Reading Informational Text s1

Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: ELA 8 Quarter: 3 Academic Year: 2011-2012 Essential Questions for this Quarter: 1. Why is it important to understand literary devices and why an author uses them? 2. Why is it important for me to organize my ideas before writing?

3. How do style, voice, and tone affect my writing?

Unit/Time Frame Standards Content Skills Assessment Resources

Reading 8.2.2 Vocabulary  Analyze text that uses Textbook McDougal Littell Informational Text Standards and proposition (statement of assignments Literature 2008 8.2.4 Assessment (ISTEP+) argument) and support Textbook: Vocabulary: patterns. Worksheet Acuity Worksheets: McDougal Littell CC.8.RI.1  Compare an original text to a assignments CTB McGraw-Hill Literature 2008 Clarity/Clarify: "Most summary to determine whether (8.2.9) clearly and correctly the summary accurately Quizzes 7th grade Writing units Unit 6: expresses..." "The best describes the main ideas, “The Monty hall CC.8.RI.2 way to write the includes important details, and Tests Skills Tutor: Debate” sentence to make it clear conveys the underlying Language Arts CC.8.RI.3 and concise." meaning. Oral Classroom Guide ”Roughing It” Combine: "What is the  Cite the textual evidence that responses CC.8.RI.4 best way to combine the most strongly supports an ISTEP and Format “A Hike in New York following sentences?" analysis of what the text says Observation Assessment: City” CC.8.RI.5 Compare and Contrast: explicitly as well as inferences MacMillan / McGraw- "How does one view of drawn from the text. End of year Hill Unit 7: CC.8.RI.6 the story differ from the  Determine a central idea of a exam ”One Last Time” other...?" "What is the text and analyze its Daily Oral Language: CC.8.RI.7 main difference development over the course of Placement Great Source ”How Things Work” between the article and the text, including its tests CC.8.RI.8 the passage?" relationship to supporting ideas; Daily Oral Analogies: ”Dreams from My Describe: "Which of provide an objective summary Acuity Great Source Father” (8.2.6) these sentences of the text. describes the theme of  Analyze how a text makes Star Reader Language Network ”Out of Many, One” CC.8.RI.9 the story?" "Which word connections among and McDougal Littell best describes the distinctions between individuals, Accelerated 2008 ”Caught by the Sea” (8.2.3) actions of the ideas, or events (e.g., through Reader character?" comparisons, analogies, or Greek and Latin CC.8.RI.10 -- Explain: "Which categories). Determine the Skills Tutor Roots: Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: ELA 8 Quarter: 3 Academic Year: 2011-2012 Essential Questions for this Quarter: 1. Why is it important to understand literary devices and why an author uses them? 2. Why is it important for me to organize my ideas before writing?

Unit 10: sentence best explains meaning of words and phrases Written https://www.msu.edu/ Research the author's purpose?" as they are used in a text, products ~defores1/gre/roots/ Express: "Which including figurative, connotative, gre_rts_afx2.htm statement best and technical meanings; Writing expresses the main analyze the impact of specific Prompts The Learning idea?" "Choose the word choices on meaning and Connection sentence that is most tone, including analogies or Rubrics https://learningconne clearly expressed?" allusions to other texts. ction.doe.in.gov Revise: "Which of the  Analyze in detail the structure of Oral following is the best way a specific paragraph in a text, Presentations Indiana Dept. of to revise...?" including the role of particular Education Sequence: "Which sentences in developing and Research http://www.doe.in.gov sentence best completes refining a key concept. reports / the sequence of  Determine an author's point of essays / book Novel Units events?" view or purpose in a text and reports Summarize: "Which analyze how the author Launch the Writer’s statement best acknowledges and responds to ISTEP Workshop summarizes the conflicting evidence or http://www.smekense paragraph?" viewpoints. Checklists ducation.com Supporting Details/Use  Evaluate the advantages and /TheLiteracyStore/ of Evidence: "Support disadvantages of using different Teacher your response with mediums (e.g., print or digital generated Smekens Education details from the text, video, multimedia) to worksheets (6 Traits + 1) passage." present a particular topic or idea. Read aloud Easy Bibliographies Introduced vocabulary:  Delineate and evaluate the http://www.easybib.co Bias, bibliography argument and specific claims in Textbook m a text, assessing whether the generated Ongoing vocabulary: reasoning is sound and the tests Audio books Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: ELA 8 Quarter: 3 Academic Year: 2011-2012 Essential Questions for this Quarter: 1. Why is it important to understand literary devices and why an author uses them? 2. Why is it important for me to organize my ideas before writing?

