BAILEY EDUCATION GROUP CCSS PACING GUIDE Eight Grade English Language Arts (ELA) Third Nine Weeks (I): Introduced (Introduced statements are in

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1 BAILEY EDUCATION GROUP CCSS PACING GUIDE Eight Grade English Language Arts (ELA) Third Nine Weeks (I): Introduced (Introduced statements are in italics.) (A): Assessed (Formative and/or Summative) (Assessed statements are in bold.) (O): Ongoing 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 Identify the main idea and supporting details in a variety of texts. (O, A) RL Determine the difference between inferred and explicit text. (O, A) RL Infer by reasoning. (O, A) RL In group discussion, prove my inference by stating the line in the text that supports my findings. (O, A) RL Judge importance of details. (O, A) RL Evaluate the meaning of a selected passage. (O, A) 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. RL Interpret the central theme or idea. (O) RL Discuss, in writing or in a group, how the theme is developed throughout the text. (O, A) RL Quote details in a text that show me the theme. (O) RL Identify the problem in the story. (O) RL Describe how characters relate to the problem. (O) RL Identify the point of view of the story. (O) RL Examine each character s thoughts and feelings as they relate to the theme. (O, A) RL Examine the relationship of the elements of the text to the development of the theme. (O, A) RL Objectively summarize the text. (O) RL.8.3. 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. RL Determine key incidents in the plot within a story or drama. (O) RL Determine how the dialogue and actions of the characters help to propel the action in the story. (O) RL Characterize each character in the story by referencing their dialogue and actions. (O) RL Explain through citing evidence from the text why a character makes a certain decision. (O) RL.8.4. 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. RL Determine the meaning of words and phrases by using context clues. (O, A) RL Determine how the author s word choices develop the tone of the text. (O, A) RL Determine how the author s word choices develop the meaning of the text. (O, A) RL Identify figurative language and explain the author s reasoning for using it. (O) RL Recognize analogies throughout the text. (O, A) RL Recognize allusions throughout the text. (O, A) RL Identify connotative language and explain the author s reasoning for using each. (I, A) RL Evaluate how the author s word choices relate to other texts. (O, A) RL.8.5. 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. RL Identify the structure of the text. (O, A) RL Compare and contrast the structure of two or more texts. (O, A) 1

2 RL Determine the style and main idea of the text. (O, A*) RL Analyze how the structure of the text helps to develop the meaning and further explain the style. (I) RL.8.6. 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. RL Identify the point of view of each character and audience/reader. (O) RL Compare and contrast each point of view to determine the effect on the audience/reader. (O, A) RL Define the types of irony (situational, dramatic, and verbal). (O, A) RL Justify how these types of irony create such effects as suspense or humor. (O, A) RL.8.7. 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. RL Compare and contrast the live production/drama to the text or script. (I, A) RL Determine the extent to which the live production/drama remains faithful to or departs from the text or script. (I, A) RL Evaluate the choices made by the director or actors. (I, A) 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, including describing how the material is rendered new. RL Identify the theme of a modern work of fiction and a myth/traditional/religious work (such as the Bible). (O, A) RL Summarize the plot of a modern work of fiction and a myth/traditional/religious work. (O, A) RL Describe a character through direct/indirect characterization in each type of work. (O, A) RL Analyze how a modern work draws themes, plot, and character types from a myth, traditional, or religious work. (O, A) RL By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6 8 text complexity band independently and proficiently. RL Comprehend texts by thinking about, talking about, and responding to what I read. (O, A) RL Read and comprehend literature with increasing text complexity and proficiency. (O, A) RL Read close to the high end of the Lexile range (O, A) 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. RI Identify main idea and supporting details in a variety of texts. (O, A) RI Determine the difference between inferred and explicit texts. (O, A) RI Infer by reasoning. (O, A) RI In group discussion, prove my inference by stating the line in the text that supports my findings. (O, A) RI Evaluate the meaning of a selected passage. (O, A) RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI Identify a specific relationship between people, events, ideas, or concepts in informational text. (O) RI Evaluate the relationship between people, events, ideas, or concepts in informational text (through comparison, analogies, or categories). (O) 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. RI Determine the meaning of words and phrases by using context clues. (O, A) RI Determine how the author s word choices develop the tone of the text. (O, A) RI Determine how the author s word choices develop the meaning of the text. (O, A) 2

