North Branch Middle School

Unpacked ELA CCSS Grade 8

Reading Literature Standards

CCSS.ELA RL.8.1Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target #1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly.

I am able to cite (ex. quotes and specific details) evidence that explicitly supports what the text says. This means I can document where I found the answer within the text (these are for green questions.

Learning Target #2: Make inferences drawn from the text.

I am able to use the text with my own thinking (inference) to build meaning of the text. This means I use words from the text along with my own words to show my understanding.

CCSS.ELA RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Learning Target #1: Determine a theme or central idea of a text.

I am able to identify a theme or main idea.

Learning Target #2: Analyze a themes development over the course of the text, including its relationship to the characters, setting, and plot.

I am able tonote recurring interpersonal conflicts between characters, changing settings, and plot twists, recognizing how they influence and or shape the theme and guide me to a reasonable conclusion.

Learning Target #3: Provide an objective summary of the text.

I am able to create neutral summaries that reveal the theme through consideration of sequence, characters, setting, and plot.

CCSS.ELA RL.8.3 Analyze how particular lines of dialogue orincidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Learning Target #1: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

I am able to analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of thecharacters, and affect the characters decisions.

CCSS.ELA RL.8.4 Determine the meaning of words and phrasesas they are used in a text, including figurativeand connotative meanings; analyze the impactof specific word choices on meaning and tone, including analogies or allusions to other texts.

Learning Target #1: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

I am able to understand how the writer uses figurative language and can recognize words and phrases that help create a story-within-a-story.

Learning Target #2: Analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

I am able to recognize how word choice creates meaning and contributes to the tone/mood that the author is trying to convey.

CCSS.ELA RL.8.5 Compare and contrast the structure of two or moretexts and analyze how the differing structure ofeach text contributes to its meaning and style.

LearningTarget #1: Compare and contrast the structure of two or more texts.

I am able tounderstand various narrative text structures (cliff- hangers, flash- backs, circular beginning and end, parts vs. chapters, etc.)

I am able to compare and contrast the various narrative text structures.

Learning Target #2: Analyze how the differing structure of each text contributes to its meaning and style.

I am able to discuss how differing structuresof each text contributes to the readers understanding of the text and of the authors style, tone, and purpose.

CCSS.ELA RL.8.6 Analyze how differences in the points of view of thecharacters and the audience or reader (e.g., createdthrough the use of dramatic irony) create sucheffects as suspense or humor.

Learning Target #1: Analyze how differences in the points-of-view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

I am able to understand the role of point-of- view in a specific text and how it is the lens through which I, as the reader, am allowed to see and eventually interpret the story.

First person (an inside narrator tells the story: I)

Second person (narrator speaks directly to the reader: you)

Third person (an outside narrator tells the story: he, she, it)

Third person limited (an outside narrator tells the story but knows the thoughts of one character)

Third person omniscient (an outside narrator tells the story and knows the thoughts of all the characters)

CCSS.ELA RL.7. Analyze the extent to which a filmed or liveproduction of a story or drama stays faithful toor departs from the text or script, evaluating thechoices made by the director or actors.

Learning Target #1: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script.

I am able to analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script.

Learning Target #2: Evaluate the choices made by the director or actors.

I am able to recognize that particular scenes and characters have been omitted and I am able to develop theories as to why these changes may have occurred.

CCSS.ELA RL.8.8 not applicable

CCSS.ELA RL.8.9 Analyze how a modern work of fiction draws onthemes, patterns of events, or character types frommyths, traditional stories, or religious works such asthe Bible, including describing how the material isrendered new.

Learning Target #1: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible.

I am able to observe how the same theme is presented across multiple texts (myths, traditional stories, and religious works) of varying formats and time periods that all focus on a common literary themes.(love, friendship, and perseverance)

Learning Target #2: Describe how the material is rendered new.

I am able to determine how writers modernize their presentation of the theme while still holding true to the characteristics of that genre.

