Eighth Grade Writing : Text Types and Purposes

Eighth Grade Writing : Text Types and Purposes

Essential Questions:

1. How do writers select the genre of writing for a specific purpose and audience?

2. How do essential components of the writing process guide writers in the communication of ideas?

3. How does the selection of resources impact the quality and validity of the research process and product?

4. How do regular, varied writing opportunities make you a stronger writer?

Essential Vocabulary: argumentative, counterclaim, claims, evidence, reasons, relevant, accurate, phrases/clauses, credible, source, formal style,

cohesion, text structure, text feature, transition, dialogue, pacing, clauses, reflection, exposition

College and Career Readiness Anchor Standard 1 for Writing: Write arguments to support claims in an analysis in substantive topics or texts,

using valid reasoning and relevant and sufficient evidence.

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

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

logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources, including oral sources, and demonstrating

and understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claims, counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.

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

8th Grade Enduring Understandings

Prior Background Knowledge

Students will know...

Students will understand...

Students will be able to...

Required:

Vocabulary:

? that text of various sources

? utilize formal style to write

Students will...

? argumentative

can be interpreted and

a cohesive argumentative

? utilize formal style to write

? counterclaim

referenced to support

piece with a claim.

a cohesive argumentative

? claims

claims.

? acknowledge and

piece with a claim.

? evidence

? that critical writers analyze

distinguish opposing

? acknowledge opposing claims.

? substantiate their claim with evidence from the text.

? demonstrate their understanding of a text through reflective,

? reasons ? relevant ? accurate ? phrases/clauses ? credible ? source ? formal style

sources to determine their trustworthiness. ? that relevant evidence is necessary to substantiate a claim. ? that their argument comes from their understanding of the text.

claims. ? substantiate their claim

with evidence from the text. ? demonstrate their understanding of a text through reflective, argumentative writing.

argumentative writing.

? that there is a logical

sequence that includes an

introduction, reflection

Adoption Date: July 22, 2013

with evidence, and conclusion when writing an argument. ? that opposing views need to be acknowledged and distinguished.

X

College and Career Readiness Anchor Standard 2 for Writing: Write informative/explanatory texts to examine and convey complex ideas and

information clearly and accurately through the effective selection, organization, and analysis of content.

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.

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.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.

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

8th grade Enduring Understandings

Prior Background Knowledge

Students will know...

Students will understand...

Students will be able to...

Required:

Vocabulary:

? that there are different

? analyze resources to gather

Students will...

? cohesion

strategies for writing an

information relevant to the

? analyze resources to gather

? text structure

introduction.

writing task.

information relevant to the

? text feature

? that the use of text

? write an organized

writing task.

? transition

structures and features can

informative/

? compose an informative/

aid in audience

explanatory piece that

explanatory piece using a

comprehension.

introduces a topic, that is

variety of text structures.

? that ideas are supported by

supported by relevant

? create an introduction by

relevant textual evidence.

details, includes effective

previewing what is to

? that transitions are varied

and varied transitions,

follow.

and selected based on the

precise language and in a

? develop and support a

purpose of the writing.

formal style.

topic by using facts,

? that academic vocabulary is

definitions, details, and

used to enhance writing.

quotations.

? that there are components

Adoption Date: July 22, 2013

? utilize precise language and domain specific vocabulary.

? write a cohesive piece in a formal style.

? construct a concluding statement to leave a final impression on the reader.

X

of an effective conclusion. ? that academic writing

should maintain a formal style.

College and Career Readiness Anchor Standard 3 for Writing: Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured event structures

W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-

structured event sequences.

a. 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.

b. Use narrative techniques, such as dialogue, pacing, and description, and reflection, to develop experiences, events, and/or characters.

c. 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.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

8th grade Enduring Understandings

Prior Background Knowledge

Students will know...

Students will understand...

Students will be able to...

Required: Students will...

Vocabulary: ? dialogue

? that an effective exposition contains specific components.

? write an engaging narrative piece, utilizing narrative

? write an engaging

? pacing

? that narrative techniques

techniques, precise

introduction by establishing context and point of view of the narrator or characters. ? write an engaging narrative

? clauses ? exposition ? reflection

enhance writing. ? that transitions play an

important role in a narrative, including showing relationships among the

language, and a reflective conclusion at a more complex level than previous writings. ? write an engaging narrative

piece, utilizing narrative

experiences and events.

piece utilizing narrative

techniques, precise language, and a reflective conclusion.

? that word choice and imagery enhance descriptive. Details (show don't tell)

? that an effective conclusion

techniques, precise language, and a reflective conclusion at a more complex level than previous writings.

Adoption Date: July 22, 2013

contains specific components. X

Adoption Date: July 22, 2013

Eighth Grade Writing : Production and Distribution of Writing

Essential Questions:

1. How do writers select the genre of writing for a specific purpose and audience?

2. How do essential components of the writing process guide writers in the communication of ideas?

3. How does the selection of resources impact the quality and validity of the research process and product?

4. How do regular, varied writing opportunities make you a stronger writer?

Essential Vocabulary: task, purpose, audience, conventions, plagiarism, citation, data sharing platform

College and Career Readiness Anchor Standard 4 for Writing: Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose, and audience.

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.)

8th Grade Enduring Understandings

Prior Background Knowledge

Students will know...

Students will understand...

Students will be able to...

Required:

Vocabulary:

? that writing can have

? write for a specific purpose.

Students will...

? task

different purposes.

? choose a structure

? have multiple writing

? purpose

? that different types of

appropriate to the task and

experiences.

? audience

writing have different

grade level expectation.

organizational structures.

? that task and purpose are

reflected in organization

and development of a

topic.

X

College and Career Readiness Anchor Standard 5 for Writing: Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach.

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.)

8th grade Enduring Understandings

Prior Background Knowledge

Students will know...

Students will understand...

Students will be able to...

Required:

Vocabulary:

? that writing is a process;

? plan a piece of writing

Students will...

? conventions

their first draft is not their

using varied techniques

? have multiple writing

final draft.

and strategies (story frame,

experiences.

? that planning develops and

graphic organizer, story

? respond to suggestions

strengthens their writing.

map, etc.).

Adoption Date: July 22, 2013

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