade Standards for specific directions.

Blooms Level

Possible Resources

Sample Summative Assessments Formative

Selection Tests (multiple choice and essay) from textbook Writing portfolio

2. Write informative/explanator y text to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Essential Question Why is it important to convey ideas, concepts and information when writing informative/explanatory text?

W 2. Write informative/explanatory text to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 2a 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. 2bDevelop the topic with relevant, well chosen facts, definitions, concreted details, quotations, or other information and examples. 2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. 2d Use precise language and domain-specific vocabulary to inform about or explain the topic 2e Establish and maintain a formal style. 2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

Creating Vocabulary: Order Informative Explanatory

Write for the Future, Thinking Maps, Write in the Middle, magazines and advertising circulars, text resources, ACRE website and resources, news articles and websites, foldables, Kathy Bumgardner books and website

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College and Career Readiness Anchor Standards for Writing Text Types and Purposes Level: Grade 8 Anchor Standards Specific Grade Standard Instructional Strategies/Activities The Learner Will Blooms Level Possible Resources Sample Summative Assessments Formative
Student Work Writing portfolio Vocabulary workbooks and resources, literature text resources, class novels, internet resources, AR vocabulary tests

3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences. Essential Question Why do we need to write narratives about real or imagined events? Who should we include when writing narratives?

W 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences. 3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and /or characters; organize and event sequence that unfolds naturally and logically. 3b Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. 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. 3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. 3e Provide a conclusion that follows from and reflects on the narrated experiences or events.

Write autobiographical essay (p.190) - Write about an event that had an effect on your attitude or helped you see the world differently. - Brainstorm using circle map (graphic organizers). - Write in consistent 1st person point of view. - Plan a clear sequence of time events from your life. - free writing - make a blueprint p.191 Revise the ending of a literature selections Use Circle maps to describe characters And Tree maps with transition words and phrases Create a flow map to emphasize a sequence of events or directions. p.235 Writing write a brief description of futuristic setting. - include details of the land, the people , and advances in technology - use colorful adjectives to create vivid descriptions Create an alternate ending to the story.

Creating Evaluating Vocabulary: Brainstorm Description Create Elaboration Details Adjectives Consistent

Prentice Hall textbook p.190

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College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing Level: Grade 8 Anchor Standards Specific Grade Standard Instructional Strategies/Activities The Learner Will
Model Writing process for argumentative, explanatory/informative, and narrative writing. List the criteria for each.

Blooms Level

Possible Resources

Sample Summative Assessments Formative

Essays Writing portfolio

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Essential Question Why is it important to produce clear and coherent writing? 5. Develop and strengthen writing as needed by planning, rewriting, or trying a new approach Essential Question Why do writers use a writing process?

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).

Analyzing Vocabulary: Brainstorming Drafting Editing Proofreading Publishing

Thinking Maps

W 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, focusing on how well purpose and audience have been addressed.

Proofread and Edit Build a paragraph Use Peer editing and Computer based editing/use word processor to create and publish documents Review skills needed for editing.

Analyzing Vocabulary: Transition words Proofreading

Internet: http://grammar.quickanddirtytips.c om Write for the Future, Thinking Maps, Write in the Middle, magazines and advertising circulars, text resources, ACRE website and resources, news articles and websites, foldables, Kathy Bumgardner books and website. Write for the Future, Thinking Maps, Write in the Middle, magazines and advertising circulars, text resources, ACRE website and resources, news articles and websites, foldables, Kathy Bumgardner books and website

Student work Writing portfolio

6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. Essential Question What defines an authentic piece of writing? What are the benefits of interaction and collaboration on a written piece?

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 an issue in todays world choose a side to write a paper backing your choice Examine the effects of collaboration and interaction on written pieces through a reflective discussion.

Creating Analyzing Vocabulary: Search engines Citations Organizational Technique Topic sentence Authentic writing

Student work Group and individual technology presentations

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College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge Level: Grade 8 Anchor Standards
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Essential Question How do questions lead to a focused research process?

Specific Grade Standard

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.

