English Language Arts CCSS Pacing Guide

Pojoaque Valley Schools English Language Arts CCSS Pacing Guide 8th Grade *Skills adapted from Kentucky Department of Education Math Deconstructed Standards ** Evidence of attainment/assessment, Vocabulary, Knowledge, Skills and Essential Elements adapted from Wisconsin Department of Education and Standards Insights Computer-Based Program

Version 3 2015-2016

Version 3 2015-2016 1 Pojoaque Valley Schools ELA Common Core Pacing Guide Introduction

The Pojoaque Valley Schools pacing guide documents are intended to guide teachers’ use of Common Core State Standards (CCSS) over the course of an instructional school year. The guides identify the focus standards by quarter. Teachers should understand that the focus standards emphasize deep instruction for that timeframe. However, because a certain quarter does not address specific standards, it should be understood that previously taught standards should be reinforced while working on the focus standards for any designated quarter. Some standards will recur across all quarters due to their importance and need to be addressed on an ongoing basis.

The CCSS are not intended to be a check-list of knowledge and skills but should be used as an integrated model of literacy instruction to meet end of year expectations.

The English Language Arts CCSS pacing guides contain the following elements:  College and Career Readiness (CCR) Anchor Standard  Strand: Identify the type of standard  Cluster: Identify the sub-category of a set of standards.  Grade Level: Identify the grade level of the intended standards  Standard: Each grade-specific standard (as these standards are collectively referred to) corresponds to the same-numbered CCR anchor standard. Put another way, each CCR anchor standard has an accompanying grade-specific standard translating the broader CCR statement into grade-appropriate end-of-year expectations.  Standards Code: Contains the strand, grade, and number (or number and letter, where applicable), so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3  Skills and Knowledge: Identified as subsets of the standard and appear in one or more quarters. Define the skills and knowledge embedded in the standard to meet the full intent of the standard itself.

Version 3 2015-2016 2 Version 2 of the Pojoaque Valley School District Pacing guides for Reading Language Arts and Mathematics are based on the done by staff and teachers of the school district using the Kentucky model, and a synthesis of the excellent work done by Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. (2010), Standards Insight project.

Standards Insight was developed to give educators a tool for in depth investigation of the Common Core State Standards (CCSS). The CCSS are “unpacked” or dissected, identifying specific knowledge, skills, vocabulary, understandings, and evidence of student attainment for each standard. Standards Insight may be used by educators to gain a thorough grasp of the CCSS or as a powerful collaborative tool supporting educator teams through the essential conversations necessary for developing shared responsibility for student attainment of all CCSS. . . . serves as a high-powered vehicle to help educators examine the standards in a variety of ways.

The Version 2 Pojoaque Valley School District Pacing guides present the standard with levels of detail and then the necessary skills by quarter based on the Kentucky model. On the second page for each standard, the synthesis of the Standards Insight project is presented in a way that further defines and refines the standard such that teachers may use the information to refine their teaching practices.

Based on this synthesis of work and the purpose for the unpacking, the following fields were selected as most helpful to aid in understanding of the Common Core Standards that will lead to shifts in instruction:

1. Evidence of Student Attainment: “What could students do to show attainment of the standard?”

2. Vocabulary: “What are key terms in the standard that are essential for interpretation and understanding in order for students to learn the content?”

3. Knowledge: “What does the student need to know in order to aid in attainment of this standard?”

4. Skills and Understanding: “What procedural skill(s) does the student need to demonstrate for attainment of this standard?”, and “What will students understand to attain the standard?”

The following fields are included in Version 2:

Evidence of Student Attainment: This field describes what the standard may look like in student work. Specific expectations are listed in performance terms showing what students will say or do to demonstrate attainment of the standard.

Standards Vocabulary: This field lists words and phrases specific to each standard. Shared interpretation and in depth understanding of standards vocabulary are essential for consistent instruction across and within grade levels and content areas.

Knowledge: The knowledge field lists what students will need to know in order to master each standard (facts, vocabulary, and definitions).

Version 3 2015-2016 3 Skills and Understanding: The skills field identifies the procedural knowledge students apply in order to master each standard (actions, applications, strategies), as well as the overarching understanding that connects the standard, knowledge, and skills. Understandings included in Standards Insight synthesize ideas and have lasting value.

Instructional Achievement Level Descriptors: This field lists, by level what a teacher can expect to see in a student who achieves at a particular level. Additionally teachers can use this filed to differentiate instruction to provide further growth for student’s in moving from one level to another. This field can be used to provide specific teaching approaches to the standard in question.

A Note About High School Standards: The high school standards are listed in conceptual categories. Conceptual categories portray a coherent view of high school instruction that crosses traditional course boundaries. We have done everything possible, with teacher input, to link individual standards to the appropriate pacing guides,

References to Tables: References to tables within the standards in the Standards Insight tool refer to Tables 1- 5 found in the glossary of the Mathematics Common Core State Standards document found at www.corestandards.org.

Quarterly View of Standards 8 TH Grade English Language Arts Pacing Guide

RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.5 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. RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. 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. RL.8.9 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. RL.8.10 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 Version 3 2015-2016 4 independently and proficiently. RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. RI.8.6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. RI.8.8 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. RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. RI.8.10 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.

Quarter W.8.1 Write arguments to support claims with clear reasons and relevant evidence W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.8.4 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.) W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8.) W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. W.8.7 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. W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.8.10 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. SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.8.3 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. SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.) L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Version 3 2015-2016 5 L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content of strategies.

L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.8.6 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.

Common Core ELA Pacing Guide 8th Grade

College and Career Readiness (CCR) Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Strand: Reading Literature Cluster: Key Ideas and Details Grade: 8

Recurring Quarter 1: Quarter 2: Quarter 3: Cite the textual evidence that Identify the: Identify the: Identify the: most strongly supports an  key ideas explicitly  key ideas explicitly stated in  key ideas explicitly stated in the analysis of what the text says stated in the text. the text. text. explicitly as well as  evidence in the text that  evidence in the text that  evidence in the text that strongly Version 3 2015-2016 6 strongly supports the key strongly supports the key supports the key ideas ideas ideas Recognize the difference between Recognize the difference Recognize the difference between inference and what is explicitly stated in between inference and what is inference and what is explicitly the text explicitly stated in the text stated in the text Analyze text by: Analyze text by: Analyze text by:  making inferences about what a  making inferences about  making inferences about what text says that is not directly inferences drawn from the what a text says that is a text says that is not directly stated text. not directly stated stated  evaluating which evidence most  evaluating which  evaluating which evidence strongly supports the identified evidence most strongly most strongly supports the key ideas supports the identified identified key ideas key ideas Cite the evidence used to make Cite the evidence used to make inferences not explicitly stated in the Cite the evidence used to make inferences not explicitly stated in the text inferences not explicitly stated text in the text

Evidence of Vocabulary KSkills Student Attainment

Students: textual evidence S Students understand that/are able to: t analyze the meaning most strongly supports e analyze the meaning of a text of a text by analysis i support analysis with explicit ideas from a text explaining explicit t ideas, drawing what the text says explicitly support analysis with inferences about a text inferences, and inferences drawn prioritize quality of textual evidence to select strong providing strong text supporting examples pieces of textual Students understand that an analysis of a text includes evidence to support explicit understanding of and inferences about a text analysis supported by several pieces of strong textual evidence.

Version 3 2015-2016 7 Common Core ELA Pacing Guide 8th Grade

College and Career Readiness (CCR) Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Strand: Reading Literature Cluster: Key Ideas and Details Grade: 8 Quarter 1: Quarter 2: Quarter 3: Understand theme and Understand theme and central idea of a text central idea of a text

Know the literary elements Know the literary elements (characters, setting, plot) (characters, setting, plot) Determine a theme or central Objectively summarize a text Objectively summarize a text idea of a text and analyze its development over the course Analyze the development of a Analyze the development of a theme of the text, including its theme or central idea over the or central idea over the course of a relationship to the characters, course of a text text setting, and plot; provide an objective summary of the Analyze its relationship to the Analyze its relationship to the text. literary elements over the course literary elements over the course of a of a text text

Provide an objective summary Provide an objective summary of the of the text text

Version 3 2015-2016 8 Evidence of Student Vocabulary Skills Attainment

Students use writing determine Students understand that/are able to: and/or speaking to: theme summarize a text objectively objectively summarize central idea analyze the development of a theme or central idea over the a text including an text course of a text including its relationship to the characters, analysis of the setting, and plot development of a analyze development Students understand that analyzing the development of a central idea or theme characters over the course of a central idea or theme over the course of a text leads to a better setting text, including its understanding of other perspectives and cultures relationship to the plot characters, setting, and objective summary plot.

College and Career Readiness (CCR) Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Strand: Reading Literature Cluster: Key Ideas and Details Grade: 8 Analyze how particular lines Quarter 1: Quarter 2: Quarter 3: of dialogue or incidents in a Identify elements of literature: story or drama propel the  dialogue action, reveal aspects of a  plot character, or provoke a  characterization decision. Analyze lines of dialogue for:  propelling action  revealing characters  provoking decisions

Analyze lines of incidents for:  propelling action  revealing character  provoking decisions

Evidence of Student Vocabulary K Skills Attainment n o w l e d g e

Students use writing analyze S Students understand that/are able to:

Version 3 2015-2016 10 and/or speaking to: particular lines of dialogue or t identify significant dialogue or events incidents u analyze how dialogue or d analyze how dialogue or events move story forward or events in a story or drama dialogue e develop character move the text forward, incidents n Students understand that plot and character development in reveal aspects of a story t a story are dynamic and lead to a better understanding of character, or provoke a s other perspectives and cultures. drama decision propel the action k reveal aspects of a character n o provoke a decision w :

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College and Career Readiness (CCR) Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Strand: Reading Literature Cluster: Craft and Structure Grade: 8 Determine the meaning of Quarter 1: Quarter 2: Quarter 3: words and phrases as they are Identify: Identify: used in a text, including  words and phrases  words and phrases figurative and connotative  figurative words and  figurative words and phrases meanings; analyze the impact phrases  connotative words and phrases of specific word choices on  connotative words and in a text meaning and tone, including phrases analogies or allusions to other in a text Identify meaning and tone of a text texts. Identify meaning and tone of a Identify: text  analogies  allusions to other texts Identify: Determine the meaning of words and  analogies phrases, including figurative  allusions to other texts and connotative meanings, Determine the meaning of words as they are used in a text and phrases, including figurative and connotative meanings, Analyze the impact of word choices on as they are used in a text meaning and tone of a text

Analyze the impact of word Analyze the impact of: choices on meaning and tone of  analogies a text  allusions to other texts

Version 3 2015-2016 13 on meaning and tone Analyze the impact of:  analogies  allusions to other texts on meaning and tone

Evidence of Student Vocabulary KSkills Attainment

Students: determine the meaning SStudents understand that/are able to: c determine the meaning words and phrases wdetermine meaning of unfamiliar words and phrases based of words and phrases text aon how they are used in a text based on how they are t figurative meaning t identify and explain figurative language with textual support used in a text v connotative meaning identify and explain connotative language with textual understand figurative support and connotative analyze meanings analyze an author's use of word choice to create meaning and impact tone analyze the impact of word choice word choices on identify and analyze how an author uses analogies meaning meaning and tone identify and analyze how an author uses allusions tone notice and understand Students understand that an author's word choice shapes the how an author uses analogies meaning and tone of a text. analogy or allusions allusions

College and Career Readiness (CCR) Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Strand: Reading Literature Cluster: Craft and Structure Grade: 8 Compare and contrast the Quarter 1: Quarter 2: Quarter 3: structure of two or more Identify structural elements of two Identify structural elements of two Identify structural elements of two or texts and analyze how the or more texts or more texts more texts differing structure of each text contributes to its Compare and contrast the Compare and contrast the Compare and contrast the meaning and style. structure of two literary texts structure of two literary texts structure of two literary texts

Analyze how the structure of each Analyze how the structure of each Analyze how the structure of each text text contributes to its meaning and text contributes to its meaning and contributes to its meaning and style style style

Evidence of Student Vocabulary Knowledge Common Instructional Achievement Level Descriptors Attainment Core Essential Elements

Students use writing compare and contrast Students know: EERL.8.5. Level IV Students will: and/or speaking to: Compare EERL.8.5. structure form and structure of a and contrast Ex. Tell what is the same about the structure of two poems (e.g., “One poem compare and contrast the texts variety of types of literature the structure ends in rhymes and another does not end in rhymes.”). structure of two or more techniques for comparing and of two or Ex. Tell what is different about the structure of two stories such as one story

Version 3 2015-2016 15 texts analyze contrasting texts more texts. has dialogue (e.g., “Tells you what the boy is saying,”) and the other does not (e.g., “Just tells you what the boy thinks and does.”). analyze how the differing differing structure of each text form and structure contribute structure of each text contributes to its meaning and to meaning and style Level III Students will: contributes to its meaning style EERL.8.5. and style different structures. Ex. Given a story and a poem, tell what is the same and what is different about them (e.g., “The poem is like a song and the story is like a movie.”). Ex. Given a story and a drama, tell what is the same and what is different about them (e.g., “The story tells what happens and drama tells what people say.”).

Level II Students will: EERL.8.5. Ex. Given a familiar story, tell one thing about the structure (e.g., “It tells about what happens.”). Ex. Given a familiar poem, tell one thing about the structure (e.g., “It has words that rhyme.”). Ex. Given a familiar story, activate a switch to identify a repeated phrase that is used to create a structure for the story.

