ELA 16 Honors English Language Arts 8 · .5 ELA 16 Honors English Language Arts 8 Course Curriculum...

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ELA 16 Honors English Language Arts 8

Course Curriculum

Aligned to the Arizona English Language Arts Standards

(Reading, Writing, Speaking and Listening, Language)

GOVERNING BOARD APPROVAL APRIL 2019

Table of Contents

Document Introduction…………………………………………………………………………………………………………...Page 1

Standards Overview……………………………………………………………………………………………………………...

Course Overview………………………………………………………………………………………………………………… Page 4

Coding………………………………………………………………………………………………………………………………Page 5

Reading Standards……………………………………………………………………………………………………………….Page 6

Reading for Literature……………………………………………………………………………………………………......Page 8

Reading for Informational Text……………………………………………………………………………………………. Page 14

Writing Standards………………………………………………………………………………………………………………. Page 22

Speaking and Listening Standards…………………………………………………………………………………………… Page 36

Language Standards……………………………………………………………………………………………………………Page 44

Language Progression Chart…………………………………………………………………………………………………. Page 52

Arizona ELA Standards Grade 8………………………………………………………………………………………………Page 54

Introduction

1

Arizona English Language Arts Standards

The Arizona English Language Arts Standards define the knowledge, understanding, and skills that need to be effectively taught and learned for all students to be

ready to succeed in credit-bearing college courses, in the workplace, and/or in military service. The standards present a vision of what it means to be a literate

person in the twenty-first century. Grade-specific K-12 standards in Reading, Writing, Speaking and Listening, and Language translate the broad aims of The

Arizona English Language Arts Anchor Standards into age-appropriate and attainment-appropriate terms. These standards allow for an integrated approach to

literacy to help guide instruction. Academic Standards are adopted at the state level by the Arizona State Board of Education.

Mesa Public Schools Curriculum Documents

In response to the release and revision of Arizona English Language Arts Standards, Mesa brought together workgroups made up of content experts for each

grade level. These groups included representation from the district’s junior high schools and teachers experienced in each grade level. The 7th and 8h grade expert

groups worked in conjunction to create an instructional progression for each standard in each strand of the English Language Arts Standards that reflects an

intentional scaffolding. The curriculum documents that resulted provide the following:

● an overview of The Arizona English Language Arts Standards identifying skills students will learn in each grade band by strand: Reading (literature and

informational text), Writing, Speaking and Listening, and Language

● course information including course number, level of difficulty, and course descriptions

● a key to the correct coding of standards

● a breakdown of suggested quarterly progression of instruction per standard by strand

● a suggested bank of resources available to ELA teachers to support standard-based instruction provided next to each standard

The Arizona English Language Arts Standards in and of themselves are not a curriculum prescribed by the state. These documents provide a suggested

progression towards mastery of Arizona standards created by Mesa teachers. These progressions identify the sequence of focuses for instruction by standard as

well as a suggested time frame for advancement. These should be used in conjunction with textbooks and resources adopted by the district, supplemental

resources provided by the school, as well as instructional tools suggested in the right-hand column below each standard.

While unique curriculum documents have been created by course, the documents do not eclipse educator expertise. Suggested progressions, time frames, and

strategies may be adjusted in order to meet the needs of a specific group of students. However, the expectation is that every student achieve mastery of every

standard in its entirety by the end of year in alignment with the grade progression.

Design Features for MPS Curriculum Documents

Grade band standards appear with the appropriate code and full text of the standard taken from The Arizona English Language Arts Standards. Below each

standard are two columns.

Previous grade standards are included to help teachers know the skills students should have mastered the year before allowing for instruction to continue to build

on what students have learned in previous grades, taking advantage of the vertical articulation that is an integral part of the Arizona ELA Standards.

Upcoming grade standards are included to help teachers know the skills students will be mastering the next year, taking advantage of the vertical articulation that is an integral part of the Arizona ELA standards.

Introduction

2

The left-hand column contains a suggested progression for instruction broken down by quarter. This progression is unique to each course. Any bolded portion of

the text within this progression indicates a new focus for the quarter.

The right-hand column contains suggestions from the grade level expert groups for activities, structures, and strategies that might aid in instruction specific to each

standard. These strategies may appear more than once, lending themselves to multiple standards; however, the list is in no way an exhaustive or prescriptive list

of strategies. Teachers, PLCs, and departments are encouraged to continually work to refine and add resources that will facilitate effective instruction for their

students.

Standard Code Grade Band, Strand, Standard

Entire Arizona English Language Arts Standard

Previous grade

standard to help with vertical

articulation

Upcoming grade

standard to help with vertical

articulation

Bolded text indicates a

new focus for the quarter. STANDARD AND SUGGESTED PROGRESSION

This column contains a suggested progression for instruction broken down by

quarter.

SUGGESTED ACTIVITIES FOR INSTRUCTION This column contains activities, structures, and strategies that

might aid in instruction specific to each standard. Note that

this list is in no way an exhaustive or prescriptive list of

strategies.

Overview

3

Arizona’s English Language Arts Standards work together in a clear progression from kindergarten through 12th grade. This document provides a

brief overview of the skills a student will learn at this grade. Each standard builds on the standard that came before and towards the standard that comes in the next grade level. Each standard is expected to be taught as appropriate for the grade-level. Some standards appear to have similar wording at multiple grade levels; however, it is understood that they are to be applied with increased focus to progressively more challenging texts and tasks.

Reading Standards for Literature: ● Independently and proficiently read grade-appropriate and increasingly complex literature from a variety of genres ● Analyze the central ideas or themes of a text, including analyzing the roles of dialogue or incidents in developing the depth of the plot ● Analyze the intentional choices authors make by comparing modern works of literature to traditional pieces, and citing their evidence to

support their analysis ● Develop vocabulary by determining and analyzing the impact of specific word choice on meaning and tone

Reading Standards for Informational Text: ● Analyze individuals, events, and ideas in informational text ● Use evidence from the text to support the inferences they draw from the text, and write an effective summary of a variety of texts ● Analyze the claims made in a text by evaluating the supporting reasoning and evidence an author uses, and recognize conflicting and

irrelevant evidence ● Evaluate the use of varying perspectives and mediums on the portrayal of subjects/topics by different authors.