Instructional Strategies/Activities The Learner Will

Create a brochure Integrate writing projects from science or social studies Grade-specific research paper Steps to follow in the writing process: Select topic List questions about the topic and then focus on one question Locate resources Sequence research Organize paper Write conclusion Create a t-chart comparing credible and unreliable resources Use newspapers to practice paraphrasing without plagiarism Multiple step paraphrasing activities Grade-specific research paper

Blooms Level

Possible Resources

Sample Summative Assessments Formative

Brochure, PowerPoint presentation, essay Writing Portfolios

Creating Vocabulary: Source Research Citation Organizational tools Transition words Content Vocabulary (based on research topic)

Write for the Future, Thinking Maps, Write in the Middle, magazines and advertising circulars, text resources, ACRE website and resources, news articles and websites, Kathy Bumgardner books and website, internet search engines, NCWiseOwl

8. Gather relevant information from multiple print and digital sources, assesses the credibility and accuracy of each source, and integrates the information while avoiding plagiarism. Essential Question How do you access sources for accuracy and credibility?

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.

Creating Evaluating Vocabulary: Edit Source Article Plagiarism Paraphrase Accuracy Credibility Plagiarism paraphrase

Write for the Future, Thinking Maps, Write in the Middle, magazines and advertising circulars, text resources, ACRE website and resources, news articles and websites, Kathy Bumgardner books and website, internet search engines, NCWiseOwl

Final papers/presentations Writing Portfolios

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College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge Level: Grade 8 Anchor Standards 9. Draw evidence from literacy or informational texts to support analysis, reflection, and research. Essential Question Why is textual evidence necessary? Specific Grade Standard W 9. Draw evidence from literary or informational texts to support analysis, reflection and research. 9a 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 and traditional stories including describing how the material is rendered new) 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 introduced. Instructional Strategies/Activities The Learner Will Write a Research paper related to a body of literature using the standards for grade 8 writing. Blooms Level Possible Resources Sample Summative Assessments Formative Completed charts and presentations

Creating Vocabulary: Topic sentence Paraphrase Cohesion Themes Support

Write for the Future, Thinking Maps Write in the Middle, magazines and advertising circulars, text resources, ACRE website and resources, news articles and websites, foldables, Kathy Bumgardner books and website

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College and Career Readiness Anchor Standards for Reading Range of Writing Level: Grade 8 Anchor Standards 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 tasks, purposes, and audiences. Specific Grade Standard 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. Instructional Strategies/Activities The Learner Will Daily Reading Log reflection & analysis Include writing samples in Writing Portfolio. Blooms Level Possible Resources Sample Summative Assessments Formative Writing portfolio Student work (formal and informal drafts)

Creating Vocabulary: Reflect Analyze Editing Audience Revise Purpose

Write for the Future, Thinking Maps, Write in the Middle, magazines and advertising circulars, text resources, ACRE website and resources, news articles and websites, foldables, Kathy Bumgardner books and website: www.kbumreading.com

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April 2012

College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration Level: Grade 8 Anchor Standards
1. 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. Essential Question What does diversity add to a collaborative discussion?

Specific Grade Standard

Instructional Strategies/Activities The Learner Will

Use appointment clock to set partner discussion. List rules to follow in discussions. (e.g. listening, taking turns, volume, etc.) Participate in the following: Think-Pair-Share Literacy Circles/Stations Paedeia Seminars Mock Debate Mock Trials

Blooms Level
Analyzing Vocabulary: Debate Collaborate Express Persuade Justify Evidence Relevant

Possible Resources
Text resources, Paideia Seminar training/techniques, magazine articles, newspapers

Sample Summative Assessments Formative

Speeches, Group Presentations, SelfAssessments, Rubric Activities Discussion notes

SL 1. Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others ideas and expressing their own clearly. 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. 1b Follow rules for collegial discussions and decisionmaking, track progress toward specific goals and deadlines, and define individual roles as needed. 1c Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. 1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