CCSS.ELA RL.8.10 By the end of the year, read and comprehendliterature, including stories, dramas, and poems, atthe high end of grades 68 text complexity bandindependently and proficiently.

Learning Target #1: Read and comprehend literature at the high end of the grade level.

I am able to recognize when the text I am reading is too easy or difficult for me.

I am able to choose reading strategies (ex. visualize, ask questions, make connections, inter, and reread) that will help me comprehend texts.

Reading Information Standards

CCSS.ELA RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target #1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly.

I am able to cite (ex. quotes and specific details) evidence that explicitly supports what the text says. This means I can document where I found the support for the answer within the text (these are for green questions).

Learning Target #2: Make inferences drawn from the text.

I am able to read between the lines and use prior knowledge to draw conclusions that support my answers. The means I can create answers for yellow and red questions using what I read and what I already know.

CCSS.ELA RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including itsrelationship to supporting ideas; provide an objectivesummary of the text.

Learning Target #1: Determine a central idea of a text.

I am able to determine a central idea of a text.

Learning Target #2: Analyze its development over the course of the text, including its relationship to supporting ideas.

I am able to actively read and take note of how the author uses recurring examples and images, and draws conclusions to support and build the central idea of a text.

Learning Target #3: Provide an objective summary of the text.

I am able to construct a summary free from personal opinions and bias.

CCSS.ELA RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Learning Target #1: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

I am able to understand how the author uses different text structures to link

information between individuals, ideas, or events.

I am able to use literary tools such as graphic organizers and note-taking in a variety of mentor texts in order to understand how the author uses structures such as comparisons, analogies, and categories to present a central idea.

CCSS.ELA RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Learning Target #1: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

I am able to gain insight as to the figurative meaning of words and phrases in informational texts.

I am able to understand the ideas and/or feelings associated with a word or phrase in informational texts by using context clues contained within the sentence.

I am able to understand the meaning of subject-specific words and phrases in informational texts.

Learning Target #2: Analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

I am able to identify words and phrases that create a variety of tones within Informational texts and convey the writers overall purpose.

CCSS.ELA RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

Learning Target #1: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

I am able to understand how authors craft paragraphs in order to build meaning and recognize how topic sentences and supporting details work together to develop concepts for the reader.

CCSS.ELA RI.8.6Determine an authors point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Learning Target #1: Determine an authors point of view or purpose in a text.

I am able to recognize how an author presents his perspective within a text.

Learning Target #2: Analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

I am able to analyze an authors response to opposing viewpoints by examining a variety of texts which may include editorials, persuasive speeches, and debates.

CCSS.ELA RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Learning Target #1: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

I am able to evaluate and integrate different mediums as to the most effective ways to deliver information to intended audiences.

CCSS.ELA RI.8.8Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Learning Target #1: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient.

I am able to read closely, evaluate, and deconstruct claims and evidence for relevancy in a number of informational texts.

Learning Target #2: Recognize when irrelevant evidence is introduced.

I am able to recognize when texts cite data without substantial evidence.

CCSS.ELA.RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Learning Target #1: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

I am able to cite from two or more informational texts instances where differing viewpoints occur and analyze the basis for these discrepancies.

CCSS.ELA.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 68 text complexity band independently and proficiently.

Learning Target #1: Read and comprehend literary nonfiction at the high end of Grade 8 independently and proficiently.

I am able to read and comprehend informational texts at my grade level independently and proficiently.

Writing Standards

CCSS.ELA-Literacy.W.8.1Write arguments to support claims with clear reasons and relevantevidence.

Learning Target #1: Write arguments to support claims with clear reasons relevant and evidence.

I am able to write an argument to support claims (statements) with clearreasonsand evidence.

CCSS.ELA-Literacy.W.8.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Learning Target #1: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims.

I am able to write a claim based on an issue within a text and consider all counterclaims.

Learning Target #2:Organize the reasons and evidence logically.

I am able to search for textual evidence to support my claim and organize my argument in a persuasive manner.

CCSS.ELA-Literacy.W.8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Learning Target #1 Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

I am able to support claim(s) with logical reasoning and relevant evidence in an argumentative piece of writing.