3 RI Identify figurative language and explain the author s reasoning for using it. (O) RI Recognize analogies throughout the text. (O, A) RI Recognize allusions throughout the text. (O, A) RI Identify connotative language and explain the author s reasoning for using each. (I, A) RI Evaluate how the author s word choices relate to other texts. (O, A) 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. RI Identify the text structure of a specific paragraph. (O, A) RI Describe in detail the structure of the paragraph. (O, A) RI Explain how particular sentences aid in developing and refining a key concept. (O, A) 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. RI Identify the advantages and disadvantages of different mediums. (O, A) RI Determine which type of medium would appropriately present a particular topic or idea. (O, A) RI By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6 8 text complexity band independently and proficiently. RI Comprehend texts by thinking about, talking about, and responding to what I read. (O, A) RI Read and comprehend literary nonfiction with increasing text complexity and proficiency. (O, A) RI Read close to the high end of the Lexile range (O, A) W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.8.3.a.1 Compose an introduction that will establish a setting, point of view, and characters. (I, A) W.8.3.a.2 Develop the plot in a natural and logical sequence. (I, A) W.8.3.b.1. Utilize narrative techniques to develop the story. (I, A*) W.8.3.c.1 Compose sentences using various types of sentence structure to create cohesion and clarify the relationships among experiences and events. (I, A) W.8.3.d.1 Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. (I, A) W.8.3.e.1 Provide a conclusion that follows from and reflects on the narrated experiences or events. (I, A) 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.) W Create writing pieces appropriate to a specific task, specific purpose, and specific audience. (O, A) 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 on page 52.) W Utilize the writing process to develop and strengthen writing. (O, A) W Utilize revising strategies to maintain consistent purpose and audience. (O, A) 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. W Utilize technology to produce and publish writing. (O, A) W Utilize technology to produce and publish writing while interacting and collaborating with others. (O, A) 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. 3

4 W Research relevant information from multiple print and digital sources, using search terms effectively. (O) W Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (O) W Assess the credibility and accuracy of each source. (O) W 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. W Write for a wide range of discipline-specific tasks, purposes, and audiences. (O, A) W Write for shorter time frames (a single sitting or a day or two). (O, A) W Write over extended time frames (time for research, reflection, and revision). (O, A) 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. SL.8.1.a.1 Come to discussions prepared, having read or researched material under study. (O, A) SL.8.1.a.2 Use my preparation to refer to evidence on the topic, text, or issue to question and reflect on ideas under discussion. (O, A) SL.8.1.b.1 Follow rules for group discussion and decision-making. (O, A) SL.8.1.b.2 Track progress toward specific goals and deadlines. (O, A) SL.8.1.b.3 Define individual roles within the group. (O, A) SL.8.1.c.1 Pose questions that connect the ideas of several speakers. (O, A) SL.8.1.c.2 Respond to others questions and comments with relevant evidence, observations and ideas. (O, A) SL.8.1.d.1 Acknowledge new information expressed by others. (O, A) SL.8.1.d.2 Justify my views with the evidence presented. (O, A) 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. SL Use appropriate eye contact, adequate volume, and clear pronunciation. (O, A) SL Present claims and findings in a coherent manner, providing relevant evidence, sound valid reasoning, and well-chosen details. (O, A) SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SL Incorporate multimedia components and visual displays to make my information more clear. (O, A) SL Incorporate multimedia components and visual displays to add interest to my presentation or writing. (O, A) SL Incorporate multimedia components and visual displays to make my claims and evidence stronger. (O, A) 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.) SL Identify opportunities to utilize formal English. (O, A) SL Change the way I speak to fit different situations and tasks. (O, A) L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verb voice and mood.* L.8.1.c.1 Identify verbs in the indicative mood. (I, A) L.8.1.c.2 Form and use verbs in the indicative mood. (I, A) L.8.1.c.3 Identify verbs in the imperative mood. (I, A) L.8.1.c.4 Form and use verbs in the imperative mood. (I, A) L.8.1.c.5 Identify verbs in the interrogative mood. (I, A) L.8.1.c.6 Form and use verbs in the interrogative mood. (I, A) L.8.1.c.7 Identify verbs in the conditional mood. (I, A) L.8.1.c.8 Form and use verbs in the conditional mood. (I, A) L.8.1.c.9 Identify verbs in the subjective mood. (I, A) L.8.1.c.10 Form and use verbs in the subjective mood. (I, A) L.8.1.d.1 Recognize and correct inappropriate shifts in verb voice and mood. (I, A) 4

5 L.8.2. 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. Spell correctly. L.8.2.a.2 Use an ellipsis to indicate a pause or break. (I, A) L.8.2.b.1 Use an ellipsis to indicate an omission. (I, A) L.8.2.c.1 Spell correctly. (O, A) L.8.3. 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). L.8.3.a.2 Use verbs in the conditional and subjunctive mood to achieve particular effects. (See standard for specific examples) (I, A) 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. L.8.4.a.1 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. (O, A) L.8.4.b.1 Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word. (O, A) L.8.4.c.1 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. (O, A) L.8.4.d.1 Determine if the inferred meaning and precise meaning of a word(s) coincide. (O, A) L.8.5. 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). L.8.5.a.1 Identify and explain figures of speech (e.g. verbal irony, puns) in context. (O, A) L.8.5.b.1 Use the relationship between particular words to better understand each of the words. (O, A) L.8.5.c.1 Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). (I, A) L.8.6. Acquire and use accurately grade appropriate general academic and domain-specific words and phrase; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. L Use grade appropriate general academic (Tier 2) and domain-specific (Tier 3) words and phrases. (O, A) L Use vocabulary knowledge when considering a word or phrase important to comprehension or expression. (O, A) 5

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