Level I Students will: EERL.8.5. Ex. Responds “yes” or “no” when asked, “Was that a story?” Ex. Points to story after hearing someone read a familiar story.

College and Career Readiness (CCR) Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text. Strand: Reading Literature Cluster: Craft and Structure Grade: 8 Analyze how differences in Quarter 1: Quarter 2: Quarter 3: the points of view of the Define: Define: characters and the audience or  dramatic irony  dramatic irony reader (e.g., created through  suspense  suspense the use of dramatic irony)  humor  humor create such effects as suspense or humor. Identify characters’ points of Identify characters’ points of view view Recognize the techniques Recognize the techniques a writer uses to build suspense a writer uses to build suspense Recognize the techniques Recognize the techniques writers use to add humor writers use to add humor Version 3 2015-2016 16 Cite examples from the text where Cite examples from the text characters with different points of where characters with different view create suspense or humor points of view create suspense or humor Analyze how the characters’ and the audience’s varying points of Analyze how the characters’ and view create humor and suspense the audience’s varying points of view create humor and suspense

Students: analyze S Students understand that/are able to: t analyze the effect of differences in u analyze how differences in the points of view of differences between the points of view d characters and the audience/reader create specific effects points of view of characters e Students understand that an author deliberately selects and characters and n shapes a point of view to create a specific effect. audience audience/reader ts reader k dramatic irony n o suspense w humor :

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t o c r e a t e s p e c if i c e ff e c ts v o c a b u l a r y : d r a m a ti c ir o n y , Version 3 2015-2016 20 s u s p e n s e Common Core ELA Pacing Guide 8th Grade

College and Career Readiness (CCR) Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* Strand: Reading Literature Cluster: Integration of Grade: 8 Knowledge and Ideas Analyze the extent to which a Quarter 1: Quarter 2: Quarter 3: 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.

Evidence of Student Vocabulary Knowledge Common Instructional Achievement Level Descriptors Attainment Core Essential

Version 3 2015-2016 21 Elements

Students use writing analyze Students know: EERL.8.7. Level IV Students will: and/or speaking to: Compare and EERL.8.7. filmed produced filmed or live production of a contrast a drama to the text or script. analyze how a filmed or live production story or drama is not always scene from a Ex. Watch a movie about the Titanic and read the book, live production of a story the same as the text or script story filmed or live Titanic or drama stays faithful to version production of Ex. Compare and contrast the script to the production of a play at school. drama or departs from the text techniques for documenting a story or or script stays faithful to or departs differences between filmed or drama to the Level III Students will: from live production or a story or text or script. EERL.8.7. drama and its written version story or drama to the text or script. text techniques for evaluating the Ex. Compare and contrast a scene from a movie (e.g., when Mole meets Ratty script choices made by director or in The Wind in the Willows evaluating the choices made by actors Ex. Compare and contrast a scene from a movie version of the directors or actors Tom Sawyer

Level II Students will: EERL.8.7. scene in the text version. Ex. After reading a scene from a text version of signal when the scene appears in the film version. Ex. After reading a chapter from scene appears in the movie.

Level I Students will: EERL.8.7. film or live production. Ex. Given pictures of characters from a film production of Pigs, point to the picture of the appropriate character while the teacher is reading the book. Ex. While watching a film version of corresponding picture of the characters from the book as they appear in the film.

College and Career Readiness (CCR) Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Strand: Reading Literature Cluster: Integration of Grade: 8 Knowledge and Ideas Analyze how a modern work Quarter 1: Quarter 2: Quarter 3: of fiction draws on themes, Identify: patterns of events, or  theme, character types from myths,  pattern of events or Version 3 2015-2016 22 traditional stories, or religious  character types works such as the Bible, including describing how the Determine the similarities and material is rendered new. differences between a:  modern work of fiction,  myth,  traditional story or  religious work

Compare/Contrast :  themes  patterns of events  character types of modern work of  modern work of fiction,  myth,  traditional story or  religious work

Evaluate how the myths, traditional stories, or religious are rendered new

Evidence of Student Vocabulary K Skills Attainment n o w le d ge

Students use writing analyze St Students understand that/are able to: and/or speaking to: u modern work of fiction de analyze the connection between a modern work of fiction analyze the connections themes nt and a traditional text by commenting on: between a modern work patterns of events s theme of fiction and myths, k character types patterns of events traditional stories, or n character types religious works myths o traditional stories w how traditional material is rendered new : religious works Students understand that ideas in modern fiction are connected to traditional texts. describing how the material is te rendered new ch ni q Version 3 2015-2016 23 ue s fo r an al ys is be t w ee n an d a m o n gs t te xt s m o de rn te xt s m ay re fe re nc e tr ad iti o na l Version 3 2015-2016 24 te xt s v oc ab ul ar y: th e m e, pa tt er ns of ev en ts, ch ar ac te rs

College and Career Readiness (CCR) Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. Strand: Reading Literature Cluster: Range of Reading and Grade: 8 Level of Text Complexity By the end of the year, read Quarter 1: Quarter 2: Quarter 3: and comprehend literature, Identify/understand in literary Identify/understand in literary text: Identify/understand in literary text: including stories, dramas, text:  key ideas and details  key ideas and details and poems, at the high end of  key ideas and details  craft and structure  craft and structure grades 6–8 text complexity  craft and structure  integration of knowledge and  integration of knowledge and ideas band independently and  integration of knowledge ideas at appropriate complexity proficiently. and ideas at appropriate complexity (Qualitative, Quantitative and Reader and at appropriate complexity (Qualitative, Quantitative and Task) as seen in standards 1-9 (Qualitative, Quantitative and Reader and Task) as seen in Reader and Task) as seen in standards 1-9 Comprehend in literary texts: standards 1-9  key ideas and details Version 3 2015-2016 25 Comprehend in literary texts:  craft and structure Comprehend in literary texts:  key ideas and details  integration of knowledge and ideas  key ideas and details  craft and structure at appropriate complexity  craft and structure  integration of knowledge and (Qualitative, Quantitative and Reader and  integration of knowledge ideas Task) as seen in standards 1-9, and ideas at appropriate complexity independently and proficiently at appropriate complexity (Qualitative, Quantitative and (Qualitative, Quantitative and Reader and Task) as seen in Reader and Task) as seen in standards 1-9, independently and standards 1-9, independently and proficiently proficiently

Students, with read and comprehend Students know: EERL.8.10. scaffolding as needed: **This literature techniques for making Essential read and actively engage stories meaning from difficult stories Element in comprehending and poetry dramas references all appropriately complex techniques for engaging with elements poetry stories and poetry and appreciating difficult above. grade 6 - 8 text complexity band texts independently and proficiently techniques for selecting texts that are interesting, motiving, and appropriate for who they are as readers

College and Career Readiness (CCR) Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Strand: Reading Informational Text Cluster: Key Ideas and Details Grade: 8 Quarter 1: Quarter 2: Quarter 3: Recognize the difference in Recognize the difference in explicitly stated information explicitly stated information and inference information in a text and inference information in a text

Determine strongly supporting Determine strongly supporting details for: details for: what is explicitly stated Cite the textual evidence that what is explicitly stated inferences made most strongly supports an inferences made analysis of what the text says Make inferences about what is said in the explicitly as well as inferences Make inferences about what is text drawn from the text. said in the text Analyze and cite details to Analyze and cite details to determine which ones most determine which ones most strongly support the idea (either explicitly strongly support the idea (either or inferred) explicitly or inferred)

Evidence of Student Vocabul Knowledge Common Core Essential Elements Attainment ary

Students analyze the meaning textual Students know: EERI.8.1. Cite text to support inferences from informational of a text by: text. evidence techniques for analyzing the meaning of a text explaining explicit ideas most explicit details are used to support a textual drawing inferences strongly analysis supports providing strong pieces of inferences are used to support a textual analysis analysis textual evidence to support strength of an analysis depends upon relevant analysis what the Version 3 2015-2016 27 text says supporting evidence explicitly inference s drawn text

College and Career Readiness (CCR) Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Strand: Reading Informational Text Cluster: Key Ideas and Details Grade: 8 Quarter 1: Quarter 2: Quarter 3: Identify:  the central idea of a text  ideas that support the central idea

Determine the relationship of ideas that Determine a central idea of a support the central idea text and analyze its development over the course Analyze the development of the central of the text, including its idea over the course of the text relationship to supporting ideas; provide an objective Provide an objective summary that summary of the text. includes the relationship of supporting ideas to the development of the central idea

Version 3 2015-2016 29 Evidence of Student Vocabular Knowledge Common Core Essential Elements Attainment y

Students use writing and/or determine Students know: EERI.8.2. Provide a summary of a familiar informational speaking to: text. central idea the qualities of an objective summary objectively summarize a text central ideas are developed over the course of a variety of informational texts text including an analysis of the analyze its development of a central idea developme informational texts use particular details to over the course of a text and nt convey a central idea its relationship to supporting relationship details to supporting details objective summary

College and Career Readiness (CCR) Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Strand: Reading Informational Text Cluster: Key Ideas and Details Grade: 8 Analyze how a text makes Quarter 1: Quarter 2: Quarter 3: connections among and Define: distinctions between  compare/contrast individuals, ideas, or events  analogies (e.g., through comparisons,  categorization analogies, or categories). Identify :  individuals  events  ideas within a text

Compare how:  individuals  ideas  events Version 3 2015-2016 31 are connected (including classification and analogies)

Contrast the distinctions between:  individuals  ideas  events within a text (including classification and analogies)

Students: analyze S Students understand that/are able to: t analyze connections connections among u analyze how an author makes connections among among and distinctions distinctions between d individuals, ideas, or events between individuals, individuals e analyze how an author makes distinctions between ideas, or events in a text n individuals, ideas, or events ideas t support thinking with specific information from the text events s Students understand that a text's presentation of an k text individual, event, or idea also shapes a reader's n understanding of other perspectives and cultures. o w :

t e c h n i Version 3 2015-2016 32 q u e s f o r t r a c i n g

c o n n e c t i o n s a m o n g

i n d i v i d u a l s , Version 3 2015-2016 33 i d e a s , o r e v e n t s t e c h n i q u e s f o r t r a c i n g

d i s t i n c t i Version 3 2015-2016 34 o n s b e t w e e n

i n d i v i d u a l s , i d e a s , o r e v e n t s a n

a u t h Version 3 2015-2016 35 o r d e l i b e r a t e l y

s e l e c t s a n d

o r g a n i z e s i n f o r m a t i Version 3 2015-2016 36 o n Common Core ELA Pacing Guide 8th Grade

College and Career Readiness (CCR) Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Strand: Reading Informational Text Cluster: Craft and Structure Grade: 8 Quarter 1: Quarter 2: Quarter 3: Identify: Identify:  words and phrases  words and phrases  figurative words and  figurative words and  phrases  phrases  connotative words and  connotative words and phrases phrases  technical words and phrases  technical words and phrases in a text in a text Identify words and phrases Determine the meaning of Identify words and phrases that include analogies and words and phrases as they are that include analogies and allusions to other texts, in a used in a text, including allusions to other texts, in a text figurative, connotative, and text technical meanings; analyze Determine the meaning of words and the impact of specific word Determine the meaning of words phrases, including the: choices on meaning and tone, and phrases, including the:  figurative including analogies or  figurative  connotative allusions to other texts.  connotative  technical  technical meanings of words and phrases as used in meanings of words and phrases as a text used in a text Analyze the impact of word choice on Analyze the impact of word choice meaning and tone on meaning and tone Analyze the impact of the use of Analyze the impact of the use of analogies and allusions to other texts on analogies and allusions to other meaning and tone texts on meaning and tone

Evidence of Student Vocabulary K Skills Attainment n o w le d g e

Students understand that/are able to: Students: determine the meaning S

Version 3 2015-2016 37 use clues in a text and words and phrases tu determine meaning of unfamiliar words and phrases based on how d they are used in a text; outside resources to figurative meaning determine the figurative, e identify and explain figurative language with textual support connotative meaning connotative, and/or nt identify and explain connotative language with textual support s technical meaning of technical meaning analyze an author's use of word choice to create meaning and tone k words and phrases in a "analyze the impact" identify and analyze how an author uses analogies text n word choice o identify and analyze how an author uses allusions analyze the impact of meaning w Students understand that an author's word choice shapes the meaning word choice on meaning : and tone of a text. and tone tone notice and understand analogies c o how an author uses allusions analogy or allusions nt e xt m u st b e c o n si d er e d w h e n d et er m in in g th e m e a Version 3 2015-2016 38 ni n g o f a w o r d o r p h ra s e w o r d s a n d p h ra s e s c a n b e u s e d in m ul ti Version 3 2015-2016 39 pl e w a y s in cl u di n g fi g u ra ti v el y o r c o n n ot at iv el y a n a ut h o r' s u s e o f Version 3 2015-2016 40 w o r d s i m p a ct s th e m e a ni n g a n d to n e o f a te xt te c h ni q u e s f o r id e nt Version 3 2015-2016 41 if yi n g a n d u n d er st a n di n g a n al o gi e s te c h ni q u e s f o r id e nt if yi n g a n Version 3 2015-2016 42 d u n d er st a n di n g al lu si o n s v o c a b ul ar y: m e a ni n g, to n e, a n al o g y, al lu si o Version 3 2015-2016 43 n Common Core ELA Pacing Guide 8th Grade

