Language Arts: Eighth Grade
Eighth Grade Language Arts
Eighth grade students develop an understanding of the components of language: reading, writing, listening, speaking, grammar, and vocabulary. Language Arts-8 features an ongoing focus on vocabulary skills, grammar, usage, and mechanics, as well as a variety of written projects, including narrative, informative, persuasive, fiction, and research writing. Assessments consist of homework, quizzes, tests, projects, class participation, oral presentations, and written compositions.
Texts used:
Language Network 8. Evanston: McDougal Littell. 2001.
Shostak, Jerome. Vocabulary Workshop, Level C. New York: William H. Sadlier, Inc. 2005.
Duration: September –October (8 weeks)Writing / Grammar / Literacy Skills
Content / · Narrative techniques
· Dialogue
· Description
· Character development
· Reflection / · Dialogue
· Sentence structure
· Formal paper structure
· Subject/Predicate
· Parts of speech review / · Dialogue
· Plot
· Events
· Characterization
· Vocabulary study/work: general and content based words and phrases, parts of speech, and context clues
Essential Question: / At this point in your life what experiences, people, and/or events have changed your life –made who you are today? / What is dialogue? How is dialogue used effectively?
What makes a sentence a sentence? / What are the components of a memoir?
Skill: / · Write a narrative developing experiences or events.
· Establish a context and point of view and introduce narrator and/or characters
· Use dialogue, description, reflection, and pacing to develop experiences, events, and/or characters
· Use sensory language to capture the action / · Demonstrate a grade appropriate command of the conventions
· Incorporate the correct use of dialogue
· Use the correct format for a final paper
· Distinguish the parts/components of a sentence.
· Determine the subject and predicate of a sentence. / · Analyze memoir readings/writings
Assessment: / · Students can write a narrative (memoir) to develop real experiences. Students will submit a formal typed memoir using the correct format. / · Demonstrate correct use of dialogue, paper format, and conventions. / · Students can cite examples of dialogue in a memoir as well as recognize the components of a memoir.
Resources: / Teacher created resources/handouts / Language Network 8. Evanston: McDougal Littell. 2001. / · Scholastic – student examples of memoirs
· Last Lecture by Randy Pausch
Standards: / CC.1.4.8.M Write narratives to develop
real or imagined experiences or events.
CC.1.4.8.N Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.
CC.1.4.8.0: Use narrative techniques such as dialogue, description, reflection, and pacing to develop experiences, events…
CC.1.4.8.P Organize an event sequence that unfolds naturally and logically using a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another and show the relationships among experiences and events; provide a conclusion that follows from and reflects on the narrated experiences or events.
CC.1.4.8.T 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. / CC.1.4.8.Q Write with an awareness of the stylistic aspects of writing.
• Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects.
• Use sentences of varying lengths and complexities.
• Create tone and voice through precise language.
CC.1.4.8.R Demonstrate a grade appropriate command of conventions of Standard English grammar, usage, capitalization, punctuation, and spelling. / CC. 1.3.8. C Analyze how particular lines of dialogue or incidents in a story propel the action, reveal aspects of a character…
Comments:
Duration: October (2 weeks)Writing / Grammar / Literacy Skills
Content / · Connotation
· Meaning and tone
· Response writing - making a claim / · Parts of speech
· Conventions / · Vocabulary study/work: general and content based words and phrases, parts of speech, and context clues
Essential Question: / How can practicing vocabulary help students to be more successful in other academic areas?
How does understanding the vocabulary, in context, prior to reading the text, aid in comprehension and understanding of the material? / How can students determine the part of speech of a vocabulary word by use of a sentence and/or definition of the word? / How can practicing vocabulary help students to be more successful in other academic areas?
How does understanding the vocabulary, in context, prior to reading the text, aid in comprehension and understanding of the material?
Skill: / · Analyze the influence of words and phrases.
