eighth grade - pittsburg.k12.ca.us · eighth grade teaching guide for english language arts common...

Revised 5.30.14

Pittsburg Unified School District

Eighth Grade Teaching Guide for English Language Arts

Common Core Curriculum

2014-2015

Bolded= Primary Standards Underlined= New quarter standards Not bolded= Secondary Standards (Used to support Primary Standards.) Revised 5.30.14

ELA 8 CCSS Standard Pacing By Nine Week Quarter 2014-2015 School Year

Q1 (1st 9 weeks) Q2 (2nd 9 weeks) Q3 (3rd 9 weeks) Q4 (4th 9 weeks)

Newly Introduced Standards

RL1, 2, 10* RI 1, 2, 10* W 1, 4, 5, 6, 9, 10* L1a, 2, 3, 6*

RL 4, 5 RI 4, 5 W 2, 8 L1b, 4, 5

RL 3, 6 RI 6, 8 W1** L1c

RL 9 RI 3, 9 W 3 L1d

Spiraling Standards

RL 1, 2, 10* RI 1, 2, 10* W 1, 4, 5, 6, 9, 10* L1a, 2, 3, 6*

RL 1, 2, 4, 5, 10* RI 1, 2, 4, 5, 10* W 1, 2, 4, 5, 6, 8, 9, 10* L1a, 1b, 2, 3, 4, 5, 6*

RL 1, 2, 3, 4, 5, 6, 10* RI 1, 2, 4, 5, 6, 8, 10* W 1, 2, 4, 5, 6, 8, 9, 10* L1a, 1b, 1c, 2, 3, 4, 5, 6*

New = 16 Total = 16 New= 9 Total = 25 New = 5 Total = 30 New = 5 Total = 35

* RL10, RI10, W10 & L6 – Not specific standards to be taught, they are descriptions of the scope & depth of reading, writing and language (academic vocabulary) that should take place over the course of the school year.

** Not a new standard, but will be the primary focus of writing in Quarter 3

--------------------------------------------------------------------------------------------------------------------------------------------------

Standards not included and/or Social Studies & Science will support…

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.8.8 – 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.

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.

--------------------------------------------------------------------------------------------------------------------------------------------------RL.8.7 - 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. (According to SBAC claims and targets, this standard will not be assessed)


8TH

GR

AD

E C

OM

MO

N C

OR

E EL

A S

TAN

DA

RD

S -

YEA

RLY

OV

ERV

IEW

Lan

guag

e

Co

nve

nti

on

s o

f St

and

ard

En

glis

h

1.

Dem

on

stra

te c

om

man

d o

f th

e co

nve

nti

on

s o

f st

and

ard

En

glis

h

gram

mar

an

d u

sage

wh

en w

riti

ng

or

spea

kin

g.

a.

Exp

lain

th

e fu

nct

ion

of

verb

als

(ger

un

ds,

par

tici

ple

s,

infi

nit

ives

) in

gen

eral

an

d t

hei

r fu

nct

ion

in p

arti

cula

r

sen

ten

ces.

b.

Form

an

d u

se v

erb

s in

th

e ac

tive

an

d p

assi

ve v

oic

e

c.

Form

an

d u

se v

erb

s in

th

e in

dic

ati

ve, i

mp

erat

ive,

inte

rro

gati

ve, c

on

dit

ion

al, a

nd

su

bju

nct

ive

mo

od

. d

. R

eco

gniz

e a

nd

co

rrec

t in

app

rop

riat

e sh

ifts

in v

erb

voic

e a

nd

mo

od

.*

2.

Dem

on

stra

te c

om

man

d o

f th

e co

nve

nti

on

s o

f st

and

ard

En

glis

h

cap

ital

iza

tio

n, p

un

ctu

atio

n, a

nd

sp

ellin

g w

hen

wri

tin

g.

a.

Use

pu

nct

uat

ion

(co

mm

a, e

llip

sis,

das

h)

to in

dic

ate

a

pau

se o

r b

reak

.

b.

Use

an

elli

psi

s to

ind

ica

te a

n o

mis

sio

n.

c.

Spel

l co

rrec

tly.

Kn

ow

led

ge o

f La

ngu

age

3.

Use

kn

ow

led

ge o

f la

ngu

age

and

its

con

ven

tio

ns

wh

en w

riti

ng,

sp

eaki

ng,

rea

din

g, o

r lis

ten

ing.

a.

Use

ver

bs

in t

he

acti

ve a

nd

pas

sive

vo

ice

an

d in

th

e co

nd

itio

nal

an

d s

ub

jun

ctiv

e m

oo

d t

o a

chie

ve

par

ticu

lar

effe

cts

(e.g

., e

mp

has

izin

g th

e ac

tor

or

the

acti

on

; exp

ress

ing

un

cert

ain

ty o

r d

escr

ibin

g a

stat

e co

ntr

ary

to f

act)

.

Vo

cab

ula

ry A

cqu

isit

ion

an

d U

se

4.