College and Career Readiness (CCR) Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Strand: Reading Informational Cluster: Craft and Structure Grade: 8 Standard 5 (RI.8.5) Text Quarter 1: Quarter 2: Quarter 3: Identify : Identify :  different roles of sentences  structure of a specific paragraph in an informational text Analyze in detail the structure of a specific paragraph in a text, Analyze the: Analyze the: including the role of particular sentences in developing and refining  role that a particular a key concept. sentence plays in the paragraph in developing and refining the key concept  structure of specific sentences in developing the paragraph

Version 3 2015-2016 44 Students use writing analyze in detail S Students understand that/are able to: and/or speaking to: t use writing or speaking to: structure u analyze the structure of a text d analyze the structure of a paragraph text including: role e analyze the role of particular sentences within a paragraph structure of individual n to develop or refine a key concept developing and refining paragraphs t Students understand that each element of a text's structure role of particular key concept s works together to create a cohesive whole and develop sentences in developing ideas. and refining a key k concept n o w :

c o m m o n

q u a l i t i e s

o f p a r a g r a p h s

Version 3 2015-2016 45 s e n t e n c e s

w i t h i n

p a r a g r a p h

w o r k

t o g e t h e r t o Version 3 2015-2016 46

d e v e l o p

o r r e f i n e

c o n c e p t

College and Career Readiness (CCR) Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text. Strand: Reading Informational Text Cluster: Craft and Structure Grade: 8 Determine an author’s point Quarter 1: Quarter 2: Quarter 3: of view or purpose in a text Determine the author’s point of Determine the author’s point of Determine the author’s point of view or and analyze how the author view or purpose view or purpose purpose acknowledges and responds Identify : Identify : Identify : to conflicting evidence or  evidence the author uses to  evidence the author uses to  evidence the author uses to viewpoints. support his/her support his/her support his/her viewpoint/purpose viewpoint/purpose viewpoint/purpose

Version 3 2015-2016 47  conflicting evidence or  conflicting evidence or  conflicting evidence or viewpoints presented in a viewpoints presented in a viewpoints presented in a given given text given text text

Compare and contrast the author’s Compare and contrast the author’s Compare and contrast the author’s evidence and/or viewpoints to the evidence and/or viewpoints to the evidence and/or viewpoints to the conflicting evidence and/or conflicting evidence and/or conflicting evidence and/or viewpoints viewpoints viewpoints Analyze the techniques the author uses Analyze the techniques the author Analyze the techniques the author to respond to conflicting evidence uses to respond to conflicting uses to respond to conflicting evidence evidence Support your analysis with examples from the text Support your analysis with Support your analysis with examples from the text examples from the text

Students: determine S Students understand that/are able to: t determine an author's author's point of view u determine an author's point of view or purpose point of view or purpose author's purpose d analyze how an author acknowledges and responds to analyze how the author analyze e conflicting evidence acknowledges and n acknowledges and responds Students understand that an author deliberately selects and responds to conflicting ts shapes a point of view or purpose. evidence or viewpoints conflicting evidence or k viewpoints n o

Version 3 2015-2016 48 w :

t e c h n i q u e s a n a u t h o r u s e s t o d e v e l o p p o i n t o f v i e w Version 3 2015-2016 49

o r p u r p o s e t e c h n i q u e s a n a u t h o r u s e s t o d is ti n g u is h h is Version 3 2015-2016 50 / h e r p o i n t o f v i e w

fr o m

t h a t o f o t h e r s t e c h n i q u e s a n Version 3 2015-2016 51 a u t h o r u s e s t o r e s p o n d t o c o n fl i c ti n g v i e w p o i n ts o r e v i Version 3 2015-2016 52 d e n c e

College and Career Readiness (CCR) Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* Strand: Reading Informational Text Cluster: Integration of Grade: 8 Knowledge and Ideas Quarter 1: Quarter 2: Quarter 3: Identify mediums of different Identify mediums of different types: types:  print  print  digital  digital  video  video  multimedia  multimedia Define evaluate Define evaluate Use different mediums Use different mediums Evaluate the advantages and Evaluate the advantages of using: disadvantages of using Evaluate the advantages of using:  print different mediums (e.g., print  print  digital or digital text, video,  digital  video multimedia) to present a  video particular topic or idea.  multimedia  multimedia to present a topic or idea to present a topic or idea Evaluate the disadvantages of using: Evaluate the disadvantages of  print using:  digital  print  video  digital  multimedia  video to present a topic or idea  multimedia to present a topic or idea

Version 3 2015-2016 53 Evidence of Student Vocabulary K Skills Attainment n o w le d g e

Students use writing evaluate S Students understand that/are able to: and/or speaking to: t advantages and disadvantages u evaluate the advantages and disadvantages of using a evaluate the advantages using different mediums d specific medium to present a topic or idea and disadvantages of print e Students understand that a reader's understanding of using different mediums n information is influenced by the mode in which it is digital text to present a particular ts presented. topic or idea. video k multimedia n o present a particular idea or topic w :

d if f e r e n t m e d i u m s t h at c a n Version 3 2015-2016 54 b e u s e d t o p r e s e n t a t o p ic o r i d e a (i n cl u d i n g p ri n t te x t, d i g Version 3 2015-2016 55 it al te x t, v i d e o , m u lt i m e d ia ) a d v a n ta g e s a n d d is a d v a n ta g e s o Version 3 2015-2016 56 f u si n g d if f e r e n t m e d i u m s t o p r e s e n t a t o p ic o r i d e a

College and Career Readiness (CCR) Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Strand: Reading Informational Cluster: Integration of Knowledge Grade: 8 Standard 8 (RI.8.8) Text and Ideas Quarter 1: Quarter 2: Quarter 3: Define and identify:

in informational text

Delineate and evaluate the argument Delineate the argument and specific and specific claims in a text, claims in a text assessing whether the reasoning is Classify: sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

in informational text

Evaluate an argument in a text based on sound reasoning, and relevant and sufficient evidence

Evidence of Student Vocabulary K Skills Attainment n o w l e d g

Version 3 2015-2016 58 e

Students use writing delineate S Students understand that/are able to: and/or speaking to: t evaluate u trace an argument and claims through a text; include delineate arguments from argument d specific details specific claims specific claims e evaluate an argument and claims evaluate arguments and n text assess whether reasoning is sound specific claims ts assess whether evidence is relevant and sufficient assess reasoning behind assess k an argument and claims reasoning is sound n recognize when irrelevant evidence is introduced o assess the relevancy of evidence is relevant and sufficient Students understand that the validity of an argument and w evidence used to support its claims depend on the relevancy and sufficiency of irrelevant evidence : the claim supporting evidence. recognize when t irrelevant evidence is e introduced c h n i q u e s f o r d e li n e a ti n g t h e a r g u m

Version 3 2015-2016 59 e n t a n d c l a i m s i n a t e x t t e c h n i q u e s f o r e v a l u a ti n g a r g Version 3 2015-2016 60 u m e n t a n d c l a i m s i n a t e x t t e c h n i q u e s f o r r e c o g n i z i n Version 3 2015-2016 61 g ir r e l e v a n t e v i d e n c e

College and Career Readiness (CCR) Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Strand: Reading Informational Cluster: Integration of Knowledge Grade: 8 Standard 9 (RI.8.9) Text and Ideas Quarter 1: Quarter 2: Quarter 3: Identify differences or conflicting information

Recognize facts or Analyze a case in which two or more Interpretations texts provide conflicting information on the same topic and identify where Identify criteria for analyzing the texts disagree on matters of fact or interpretation. Analyze two or more texts for conflicting information as to how the texts disagree in facts or interpretation

Version 3 2015-2016 62 Evidence of Student Vocabulary K Skills Common Core Essential Elements Attainment n o w le d g e

Students use writing analyze St Students EERI.8.9. Compare and contrast the key information in two different and/or speaking to: u understand texts on the same topic. two or more texts d that/are able to: analyze conflicting conflicting information e information about a analyze same topic nt single topic provided by s conflicting matters of fact two or more texts k information interpretation n provided by two o or more texts w about the same : topic Students te understand that xt the evidence and s interpretations of di facts in a text are sa deliberately gr selected by author ee to influence the te reader. c h ni q u es fo r Version 3 2015-2016 63 id e nt if yi n g w h er e te xt s di sa gr ee di ff er e n c e b et w e e n fa ct a n d in te rp re ta ti o

Version 3 2015-2016 64 n Common Core ELA Pacing Guide 8th Grade

College and Career Readiness (CCR) Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. Strand: Reading Informational Text Cluster: Range of Reading and Grade: 8 Level of Text Complexity Quarter 1: Quarter 2: Quarter 3:

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.

Version 3 2015-2016 65 Students, with read and comprehend S Students understand that/are able to: scaffolding as needed: t literary nonfiction u make meaning from difficult literary nonfiction read and actively engage text complexity band d engage with and appreciate difficult texts in comprehending independently and proficiently e Students understand that a reader's understanding of and appropriately complex n informational texts appreciation for a text grows through deep thinking and t active collaboration with others about texts. s

k n o w :

t e c h n i q u e s

f o r m a k i n g

m e a n i n g

f Version 3 2015-2016 66 r o m

a p p r o p r i a t e l y

d i f f i c u l t i n f o r m a t i o n a l t e x t Version 3 2015-2016 67 t e c h n i q u e s

f o r e n g a g i n g

w i t h

a p p r e c i a t i n g Version 3 2015-2016 68

d i f f i c u l t t e x t s t e c h n i q u e s

f o r s e l e c t i n g

t e x t s Version 3 2015-2016 69

t h a t a r e

i n t e r e s t i n g , m o t i v i n g , a n d

a p p r o p r i a t Version 3 2015-2016 70 e

f o r w h o

t h e y

r e a d e r s

Version 3 2015-2016 71 College and Career Readiness (CCR) Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Strand: Writing Cluster: Text Types and Purposes Grade: 8 Write arguments to support Quarter 1: Quarter 2: Quarter 3: claims with clear reasons and Identify and explain: relevant evidence.  accurate, credible sources a. Introduce claim(s),  phrases and clauses that create acknowledge and distinguish cohesion and clarify relationships the claim(s) from alternate or  claims; alternate, counter-or opposing claims, and opposing claims organize the reasons and  relevance and evidence evidence logically.  argument b. Support claim(s) with  concluding statement logical reasoning and  formal style relevant evidence, using accurate, credible sources Determine how to introduce claims, and demonstrating an acknowledge or distinguish alternate or understanding of the topic or opposing claims text. c. Use words, phrases, and Organize reasons and evidence logically clauses to create cohesion and clarify the relationships Build support for claims with logical among claim(s), reasoning and relevant evidence; counterclaims, reasons, and distinguish between relevant and evidence. irrelevant evidence d. Establish and maintain a formal style. Evaluate sources for credibility and e. Provide a concluding accuracy statement or section that follows from and supports Demonstrate understanding of topic or the argument presented. text

Create cohesion and clarify relationships among claims(s), counterclaims, reasons, and evidence using words, phrases, or clauses

Establish and maintain a formal style

Plan a concluding statement or section that follows from and supports the argument presented

Write an argument which:  support claims with clear, logical reasons and relevant evidence  introduces claims, acknowledges and distinguishes claim(s) from alternate or opposing claims  demonstrates logical organization

Version 3 2015-2016 72 of reasons and evidence  cites credible and accurate sources of information  demonstrates an understanding of the topic or text  uses words, phrases, and  clauses to create cohesion and  clarify relationships among claim(s), counterclaims, reasons and evidence  establishes and maintains a formal style

provides a concluding statement that follows from and supports the argument presented

Students write argument S Students understand that/are able to: arguments to support t claims with clear support claims u identify qualities of arguments, reasons, relevant clear reasons d write an argument to support a claim, evidence, and: relevant evidence e acknowledge and distinguish claim from alternate or n introduce claim opposing claims, an introduction that t use logical reasoning and relevant evidence (credible states the claim and acknowledge and distinguish s sources) to support claim, acknowledges and alternate or opposing claim k distinguishes opposing logical reasoning n demonstrate understanding of topic claims o organize reasons and evidence use words, phrases, and clauses to clarify relationships and a logical structure for w clearly create cohesion, organizing reasons and : write with a formal style evidence accurate, credible sources t write with a predictable structure (introduction with claims supported with "demonstrating an understanding h statement of claim, clearly organized evidence, and logical reasoning of the topic or text" e conclusion that supports argument), claims supported with Version 3 2015-2016 73 accurate and credible create cohesion d Students understand that well-developed arguments sources clarify relationships among i express a point-of-view and are supported by relevant a clear understanding of claims , counterclaims, reasons and f evidence. the topic evidence f e clear relationships formal style r between claims, concluding statement or sections e counterclaims, reasons, that follows from and supports n and evidence with argument c words, phrases, and e clauses a formal style b conclusion that is e related to and supports t the argument w e e n

a r g u m e n t a n d

o p i n i o n w h a t c o Version 3 2015-2016 74 u n t e r a r g u m e n t s a r e

i d e n t i f y , f o r m , a Version 3 2015-2016 75 n d

t h e m t e c h n i q u e s f o r s e l e c t i n g

b e s t e v Version 3 2015-2016 76 i d e n c e

( a c c u r a t e , c r e d i b l e

s o u r c e s ) t o

s u p p o r t Version 3 2015-2016 77 t h e i r c l a i m a r g u m e n t s d e m o n s t r a t e

u n d e r s t a n d Version 3 2015-2016 78 i n g

o f t h e

t o p i c

s t a t e

s u p p o r t a

c l a i m Version 3 2015-2016 79 t e c h n i q u e s f o r c r e a t i n g

c o h e s i o n

c l a r i f y i n Version 3 2015-2016 80 g

r e l a t i o n s h i p s a m o n g

c l a i m s , r e a s o n s , c o u n t e r c Version 3 2015-2016 81 l a i m s , a n d

e v i d e n c e

( w o r d s , p h r a s e s , a n d

c l a u s e Version 3 2015-2016 82 s ) w r i t i n g

s t y l e

i s a d j u s t e d

b a s e d

a u d i e n c e Version 3 2015-2016 83

p u r p o s e t h e

d i f f e r e n c e

b e t w e e n

f o r m a l a n d Version 3 2015-2016 84

i n f o r m a l s t y l e a r g u m e n t s f o l l o w

p r e d i c t a b l e

Version 3 2015-2016 85 s t r u c t u r e

( e . g . i n t r o d u c t i o n

t h a t s t a t e s c l a i m

Version 3 2015-2016 86 a n d

o r g a n i z e s r e a s o n s a n d

e v i d e n c e , b o d y

p a r a g r Version 3 2015-2016 87 a p h s w i t h

l o g i c a l l y

o r g a n i z e d

s u p p o r t i n g

c l a i Version 3 2015-2016 88 m s , a n d

s u p p o r t i n g

c o n c l u d i n g

s t a t e m e n t )