Literal meaning, evidence is relevant and http://www.audible.co figurative meaning, sufficient; recognize when m idiom, subplots, parallel irrelevant evidence is episode, theme, dialect, introduced. SmartBoards / Mobi symbolism, irony, third  Analyze a case in which two or person limited point of more texts provide conflicting Elmo – Digital view, third person information on the same topic Overhead omniscient point of view, and identify where the texts subjective point of view, disagree on matters of fact or Reader’s Theater objective point of view, interpretation. logic, inductive  By the end of the year, read Vocabulary Cartoon argument, deductive and comprehend literary of the Day argument, internal nonfiction at the high end of the consistency, transitions, grades 6-8 text complexity band Quotes to start the coherent, thesis, independently and proficiently. Day analogy, paraphrase, inference, parallelism, A-Z Literarcy juxtaposition, Strategies subordination, coordination, noun Traits of Good Writing phrases, infinitives, participles, bibliography, Kindles thesis iPad -apps

Scholastic Scope

EdHelper Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: ELA 8 Quarter: 3 Academic Year: 2011-2012 Essential Questions for this Quarter: 1. Why is it important to understand literary devices and why an author uses them? 2. Why is it important for me to organize my ideas before writing?

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Reading Literature 8.3.1b  Explain the characteristics and features of ballads, lyrics, Textbook: McDougal 8.3.1c couplets, epics, elegies, odes, Littell Literature 2008 haiku, and sonnets. 8.3.4  Describe the relationship Unit 5 : Poetry between the purposes and “Simile: Willow and 8.3.5 characteristics of each form of Ginkgo” poetry. 8.3.6b  Analyze how the setting “Macavity: The impacts the mood, tone, and Mystery Cats 8.3.6c meaning of the text and its Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: ELA 8 Quarter: 3 Academic Year: 2011-2012 Essential Questions for this Quarter: 1. Why is it important to understand literary devices and why an author uses them? 2. Why is it important for me to organize my ideas before writing?

Vermin” 8.3.7a importance.  Identify and analyze recurring “The Lesson of the 8.3.7b themes (such as good versus Moth” evil) that appear in traditional CC.8.RL.1 and contemporary literature. “Identity”  Identify important literary CC.8.RL.2 devices such as metaphor, “It’s all I have to bring symbolism, dialect, quotations, today” (8.5.5) and irony.  Explain how these devices ”We Alone” CC.8.RL.3 define a writer's style and affect interpretations of the work. “Speech to the (8.3.2)  Locate examples of an author's Young: Speech to the heritage, traditions, attitudes, Progress-Toward” CC.8.RL.4 and beliefs in a work of literature. “Mother to Son” CC.8.RL.  Critique how an author’s heritage, traditions, attitudes, “On the Grasshopper CC.8.RL.6 and beliefs influence a work of and Cricket” literature. CC.8.RL.7  Cite the textual evidence that “Ode on Solitude” most strongly supports an “One More Round” CC.8.RL.9 analysis of what the text says explicitly as well as inferences “Not My Bones” CC.8.RL.10 drawn from the text.  Determine a theme or central “Boots of Spanish idea of a text and analyze its Leather” development over the course of Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: ELA 8 Quarter: 3 Academic Year: 2011-2012 Essential Questions for this Quarter: 1. Why is it important to understand literary devices and why an author uses them? 2. Why is it important for me to organize my ideas before writing?