Det

erm

ine

or

clar

ify

the

mea

nin

g o

f u

nkn

ow

n a

nd

mu

ltip

le-

mea

nin

g w

ord

s o

r p

hra

ses

bas

ed

on

gra

de

8 r

ead

ing

an

d

con

ten

t, c

ho

osi

ng

flex

ibly

fro

m a

ran

ge o

f st

rate

gies

. a.

U

se c

on

text

(e.

g., t

he

ove

rall

mea

nin

g o

f a

sen

ten

ce o

r

par

agra

ph

; a w

ord

’s p

osi

tio

n o

r fu

nct

ion

in a

se

nte

nce

)

as a

clu

e to

th

e m

ean

ing

of

a w

ord

or

ph

rase

. b

. U

se c

om

mo

n, g

rad

e-a

pp

rop

riat

e G

reek

or

Lati

n a

ffix

es

and

ro

ots

as

clu

es t

o t

he

mea

nin

g o

f a

wo

rd (

e.g.

, p

rece

de,

rec

ede,

sec

ede)

.

c.

Co

nsu

lt g

ener

al a

nd

sp

ecia

lize

d r

efer

ence

mat

eria

ls

(e.g

., d

icti

on

arie

s, g

loss

arie

s, t

hes

auru

ses)

, bo

th p

rin

t an

d d

igit

al, t

o f

ind

th

e p

ron

un

ciat

ion

of

a w

ord

or

det

erm

ine

or

clar

ify

its

pre

cise

mea

nin

g o

r it

s p

art

of

spee

ch.

d.

Ver

ify

the

pre

limin

ary

det

erm

inat

ion

of

the

mea

nin

g o

f a

wo

rd o

r p

hra

se (

e.g.

, by

chec

kin

g th

e in

ferr

ed

mea

nin

g in

co

nte

xt o

r in

a d

icti

on

ary)

.

5.

D

emo

nst

rate

un

der

stan

din

g o

f fi

gura

tive

lan

guag

e, w

ord

rela

tio

nsh

ips,

an

d n

uan

ces

in w

ord

mea

nin

gs.

a.

Inte

rpre

t fi

gure

s o

f sp

eech

(e.

g. v

erb

al ir

on

y, p

un

s) in

con

text

.

b.

Use

th

e re

lati

on

ship

be

twee

n p

arti

cula

r w

ord

s to

b

ette

r u

nd

erst

and

eac

h o

f th

e w

ord

s.

c.

Dis

tin

guis

h a

mo

ng

the

con

no

tati

on

s (a

sso

ciat

ion

s) o

f w

ord

s w

ith

sim

ilar

den

ota

tio

ns

(def

init

ion

s) (

e.g.

,

bu

llhea

ded

, will

ful,

firm

, per

sist

ent,

res

olu

te).

6.

Acq

uir

e an

d u

se a

ccu

rate

ly g

rad

e-a

pp

rop

riat

e ge

ner

al a

cad

emic

and

do

mai

n-s

pec

ific

wo

rds

and

ph

rase

s; g

ath

er v

oca

bu

lary

kn

ow

led

ge w

hen

co

nsi

der

ing

a w

ord

or

ph

rase

imp

ort

ant

to

com

pre

hen

sio

n o

r ex

pre

ssio

n.*

Wri

tin

g Te

xt T

ypes

an

d P

urp

ose

s 1

. W

rite

arg

ume

nts

to

sup

po

rt c

laim

s w

ith

cle

ar r

easo

ns

and

re

leva

nt

evi

de

nce

. a

. In

tro

du

ce c

laim

(s),

ack

no

wle

dge

an

d d

isti

ngu

ish

th

e cl

aim

(s)

fro

m a

lte

rnat

e

or

op

po

sin

g cl

aim

s, a

nd

org

aniz

e th

e re

aso

ns

and

evi

de

nce

logi

cally

. b

. Su

pp

ort

cla

im(s

) w

ith

logi

cal r

easo

nin

g an

d r

ele

van

t e

vid

en

ce, u

sin

g ac

cura

te, c

red

ible

so

urce

s an

d

dem

on

stra

tin

g an

un

de

rsta

nd

ing

of

the

top

ic

or

text

. c.

U

se w

ord

s, p

hra

ses,

an

d c

lau

ses

to c

reat

e co

he

sio

n a

nd

cla

rify

th

e

rela

tio

nsh

ips

amo

ng

clai

m(s

), c

ou

nte

rcla

ims,

re

aso

ns,

an

d e

vid

en

ce.

d.

Esta

blis

h a

nd

mai

nta

in a

for

mal

sty

le

e.

Pro

vid

e a

con

clu

din

g st

atem

en

t or

sec

tio

n t

hat

fo

llow

s fr

om

an

d s

up

po

rts

the

argu

me

nt

pre

sen

ted

.

2.