College and Career Readiness (CCR) Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Strand: Writing Cluster: Text Types and Purposes Grade: 8 Standard 2 (W.8.2) Write informative/explanatory texts Quarter 1: Quarter 2: Quarter 3: to examine a topic and convey ideas, Identify topic concepts, and information through Select relevant content for the selection, organization, and topic analysis of relevant content. Identify transitions a. Introduce a topic clearly, previewing what is to follow; Identify precise language and organize ideas, concepts, and domain-specific vocabulary information into broader categories; include formatting (e.g., headings), Identify formal style graphics (e.g., charts, tables), and multimedia when useful to aiding Identify a conclusion for the topic that follows from and supports the comprehension. information or explanation presented b. Develop the topic with relevant, Organize: well-chosen facts, definitions, concrete details, quotations, or other information and examples. into broader categories c. Use appropriate and varied transitions to create cohesion and Analyze and organize relevant clarify the relationships among ideas content : and concepts. d. Use precise language and domain- specific vocabulary to inform about or explain the topic. to develop the topic e. Establish and maintain a formal Select appropriate and varied style. transitions to create cohesion and clarify relationships f. Provide a concluding statement or section that follows from and Determine precise language and supports the information or domain specific vocabulary explanation presented. Version 3 2015-2016 90 Determine an effective, supportive conclusion for the topic or section that follows from and supports the information or explanation presented

Evidence of Student Vocabulary K Skills Common Core Essential Elements Attainment n o w l e d g e

Students create informative / explanatory texts S Students EEW.8.2.a-b. Write to convey ideas and information clearly informative / explanatory t understand that/are including facts, details, and other information as well as graphics and pieces to examine a topic examine a topic u able to: multimedia as needed. and convey ideas, convey ideas, concepts, d c. N/A concepts, and information information e identify qualities of d. N/A through the selection, n informative/explan e. N/A selection, organization, and atory pieces organization, and analysis analysis of relevant content t f. N/A of relevant content by: s examine topics by introduce a topic k selecting, introducing the topic previewing what is to follow n organizing, and clearly Version 3 2015-2016 91 previewing what is to organize ideas, concepts, o analyzing relevant follow information w content organizing ideas, broader categories i introduce a topic concepts, and information definition n clearly by into broader categories previewing what is classification f including purposeful o to follow comparison/contrast formatting, graphics, and r organize ideas, multimedia cause/effect m concepts, and developing a topic fully formatting a information into ti broad categories through relevant, well- graphics, chosen facts, definitions, v write multimedia concrete details, and e informative/explan quotations develop the topic / atory pieces with a e using a variety of relevant, well-chosen facts, predictable x transitional words, definitions, concrete details structure (introduce p phrases, and clauses to topic, provide a appropriate and varied transitions l create cohesion and general observation create cohesion a clarify relationships and focus, group n among ideas and clarify the relationships related information a logically, develop concepts precise language t topic through facts, using precise word choice domain-specific vocabulary o definitions, details, including domain- formal style r quotations, specific vocabulary y examples, and concluding statement that follows establishing a formal t other information, from and supports the information style e and conclusion) or explanation x ending with a relevant incorporate useful t and supportive formatting, s concluding statement or graphics, and : section multimedia in e informative/explan x atory pieces a employ facts, m definitions, i concrete details, n quotations, e examples, and a other information t to develop topics o employ appropriate p and varied i transitions to create c Version 3 2015-2016 92 c cohesion and o clarify n relationships v among ideas and e concepts y include precise i language and d domain-specific e vocabulary in a informative/explan s, atory pieces c o create a conclusion n that follows from c and supports the e information or p explanation t presented. s, Students a understand that n informative / d explanatory writing i conveys ideas, n concepts, and f information o through relevant r and well-chosen m facts and detailed a organization. ti o n s e l e c t, o r g a n i Version 3 2015-2016 93 z e , a n d a n a l y z e r e l e v a n t c o n t e n t u s e s tr a t e g i e s s u c h Version 3 2015-2016 94 a s d e fi n it i o n , c l a s s if i c a ti o n , c o m p a ri s o n / c o n tr a s t, a n d Version 3 2015-2016 95 c a u s e / e f f e c t u s e f o r m a tt i n g ( e . g . h e a d i n g s ), g r a p h i Version 3 2015-2016 96 c s, a n d m u lt i m e d i a t o a i d c o m p r e h e n s i o n f o ll o w

a p r e d i Version 3 2015-2016 97 c t a b l e s tr u c t u r e ( e . g . i n tr o d u c e t o p i c , p r e v i e w

w h a Version 3 2015-2016 98 t i s t o f o ll o w , d e v e l o p t o p i c , c o n c l u d i n g s t a t e m e n t) d Version 3 2015-2016 99 e v e l o p t o p i c w it h r e l e v a n t, w e ll - c h o s e n f a c t s, d e fi n it i o Version 3 2015-2016 100 n s, c o n c r e t e d e t a il s, q u o t a ti o n s, e x a m p l e s, a n d o t h e r i n f Version 3 2015-2016 101 o r m a ti o n u s e a p p r o p ri a t e a n d v a ri e d tr a n s it i o n s t o c r e a t Version 3 2015-2016 102 e c o h e s i o n a n d c l a ri f y r e l a ti o n s h i p s a m o n g i d e a s a n d c Version 3 2015-2016 103 o n c e p t s u s e p r e c i s e l a n g u a g e a n d d o m a i n - s p e c if i c v o Version 3 2015-2016 104 c a b u l a r y t o i n f o r m

a b o u t a n d e x p l a i n t h e t o p i c u s e e Version 3 2015-2016 105 l e m e n t s o f f o r m a l s t y l e u s e a c o n c l u d i n g s t a t e m e n t o Version 3 2015-2016 106 r s e c ti o n t h a t f o ll o w s f r o m

a n d s u p p o rt s t h e i n f o r m a ti o Version 3 2015-2016 107 n o r e x p l a n a ti o n p r o v i d e d v o c a b u l a r y : tr a n s it i o n s

College and Career Readiness (CCR) Anchor Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well- structured event sequences. Strand: Writing Cluster: Text Types and Grade: 8 Purposes Write narratives to develop Quarter 1: Quarter 2: Quarter 3: real or imagined experiences Identify various points Identify various points or events using effective of view in narratives of view in narratives technique, relevant Identify narrative techniques used Identify narrative techniques used descriptive details, and well- in a variety of narratives in a variety of narratives structured event sequences. Recognize transition words, Recognize transition words, a. Engage and orient the phrases, and clauses phrases, and clauses reader by establishing a context and point of view Recognize how authors use: Recognize how authors use: and introducing a narrator  precise words/phrases  precise words/phrases and/or characters; organize  description  description an event sequence that  sensory details  sensory details unfolds naturally and to help readers visualize or to help readers visualize or sense the action of a narrative sense the action of a narrative logically. b. Use narrative techniques, Interpret points of view of Interpret points of view of various narratives various narratives such as dialogue, pacing, description, and reflection, to Design and organize event Design and organize event develop experiences, events, sequences that unfold naturally sequences that unfold naturally and/or characters. and logically and logically c. Use a variety of transition words, phrases, and clauses Use a variety of transitions to shift Use a variety of transitions to shift to convey sequence, signal from one setting to another from one setting to another Version 3 2015-2016 109 Analyze the relationships among Analyze the relationships among experiences and events experiences and events Design an organized sequence of Design an organized sequence of events with events with dialogue to develop dialogue to develop experiences, events, and experiences, events, and /or characters /or characters shifts from one time frame or Use precise, descriptive, and Use precise, descriptive, and setting to another, and show sensory language to capture the sensory language to capture the the relationships among action and to develop experiences action and to develop experiences and events and events experiences and events. d. Use precise words and Write a narrative to develop real Write a narrative to develop real phrases, relevant descriptive or imagined experiences or events or imagined experiences or events details, and sensory language that: that: to capture the action and  engages the reader  engages the reader convey experiences and  establishes a context with  establishes a context with events. point of view and point of view and introduces a narrator introduces a narrator e. Provide a conclusion that and/or characters and/or characters follows from and reflects on  uses techniques such as:  uses techniques such as: the narrated experiences or dialogue, pacing, dialogue, pacing, events. description, and reflection description, and reflection develop experiences, develop experiences, events, characters events, characters  uses a variety of transitions  uses a variety of transitions to convey sequence, signal to convey sequence, signal shifts, and reflect shifts, and reflect relationships relationships  uses appropriate precise, uses appropriate precise, descriptive sensory descriptive sensory language leads language leads to a to a reflective conclusion reflective conclusion

Version 3 2015-2016 110 Students write a narrative narrative S Students understand that/are able to: that includes real or t imagined experiences or effective technique u : +write a real or imagined narrative that spans one or events which: relevant descriptive details d more time frames and/or settings with a narrator, characters, naturally unfolding events, dialogue, context e engage the reader n descriptions, reflection, pacing, transition words, phrases, point of view establish the situation ts and clauses, a sense of closure, and a conclusion that reveals something important about self or life. introduce narrator or well-structured event sequences k characters event sequence that unfolds n Students understand that narratives convey real or o organize an event naturally and logically imagined experiences or events through deliberate use of w sequence that unfolds pacing sequencing, narrative technique to develop a unique voice, naturally and point of view. reflection t use dialogue, pacing, precise words and phrases h description, and a relevant descriptive details reflection to develop t experiences, events, sensory language a and/or characters transition words, phrases, clauses n a vary transitional words, conclusion phrases, and clauses to rr convey sequence, signal a shifts, and show ti relationships in v experiences and events e : use precise words and phrases c use relevant descriptive a details n b use sensory language e capture action r convey experiences and e events precisely a l use a conclusion that o follows from narrated r experiences or events i m a g i n e d Version 3 2015-2016 111 u ti li z e s a n a rr a t o r d e s c ri b e s c h a r a c t e r s b y h o w

t h e y l o Version 3 2015-2016 112 o k , w h a t t h e y d o , s a y , a n d t h i n k u ti li z e s r e fl e c ti o n t o d e Version 3 2015-2016 113 v e l o p e x p e ri e n c e s, e v e n ts , a n d / o r c h a r a c t e r u s e s tr a n si Version 3 2015-2016 114 ti o n w o r d s, p h r a s e s, a n d c l a u s e s m a y i n v o l v e m u lt i p l e ti m Version 3 2015-2016 115 e fr a m e s a n d / o r s e tt i n g s u s e s d e s c ri p ti v e l a n g u a g e t o c a Version 3 2015-2016 116 p t u r e a c ti o n s h o w s r e l a ti o n s h i p s a m o n g e x p e ri e n c e s a n Version 3 2015-2016 117 d e v e n ts p r o v i d e s a s e n s e o f c l o s u r e p r o v i d e s a c o n c l

Version 3 2015-2016 118 u si o n t h a t r e v e a ls s o m e t h i n g i m p o rt a n t a b o u t s e lf o r li f e Version 3 2015-2016 119 v o c a b u l a r y : tr a n si ti o n s

College and Career Readiness (CCR) Anchor Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Strand: Writing Cluster: Production and Grade: 8 Standard 4 (W.8.4) Distribution of Writing Produce clear and coherent writing Quarter 1: Quarter 2: Quarter 3:

Version 3 2015-2016 120 Analyze the reason for writing a Analyze the reason for writing a Analyze the reason for writing a piece to decide on: piece to decide on: piece to decide on:  task  task  purpose  purpose  audience  audience

Determine suitable: Determine suitable: Determine suitable:  idea development  idea development  strategies  strategies  organization  organization in which the development,  style  style organization, and style are appropriate to task, purpose and appropriate to task, purpose and appropriate to task, purpose and appropriate to task, purpose, and audience audience audience audience. (Grade-specific expectations for writing types are Produce a writing piece that is clear Produce a writing piece that is clear Produce a writing piece that is clear defined in standards 1–3 above.) and coherent and coherent and coherent with: with: with:  idea development  idea development  organization  organization  style  style appropriate to task, purpose and appropriate to task, purpose and appropriate to task, purpose and audience audience audience (Grade-specific expectations and (Grade-specific expectations and (Grade-specific expectations and writing types are found in writing types are found in writing types are found in Writing standards 1-3) Writing standards 1-3) Writing standards 1-3)

Students: "clear and coherent writing" S Students EEW.8.4. Produce writing that is appropriate for the task, purpose, or t understand that/are audience. are flexible in the use of development u able to: development, organization d organization, and style to produce clear and style e produce clear and n coherent writing "appropriate to task, purpose, and coherent writing t analyze a writing audience" appropriate to task, s task to determine audience, and purpose "grade-specific expectations" k what is required apply this skill to a n adapt writing to Version 3 2015-2016 121 variety of styles of o fulfill a specific writing (opinion, w purpose : informative / explanatory, adapt writing to and narrative) q meet the needs of u an audience a develop ideas in a l way appropriate to i task and purpose t i organize thoughts e in a way s appropriate to task o and purpose f use style c appropriate to task l and purpose e apply these skills a to a variety of r types of writing a Students n understand that the d development, c organization, and o style of clear and h coherent writing e pieces are r determined by task, e purpose, and n audience. t w r i t i n g p u r p o s

Version 3 2015-2016 122 e s f o r a v a r i e t y o f t y p e s o f w r i t i n g p o t e n t i a l a u d i e n Version 3 2015-2016 123 c e s f o r a v a r i e t y o f t y p e s o f w r i t i n g t e c h n i q u e s f o r d Version 3 2015-2016 124 e v e l o p i n g i d e a s t e c h n i q u e s f o r o r g a n i z i n g w r i t i n

Version 3 2015-2016 125 g t e c h n i q u e s f o r c r e a t i n g c o n s i s t e n t , a p p r o p r i a t e Version 3 2015-2016 126 s t y l e

College and Career Readiness (CCR) Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Strand: Writing Cluster: Production and Grade: 8 Standard 5 (W.8.5) Distribution of Writing With some guidance and support Quarter 1: Quarter 2: Quarter 3: from peers and adults, develop and With some guidance and support With some guidance and support strengthen writing as needed by from peers and adults, students from peers and adults, students planning, revising, editing, rewriting, recognize how to: recognize how to: or trying a new approach, focusing  plan on how well purpose and audience  revise have been addressed. (Editing for  edit conventions should demonstrate  rewrite command of Language standards 1–  try a new approach 3 up to and including grade 8 on page 52.) Recognize how well to focus on: Recognize how well to focus on:  audience  purpose

Know how to edit for conventions of Know how to edit for conventions of Writing demonstrating (see Writing demonstrating (see Version 3 2015-2016 127 Language standards 1-3) Language standards 1-3)

With some guidance and support With some guidance and support from peers and adults, student from peers and adults, student develop and strengthen writing by: develop and strengthen writing by:  planning  revising  editing  rewriting  trying a new approach Determine how well the focus of : Determine how well the focus of :  audience  purpose have been addressed have been addressed

Students, with some some guidance and support from S Students understand EEW.8.5. With guidance and support from adults and peers, plan by guidance and support adults and peers t that/are able to: brainstorming and revise own writing by adding more information. from adults and peers, u develop and strengthen develop and strengthen writing as d use some adult and writing by: needed e peer guidance and planning n support to strengthen planning, revising, writing revising t editing, rewriting, or s use planning, editing trying a new approach to k revision, editing, best address purpose and rewriting n rewriting, or a new audience trying a new approach o approach to w strengthen writing how well purpose and audience : have been addressed explain techniques used to make writing conventions t e appropriate for c purpose and h audience n produce writing that i is well-developed q and strong u Version 3 2015-2016 128 e Students understand s that planning, f revising, editing, o rewriting, trying a r new approach, and u focusing on how s well purpose and i audience have been n addressed are critical g to the development g of strong writing u pieces. i d a n c e a n d s u p p o r t f r o m

p e e r s a n d a d u Version 3 2015-2016 129 l t s q u a l i t i e s o f w e l l - d e v e l o p e d a n d s t r o n g w r i t i n g Version 3 2015-2016 130 t e c h n i q u e s f o r p l a n n i n g w r i t i n g t e c h n i q u e s f o r r e v Version 3 2015-2016 131 i s i n g w r i t i n g t e c h n i q u e s f o r e d i t i n g w r i t i n g t e c h

Version 3 2015-2016 132 n i q u e s f o r r e w r i t i n g a v a r i e t y o f a p p r o a c h e s t o w r i t Version 3 2015-2016 133 i n g w r i t i n g a d d r e s s e s a p u r p o s e a n d a u d i e n c e

Version 3 2015-2016 134 Common Core ELA Pacing Guide 2013-2014 8th Grade

College and Career Readiness (CCR) Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Strand: Writing Grade: 8 Use technology, including the Quarter 1: Quarter 2: Quarter 3: Internet, to produce and publish Identify publishing and Identify publishing and Identify publishing and writing and present the collaborative options that use collaborative options that use technology collaborative options that use technology relationships between information technology and ideas efficiently as well as to Know how to collaborate Know how to collaborate interact and collaborate with Know how to collaborate effectively for an intended effectively for an intended others. effectively for an intended purpose purpose purpose Select technology to present information Select technology to present information and Select technology to present and ideas ideas information and ideas Determine the best Determine the best Determine the best technology tools for producing and technology tools for producing and publishing technology tools for producing and publishing writing, including on-line tools writing, including on-line tools publishing writing, including on- line tools Determine the best technology options for Determine the best technology options for communicating and communicating and Determine the best technology collaborating with others, collaborating with others, options for communicating and including on-line tools including on-line tools collaborating with others, including on-line tools Evaluate the relationship Evaluate the relationship between information between information Evaluate the relationship presented and presented and between information ideas expressed ideas expressed presented and ideas expressed Use technology: Use technology:  including the Internet, to produce,  including the Internet, to produce, Use technology: revise, edit, and publish writing revise, edit, and publish writing  including the Internet, to  to interact and collaborate with  to interact and collaborate with others produce, revise, edit, and others for an intended purpose for an intended purpose publish writing to present information and ideas  to present information and ideas  to interact and collaborate with others for an intended purpose to present information and ideas Version 3 2015-2016 135 Evidence of Student Vocabulary Knowledge Skills Attainment

Students: use technology Students know: Students understand that/are able to: use technology to produce and produce technology can be used to produce use technology to produce and publish writing publish and publish writing publish writing use the Internet to produce and present the relationships between the Internet can be used to produce use the Internet to produce and publish writing information and ideas efficiently and publish writing publish writing present relationships between interact and collaborate with others technology can be used to present use technology (and the Internet) to information and ideas efficiently relationships between information present relationships between use technology to interact and and ideas efficiently information and ideas efficiently collaborate with others techniques for using technology to use technology to interact and interact and collaborate with peers collaborate with others Students understand that technology and the Internet can be used to effectively and efficiently produce and publish writing, present relationships between information and ideas, and interact and collaborate with others.

College and Career Readiness (CCR) Anchor Standard 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Strand: Writing Cluster: Build and Present Grade: 8 Standard 7 (W.8.7) Knowledge Conduct short research projects to Quarter 1: Quarter 2: Quarter 3: answer a question (including a self- Apply: Apply: Apply: generated question), drawing on  reliable sources of  reliable sources of several sources and generating information information  appropriate inquiry methods  appropriate inquiry methods additional related, focused questions to conduct a research project to conduct a research project that allow for multiple avenues of  multiple avenues of  multiple avenues of exploration. exploration (technology, exploration (technology, library skills, etc.) library skills, etc.)

Determine which facts/examples Determine which facts/examples Determine which facts/examples best answer a question best answer a question best answer a question

Draw conclusions about the validity Draw conclusions about the validity Draw conclusions about the validity of sources of sources of sources

Formulate questions, either Formulate questions, either Formulate questions, either verbally or written, that would allow verbally or written, that would allow verbally or written, that would allow Version 3 2015-2016 137 for other avenues of exploration for other avenues of exploration for other avenues of exploration

Conduct short research projects Conduct short research projects that: that: that:  answers questions (including  answers questions (including self-generated questions): self-generated questions):  draw on several sources  draw on several sources  generates additional related  generates additional related focused questions that allow focused questions that allow for multiple avenues of for multiple avenues of exploration exploration

Students use several short research project S Students understand that/are able to: sources and multiple t avenues of exploration to answer a question u select a topic for short research conduct short research self-generated question d develop a single research question based on individual projects that: several sources e interest n additional related, focused locate several varied sources to answer research question answer self-generated ts questions generate additional focus questions based on findings questions k develop new questions multiple avenues of exploration n use a graphic organizer to record thoughts based on investigation o answer questions through research w Students understand that research is a process that : involves answering a focused question, investigating r several varied sources, and generating related questions. e s e a r Version 3 2015-2016 138 c h a n s w e r s a s e lf - g e n e r a t e d q u e st i o n st e p s i n t h e r e s e a Version 3 2015-2016 139 r c h p r o c e s s (i .e . d e v e l o p m u lt i- f a c e t e d q u e st i o n s, l o c a t Version 3 2015-2016 140 e s o u r c e s, e v a l u a t e s o u r c e s, o r g a n i z e fi n d i n g s, e t c. ) t h Version 3 2015-2016 141 o r o u g h r e s e a r c h u s e s s e v e r a l s o u r c e s t h o r o u g h r e s e Version 3 2015-2016 142 a r c h i n v e st i g a t e s m u lt i p l e f a c e ts o f a t o p i c

College and Career Readiness (CCR) Anchor Standard 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Strand: Writing Cluster: Build and Present Grade: 8 Knowledge Quarter 1: Quarter 2: Quarter 3: Recognize standard format for Recognize standard format for Recognize standard format for citation citation citation Determine the relevance of Determine the relevance of Determine the relevance of information gathered from Gather relevant information information gathered from information gathered from print and digital sources from multiple print and print and digital sources print and digital sources digital sources, using search Use search terms effectively terms effectively; assess the Use search terms effectively Use search terms effectively credibility and accuracy of Gather relevant information each source; and quote or Gather relevant information Gather relevant information from multiple sources paraphrase the data and from multiple sources from multiple sources conclusions of others while Assess the credibility an avoiding plagiarism and Assess the credibility an Assess the credibility an d accuracy of each source following a standard format d accuracy of each source d accuracy of each source for citation. Quote or paraphrase the data and Quote or paraphrase the data and Quote or paraphrase the data and conclusion of others while avoiding conclusion of others while conclusion of others while plagiarism avoiding avoiding plagiarism plagiarism

Version 3 2015-2016 144 Evidence of Student Vocabulary K Skills Attainment n o w l e d g e

Students learn relevant gather relevant information S Students understand that/are able to: information from t multiple credible and multiple print and digital sources u : accurate print and digital using search terms effectively d locate relevant print and digital sources sources by: assess the credibility and accuracy e n gather relevant information from print and digital sources quote or paraphrase data and effectively using search ts conclusions use search terms effectively terms, quoting or k assess credibility and accuracy of each source paraphrasing data and avoiding plagiarism n conclusions standard format for citation o take notes on sources avoiding plagiarism w quote or paraphrase data and conclusions : following standard avoid plagiarism citation format d follow standard format for citation if Students understand that research involves systematically f gathering information from multiple credible, accurate e print and digital sources, avoiding plagiarism, and r creating a standard bibliography. e n c e b e t w e e n p ri n t a n

Version 3 2015-2016 145 d d i g it a l s o u r c e s t e c h n i q u e s f o r a s s e s si n g c r e d i b il it y Version 3 2015-2016 146 a n d a c c u r a c y o f s o u r c e s t e c h n i q u e s f o r a v o i d i n g p l a Version 3 2015-2016 147 g i a ri s m

( q u o ti n g s o u r c e s o r p a r a p h r a si n g ) p r o c e s s f o Version 3 2015-2016 148 r n o t e - t a k i n g d u ri n g a n d a ft e r r e a d i n g i n f o r m a ti o n t o i Version 3 2015-2016 149 n c l u d e i n a st a n d a r d f o r m a t f o r c it a ti o n v o c a b u l a r y : p l Version 3 2015-2016 150 a g i a ri s m

College and Career Readiness (CCR) Anchor Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Strand: Writing Cluster: Text Types and Grade: 8 Purposes Draw evidence from literary Quarter 1: Quarter 2: Quarter 3: or informational texts to Identify key ideas and details which support analysis, reflection, provide evidence to support conclusions and research. about the text accessed through research a. Apply grade 8 Reading Cite textual evidence standards to literature (e.g., to support analysis of what the text says explicitly “Analyze how a modern work of fiction draws on themes,

Version 3 2015-2016 151 patterns of events, or Draw evidence from key ideas and details character types from myths, as support for research traditional stories, or religious works such as the Bible, Analyze key ideas and details in a text as including describing how the evidence for support understanding of text material is rendered new”). Reflect on key ideas and details in a text as b. Apply grade 8 Reading evidence for support understanding of text 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”).