· Write in response to the text. / · Determine the correct part(s) of speech for each vocabulary word. / · Determine meaning using context and other resources.
Assessment: / · Students can determine the meaning of unknown words by means of writing sentences using their vocabulary words.
· Students will recognize and understand the vocabulary for the Reading Poe Unit. / · Students can determine the part(s) of speech of each of their vocabulary words for monthly quizzes and tests. / · Students can recognize and determine meaning of unknown words in their readings.
Resources: / Teacher created resources/handouts
“Anabel Lee” by Poe
Other selected Poems/short stories (decided upon with the reading teacher) / Language Network 8. Evanston: McDougal Littell. 2001. / Shostak, Jerome. Vocabulary Workshop, Level C. New York: William H. Sadlier, Inc. 2005.
Standards: / CC.1.2.8.F Analyze the influence of the words and phrases in a text including figurative, connotative, and technical meanings, and how they shape meaning and tone.
CC.1.4.8 H Introduce and state an opinion on a topic. / CC.1.4.8.R / CC.1.2.8.F Analyze the influence of the words and phrases in a text including figurative, connotative, and technical meanings, and how they shape meaning and tone.
Comments:
Duration: November (4 weeks)Writing / Grammar / Literacy Skills
Content / · Informative/Explanatory texts (writings) / · Transitions
· Sentences of varying lengths/complexities
· Usage
· Capitalization/Punctuation
· Spelling / · Vocabulary study/work: general and content based words and phrases, parts of speech, and context clues
Essential Question: / What are effective techniques for organizing an essay?
What are useful ways to inform an audience? / How can transitions be used effectively?
How do you write an effective thesis statement? / How can students use information from their readings to better their writing?
Skill: / · Examine a topic and write an informative/explanatory paper to convey ideas, concepts, and information clearly.
· Introduce the topic for the intended audience.
· Develop and analyze the topic to choose appropriate content – use/include multimedia when appropriate
· Create tone and voice through language.
· Write a clear conclusion. / · Write using precise language, domain specific vocabulary, and sentences of varying lengths/complexities.
· Use grade appropriate Standard English Conventions. / · Use evidence from readings to support writing.
· Use evidence to support analysis
Assessment: / · Students will examine several topics and work through the stages of the writing process in order to write several informative papers throughout the year.
· Students will write compositions of multiple paragraphs (no less than three).
· Students will write no less than three paragraphs when responding to texts/passages/questions.
· Students will write no less than five paragraphs when responding to a writing prompt. Introductory paragraph (five sentences minimum), three body paragraphs (each a minimum of eight sentences), and a conclusion paragraph of a minimum of five sentences.
· Students will cite well-chosen facts in order to analyze and develop the topic. / · Students will demonstrate knowledge of conventions in their writing of a formal paper. / · Students will use evidence from the texts to support their writing.
Resources: / Language Network 8. Evanston: McDougal Littell. 2001. / Language Network 8. Evanston: McDougal Littell. 2001. / Language Network 8. Evanston: McDougal Littell. 2001.
Standards: / CC.1.4.8.A Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information clearly.
CC.1.4.8.B Identify and introduce the topic clearly, including a preview of what is to follow.
E08.C.1.2.1 E08.E.1.1.1
CC.1.4.8.C Develop and analyze the topic with relevant, well‐chosen facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.
E08.C.1.2.2 E08.E.1.1.2
CC.1.4.8.E Write with an awareness of the stylistic aspects of composition.
• Use precise language and domain‐specific vocabulary to inform about or explain the topic.
• Use sentences of varying lengths and complexities.
• Create tone and voice through precise language.
• Establish and maintain a formal style.