Wri

te in

form

ati

ve/e

xpla

nat

ory

tex

ts t

o e

xam

ine

a to

pic

an

d c

on

vey

ide

as, c

on

cep

ts,

and

info

rma

tio

n t

hro

ugh

th

e se

lect

ion

, org

aniz

atio

n, a

nd

an

alys

is o

f re

leva

nt

con

ten

t.

a.

Intr

od

uce

a t

op

ic c

lear

ly, p

revi

ewin

g w

hat

is t

o f

ollo

w;

org

aniz

e id

eas

, co

nce

pts

, an

d in

form

ati

on

into

bro

ader

cat

ego

rie

s; in

clu

de

fo

rmat

tin

g (e

.g.,

hea

din

gs),

gra

ph

ics

(e.g

., ch

arts

, tab

les)

, an

d m

ult

ime

dia

wh

en

use

ful t

o

aid

ing

com

pre

hen

sio

n.

b.

De

velo

p t

he

top

ic w

ith

rel

eva

nt,

wel

l-ch

ose

n f

acts

, de

fin

itio

ns,

co

ncr

ete

d

etai

ls, q

uo

tati

on

s, o

r o

ther

info

rmat

ion

an

d e

xam

ple

s.

c.

Use

ap

pro

pri

ate

and

var

ied

tra

nsi

tio

ns

to c

reat

e c

oh

esi

on

an

d c

lari

fy t

he

rela

tio

nsh

ips

amo

ng

idea

s an

d co

nce

pts

. d

. U

se p

reci

se la

ngu

age

and

do

mai

n-s

pec

ific

vo

cab

ula

ry t

o in

form

ab

ou

t o

r ex

pla

in t

he

top

ic.

e.

Esta

blis

h a

nd

mai

nta

in a

for

mal

sty

le.

f.

Pro

vid

e a

con

clu

din

g st

atem

en

t or

sec

tio

n t

hat

fo

llow

s fr

om

an

d s

up

po

rts

the

info

rmat

ion

or

exp

lan

atio

n p

rese

nte

d.

3.

Wri

te n

arra

tive

s to

dev

elo

p r

eal o

r im

agi

ned

exp

erie

nce

s o

r e

vent

s u

sin

g e

ffec

tive

te

chn

iqu

e, r

elev

an

t d

escr

ipti

ve d

etai

ls, a

nd

wel

l-st

ruct

ure

d e

ven

t se

qu

en

ces.

a

. En

gage

an

d o

rien

t th

e re

ader

by

esta

blis

hin

g a

con

text

an

d p

oin

t o

f vi

ew

an

d

intr

od

uci

ng

a n

arra

tor

and

/or

char

acte

rs;

orga

niz

e an

eve

nt

seq

ue

nce

th

at

un

fold

s n

atu

rally

an

d lo

gica

lly.

b.

Use

nar

rati

ve t

ech

niq

ues

, su

ch a

s d

ialo

gue,

pac

ing,

de

scri

pti

on

, an

d

refl

ecti

on

, to

dev

elo

p e

xper

ien

ces,

eve

nts

, an

d/o

r ch

arac

ters

. c.

U

se a

var

iety

of

tran

siti

on

wo

rds,

ph

rase

s, a

nd

cla

use

s to

co

nve

y se

qu

en

ce,

sign

al s

hif

ts f

rom

on

e ti

me

fram

e o

r se

ttin

g to

an

oth

er,

an

d s

ho

w t

he

re

lati

on

ship

s am

on

g ex

per

ien

ces

and

eve

nts

. d

. U

se p

reci

se w

ord

s an

d p

hras

es, r

elev

ant

des

crip

tive

d

eta

ils, a

nd

se

nso

ry

lan

guag

e to

cap

ture

th

e ac

tio

n a

nd

co

nve

y e

xper

ien

ces

and

eve

nts

. e.

P

rovi

de

a co

ncl

usi

on

tha

t fo

llow

s fr

om

an

d r

efl

ects

on

th

e n

arra

ted

ex

per

ien

ces

or e

ven

ts. P

rod

uce

cle

ar a

nd

co

her

en

t w

riti

ng

in w

hic

h t

he

d

eve

lop

me

nt,

org

aniz

atio

n, a

nd

sty

le a

re a

pp

rop

riat

e t

o t

ask,

pu

rpo

se, a

nd

au

die

nce

. (G

rad

e-s

pec

ific

exp

ecta

tio

ns

for

wri

tin

g ty

pe

s ar

e d

efi

ne

d in

st

and

ard

s 1

–3 a

bo

ve.)

Pro

du

ctio

n a

nd

Dis

trib

uti

on

of

Wri

tin

g:

4. P

rod

uce

cle

ar a

nd

coh

eren

t w

riti

ng

in w

hic

h th

e d

evel

op

men

t, o

rgan

izat

ion,

an

d s

tyle

ar

e ap

pro

pri

ate

to t

ask,

pu

rpo

se, a

nd

au

die

nce

. (G

rad

e-sp

ecif

ic e

xpec

tati

on

s fo

r w

riti

ng

type

s ar

e d

efin

ed in

sta

nd

ards

1–3

ab

ove

.)