Students critically read literary text S Students understand that/are able to: literature and literary t nonfiction and use informational text u compose an analytical, reflective, or research-based piece writing to: analysis d in response to literature and literary nonfiction reflection e analyze a teacher-provided prompt or question about a analyze how a modern n text to determine what is being asked research work of fiction draws on ts themes, patterns of form ideas in response to a teacher-provided prompt or analyze k question about a text events, or character types n modern work of fiction support ideas with evidence from a text from myths, traditional o themes stories, or religious w explain how a modern work of fiction draws on themes, works such as the Bible, patterns of events : events, or character types from myths, traditional stories, including how the character types or religious works material is rendered new e delineate and evaluate an argument, specific claims, sound myths l delineate and evaluate reasoning, and evidence the argument and traditional stories e Version 3 2015-2016 152 specific claims in a text, religious works m Students understand that analysis, reflection, and research assessing whether the material is rendered new e are strengthened by citing relevant evidence from reasoning is sound and n appropriate texts. the evidence is relevant literary nonfiction ts and sufficient delineate and evaluate o recognize when argument f a irrelevant evidence is specific claims introduced n assessing a reasoning is sound l y evidence is relevant and sufficient ti irrelevant evidence c (familiar with grade 8 reading a standards) l, r e fl e c ti v e, a n d r e s e a r c h - b a s e d w ri ti n Version 3 2015-2016 153 g t e c h n i q u e s f o r c ri ti c a l r e a d i n g o f li t e r a t u r e a n d li t e Version 3 2015-2016 154 r a r y n o n fi c ti o n t e c h n i q u e s f o r n o t e - t a k i n g d u ri n g a n d Version 3 2015-2016 155 a ft e r r e a d i n g t e c h n i q u e s f o r c o m p o si n g a c a d e m i c w ri ti n Version 3 2015-2016 156 g i n c l u d i n g d e s c ri p ti o n s, e x p l a n a ti o n s, a n d c o m p a ri s o n s Version 3 2015-2016 157 a n d c o n tr a st s m o d e r n w o r k s o f fi c ti o n d r a w

o n t h e m e s, e v e Version 3 2015-2016 158 n ts , o r c h a r a c t e r t y p e s fr o m

m y t h s, tr a d it i o n a l st o ri e s, o r Version 3 2015-2016 159 r e li g i o u s w o r k s a r g u m e n ts a n d c l a i m s s h o u l d b e s o u n d , Version 3 2015-2016 160 r e l e v a n t, a n d s u p p o rt e d b y r e a s o n s a n d e v i d e n c e Common Core ELA Pacing Guide 8th Grade

College and Career Readiness (CCR) Anchor Standard 10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Strand: Writing Cluster: Range of Writing Grade: 8 Version 3 2015-2016 161 Write routinely over extended Quarter 1: Quarter 2: Quarter 3: time frames (time for Identify: Identify: Identify: research, reflection, and  task  task  task revision) and shorter time  audience  audience  audience frames (a single sitting or a  purpose  purpose  purpose day or two) for a range of for various types of writing for various types of writing for various types of writing discipline-specific tasks, Identify the organizational Identify the organizational Identify the organizational purposes, and audiences. structures for various types of structures for various types of structures for various types of writing writing writing Determine: Determine: Determine:  task  task  task  purpose  purpose  purpose  audience  audience  audience for various types of writing over extended for various types of writing over for various types of writing over and short time frames extended and short time frames extended and short time frames Determine appropriate Determine appropriate Determine appropriate organization structure to use for various organization structure to use for organization structure to use for types of writing based upon: various types of writing based various types of writing based  task upon: upon:  purpose  task  task  audience  purpose  purpose  audience  audience Write for various:  tasks Write for various: Write for various:  purposes  tasks  tasks  audiences  purposes  purposes for a shortened time frame (a single  audiences  audiences sitting or a day or two) for a shortened time frame (a for a shortened time frame (a single single sitting or a day or two) sitting or a day or two) Write for various:  tasks Write for various: Write for various:  purposes  tasks  tasks  audiences  purposes  purposes with an extended time frame (time for  audiences  audiences research, reflection, and revision) with an extended time frame with an extended time frame (time (time for research, reflection, for research, reflection, and and revision) revision)

With practice and write routinely S Students understand that/are able to: support, students: t range of tasks, purposes, and u complete various pieces of writing over varying lengths of produce writing for a audiences d time range of tasks, purposes, extended time frames e organize clear and coherent pieces of writing for a variety and audiences, including shorter time frames n of reasons and in a variety of settings writing in short and/or t extended time frames. Students understand that writing pieces are organized and s developed based on task, audience, and purpose.

k n o w :

t e c h n Version 3 2015-2016 163 i q u e s

f o r w r i t i n g

s h o r t a n d / o r e x t e n d e d

t i m e Version 3 2015-2016 164

f r a m e s t a s k

s p e c i f i c

w r i t i n g

p r o c e d u r e s t e c h

Version 3 2015-2016 165 n i q u e s

f o r c r e a t i n g

w r i t i n g

a p p r o p r i a t e

f o r s p Version 3 2015-2016 166 e c i f i c

a u d i e n c e s

p u r p o s e s

College and Career Readiness (CCR) Anchor Standard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. Strand: Speaking and Listening Cluster: Comprehension and Grade: 8 Collaboration Engage effectively in a Quarter 1: Quarter 2: Quarter 3: range of collaborative Identify key ideas from Identify key ideas from Identify key ideas from discussions (one-on-one, in reading material or research reading material or research reading material or research groups, and teacher led) Describe components of Describe components of Describe components of with diverse partners on collegial discussion and collegial discussion and collegial discussion and grade 8 topics, texts, and decision-making decision-making decision-making Version 3 2015-2016 167 issues, building on others’ ideas and expressing their Recognize key ideas and new Recognize key ideas and new Recognize key ideas and new information own clearly. information posed during information posed during posed during discussions discussions discussions a. Come to discussions Analyze text, issues, and others’ opinions prepared, having read or Analyze text, issues, and others’ Analyze text, issues, and others’ opinions opinions Synthesize ideas, issues, and arguments researched material under to formulate personal opinion and study; explicitly draw on Synthesize ideas, issues, and Synthesize ideas, issues, and questions for others that preparation by arguments to formulate personal arguments to formulate personal referring to evidence on the opinion and questions for others opinion and questions for others Evaluate personal topic, text, or issue to probe views and the views of others and reflect on ideas under Evaluate personal Evaluate personal discussion. views and the views of others views and the views of others Track progress toward specific goals and deadlines, defining b. Follow rules for collegial Track progress toward specific Track progress toward specific individual roles as needed discussions and decision- goals and deadlines, defining goals and deadlines, defining individual roles as needed individual roles as needed Evaluate new information making, track progress posed and personal views, as well as the toward specific goals and Evaluate new information Evaluate new information views of others deadlines, and define posed and personal views, as well posed and personal views, as well Formulate comments, individual roles as needed. as the views of others as the views of others questions, and responses based on Formulate comments, Formulate comments, evidence, c. Pose questions that questions, and responses based on questions, and responses based on observations, and ideas connect the ideas of several evidence, evidence, speakers and respond to observations, and ideas observations, and ideas others’ questions and Engage in a variety of discussions by listening and sharing acquired comments with relevant Engage in a variety of discussions Engage in a variety of discussions and prior knowledge of grade 8 topics evidence, observations, and by listening and sharing acquired by listening and sharing acquired and texts ideas. and prior knowledge of grade 8 and prior knowledge of grade 8 topics and texts topics and texts Demonstrate collegial rules for discussion d. Acknowledge new and information Demonstrate collegial rules for Demonstrate collegial rules for decision-making expressed by others, discussion and discussion and and, when warranted, decision-making decision-making Articulate own ideas clearly qualify or justify their own views in Articulate own ideas clearly Articulate own ideas clearly Pose relevant questions that connect ideas light of the evidence of several speakers presented. Pose relevant questions that Pose relevant questions that connect ideas of several speakers connect ideas of several speakers Respond to questions and comments with relevant details Respond to questions and Respond to questions and comments with relevant details comments with relevant details Acknowledge new information posed and use evidence to justify Acknowledge new information Acknowledge new information personal viewpoints posed and use evidence to justify posed and use evidence to justify personal viewpoints personal viewpoints

Students understand that/are able to: Students engage range of collaborative S effectively in a range of t discussions prepare for collaborative discussions by reading, researching, discussions with a variety u investigating, and reflecting diverse partners of participants, d use evidence gained during preparation to explore ideas during the demonstrating the ability grade 8 topics, texts, and issues e discussion to: rules for collegial discussions n listen attentively to discussions about grade 8 topics, texts, and issues t and decision-making contribute to discussions about grade 8 topics, texts, and issues be prepared by reading or s track progress toward specific researching required follow rules for collegial discussions and decision-making goals and deadlines materials k contribute to collegial discussions refer to evidence in order individual roles n discuss topics, text, or issues one-on-one or in groups to explore and use ideas o participate in teacher-led discussions gained from preparation w ask questions that connect ideas of several speakers : follow rules for collegial contribute relevant evidence, observations, and ideas discussions and decision- t acknowledge new information expressed by others making e qualify or justify their views based on new evidence expressed during ask questions that connect c the discussion the ideas of several h Students understand that engaging in effective collaborative speakers n discussions involve preparation, following rules for collegial i discussions, posing and responding to questions, elaborating details, contribute relevant understanding multiple perspectives, and possibly modifying their own q evidence, observations, views. and ideas u e recognize new s information expressed by others t

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v i e w s Common Core ELA Pacing Guide 8th Grade

College and Career Readiness (CCR) Anchor Standard 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Strand: Speaking and Listening Cluster: Comprehension and Grade: 8 Collaboration Version 3 2015-2016 180 Analyze the purpose of Quarter 1: Quarter 2: Quarter 3: information presented in Identify author’s purpose diverse media and formats of information presented (e.g., visually, quantitatively, orally) and evaluate the Identify author’s motives motives (e.g., social, for the presentation of commercial, political) behind information its presentation. Analyze the purpose of information presented in diverse media and Formats

Evaluate the motives behind the presentation of the information

During or after listening analyze S Students understand that/are able to: or viewing, students: t purpose of information u analyze information seen or heard in diverse media analyze the purpose of diverse media and formats (e.g., d formats information presented in visually, quantitatively, orally) e evaluate the motives (social, commercial, political) behind diverse media formats evaluate the motives n the presentation evaluate the possible ts Students understand that listeners or viewers form a Version 3 2015-2016 181 motives behind its k thorough understanding of a topic, text, or issue by presentation n evaluating the credibility and accuracy of information o presented in diverse media and formats. w :

t e c h n i q u e s t o a n a l y z e i n f o r m a ti o n s e e n o r h e a r Version 3 2015-2016 182 d i n d i v e r s e m e d i a a n d f o r m a ts st r a t e g i e s t o e v a l u a t e t Version 3 2015-2016 183 h e m o ti v e s ( s o c i a l, c o m m e r c i a l, p o li ti c a l) b e h i n d t h e p r e Version 3 2015-2016 184 s e n t a ti o n v o c a b u l a r y w o r d s: a n a l y z e, p u r p o s e, m o ti v e s

College and Career Readiness (CCR) Anchor Standard 3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. Strand: Speaking and Listening Cluster: Comprehension and Grade: 8 Standard 3 (SL.8.3) Collaboration Delineate a speaker’s argument and Quarter 1: Quarter 2: Quarter 3: specific claims, evaluating the Define and identify a Define and identify a soundness of the reasoning and speaker’s: speaker’s: relevance and sufficiency of the  argument evidence and identifying when  claims irrelevant evidence is introduced.  Define and identify: Define and identify:  sound reasoning  unsound reasoning  relevant evidence  irrelevant evidence  sufficient evidence  insufficient evidence

Delineate a speaker’s argument and Delineate a speaker’s argument and specific claims specific claims

Evaluate the soundness of a Evaluate the soundness of a speaker’s reasoning speaker’s reasoning

Evaluate the relevance and Evaluate the relevance and sufficiency of a speaker’s evidence sufficiency of a speaker’s evidence

Distinguish between: Distinguish between:  sound and unsound reasoning  relevant and irrelevant evidence  sufficient and insufficient evidence in a speaker’s argument in a speaker’s argument

Students know: During or after listening delineate EESL.8.3. Level IV Students will: or viewing, students: Determine EESL.8.3. techniques for attentive listening argument whether are opinion. the relationship between an delineate a speaker's specific claims claims in an Ex. After listening to an oral presentation and being provided with a list of argument and specific argument and specific claims Version 3 2015-2016 186 claims evaluate the soundness techniques for recording a speaker's oral claims from the presentation, sort them into two groups: facts and opinions. arguments, specific claims, presentation Ex. After viewing a video of an oral presentation once, watch again and when evaluate soundness of reasoning supporting reasons, and evidence are fact or the teacher stops the video after each claim, determine if the claim is fact or the reasoning relevance and sufficiency signal words included in speeches opinion. opinion. evaluate relevance and evidence to indicate transitions or sufficiency of evidence relationships between ideas Level III Students will: irrelevant evidence techniques for evaluating the identify where irrelevant EESL.8.3. soundness of reasoning evidence is introduced opinion. strategies for identifying when Ex. Restate a claim made by the presenter and tell if it is true or not (e.g., “He irrelevant evidence is introduced said frogs catch flies with their tongues. Fact! My frog eats flies.”). Ex. After listening to an oral presentation and being presented with two claims from the presentation, indicate which is fact and which is opinion.