Teacher Manuals - Literature - Science - Social Studies Writing Rubrics

Exit tickets Debate voting results

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College and Career Readiness Anchor Standards for Speaking and Listening Presentation of Knowledge and Ideas Level: Grade 8 Anchor Standards 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Essential Question How is the motive essential to understanding the information presented? 3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric. Essential Question Why is it important to evaluate point of view? Specific Grade Standard RL 2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitative, orally) and evaluate the motives (e.g., social commercial, political) behind its presentation. Instructional Strategies/Activities The Learner Will Choose a topic and present information from various sources related to the topic. (i.e. video documentaries, websites, TeacherTube, etc.) Have students analyze the presentation techniques and evaluate their effectiveness. Blooms Level Evaluate Vocabulary Evaluate Support Present Integrate Collaborate Manipulate bias Possible Sample Summative Resources Assessments Formative Video Clips about Student graded the topic, text presentations and rubrics resources, magazine articles, Newspapers and websites

RL 3. Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Create outlines, reverse mapping, multi flow and cause effect maps Listen to a speaker and evaluate what the point of view was?

Evaluate Vocabulary Organize Evaluate Rhetoric Connections

Video Clips about Presentations, charts the topic, text resources, magazine articles, Newspapers and websites Invite a speaker

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April 2012

College and Career Readiness Anchor Standards for Speaking and Listening Presentation of Knowledge and Ideas Level: Grade 8 Anchor Standards Specific Grade Standard Instructional Strategies/Activities The Learner Will Blooms Level Possible Resources Sample Summative Assessments Formative
Student work presentation of original advertisement

4. Present 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. Essential Question What are the characteristics of an effective presentation? 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Essential Question How do visuals enhance a presentation? 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Essential Question Why is the use of standard English important?

RL 4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Model presentations Create a propaganda style advertisement or informational flyer. Analyze advertisements from different time periods. Make presentations Participate in Paideia seminars Design a presentation and critique it. Practice and reflect with a partner. Present findings.

Creating Vocabulary: Propaganda Advertise Emphasize Relevant points Support audience Body language Eye contact Posture

FBLA and 4-H programs for public speaking, students works such as personal poetry

RL 5. Integrate multimedia and visual displays into presentation to clarify information, strengthen claims and evidence, and add interest.

Investigate multimedia to determine what is best for your presentation. (Wordle, ToonDoo, PowerPoint, Animoto) Create posters/brochures to support candidates.

Creating Evaluating Vocabulary: Audience Expression design Multimedia techniques

Computers, Presentation equipment, internet access

Student work Final presentations

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

Speech writing - organizing with thinking maps - presentations Debates Paideia seminars Prepare a speech on a given topic in 3 different formats using appropriate language and examples. (i.e. understanding texting as presentation for younger students, your peers, and a group of adults)

Creating Applying Vocabulary: Audience Expression design : Audience Formal language Appropriate language Support

Cell phones, technology, internet sources and library

Student work

Final speeches

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College and Career Readiness Anchor Standards for Language Conventions of Standard English Level: Grade 8

Anchor Standards
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Essential Question What are varying verb forms and how do they function?

Specific Grade Standard

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

Instructional Strategies/Activities The Learner Will

Focused Correction Areas use of one identified skill on EVERY piece of work or writing rather than all grammar on every piece; daily language openers Use specific grade standard L1a-d to plan instruction.

Blooms Level
Applying Vocabulary: Gerunds Verbs Infinitives Participle Active voice Passive voice Mood Types Imperative Indicative Interrogative Conditional Subjective

Possible Resources

Sample Summative Assessments Formative

Grammar and Conventions Scores on formal writing assignments, writing portfolios

Textbooks, Writing & Grammar text; Write for the Future; EZ grammar workbooks; Daily Language Review workbooks; Grammar rock; Grammar Girl, internet sources

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April 2012

College and Career Readiness Anchor Standards for Language Conventions of Standard English Level: Grade 8 Anchor Standards
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Essential Question Why are conventions important when writing? 3. 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. Essential Question How do verb voice and mood contribute to the desired effect?

Specific Grade Standard

L 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2a Use punctuation (comma, ellipsis, dash) to indicate a pause or break. 2b Use an ellipsis to indicate an omission. 2c Spell correctly. 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 uncertainly or describing a state contrary to fact.)

