Students, please see Google Classroom for most assignments, but not all of them will be on that application.
Essential Standards & Learning Targets Taught Every Quarter:
W=writing, RL=reading literature, RI=reading information, SL=speaking and listening
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.
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.
RL.8.9 - 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, describing how the original material is adapted.
W.8.1 - Write arguments to support claims with clear reasons and relevant evidence.
RI.8.2 - Provide an objective summary of the text; determine a central idea and analyze its development over the course of the text, including its relationship to supporting ideas.
W.8.3 - Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive detail, and well-structured event sequences.
and what are the consequences of those choices?
Reading Focus:
Choose strongest evidence and provide analysis to support inferences (RL.8.1)
Writing Focus:
Write analysis paragraphs with strongest evidence, embedded quotes, & analysis (W.8.2 & W.8.4 in conjunction with RL.8.1)
Build stamina and fluency through routine writing (W.8.10)
Supporting Skills:
Summarize literary text; analyze theme development in relation to characters, setting, and plot (RL.8.2)
Analyze how lines of dialogue or incidents propel the action or provoke decisions in a story or drama (RL.8.3)
Analyze...analogies and allusions to other texts (RL.8.4)
Use ellipsis to indicate omission (L.8.2.B)
Use ellipsis, comma, dash for pause or break (L.8.2.C)
Commonly Assessed Standard: RL.8.1
Anchor Texts:
“Autumntime” by Anthony Lentini
“Examination Day” by Henry Slesar
The Giver by Lois Lowry (summer reading assignment)
Culminating Summative Task: Read a dystopian text independently. Create a project to answer the question: How is the story an example of dystopian fiction? Include evidence & analysis to support your thinking.
Reading Focus:
Determine meanings of words/figurative language and analyze impact of connotation, allusions, & analogies (RL.8.4)
Choose strongest evidence and provide analysis to support inferences (RL.8.1)
Writing Focus:
Write analysis paragraphs with strongest evidence, embedded quotes, & analysis (W.8.2 in conjunction with RL.8.1)
Supporting Skills:
Compare/Contrast the structure of 2 or more texts; analyze how structure contributes to meaning/style (RL.8.5)
Analyze effects of differences in perspectives of the characters and the audience (dramatic irony) (RL.8.6)
Explain functions of verbals (L.8.1.A)
Demonstrate understanding of figurative language (including verbal irony & puns), word relationships, and nuances in word meanings. (L.8.5)
Commonly Assessed Standard: RL.8.4
Anchor Texts:
“2BR02B” by Kurt Vonnegut
The Pearl by John Steinbeck
Culminating Summative Task: Write an original song or poem that contains figurative language, connotative diction, and allusion(s). Then others will write to analyze the impact of these elements on the song or poem.
Reading Focus:
Analyze arguments for sound reasoning and relevant & sufficient evidence (RI.8.8)
Analyze bias and impact of conflicting information (RI.8.9)
Writing Focus:
Write claim statements with acknowledgment of counterargument about societal issues (W.8.1)
Develop arguments with logical reasons & relevant evidence (video or debate) (W.8.1)
Supporting Standards:
Summarize informational text; determine the central idea of informational text & analyze its development (RI.8.2)
Analyze the impact of specific word choice on meaning & tone (RI.8.4)
Analyze the author’s perspective & how author acknowledges conflicting evidence or viewpoints (RI.8.6)
Use verbs in the active and passive voice to achieve particular effects (e.g., emphasizing the actor or the action) (L.8.3.A)
Commonly Assessed Standard: RI.8.8/8.9
Anchor Texts:
Current event op-eds/essays
Hitler Youth by Susan Bartoletti (optional excerpts)
Twelve Angry Men by Reginald Rose (optional excerpts)
Culminating Summative Task: Research a debatable topic related to one of your passions (with teacher approval). Identify the different perspectives on the topic, and complete a graphic organizer that evaluates the research for relevancy, sufficiency, and bias.
Reading Focus:
Choose strongest evidence and provide analysis to support inferences (RL.8.1)
Writing Focus:
Develop an argument essay with logical reasons & relevant evidence (W.8.1 in conjunction with RL.8.1)
Supporting Standards:
Determine the theme and analyze its development over the course of the text. (RL.8.2)
Analyze how lines of dialogue or incidents propel the action or provoke decisions in a story or drama (RL.8.3)
Determine meaning of words and phrases, including figurative and connotative meanings; analyze impact of specific word choice, including analogies and allusions. (RL.8.4)
Recognize and correct misplaced and dangling modifiers (L.8.1.F)
Use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood (L.8.1.C/8.3.B)
Commonly Assessed Standard: W.8.1
Anchor Texts:
Audacity by Melanie Crowder
“Thank You, M’am” by Langston Hughes
“The Perils of Indifference” by Elie Wiesel
“I’ve Been to the Mountaintop” speech - by MLK, Jr.
Culminating Summative Task: In Audacity Clara Lemlich strives to make an important change in the world around her. Think about the world around you and a change you would like to make. Consider reasons and evidence that would support your thinking, and write a letter advocating for your change.