Writing Standards: ● Produce clear and coherent writing for a variety of tasks, purposes, and audiences using argumentative, informational, or narrative writing

types ● Develop arguments supported with reasoning and evidence gathered from multiple, credible print and digital sources ● Acknowledge and address opposing viewpoints in response to their claims ● Routinely plan, draft, revise, and edit a wide variety of writing tasks

Speaking and Listening Standards: ● Collaboratively discuss and analyze a variety of subjects using diverse media and formats while considering the motives behind the

presentation of information ● Develop respectful communication skills in order to clarify, extend, and challenge information presented in a variety of contexts ● Adapt and present information using technology, multimedia, and visual formats effectively for a variety of audiences and purposes

Language Standards: ● Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling) ● Utilize various strategies to determine the meaning of unknown words and phrases, as well as figurative language

Overview

4

Course #: ELA 16 Grade Level: 8th Course Name: Honors English Language Arts 8 Level of Difficulty: High

Course Description: This course is designed primarily for Gifted and Talented students with high ability and motivation. The rigorous curriculum

emphasizes analysis of literature and informational text, student driven research resulting in personal conclusions through the application of critical

thinking and problem solving. Students enrolled will be expected to collaborate with other students on a long-term project that usually culminates in

a public sharing venue.

ARIZONA ENGLISH LANGUAGE ARTS STANDARDS

READING SPEAKING AND LISTENING

● Key Ideas and Details ● Craft and Structure ● Integration of Knowledge and Ideas ● Range of Reading and Level of Text Complexity

● Comprehension and Collaboration ● Presentation of Knowledge and Ideas

WRITING LANGUAGE

● Text Types and Purposes ● Production and Distribution of Writing ● Research to Build and Present Knowledge ● Range of Writing

● Conventions of Standard English ● Knowledge of Language ● Vocabulary Acquisition and Use

Coding

5

Standard 1 Grade 8

Strand:

Reading

Literature

8.RL.1

6

READING

STANDARDS

ENGLISH LANGUAGE ARTS 8 EN16

Bold text indicates focus for scaffolding. 8

READING STANDARDS FOR LITERATURE STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

8.RL.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

7th Grade Standard

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1st Quarter Cite textual evidence that most strongly supports what the text says explicitly. Instructional Strategies:

• Practice MLA citations for various sources (e.g., “The Monkey’s Paw”, “The Third Wish”) (Holt Elements of Literature 2005 pages 85-99 and 101-107)

• Compare/contrast both texts

• Inferencing and using mystery carbon/visuals to discuss in a Socratic seminar

2nd Quarter Cite textual evidence that most strongly supports what the text says explicitly and

make inferences drawn from the text.

3rd Quarter Cite textual evidence that most strongly supports a (deep) analysis of what the text

says explicitly as well as (complex) inferences drawn from the text.

4th Quarter Mastery of the standard in its entirety, independently and proficiently.

9-10th Grade Standard

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

8.RL.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

7th Grade

Standard

Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

1st Quarter Determine a theme or central idea of a text and analyze its development over the course

of the text including its relationship to the plot; provide an objective summary of the text.

Instructional Strategies:

• “Raymond’s Run” (Holt Elements of Literature 2005 page 547)

• Debate theme using textual evidence from “The Wise Old Woman” (Holt Elements of Literature 2005 page 5)

• Analyze various articles from www.juniorscholastic.com

• “Musical Notes” (Linking CCSS to Your

Curriculum pages 38-45)

• Plot diagrams related to theme

2nd Quarter Determine a theme or central idea of a text, 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.

3rd Quarter Determine (two or more) themes or central ideas of a text and analyze its development

over the course of the text, including its relationship to the characters, setting, and plot;

provide a (concise and comprehensive) objective summary of the text.



Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.



READING STANDARDS FOR LITERATURE

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES

8.RL.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

7th Grade Standard

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

1st Quarter Analyze how particular lines of dialogue or incidents in a story or

drama propel the action.


• Quarter 1: “The Green Mamba” (Holt Elements of

Literature 2005 page 239)

• Quarter 2: “The Tell-Tale Heart” and “The Landlady”

(Holt Elements of Literature 2005)

• Quarter 3: “Thank You Ma’am” and “Flowers for

Algernon” character analysis and development (Holt

Elements of Literature 2005 page 33)

• Choose a text and discuss effectiveness of dialogue

• Quarter 4: The Diary of Anne Frank (Holt Elements of

Literature 2005 page 369).

• “Flora’s Plan” (Linking the CCSS to Your Curriculum

pages 54-61)

2nd Quarter Analyze how particular lines of dialogue or incidents in a story or

drama propel the action, reveal aspects of a character.

3rd Quarter Analyze (and evaluate the effectiveness of) how particular lines of

dialogue or incidents in a story or drama propel the action, reveal aspects

of a character, or provoke a decision.



Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.




MPS RESOURCES 8.RL.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

7th Grade Standard

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 rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

1st Quarter Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

Instructional Strategies: • “The Cremation of Sam McGee” (Holt Elements of Literature

2005 page 637) • Analyze connotative meaning of words • Analyze Walt Whitman’s “O Captain! My Captain!” to uncover

the poem’s analogies and allusions. (Holt Elements of Literature 2005 page 667)

• Analyze connotative meanings of the nonsensical words in Lewis Carroll’s “Jabberwocky”

• “The Death of President Lincoln” (Linking CCSS to Your Curriculum pages 70-77)

• Any form of poetry or speeches that have several examples of various connotative meanings

2nd Quarter 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.

3rd Quarter Determine the meaning (and evaluate the impact) 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.



Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

8.RL.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

7th Grade Standard

Analyze the structure of a text, including how a drama or poem’s form or structure contributes to its meaning.