5. W

ith

so

me

guid

ance

an

d s

up

po

rt f

rom

pee

rs a

nd a

dult

s, d

evel

op

an

d s

tren

gth

en

wri

tin

g as

nee

ded

by

pla

nn

ing,

rev

isin

g, e

dit

ing,

rew

riti

ng,

or

tryi

ng a

new

ap

pro

ach

, fo

cusi

ng o

n h

ow

wel

l pu

rpo

se a

nd

au

die

nce

hav

e b

een

ad

dre

ssed

. (Ed

itin

g fo

r co

nve

nti

ons

sho

uld

de

mo

nst

rate

co

mm

and

of

Lan

guag

e st

and

ard

s 1

–3

up

to

an

d

incl

ud

ing

grad

e 8

on

pag

e 52

.)

6. U

se t

echn

olo

gy, i

ncl

ud

ing

the

Inte

rnet

, to

pro

du

ce a

nd p

ub

lish

wri

tin

g an

d p

rese

nt

the

rela

tion

ship

s b

etw

een

info

rmat

ion

and

idea

s ef

fici

entl

y as

wel

l as

to in

tera

ct a

nd

co

llabo

rate

wit

h o

ther

s.

R

esea

rch

to B

uild

an

d P

rese

nt

Kn

ow

led

ge

7. C

on

du

ct s

ho

rt r

esea

rch

pro

ject

s to

an

swer

a q

ues

tio

n (i

ncl

ud

ing

a se

lf-g

ener

ated

q

ue

stio

n),

dra

win

g o

n s

ever

al s

ou

rces

an

d g

ener

atin

g ad

dit

ion

al r

elat

ed, f

ocu

sed

q

ue

stio

ns

that

allo

w f

or

mu

ltip

le a

ven

ues

of

expl

ora

tio

n. (

To b

e ad

dre

sse

d in

So

cial

St

ud

ies/

Scie

nce

) 8

. Gat

her

rel

evan

t in

form

atio

n fr

om

mul

tip

le p

rin

t an

d d

igit

al s

ou

rces

, usi

ng s

earc

h te

rms

effe

ctiv

ely;

ass

ess

the

cred

ibili

ty a

nd a

ccu

racy

of

each

so

urc

e; a

nd

qu

ote

or

par

aph

rase

th

e d

ata

and

con

clu

sio

ns

of

oth

ers

wh

ile a

void

ing

pla

giar

ism

an

d f

ollo

win

g a

stan

dar

d fo

rmat

fo

r ci

tati

on.

(To

be

sup

po

rted

in S

oci

al S

tud

ies/

Scie

nce

) 9

. Dra

w e

vid

ence

fro

m li

tera

ry o

r in

form

atio

nal

tex

ts t

o s

up

po

rt a

nal

ysis

, ref

lect

ion,

an

d

rese

arch

. a.

A

pp

ly g

rad

e 8

Rea

din

g st

and

ards

to

lite

ratu

re (

e.g.

, “A

nal

yze

ho

w a

mo

der

n

wo

rk o

f fi

ctio

n d

raw

s o

n t

hem

es, p

atte

rns

of e

vent

s, o

r ch

arac

ter

typ

es f

rom

m

yth

s, t

rad

itio

nal

sto

ries

, or

relig

iou

s w

ork

s su

ch a

s th

e B

ible

, in

clud

ing

des

crib

ing

ho

w t

he m

ater

ial i

s re

nde

red

new

”).

b.

Ap

ply

gra

de

8 R

eadi

ng

stan

dar

ds t

o li

tera

ry n

on

fict

ion

(e.

g., “

Del

inea

te a

nd

ev

alu

ate

the

argu

men

t an

d s

pec

ific

cla

ims

in a

tex

t, a

sses

sin

g w

het

her

th

e re

aso

nin

g is

so

un

d a

nd t

he

evid

ence

is r

elev

ant

and

su

ffic

ien

t; r

eco

gniz

e w

hen

ir

rele

van

t ev

iden

ce is

intr

odu

ced

”).

R

ange

of

Wri

tin

g*

10. W

rite

rou

tin

ely

ove

r ex

ten

ded

tim

e fr

ames

(ti

me

for

rese

arch

, ref

lect

ion,

an

d

revi

sio

n) a

nd s

ho

rter

tim

e fr

ames

(a

sin

gle

sitt

ing

or

a d

ay o

r tw

o)

for

a ra

nge

of

dis

cip

line-

spec

ific

tas

ks, p

urp

ose

s, a

nd

au

die

nce

s.

Rea

din

g In

form

atio

nal

Ke

y Id

eas

an

d D

eta

ils

1

. C

ite

th

e t

extu

al e

vid

en

ce t

hat

mo

st s

tro

ngl

y su

pp

ort

s an

an

alys

is o

f w

hat

th

e t

ext

say

s e

xplic

itly

as

wel

l as

infe

ren

ces

dra

wn

fro

m t

he

tex

t.