“The Song of the text, including its Hiawatha” relationship to the characters, setting, and plot; provide an Unit 6: objective summary of the text. “New York Day  Analyze how particular lines of Women” dialogue or incidents in a story or drama propel the action, “The Lady or the reveal aspects of a character, Tiger” or provoke a decision.  Determine the meaning of “Kira-Kira” words and phrases as they are used in a text, including “Us and Them” figurative and connotative meanings; analyze the impact Unit 7: of specific word choices on “The Snapping Turtle” meaning and tone, including analogies or allusions to other “Out of Bounds” texts.  Compare and contrast the “Pecos Bill” structure of two or more texts and analyze how the differing “The Pearl” structure of each text contributes to its meaning and “The Voyage of the style. Frog”  Analyze how differences in the points of view of the characters Novels: and the audience or reader Across Five Aprils (e.g., created through the use of The Outsiders dramatic irony) create such Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: ELA 8 Quarter: 3 Academic Year: 2011-2012 Essential Questions for this Quarter: 1. Why is it important to understand literary devices and why an author uses them? 2. Why is it important for me to organize my ideas before writing?

The Giver effects as suspense or humor. I Have Lived A  Analyze the extent to which a Thousand Years filmed or live production of a The Adventures of story or drama stays faithful to Tom Sawyer or departs from the text or The Red Pony script, evaluating the choices Redwall made by the director or actors. The Hobbit  Analyze how a modern work of Waiting for the Rain fiction draws on themes, House of Dies Drear patterns of events, or character Gathering Blue types from myths, traditional Jungle Book stories, or religious works such The Wizard of Oz as the Bible, including Roll of Thunder describing how the material is The Hunger Games rendered new. Homecoming  By the end of the year, read Tales from Edgar and comprehend literature, Allen Poe including stories, dramas, and The Diary of Anne poems, at the high end of Frank grades 6-8 text complexity band The Hiding Place independently and proficiently. The Glory Fields Where the Red Fern Grows In My Hands: Memories of Holocaust Rescuer Point Blank Nothing But the Truth Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: ELA 8 Quarter: 3 Academic Year: 2011-2012 Essential Questions for this Quarter: 1. Why is it important to understand literary devices and why an author uses them? 2. Why is it important for me to organize my ideas before writing?

My Brother Sam is Dead Fahrenheit 451 Freak the Mighty Tuck Everlasting The Westing Game Walkabout The Young Man and the Sea Boy in the Striped Pajamas Soldiers Heart Call of the Wild Maniac McGee Song of the Trees Brian’s Song Fighting Ground Where the Lilies Bloom Esperanza Rising Bearstone Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: ELA 8 Quarter: 3 Academic Year: 2011-2012 Essential Questions for this Quarter: 1. Why is it important to understand literary devices and why an author uses them? 2. Why is it important for me to organize my ideas before writing?

Writing 8.4.7  Review and revise writing for McDougal Littell meaning and clarity using a Literature 2008 8.4.7b variety of strategies.  Evaluate writing for meaning Unit 5: 8.4.7c and clarity using a variety of Writing Workshop strategies. Personal Response 8.5.2a  Demonstrate careful reading and insight into interpretations Unit 6: 8.5.2b in written response to literature. Writing Workshop  Make connections to the Literary Analysis 8.5.2c writer’s techniques and to Publishing with specific textual references when Technology 8.5.2d writing responses to literature.  Support inferences about the Unit 7: 8.5.6 effects of a literary work on its Writing Workshop audience when writing Cause and Effect CC.8.W.1 responses to literature. Essay  Support statements with Publishing with CC.8.W.2 evidence from the text when Technology: Multi- writing responses to literature. media presentation (8.4.2)  Write using precise word choices to make writing Unit 10: CC.8.W.3 interesting and exact. Writing Workshop  Write arguments to support CC.8.W.4 claims with clear reasons and Selecting and relevant evidence. Narrowing a topic (8.4.9, 8.5.7)  Write informative/explanatory Identifying Sources CC.8.W.5 texts to examine a topic and Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: ELA 8 Quarter: 3 Academic Year: 2011-2012 Essential Questions for this Quarter: 1. Why is it important to understand literary devices and why an author uses them? 2. Why is it important for me to organize my ideas before writing?