1st Quarter Compare and contrast the structure of two or more texts. Instructional Strategies: • Compare/contrast two or more works (novel, short story,

poem, etc.) • “The Landlady” (Holt Elements of Literature 2005 page 72) • “Lamb to the Slaughter” by Ronald Dahl (Google) • “The Adventures of Tom Sawyer” (Linking the CCSS to Your

Curriculum pages 86-93) • “Broken Chain” vs. “Oranges” (Holt Elements of Literature

2005) • “Diary of Anne Frank” play vs. the actual journal • “I Hear America Singing” vs. “I, Too” (Holt Elements of

Literature 2005)

2nd Quarter Compare and contrast the structure of two or more texts and how it

contributes to its meaning and style.

3rd Quarter Compare and contrast the structure of two or more texts (and evaluate

for effectiveness) and analyze how the differing structure of each

text contributes to its meaning and style.



Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.




MPS RESOURCES

8.RL.6: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

7th Grade Standard

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

1st Quarter Analyze differences in the points of view of the characters. Instructional Strategies:

• “The Ransom of Red Chief” (Holt Elements of

Literature 2005 page 579)

• “The Death of a Government Clerk” (Google)

• Excerpt from “The Adventures of Tom Sawyer”

(Linking CCSS to Your Curriculum pages 86-93)

• “Lamb to the Slaughter” by Ronald Dahl (Google)

• Excerpt from “The Cask of Amontillado” (Linking

CCSS to Your Curriculum pages 102-109)

2nd Quarter Analyze differences in the points of view of the characters and the audience or

reader.

3rd Quarter Analyze how differences (evaluate the impact of 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.



Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.

8.RL.7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

7th Grade Standard

Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

1st Quarter Analyze (and evaluate) the extent to which a filmed or live production of a story

or drama stays faithful to or departs from the text or script.


• Read selected passages from the novel Unbroken by

Laura Hillenbrand

• Excerpt from “The War of the Worlds” (Linking CCSS

to Your Curriculum pages 118-125)

• “Diary of Anne Frank” (Holt Elements of Literature

2005 page 369)

• “Outsiders”

2nd Quarter 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, identifying the choices made by

the director or actors.



READING STANDARDS FOR LITERATURE


3rd Quarter Analyze (and evaluate) 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 (and

critiquing) the choices made by the director or actors.

• “Flowers for Algernon” (Holt Elements of Literature

2005 page 33)

• “Pygmalion” by George Bernard Shaw (Google)

• Watch director commentary

• Act out scenes

• Change perspective using justification



Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

8.RL.8: (Not applicable to literature) 8.RL.9: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories or religious works, including describing how the material is rendered new.

7th Grade Standard

Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

1st Quarter Identify how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories or religious works, including describing how the material is rendered new.


• Compare “Beowulf” (Holt Elements of Literature 2005

pages 647-649) and “Casey at the Bat” (Holt

Elements of Literature 2005 pages 650-652) to show

the evolution of the hero archetype

• “Philemon and Baucis” (Linking CCSS to Your


• “Go Down Moses” and the story of “Exodus” and how

it ties to slave narratives (Holt Elements of Literature

2005 page 147)

• The “Golden Rule” across time and cultures

• “Flowers for Algernon” and the “Tree of Knowledge”

from the Bible (Holt Elements of Literature 2005

page 33)

2nd Quarter Determine how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories or religious works, including describing how the material is rendered new.

3rd Quarter Analyze (and evaluate) how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories or religious works, including describing (and evaluating) how the material is rendered new.



Analyze how an author draws on and transforms source material in a specific work.




MPS RESOURCES

8.RL.10: By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 8.

For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate grade 8 quantitative complexity measure is 1000-1099 Lexile.



READING STANDARDS FOR INFORMATIONAL TEXT


8.RI.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

7th Grade Standard

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1st Quarter Cite textual evidence that most strongly supports what the text says explicitly.


• Analyze Winston Churchill’s “Blood, Toil, Tears, and

Sweat” to defend inferences by citing the text (Google)

• Practice MLA citations for various sources

(https://owl.purdue.edu/owl/research_and_citation/mla_s

tyle/mla_style_introduction.html)

• “Champions of Child Labor Reform” (Linking CCSS to

Your Curriculum pages 14-21)

2nd Quarter Cite textual evidence that most strongly supports what the text says explicitly and make inferences drawn from the text.

3rd Quarter Cite textual evidence that most strongly supports (a deep) analysis of what the text says explicitly as well as inferences drawn from the text.



Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

8.RI.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

7th Grade Standard

Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

1st Quarter Determine a central idea of a text; provide an objective summary of the text.


• Provide an objective summary of an excerpt from the

“Narrative of the Life of Fredrick Douglass, an American

Slave, Written by Himself.” Analyze how a central idea

regarding the evils of slavery is conveyed through

supporting ideas and developed over the course of the

text (Google)

• Write a detailed summary of “Solar Energy: Harnessing

the Sun” (Linking CCSS to Your Curriculum pages 30-

37)

• Create a class newspaper or news broadcast

• Create a historical figure Facebook page (use template

printout)

2nd Quarter Determine a central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

3rd Quarter Determine (and analyze) a central idea of a text and analyze its development over the course of the text including its relationship to the supporting ideas; provide (a comprehensive) objective summary of the text.

4th Quarter

Mastery of the standard in its entirety, independently and proficiently.


Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_style_introduction.html

https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_style_introduction.html





8.RI.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

7th Grade Standard

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

1st Quarter Analyze how a text makes connections among and distinctions between

individuals.


• Venn Diagram

• Use List/Group/Label to categorize ideas in “What Courage Really Means” by John McCain (Google)

• Analyze the distinctions between the children and their experiences and feelings about immigrating in “Coming to America” (Holt Elements of Literature 2009 pages 506-514)

• “The Space Race: 1957 to Today” (Linking CCSS to Your Curriculum pages 46-53)

• Students use an event from their lives and make a connection to a text, movie, etc.

2nd Quarter Analyze how a text makes connections among and distinctions between

individuals or events.

3rd Quarter Analyze (and evaluate) how a text makes connections among and

distinctions between individuals, ideas, or events.



Analyze how the author constructs an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.





8.RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

7th Grade Standard

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.