2

. D

ete

rmin

e a

ce

ntr

al id

ea

of

a te

xt a

nd

an

alyz

e it

s d

eve

lop

men

t o

ver

the

co

urs

e o

f th

e t

ext,

incl

ud

ing

its

rela

tio

nsh

ip t

o s

up

po

rtin

g id

eas

; pro

vid

e a

n

ob

ject

ive

su

mm

ary

of

the

te

xt.

3.

An

alyz

e h

ow

a t

ext

mak

es

con

ne

ctio

ns

amo

ng

and

d

isti

nct

ion

s b

etw

een

ind

ivid

ual

s, id

eas

, or

eve

nts

(e.g

., t

hro

ugh

co

mp

aris

on

s, a

nal

ogi

es,

or

cate

gori

es)

. C

raft

an

d S

tru

ctu

re

4.

D

ete

rmin

e t

he

me

anin

g o

f w

ord

s an

d p

hra

ses

as

they

are

use

d in

a t

ext

, in

clu

din

g fi

gura

tive

, co

nn

ota

tive

, an

d t

ech

nic

al m

ean

ings

; an

alyz

e t

he

im

pac

t o

f sp

eci

fic

wo

rd c

ho

ice

s o

n m

ean

ing

and

to

ne

, in

clu

din

g an

alo

gie

s o

r al

lusi

on

s to

oth

er

text

s.

5.

A

nal

yze

in d

etai

l th

e s

tru

ctu

re o

f a

spec

ific

p

arag

rap

h in

a t

ext,

incl

ud

ing

the

ro

le o

f p

arti

cula

r se

nte

nce

s in

de

velo

pin

g an

d r

efi

nin

g a

key

con

cep

t.

6.

D

ete

rmin

e a

n a

uth

or’

s p

oin

t o

f vi

ew

or

pu

rpo

se in

a

text

an

d a

nal

yze

ho

w t

he

au

tho

r ac

kno

wle

dge

s an

d

resp

on

ds

to c

on

flic

tin

g e

vid

en

ce o

r vi

ew

po

ints

. In

tegr

atio

n o

f K

no

wle

dge

an

d Id

eas

7.

Eval

uat

e t

he

adva

nta

ges

and

dis

adva

nta

ges

of

usi

ng

dif

fere

nt

med

ium

s (e

.g.,

pri

nt

or

dig

ital

te

xt, v

ideo

,

mu

ltim

edia

) to

pre

sen

t a

par

ticu

lar

top

ic o

r id

ea.

(To

be

add

ress

ed

in S

oci

al S

tud

ies/

Scie

nce

)

8.

Del

inea

te a

nd

eva

luat

e t

he

argu

men

t an

d s

pec

ific

cla

ims

in a

te

xt, a

sse

ssin

g w

het

her

th

e re

aso

nin

g is

so

un

d a

nd

the

evi

den

ce is

re

leva

nt

and

su

ffic

ien

t; r

eco

gniz

e w

hen

irre

leva

nt

evi

den

ce is

intr

od

uce

d.

9.

An

alyz

e a

case

in w

hic

h t

wo

or

mo

re t

exts

pro

vid

e

con

flic

tin

g in

form

atio

n o

n t

he

sam

e to

pic

an

d id

enti

fy

wh

ere

the

tex

ts d

isag

ree

on

mat

ters

of

fact

or

inte

rpre

tati

on

.

Ran

ge o

f R

ead

ing

and

Lev

el o

f Te

xt C

om

ple

xity

*

10.

By

the

end

of

the

year

, rea

d a

nd

co

mp

reh

end

lite

rary

no

nfi

ctio

n a

t th

e h

igh

en

d o

f th

e gr

ades

6–

8 te

xt

com

ple

xity

ban

d in

dep

end

entl

y an

d p

rofi

cien

tly.

Rea

din

g Li

tera

ture

Ke

y Id

eas

an

d D

eta

ils

1.

Cit

e t

he

tex

tual

evi

de

nce

th

at m

ost

str

on

gly

sup

po

rts

an a

nal

ysis

of

wh

at t

he

te

xt s

ays

exp

licit

ly a

s w

ell a

s in

fere

nce

s d

raw

n f

rom

th

e

text

.

2.

De

term

ine

a t

he

me

or

cen

tral

ide

a o

f a

text

an

d

anal

yze

its

dev

elo

pm

ent

ove

r th

e c

ou

rse

of

the

text

, in

clu

din

g it

s re

lati

on

ship

to

th

e c

har

acte

rs,

sett

ing,

an

d p

lot;

pro

vid

e a

n o

bje

ctiv

e s

um

mar

y o

f th

e t

ext

.

3.

An

alyz

e h

ow

par

ticu

lar

line

s o

f d

ialo

gue

or

inci

de

nts

in a

sto

ry o

r d

ram

a p

rop

el t

he

act

ion

, re

veal

asp

ect

s o

f a

char

acte

r, o

r p

rovo

ke a

d

eci

sio

n.