(8.4.1, 8.4.7, convey ideas, concepts, and Taking Notes information through the 8.4.8, 8.4.9, selection, organization, and Avoiding Plagiarism analysis of relevant content. 8.4.10)  Write narratives to develop real Writing your first draft or imagined experiences or CC.8.W.6 events using effective Crediting your technique, relevant descriptive Sources (8.4.6a, b) details, and well-structured event sequences. Revising and editing  Produce clear and coherent writing in which the Publishing with development, organization, and Technology: Website style are appropriate to task, purpose, and audience.  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.  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 Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: ELA 8 Quarter: 3 Academic Year: 2011-2012 Essential Questions for this Quarter: 1. Why is it important to understand literary devices and why an author uses them? 2. Why is it important for me to organize my ideas before writing?

collaborate with others.

Speaking, Listening, CC.8.SL.1  Engage effectively in a range of and Media collaborative discussions (one- CC.8.SL.2 on-one, in groups, and teacher- Textbook:McDougal led) with diverse partners on Littell Literature 2008 CC.8.SL.3 grade 8 topics, texts, and editon issues, building on others' ideas CC.8.SL.4 and expressing their own Unit 5 clearly. CC.8.SL.5  Analyze the purpose of Unit 6 information presented in diverse CC.8.SL.6 media and formats (e.g., Unit 7 visually, quantitatively, orally) and evaluate the motives (e.g., Unit 10 social, commercial, political) behind its presentation.  Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.  Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: ELA 8 Quarter: 3 Academic Year: 2011-2012 Essential Questions for this Quarter: 1. Why is it important to understand literary devices and why an author uses them? 2. Why is it important for me to organize my ideas before writing?

reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.  Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.  Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: ELA 8 Quarter: 3 Academic Year: 2011-2012 Essential Questions for this Quarter: 1. Why is it important to understand literary devices and why an author uses them? 2. Why is it important for me to organize my ideas before writing?

Language 8.1.1d  Distinguish between the features of idioms, analogies, allusions, Textbook: McDougal 8.1.1e comparisons, similes, and Littell Literature 2008 metaphors. edition 8.6.1c  Interpret the figurative or literal meaning of a phrase based on the 8.6.3b Unit 5 use of idioms and comparisons.  Compose correct and varied 8.6.3c Unit 6 sentence types (simple, compound, complex, and 8.6.5 compound-complex) and sentence Unit 7 openings to present a lively and 8.6.6 effective personal style. Unit 10 8.6.7  Locate examples of subordination, coordination, and noun phrases CC.8.L.1 (8.6.4) that function as adjectives in writing. CC.8.L.2 (8.6.5,  Create sentences that correctly use subordination, coordination, 8.6.6, 8.6.7) and noun phrases that function as adjectives, and other devices to CC.8.L.3CC.8.L. indicate clearly the relationship between ideas. 4 (8.1.3)  Produce increasingly complex writing with correct punctuation CC.8.L.5 (8.1.1) (including colons and semicolons).  Produce increasingly complex CC.8.L.6 writing with correct capitalization.  Produce increasingly complex Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: ELA 8 Quarter: 3 Academic Year: 2011-2012 Essential Questions for this Quarter: 1. Why is it important to understand literary devices and why an author uses them? 2. Why is it important for me to organize my ideas before writing?

writing with correct spelling conventions.  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.  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.  Use knowledge of language and its conventions when writing, speaking, reading, or listening. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).  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.  Demonstrate understanding of figurative language, word Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: ELA 8 Quarter: 3 Academic Year: 2011-2012 Essential Questions for this Quarter: 1. Why is it important to understand literary devices and why an author uses them? 2. Why is it important for me to organize my ideas before writing?

relationships, and nuances in word meanings.  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. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS

Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development

Students use their knowledge of word parts and word relationships, as well as context (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Vocabulary and Concept Development

8.1.1 Analyze idioms and comparisons — such as analogies, metaphors, and similes — to infer the literal and figurative meanings of phrases. Idioms: expressions that cannot be understood just by knowing the meanings of the words in the expression, such as to be an old hand at something or to get one’s feet wet Analogies: comparisons of the similar aspects of two different things Metaphors: implied comparisons, such as The stars were brilliant diamonds in the night sky. Similes: comparisons that use like or as, such as The stars were like a million diamonds in the sky. 8.1.2 Understand the influence of historical events on English word meaning and vocabulary expansion. Example: Recognize how the early influences of Spanish explorers in North America expanded American English vocabulary, adding words such as tornado, tomato, and patio. 8.1.3 Verify the meaning of a word in its context, even when its meaning is not directly stated, through the use of definition, restatement, example, comparison, or contrast. Example: Understand the meaning of pickle in a sentence, such as The pickle was an important part of metal working. Use a dictionary to help clarify the use of the word pickle in this context.