1st Quarter Determine the meaning of words and phrases as they are used in a text,

including figurative and connotative meanings.


• Analyze famous speeches, such as “I Have a Dream” (Holt Elements of Literature 2009 page 482), using a T-chart to compare denotative and connotative meanings

• Identify powerful words and phrases in the Preamble of the Constitution and analyze their impact on meaning and tone (Google)

• Analyze “How We Work: Technology’s Impact” (Linking

CCSS to Your Curriculum pages 62-69)

• Analyze excerpt paragraph from To Kill a Mockingbird

that contains an allusion (library)

• “Conductor of The Underground Railroad Harriet

Tubman” (Holt Elements of Literature 2005 pages 143-

152)

2nd Quarter 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.

3rd Quarter Determine (and analyze) the meaning of words and phrases as they are

used in a text, including figurative and connotative meanings; analyze (and

evaluate the rhetorical effect) the impact of specific word choices on

meaning and tone, including analogies or allusions to other texts.



Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.



READING STANDARDS FOR INFORMATIONAL TEXT STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES 8.RI.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. 7th Grade Standard

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

1st Quarter Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences.


• Examine a paragraph from Shirley Chisholm’s “Equal Rights for Women” or Sojourner Truth’s “Ain’t I a Woman?” to determine how the paragraph fits into the whole and how sentences develop and refine the key concept (Google)

• “Social Media: Friend or Foe?” (Linking CCSS to Your Curriculum pages 78-85)

• Break a paragraph into sentence strips and have students organize

• Students create their own paragraph puzzle and challenge another group

2nd Quarter 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.

3rd Quarter Analyze (and evaluate the effect) in detail the structure of a specific paragraph in a text, including the role (or in the text as a whole) of particular sentences in developing and refining a key concept.



Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

8.RI.6: Determine an author's point of view, perspective and purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

7th Grade Standard

Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others

1st Quarter Determine an author's point of view, perspective and purpose in a text and identify how the author acknowledges and responds to conflicting evidence or viewpoints.


• Read a journal article, editorial, etc., refuting a previously held hypothesis to analyze how the author has acknowledged and responded to conflicting evidence or other viewpoints.

• https://www.studentnewsdaily.com/

• https://newsela.com/

• Analyze the point of view of John Adams’s “Letter on Thomas Jefferson” and how he (Adams) differs from Jefferson

• “Wolves: A Necessary Predator” (Linking CCSS to Your Curriculum pages 94-101)

• Brown vs. Board of Education court decision

2nd Quarter Determine an author's point of view, perspective and purpose in a text and describe how the author acknowledges and responds to conflicting evidence or viewpoints.

3rd Quarter Determine (or analyze) an author's point of view, perspective and purpose in a text and analyze (or evaluate) how the author acknowledges and responds to conflicting evidence or viewpoints.



Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

https://www.studentnewsdaily.com/

https://newsela.com/





8.RI.7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

7th Grade Standard

Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

1st Quarter Identify the advantages and disadvantages of using different mediums (e.g.,

print or digital text, video, multimedia) to present a particular topic or idea.


• A Mighty Long Way by Carlotta Walls LaNier autobiographical study and incorporate a variety of activities utilizing Civil Rights speeches and/or nonfiction texts, pictures, and video

• “A Day of Infamy” (Linking CCSS to Your Curriculum pages 110-117)

• “I Have a Dream” speech, audio, pictures, and text (Holt Elements of Literature 2005 page 483)

• “Day of Infamy” by Franklin Delano Roosevelt speech (Google)

2nd Quarter Compare and Contrast the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

3rd Quarter Evaluate (and critique) the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.



Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.




MPS RESOURCES 8.RI.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the

evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

7th Grade

Standard

Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

1st Quarter Delineate and evaluate the argument and specific claims in a text, recognize

when irrelevant evidence is introduced.


• www.wordgen.serpmedia.org

• www.studentnewsdaily.com

• “Mixed-Gender Classes” (Linking CCSS to Your Curriculum pages 126-133)

• Debates

• Mock trials

• Political speeches with rhetorical analysis

• Review student council speeches

2nd Quarter 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.

3rd Quarter Delineate and evaluate (or synthesize) 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 (and proves its

irrelevancy).



Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

http://www.wordgen.serpmedia.org/

http://www.studentnewsdaily.com/




MPS RESOURCES 8.RI.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the

texts disagree on matters of fact or interpretation.

7th Grade Standard

Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

1st Quarter Analyze a case in which two or more texts provide conflicting information on the

same topic.


• Analyze excerpts from majority opinion and dissenting opinion for Plessy vs. Ferguson (Google)

• “Executive Order 9066” (Linking CCSS to Your


• Jefferson Davis’s response to the Emancipation

Proclamation in reference to the Constitution

(Google)

2nd Quarter 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.

3rd Quarter Analyze (and evaluate) 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 (evaluating the strength or reliability of each).



Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.

8.RI.10: By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a

text complexity range determined by qualitative and quantitative measures appropriate to grade 8.

For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 6-8 complexity measure is 925-1185 lexile level

22

WRITING

STANDARDS



WRITING STANDARDS


8.W.1: Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons

and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an

understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons,

and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

7th Grade Standard

Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of

the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

1st Quarter Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or

opposing claims, and organize the reasons and evidence logically. b. Support claim(s) based on logical reasoning and relevant evidence, using accurate,

credible sources and demonstrating understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among

claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.

e. Provide a (compelling) concluding statement or section that follows from and supports the argument presented.

Possible student choices for topics:

• Gun control

• National Anthem

• Immigration

• Women participating in military combat

• Social media

• Write Source: “Persuasive Writing” (pages 218-281)


• Practice differentiating between credible and non-credible sources

• Practice writing claims for various sources

• Paraphrase relevant evidence from a text

• Rank evidence from strongest to weakest to determine what to include in argument. Justify rankings.

• Essay on atomic bomb: Was it a good idea to drop the atomic bomb on Japan? Students research and create argument

2nd Quarter Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing

claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate,

credible sources and demonstrating understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships

among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from and supports the

argument presented.



