Eighth+Grade+ELA+SCS

EIGHTH GRADE

Eighth grade students use oral language, written language, and other media and technology for expressive, informational, argumentative, critical, and literary purposes. They continue to refine their study of language and grammar in order to speak and write effectively. Although emphasis in eighth grade is placed on using information for a specific task, students also:
 * Express individual perspectives through analysis and personal response.
 * Refine understanding and use of argument.
 * Critically analyze print and non-print communication.
 * Use effective sentence construction and edit for improvements in sentence formation, usage, mechanics, and spelling.
 * Interpret and evaluate a wide range of literature.


 * Strands:** Oral Language, Written Language, and Other Media/Technology

> establishing a context, creating a persona, and otherwise developing interest.
 * ~ Competency Goal 1 ||~ The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues. ||
 * || **1.01** Narrate a personal account which: * creates a coherent, organizing structure appropriate to purpose, audience, and context.
 * establishes a point of view and sharpens focus.
 * uses remembered feelings.
 * selects details that best illuminate the topic.
 * connects events to self/society.
 * 1.02** Analyze expressive materials that are read, heard, and/or viewed by: * monitoring comprehension for understanding of what is read, heard and/or viewed.
 * reviewing the characteristics of expressive works.
 * determining the importance of literary effects on the reader/viewer/listener.
 * making connections between works, self and related topics
 * drawing inferences.
 * generating a learning log or journal.
 * maintaining an annotated list of works that are read or viewed, including personal reactions.
 * taking an active role in and/or leading formal/informal book/media talks.
 * 1.03** Interact in group activities and/or seminars in which the student: * shares personal reactions to questions raised.
 * gives reasons and cites examples from text in support of expressed opinions.
 * clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion.
 * 1.04** Reflect on learning experiences by: * evaluating how personal perspectives are influenced by society, cultural differences, and historical issues.
 * appraising changes in self throughout the learning process.
 * evaluating personal circumstances and background that shape interaction with text. ||
 * ~ Competency Goal 2 ||~ The learner will use and evaluate information from a variety or resources. ||
 * || **2.01** Analyze and evaluate informational materials that are read, heard, and/or viewed by: * monitoring comprehension for understanding of what is read, heard and/or viewed.
 * recognizing the characteristics of informational materials.
 * summarizing information.
 * determining the importance and accuracy of information.
 * making connections to related topics/information.
 * drawing inferences and/or conclusions.
 * generating questions.
 * extending ideas.
 * 2.02** Use multiple sources of print and non-print information to explore and create research products in both written and presentational forms by: * determining purpose, audience, and context.
 * understanding the focus.
 * recognizing and/or choosing a relevant topic.
 * Recognizing and/or selecting presentational format (e.g., video, essay, interactive technology) appropriate to audience.
 * evaluating information for extraneous detail, inconsistencies, relevant facts, and organization.
 * researching and organizing information to achieve purpose.
 * using notes and/or memory aids to structure information.
 * supporting ideas with examples, definitions, analogies, and direct references to primary and secondary sources.
 * noting and/or citing sources used.
 * recognizing the use of and/or employing graphics such as charts, diagrams, and graphs to enhance the communication of information. ||
 * ~ Competency Goal 3 ||~ The learner will continue to refine the understanding and use of argument. ||
 * || **3.01** Explore and evaluate argumentative works that are read, heard and/or viewed by: * monitoring comprehension for understanding of what is read, heard and/or viewed.
 * analyzing the work by identifying the arguments and positions stated or implied and the evidence used to support them.
 * identifying the social context of the argument.
 * recognizing the effects of bias, emotional factors, and/or semantic slanting.
 * comparing the argument and counter-argument presented.
 * identifying/evaluating the effectiveness of tone, style, and use of language.
 * evaluating the author's purpose and stance.
 * making connections between works, self and related topics.
 * responding to public documents (such as but not limited to editorials, reviews, local, state, and national policies/issues including those with a historical context).
 * 3.02** Continue to explore and analyze the use of the problem-solution process by: * evaluating problems and solutions within various texts and situations.
 * utilizing the problem-solution process within various contexts/situations.
 * constructing essays/presentations that respond to a given problem by proposing a solution that includes relevant details.
 * recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.
 * 3.03** Evaluate and create arguments that persuade by: * understanding the importance of the engagement of audience by
 * noting and/or developing a controlling idea that makes a clear and knowledgeable judgment.
 * arranging details, reasons, and examples effectively and persuasively.
 * anticipating and addressing reader/listener concerns and counterarguments.
 * recognizing and/or creating an organizing structure appropriate to purpose, audience, and context. ||
 * ~ Competency Goal 4 ||~ The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials. ||
 * || **4.01** Analyze the purpose of the author or creator and the impact of that purpose by: * monitoring comprehension for understanding of what is read, heard, and/or viewed.
 * evaluating any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.
 * evaluating the underlying assumptions of the author/creator.
 * evaluating the effects of author's craft on the reader/viewer/listener.
 * 4.02** Analyze and develop (with limited assistance) and apply appropriate criteria to evaluate the quality of the communication by: * using knowledge of language structure and literary or media techniques.
 * drawing conclusions based on evidence, reasons, or relevant information.
 * considering the implications, consequences, or impact of those conclusions.
 * 4.03** Use the stance of a critic to: * consider alternative points of view or reasons.
 * remain fair-minded and open to other interpretations.
 * constructing a critical response/review of a work/topic. ||
 * ~ Competency Goal 5 ||~ The learner will respond to various literary genres using interpretive and evaluative processes. ||
 * || **5.01** Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by: * using effective reading strategies to match type of text.
 * reading self-selected literature and other materials of interest to the individual.
 * reading literature and other materials selected by the teacher.
 * assuming a leadership role in student-teacher reading conferences.
 * leading small group discussions.
 * taking an active role in whole class seminars.
 * analyzing the effects of elements such as plot, theme, characterization, style, mood, and tone.
 * discussing the effects of such literary devices as figurative language, dialogue, flashback, allusion, irony, and symbolism.
 * analyzing and evaluating themes and central ideas in literature and other texts in relation to personal and societal issues.
 * extending understanding by creating products for different purposes, different audiences, and within various contexts.
 * analyzing and evaluating the relationships between and among characters, ideas, concepts, and/or experiences.
 * 5.02** Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through: * reading a variety of literature and other text (e.g., young adult novels, short stories, biographies, plays, free verse, narrative poems).
 * evaluating what impact genre-specific characteristics have on the meaning of the text.
 * evaluating how the author's choice and use of a genre shapes the meaning of the literary work.
 * evaluating what impact literary elements have on the meaning of the text. ||
 * ~ Competency Goal 6 ||~ The learner will apply conventions of grammar and language usage. ||
 * || **6.01** Model an understanding of conventional written and spoken expression by: * using a variety of sentence types, punctuating properly, and avoiding fragments and run-ons.
 * using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
 * applying the parts of speech to clarify language usage.
 * using pronouns correctly, including clear antecedents and case.
 * using phrases and clauses correctly, including proper punctuation (e.g. prepositional phrases, appositives, dependent and independent clauses.)
 * determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
 * extending vocabulary knowledge by learning and using new words.
 * evaluating the use and power of dialects in standard/nonstandard English usage.
 * applying correct language conventions and usage during formal oral presentations.
 * 6.02** Continue to identify and edit errors in spoken and written English by: * using correct spelling of words appropriate in difficulty for eighth graders and refining mastery of an individualized list of commonly misspelled words.
 * producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and spelling and the correct use of punctuation, capitalization, and format.
 * self correcting errors in everyday speech.
 * independently practicing formal oral presentations. ||