Cra

ft a

nd

Str

uct

ure

4.

Det

erm

ine

the

mea

nin

g o

f w

ord

s an

d p

hra

ses

as t

hey

are

use

d in

a t

ext,

incl

ud

ing

figu

rati

ve a

nd

con

no

tati

ve m

ean

ings

; an

alyz

e th

e im

pac

t o

f sp

eci

fic

wo

rd c

ho

ice

s o

n m

ean

ing

and

to

ne

, in

clu

din

g

anal

ogi

es

or

allu

sio

ns

to o

the

r te

xts.

5.

Co

mp

are

and

co

ntr

ast

the

stru

ctu

re o

f tw

o o

r m

ore

text

s an

d a

nal

yze

ho

w t

he

dif

feri

ng

stru

ctu

re o

f ea

ch

text

co

ntr

ibu

tes

to it

s m

ean

ing

and

sty

le.

6

. A

nal

yze

ho

w d

iffe

ren

ces

in t

he

po

ints

of

view

of

the

char

acte

rs a

nd

th

e a

ud

ien

ce o

r re

ader

(e

.g.,

cre

ated

thro

ugh

th

e u

se o

f d

ram

atic

iro

ny)

cre

ate

such

effe

cts

as s

usp

ense

or

hu

mo

r.

Inte

grat

ion

of

Kn

ow

led

ge a

nd

Idea

s

7.

An

alyz

e t

he

exte

nt

to w

hic

h a

film

ed

or

live

pro

du

ctio

n o

f a

sto

ry o

r d

ram

a st

ays

fait

hfu

l to

or

dep

arts

fro

m t

he

text

or

scri

pt,

eva

luat

ing

the

cho

ices

mad

e b

y th

e d

irec

tor

or

acto

rs.

8.

(No

t ap

plic

able

to

Lit

erat

ure

)

9.

An

alyz

e h

ow

a m

od

ern

wo

rk o

f fi

ctio

n d

raw

s o

n

them

es, p

atte

rns

of

eve

nts

, or

char

acte

r ty

pes

fro

m

myt

hs,

tra

dit

ion

al s

tori

es,

or

relig

iou

s w

ork

s su

ch a

s

the

Bib

le, i

ncl

ud

ing

de

scri

bin

g h

ow

th

e m

ater

ial i

s

ren

de

red

ne

w.

Ran

ge o

f R

ead

ing

and

Lev

el o

f Te

xt C

om

ple

xity

*

10.

By

the

end

of

the

year

, rea

d a

nd

co

mp

reh

end

lite

ratu

re, i

ncl

ud

ing

sto

ries

, dra

mas

, an

d p

oem

s, a

t th

e

hig

h e

nd

of

grad

es 6

–8 t

ext

com

ple

xity

ban

d

ind

epen

den

tly

and

pro

fici

entl

y.


Reading Literature Reading Informational Q

uar

ter

1 -

- A

ug.

20

- O

ct. 2

8 (

48

day

s)

Key Ideas and Details 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.

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.

Range of Reading and Level of Text Complexity* 10. 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.

Key Ideas and Details 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.

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.

Range of Reading and Level of Text Complexity* 10. By the end of the year, read and comprehend literary

nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.


Writing Language Q

uar

ter

1 (

Au

g. 2

0-

Oct

. 28

) (4

8 d

ays)

Text Types and Purposes

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

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

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

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

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

follows from and supports the argument presented.

Production and Distribution of Writing:

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.)

5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 52.)

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

Research to Build and Present Knowledge 9. Draw evidence from literary or informational texts to support

analysis, reflection, and research. a. 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”).

b. 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”).

Range of Writing* 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.

Conventions of Standard English

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

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

2. Demonstrate command of the conventions of

standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

b. Use an ellipsis to indicate an omission. c. Spell correctly.

Knowledge of Language 3. Use knowledge of language and its conventions when

writing, speaking, reading, or listening. a. Use verbs in the active and passive voice and in

the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

Vocabulary Acquisition and Use 6. Acquire and use accurately grade-appropriate general

academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.*


Students (I) can….. Vocabulary Q

uar

ter

1 (

Au

g. 2

0-

Oct

. 28

) (4

8 d

ays)

Reading Literature

RL.8.1

I can make an inference.

I can judge what the text says explicitly.

I can cite text with the strongest information to support an analysis.

RL.8.2

I can determine a theme.

I can analyze the development of the theme as the text progresses.

I can relate the theme to the story elements of the text.

I can devise an objective summary of the text.

RL.8.10*

I can read and comprehend literature at the high end of grades 6-8 text complexity band independently.

I can read and comprehend literature at the high end of grades 6-8 text complexity band proficiently.

Reading Informational Text

RI.8.1

I can make an inference.

I can judge what the text says explicitly.

I can cite text with the strongest information to support an analysis.