I am able to find and use accurate, credible sources to support my claim in an argumentative piece of writing.

I am able to demonstrate an understanding of the topic or text by recognizing and using relevant information from the text in order to prove my claim in an argumentative piece of writing.

CCSS.ELA-Literacy.W.8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Learning Target #1: Use words, phrases, and clauses to create cohesion among claim(s), counterclaims, reasons, and evidence.

I am able to use transitions to logically tie and clarify claims, counterclaims, reasons, and evidence when writing argumentative text.

CCSS.ELA-Literacy.W.8.1d Establish and maintain a formal style.

Learning Target #1: Establish and maintain a formal style.

I am able to use the appropriate voice when writing argumentative text.

CCSS.ELA-Literacy.W.8.1e Provide a concluding statement or section that follows from and supports the argument presented.

Learning Target #1: Provide a concluding statement or section that follows from and supports the argument presented.

I am able to tie all claims, counterclaims, and evidence together to write a well-supported concluding argument.

CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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

I am able to write an informative/explanatory text to examine a topic and relay ideas.

I am able to select, organize and analyze important information to write an informative/explanatory piece.

CCSS.ELA-Literacy.W.8.2a 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.

Learning Target #1: 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.

I am able to introduce a topic clearly by developing an introduction that lets my reader know what the focus of my informative/explanatory piece of writing will be.

I am able to organize my writing into paragraphs, which may also include various formatting, in order to convey broader ideas, concepts, and information.

Learning Target #2: Use formatting, graphics and multimedia to aid comprehension.

I am able to use formatting, such as headings, subheadings, bold, italics, captions, columns, bullets, glossary, index, etc. to write an informational/explanatory piece.

I am able to use graphics, such as charts, tables, graphs, diagrams, illustrations, etc. to write an informational/explanatory piece.

I am able to use multimedia to write an informational/explanatory piece. This means I can use audio and visual tools to make my message clear.

CCSS.ELA-Literacy.W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Learning Target #1: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

I am able to write an informational/explanatory piece using facts, definitions, details, quotations, or other information and examples.

CCSS.ELA-Literacy.W.8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

Learning Target #1: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

I am able to use a variety of appropriate transitions to connect ideas and explain concepts when writing an informational/explanatory piece.

CCSS.ELA-Literacy.W.8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

Learning Target #1: Use precise language and domain-specific

vocabulary to inform about or explain the topic.

I am able to use precise language and content vocabulary to write an informational/explanatory piece.

CCSS.ELA-Literacy.W.8.2e Establish and maintain a formal style.

Learning Target #1: Establish and maintain a formal style.

I am able to use the appropriate voice when writing informational/explanatory text.

CCSS.ELA-Literacy.W.8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

Learning Target #1: Provide a concluding statement or section that follows from and supports the information or explanation presented.

I am able to write a concluding statement or section to wrap-up and support ideas included in my informational/explanatory writing.

CCSS.ELA-Literacy.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Learning Target #1: Write narratives to develop real or imagined experiences or events using effective organization.

I am able to write a narrative using an effective organizational plot structure. This means including a good hook, good flow in between, and closure for the reader.

Learning Target #2: Write narratives using descriptive details.

I am able to write a narrative using descriptive details in the appropriate places.

CCSS.ELA-Literacy.W.8.3a 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.

Learning Target #1: Engage and orient the reader by establishing a context and point of view.

I am able to grab my readers attention and provide a purpose and/or setting, as well as establish points of view in anarrative piece of writing.

Learning Target #2: Engage and orient the reader by introducing a narrator and/or characters when writing a narrative.

I am able to grab my readers attention and introduce a narrator and/or characters when writing a narrative.

Learning Target #3: Engage and orient the reader by organizing an event sequence that unfolds naturally and logically.

I am able to grab my readers attention, organizing events in a natural and logical fashion when writing a narrative.

CCSS.ELA-Literacy.W.8.3b Use narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and/or characters.

