ela/writing - 8th Grade

Transcription

1 ela/ - 8th Grade Text types and Purposes CCR 1. Write arguments to support Argumentative claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. / Standards - Write arguments to support claims with clear reasons and relevant evidence -Introduce the claim, acknowledge and distinguish the claim from alternate or opposing claims - Establish and maintain a formal style - Organize the reasons and evidence logically - Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. - Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, and evidence - Provide a concluding statement or section that follows from and supports the argument presented See Research below Write (synthesis) Support (evalutate) Introduce (knowledge) Acknowledge (analysis Distinguish (analysis) Establish Maintain Organize (synthesis) Demonstrate Create (synthesis) Clarify Provide Supports (evaluation) Use formal style argument claims reasons relevant evidence alternate & opposing & counter claim evidence logically accurate credible source topic/text clauses/phrases relationships concluding statement 1. understand arguments & claims 2. identify reasons, relevant evidence & credible sources 3. understand and write in formal style 4. introduce the claim and opposing claim 5. organize writing logically 6. provide support for reasons 7. write an essay sowing good sentence flow & transitions 8. write a powerful conclusion that restates presented arguments 1. I can distinguish between a claim and an argument. 2. I can look for reasons and identify credible sources. 3. I can write an essay in formal style. 4. I can write an introduction with claim/thesis and counter claim. 5. I can organize writing logically. 6. I can provide support for each reason. 7. I can write using good sentence flow and appropriate transitions. 8. I can write a powerful conclusion that restates my reasons. I CAN WRITE AN ARGUMENT/OPINION USING GOOD REASONING AND EVIDENCE TO SUPPORT A CLAIM 2. Informational/ Explanatory Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. - Write texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content -Introduce the topic clearly, previewing what is to follow - Establish and maintain a formal style - Organize ideas, concepts, and information into broader categories - Use headings, graphics (e.g., charts, tables), multimedia when useful to aid comprehension - Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples - Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts - Use precise language and domain-specific vocabulary - Provide a concluding statement or section that follows from and supports the information or explanation presented -Write a historical expository piece such as a journal, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations write (synthesis) examine (analysis) convey (comprehnsion) introduce (knowledge) preview establish maintain organize (synthesis) use develop (synthesis) create (synthesis) clarify provide includes topic/text concepts analysis relevant content formal style categories headings graphics multi-media aid comprehension relevant facts concrete details quotations varied transitions cohesion precise language domain specific voabulary (?) concluding statement historical expository journal biography simulated memoir marginal notes illustrations annotations 1. understand and connect topics and related ideas 2. write to inform/explain 3. introduce a topic and establish a thesis 4. understand and write in a formal style 5. identify subtopics with reasons and explanations 6. support topic with substantial facts, quotes, details, multi-media, etc. 7. use specific word choice and vocabulary to the topic 8. write a powerful conclusions that supports information presented 9. explore examples of historical expository work and create one using marginal notes, illustrations, annothers, and other text support 1. I can connect topics to subtopics and related ideas in an essay. 2. I can write to inform the reader. 3. I can write an effective introduction with thesis statement. 4. I can write in a formal style. 5. I can write about subtopics with reasons, explanations, and 6. I can incorporate multi-media, marginal notes, illustrations, annotations and other text support (i.e. quotations) into my reasons. 7. I can write using specific word choice and vocabulary. 8. I can write a powerful conclusion that supports my reasons and topic. 9. I can write examples of other histroical expository work. I CAN WRITE AN INFORMATIVE TEXT TO CONVEY IDEAS AND INFORMATION CLEARLY O:\MS Curriculum\Working\MS ELA\8th Grade\8th Gr. ELA Learning Targets-.FINAL.xlsx 1