Standard 2 READING: Comprehension and Analysis of Nonfiction and Informational Text

Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 8, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, magazines, newspapers, reference and technical materials, and online information.

Structural Features of Informational and Technical Materials

8.2.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents. Example: Compare examples of a variety of instructional or technical manuals, such as those for a computer, hair appliance, camera, or electronic game, brought to class by different students. Describe what features make certain instructions easier than others to understand and follow. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS 8.2.2 Analyze text that uses proposition (statement of argument) and support patterns. Example: Read and analyze the organization of the “pro” and the “con” editorials on a topic of interest in USA Today. In each, decide if the argument is simply and clearly stated. Decide if there are at least three major points in support of the argument, with the strongest argument given first. 8.2.7 Analyze the structure, format, and purpose of informational materials (such as textbooks, newspapers, instructional or technical manuals, and public documents).

Analysis of Grade-Level-Appropriate Nonfiction and Informational Text

8.2.3 Find similarities and differences between texts in the treatment, amount of coverage, or organization of ideas. Example: Read articles or biographies about cultural or historical figures with Indiana connections such as Supreme Court Justice Sherman Minton or leaders in the Underground Railroad movement Levi and Catharine Coffin. Compare the amount of or types of coverage such figures received. 8.2.4 Compare the original text to a summary to determine whether the summary accurately describes the main ideas, includes important details, and conveys the underlying meaning. Example: After writing summaries or creating graphic organizers on an informational text read for class, exchange the summary or organizer with another student. Evaluate this classmate’s summary, based on how well the student describes the most important elements of the text. 8.2.5 Use information from a variety of consumer and public documents to explain a situation or decision and to solve a problem. Example: Decide which is the most practical and economical wireless telephone to purchase by reading articles, brochures, Web pages, and other consumer sources, such as Consumer Reports. 8.2.8 Understand and explain the use of simple equipment by following directions in a technical manual. 8.2.9 Make reasonable statements and draw conclusions about a text, supporting them with accurate examples.

Expository (Informational) Critique

8.2.6 Evaluate the logic (inductive or deductive argument), internal consistency, and structural patterns of text. Example: Read The Brooklyn Bridge: They Said It Couldn’t Be Built by Judith St. George and evaluate the techniques and the effectiveness of the development of the main idea of the book.

Standard 3 READING: Comprehension and Analysis of Literary Text

Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials to be read by students. At Grade 8, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, mysteries, adventures, folklore, mythology, poetry, short stories, dramas, and other genres. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS Structural Features of Literature

8.3.1 Determine and articulate the relationship between the purposes and characteristics of different forms of poetry (including ballads, lyrics, couplets, epics, elegies, odes, and sonnets). Ballad: a poem that tells a story Lyric: words set to music Couplet: two successive lines of verse that rhyme Epic: a long poem that describes heroic deeds or adventures Elegy: a mournful poem for the dead Ode: a poem of praise Sonnet: a rhymed poem of 14 lines Example: Describe the different forms of poetry. Compare poems such as John Ciardi’s “Elegy for Jog,” Pablo Neruda’s “Odes to Common Things,” and Edgar Allan Poe’s sonnet “To Science.”