WRITING STANDARDS


3rd Quarter Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims (evaluating their validity), and organize the reasons and evidence logically.

b. Support claim(s) (with a clear position) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating (a deep) understanding of the topic or text.

c. Use (a variety of) words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style (and objective tone that enhances the argument).

f. Provide a (compelling) concluding statement or section that follows from and supports the argument presented.


9-10th Grade

Standard

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear

relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and

reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are

writing. e. Provide a concluding statement or section that follows from and supports the argument presented.



WRITING STANDARDS


8.W.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 well-chosen, relevant 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.

7th Grade Standard

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, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate 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.

1st Quarter Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.



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.

Possible sources:

• Informational articles about bullying (Newsela, Junior Scholastic, Common Lit, AVID articles, etc.)

• Students can write an explanatory essay about the psychological impacts of bullying



WRITING STANDARDS


2nd Quarter Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.




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.


• With an assigned topic, research, and then write, a newspaper or magazine article on the topic. Compile into a class magazine or newspaper.

• Write Source: Expository Writing (pages 157-217)

• For a traditional essay, state the thesis (which includes the position and direction). Product examples may include newsletters, articles, memos, brochures, webpage, PowerPoint, Prezi, or manuals.

3rd Quarter Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information (with a strongly-developed focus) through the selection, organization, and analysis of relevant content. a. Introduce a (complex) 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), (when useful to enhance) and multimedia when useful to aiding comprehension.

b. Develop (and analyze) the topic with well-chosen, relevant facts, definitions, concrete details, quotations, or other information and examples (appropriate to the audience’s knowledge of the topic).

c. (Effectively uses) appropriate and varied transitions to create cohesion and clarify the relationships among (complex) ideas and concepts.

d. Use precise language and domain‐specific vocabulary to inform about or explain (and manage the complexity of) the topic.

e. Establish and maintain a formal style (and objective tone while attending to the conventions of the discipline in which he or she is writing).

f. Provide a concluding statement or section that follows from and supports (and extends) the information or explanation presented.



Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g.,

headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well‐chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and

examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas

and concepts. d. Use precise language and domain‐specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in which they are

writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications

or the significance of the topic).



WRITING STANDARDS


8.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

7th Grade Standard

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.


b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

1st Quarter Write narratives to develop real or imagined experiences or events using effective technique, relevant

descriptive details, and well‐structured event sequences.






Possible student choices for topics:

• Read “Marigolds” by Eugenia Collier (Google). Analyze how setting, characters, and plot contribute to the theme that innocence and compassion cannot coexist.

• Students will write a narrative about experiencing compassion for another person and how that changed them.



WRITING STANDARDS


2nd Quarter Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.







• Read “Raymond’s Run” (Holt Elements of Literature 2005 page 547) and write about a time you made a snap judgment about someone.

• Write Source: “Narrative Writing” (pages 93-155)

• Provide examples from literature to model effective elements of narratives.

• Read “There Will Come Soft Rains” (Holt Elements of Literature 2009 page 265). Respond to the following prompt: Imagine you live in a fully automated house. Write about your experience.

3rd Quarter Write narratives to develop real or imagined experiences or events using effective technique, relevant

descriptive details, and well‐structured event sequences.








Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events,

setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.



WRITING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

8.W.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.)

7th Grade Standard

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).

1st Quarter Standard in its entirety. Focus/evaluate one or more of the Six Traits of Writing with writing assignments as appropriate to task, purpose and audience.

Ideas and Content: Writing is clear and focused. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.

Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.

Voice will vary according to the type of piece, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.

Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.

Sentence Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.

Conventions address the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks. Instructional Strategies:

• Use a checklist to revise for the 6 traits that incorporates the style and structure of the writing type.

2nd Quarter Standard in its entirety.

3rd Quarter Standard in its entirety.


9-10th Grade

Standard

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.)




MPS RESOURCES

8.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)

7th Grade Standard

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 7.)

1st Quarter Standard in its entirety. Use these steps with every fully developed writing assignment (Note: the focus on addressing what is most significant for a specific purpose and audience). Prewriting

• Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.

• Determine the purpose and intended audience of a writing piece. • Generate ideas through a variety of activities. • Establish a controlling idea appropriate to the type of writing. • Use organizational strategies to plan writing.

Drafting • Drafting incorporates prewriting activities to create a draft for a specific

purpose. Revising

• Revising includes evaluating and refining the draft for clarity and effectiveness.

• Evaluate the draft for use of ideas, organization, voice, word choice, and sentence fluency.

• Add details to the draft to more effectively accomplish the purpose. • Delete irrelevant and/or redundant information from the draft to better

accomplish the purpose. • Rearrange words, sentences, and paragraphs in the draft (effectively

using transitional words and phrases) in order to clarify the meaning or to enhance the writing style.

Editing • Editing includes proofreading and correcting the draft for conventions.

Publishing • Publishing includes formatting and presenting a final product for the

intended audience.

Instructional Strategies: • Analyze rubric • Students grade peers on assessment rubric





Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)



WRITING STANDARDS


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

7th Grade Standard

Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others.

1st Quarter Standard in its entirety. Instructional Strategies:

• Determine and use the most appropriate technology for the intended product, such as Google Docs, PowerPoint, and Prezi

• Conduct research in groups and present findings to class





Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

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

7th Grade Standard

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

1st Quarter 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.


• Answer a question by gathering information from three or more sources. Implement effective search techniques to minimize time usage during the information-gathering phase. Use texts from content areas as a research source.

• Prompt students to consider the credibility and relevance of sources. Paraphrase, give credit to author(s), and include direct quotations. Look up relevant definitions and evaluate which one(s) to include in writing. Find relevant quotations and evaluate which one(s) to include in writing. Learn and practice how to write a Works Cited and/or use in-text citations.

2nd Quarter 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.

3rd Quarter 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 (and evaluation).


9-10th Grade

Standard

Conduct short as well as more sustained research projects to answer a question (including a self‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.




MPS RESOURCES

8.W.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the

credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding

plagiarism and following a standard format for citation.

7th Grade Standard

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.

1st Quarter Gather relevant information from multiple print and digital sources, using search

terms effectively.


• Recognize credibility and source materials by understanding URL domains (i.e., .edu, .gov, .org)

• Use tools such as Purdue OWL to cite sources.

• Practice paraphrasing with teacher-given materials.

• Introduce students to academic journal databases such as EBSCOhost.

2nd Quarter 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.

3rd Quarter Gather (and synthesizes) relevant information from multiple print and digital

sources, using search terms effectively; assess the credibility and accuracy

of each source; and (judiciously) quote or paraphrase the data and

conclusions of others while avoiding plagiarism and following a standard

format for citation.


9-10th Grade

Standard

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.




MPS RESOURCES

8.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature. b. Apply grade 8 Reading standards to literary nonfiction.

7th Grade

Standard Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 7 Reading standards to literature. b. Apply grade 7 Reading standards to literary nonfiction.

1st Quarter Standard in its entirety. Instructional Strategies:

• Create different strategies that include how to use evidence in writing. Strategy should include a claim, the evidence that supports the claim, the source of the evidence, and the explanation of how or why the evidence supports the claim.




9-10th Grade

Standard

Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 9-10 Reading standards to literature.

b. Apply grades 9-10 Reading standards to informational text and nonfiction.

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

Use the writing process on short and extended writing assignments. Teach time management strategies to complete the process.

36

SPEAKING AND

LISTENING

STANDARDS



SPEAKING AND LISTENING STANDARDS


8.SL.1: Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision‐making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views based on the evidence presented.

7th Grade Standard

Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on

the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the

discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views.

1st Quarter *The entire standard will be addressed each quarter with the following areas of emphasis:

a. Come to discussions prepared having read or researched material under study; explicitly

draw on that preparation by referring to evidence.

b. Follow rules for collegial discussions and decision‐making.

c. Pose questions that connect the ideas of several speakers and respond to others' questions

and comments with relevant evidence.

d. Acknowledge new information expressed by others.


• Think-Pair-Share

• Jigsaw

• Gallery Walk

• Socratic Seminar

• Philosophical Chair

• Debate

• Write Source: “Speaking to Learn” (pages 417-422)

2nd Quarter *The entire standard will be addressed each quarter with the following areas of emphasis:

a. Come to discussions prepared having read or researched material under study and reflect on

ideas under discussion.

b. Follow rules for collegial discussions and decision‐making and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others' questions and

comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others and qualify or justify their own views based

on the evidence presented.





3rd Quarter Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or researched material under study; explicitly

draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.





9-10th Grade

Standard

Initiate and participate effectively in a range of collaborative discussions (one‐on‐ one, in groups, and teacher‐led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence

from texts and other research on the topic or issue to stimulate a thoughtful, well‐ reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision‐making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections based on the evidence and reasoning presented.

8.SL.2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

7th Grade Standard

Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how the ideas clarify a topic, text, or issue under study.

1st Quarter Analyze the purpose of information presented in diverse media and formats. Instructional Strategies:

• Print and Digital Advertisement

Analysis

• Print and Digital Propaganda Analysis

Discuss Logos, Pathos, and Ethos with

related activities.

2nd Quarter 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.





3rd Quarter Analyze (and evaluate) the purpose of information presented in diverse media and formats

(e.g., visually, quantitatively, orally) and evaluate (or critique) the motives (e.g., social,

commercial, political) (and evaluate the impact) behind its presentation.


9-10th Grade

Standard

Integrate multiple sources of information presented in diverse media and formats, evaluating the credibility and accuracy of each source.

8.SL.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

7th Grade Standard

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

1st Quarter 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.


• Speech Analysis (e.g., “I Have a

Dream” or the “Montgomery Bus

Boycott” by Dr. Martin Luther King,

Jr. and “Ballot or the Bullet” by

Malcolm X on YouTube)

• “Steps of Evaluating” for

Informational Speech (Holt Elements

of Literature 2009 page 965)

2nd Quarter 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.

3rd Quarter Delineate (or trace and analyze) a speaker’s argument and specific claims, (citing specific

examples) evaluating the soundness of the reasoning and relevance and sufficiency of the

evidence and identifying when irrelevant evidence is introduced.


9-10th Grade

Standard

Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, identifying any fallacious reasoning or exaggerated or

distorted evidence.



SPEAKING AND LISTENING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

8.SL.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well‐chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

7th Grade Standard

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, appropriate vocabulary, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation

1st Quarter Present claims and findings, emphasizing salient (most important) 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.


• Independent Research Project and

Presentation

• Jigsaw with Presentation

• Debate

• Write Source: Making Oral Presentations (pages 423-430)

2nd Quarter 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.

3rd Quarter 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.


9-10th Grade

Standard

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and

the organization, development, substance, and style are appropriate to purpose, audience, and task; use appropriate eye contact, adequate

volume, and clear pronunciation.

8.SL.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. 7th Grade Standard

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

1st Quarter Entire standard every quarter. Instructional Strategies:

• Google Keep

• Students create videos,

presentations, posters, create

advertisements utilizing Google

Slides, Powerpoint, Google Sites


2nd Quarter Entire standard every quarter.

3rd Quarter Entire standard every quarter.


9-10th Grade

Standard

Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.



SPEAKING AND LISTENING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

8.SL.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.) 7th Grade Standard

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)

1st Quarter 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.)


• Think-Pair-Share

• Debate

• Extemporaneous Speech

• Socratic Seminar

• Philosophical Chair

• Fish Bowl

• Multimedia Presentation


2nd Quarter Adapt speech to a variety of contexts and tasks, demonstrating command of formal

English indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific

expectations.)

3rd Quarter 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.)


9-10th Grade

Standard Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See

grades 9–10 Language standards 1 and 3 for specific expectations.)

44

LANGUAGE

STANDARDS



LANGUAGE STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

8.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verbals, voice, and mood. 7th Grade Standard

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound‐complex sentences to signal differing relationships among ideas.

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

1st Quarter 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 verbals, voice, and mood.


• Revise a teacher-given model for verb voice and mood. Use a teacher-given checklist to revise writing for verb voice and mood.

