North Branch Middle School
Unpacked ELA CCSS Grade 8
Reading Literature Standards
CCSS.ELA RL.8.1Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Ø Learning Target #1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly.
· I am able to cite (ex. quotes and specific details) evidence that explicitly supports what the text says. This means I can document where I found the answer within the text (these are for green questions.
Ø Learning Target #2: Make inferences drawn from the text.
· I am able to use the text with my own thinking (inference) to build meaning of the text. This means I use words from the text along with my own words to show my understanding.
CCSS.ELA 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.
Ø Learning Target #1: Determine a theme or central idea of a text.
· I am able to identify a theme or main idea.
Ø Learning Target #2: Analyze a theme’s development over the course of the text, including its relationship to the characters, setting, and plot.
· I am able tonote recurring interpersonal conflicts between characters, changing settings, and plot twists, recognizing how they influence and or shape the theme and guide me to a reasonable conclusion.
Ø Learning Target #3: Provide an objective summary of the text.
· I am able to create neutral summaries that reveal the theme through consideration of sequence, characters, setting, and plot.
CCSS.ELA RL.8.3 Analyze how particular lines of dialogue orincidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Ø Learning Target #1: 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.
· I am able to analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of thecharacters, and affect the characters’ decisions.
CCSS.ELA RL.8.4 Determine the meaning of words and phrasesas they are used in a text, including figurativeand connotative meanings; analyze the impactof specific word choices on meaning and tone, including analogies or allusions to other texts.
Ø Learning Target #1: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
· I am able to understand how the writer uses figurative language and can recognize words and phrases that help create a “story-within-a-story”.
Ø Learning Target #2: Analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
· I am able to recognize how word choice creates meaning and contributes to the tone/mood that the author is trying to convey.
CCSS.ELA RL.8.5 Compare and contrast the structure of two or moretexts and analyze how the differing structure ofeach text contributes to its meaning and style.
Ø LearningTarget #1: Compare and contrast the structure of two or more texts.
· I am able tounderstand various narrative text structures (cliff- hangers, flash- backs, circular beginning and end, parts vs. chapters, etc.)
· I am able to compare and contrast the various narrative text structures.
Ø Learning Target #2: Analyze how the differing structure of each text contributes to its meaning and style.
· I am able to discuss how differing structuresof each text contributes to the reader’s understanding of the text and of the author’s style, tone, and purpose.
CCSS.ELA RL.8.6 Analyze how differences in the points of view of thecharacters and the audience or reader (e.g., createdthrough the use of dramatic irony) create sucheffects as suspense or humor.
Ø Learning Target #1: 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.
· I am able to understand the role of point-of- view in a specific text and how it is the lens through which I, as the reader, am allowed to see and eventually interpret the story.
· First person (an inside narrator tells the story: I)
· Second person (narrator speaks directly to the reader: you)
· Third person (an outside narrator tells the story: he, she, it)
· Third person limited (an outside narrator tells the story but knows the thoughts of one character)
· Third person omniscient (an outside narrator tells the story and knows the thoughts of all the characters)
CCSS.ELA RL.7. Analyze the extent to which a filmed or liveproduction of a story or drama stays faithful toor departs from the text or script, evaluating thechoices made by the director or actors.
Ø Learning Target #1: 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.
· I am able to 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.
Ø Learning Target #2: Evaluate the choices made by the director or actors.
· I am able to recognize that particular scenes and characters have been omitted and I am able to develop theories as to why these changes may have occurred.
CCSS.ELA RL.8.8 not applicable
CCSS.ELA RL.8.9 Analyze how a modern work of fiction draws onthemes, patterns of events, or character types frommyths, traditional stories, or religious works such asthe Bible, including describing how the material isrendered new.
Ø Learning Target #1: 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.
· I am able to observe how the same theme is presented across multiple texts (myths, traditional stories, and religious works) of varying formats and time periods that all focus on a common literary themes.(love, friendship, and perseverance)
Ø Learning Target #2: Describe how the material is rendered new.
· I am able to determine how writers modernize their presentation of the theme while still holding true to the characteristics of that genre.
CCSS.ELA RL.8.10 By the end of the year, read and comprehendliterature, including stories, dramas, and poems, atthe high end of grades 6–8 text complexity bandindependently and proficiently.
Ø Learning Target #1: Read and comprehend literature at the high end of the grade level.
· I am able to recognize when the text I am reading is too easy or difficult for me.
· I am able to choose reading strategies (ex. visualize, ask questions, make connections, inter, and reread) that will help me comprehend texts.
Reading Information Standards
CCSS.ELA 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.
Ø Learning Target #1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly.
· I am able to cite (ex. quotes and specific details) evidence that explicitly supports what the text says. This means I can document where I found the support for the answer within the text (these are for green questions).
Ø Learning Target #2: Make inferences drawn from the text.
· I am able to read between the lines and use prior knowledge to draw conclusions that support my answers. The means I can create answers for yellow and red questions using what I read and what I already know.
CCSS.ELA RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including itsrelationship to supporting ideas; provide an objectivesummary of the text.
Ø Learning Target #1: Determine a central idea of a text.
· I am able to determine a central idea of a text.
Ø Learning Target #2: Analyze its development over the course of the text, including its relationship to supporting ideas.
· I am able to actively read and take note of how the author uses recurring examples and images, and draws conclusions to support and build the central idea of a text.
Ø Learning Target #3: Provide an objective summary of the text.
· I am able to construct a summary free from personal opinions and bias.
CCSS.ELA RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Ø Learning Target #1: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
· I am able to understand how the author uses different text structures to link
information between individuals, ideas, or events.
· I am able to use literary tools such as graphic organizers and note-taking in a variety of mentor texts in order to understand how the author uses structures such as comparisons, analogies, and categories to present a central idea.
CCSS.ELA 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.
Ø Learning Target #1: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
· I am able to gain insight as to the figurative meaning of words and phrases in informational texts.
· I am able to understand the ideas and/or feelings associated with a word or phrase in informational texts by using context clues contained within the sentence.
· I am able to understand the meaning of subject-specific words and phrases in informational texts.
Ø Learning Target #2: Analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
· I am able to identify words and phrases that create a variety of tones within Informational texts and convey the writer’s overall purpose.
CCSS.ELA 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.
Ø Learning Target #1: 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.
· I am able to understand how authors craft paragraphs in order to build meaning and recognize how topic sentences and supporting details work together to develop concepts for the reader.
CCSS.ELA RI.8.6Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
Ø Learning Target #1: Determine an author’s point of view or purpose in a text.
· I am able to recognize how an author presents his perspective within a text.
Ø Learning Target #2: Analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
· I am able to analyze an author’s response to opposing viewpoints by examining a variety of texts which may include editorials, persuasive speeches, and debates.
CCSS.ELA 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.
Ø Learning Target #1: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
· I am able to evaluate and integrate different mediums as to the most effective ways to deliver information to intended audiences.
CCSS.ELA RI.8.8Delineate 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.
Ø Learning Target #1: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient.
· I am able to read closely, evaluate, and deconstruct claims and evidence for relevancy in a number of informational texts.
Ø Learning Target #2: Recognize when irrelevant evidence is introduced.
· I am able to recognize when texts cite data without substantial evidence.
CCSS.ELA.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.
Ø Learning Target #1: 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.
· I am able to cite from two or more informational texts instances where differing viewpoints occur and analyze the basis for these discrepancies.
CCSS.ELA.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.
Ø Learning Target #1: Read and comprehend literary nonfiction at the high end of Grade 8 independently and proficiently.
· I am able to read and comprehend informational texts at my grade level independently and proficiently.
Writing Standards
CCSS.ELA-Literacy.W.8.1Write arguments to support claims with clear reasons and relevantevidence.
Ø Learning Target #1: Write arguments to support claims with clear reasons relevant and evidence.
· I am able to write an argument to support claims (statements) with clearreasonsand evidence.
CCSS.ELA-Literacy.W.8.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Ø Learning Target #1: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims.
· I am able to write a claim based on an issue within a text and consider all counterclaims.
Ø Learning Target #2:Organize the reasons and evidence logically.
· I am able to search for textual evidence to support my claim and organize my argument in a persuasive manner.