Analysis of Grade-Level-Appropriate Literary Text

8.3.2 Evaluate the structural elements of the plot, such as subplots, parallel episodes, and climax; the plot’s development; and the way in which conflicts are (or are not) addressed and resolved. Example: Read a book, such as Holes by Louis Sachar, and discuss how the plot is developed, including the climax and its resolution and how different subplots are incorporated into the story. 8.3.3 Compare and contrast the motivations and reactions of literary characters from different historical eras confronting either similar situations and conflicts or similar hypothetical situations. Example: Compare literary works that deal with the theme of the impact of war, both on those who fight in the battles and those who remain at home. Works could include Walt Whitman’s poem “Drum-Taps” from the Civil War period, John Hersey’s novel A Bell for Adano from World War II, or Graham Greene’s novel The Quiet American, set in Vietnam at the beginning of the Vietnam conflict. 8.3.4 Analyze the importance of the setting to the mood, tone, or meaning of the text. Example: Discuss the importance of the setting, including the place, the time period, and the customs, to books, such as Friendly Persuasion by Jessamyn West or Stranded by Ben Mikaelsen. 8.3.5 Identify and analyze recurring themes (such as good versus evil) that appear frequently across traditional and contemporary works. Example: Explore the theme that heroism demands unusual courage and risk-taking. Read classic myths found in Alice Low’s The MacMillan Book of Greek Gods and Myths or dramatic literature such as Rod Serling’s television play Requiem for a Heavyweight to identify what both real and imaginary heroes have done. 8.3.6 Identify significant literary devices, such as metaphor, symbolism, dialect or quotations, and irony, which define a writer’s style and use those elements to interpret the work. Metaphor: an implied comparison in which a word or phrase is used in place of another, such as He was drowning in money. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS Symbolism: the use of an object to represent something else; for example, a dove might symbolize peace. Dialect: the vocabulary, grammar, and pronunciation used by people in different regions. Irony: the use of words to express the opposite of the literal meaning of the words, often to be humorous. Example: Read several short stories by Mark Twain and discuss his use of dialect in his stories. Watch Alan Jay Lerner and Frederick Loewe’s musical My Fair Lady, an adaptation of Bernard Shaw’s Pygmalion, and discuss how the musical presents dialect and how this dialect is important to the conflict in the story. 8.3.8 Contrast points of view — such as first person, third person, third person limited and third person omniscient, and subjective and objective — in narrative text and explain how they affect the overall theme of the work. First person: the narrator tells the story from the “I” perspective. Third person: the narrator tells the story from an outside perspective. Limited narration: the narrator does not know all thoughts of all characters. Omniscient narration: the narrator knows all thoughts of all characters. Subjective: the point of view involves a personal perspective. Objective: the point of view is from a distanced, informational perspective, as in a news report. 8.3.9 Analyze the relevance of setting (places, times, customs) to mood, tone, and meaning of text.

Literary Criticism

8.3.7 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. Example: Read books by Charles Major such as The Bears of Blue River or Uncle Tom Andy Bill to analyze how he incorporates his understanding of frontier Indiana attitudes.

Standard 4 WRITING: Processes and Features

Students discuss, list, and graphically organize writing ideas. They write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise writing.

Organization and Focus

8.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing. 8.4.2 Create compositions that have a clear message, a coherent thesis (a statement of position on the topic), and end with a clear and well-supported conclusion. 8.4.3 Support theses or conclusions with analogies (comparisons), paraphrases, quotations, opinions from experts, and similar devices. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS 8.4.10 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas.

Research Process and Technology

8.4.4 Plan and conduct multiple-step information searches using computer networks. 8.4.5 Achieve an effective balance between researched information and original ideas. 8.4.6 Use a computer to create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

Evaluation and Revision

8.4.7 Review, evaluate, and revise writing for meaning and clarity. 8.4.11 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research. 8.4.8 Edit and proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors. 8.4.9 Revise writing for word choice; appropriate organization; consistent point of view; and transitions among paragraphs, passages, and ideas.