2 3. Narrative Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. / Standards - Develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences -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 - Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters - 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 - Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events - Provide a conclusion that follows from and reflects on the narrated experiences or events -Write a cohesive narrative piece (*e.g., poetry, historical fiction, science fiction, realistic fiction)) that includes appropriate conventions to the genre, employing literary and plot devices (e.g., narrator credibility, rising and falling actions and/or conflict, imagery and transitional language) ela/ - 8th Grade develop (synthesis) engage (synthesis) orient (knowledge) establish introduce (knowledge) organize (synthesis) use convey signal show capture provide reflect write (synthesis) includes employ effective technique relevant descriptive details well structured event sequences real, imagined experiences reader context point of view narrator characters sequence of events narrative techniques dialogue pacing description reflection transition words, phrases, clauses shifts time frame setting experiences events conclusions poetry 1. write a narrative using descriptive detail 2. create a storymap and plot curve showing point of view, narrator, setting 3. explore and use a variety of narrative techniques 4. incorporate transitional words to guide the reader 5. write "showing not telling" - use descriptive word choice 6. provide a conclusion that follows and reflects on the narrated experieces/events 7. know the literary elements to employ in a personal narrative or poem 8. know the various genre of poetry, historical fiction, sci.f., and realistic fiction 1. I can write a narrative using descriptive detail. 2. I can use a plot curve and story map to outline a narrative. 3. I can select which narrative techniques to use in my writing. 4. I can create flow and tell an orderly narrative using transition words. 5. I can show the narration by using descriptive words. 6. I can end my narrative with a thought-filled conclusion. 7. I can write a narrative or poem using literary elements and/or figurative language. 8. I can distinguish between historical, science, and realistic fiction narratives. I CAN WRITE A NARRATIVE TO DEVELOP REAL OR IMAGINED EXPERIENCES historical, scince, realistic fiction conventions genre literary & plot devices credible narrator rising/falling actions conflict imagery climax exposition/resolutio n O:\MS Curriculum\Working\MS ELA\8th Grade\8th Gr. ELA Learning Targets-.FINAL.xlsx 2

3 ela/ - 8th Grade Production and Distribution of / Standards 4. Clear and Coherent Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. -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.) produce clear & coherent writing development oraniztion style task purpose audience 1. develop the ability to utilize skills from strands 1-3 above to produce writing appropriate to task, purpose, and audience. 1. I can use and apply many of the various writing skills to produce clear/coherent writing appropriate to task, purpose, and audience. I CAN PRODUCE CLEAR AND WELL ORGANIZED WRITING FOR A VARIETY OF TASKS, REASONS, AND AUDIENCES 5. Develop and Strengthen Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. -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.) Develop (synthesis) Strengthen (synthesis) Planning (synthesis) Revising (synthesis) Editing (evaluation) (evaluation) Trying (evaluation) Plan Revision Rewriting Edit ( Process) Purpose Audience 1. Understand the steps of writing process 2. Understand the difference between editing and revising 3. Understand the recursive nature of writing 4. Know that each piece of writing has a beginning, middle, and end 5. Understand the difference between narrative and informational text 6. Be able to identify and assess strengths and weaknesses in their own and mentor texts 7. Identify the three purposes for writing (explain, persuade, entertain) 8. Define and identify tone 9. Adjust tone based on audience 1. I can appropriately use all steps of the writing process (i.e. plan, draft, revise, edit, and rewrite). 2. I can explain the difference between revising and editing. 3. I can explain that writing is recursive and sometimes requires more than one draft. 4. I can identify the beginning, middle, and end of each piece of writing. 5. I can write narrative and informational text. 6. I can identify the differences between narrative and informational text. 7. I can tell what is good and bad about a piece of writing and support why. 8. I can identify the three purposes for writing. 9. I can define and identify tone. 10. I can write for a specific audience using and appropriate tone. I CAN REVISE AND EDIT MY WRITING TO STRENGTHEN MY ORIGINAL WORK O:\MS Curriculum\Working\MS ELA\8th Grade\8th Gr. ELA Learning Targets-.FINAL.xlsx 3

4 ela/ - 8th Grade 6. Technology Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. / Standards -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 Use Produce Publish Interact (analysis) Collaborate (analysis) Present (synthesis) essay publish rough draft final draft thesis statement/stance introduction body conclusion edit proofread topic organization support transition words peer edit self edit 1. Apply keyboarding skills 2. Identify appropriate and credible sources 3. Collaborate with others 4. Produce a final product 5 Compare and contrast 1. I can use technology, including the internet, to publish my writing. 2. I can work with others. 3. I can type at least three pages of writing in a single sitting. 4. I can make connections between ideas and information (will be more specific depending on the unit) I CAN USE TECHNOLOGY TO PRODUCE AND PUBLISH WRITING AND TO COMMUNICATE WITH OTHERS Research to Build and Present 7. Research Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. -Conduct short research projects to answer a question (including selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration -Formulate research questions that demonstrate critical evaluation of multiple resources, perspectives, and arguments/counterarguments that culminate in a presented project using the writing process Conduct Answer (knowledge) Focus Formulate Organize (analysis) Analyze (analysis) Pose (synthesis) Use Demonstrate Drawing (synthesise) Generating Evaluate (synthesise) Culminate (sysnthsise) research sources credible thesis statement argument counter argument quoting quotation marks introduction body conclusion paraphrase summarize transition words cite editing - peer/self outlining note-taking graphic organizer writing process informational text perspective culminate 1. Create a guiding question to write a thesis statement. 2. Understand and write in formal style. 3. State thesis in introduction. 4. Generate support for thesis statement with reasons, evidence, and credible sources. 5. Using informational text 6 Use outlining as an organizational tool. 1. Create a guiding question to write a thesis statement. 2. Understand and write in formal style. 3. State thesis in introduction. 4. Generate support for thesis statement with reasons, evidence, and credible sources. 5. Using informational text 6 Use outlining as an organizational tool. I CAN EFFECTIVELY RESEARCH TOPICS AND DEMONSTRATE UNDERSTANDING OF WHAT I INVESTIGATE O:\MS Curriculum\Working\MS ELA\8th Grade\8th Gr. ELA Learning Targets-.FINAL.xlsx 4

5 ela/ - 8th Grade 8. Research Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. / Standards -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 Gather (systhesis) Use Assess (evaluation) Quote (synthesis) Paraphrase (evaluation) Avoid Follow Source Digital Source Print Source Quotation Plagiarism Citation Works Cited MLA 1. Gather information from sources (digital and print). 2. Identify a credible source. 3. Appropriate use of quotation marks. 4. Put in own words (paraphrase). 5. Quote a source. 6. Citing (in text and Works Cited) 7. Paraphrasing and Summarizing from a text 1. I can quote from a source 2. I can provide evidence/support 3. I can put things in my own words with paraphrasing and summarizing. 4. I can understand what plagerism is and how to avoid it 5. I can quote information from a literary source. 6. I can use in text citation. 7. I can create a Works Cited page. I CAN GATHER INFORMATION FROM A VARIETY OF SOURCES AND EFFECTIVELY INTEGRATE THEM INTO MY WRITING WHILE AVOIDING PLAGIARISM 9. Research Draw evidence from literary or informational text to support analysis, reflection, and research. -Draw evidence from literary or informational text to support analysis, reflection, and research Apply grade 8 reading standards to literature (e.g., Analyze how a modern work of fiction draws on theme, 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 ) 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"). Draw evidence (evaluation) Apply (evaluation) research sources credible thesis statement essay quoting quotation marks introduction body conclusion paraphrase summarize transition words argument cite editing outlining note-taking graphic organizer writing process informational text relevant irrelevant 1. Distinguish between different genres. 2. Identify a theme. 3. Identify a main idea. 4. Compare and contrast different types of literature. 5. Paraphrase 6. Summarize 7 Write a thesis statement. 1. I can identify main ideas. 2. I can compare and contrast different types of literature. 3. I can summarize a piece of literature. 4. I can identify different types of literature by genre. 5. I can translate information from text into main ideas. 6. I can use literary ideas as evidence to support my thesis. 7. I can write a thesis statement. I CAN DRAW EVIDENCE FROM NARRATIVE/INFORMATIONAL TEXT TO SUPPORT MY RESEARCH AND REFLECTIONS Range of 10. Time Frames 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 tasks, purposes, and audiences. language Conventions of Standard English -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 tasks, purposes, and audiences. Write (analysis, application, synthesis, evaluation) Research Reflection Revision Purpose Audience 1. Write regularly, for a variety of tasks, progressively increasing required length and/or time. 1. I write regularly for different reasons and different audiences. I CAN WRITE OVER A VARIETY OF TIME FRAMES FOR A VARIETY OF PURPOSES AND AUDIENCES O:\MS Curriculum\Working\MS ELA\8th Grade\8th Gr. ELA Learning Targets-.FINAL.xlsx 5

6 ela/ - 8th Grade 1. Grammar and Usage Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. / Standards -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 style conventions (e.g. MLA) Explain Gerunds Participles Form Infinitives Use Verb Tense Recognize Style Conventions Correct Identify gerunds, participles, and infinitives Differentiate between passive and active voice Use active and passive voice appropriately Use verb tense and voice appropriately I can identify gerunds, participles, and infinitives. I can differentiate between passive and active voice. I can use active and passive voice appropriately. I can use verb tense and voice appropriately. I CAN USE THE CONVENTIONS OF STANDARD ENGLISH GRAMMAR EFFECTIVELY IN WRITING AND SPEAKING 2. Capitalization, Punctuation, and Spelling Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. -Use punctuation (comma, ellipsis, dash) to indicate a pause or break -Use an ellipsis to indicate an omission -Spells correctly Use Spell (knowledge) Comma Ellipsis Dash Correctly use commas, ellipsis, and dashes. I can correctly use commas, ellipsis, and dashes. I CAN USE THE CONVENTIONS OF STANDARD ENGLISH GRAMMAR RULES EFFECTIVELY O:\MS Curriculum\Working\MS ELA\8th Grade\8th Gr. ELA Learning Targets-.FINAL.xlsx 6