Instructional Strategies/Activities The Learner Will

Daily language reviews, group or peer editing, focused correction areas Use Centers/cooperative learning, think/pair/share Reciprocal learning

Blooms Level
Applying Vocabulary: Comma Capitalization Punctuation Ellipsis Dash Omission

Possible Resources

Sample Summative Assessments Formative

Grammar and Conventions Scores on formal writing assignments, writing portfolios

Textbooks, Writing & Grammar text; Write for the Future; EZ grammar workbooks; Daily Language Review workbooks; Grammar rock; Grammar Girl, internet sources

Participate in: Channel One resources, daily language review, group editing of writing samples Centers/cooperative learning Think/pair/share

Applying Vocabulary: Passive voice Active voice Subjunctive Expression Effective word choice Mood Types See standard 1

Textbooks, Writing & Grammar text; Write for the Future; EZ grammar workbooks; Daily Language Review workbooks; Grammar rock; Grammar Girl, internet source such as Channel One website

Grammar and Conventions Scores on formal writing assignments, writing portfolios

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April 2012

College and Career Readiness Anchor Standards for Language Vocabulary Acquisition and Use Level: Grade 8 Anchor Standards Specific Grade Standard Instructional Strategies/Activities The Learner Will
Centers/cooperative learning Reciprocal learning Think/pair/share Use Specific Grade Standard L4a-d to review strategies for word study especially 4a

Blooms Level

Possible Resources

Sample Summative Assessments Formative

Grammar and Conventions Scores on formal writing assignments, writing portfolios

4. Determine 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. Essential Question How does the application of strategies enhance word study?

5. Demonstrate understanding of word relationships and nuances in word meanings. Essential Question How can slight variations in a word change the meaning?

L 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 8 reading and content, choosing flexibly from an array of strategies. 4a Use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a sentence) as a clue to the meaning of a word or phrase. 4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede) 4c 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. 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 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 5a Interpret figures of speech (e.g. verbal irony, puns) in context. 5b Use the relationship between particular words to better understand each of the words. 5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

Textbooks, Writing & Grammar text; Vocabulary: Write for the Clarify Future; EZ Multiple meaning grammar words workbooks; Word parts Reference materials Daily Language Review Context clues workbooks; Affixes, Grammar rock; Suffixes Grammar Girl, roots internet sources Inferred meaning Applying

Use the following strategies to accomplish standard L5: Word walls Vocabulary journals Thinking maps Visual representations Charades Learning centers Word Builders Puzzles Nonlinguistic representation Antonym & synonym activities Power Words Mobiles World Prezis Comic Strips

Applying Vocabulary: Verbal irony Puns Contextual clues Analogies Denotations Connotations

Vocabulary book Teacher Manual(s): - Science - Social Studies References: - Dictionary - Thesaurus Channel One resources/daily vocabulary lists

Grammar and Conventions Scores on formal writing assignments, writing portfolios

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April 2012

College and Career Readiness Anchor Standards for Language Vocabulary Acquisition and Use Level: Grade 8 Anchor Standards 6. Acquire and use accurately a range of 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 furthering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Essential Question How do words and the organization of words influence comprehension or expression? Specific Grade Standard L 6. Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases, gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Instructional Strategies/Activities The Learner Will Utilize the following strategies to practice and review vocabulary, speaking/listening skills, writing, etc. Word walls Vocabulary journals Thinking maps Visual representations Charades Learning centers Word Builders Puzzles Nonlinguistic representation Antonym & synonym activities Power Words Mobiles World Prezis Comic Strips Blooms Level Possible Resources Sample Summative Assessments Formative Grammar and Conventions Scores on formal writing assignments, writing portfolios

Evaluate, Create Vocabulary: Domain-specific Vocabulary (for example) treaty if writing about, WWI, or bifu creation if writing about fingerprints.

Vocabulary book Teacher Manual(s): - Science - Social Studies References: - Dictionary - Thesaurus Channel One resources/daily vocabulary lists

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April 2012