• Ask students to find examples of active and passive voice in different types of publications, such as newspapers, magazines, websites, text books, novels, nonfiction, etc. Have them compare and contrast their findings. What types of texts did they encounter more active voice? In which did they find more passive voice? Have them brainstorm why this might be.

• Analyze the use of active and passive voice, indicative, imperative, interrogative, conditional, and subjunctive mood in speeches.


2nd Quarter 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 verbals, voice, and mood

3rd Quarter 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 (evaluate) their function in particular sentences.

b. (Intentionally) Form and use verbs in the active and passive voice (to achieve a desired style). c. (Strategically)Form and use verbs in the indicative, imperative, interrogative, conditional, and

subjunctive mood. d. Recognize (analyze) and correct inappropriate shifts in verbals, voice, and mood.



Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent;

noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.




MPS RESOURCES

8.L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Use correct spelling.

7th Grade Standard

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives. b. Use correct spelling.

1st Quarter Entire standard every quarter. Instructional Strategies:

• Grammar Bytes

(http://www.chompchomp.com/)

• Commas: Write Source page 582

• Ellipses: Write Source page 614

• Capitalization: Write Source page

618

• Dictionary usage practice

• https://owl.purdue.edu/owl_exerci

ses/index.html

2nd Quarter Entire standard every quarter.

3rd Quarter Entire standard every quarter.



Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Use correct spelling.

http://www.chompchomp.com/




MPS RESOURCES

8.L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. Use verbs in the active

and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or

the action; expressing uncertainty or describing a state contrary to fact).

7th Grade

Standard

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

1st Quarter Use knowledge of language and its conventions when writing, speaking, reading, or listening. Use

verbs in the active and passive voice and in the conditional and subjunctive mood to achieve

particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a

state contrary to fact).


• Have students explore news articles

from different websites and note the

verbs that are used. After collecting a

dozen references to verbs in context,

have students identify whether the

verbs are active or passive voice.

Explain that after gathering the

information students will work in

small groups to draw conclusions

about when and how the verbs are

used.

• Students create short speeches in

active or passive voice and utilizing

the conditional and subjunctive

mood.

2nd Quarter Use knowledge of language and its conventions when writing, speaking, reading, or listening. Use

verbs in the active and passive voice and in the conditional and subjunctive mood to achieve

particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing

a state contrary to fact).

3rd Quarter Use (comprehensive) knowledge of language and its conventions when writing, speaking,

reading, or listening. (Strategically) 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).


9-10th Grade

Standard

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual.




MPS RESOURCES

8.L.4: Determine or clarify the meaning of unknown and multiple‐meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede,

recede, and secede). b. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue

to the meaning of a word or phrase. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to

find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase. 7th Grade Standard

Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). b. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a

word or phrase. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the

pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase.

1st Quarter Standard in its entirety. Instructional Strategies: • Predict a word’s meaning based on the words, phrases,

and/or sentences around it. • Use one 3 x 5 index card for each root, prefix or suffix. On the

front side of the index card, write the root, prefix or suffix in the center. On the other side write the following: in the upper right-hand corner, write the definition; in the upper left-hand corner, write two examples; in the lower left-hand corner, use a word with the root, prefix or suffix in a sentence; in the lower right-hand corner, draw a picture or symbol that demonstrates the meaning of the root, prefix, or suffix. Spread out vocabulary word part cards into prefix, root, and suffix groups on desks. Put together these word parts into real words within a given time. Use connecting vowels if needed.

• Use reference sources for a variety of purposes. • After predicting a word’s meaning from context, confirm it with

the dictionary.





Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical;

advocate, advocacy). b. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning

of a word or phrase. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the

pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase.




MPS RESOURCES

8.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded,

willful, firm, persistent, resolute). 7th Grade Standard

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

a. Interpret figures of speech (e.g., literary, religious, and mythological allusions) in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite,

diplomatic, condescending).

1st Quarter Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings.

a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations

(definitions) (e.g., bullheaded, willful, firm, persistent, resolute).


• Differentiate between literal and

figurative meanings

• Find synonyms and antonyms to

clarify word’s meaning

• Use words in an analogy to clarify

word’s meaning

• Connect word families (beauty,

beautify, beauteous, beautifully,

etc.)

• Sort synonyms by degrees (for

example, strong, robust, stalwart,

invincible)

• Represent words non-linguistically

through drawing or action

• Write Source: “Writing Techniques” (pages 558-559)

2nd Quarter Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings.

a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations

(definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

3rd Quarter Demonstrate (a deep) understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish (and evaluate) among the connotations (associations) of words with similar

denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).


9-10th Grade

Standard

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

a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.




MPS RESOURCES

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

7th Grade Standard

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.

1st Quarter 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.


• Use cloze sentence structure

using vocabulary from the text

• Analyze how to use context to

choose best contextual

definition

• Write an academic research

expository essay

• AVID Explicit Vocabulary

Routines

• Integrate WICOR strategies

throughout the lesson

2nd Quarter 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.

3rd Quarter 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.


9-10th Grade

Standard

Acquire and use accurately 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 considering a word or phrase

important to comprehension or expression.

