Curriculum Strand One: Writing Strategies: write clear, coherent, and focused essays. The writing exhibits students awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. The students progress through the stages of the writing process as needed. Organization and Focus *1.1 create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion. *1.2 establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques. 1.1 1.2 1. recognize and formulate an arguable thesis? 2. distinguish sufficient, relevant support from insufficient, irrelevant support? 3. distinguish the difference between an insightful conclusion as opposed to a summary? 1. recognize effective and ineffective transitions in a piece of writing? 2. define and recognize consistent verb tense, voice, and tone? 1.1 complete in HLLA, Mini-Workshop #1 Describe Essay, pp. 768-770. complete Practice and Apply, p. 770 and rubric in Diagnostic and Summative Assessment, p. 170. 1.2 complete in HLLA, Writing Workshop #7, pp. 754-765. (All Writing Workshops in the Holt program will provide teachers with the opportunity for direct instruction of Standard 1.0.) 1.3 support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices. 1 1.3 1. recognize and create a variety of devices to support their thesis through practice exercises? 2. recognize and create extended analogies in a variety of practice exercises? 1.3 See 1.2 above. (All Writing Workshops in the Holt program will provide teachers with the opportunity for direct instruction of Standard 1.0.)
Research and Technology 1.4 plan and conduct multiple-step information searches by using computer networks and modems. 1.5 achieve an effective balance between researched information and original ideas. Evaluation and Revision *1.6 revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas. 1.4 1.5 1.6 1. use a variety of on-line sources to locate information (e.g., e-mail, Internet, search engines, electronic encyclopedias, etc.)? 1. recognize which pieces of information are important and related? 2. make conclusions drawn from the information? 3. add original ideas and opinions? 1. identify vivid, precise, and appropriate language in practice exercises? 2. locate and correct errors in organization in practice exercises? 3. select the appropriate organizational structure for the assigned topic? 4. identify inconsistencies in point of view throughout a piece of writing? 5. select appropriate transition words or phrases in practice exercises? 1.4 complete in HLLA, Thinking it Through, p. 677. (All Writing Workshops in the Holt program will provide teachers with the opportunity for direct instruction of Standard 1.0.) 1.5 complete in Universal Access: Writing, Listening, and Speaking, Balancing Research and Originality, p. 86. (All Writing Workshops in the Holt program will provide teachers with the opportunity for direct instruction of Standard 1.0.) 1.6 See 1.4 above. (All Writing Workshops in the Holt program will provide teachers with the opportunity for direct instruction of Standard 1.0.) 2
Curriculum Strand Two: Writing Applications (Genres and Their Characteristics) write narrative, expository, persuasive, and descriptive essays of at least 750 to 1000 words in each genre. The students writing demonstrates a command of standard American English and the research, organizational, and revising strategies outlined in Writing Standard 1.0. 2.1 write biographies, autobiographies, short stories, or narratives: a) Relate a clear, coherent incident, event, or situation by using wellchosen details. b) Reveal the significance of, or the writer s attitude about, the subject. c) Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters). 2.1 1. recognize narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters)? 2. create their own tone through previous pieces of writing? 2.1 complete Writing Workshop 1: Narration- Writing Workshop: Personal Narrative, pp. 2-4 in Progress Assessment: Writing, Listening, and Speaking. 3
*2.2 write responses to literature: a) Exhibit careful reading and insight in their interpretations. b) Connect the students own responses to the writer s techniques and to specific textual references. c) Draw supported inferences about the effects of a literary work on its audience. d) Support judgments through references to the text, other works, other authors, or to personal knowledge. 2.2 1. demonstrate a comprehension of text by completing written responses (e.g., summaries, Venn diagrams, journals, character analyses)? 2. identify specific writer s techniques (flashback, foreshadowing, imagery) and explore the significance (effectiveness) of the technique written in a piece? 3. identify the mood of a piece of literature and how it impacts the reader? 4. support their interpretations by using a variety of sources, such as textual evidence, other works of an author, etc.? 5. recognize relevant evidence? 2.2 complete in HLLA, Writing Workshop 2: Review of a Novel, pp. 610-631. Complete Progress Assessment: Writing, Listening, and Speaking, Review of a Novel Test, pp. 5-7. 4
2.3 write research reports: a) Define a thesis. b) Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all perspectives on the topic, as appropriate. c) Use a variety of primary and secondary sources and distinguish the nature and value of each. d) Organize and display information on charts, maps, and graphs. 2.3 1. define thesis as it relates to research? 2. distinguish significant from insignificant sources? 3. identify all the necessary elements of paraphrasing and summarizing? 4. distinguish the difference between primary and secondary sources? 5. distinguish the difference between relevant and irrelevant evidence? 6. employ the appropriate technology or skill to organize information visually? 7. consult a style manual for the appropriate format to document reference sources? 8. balance their thoughts and researched support in a variety of practice exercises? 2.3 complete in HLLA, Writing Workshop 4: Research, pp. 668-695. Complete Progress Assessment: Writing, Listening, and Speaking, Writing Workshop: Research Report Test, pp. 11-13. 5
*2.4 write persuasive compositions: a) Include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgment). b) Present detailed evidence, examples, and reasoning to support arguments, differentiating between facts and opinion. c) Provide details, reasons, and examples, arranging them effectively by anticipating answering reader concerns and counterarguments. 2.5 write documents related to career development, including simple business letters and job applications: a) Present information purposefully and succinctly and meet the needs of the intended audience. b) Follow the conventional format for this type of document (e.g., letter of inquiry, memorandum). 2.4 2.5 1. recognize and formulate an arguable thesis? 2. distinguish the difference between relevant and irrelevant evidence, as well as the difference between facts and opinion? 3. recognize and anticipate readers concerns and counter arguments? 1. determine the purpose of and audience for career development writing (e.g., business letters, applications)? 2. consult a style manual for the appropriate style for this type of document? 2.4 complete in HLLA, Writing Workshop 5: Persuasion, pp. 703-739. Complete assessment in Progress Assessment: Writing, Listening, and Speaking, Writing Workshop: Persuasion Test, pp. 14-16. use the rubric in Diagnostic and Summative Assessment, pp. 142-144. 2.5 complete in HLLA, Writing Workshop 6: Writing for Life, p. 740. Complete assessment in Progress Assessment: Writing, Listening, and Speaking, Writing Workshop: Writing for Life Test, pp. 17-20. 6
2.6 write technical documents: a) Identify the sequence of activities needed to design a system, operate a tool, or explain the bylaws of an organization. b) Include all the factors and variables that need to be considered. c) Use formatting techniques (e.g., headings, differing fonts) to aid comprehension. 2.6 1. determine the purpose of technical writing? 2. determine the appropriate organizational structure for a technical document? 3. recognize ambiguous, misleading information in technical documents? 4. employ the appropriate technology or skill to properly format a technical document? 2.6 complete in HLLA, Writing Workshop #3: Technical Documents, pp. 642-665. Complete assessment in Progress Assessment: Writing, Listening, and Speaking, Writing Workshop: Instructions for Operating a Tool, pp. 8-10. use the rubric in Diagnostic and Summative Assessment, pp. 163-165. 7
WRITTEN AND ORAL ENGLISH ENGLISH/LANGUAGE ARTS 8 LANGUAGE CONVENTIONS Curriculum Strand One: write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure *1.1 use correct and varied sentence types and sentence openings to present a lively and effective personal style. 1.1 1. identify simple, compound, compound/complex sentences? 2. identify different sentence openings (e.g., prepositional phrases, subordinate clauses, adverbs, etc.)? Note: 1.1-1.8 should be assessed continually in formal writing assignments. 1.1 complete exercises in Holt Handbook, Chapter 18, Writing Effective Sentences assessment on p. 469. complete exercises in Daily Language Activities Binder, Sentence Combining. complete assessment in Holt Handbook English Language Conventions, Progress Assessment, p. 35. Mastery of the Writing and Language Conventions standards can be demonstrated through the end product of the Writing and Speaking Workshops 1-5 and continually assessed in formal writing assessments. 8
WRITTEN AND ORAL ENGLISH ENGLISH/LANGUAGE ARTS 8 LANGUAGE CONVENTIONS 1.2 identify and use parallelism, including similar grammatical forms, in all written discourse to present items in a series and items juxtaposed for emphasis. 1.3 use subordination, coordination, apposition, and other devices to indicate clearly the relationship between ideas. 1.2 1.3 1. identify parallel structure and successfully complete practice exercises that contain parallel construction? 2. demonstrate an understanding of the importance of parallel structure for achieving clarity and emphasis? 1. identify coordinations, subordinations, and appositions in clauses and phrases? 2. use coordinate and subordinate elements accurately in practice exercises to connect and emphasize ideas in writing? 1.2 complete exercises in Language and Sentence Skills Practice, Using Transitions and Parallel Structure, pp. 425-426. complete exercises in Holt Handbook, Using Parallel Structure, pp. 459-460. complete exercises in Universal Access: Writing, Listening, and Speaking, Using Parallel Structure and Repetition, p. 113. 1.3 complete assessment in Progress Assessment: Holt Handbook, The Phrase, pp. 9-10. complete Holt Handbook, Chapter 6 Review, p. 135. complete Holt Handbook, Chapter 7 Review, p. 152. 9
WRITTEN AND ORAL ENGLISH ENGLISH/LANGUAGE ARTS 8 LANGUAGE CONVENTIONS Grammar 1.4 edit written manuscripts to ensure that correct grammar is used. Punctuation and Capitalization *1.5 use correct punctuation and capitalization. 1.4 1.5 1. consult the appropriate sources (e.g., grammar texts, handbooks) to properly edit writing? 1. recognize previously taught capitalization rules? 1.4 in HLLA, use the Symbols for Revising and Proofreading, pp. 584-585 to demonstrate editing skills through every writing workshop. complete Proofreading Warm-ups in Daily Language Activities binder. complete proofreading exercise in Universal Access: Writing, Listening, and Speaking, Your Writing Process: Proofreading, Transparencies 3 and 4. 1.5 complete assessments in Progress Assessment: Holt Handbook, Capital Letters, pp. 25-26; Punctuation, pp. 27-30. 10
WRITTEN AND ORAL ENGLISH ENGLISH/LANGUAGE ARTS 8 LANGUAGE CONVENTIONS Spelling *1.6 use correct spelling conventions. Elk Grove Unified School District s Additional Standards for 8 th Grade Manuscript Format 1.7 reflect appropriate manuscript requirements in writing. 1.8 produce legible work. 1.6 1.7 1. recognize previously taught spelling rules? 1. define correct manuscript format (e.g., cover page, pagination, margins, spacing, works cited/consulted page)? 1.6 complete assessment in Progress Assessment: Holt Handbook, Spelling, pp. 31-32. complete weekly activities in Holt Spelling Lessons. 1.7 in HLLA, apply guidelines in MLA Guide for Listing Sources, p. 678 while completing Workshop 4: Research. use MLA or similar style guide correctly when formatting published work. 11
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