RI.8.2

I can determine a theme or central idea.

I can analyze the development of the theme as the text progresses.

I can relate the theme or central idea to the supporting ideas of the text.

I can devise an objective summary of the text.

RI.8.10*

I can read and comprehend literary nonfiction at the high end of grades 6-8 text complexity band independently.

I can read and comprehend literary nonfiction at the high end of grades 6-8 text complexity band proficiently.



uar

ter

1 (

Au

g. 2

0-

Oct

. 28

) (4

8 d

ays)

Writing W.8.1

I can present a claim and acknowledge and distinguish opposing claims.

I can logically organize the reasons and evidence.

I can support claims with logical reasoning.

I can use relevant evidence from accurate, credible sources.

I can demonstrate an understanding of the topic or text.

I can utilize words, phrases, and clauses to create cohesion.

I can clarify the relationships among claim(s), counterclaims, reasons, and evidence.

I can establish a formal style.

I can maintain a formal style.

I can compose a conclusion that follows from the argument presented.

I can compose a conclusion that supports the argument presented.

W.8.4

I can produce clear and coherent writing in which the development is appropriate to task, purpose, and audience.

I can produce clear and coherent writing in which the organization is appropriate to task, purpose, and audience.

I can produce clear and coherent writing in which the style is appropriate to task, purpose, and audience.

W.8.5

I can demonstrate development and strength in the writing process with some guidance and support from peers and adults, focusing on how well purpose and audience have been addressed.

W.8.6

I can use technology to create and publish writing.

I can use technology to present the relationship between information and ideas efficiently.

I can use technology to interact and collaborate with others.

W.8.9

I can apply grade 8 Reading standards to literature to support analysis, reflection, and research while writing.

I can apply grade 8 Reading standards to literary nonfiction to support analysis, reflection, and research while writing.

W.8.10*

I can write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences.

I can write routinely over shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Language L.8.1a

I can explain the general function of verbals (gerunds, participles, infinitives).

I can explain the function of verbals (gerunds, participles, infinitives) in particular sentences.

L.8.2

I can use punctuation (comma, ellipsis, dash) to indicate a pause or break.

I can use an ellipsis to indicate an omission.

I can spell correctly.

L.8.3

I can use verbs in the active and passive voice to achieve particular effects.

I can use verbs in the conditional and subjunctive mood to achieve particular effects.

L.8.6*

I can acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

I can gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.



uar

ter

2 (

Oct

. 29

- Ja

n. 2

2)

(45

day

s)

Key Ideas and Details 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.


Craft and Structure 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.

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

Range of Reading and Level of Text Complexity* 10. 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.

Key Ideas and Details 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.


Craft and Structure 4. Determine the meaning of words and phrases as they are

used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

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.




Writing Language Q

uar

ter

2 (

Oct

. 29

- Ja

n. 2

2)

(45

day

s)






d. Establish and maintain a formal style

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

2. Write informative/explanatory texts to examine a topic and convey ideas,

concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

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

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

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

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing:

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.)



Research to Build and Present Knowledge

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. (To be supported in Social Studies/Science)

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

a. 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”).


Range of Writing*

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.




b. Form and use verbs in the active and passive voice 2. Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a

pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly.

Knowledge of Language 3. Use knowledge of language and its conventions when writing,

speaking, reading, or listening. a. Use verbs in the active and passive voice and in the

conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-

meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

a. Use 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.

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

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

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

5. Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings. a. Interpret figures of speech (e.g. verbal irony, puns) in

context. b. Use the relationship between particular words to better

understand each of the words. c. Distinguish among the connotations (associations) of

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

6. Acquire and use accurately grade-appropriate general academic

and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.*



uar

ter

2 (

Oct

. 29

- Ja

n. 2

2)

(45

day

s)

Reading Literature

RL.8.4

I can detect the meaning of figurative and connotative words and phrases using context clues.

I can analyze the impact of analogies and allusions along with specific word choices in relation to the meaning and tone of a text.

RL.8.5

I can compare and contrast the structure of multiple texts.

I can analyze how the differing structure of each text influences its meaning and style.


RI.8.4

I can detect the meaning of figurative, connotative, and technical words and phrases using context clues.

I can analyze the impact of analogies and allusions along with specific word choices in relation to the meaning and tone of a text.

RI.8.5

I can examine the structure of a specific paragraph in a text.

I can examine the role of particular sentences in developing and refining a key concept.



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Writing W.8.2

I can introduce a topic clearly, previewing what is to follow.

I can organize ideas, concepts, and information into broader categories.

I can incorporate formatting, graphics, and multimedia to aid in comprehension.

I can develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

I can use appropriate and varied transitions to create cohesion.

I can use appropriate and varied transitions to clarify the relationships among ideas and concepts.

I can utilize precise language and domain-specific vocabulary to inform about or explain the topic.

W.8.8

I can compile relevant information from multiple print and digital sources using search term effectively

I can assess the credibility and accuracy of each source.