Standard 5 WRITING: Applications (Different Types of Writing and Their Characteristics)

At Grade 8, students continue to write narrative, expository (informational), persuasive, and descriptive essays (research reports of 700 to 1,000 words or more). Students are introduced to writing technical documents. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade 8 students use the writing strategies outlined in Standard 4 — Writing Processes and Features to:

8.5.1 Write biographies, autobiographies, and short stories that: tell about an incident, event, or situation, using well-chosen details. reveal the significance of, or the writer’s attitude about, the subject. use narrative and descriptive strategies, including relevant dialogue, specific action, physical description, background description, and comparison or contrast of characters. Example: Write an autobiographical account of one of your most memorable first days of school. Describe the day and its importance clearly enough so the reader can see and feel the day from your perspective. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS 8.5.2 Write responses to literature that: demonstrate careful reading and insight into interpretations. connect response to the writer’s techniques and to specific textual references. make supported inferences about the effects of a literary work on its audience. support statements with evidence from the text. Example: After reading The Giver by Lois Lowry, write a final chapter to the book, describing what happens to the main character after the point where Lowry ends the book. Then, plan a class presentation explaining the new ending and how it is supported by the rest of the book. 8.5.4 Write persuasive compositions that: include a well-defined thesis that makes a clear and knowledgeable appeal. present detailed evidence, examples, and reasoning to support effective arguments and emotional appeals. provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments. Example: Using the research completed on public transportation, write a persuasive letter to the mayor on why the community should or should not invest more resources into public transportation. 8.5.5 Write technical documents that: identify the sequence of activities needed to design a system, operate a tool, or explain the bylaws of an organization’s constitution or guidelines. include all the factors and variables that need to be considered. use formatting techniques, including headings and changing the fonts (typeface) to aid comprehension. Example: Write a report of a science experiment that was conducted in class, describing both the process and the scientific conclusions. Describe the steps clearly, using precise scientific vocabulary, so that another reader could follow exactly what the experiment involved and could understand the reasoning behind the conclusion. Add graphics and text design to make the content clearer and easier to follow. 8.5.6 Write using precise word choices to make writing interesting and exact. Example: Write stories, reports, articles, and letters using a variety of word choices. (Use adequately instead of enough. Use encyclopedia or mystery novel instead of book.) 8.5.7 Write for different purposes and to a specific audience or person, adjusting tone and style as necessary. Example: Write a letter to the editor in response to an opinion column in your school or community newspaper.

Research Application

8.5.3 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: uses information from a variety of sources (books, technology, multimedia) and documents sources independently by using a consistent format for citations. demonstrates that information that has been gathered has been summarized and that the topic has been refined through this process. demonstrates that sources have been evaluated for accuracy, bias, and credibility. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS organizes information by categorizing and sequencing, and demonstrates the distinction between one’s own ideas from the ideas of others, and includes a bibliography (Works Cited). Example: Research the topic of the benefits and drawbacks of public transportation. Conduct research to learn why some experts argue that we should use more public transportation. Survey parents and friends to find out how often they use public transportation for school, business, or pleasure travel. Summarize the findings and write a report on the pros and cons of public transportation.

Standard 6 WRITING: English Language Conventions

Students write using Standard English conventions appropriate to this grade level.

Sentence Structure

8.6.1 Use correct and varied sentence types (simple, compound, complex, and compound-complex) and sentence openings to present a lively and effective personal style. 8.6.2 Identify and use parallelism (use consistent elements of grammar when compiling a list) in all writing to present items in a series and items juxtaposed for emphasis. Correct: Students having difficulty and needing help should stay after class. Incorrect: Students having difficulty and who need help should stay after class. 8.6.3 Use subordination, coordination, noun phrases that function as adjectives (These gestures — acts of friendship — were noticed but not appreciated.), and other devices to indicate clearly the relationship between ideas.

Grammar

8.6.4 Edit written manuscripts to ensure that correct grammar is used. 8.6.8 Identify and use infinitives (the word to followed by the base form of a verb, such as to understand or to learn) and participles (made by adding -ing, -d, -ed, -n, -en, or -t to the base form of the verb, such as dreaming, chosen, built, and grown).

Punctuation

8.6.5 Use correct punctuation.

Capitalization

8.6.6 Use correct capitalization.

Spelling Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS 8.6.7 Use correct spelling conventions.

Standard 7 LISTENING AND SPEAKING: Skills, Strategies, and Applications

Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing.

Comprehension

8.7.1 Paraphrase (restate) a speaker’s purpose and point of view and ask questions concerning the speaker’s content, delivery, and attitude toward the subject.