Learning Target #1: Use narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and/or characters.

I am able to use narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and/or characters. This means using intentional writers craft: Ba Da Bing, etc.

CCSS.ELA-Literacy.W.8.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another and show the relationships among experiences and events.

Learning Target #1: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to anotherand also to show the relationships among experiences and events.

I am able to use a variety of transition words, phrases, and clauses to help ideas flow from one idea to the next when writing narrative text.

I am able to use these transitions to also show the relationships among experiences and events.

CCSS.ELA-Literacy.W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Learning Target #1: Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events when writing a narrative piece.

I am able to use precise words and phrases to convey experiences and events when writing a narrative piece.

I am able to use descriptive details (i.e. vivid verbs, strong adjective and adverbs, similes, metaphors, hyperboles, etc.) to convey experiences and events when writing a narrative piece.

I am able to use sensory language to convey experiences and events when writing a narrative piece.

CCSS.ELA-Literacy.W.8.3e Provide a conclusion that follows from and reflects the narrated experiences or events.

Learning Target #1: Write a conclusion for a narrative that follows and reflects the narrated experiences or events.

I am able to write a conclusion for a narrative text, weaving in reflection that links back to the central meaning or theme.

Production and Distribution of Writing

CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.)

Learning Target #1: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

I am able to generate writing (i.e. argumentative, informative/explanatory, and narrative) appropriate to the task, audience, and purpose.

CCSS.ELA-Literacy.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 8 here.)

Learning Target #1: 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.

I am able to use teacher and/or peer feedback to improve my writing. This means planning, revising, editing, rewriting, or trying a new approach.

I am able to view my writing as my audience would in order to determine the effectiveness of my words and style as it pertains to purpose and audience.

CCSS.ELA-Literacy.W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Learning Target #1: Use technology, including the Internet, to produce and publish writing.

I am able to use technology to produce and publish writing.

Learning Target #2: Use technology when writing to present the relationships between information and ideas efficiently.

I am able to use technology when writing to present the relationships between information and ideas.

Learning Target #3: Use technology to collaborate with others when writing.

I am able to use technology to collaborate with others when writing.

Research to Build and Present Knowledge

CCSS.ELA-Literacy.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Learning Target #1: 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.

I am able to conduct a short research project to answer a question posed and/or a question generated by me.

I am able to use several sources to conduct a short research project.

I am able to synthesize and analyze information from various sources and develop new research questions which will expand my research.

CCSS.ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Learning Target #1: Gather relevant information from multiple print and digital sources, using search terms effectively and assessing the credibility of each source.

I am able to use search terms to gather important information from multiple print and digital sources, determining the trustworthiness of each.

Learning Target #2: Quote or paraphrase the data and conclusions of others while avoiding plagiarism.

I am able to use quotes and/or paraphrase the data and conclusions of others while avoiding plagiarism.

Learning Target #3: Follow a standard format for citation.

I am able to adhere to a standard format for citation.

CCSS.ELA-Literacy.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Learning Target #1: Draw evidence from literary or informational texts to support analysis, reflection, and research.

I am able to use quotes or examples from the text to support my literary or informational writing.

CCSS.ELA-Literacy.W.8.9a Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new").

Learning Target #1: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

I am able to examine a modern work of fiction and evaluate it in my writing, discussing how the author uses theme, events and/or characters types from previous classics and presents them in a new way.

CCSS.ELA-Literacy.W.8.9b Apply grade 8 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced).

Learning Target #1: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

I am able to write a claim.

I am able to evaluate the strength of my claim based on the evidence and its connection to the text, recognizing when my claim may be weak.

Range of Writing

CCSS.ELA-Literacy.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Learning Target #1: Write routinely over longer and shorter time frames for different topics, audiences, and purposes.

I am able to write over longer time frames for different topics, audiences, and purposes.

I am able to write over shorter time frames for different topics, audiences, and purposes.

Speaking and Listening Standards

CCSS.ELA.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly.

Learning Target #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.