Level II Students will: EESL.8.3. opinion. Ex. During a conversation about a book, indicate whether a peer’s comment is fact or opinion (e.g., A peer says, “That was the best book ever!” When asked, the student can indicate if the statement is fact or opinion.). Ex. After morning announcements, when the teacher writes one of the statements that was made on the board (e.g., “The boys won the track meet.”), indicate if the statement is fact or opinion.

Level I Students will: EESL.8.3. Ex. After listening to an oral presentation, select a symbol to indicate whether it was a good or bad presentation. Ex. After listening to an oral presentation, give a thumbs-up or thumbs-down to indicate whether it was a good or bad presentation.

College and Career Readiness (CCR) Anchor Standard 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Strand: Speaking and Listening Cluster: Presentation of Grade: 8 Knowledge and Ideas Present claims and findings, Quarter 1: Quarter 2: Quarter 3: emphasizing salient points in Identify claims/findings Identify claims/findings a focused, coherent manner with relevant evidence, Identify: Identify: sound valid reasoning, and  appropriate eye contact  appropriate eye contact well-chosen details; use  adequate volume  adequate volume appropriate eye contact,  clear pronunciation  clear pronunciation adequate volume, and clear pronunciation. Determine: Determine:  salient points  salient points Version 3 2015-2016 187  relevant evidence  relevant evidence  sound, valid reasoning  sound, valid reasoning  well-chosen details  well-chosen details

Organize points and details in a Organize points and details in a coherent coherent manner manner

Give oral presentation presenting Give oral presentation presenting claims claims and findings emphasizing and findings emphasizing salient points salient points with: with:  relevant evidence  relevant evidence  sound, valid reasoning  sound, valid reasoning  well-chosen details  well-chosen details in a focused, coherent manner in a focused, coherent manner

Demonstrate: Demonstrate:  appropriate eye contact  appropriate eye contact  adequate volume  adequate volume  clear pronunciation  clear pronunciation

Evidence of Student Vocabulary K Skills Attainment n o w le d g e

St Students understand that/are able to: Students use appropriate claims and findings eye contact, adequate u d use speaking to present claims and findings volume, and clear emphasizing salient points e use verbal and non-verbal techniques to emphasize key points pronunciation to convey focused, coherent manner nt select details and examples to compliment main ideas focused, coherent ideas relevant evidence s including: k include evidence to support reasoning in a verbal presentation sound valid reasoning n use appropriate eye contact presenting claims and o well-chosen details use adequate volume findings w appropriate eye contact : use clear pronunciation emphasizing main adequate volume te Students understand that the technique, ideas, and organization of a points speaker impact the engagement and understanding of the audience. clear pronunciation c using key details and h examples ni q relevant evidence and u sound reasoning es fo r pr Version 3 2015-2016 188 es e nt in g cl ai m s a n d fi n di n gs c o m m o n w or ds a n d g es tu re s us e d b y sp ea k er s to e m p h as iz e

Version 3 2015-2016 189 m ai n p oi nt s te c h ni q u es fo r or g a ni zi n g a n d cl ar if yi n g th e re la ti o ns hi p b et w ee n m ai n p oi nt

Version 3 2015-2016 190 s a n d d et ai ls te c h ni q u es fo r c o n v e yi n g e vi d e n ce th at su p p or ts re as o ni n g i m p or ta n ce of Version 3 2015-2016 191 a p pr o pr ia te e y e c o nt ac t i m p or ta n ce of a d e q u at e v ol u m e i m p or ta n ce of cl ea r pr o n u n ci Version 3 2015-2016 192 at io n

College and Career Readiness (CCR) Anchor Standard 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Strand: Speaking and Listening Cluster: Presentation of Grade: 8 Knowledge and Ideas Integrate multimedia and Quarter 1: Quarter 2: Quarter 3: visual displays into Integrate multimedia and Integrate multimedia and Integrate multimedia and presentations to clarify visual displays visual displays visual displays information, strengthen claims and evidence, and add Determine when to integrate Determine when to integrate Determine when to integrate multimedia interest. multimedia and visual displays to: multimedia and visual displays to: and visual displays to:  clarify information  clarify information  clarify information  strengthen claims and  strengthen claims and  strengthen claims and evidence evidence evidence    Determine when to integrate multimedia Determine when to integrate Determine when to integrate and visual displays to add interest multimedia and visual displays to multimedia and visual displays to add interest add interest Integrate multimedia components/visual displays in a Integrate multimedia Integrate multimedia presentation to: components/visual displays in a components/visual displays in a  clarify information presentation to: presentation to:  strengthen claims and evidence  clarify information  clarify information  add interest  strengthen claims and  strengthen claims and evidence evidence  add interest  add interest

Evidence of Student Vocabulary K Skills Attainment n o w l e d Version 3 2015-2016 193 g e

Students include integrate S Students understand that/are able to: multimedia components t and visual displays to: multimedia u clarify information, strengthen claims and evidence, and visual displays d add interest to a presentation through the integration of clarify information multimedia components and visual displays presentations e strengthen claims and n The student understand that a speaker can clarify, clarify information evidence ts emphasize information, and add interest through add interest in strengthen claims and evidence k multimedia components and visual displays. presentations add interest n o w :

v a ri e d m u lt i m e d i a c o m p o n e n ts t e c h n i Version 3 2015-2016 194 q u e s t o i n t e g r a t e m u lt i m e d i a a n d v is u a l d is p l a y s i n t o p Version 3 2015-2016 195 r e s e n t a ti o n s a p p r o p ri a t e ti m e s w h e n m u lt i m e d i a c o m p o n Version 3 2015-2016 196 e n ts a n d v is u a l d is p l a y s c a n b e u s e d f o r c l a ri fi c a ti o n , e m p Version 3 2015-2016 197 h a si s, a n d i n t e r e st t e c h n i q u e s f o r c r e a ti n g m u lt i m e d i a c Version 3 2015-2016 198 o m p o n e n ts o r v is u a l d is p l a y s f o r c l a ri fi c a ti o n , e m p h a si s, a Version 3 2015-2016 199 n d i n t e r e st

College and Career Readiness (CCR) Anchor Standard 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Strand: Speaking and Listening Cluster: Presentation of Grade: 8 Knowledge and Ideas Quarter 1: Quarter 2: Quarter 3: Describe the qualities of Describe the qualities of Describe the qualities of formal speech formal speech formal speech

Describe the qualities of Describe the qualities of Describe the qualities of Adapt speech to a variety of informal speech informal speech informal speech contexts and tasks, demonstrating command of Determine if formal or informal Determine if formal or informal Determine if formal or informal speech is formal English when speech is appropriate in the speech is appropriate in the appropriate in the context of a given indicated or appropriate. (See context of a given situation context of a given situation situation grade 8 Language standards 1 and 3 on page 52 for specific Adapt speech to a given context Adapt speech to a given context or Adapt speech to a given context or task expectations.) or task when speaking task when speaking when speaking Demonstrate correct use of Demonstrate correct use of formal Demonstrate correct use of formal formal English when speaking English when speaking English when speaking

Students: adapt speech S Students understand that/are able to: t adapt speech to a variety variety of contexts and tasks u adapt their speech appropriately to task and situation of contexts and tasks. demonstrating command of d demonstrate command of formal English when demonstrate command of formal English e appropriate to task and situation speaking in formal when indicated or appropriate n Students understand that a speaker is flexible in his/her English when indicated or ts use of language and technique based on task and situation. appropriate k n o w s:

w h a t t y p e s o f c o n t e x ts c a ll f

Version 3 2015-2016 201 o r f o r m a l E n g li s h t e c h n i q u e s f o r e v a l u a ti n g w h e t h e r f Version 3 2015-2016 202 o r m a l E n g li s h is a p p r o p ri a t e t o a t a s k a n d si t u a ti o n v o c a b Version 3 2015-2016 203 u l a r y : f o r m a l E n g li s h Common Core ELA Pacing Guide 8th Grade

College and Career Readiness (CCR) Anchor Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Strand: Language Cluster: Conventions of Grade: 8 Standard English Demonstrate command of Quarter 1: Quarter 2: Quarter 3: the conventions of standard Define verbals: Define verbals: Define verbals: English grammar and usage  gerunds  gerunds  gerunds when writing or speaking.  participles  participles  participles  infinitives  infinitives  infinitives a. Explain the function of    verbals (gerunds, participles, Recognize verbs: Recognize verbs: Recognize verbs: infinitives) in general and  active voice  active voice  active voice their function in particular  passive voice  passive voice  passive voice sentences. Identify verb moods: Identify verb moods: Identify verb moods: b. Form and use verbs in the  indicative  indicative  indicative active and passive voice.  Imperative  Imperative  Imperative  Interrogative  Interrogative  Interrogative c. Form and use verbs in the  conditional  conditional  conditional indicative, imperative,  subjunctive  subjunctive  subjunctive interrogative, conditional, Recognize inappropriate verb Recognize inappropriate verb Recognize inappropriate verb voice and and subjunctive mood. voice and mood voice and mood mood d. Recognize and correct inappropriate shifts in verb Demonstrate command of the Demonstrate command of the Demonstrate command of the voice and mood.* conventions of standard English conventions of standard English conventions of standard English grammar grammar an grammar an an Version 3 2015-2016 204 d usage when writing: d usage when writing: d usage when writing:

Explain the function of verbals in Explain the function of verbals in Explain the function of verbals in general general and in sentences general and in sentences and in sentences

Form and use verbs in active and Form and use verbs in active and Form and use verbs in active and passive passive voice passive voice voice

Use the following verb moods Use the following verb moods Use the following verb moods correctly: correctly: correctly:  indicative  indicative  indicative  imperative  imperative  imperative  interrogative  interrogative  interrogative  conditional  conditional  conditional  subjunctive  subjunctive  subjunctive in writing and speaking in writing and speaking in writing and speaking Correct inappropriate shifts Correct inappropriate shifts Correct inappropriate shifts in verb voice and mood in verb voice and mood in verb voice and mood Demonstrate command of the Demonstrate command of the Demonstrate command of the conventions of standard English grammar conventions of standard English conventions of standard English and usage speaking grammar and usage speaking grammar and usage speaking Form and use verbs in active and passive Form and use verbs in active and Form and use verbs in active and voice correctly passive voice correctly passive voice correctly Use the following verb moods correctly: Use the following verb moods Use the following verb moods indicative correctly: correctly: imperative indicative indicative interrogative imperative imperative conditional interrogative interrogative subjunctive conditional conditional in writing and speaking subjunctive subjunctive in writing and speaking in writing and speaking Correct inappropriate shifts in verb voice and mood Correct inappropriate shifts in Correct inappropriate shifts in verb voice and mood verb voice and mood

Evidence of Student Vocabular Knowledge Common Core Essential Elements Attainment y

Students, when writing and/or demonstrat Students know: EEL.8.1. Demonstrate conventions of standard English speaking, apply standard e command grammar when writing or communicating. grammar and usage correct grammar and usage impacts how well a including: convention message is understood N/A Version 3 2015-2016 205 understanding parts of speech s of vocabulary: verbals, gerunds, participles, Form and use the simple verb tenses (e.g., (verbals) standard infinitives, active verbs, passive verbs, verb will walk). using active and passive English voice, verb mood N/A voice correctly grammar Use appropriate verbs to match nouns. varying verb mood usage recognizing and correcting verbals shifts in verb voice and mood gerunds participles infinitives active verbs passive verbs indicative mood imperative mood interrogativ e mood conditional mood subjunctive mood verb voice verb mood

Version 3 2015-2016 206 Version 3 2015-2016 207 Common Core ELA Pacing Guide 8th Grade

College and Career Readiness (CCR) Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Strand: Language Cluster: Conventions of Grade: 8 Standard English Demonstrate command of the Quarter 1: Quarter 2: Quarter 3: conventions of standard Apply correct capitalization, Apply correct capitalization, Apply correct capitalization, English capitalization, punctuation, and spelling when punctuation, and spelling when punctuation, and spelling when writing writing writing punctuation, and spelling Use punctuation (commas, when writing. Use punctuation (commas, Use punctuation (commas, ellipsis, dash) to indicate a pause or a ellipsis, dash) to indicate a pause ellipsis, dash) to indicate a pause break a. Use punctuation (comma, or a break or a break ellipsis, dash) to indicate a Use commas to set off words or phrases pause or break. Use commas to set off words or Use commas to set off words or that make a distinct break in the flow of phrases that make a distinct break phrases that make a distinct break thought, including interrupting elements b. Use an ellipsis to indicate in the flow of thought, including in the flow of thought, including (nonrestrictive/parenthetical) an omission. interrupting elements interrupting elements (nonrestrictive/parenthetical) (nonrestrictive/parenthetical) Know that the interrupting c. Spell correctly. element can be a phrase, an adverb like Know that the interrupting Know that the interrupting however, a element can be a phrase, an element can be a phrase, an adverb transitional phrase adverb like however, a like however, a like in fact, a name in direct address, transitional phrase transitional phrase word or words that identifies or restates like in fact, a name in direct like in fact, a name in direct an immediately preceding noun or address, word or words that address, word or words that pronoun, or an inserted question or identifies or restates identifies or restates exclamation an immediately preceding noun an immediately preceding noun or or pronoun, or an inserted pronoun, or an inserted question Use an ellipsis to slow a reader down question or exclamation or exclamation and/or indicate a long stretch of omitted time Use an ellipsis to slow a reader Use an ellipsis to slow a reader down and/or indicate a long down and/or indicate a long Know that an ellipsis is three or four dots stretch of omitted time stretch of omitted time within the sentence