Language Strand – Standards 1 & 2 Progressive Skills by Grade

52

The Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The skills are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

Kindergarten Form regular plural nouns orally by adding /s/ or /es/ Use the most frequently occurring prepositions Capitalize the first word in a sentence and the pronoun I Recognize and name end punctuation

1st Grade Use common, proper, and possessive nouns Use singular and plural nouns with matching verbs Use personal, possessive, and indefinite pronouns Use verbs to convey a sense of past, present, and future

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences

Capitalize dates and names of people Use end punctuation for sentences Use commas in dates and to separate single words in a series

2nd Grade Use collective nouns Form and use frequently occurring irregular plural nouns Use reflexive pronouns Form and use the past tense of frequently occurring irregular verbs

Use adjectives and adverbs, and choose between them depending on what is to be modified

Produce, expand, and rearrange complete simple and compound sentences

Capitalize holidays, product names, and geographic names Use commas in greetings and closings of letters Use an apostrophe to form contractions and possessives

3rd Grade Explain the function of nouns, pronouns, verbs, adjectives, and

adverbs in general and their functions in particular sentences Form and use regular and irregular plural nouns Use abstract nouns Form and use regular and irregular verbs Ensure subject-verb and pronoun-antecedent agreement Form and use comparative and superlative adjectives and

adverbs, and choose between them depending on what is to be modified

Use coordinating and subordinating conjunctions Produce simple, compound, and complex sentences Capitalize appropriate words in titles Use commas in addresses Use commas and quotation marks in dialogue Form and use possessives Use conventional spelling for high-frequency and other studied

words and for adding suffixes to base words

4th Grade Use relative pronouns and relative adverbs Form and use the progressive verb tenses Use modal auxiliaries to convey various conditions Order adjectives within sentences according to conventional

patterns Form and use prepositional phrases Correctly use frequently confused words Use commas and quotation marks to mark direct speech and

quotations from a text Use a comma before a coordinating conjunction in a compound

sentence

53

5th Grade Explain the function of conjunctions, prepositions, and interjections

in general and their function in particular sentences Form and use the perfect verb tenses Use verb tense to convey various times, sequences, states, and

conditions Recognize and correct inappropriate shifts in verb tense Use correlative conjunctions Use punctuation to separate items in a series Use a comma to separate an introductory element from the rest of

the sentence Use a comma to set off the words yes and no, to set off a tag

question from the rest of the sentence, and to indicate direct address

Use underlining, quotation marks, or italics to indicate titles of works

6th Grade Ensure that pronouns are in the proper case Use intensive pronouns Recognize and correct inappropriate shifts in pronoun number and

person Recognize and correct vague pronouns Recognize variations from standard English in their own and others’

writing and speaking, and identify and use strategies to improve expression in conventional language

Use punctuation to set off nonrestrictive/parenthetical elements

7th Grade Explain the function of phrases and clauses in general and their

function in specific sentences Choose among simple, compound, complex, and compound-

complex sentences to signal differing relationships among ideas

Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers

Use a comma to separate coordinate adjectives

8th Grade Explain the function of verbals (gerunds, participles, infinitives) in

general and their function in particular sentences Form and use verbs in the active and passive voice Form and use verbs in the indicative, imperative, interrogative,

conditional, and subjunctive mood Recognize and correct inappropriate shifts in verb voice and

mood Use punctuation (comma, ellipsis, dash) to indicate a pause or

break Use an ellipsis to indicate an omission

9th/10th Grade Use parallel structure Use a semicolon (and perhaps a conjunctive adverb) to link two

or more closely related independent clauses Use a colon to introduce a list or quotation

11th/12th Grade Apply the understanding that usage is a matter of convention,

can change over time, and is sometimes contested Resolve issues of complex or contested usage, consulting

references Observe hyphenation conventions

54

ARIZONA ENGLISH

LANGUAGE ARTS

STANDARDS

57

Arizona English Language Arts Standards – 8th Grade

Reading Standards for Literature

Key Ideas and Details

8.RL.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

8.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the

characters, setting, and plot; provide an objective summary of the text.

8.RL.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Craft and Structure

8.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze

the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

8.RL.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its

meaning and style.

8.RL.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of

dramatic irony) create such effects as suspense or humor.

Integration of Knowledge and Ideas

8.RL.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script,

evaluating the choices made by the director or actors.

8.RL.8 (Not applicable to literature)

8.RL.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories or

religious works, including describing how the material is rendered new.

Range of Reading and Level of Text Complexity

8.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 8.

58


Reading Standards for Informational Text

Key Ideas and Details

8.RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

8.RI.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting

ideas; provide an objective summary of the text.

8.RI.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons,

analogies, or categories).

Craft and Structure

8.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings;

analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

8.RI.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining

a key concept.

8.RI.6 Determine an author's point of view, perspective and purpose in a text and analyze how the author acknowledges and responds to

conflicting evidence or viewpoints.

Integration of Knowledge and Ideas

8.RI.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

8.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

8.RI.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Range of Reading and Level of Text Complexity

8.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity

range determined by qualitative and quantitative measures appropriate to grade 8.

59


Writing Standards

Text Types and Purposes

8.W.1 Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style.

d. Provide a concluding statement or section that follows from and supports the argument presented.

8.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information

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 well-chosen, relevant facts, definitions, concrete details, quotations, or other information and

examples.


d. Use precise language and domain‐specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

8.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and

well‐structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters;

organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or

characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to

another, and show the relationships among experiences and events.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey

experiences and events.


60


Writing Standards

Production and Distribution of Writing

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

audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above).

8.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions

should demonstrate command of Language standards 1–3 up to and including grade 8.)

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

Research to Build and Present Knowledge

8.W.7 Conduct short research projects to answer a question (including a self‐generated question), drawing on several sources and

generating additional related, focused questions that allow for multiple avenues of exploration.

8.W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and

accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a

standard format for citation.

8.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 8 Reading standards to literature. b. Apply grade 8 Reading standards to literary nonfiction.

Range of Writing

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

61


Speaking and Listening Standards

Comprehension and Collaboration

8.SL.1 Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on

grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.




8.SL.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the

motives (e.g., social, commercial, political) behind its presentation.

8.SL.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of

the evidence and identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas

8.SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid

reasoning, and well‐chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

8.SL.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

8.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See

grade 8 Language standards 1 and 3 for specific expectations.)

62


Language Standards

Conventions of Standard English

8.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verbals, voice, and mood.

8.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Use correct spelling.

Knowledge of Language

8.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g.,

emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

Vocabulary Acquisition and Use

8.L.4 Determine or clarify the meaning of unknown and multiple‐meaning words or phrases based on grade 8 reading and content,

choosing flexibly from a range of strategies.

a. Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, and secede).

b. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase.

8.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful,

firm, persistent, resolute).

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

ELA 16 Honors English Language Arts 8 · .5 ELA 16 Honors English Language Arts 8 Course Curriculum...

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