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Technology in the Common Core- Eighth Grade

8th Grade

Reading Standards for Informational Text 6–12 (Page 39)

Integration of Knowledge and Ideas

Grade 8 Students

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.

Writing Standards 6–12 (Page 42)

Text Types and Purposes

Grade 8 Students

a. Introduce a topic clearly, previewing what
is to follow; organize ideas, concepts, and
information into broader categories; include
formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to
aiding comprehension

Production and Distribution of Writing (Page 43)

Grade 8 Students

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.

Research to Build and Present Knowledge (Page 44)

Grade 8 Students

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

Speaking and Listening Standards 6–12 (Page 49)

Comprehension and Collaboration

Grade 8 Students

2. Analyze the purpose of information presented
in diverse media and formats (e.g., visually,
quantitatively, orally) and evaluate the motives
(e.g., social, commercial, political) behind its
presentation.

 Presentation of Knowledge and Ideas

Grade 8 Students

5. Integrate multimedia and visual displays into
presentations to clarify information, strengthen
claims and evidence, and add interest.


Language Standards 6–12 (Page 53)

Vocabulary Acquisition and Use

Grade 8 Students

c. 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.

 Reading Standards for Literacy in History/Social Studies 6–12 (Page 61)

Integration of Knowledge and Ideas

Grades 6-8 Students

7. Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.

Integration of Knowledge and Ideas (Page 62)

Grades 6-8

9. Compare and contrast the information gained
from experiments, simulations, video, or
multimedia sources with that gained from reading
a text on the same topic.

 Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 (Page 65)

Text Types and Purposes (continued)

Grades 6-8

a. Introduce a topic clearly, previewing what
is to follow; organize ideas, concepts, and
information into broader categories as
appropriate to achieving purpose; include
formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to
aiding comprehension

 Production and Distribution of Writing (Page 66)

Grades 6-8

6. Use technology, including the Internet, to produce
and publish writing and present the relationships
between information and ideas clearly and
efficiently.

Research to Build and Present Knowledge

Grades 6-8

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.

 English Language Arts Standards » Reading: Literature » 8thGrade

Standards in this strand:

  • RL.8.1
  • RL.8.2
  • RL.8.3
  • RL.8.4
  • RL.8.5
  • RL.8.6
  • RL.8.7
  • RL.8.8
  • RL.8.9
  • RL.8.10
Key Ideas and Details

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. TICK Results, WatchKnowLearn, K12Reader

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. OhioRC, Phantoms in the Snow, KATE

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. KATE, Character Development in the Tell-Tale Heart, OhioRC, Christmas Carol Chronology

Craft and Structure

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.OHIORC, KATE, The Secret Garden

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. KATE, Seeing Two Poems, Jim Crow and Segregation, One, Two, Three...Go Poe

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. KATE, OhioRC

Integration of Knowledge and Ideas

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.KATE,
 
RL.8.8. (Not applicable to literature)

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.

Range of Reading and Level of Text Complexity

RL.8.10. 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

 

 

English Language Arts Standards » Reading: Informational Text » 8thGrade

Standards in this strand:

RI.8.1RI.8.2RI.8.3RI.8.4RI.8.5RI.8.6RI.8.7RI.8.8RI.8.9RI.8.10Key Ideas and Details

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.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Craft and Structure

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.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.8.6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Integration of Knowledge and Ideas

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. Women Aviators in WWII

RI.8.8. 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.

RI.8.9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Range of Reading and Level of Text Complexity

RI.8.10. 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.

 

 

English Language Arts Standards » Writing » 8thGrade

Standards in this strand:

W.8.1W.8.2W.8.3W.8.4W.8.5W.8.6W.8.7W.8.8W.8.9W.8.10Text Types and Purposes

W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and 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, reasons, and evidence.

Establish and maintain a formal style.

Provide a concluding statement or section that follows from and supports the argument presented.

W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. The Truth...WebQuest

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 to inform about or explain the topic.

Establish and maintain a formal style.

Provide a concluding statement or section that follows from and supports the information or explanation presented.

W.8.3. Write narratives to 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, 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.

Production and Distribution of Writing

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.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.

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. More than One Way to Create Vivid Verbs

Research to Build and Present Knowledge

W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

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. 8th grade argumentative writing: Crafting an argumentative essay

W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 8 Reading standards to literature (e.g., “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”).

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”).

Range of Writing

W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.

English Language Arts Standards » Speaking & Listening » 8thGrade

Standards in this strand:

SL.8.1SL.8.2SL.8.3SL.8.4SL.8.5SL.8.6Comprehension and Collaboration

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.

Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas

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.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

 

English Language Arts Standards » Language » 8thGrade

Standards in this strand:

L.8.1L.8.2L.8.3L.8.4L.8.5L.8.6Conventions of Standard English

L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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.*

L.8.2. 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.

Spell correctly.

Knowledge of Language

L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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).

Vocabulary Acquisition and Use

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.

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.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

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.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g. verbal irony, puns) in context.

Use the relationship between particular words to better understand each of the words.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Resources
Speaking and Listening (Page 49)

 

8th Grade – Sample ELA Lesson Starter 2
 
Sample Student Outcome: Analyze,
compare and contrast authors’
and artists’ motivations for creativity.

EXAMPLE: In this unit, students step back
and consider the motivations of authors and
artists alike: What inspires artists? How is
it similar and different from that which
inspires authors? How is the process of creating
a painting or sculpture similar to and different
from the process of writing a story or poem?
Students also read books written about artists,
and study art that can be seen in museums
across America. Students work with classmates
to uncover the unspoken meanings behind words
and artwork. In addition to fine art, students discuss
illustrations and other forms of commercial art,
looking for similarities to and differences from
fine art, both in motivation and presentation
styles. They write an informative/explanatory
piece about an artist of interest. This unit ends
with an open-ended reflective essay response to
the essential question.
 
COMMON CORE STANDARD
 
SL.8.2: Analyze the purpose of information

presented in diverse media and formats
(e.g., visually, quantitatively, orally) and
evaluate the motives (e.g., social,
commercial, political) behind its presentation.
 
 8th Grade – Sample ELA Lesson Starter 1
Sample Student Outcome:Use information accurately and
creatively for the issue or problem at hand.
EXAMPLE: After completing a literature circle unit of teen
problem novels, students brainstorm a list of significant
social, emotional, or health issues teens face today. Working
in groups, students research one issue and create a public
service announcement on a closed YouTube channel
(viewable only by students in the class) to persuade their
peers about one action they should take regarding this issue.
Students will select and use references from literary
readings (e.g., citing how a particular novel presents the issue)
as well as research from nonfiction sources to illustrate major points.

COMMON CORE STANDARD

WHST.6-8.8. 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.

http://www.p21.org/storage/documents/P21CommonCoreToolkit.pdf

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Scottsville, KY

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