I am able to discuss, with my teacher and peers, a variety of topics, texts, and issues, and bounce ideas off one another in order to come to a common understanding.

CCSS.ELA.SL.8.1a 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.

Learning Target #1: Come to discussions prepared, having read or researched material under study.

I am able to read and/or research independently and contribute to class discussions.

Learning Target #2: Explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

I am able to find evidence on the topic, text, or issue that helps me contribute to the class discussion.

CCSS.ELA.SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed

Learning Target #1: Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

I am able to collaborate with my peers, following group rules and assigned roles, to explore for deeper meaning beneath the text.

CCSS.ELA.SL.8.1c Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas.

Learning Target #1: Pose questions that connect the ideas of several speakers.

I am able to gauge responses from other speakers and ask specific questions about the topic presented.

Learning Target #2: Respond to others questions and comments with relevant evidence, observations, and ideas.

I am able to actively listen and offer comments based on my observations and ideas about the topic.

CCSS.ELA.SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

Learning Target #1: Acknowledge new information expressed by others.

I am able to listen and connect to others ideas on a topic.

Learning Target #2: Qualify or justify own views in light of the evidence presented.

I am able to reflect on and re-evaluate my beliefs based on the discussion at hand.

CCSS.ELA.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Learning Target #1: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally)

I am able to analyze the authors purpose in a variety of media formats by discussing choice of language, image, tone, content, and environment.

Learning Target #2: Evaluate the motives (e.g., social, commercial, political) behind its presentation.

I am able to evaluate how writers manipulate situations or language in order to achieve their purpose.

CCSS.ELA.SL.8.3 Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Learning Target #1: Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence.

I am able to evaluate a speakers argument and see the difference between strong, supportive evidence and weaker details that dont directly link to the topic.

Learning Target #2: Identify when irrelevant evidence is introduced.

I am able to sort evidence and note when speakers use weaker statements to discredit oppositions.

CCSS.ELA.SL.8.4 Present claims and findings, emphasizing salient points, in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Learning Target #1: Present claims and findings, emphasizing salient points, in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details.

I am able to present claims and findings while stressing important points in a focused, clear manner with relevant descriptions, facts, details, and examples.

Learning Target #2: Use appropriate eye contact, adequate volume, and clear pronunciation.

I am able to use appropriate eye contact, adequate volume, and clear pronunciation when presenting.

CCSS.ELA.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Learning Target #1: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

I am able to consider the most effective way to present information that supports the authors purpose as well as engages the audience.

CCSS.ELA.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 52 for specific expectations.)

Learning Target #1: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

I am able to choose language that is appropriate and effective for different audiences and purposes.

Language Standards

CCSS.ELA.L.8.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Learning Target #1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

I am able to understand the proper usage of the English language in order to communicate effectively.

CCSS.ELA.L.8.1a Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

Learning Target #1: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

I am able to explain the function of verbals (gerunds, participles, infinitives).

CCSS.ELA.L.8.1b Form and use verbs in the active and passive voice.

Learning Target #1: Form and use verbs in the active and passive voice.

I am able to demonstrate a skillful use of active and passive voice with verbs.

CCSS.ELA.L.8.1c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

Learning Target #1: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

I am able to create and use verbs in different moods (indicative, imperative, interrogative, conditional, and subjunctive).

CCSS.ELA.L.8.1d Recognize and correct inappropriate shifts in verb voice and mood.

Learning Target #1: Recognize and correct inappropriate shifts in verb voice and mood.

I am able to find and fix inappropriate verb usage in text.

CCSS.ELA.L.8.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Learning Target #1: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

I am able to use standard conventions (capitalization, punctuation, spelling) correctly to communicate my meaning with my audience.

CCSS.ELA.L.8.2a Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

Learning Target #1: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

I am able to use the correct punctuation to show a pause or break in my writing.

CCSS.ELA.L.8.2b Use an ellipsis to indicate an omission.

Learning Target #1: Use an ellipsis to indicate an omission.

I am able to use an ellipsis to show words are missing/removed.

CCSS.ELA.L.8.2c Spell correctly.