Organization and Delivery of Oral Communication

8.7.2 Match the message, vocabulary, voice modulation (changes in tone), expression, and tone to the audience and purpose. 8.7.3 Outline the organization of a speech, including an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion. 8.7.4 Use precise language, action verbs, sensory details, appropriate and colorful modifiers (describing words, such as adverbs and adjectives), and the active (I recommend that you write drafts.) rather than the passive voice (The writing of drafts is recommended.) in ways that enliven oral presentations. 8.7.5 Use appropriate grammar, word choice, enunciation (clear speech), and pace (timing) during formal presentations. 8.7.6 Use audience feedback, including both verbal and nonverbal cues, to reconsider and modify the organizational structure and/or to rearrange words and sentences for clarification of meaning.

Analysis and Evaluation of Oral and Media Communications

8.7.7 Analyze oral interpretations of literature, including language choice and delivery, and the effect of the interpretations on the listener. 8.7.8 Evaluate the credibility of a speaker, including whether the speaker has hidden agendas or presents slanted or biased material. 8.7.9 Interpret and evaluate the various ways in which visual image makers (such as graphic artists, illustrators, and news photographers) communicate information and affect impressions and opinions.

Speaking Applications

8.7.10 Deliver narrative presentations, such as biographical or autobiographical information that: relate a clear incident, event, or situation, using well-chosen details. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS reveal the significance of the incident, event, or situation. use narrative and descriptive strategies to support the presentation, including relevant dialogue, specific action, physical description, background description, and comparison or contrast of characters. 8.7.15 Deliver descriptive presentations that: establish a clear point of view on the subject of the presentation. establish the presenter’s relationship with the subject of the presentation (whether the presentation is made as an uninvolved observer or by someone who is personally involved). contain effective, factual descriptions of appearance, concrete images, shifting perspectives, and sensory details. 8.7.11 Deliver oral responses to literature that: interpret a reading and provide insight. connect personal responses to the writer’s techniques and to specific textual references. make supported inferences about the effects of a literary work on its audience. support judgments through references to the text, other works, other authors, or personal knowledge. 8.7.12 Deliver research presentations that: define a thesis (a position on the topic). research important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize important perspectives on the topic. use a variety of research sources and distinguish the nature and value of each. present information on charts, maps, and graphs. 8.7.13 Deliver persuasive presentations that: include a well-defined thesis (position on the topic). differentiate fact from opinion and support arguments with detailed evidence, examples, reasoning, and persuasive language. anticipate and effectively answer listener concerns and counterarguments through the inclusion and arrangement of details, reasons, examples, and other elements. maintain a reasonable tone. 8.7.14 Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies (sections of plays in which characters speak out loud to themselves) using voice modulation, tone, and gestures expressively to enhance the meaning. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS Reading Standards for Informational Text: Literary Nonfiction and Historical, Scientific, and Technical Texts RI

Key Ideas and Details 8.RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 8.RI.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. 8.RI.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). Craft and Structure 8.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 8.RI.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. 8.RI.6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Integration of Knowledge and Ideas 8.RI.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. 8.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. 8.RI.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS

Range of Reading and Level of Text Complexity 8.RI.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.

Reading Standards for Literature: Stories, Novels, Dramas, and Poetry RL

Key Ideas and Details 8.RL.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 8.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. 8.RL.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Craft and Structure 8.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 8.RL.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. 8.RL.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Integration of Knowledge and Ideas 8.RL.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS 8.RL.8 (This College and Career Readiness Standard does not have a literature component) 8.RL.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. Range of Reading and Level of Text Complexity 8.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

Writing Standards W

Text Types and Purposes

8.W.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

8.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS 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. 8.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS

Production and Distribution of Writing

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

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

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

Research to Build and Present Knowledge

8.W.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

8.W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

8.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature (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 Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS 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

8.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Language Standards L

Conventions of Standard English

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

8.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS b. Use an ellipsis to indicate an omission. c. Spell correctly.

Knowledge of Language

8.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

Vocabulary Acquisition and Use

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

8.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS

8.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Speaking and Listening Standards SL

Comprehension and Collaboration

8.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. 8.SL.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS 8.SL.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas

8.SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. 8.SL.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. 8.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS