JCPS Middle School Literacy

2015-2016

Kentucky Core Academic Standards

Jefferson County Public Schools English/Language Arts
Grade 8 Cycle 2
Big Idea Do I Address the Needs of My Audience?
TEACHER OVERVIEW

Cycle 2: Students focus on understanding how point of view and perspective affect an authors approach in both literary and informational texts and
build on their ability to cite textual evidence to support thinking. Students conduct research on topics related to the unit of study for
informational/explanatory writing and use technology, including the internet, throughout this process to strengthen understanding of information and
to collaborate with others. Students analyze a variety of texts and text structures and compare and contrast texts on the same topic and video or
audio versions to see how presentation impacts the authors use of words. Students use the Literacy Notebook as a tool to record analysis of texts how informational text makes connections among and distinctions between individuals, events, and ideas and how an authors word choice and
choice of structure impacts the meaning and tone, including analogies or allusions to other texts. Students continue to participate in collaborative
discussions and demonstrate respect for other viewpoints as is required by Speaking and Listening Standard 1.
Danielson Framework for Teaching
The JCPS Curriculum Maps support teachers in planning and preparation for instruction. Therefore, these documents provide support for teachers
in the following areas of the Framework for Teaching:
Domain 1 - Planning and Preparation
Components A, C, D, E, F
Domain 3 - Instruction
Components Ai; C i, iii, iv; and Di, ii

WRITING- FOCUS ON INFORMATIONAL/EXPLANATORY

Informational/explanatory writing conveys information accurately. This kind of writing serves several purposes: to increase readers knowledge of
a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. To
produce this kind of writing, students draw not only from their own background knowledge, but from multiple print and non-print texts as well. With
practice, students become better able to develop a controlling idea and to maintain focus on a topic. As students progress, they learn how to
combine the elements of other writing modes, including narrative structure, to produce complex and nuanced writing.

Informational/Explanatory defined (Appendix A, p. 112)

Student Samples: Grade 8, Informative/Explanatory Writing Samples (KCAS Binder, Appendix C. p. 172)
In Common Grade 8 Writing Examples Dignity and Hope
JCPS Writing Proclamation, JCPS Process Writing Criteria , JCPS Holistic Continuum for Writing LDC Rubrics
Prompts for On-Demand Writing Informational/Explanatory Gheens website ELA Middle Instructional Resources
Writing On-Demand

FORMATIVE ASSESSMENT TASKS

Sample Performance Tasks
Performance tasks further clarify the meaning of the Standards and illustrate specifically the application of the Standards to texts of sufficient
complexity, quality, and range. The critical role of writing in the service of reading and learning is illustrated in every example to emphasize the role
of writing in the reading process (see Writing Standards 9 a and 9 b). The tasks below were developed using text selections from the current
literature anthologies to model the structure of performance tasks found in Appendix B of the Kentucky Core Academic Standards Binder. Teachers

are encouraged to use this same structure to develop other performance tasks using excerpted texts from the Exemplar Libraries.
For Stories, Drama, and Poetry:

Students summarize the development of Squeakys new found respect for her brother Raymond in Toni Cade Bambaras Raymonds
Run and analyze its connection to the theme (i.e., the realization that her relationship with her handicapped brother can change as she
realizes he has athletic potential). Students show how theme is conveyed through character, setting, and plot. Essays should be written for
an audience that is familiar with the story and should follow the conventions of standard English, including standard capitalization, comma
usage, and spelling. (Story in Holt and McDougal) (RL.8.2, W.8.2, W.8.4, L.8.2)

Grade 8: Cycle 2
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After reading The Tell-Tale Heart by Edgar Alan Poe, have students respond to the following prompt: Early in the story, the reader
realizes something that the narrator of the story does not. This is often referred to as dramatic irony. Analyze how this irony creates
suspense in the story. Describe details from the story in which suspense is created as a result of this irony. Students should write
responses to these questions for an audience that is familiar with the text and follow conventions of standard English, including standard
capitalization, comma usage, and spelling. (RL.8.6, RI.8.8, W.8.1, W.8.4, L.8.4c)

For Informational Texts:

Students read the excerpt from Undaunted Courage by Stephen Ambrose and write an essay that responds to this prompt: What kind of
person was Lewis Meriwether? Students should use evidence from the text to support their assertions (claims). Essays should be written
for an audience that is familiar with the story and should follow the conventions of standard English, including standard capitalization,
comma usage, and spelling. (McDougal) (RI.8.3, W.8.2, W.8.4, L.8.1, L.8.2)
After reading Jennifer Armstrongs Shipwreck at the Bottom of the World, students write an essay that addresses this question: based
on the details from the text, what qualities of character are depicted by Ernest Shackleton? Students should use evidence from the story to
support their assertions (claims). Essays should be written for an audience that is familiar with the story and should follow the conventions
of standard English, including standard capitalization, comma usage, and spelling. (Holt) (RI.8.3, W.8.2, L.8.1, L.8.2)
After reading Drumbeats and Bullets by Jim Murphy, write an essay that explains the authors attitude toward the drummer boys of the
Civil War. Include examples from the story that illustrates how he reveals the bravery of these young volunteers through their words and
actions. Your essay should be written for an audience familiar with the passage and should follow the standard conventions of English.
(RI.8.1, RI.8.6, W.8.4, L.8.1, L.8.2)

Sample Activities

Explore the exposition of Raymonds Run; have students use Two-Column Notes to record the names of the characters introduced on pp.
34-35 (McDougal) and pp. 547-549 (Holt). Students should write the names of the newly introduced characters in the first column and
something they learned from the narrators introduction of the character in the second column. More character traits can be added as you
continue to read the story. (Characters introduced include Squeaky, Raymond, Squeakys father, Gretchen, and Cynthia Parker.) (RL.8.1,
RL.8.3)
Use the Write-Around Strategy to help students explain how voice, persona, and the choice of a narrator affect the characterization and the
tone of a text. Choose several quotes from the narrator (Squeaky) in Raymonds Run that show her persona and help the reader
understand the character (e.g., And I dont play the dozens or believe in standing around with somebody in my face doing a lot of talking. I
much rather just knock you down and take my chances even if I am a little girl with skinny arms and a squeaky voice.. or In the first
place, theres no one can beat me and thats all there is to it.). Use selected quotes to start the Write-Around. Students should respond to
the quote by explaining how the quote characterizes Squeaky or another character. Follow up with this activity after reading The Treasure
of Lemon Brown. Have students find quotes from the 2 main characters that help the reader understand the character. (RL.8.3, RL.8.4)
Use That Was Then,This Is Now (last activity on the list) strategy after reading The Treasure of Lemon Brown. Have students determine
the dynamic and static characters. Students should complete a That Was Then, This is Now chart for both characters explaining how the
characters changed from the beginning to the end of the story. (RL.8.3)
Analyzing Essay lesson plan for drafting an essay that identifies literary devices and style conventions used by authors to convey point of
view in essays. Students will identify various devices, information, description, persuasion, voice, and word choice using the Coding
Strategy p. 30 of CCSSOs Content Area Literacy Guide. (RI.8.6)
Coding/Comprehension Monitoring strategy (p.30 in this link) Examine the structures and forms of various texts to analyze how the
differing structure of each contributes to its meaning, the development of concepts, and its style. Use the strategy to aid students in
analyzing the structure of the text, determining characters points of view and how the points of view are used to create humor or
suspense, evaluating the advantages and disadvantages of information presented in different media, and/or delineating and evaluating an
argument. Students may compare print and non-print versions of the same text. (RL and RI 8.5, 8.6, 8.7, 8.8)
Have students read short passages or excerpts from complex texts (literary nonfiction or primary source documents) such as; Narrative of
the Life of Frederick Douglas (E) or Words We Live By (E) from Achievethecore.org or from the exemplar library provided to each
school. Use these excerpts to analyze the authors word choice. Discuss how word choice (e.g., connotation, denotation, figurative
language, technical terms) affects meaning and tone. Use this link to review figurative language. (RL8.4, RI.8.4,L.8.5a&c)
Have students read short passages or excerpts from complex texts (literary nonfiction or primary source documents) such as; Narrative of
the Life of Frederick Douglas (E) or Words We Live By (E) from Achievethecore.org or from the exemplar library provided to each
school. Use these excerpts to discuss how language, sentence structure, active and passive voice (link to lesson), verbals (link to
PowerPoint), and indicative, imperative, interrogative, conditional, and subjunctive mood (link to lesson) are used to convey ideas.
(L.8.1a-c, L.8.5)
Use Seven Types of Paragraph Development to examine and discuss 7 ways that paragraphs can be organized in a passage. The
article is written to include 7 types of paragraphs along with annotations to explain each type of paragraph and provide tips for writing
quality paragraphs. Identify a topic of interest to students and divide class into seven groups. Assign a paragraph type to each group and
have students construct paragraphs on chart paper focused on the same topic using the different paragraph types. Students participate in
a Gallery Walk to see how paragraphs focused on the same topic can be depicted in different forms. (RI.8.3, RI.8.5, W.2, W.4)

Grade 8: Cycle 2
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Possible LDC Template Tasks

After researching (select a topic of study from this cycle), write (an essay or report) that examines (insert topic here) and explains (insert
topic) What conclusions or implications can you draw? Support your discussion with evidence from your research.(Informational or
Explanatory /Cause-Effect ) - RI.8.2, W.8.4, W.8.7, W.8.8, L.8.3)
[Insert an essential question] After reading (literature and/or informational texts), write (report, essay or substitutes) that addresses the
question and analyzes (content), providing examples to clarify your analysis. What conclusions or implications can you draw?
(Informational or Explanatory/Analysis).
[Insert essential question] After reading (literature or informational texts), write (essay, report, or substitute) that compares (content). In
your discussion, address the credibility and origin of sources in view of your research topic. Identity any gaps or unanswered
questions.(Informational or Explanatory/Comparison)

JCPS COMMON ASSESSMENTS

Refer the Middle School ELA Assessment Calendar for assessment timelines. Use common assessments to formatively assess students
understanding of content. Use the data from this analysis for instructional planning and to guide and involve students in setting goals. Regroup
students as needed for intervention to address gaps in learning.

ONGOING STANDARDS
Ongoing KCAS Standards are embedded in instruction delivered throughout the year.
Strand
Ongoing
KCAS
Standards

Reading
Literature and
Informational
1 cite textual
evidence/make inferences
2 -- determine theme/central
idea, objective summary
3 analyze how individuals,
events and/or ideas develop
and interact in text
4 determine meanings of
words and phrases
10 range of reading

Writing
4 clear, coherent
writing to task
5 writing process
9 draw evidence
to support
10 range of
writing

Language

Speaking and Listening

1, 2 conventions of 1 prepare and participate

standard English in
2 integrate and evaluate
writing and speaking information presented
*Refer to
progressions for
interventions
achieve mastery by
end of year.
4, 5, 6 vocabulary
acquisition and use.

Click on this link for a printout of grade level Ongoing Standards

FOCUS STANDARDS AND LEARNING TARGETS

READING STANDARDS
KEY IDEAS AND DETAILS
Literature
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.

Grade 8: Cycle 2
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LEARNING TARGETS
I can
* define theme (a central idea or lesson the author is revealing Honesty is the best policy.)
* analyze plot (the events that happen) to determine a theme (authors overall message).
* determine how key events, characters actions and interactions, and setting develop over the course of the text to
contribute to the theme.
* define summary (a shortened version of the text that states its key
points).
* compose an objective summary stating the key points of the text without adding my own opinions or feelings.
* identify particular lines of dialogue or incidents in a story or drama that propel the action, reveal aspects of a
character, or provoke a decision.
* analyze how a particular line of dialogue or an incident in a story or drama propels the action.
* analyze how a particular line of dialogue or an incident in a story or drama reveals aspects of a character.
* analyze how a particular line of dialogue or an incident in a story or drama provokes a decision.
* recognize how making a change to one line of dialogue or one incident of a story or drama could affect the actions,
aspects of a character, or decisions.

Informational
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, idea, or events
(e.g., through comparisons,
analogies, or categories).

I can
* define central idea (main point in a text).
* analyze a text and determine how an authors use of details conveys (makes known) two or more central ideas in a
text.
*analyze how supporting ideas contribute to the development of central ideas over the course of a text.
* define summary (a shortened version of the text that states its key
points).
* compose an objective summary stating the key points of the text without adding my own opinions or feelings.
* explain how the individuals, events, and/or ideas in a text affect one another.
* analyze connections and distinctions between individuals, events, and/or ideas in a text.
* analyze how an author makes connections and distinctions between individuals, ideas, or events
through comparisons, analogies, or categories.

CRAFT AND STRUCTURE

LEARNING TARGETS

LITERATURE

I can

* define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration,
assonance, onomatopoeia).
* distinguish between literal language (it means exactly what it says) and figurative language (sometimes what you say
RL.8.4: Determine the meaning of
words and phrases as they are used in is not exactly what you mean).
a text, including figurative and
* recognize the difference between denotative meanings (all words have a dictionary definition) and connotative
connotative meanings; analyze the
meanings (some words carry feeling).
impact of specific word choices on
* analyze why authors choose specific words to evoke a particular meaning or tone.
meaning and tone, including analogies *define and identify analogies (comparisons between two things that are similar) and allusions (indirect references to
other texts).
or allusions to other texts.
*analyze why authors choose to include particular analogies (e.g., In a speech by Dr. Martin Luther King Jr., he alludes
to the Declaration of Independence, The Gettysburg Address, a spiritual song, etc.).

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.

* compare (analyze the similarities) and contrast (analyze the differences) the structures found in two or more
texts.
* analyze the differing structures of two or more texts and determine how the differences affect the overall
meaning and style of each text.
* infer why an author chose to present his/her text using a particular structure.

INFORMATIONAL

I can

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.

* define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration,
assonance, onomatopoeia).
* distinguish between literal language (it means exactly what it says) and figurative language (sometimes what you say
is not exactly what you mean).
* recognize the difference between denotative meanings (all words have a dictionary definition) and connotative
meanings (some words carry feeling).
* recognize words that have technical meaning and understand their purpose in a specific text (e.g., stem in an article
about flowers versus stem in an article about cell research).
* analyze why authors use words and phrases including analogies (comparisons between two things that
are similar) and allusions (indirect references to other texts), to set the tone and create an overall
meaning and mood for the reader.

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 authors point
of view or purpose in a text and
analyze how the author
acknowledges and responds to
conflicting evidence or viewpoints.
Grade 8: Cycle 2
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June 1, 2015

* recognize how an author develops the points of view of characters and narrators by revealing thoughts,
feelings, actions, and spoken words.
* recognize how the point of view of characters and audience or reader can be different.
* analyze how differing points of view can create various effects (e.g., dramatic irony When the audience or
reader knows something that the characters do not, the text can suspenseful or humorous.)

* analyze the structure of a specific paragraph in a text and determine how this paragraph helps to develop or
refine a key concept.
* analyze and explain how the role of particular sentences (e.g., topic sentence, supporting detail) helps to
develop and refine the authors key concept.
* define point of view as how the author feels about the situation/topic of a text.
* determine an authors point of view (What do I know about the authors opinions, values, and/or beliefs?) and
explain his/her purpose for writing the text.
* analyze how an author acknowledges and responds to conflicting evidence or viewpoints (How does the author
respond? Does he/she use information, evidence, statistics, etc. to strengthen his/her own viewpoint?).

INTEGRATION OF KNOWLEDGE AND IDEAS

LITERATURE
I can
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.

* compare and contrast (analyze the similarities and differences) a filmed or live production of a story or dram to its
original text or script.
* identify the various techniques (e.g., lighting, camera angles, etc.) used in a filmed or live production of a story or
drama.
* analyze how the various techniques (e.g., lighting, camera angels, etc.) used in a filmed or live production add to or
change the experience of the audience.
* evaluate why a director chose to stay faithful to or depart from the original text and/or script.
RL.8.9: Analyze how a modern work * identify themes, patterns of events, or character types from myths, traditional stories, or religious works that are found
of fiction draws upon themes, patterns in modern works of fiction (e.g., a traditional fairy tale that is re-created with modern problems, settings, and
of events, or character types from
characters).
myths, traditional stories, or religious * identify the similarities and differences between a modern work of fiction, and a myth, a traditional story, or a religious
works such as the Bible, including
work.
describing how the material is
* compare and contrast (analyze the similarities and differences) the themes, patterns of events, character types of
rendered new.
modern works fiction, with those of myth, traditional stories, or religious work and determine how they are rendered or
interpreted in a new way.

INFORMATIONAL

I can

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.

* explain how informational text is presented in different mediums (e.g., audio, video, multimedia).
* analyze a particular topic or idea and explore how authors use different mediums of presentations (e.g., video diary,
PowerPoint, visual display).
* evaluate the advantages and disadvantages of presenting a topic or idea in different mediums.

* identify the side of an argument an author presents in at text.

* I can determine the credibility of the author and his/her purpose (who wrote, when it was written, and why it was
written).
* identify claims that are supported by fact(s) and those that are opinion(s).
* recognize when an author introduces irrelevant evidence (unrelated or unnecessary evidence) to his/her
argument.
* evaluate an argument using the evidence an author provides and determine if the evidence provided is relevant
and sufficient enough to support the claim.
RI.8.9: Analyze a case in which two or * recognize how two or more texts can provide conflicting information on the same topic.
more texts provide conflicting
* identify where two or more texts disagree on facts or interpretation of information on the same topic.
information on the same topic and
* analyze how authors interpret and emphasize different evidence when writing about the same topic.
identify where the texts disagree on
* compare and contrast (analyze the similarities and differences) how two or more texts communicate the same topic.
matters of fact or interpretation.
* describe how one authors interpretation of a topic can be different from anothers depending on how the facts are
interpreted.
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.

WRITING STANDARDS
TEXT TYPE AND PURPOSE
I can
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.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information into broader categories; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.

Grade 8: Cycle 2
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June 1, 2015

* select a topic and identify and gather relevant information (e.g.,

well-chosen facts, definitions, details, quotations, examples) to
share with my audience.
* determine the organizational structure that will allow me to
organize my information best.
* analyze the information, identify vocabulary specific to my
topic, and organize information into broader categories using
my chosen structure(s).
* present information in a formal style that includes an
introduction, supporting details, transitions (to clarify when I
move from one idea to another), and a concluding
statement/section that supports the information presented.

PRODUCTION AND DISTRIBUTION OF WRITING (Year-Long)

Research to Build and Present Knowledge
I can

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.

* define research and distinguish how research differs from other types of writing.
* focus my research around a central question that is provided or determine my own
research worthy question (e.g., How did Edgar Allan Poes life experiences influence
his writing style?).
* chose several sources (e.g., biographies, non-fiction texts, online encyclopedia) and
gather information to answer my research question.
* analyze the information found in my sources and determine if it provides enough
support to answer my question.
* create additional focused questions that relate to my original topic and allow for
further investigation.
* determine the credibility and accuracy of a source by reviewing who wrote it, when it
was written, and why it was written.
* use search terms effectively to gather information needed to support my research.
* define plagiarism (using someone elses words/ideas as my own).
* determine when my research data or facts must be quoted (directly stated word for
word) in my writing.
* avoid plagiarism by paraphrasing (putting in my own words) and/or summarizing my
research findings.
* follow a standard format for citation to create a bibliography for sources that I
paraphrased or quoted in my writing.

W.8.9 Draw evidence from literary or informational texts to

support analysis, reflection, and research
a. Apply grade 8 Reading standards to literature (e.g.,

b.

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).
Apply grade 8 Reading standards to literary
nonfiction (e.g., Delineate and evaluate the
argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is
relevant and sufficient; recognize when irrelevant
evidence is introduced).

* define textual evidence (word for word support).

* determine textual evidence that supports my analysis, reflection, and/or research.
* support my answer using textual evidence that demonstrates logical reasoning and my
understanding of the topic and/or the text.
* compose written responses and include textual evidence to strengthen my analysis,
reflection, and/or research.

LANGUAGE STANDARDS
KNOWLEDGE OF LANGUAGE
I can
L.8.1: Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
a. Explain the function of verbals
(gerunds, participles, infinitives) in
general and their function in particular
sentences.
b. Form and use verbs in the active and
passive voice.
c. Form and use verbs in the indicative,
imperative, interrogative, conditional,
and subjunctive mood.
d. Recognize and correct inappropriate
shifts in verb voice and mood.
*See ELA CCSS Appendix A, page 31 for
Language Progression of Skills.

Grade 8: Cycle 2
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June 1, 2015

* define and identify gerund (a verb form that ends in ing and is used as a noun), participle (a verb form that
is used as an adjective), and infinitive (forms from the words to together with the base form of a verb; often
used as a noun in a sentence).
* explain the function of gerunds (e.g., Gardening is my favorite hobby.), particles (e.g., The respected leader
won an award.), and infinitives (e.g., My swim team wants to win.).
* explain the difference between verbs in the active voice (the subject performs the action of the verb) and the
passive voice (the subject receives the action of the verb).
* create sentences with verbs in the active voice (e.g., The dog bit James.) and in the passive voice (e.g.,
James was bitten by the dog.).
* explain the difference between the verbs in the indicative mood (verbs used to express facts or opinions),
imperative mood (verbs used to give orders or make requests), interrogative mood (verbs used to ask a
question), conditional mood (verbs used to express uncertainty), and subjunctive mood (verbs used to
describe a state contrary to fact).
* create sentences with verbs in the indicative mood, imperative mood, interrogative mood conditional mood,
and subjunctive mood.
* identify and correct inappropriate shifts in verb voice (e.g., Incorrect- Whenever Dad sang, our dog barks
loudly. Correct- Whenever Dad sings, our dog barks loudly.)
* identify and correct inappropriate shifts in verb mood (e.g., Incorrect- If Barbara was rich, she would buy a
mansion. Correct- If Barbara were rich, she would buy a mansion.)

L.8.3: Use knowledge of language and its

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

* explain the difference between verbs in the active voice (the subject performs the action of the verb)
and the passive voice (the subject receives the action of the verb.)
* create sentences with verbs in the active voice (e.g., The cat scratched Allina.) and in the passive
voice (e.g., Allina was scratched by the cat.) to achieve a particular effect.
* explain the difference between verbs in the conditional mood (verbs are used to express uncertainty)
and subjunctive mood (verbs are used to describe a state contrary to fact).
* create sentences with verbs in the conditional mood (e.g., Angie might close the door.), and
subjunctive mood (e.g., If Angie closes the door, a window may open.) to achieve a particular effect.

SPEAKING AND LISTENING STANDARDS

COMPREHENSION AND COLLABORATION

I can
SL.8.3: Delineate a speakers argument and
specific claims, evaluating the soundness of
the reasoning and relevance an sufficiency of
the evidence and identifying when irrelevant
evidence is introduced
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.)

*
*
*
*

identify the side of an argument a speaker presents.

determine the credibility of a speaker and his/her purpose.
identify claims that are supported by fact(s) and those that are opinion(s).
evaluate if a speakers argument is reasonable (sound) using evidence he/she provides to support
his/her claims.
* identify if a speaker has introduced irrelevant evidence when presenting his/her claim.
* determine if a speaker has provided enough relevant evidence to support his/her claim or argument.
* identify the parts of my presentation, including claims and evidence, that could use clarification,
strengthening, and/or additional interest.
* integrate appropriate media component or visual display to improve my presentation.
*identify different reasons for speaking (e.g., informational, descriptive, formal, informal).
*determine when speaking tasks require a formal structure.
* compose a formal speech that demonstrates a command of grade 8 Language standards.

Learning Targets adapted from The Common Core, Align, Access, Achieve, LLC and Maryland Common Core State Curriculum Framework for ELA

KCAS BINDER AND KDE RESOURCES

Kentucky Core Academic Standards for English Language Arts Binder
Writing:
Narrative (Appendix A, pp.112-113)Argument (Appendix A,
p.112)
Student Sample: Grade 8 Narrative (Appendix C, p. 191)
Informational/Explanatory (Appendix A, p.112)
Student Sample: Grade 7 Informational/Explanatory (Appendix
C, p.181)
Student Sample: Grade 7 Argument (Appendix C, p. 179)

Reading:
Range of Text Types for 6-12 (Standards for ELA 6-12 p. 57,
defines Literature and Informational Text, including Literary
nonfiction)
Text Exemplars (Appendix B)
Vocabulary (Appendix A, pp. 121-124) 3 Tiers of Vocabulary
defined (Link to supplemental information for Appendix A
http://tinyurl.com/co3bf8s )

Kentucky Department of Education

Addressing the Three Modes of Writing: Kentucky Core Academic Standards in the 21st Century

Kentucky On-Demand Scoring Rubric

Kentucky Literacy Link to current and archived newsletters.
KDE ELA Instructional Resources

Grade 8: Cycle 2
Page 7 of 10
June 1, 2015

SUGGESTED INSTRUCTIONAL TEXTS AND RESOURCES

Link to suggested units from HOLT
Link to suggested units from MCDOUGALL-LITTELL
Link to COLLECTIONS Crosswalk Document
Search texts and resources by TOPIC:
Gheens website ELA Middle Instructional Resources Texts and Resources by Topic

INTERDISCIPLINARY CONNECTIONS

Social Studies: Revolution, Constitution

Science: Growth and Development, Inheritance of Traits, Variation of Traits
Math: Systems of equations

ENGLISH LANGUAGE LEARNERS

INSIDE ESL students will continues use of Levels B, C, and D
INTERVENTION RESOURCES
Resources for In-Class Individual and Small-Group Intervention

Interventioncentral.org:
o "Click or Clunk?": A Student Comprehension Self-Check-Students periodically check their understanding of sentences,
paragraphs, and pages of text as they read. When students encounter problems with vocabulary or comprehension, they use a
checklist to apply simple strategies to solve those reading difficulties.
o Main-Idea Maps-This simple strategy teaches students to generate a graphic organizer containing the main ideas of an expository
passage.
o Reading Comprehension Fix-Up Skills: A Classroom Toolkit-Presented here are a series of fix-up skill strategies that can help
struggling students to better understand difficult reading assignments.
ReadWriteThink.org: Use a poem to help students better understand cause and effect:
Write a Gem of a Poem - ReadWriteThink.;
Center on Instruction- Module 2- grades 6-12: examples of informational text structures.
Literacyleader.com: Text structure paragraphs that can be used as examples can be found at:
http://www.literacyleader.com/sites/litlead.essdack.org/files/text%20structure%20sort%20secondary_0.pdf

INDEPENDENT READING

During independent reading time, conduct one-on-one conferences with students to monitor and provide feedback on Student-Developed Reading
Plans. Allow students to revisit and revise plans to gradually increase the length and complexity of what they read, moving toward the level of text
complexity in the grade 6-8 text complexity band. Use information gleaned from conferences to identify students reading interests and guide
students in making book selections. (To view models of conferencing, go to: A best-practice tip about how to conference when teaching in
small groups - YouTube and Conferring with Student - YouTube.) NCTE/ILA position paper on independent/leisure reading
Suggested books with Lexiles from the classroom libraries:
Fiction
Shiver
Summer Ball (Lexile 910)
The Adventures of Huckleberry Finn (Lexile 990)
The Adventures of Ulysses (Lexile 860)
The Bar Code Tattoo (Lexile 720)
The Giver (Lexile 760)
The Raven, and Other Poems
Toby Wheeler, Eighth Grade Benchwarmer (Lexile 680)
Linger (Lexile 770)
Night (Lexile 590)
Grade 8: Cycle 2
Page 8 of 10
June 1, 2015

Nonfiction
All in the Family, A Look-It-Up Guide to the In-laws, Outlaws, and
Offspring of Olympus (Lexile 880)
An American Plague, The True and Terrifying Story of the Yellow
Fever Epidemic (Lexile 1130)
Anne Frank: Diary of a Young Girl (Lexile 1080)
Behind Enemy Lines (Lexile 810)
Escape, Children of the Holocaust
Favorite Greek Myths (Lexile 870)
Greek Myths and Legends (Lexile 950)
My Thirteenth Winter (Leixle 1050)
The Girl Who Survived (Lexile 910)

KCAS AND ACADEMIC VOCABULARY

Allusion
Analogy
Central Idea
Cohesion
Compare/Contrast
Comprehension
Conclusion
Connotative/Denotative

Dialogue
Dramatic Irony
Explicit
Figurative Language
Formatting structures
Gerund
Infer/Inference

Literal Language
Mood
Organizational structures
Point of View
Reading Strategy
Summary
Supporting Details

Suspense
Technical Meaning
Text Structure
Textual Evidence
Theme
Tone
Transitions

GROWTH MONITORING

Link to Progression of Standards for Content Gap Analysis

Teachers will
analyze the results of formative and summative assessments to determine next steps in content instruction and conference with students
to provide feedback on their progress.
collaborate with teachers in all content areas to conduct regular Literacy Reviews of students reading and writing growth.
conduct one-on-one reading conferences to monitor student growth/accountability with the focus on self-selected independent reading.
provide feedback (written and oral) on strengths and areas of growth in reading, writing, language, and speaking and listening.
Students will
establish personal learning goals, monitor growth with self-assessments, and track their progress toward specific goals and deadlines.
analyze results of formative and summative assessments to determine areas of strength and growth and use the information to revise
goals and take ownership of learning.

PLANNING SUGGESTIONS

Teacher Note: Link to Lesson Planning Template: Plan standards-based lessons using suggested texts, resources, and instructional strategies
provided on this map. Use classroom libraries to support independent reading.

Weeks 1 - 3

Grade 8: Cycle 2
Page 9 of 10
June 1, 2015

Introduce Cycle 2 introducing the Big Idea and learning targets. Review the learning targets for the unit noting standards that are
similar as reading emphasis shifts to informational reading and writing.
Students should be familiar with routines and procedures already in place. Introduce and model new routines and procedures as
needed (safe/respectful peer conferencing procedures, etc.). Conduct frequent reading/writing conferences (see Atwell video
link).
Use Read Aloud/Think Aloud/Talk Aloud (RA-TA-TA) to model close reading strategies (see Professional and Instructional
Resources for access to grade-level close reading lessons). Incorporate informational texts at the higher end of the 6-8
complexity band and text dependent questions to reach the end-of-year standards and transition to high school (Recommend
2X per grading period).
Model a variety of approaches to analyze a complex text. Pose critical thinking questions that require students to make and
support claims using evidence from text.
Engage students in developing questions of interest that require deeper exploration. Review research skills by having students
conduct short research projects focused on a single question and identify topics of interest for more in-depth research and
informational/explanatory writing.
Students analyze and evaluate models of informative/explanatory texts from diverse media.
Use mentor texts (see examples from Mechanically Inclined and Everyday Editing) to continue teaching mechanics, (verbals
and their functions see L.8.1 a-d; commas, ellipsis, dash L.8.2 a-b).
Incorporate time for student collaboration/discussion to reinforce speaking and listening skills. Use standards specific rubrics to
monitor and assess students progress toward mastery of the 8th grade speaking and listening standards. (Ongoing)
Use student work from Close Reading Lessons aligned to texts or one from Achievethecore.org results of daily assignments,
writing-to-learn, assessments, teacher observations, etc. to formatively assess student learning. Use information from analysis
to focus lessons and differentiate instruction.

Weeks 4 6

Weeks 7 9

Grade 8: Cycle 2
Page 10 of 10
June 1, 2015

Include time for reading/writing conferences and small group instruction as needed.
Use Literacy Notebooks daily to capture students thinking in response to reading and to explore ideas for writing through minilessons and vocabulary development. Have students refer back to Notebooks frequently to reinforce importance of the notebook
as a resource.
As they read, focus students attention on the difference between general academic and domain-specific words and phrases.
Focus on Tier 2 vocabulary as needed.
Students should develop questions to guide research for informational/explanatory writing.
Provide time for students to work independently and collaboratively to gather relevant information from multiple print and digital
sources and use criteria to assess credibility of sources. Teach students how to assess the credibility of each source to support
writing focus.
Use prewriting activities and graphic organizers to help students organize information from research to begin rough draft of
informational/explanatory writing.
Conduct lessons on appropriate documentation formats to avoid plagiarism.
Provide instruction on the JCPS Process Writing Criteria, and JCPS Holistic Continuum for Writing and the KCAS standards
Use KCAS writing and language standards to involve students in the development of rubrics for effective
informative/explanatory writing. This will help reinforce their understanding of the criteria and allow them to self-evaluate their
work.
Use formative assessments (student work, results of daily assignments, writing-to-learn, assessments, teacher observations,
suggested performance tasks, etc.) to gauge students grasp of concepts and to adjust teaching as needed.
Collaborate with other ELA teachers through PLCs to address key findings from formative assessments focusing on adjusting
instructional practices to impact student learning.
Identify gaps in learning and provide small group instruction to address gaps.
Continue implementation of the Reading/Writing Workshop model (i.e., daily independent reading, focused lessons on reading
and writing standards, reading/writing conferences, use of literacy notebooks).
Continue close reading strategy lessons with text dependent questions to teach reading and writing standards using
recommended literature and informational texts resources.
Continue use of higher order thinking questions that require students to think at higher levels and use textual evidence to
support answers.
Use Y-Charts to reinforce the criteria of a safe and respectful peer conference. Revisit procedures for self/peer-conferencing
and use of rubrics.
Focus teacher/student conferences on moving draft work toward publication quality.
Reinforce the use of rubrics and conferencing notes to revise and edit informative/explanatory writing in developing final drafts.
Remind students to check for correct word usage, mechanics (i.e., use of commas to separate adjectives, sentence structures,
modifiers) in their writing.
Develop rubrics focused on the speaking and listening standards to assess students communication skills during student
conferences and presentation of writing (including various media products).
Administer appropriate formative and summative assessments (performance tasks, district/school created diagnostics, RPA,
etc.) and involve students in the analysis of results to self-monitor growth and revise goals as needed.