I can quote or paraphrase material from sources while avoiding plagiarism.

I can use a standard format for citation.

Language L.8.1b

I can form verbs in the active and passive voice.

I can use verbs in the active and passive voice.

L.8.4

I can use context clues to determine the meaning of a word or phrase.

I can use Greek or Latin affixes and roots as clues to the meaning of a word.

I can consult general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

I can predict the meaning of a word or phrase.

I can then determine a word’s true meaning by using context clues or a dictionary.

L.8.5

I can interpret figures of speech in context.

I can use the relationship between particular words to better understand each of the words.

I can distinguish among the connotations of words with similar denotations.



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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.




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.









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.

Integration of Knowledge and Ideas 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.




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

supports the argument presented.

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





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

supports the information or explanation presented. Production and Distribution of Writing: 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.)



Research to Build and Present Knowledge


9. Draw evidence from literary or informational texts to support analysis,

reflection, and research.



Range of Writing* 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.




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

interrogative, conditional, and subjunctive mood. 2. Demonstrate command of the conventions of standard English















understand each of the words. c. Distinguish among the connotations (associations) of words

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





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Reading Literature

RL.8.3

I can critique dialogue or incidents in relation to story progression.

I can infer character traits.

I can analyze how particular lines of dialogue or incidents in a story or drama provoke a decision.

RL.8.6

I can differentiate between the points of view of the characters and the audience/reader.

I can evaluate how the differing points of view of the characters and the audience (created through but not limited to dramatic irony) create tone or mood in the passage.


RI.8.6

I can determine the author’s point of view and purpose in a text.

I can examine how the author evaluates and responds to counter arguments.

RI.8.8

I can evaluate the argument and specific claims in a text.

I can assess whether the argument or reasoning is sound and the evidence is relevant and sufficient in a text.

I can recognize when irrelevant evidence is introduced in a text.



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Writing W.8.1**

I can present a claim and acknowledge and distinguish opposing claims.

I can logically organize the reasons and evidence.

I can support claims with logical reasoning.

I can use relevant evidence from accurate, credible sources.

I can demonstrate an understanding of the topic or text.

I can utilize words, phrases, and clauses to create cohesion.

I can clarify the relationships among claim(s), counterclaims, reasons, and evidence.

I can establish a formal style.

I can maintain a formal style.

I can compose a conclusion that follows from the argument presented.

I can compose a conclusion that supports the argument presented.

Language L.8.1c

I can form verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

I can use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.



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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.




6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Integration of Knowledge and Ideas 7. Analyze the extent to which a filmed or live

production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

8. (Not applicable to Literature)

9. 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.






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




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.

Integration of Knowledge and Ideas 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. (To be addressed in Social Studies/Science)

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.

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.




Writing Language Q

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

follows from and supports the argument presented.

2. Write informative/explanatory texts to examine a topic

and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.





e. Establish and maintain a formal style. f. Provide a concluding statement or section that

follows from and supports the information or explanation presented.

3. Write narratives to develop real or imagined

experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

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

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

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




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

interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verb voice and

mood.* 2. Demonstrate command of the conventions of standard English















understand each of the words. c. Distinguish among the connotations (associations) of words

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




Writing (continued) Language Q

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e. Provide a conclusion that follows from and

reflects on the narrated experiences or events. 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.)

Production and Distribution of Writing: 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.)



Research to Build and Present Knowledge 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.

(To be addressed in Social Studies/Science)


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



Range of Writing* 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.



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Reading Literature

RL.8.9

I can analyze how a modern work of fiction integrates themes, patterns of events, or character types from myths, traditional stories or religious works.

I can describe how the material is rendered new.


RI.8.3

I can analyze how a text makes connections and distinctions between individuals, ideas, or events (e.g. through comparisons, analogies, or categories).

RI.8.9

I can judge a case in which two or more texts provide conflicting information on the same topic.

I can identify where the texts disagree on matters of fact or interpretation.



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Writing W.8.2

I can establish a context and point of view to engage and orient the reader.

I can introduce a narrator and/or characters to engage and orient the reader.

I can organize a natural and logical event sequence.

I can utilize narrative techniques to develop experiences.

I can utilize narrative techniques to develop events.

I can utilize narrative techniques to develop characters.

I can utilize a variety of transition words, phrases, and clauses to convey sequence signal shifts from one time frame or setting to another.

I can utilize a variety of transition words, phrases, and clauses to show the relationships among experiences and events.

I can use precise words and phrases to capture the action and convey experiences and events.

I can use relevant descriptive details to capture the action and convey experiences and events.

I can use sensory language to capture the action and convey experiences and events.

I can create a conclusion that follows from the narrated experiences or events.

I can create a conclusion that reflects on the narrated experiences or events.

Language L.8.1d

I can acknowledge new information expressed by others.

I can qualify or justify views in light of new evidence presented as needed.

eighth grade - pittsburg.k12.ca.us · eighth grade teaching guide for english language arts common...

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