8th Grade ELAR Unit 5

Big Idea:

Understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding.

Student Expectations:

Priority TEKS

• 8.2 C: determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as ast, qui, path, mand/mend, and duc
• 8.5 F: make inferences and use evidence to support understanding
• 8.6 B: write responses that demonstrate understanding of texts, including comparing sources within and across genres
• 8.6 D: paraphrase and summarize texts in ways that maintain meaning and logical order
• 8.8 D: analyze characteristics and structural elements of informational text
• 8.8 D (i): analyze the controlling idea or thesis with supporting evidence
• 8.11 D: compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure

Focus TEKS

• 8.5 B: generate questions about text before, during, and after reading to deepen understanding and gain information
• 8.5 C: make, correct, or confirm predictions using text features, characteristics of genre, and structures
• 8.5 G: evaluate details read to determine key ideas
• 8.6 C: use text evidence to support an appropriate response
• 8.6 I: reflect on and adjust responses as new evidence is presented
• 8.8 D (ii): analyze features such as footnotes, endnotes, and citations
• 8.8 D (iii): analyze multiple organizational patterns within a text to develop the thesis
• 8.8 F: analyze characteristics of multimodal and digital texts
• 8.9 G: explain the purpose of rhetorical devices such as analogy and juxtaposition and of logical fallacies such as bandwagon appeals and circular reasoning
• 8.11 B compose informational texts, including multi-paragraph essays that convey information about a topic, using a lear controlling idea or thesis statement and genre characteristics and craft

Ongoing TEKS

• 8.1 A: listen actively to interpret a message by summarizing, asking questions, and making comments
• 8.2 A: use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech
• 8.2 B: use context within or beyond a paragraph to clarify the meaning of unfamiliar of ambiguous words
• 8.2 C: determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as ast, qui, path, mand/mend, and duc
• 8.5 A: establish purpose for reading assigned and self-selected texts
• 8.5 E: make connections to personal experiences, ideas in other texts, and society
• 8.5 F: make inferences and use evidence to support understanding
• 8.5 H: synthesize information to create new understanding
• 8.5 I: monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
• 8.6 B: write responses that demonstrate understanding of texts, including comparing sources within and across genres
• 8.10 A: plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
• 8.10 B: develop drafts a focused, structured, and coherent piece of writing
• 8.10 B (i): organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion
• 8.10 B (ii): developing an engaging idea reflecting depth of thought with specific facts, details, and examples
• 8.10 C: revise drafts for clarity, development, organization, style, word choice, and sentence variety
• 8.10 D: edit drafts using standard English conventions
• 8.10 D (i): complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments
• 8.10 D (ii): consistent, appropriate use of verb tenses and active and passive voice
• 8.10 D (iii): prepositions and prepositional phrases and their influence on subject-verb agreement
• 8.10 D (iv): pronoun-antecedent agreement
• 8.10 D (v): correct capitalization
• 8.10 D (vi): punctuation, including commas in nonrestrictive phrases and clauses, semicolons, colons, and parentheses
• 8.10 D (vii): correct spelling, including commonly confused terms such as its/it’s, affect/effect, there/their/they’re, and to/two/too
• 8.10 E: publish written work for appropriate audiences

Student Learning Targets:

Essential Questions:

Extra Information:

Adopted Textbook: Pearson, Prentice Hall Literature

District Grading Policy

Texas Gateway Online Resource Center