Know that an ellipsis is three or Know that an ellipsis is three or Use a dash to set off material that is four dots within the sentence four dots within the sentence parenthetic or summary in nature

Use a dash to set off material that Use a dash to set off material that Know that a dash is two hyphens without Version 3 2015-2016 208 is parenthetic or summary in is parenthetic or summary in a space between them or on either side nature nature Recall and apply spelling rules Know that a dash is two hyphens Know that a dash is two hyphens without a space between them or without a space between them or Identify and correct misspelled words on either side on either side

Recall and apply spelling rules Recall and apply spelling rules

Identify and correct misspelled Identify and correct misspelled words words

*May identify focus skills per quarter

Students, when writing, demonstrate command S Students understand that/are able to: apply standard t capitalization, conventions of standard English u apply conventional capitalization, punctuation, and punctuation, and capitalization d spelling in writing to convey a message that is easily understood by the intended audience spelling including: punctuation e n use punctuation to indicate a pause or break using punctuation to Version 3 2015-2016 209 indicate a pause or break spelling ts spell words correctly k spelling words correctly comma n Students understand that the effectiveness of a message is ellipsis o enhanced through correct capitalization, punctuation, and spelling. dash w : spell correctly omission p u n c t u a ti o n ( e. g . c o m m a, e ll i p si s, d a s h ) c a n b e u s e Version 3 2015-2016 210 d t o i n d i c a t e a p a u s e o r b r e a k a n e ll i p si s is u s e d t o i n d i c Version 3 2015-2016 211 a t e a n o m is si o n t e c h n i q u e s f o r c o rr e c t s p e ll i n g v o c a b u

Version 3 2015-2016 212 l a r y : p u n c t u a ti o n , c o m m a, e ll i p si s, d a s h , o m is si o n

College and Career Readiness (CCR) Anchor Standard 3: Apply knowledge of language to understand how language functions in different contexts, to make effective or style, and to comprehend more fully when reading or listening. Strand: Language Cluster: Knowledge of Language Grade: 8 Use knowledge of language Quarter 1: Quarter 2: Quarter 3: and its conventions when Recognize the conventions of Recognize the conventions of Recognize the conventions of language writing, speaking, reading, or language for: language for: for: listening.  writing  writing  writing  speaking  speaking  speaking a. Use verbs in the active  reading  reading  reading and passive voice and in  listening  listening  listening the conditional and    subjunctive mood to Recognize when: Recognize when: Recognize when: achieve particular effects  verbs are active or passive  verbs are active or passive  verbs are active or passive voice (e.g., emphasizing the voice voice  verbs are conditional and actor or the action;  verbs are conditional and  verbs are conditional and subjunctive mood expressing uncertainty or subjunctive mood subjunctive mood describing a state Apply knowledge of language when: contrary to fact). Apply knowledge of language Apply knowledge of language  writing when: when:  reading  writing  writing  listening  reading  reading   listening  listening Apply knowledge of language   conventions when: Apply knowledge of language Apply knowledge of language  writing conventions when: conventions when:  reading  writing  writing  listening  reading  reading

Version 3 2015-2016 214  listening  listening Determine when to use:  verbs in active or passive voice Determine when to use: Determine when to use:  verbs in the conditional and  verbs in active or passive  verbs in active or passive subjunctive mood voice voice to achieve particular effects  verbs in the conditional  verbs in the conditional and when writing and subjunctive mood subjunctive mood to achieve particular effects to achieve particular effects Use knowledge of language when when writing when writing speaking

Use knowledge of language when Use knowledge of language when Use knowledge of language conventions speaking speaking when speaking

Use knowledge of language Use knowledge of language Determine when to use: conventions when speaking conventions when speaking  verbs in active or passive voice  verbs in the conditional and Determine when to use: Determine when to use: subjunctive mood  verbs in active or passive  verbs in active or passive to achieve particular effects voice voice when speaking  verbs in the conditional  verbs in the conditional and and subjunctive mood subjunctive mood to achieve particular effects to achieve particular effects when speaking when speaking

Evidence of Student Vocabulary K Skills Attainment n o w le d g

Version 3 2015-2016 215 e

Students, in writing conventions S Students understand that/are able to: and/or speaking: tu verbs in the active and passive d use verbs in the active and passive voice use verbs in the active voice e use verbs in the conditional and subjunctive mood and passive voice verbs in the conditional and nt use verbs to achieve particular effects (e.g. emphasizing use verbs in the subjunctive mood s the actor or the action, expressing uncertainty, describing conditional and k a state contrary to fact) subjunctive mood to n Students understand that carefully choosing precise achieve particular o language can achieve particular effects and communicate effects w complex ideas, actions, moods, and states. :

v er b s ar e u s e d in th e a ct iv e o r p a ss iv e v oi c e v er b Version 3 2015-2016 216 s ar e u s e d in th e c o n di ti o n al a n d s u bj u n ct iv e m o o d to a c hi e v e p ar ti c Version 3 2015-2016 217 ul ar ef fe ct s v o c a b ul ar y: a ct iv e v oi c e, p a ss iv e v oi c e, c o n di ti o n al m o o d, s Version 3 2015-2016 218 u bj u n ct iv e m o o d

College and Career Readiness (CCR) Anchor Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Strand: Language Cluster: Vocabulary Acquisition Grade: 8 and Use Determine or clarify the Quarter 1: Quarter 2: Quarter 3: meaning of unknown and Recognize that many words have Recognize that many words have Recognize that many words have more multiple-meaning words or more than one meaning more than one meaning than one meaning phrases based on grade 8 Identify common, grade- Identify common, grade- Identify common, grade- reading and content, appropriate Greek and Latin appropriate Greek and Latin appropriate Greek and Latin affixes and choosing flexibly from a affixes and roots affixes and roots roots range of strategies. a. Use context (e.g., the Consult general and Consult general and Consult general and overall meaning of a sentence specialized reference specialized reference specialized reference or paragraph; a word’s materials, both print and materials, both print and materials, both print and position or function in a digital, to: digital, to: digital, to: sentence) as a clue to the  find pronunciation  find pronunciation  find pronunciation  determine or clarify  determine or clarify  determine or clarify precise meaning of a word or phrase. precise meaning or part precise meaning or part meaning or part b. Use common, grade- of speech of speech of speech appropriate Greek or Latin Verify the initial determination of Verify the initial determination of Verify the initial determination of t affixes and roots as clues to t t he meaning of a word the meaning of a word (e.g., he meaning of a word he meaning of a word precede, recede, secede). Clarify the intended meaning of multiple- Clarify the intended meaning of Clarify the intended meaning of meaning words and c. Consult general and multiple- multiple- phrases specialized reference meaning words and meaning words and materials (e.g., dictionaries, phrases phrases Determine the meaning of a word or glossaries, thesauruses), both phrase by: Determine the meaning of a word Determine the meaning of a word  using context clues Version 3 2015-2016 219 print and digital, to find the or phrase by: or phrase by:  using common Greek and Latin pronunciation of a word or  using context clues  using context clues affixes and roots determine or clarify its  using common Greek and  using common Greek and  precise meaning or its part of Latin affixes and roots Latin affixes and roots Choose flexibly from a range of vocabulary strategies to determine or speech.   Choose flexibly from a range of Choose flexibly from a range of clarify the meaning of an d. Verify the preliminary vocabulary strategies to vocabulary strategies to determine unknown word or phrase determination of the meaning determine or clarify the meaning or clarify the meaning of an of a word or phrase (e.g., by of an unknown word or phrase checking the inferred unknown word or phrase meaning in context or in a dictionary).

Evidence of Student Vocabulary K Skills Attainment no wl ed ge

Students employ a grade 8 reading and content St Students understand that/are able to: variety of strategies in ud writing and/or speaking common, grade-appropriate Greek en determine the meaning of unknown words or phrases by to establish the meaning and Latin affixes and roots ts drawing upon context clues (e.g. the overall meaning of a Version 3 2015-2016 220 of unknown and kn sentence or paragraph, a word's position or function in a multiple-meaning words o sentence) and phrases based on w: grade 8 reading and identify and use Greek and Latin affixes and roots as content by: co clues to the meaning of a word nt use reference materials (e.g. glossaries, dictionaries, using context clues to ex thesauruses) in print and digital formats to ascertain or determine meaning (e.g. t verify a word's pronunciation, precise meaning, or part of the overall meaning of a (e. speech sentence or paragraph, a g. word's position or th Students understand that they will determine meaning of function in a sentence) e unknown words or phrases by using context, knowledge of word parts, and consulting reference materials. using Greek and Latin ov affixes and roots as clues er to the meaning of a word all m checking reference ea materials (glossaries, ni dictionaries, thesauruses) ng in print or digital format of for the pronunciation, a precise meaning of a se word, or its part of nt speech en verifying the ce determination of the or meaning of a word or pa phrase by using context ra or by using a dictionary gr ap h, a w or d's po sit io n or fu nc tio n in Version 3 2015-2016 221 a se nt en ce ) is a cl ue to th e m ea ni ng of th e w or d w or ds or pa rts of w or ds co m e fr o m th e an ci en Version 3 2015-2016 222 t Gr ee k an d La tin la ng ua ge s Gr ee k an d La tin ro ot s pr ov id e cl ue s to m ea ni ng s of un kn o w n w or Version 3 2015-2016 223 ds re fe re nc e m at eri al s (e. g. gl os sa rie s, di cti on ari es , th es au ru se s) pr ov id e in fo r m ati on ab ou t w Version 3 2015-2016 224 or ds re fe re nc e m at eri al s ar e in pr int an d di git al fo r m at s te ch ni qu es to ve rif y th eir pr eli mi na ry

Version 3 2015-2016 225 de ter mi na tio n of th e m ea ni ng of a w or d vo ca bu lar y: co nt ex t, cl ue , se nt en ce , af fi x, ro ot w or d, gl Version 3 2015-2016 226 os sa rie s, di cti on ari es , th es au ru se s, re fe re nc e m at eri al s, di git al, pr on un ci ati on , pa rt of sp ee ch

College and Career Readiness (CCR) Anchor Standard 5: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Strand: Language Cluster: Vocabulary Acquisition and Use Demonstrate understanding of figurative language, word Quarter 1: relationships, and nuances in word meanings. Recognize the:  meaning of figurative language (e.g. verbal irony, a. Interpret figures of speech (e.g. verbal irony, puns) in puns) context.  different types of relationships of words b. Use the relationship between particular words to better Define the meaning of the understand each of the words. terms connotation and denotation. (e.g., bullheaded, willful, firm, persistent, resolute) c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, Analyze text to locate figures of speech (e.g. personification) willful, firm, persistent, resolute). and interpret meanings in context

Analyze the relationship between particular words (e.g. cause/effect, part/whole, item/category) for clarity

Distinguish among the connotations of words with similar denotations (e.g., bullheaded, willful, firm, persistent, resolute)

Demonstrate the relationship between words to find meaning

Evidence of Student Attainment Vocabulary

Students use writing and/or speaking to demonstrate verbal irony understanding of figurative language, word relationships and nuances in word meanings including: nuances

Version 3 2015-2016 228 interpreting verbal irony in context figurative language interpreting puns in context puns using the relationship between particular words to better connotations understand each of the words denotations distinguishing among the connotations (associations) of words with similar denotations (definitions)

College and Career Readiness (CCR) Anchor Standard 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Strand: Language Cluster: Vocabulary Acquisition Grade: 8 and Use Acquire and use accurately Quarter 1: Quarter 2: Quarter 3: grade-appropriate general Identify general academic and Identify general academic and Identify general academic and domain- academic and domain- domain-specific words and domain-specific words and specific words and phrases that are grade specific words and phrases; phrases that are grade phrases that are grade Appropriate Version 3 2015-2016 230 gather vocabulary Appropriate Appropriate knowledge when considering Gather vocabulary knowledge when a word or phrase important Gather vocabulary knowledge Gather vocabulary knowledge considering words and to comprehension or when considering words and when considering words and phrases important to expression. phrases important to phrases important to comprehension or expression comprehension or expression comprehension or expression Make meaning and use accurately words Make meaning and use accurately Make meaning and use accurately and phrases important to the words and phrases important to words and phrases important to comprehension of academic and domain- the comprehension of academic the comprehension of academic specific words and domain- and domain- specific words specific words Apply and use knowledge of vocabulary when considering words and phrases Apply and use knowledge of Apply and use knowledge of important to vocabulary when considering vocabulary when considering comprehension or expression words and phrases important to words and phrases important to Select appropriate references and comprehension or expression comprehension or expression resources to aid in gathering vocabulary Select appropriate references and Select appropriate references and knowledge resources to aid in gathering resources to aid in gathering vocabulary knowledge vocabulary knowledge

Evidence of Student Vocabular Knowledge Common Core Essential Elements Attainment y

Students: acquire Students know: EEL.8.6. Acquire and use general academic and domain- specific words and phrases. acquire and use grade- use techniques for collecting a variety of new words appropriate vocabulary accurately grade-appropriate general academic words and accurately grade- phrases utilize general academic appropriate grade-appropriate domain-specific words and words and phrases general phrases academic utilize domain-specific words techniques for determining whether a word or and phrases and domain- phrase is important to comprehension identify and learn about specific techniques for determining whether a word or vocabulary that is important words and phrase is important to expression to comprehension and/or phrases expression techniques for using context and resources to gather understand important vocabulary vocabulary knowledge

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