Learning Target #1: Spell correctly.

I am able to spell correctly when writing.

CCSS.ELA.L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Learning Target #1: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

I am able to understand my language choices and how they convey specific meanings and particular effects to my audience.

CCSS.ELA.L.8.3a 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).

Learning Target #1: Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects.

I am able to experiment with the voice and mood of verbs in my writing.

I am able to reflect on the effect my verb choices have upon my readers.

CCSS.ELA.L.8.4 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.

Learning Target #1: 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.

I am able to determine the meaning of unknown words and phrases by using multiple strategies.

CCSS.ELA.L.8.4a Use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a sentence) as a clue to the meaning of a word or phrase.

Learning Target #1: Use context as a clue to the meaning of a word or phrase.

I am able to determine a words meaning by using context clues found in nearby sentences/paragraphs.

CCSS.ELA.L.8.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

Learning Target #1: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

I am able to use my grade-level knowledge of Greek or Latin affixes and roots to analyze meaning of unknown words.

CCSS.ELA.L.8.4c 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.

Learning Target #1: Consult general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

I am able to skillfully use reference tools, both print and digital, when necessary to analyze words.

CCSS.ELA.L.8.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Learning Target #1: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

I am able to use reference tools to double-check my own interpretations of a word or phrase.

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

Learning Target #1: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

I am able to use figurative language and understand the relationships between words.

CCSS.ELA.L.8.5a Interpret figures of speech (e.g. verbal irony, puns) in context.

Learning Target #1: Interpret figures of speech (e.g. verbal irony, puns) in context.

I am able to understand non-literal meanings of language (e.g. idioms, puns, and irony).

CCSS.ELA.L.8.5b Use the relationship between particular words to better understand each of the words.

Learning Target #1: Use the relationship between particular words to better understand each of the words.

I am able to better understand certain words by relating them to other words in context.

CCSS.ELA.L.8.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

Learning Target #1: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

I am able to choose synonyms, antonyms, and analogies to impact the meaning of text.

CCSS.ELA.L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Learning Target #1: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

I am able to learn and use conversational, academic, and content-specific vocabulary.

Learning Target #2: Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

I am able to absorb new vocabulary knowledge and use it to enhance my reading comprehension and writing style.

North Branch Middle School

Unpacked ELA CCSS Grade 8

Read

ing Literature Standards

CCSS.ELA

RL.8.1

Cite the textual evidence that most strongly

supports an analysis of what the text says

explicitly

as well as inferences drawn from the text.

Learning

Target #1

:

Cite the textual evidence that most strongly supports an analysis of

what the text says explicitly.

I am

able to c

ite

(ex. quotes and specific details)

evidence that explicitly supports what the

text

says

.

This means I can document where I found the answer within the text (these are for

green questions.

Learning Target

#2

: Make inferences drawn from the text.

I am able to use the text with my own thinking (inference) to build meaning of the text.

This

means I use words from the text along with my own words to show my understanding.

CCSS.ELA

RL.8.2

Determine

a theme

or central idea of a text and analyze its development over the course of

the text including its relationship to the characters,

setting, and

plot; provide an objective summary of the text.

Learning Target #1

:

Determine a theme or central idea of a text.

I am able to identify a theme or main idea.

Learning Target #2

:

Analyze a themes

development over the course of the text

,

including

its relationship to the characters, setting, and plot.

I am able to

note recurring interpersonal conflicts between characters, changing settings, and

plot twists, recognizing how they influence and or shape the theme and guide me to a reasonable

conclusion.

Learning Target #3

:

P

rovide an objective summary of the text.

I am able to

create neutral summaries that reveal the theme through consideration of

sequence, characters, setting, and plot.

CCSS.ELA

RL.8.3

Analyze

how particular lines of dialogue orincidents in a st

ory or drama propel the action,

reveal aspects of a character, or provoke

a decision.

Learning Target #1

:

Analyze how particular lines of dialogue or incidents in a story or drama

propel the action, re

veal aspects of a character, or provoke a decision.