E08.C.1.2.4 E08.C.1.2.5
E08.D.2.1.1 E08.D.2.1.2
E08.D.2.1.3 E08.D.2.1.4
E08.D.2.1.5 E08.D.2.1.6
E08.E.1.1.4 E08.E.1.1.5 / CC.1.4.8.D Organize ideas, concepts, and information into broader categories; use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension
CC.1.4.8.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
E08.D.1.1.1 E08.D.1.1.2
E08.D.1.1.3 E08.D.1.1.4
E08.D.1.1.5 E08.D.1.1.6
E08.D.1.1.7 E08.D.1.1.8
E08.D.1.1.9 E08.D.1.1.10
E08.D.1.1.11 E08.D.1.2.1
E08.D.1.2.2 E08.D.1.2.3
E08.D.1.2.4 E08.D.1.2.5 / CC.1.4.8.S Draw evidence from literary or informational texts to support
analysis, reflection, and research, applying grade‐level reading standards for literature and literary nonfiction.
Comments:
Duration: November/ December (4 weeks)Writing / Grammar / Literacy Skills
Content / · Narrative techniques
· Narrative: Writing a drama / · Dialogue
· Sentence structure / · Vocabulary study/work: general and content based words and phrases, parts of speech, and context clues
Essential Question: / How is play-writing different from other types of composition?
How can modern characters and situations be used to reflect the themes of “A Christmas Carol” in order to write a modern day version of the play? / How do grammar and the conventions of language influence spoken and written communication? / How is the process of reading a play different from other types of reading?
Skill: / · Write a narrative developing experiences or events.
· Establish a context and point of view and introduce narrator and/or characters
· Use dialogue, description, reflection, and pacing to develop experiences, events, and/or characters
· Use sensory language to capture the action / · Demonstrate a grade appropriate command of the conventions.
· Incorporate the correct use of dialogue
· Use the correct format for a final paper / · Read and comprehend the play.
· Make connections between themes from the play and coexisting themes in today’s world.
Assessment: / · In groups, students will create a modern day rewrite of the play.
· Students will write a script in its entirety.
· Students will perform their modern creations for the team through a performance on stage. (parts, costumes, lights, memorization of lines…) / · Type a final script / · In groups, students will create a modern day rewrite of the play.
· Students will write a script in its entirety.
· Students will perform their modern creations for the team through a performance on stage. (parts, costumes, lights, memorization of lines…)
Resources: / · Charles Dickens – “A Christmas Carol” script
· Student examples / Language Network 8. Evanston: McDougal Littell. 2001. / · Charles Dickens – “A Christmas Carol” script
· Video clip/multimedia use to show parts of “A Christmas Carol” (different versions)
Standards: / CC.1.4.8.M Write narratives to develop
real or imagined experiences or events.
CC.1.4.8.N Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.
CC.1.4.8.0: Use narrative techniques such as dialogue, description, reflection, and pacing to develop experiences, events…
CC.1.4.8.P Organize an event sequence that unfolds naturally and logically using a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another and show the relationships among experiences and events; provide a conclusion that follows from and reflects on the narrated experiences or events.
CC.1.4.8.Q Write with an awareness of the stylistic aspects of writing.
• Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects.
• Use sentences of varying lengths and complexities.
• Create tone and voice through precise language.
CC.1.4.8.S Draw evidence from literary or informational texts to support
analysis, reflection, and research, applying grade‐level reading standards for literature and literary nonfiction.
CC.1.4.8.T 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.
CC.1.4.8.U 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.
CC.1.5.8.A Engage effectively in a range of collaborative discussions, on grade‐level topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CC.1.5.8.D 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.
CC.1.5.8.E Adapt speech to a variety of contexts and tasks.
CC.1.5.8.F Integrate multimedia and visual displays into presentations to add interest, clarify information, and strengthen claims and evidence.
CC.1.5.8.G Demonstrate command of the conventions of standard English when speaking based on Grade 8 level and content. / CC.1.4.8.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.8.R Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. / CC.1.2.8.E Analyze the structure of the
text through evaluation of the
author’s use of specific
sentences and paragraphs to
develop and refine a concept.
CC.1.3.8.A 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.
CC.1.3.8.G 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 directors or actors.
Comments: