READING - jayschools.k12.in.us
READING
Eighth Grade
|Standard 1---Word Recognition, Fluency and Vocabulary Development |
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|Students use their knowledge of word parts and word relationships, as well as context (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand|
|the precise meaning of grade-level-appropriate words. |
Vocabulary and Concept Development
| |SKILLS |SUGGESTED ACTIVITIES |ASSESSMENT |
|8.1.1 |Analyze idioms and comparisons—such as analogies, |-Review literary terms re: poetry. |-Test over terms by examples |
| |metaphors, and similes—to infer the literal and | |and analysis. |
| |figurative meanings of phrases. |-Analyze Longfellow’s “Paul Revere’s Ride” |-Oral presentations |
| |Idioms: expressions that cannot be understood just by| |-Observation |
| |knowing the meanings of the words in the expression, |-Demonstrate the relevance of poetry |-Essay |
| |such as to be an old hand at something or to get |in lyrics, songs, interpret skills and themes. |-Poem |
| |one’s feet wet |-Find and explain metaphors in poems | |
| |Analogies: comparisons of the similar aspects of two|“O Captain! My Captain” and | |
| |different things |“I Like to See It Lap the Miles” | |
| |Metaphors: implied comparisons, such as The stars |-Describe studying using a particular | |
| |were brilliant diamonds in the night sky. |sports language. | |
| | |-Find and explain simile in “New World” | |
| |Similes: comparisons that use “like” or “as,” such |and “Paul Revere’s Ride” | |
| |as The stars were like a million diamonds in the sky.| | |
|8.1.2 |Understand the influence of historical events on |-Recognize how the early influences expanded American English |-Multiple choice test |
| |English word meaning and vocabulary expansion. |vocabulary, adding words such as tornado, tomato, and patio. |-Observation |
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|8.1.3 |Verify the meaning of a word in its context, even |-Understand the meaning of pickle in a sentence, such as The | |
| |when its meaning is not directly stated, through the |pickle was an important part of metal working. Use a | |
| |use of definition, restatement, example, comparison, |dictionary to help clarify the use of the word pickle in this | |
| |or contrast. |context. | |
| | |-Identify the meaning of given words | |
| | |through examination of their usage in |-Short answer |
| | |a passage/story. | |
| | |-Use Plato to identify meanings | |
| | |of words in context. |-Computer-generated quiz |
| | |-Read passage orally to class: ask meanings of words from | |
| | |context. |-Student response |
| | |-Discuss words appearing in literature. |-Students share the meaning according |
| | | |to context. |
|Standard 2---Comprehension and Analysis of Nonfiction and Informational Text |
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|Students read and understand grade-level-appropriate material. The selections in the Indiana Reading list (doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity |
|of the materials to be read by students. At Grade 8, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, autobiographies, books in many |
|different subject areas, magazines newspapers, reference and technical materials, and online information. |
Structural Features of Informational and Technical Materials
| |SKILLS |SUGGESTED ACTIVITIES |ASSESSMENT |
|8.2.1 |Compare and contrast the features and elements of |-Compare examples of a variety of instructional or technical |-Student products that meet teacher |
| |consumer materials to gain meaning from documents. |manuals, such |criteria |
| | |as those for a computer, hair appliance, camera, or electronic |-Composition |
| | |game, brought to class by different students. Describe what | |
| | |features make certain instructions easier than others to | |
| | |understand and follow. | |
| | |-Make a brochure/manual based upon a study of subject of | |
| | |interest. | |
| | |-Write a newspaper report re: | |
| | |findings from Consumer Report | |
| | |information. | |
| | |-Compare manuals provided by teacher. | |
|8.2.2 |Analyze text that uses proposition (statement of |-Read and analyze the organization of the “pro” and the “con” |-Log/journal |
| |argument) and support patterns. |editorials on a topic of interest in USA Today. In each, decide|-Poster and display |
| | |if the argument is simply and clearly stated. Decide if there | |
| | |are at least three major points in support of the argument, | |
| | |with the strongest argument given first. | |
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|8.2.7 |Analyze the structure, format, and purpose of |-Review structure of literature text as an example for applied |-Observation |
| |informational materials (such as textbooks, |learning with other textbooks. |-Class drill work |
| |newspapers, instructional or technical manuals, and |-Conduct dictionary searches for items, such as word origin, | |
| |public documents). |pronunciation, synonyms, etc. | |
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Analysis of Grade-Level-Appropriate Nonfiction and Informational Text
|8.2.3 |Find similarities and differences between texts in |-Read articles on the same current topic in magazines, such as |-Oral questioning |
| |the treatment, amount of coverage, or organization of|Time and Newsweek, |-Think aloud |
| |ideas. |and editorials in national or local newspapers. Compare and |-Cooperative groups |
| | |contrast the |-Venn diagram |
| | |texts in how they present the issue. | |
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|8.2.4 |Compare the original text to a summary to determine |-After writing summaries or creating graphic organizers on an |-Read aloud and share interests |
| |whether the summary accurately describes the main |informational text read for class, exchange the summary or |-Bulletin board display |
| |ideas, includes important details, and conveys the |organizer with another student. | |
| |underlying meaning. |-Write books reviews to be used for | |
| | |DESTINY (library program). | |
| | |-Evaluate this classmate’s summary, based on how well the | |
| | |student describes the most important elementary of the text. | |
|8.2.5 |Use information from a variety of consumer and public|-Decide which is the most practical and economical wireless |-Student product that meets teacher rubric |
| |documents to explain a situation or decision and to |telephone to purchase by reading articles, brochures, Web | |
| |solve a problem. |pages, and other consumer sources, such as Consumer Reports. | |
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|8.2.8 |Understand and explain the use of simple equipment by|-Coordinate with technology teacher for student reading and |-Observation |
| |following directions in a technical manual. |understanding of text and usage. |-Student presentation |
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|8.2.9 |Make reasonable statements and draw conclusions about|-Read Science, History, or other subject area text chapter |-Observation |
| |a text, supporting them with accurate examples. |heading and predict content in a chart displaying predictions |-Chart |
| | |and conclusions. | |
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Expository (Informational) Critique
|8.2.6 |Evaluate the logic (inductive or deductive argument),|-Read Keyes’s “Flowers for Algernon” and evaluate the |-Chart progress |
| |internal consistency, and structural patterns of |techniques and the effectiveness of the development of the main| |
| |text. |idea. | |
| | |-Read historical novel: Karen Cushman’s Catherine, Called Birdy| |
| | |or Across Five Aprils and evaluate the techniques and the |-Log/journal |
| | |effectiveness of the development of the main idea of the book. |-Map the battles |
| | |-Use a novel for an evaluation of structure/form. |-Create a timeline |
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|Standard 3—Comprehension and Analysis of Literary Text |
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|Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List |
|(doe.state.in.us/standards/readinglist.html) which illustrate the quality and complexity of the materials to be read by students. At Grade 8, students read a wide variety of fiction, such as|
|classic and contemporary literature, historical fiction, fantasy, science fiction, mysteries, adventures, folklore, mythology, poetry, short stories, dramas, and other genres. |
Structural Features of Literature
| |SKILLS |SUGGESTED ACTIVITIES |ASSESSMENT |
|8.3.1 |Determine and articulate the relationship between the|-Describe the different forms of poetry. Compare poems from |-Dramatic readings |
| |purposes and characteristics of different forms of |such noted poets as Longfellow, Frost, Poe, Dickinson, Whitman,| |
| |poetry (including ballads, lyrics, couplets epics, |and Shakespeare. | |
| |elegies, odes, and sonnets. |-Demonstrate how poetry influences song by sharing odes, | |
| |Ballad: a poem that tells a story |ballads, and sonnets in |-“Musical recital” |
| |Lyric: words set to music |lyrical form. | |
| |Couplet: two successive lines of verse that thyme |-Demonstrate an understanding of poetic | |
| |Epic: a long poem that describes heroic deeds or |form by creating an anthology of student writings. |-Student anthology |
| |adventures |-Compare “Paul Revere’s Ride” to “Barbara Frietchie” | |
| |Elegy: a mournful poem for the dead | | |
| |Ode: a poem of praise | | |
| |Sonnet: a rhymed poem of 14 lines | | |
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Analysis of Grade-Level-Appropriate Literary Text
|8.3.2 |Evaluate the structural elements of the plot, such as|-Read a collection of Twain novels and discuss how the plot is |-Flow chart |
| |subplots parallel episodes, and climax; the plot’s |developed, including the climax and its resolution and how |-Cooperative learning programs |
| |development; and the way in which conflicts are (or |different subplots are incorporated into the story (Lit/Comp) |-Multiple choice/essay |
| |are not) addressed and resolved. |-Read short stories for comparison and discuss how the plot is |-Write story |
| | |developed, including the climax and its resolution and how | |
| | |different subplots are incorporated into the story. | |
| | |-Read Across Five Aprils or Witness. | |
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|8.3.3 |Compare and contrast the motivations and reactions of|-Compare books/short stories that deal with the theme of the |-Matrix Venn Diagram to illustrate comparison/contrast. |
| |literary characters from different historical eras |impact of war, both on those who fight in the battles and those| |
| |confronting either similar situations and conflicts |who remain at home. Books on this theme include books on the | |
| |or similar hypothetical situations. |Civil War period, such as Hunt’s Across Five Aprils. | |
| | |(Video: Civil War Diary) | |
| | |-Short stories include Paulsen’s “Stop the Sun”, Abernethy’s | |
| | |“The Home Front: | |
| | |1941-45” and Petry’s “Harriet Tubman: Conductor on the | |
| | |Underground Railroad” | |
| | |Compare books dealing with survival, such as The Giver, Lord of| |
| | |the Flies, Alas, and Babylon. (Lit/Comp) | |
|8.3.4 |Analyze the importance of the setting to the mood, |-Discuss the importance of the setting, including the place, |-Poster with setting, etc. illustrated |
| |toe and meaning of the text |the time period, and the customs, to books, such as Hunt’s |-Library display of student posters |
| | |Across Five Aprils or Catherine, called Birdy. |-Teacher observation |
| | |-Discuss the importance of setting, including the place, the | |
| | |time period, and the customs, to books such as Lee’s To Kill a | |
| | |Mockingbird (Lit/Comp) and | |
| | |Steinbeck’s The Pearl. (Lit/Comp) | |
| | |-Study short stories “The Tell-Tale Heart” by Poe and “The | |
| | |Legend of Sleepy Hollow” by Irving. | |
| | |-Students identify elements in “The House of Dies Drear” by | |
| | |Virginia Hamilton. (Video) | |
|8.3.5 |Identify and analyze recurring themes (such as good |-Explore the theme that heroism demands unusual courage and |-Oral presentation |
| |versus evil) that appear frequently across |risk-taking. Read fiction and biographies such as Diary of |-Debate |
| |traditional and contemporary works |Anne Frank and Lowry’s The Giver to identify what both real and|-Essay |
| | |imaginary heroes have done. | |
| | |-Connect good versus evil in short stories such as the “The | |
| | |Legend of Sleepy Hollow” or “The Wise Old Woman” by Yoshiko | |
| | |Uchida. | |
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|8.3.6 |Identify significant literary devices such as |-Read several short stories by Mark Twain and discuss his use |-Multiple choice |
| |metaphor, symbolism, dialect or quotations, and |of dialect in his stories Watch. Alan Jay Lerner and |-Matching |
| |irony, which define a writer’s style and use those |Frederick Loewe’s musical My Fair Lady, an adaptation of |-Display of student creations |
| |elements to interpret the work. |Bernard Shaw’s Pygmalion, and discuss how the musical presents |-Teacher observation |
| |Metaphor: an implied comparison in which a word or |dialect and how this dialect is important to the conflict in | |
| |phrase is used in place of another, such as He was |the story. (Lit/Comp) | |
| |drowning in money. |-Read Steinbeck’s The Pearl and discuss the symbolism as well | |
| |Symbolism: the use of an object to represent |as use of metaphor and irony. (Lit/Comp) | |
| |something else; for example, a dove might symbolize |-Listen to the audiocassette of The Pearl | |
| |peace. |and discuss symbolism, metaphor, and irony. | |
| |Dialect: the vocabulary, grammar, and pronunciation |-Draw a creation of significant scene from The Pearl that | |
| |used by people in different regions. |illustrates an ironic situation. | |
| |Irony: the use of words to express the opposite of |-Use collaborative group work to answer questions about each | |
| |the literal meaning of the words, often to be |facet of literary devices. | |
| |humorous. |-Read stories such as Hughes’s “Thank You M’am” and discuss the| |
| | |importance of dialect. | |
| | |-Read R.A. Sasaki’s “A Dictionary of Japanese-American Terms” | |
| | |and discuss | |
| | |The imagery and symbolism employed. | |
| | |-Read “Flowers for Algernon” and cite the ironic situations. | |
|8.3.8 |Contrast points of view—such as first person, third |-Give “The Legend of Sleepy Hollow,” |-Observation |
| |person, third person limited and third person |Rewrite a section from a selected character’s first-person |-Student writings |
| |omniscient, and subjective and objective—in narrative|point-of-view. | |
| |text and explain how they affect the overall theme of|-Give excerpts from various tests. | |
| |the work. |Students will identify/determine the | |
| |First person: the narrator tells the story from the |point-of-view. | |
| |“I” perspective. | | |
| |Third person: the narrator tells the story from an | | |
| |outside perspective. | | |
| |Limited narration: the narrator does not know all | | |
| |thoughts of all characters. | | |
| |Omniscient narration: the narrator knows all thought| | |
| |of all characters. | | |
| |Subjective: the point of view involves a personal | | |
| |perspective. | | |
| |Objective: the point of view is from a distanced, | | |
| |informational perspective, as in a news report. | | |
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|8.3.9 |Analyze the relevance of setting (places, times, |-See 8.3.4 | |
| |customs) to mood, tone, and meaning of text. | | |
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Literary Criticism
|8.3.7 |Analyze a work of literature, showing how it reflects|-Read a short biology of Gary Paulsen, Edgar Allan Poe, Jack |-Chart author information |
| |the heritage, traditions, attitudes, and beliefs of |London, Shirley Jackson, Helen Keller or Maya Angelou. |-Log/journal |
| |its author. |Analyze how the author’s experiences can be used to interpret |-Essay graded according to rubric |
| | |his or her writings. | |
| | |-Prior to reading an anthology selection, read the author | |
| | |information and predict how the author’s experience will | |
| | |influence his/her writing. | |
| | |-Students write an essay covering the items of heritage, | |
| | |traditions, attitudes, and |-Short answer |
| | |beliefs of the author. | |
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|Standard 4—WRITING: Processes and Features |
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|Students discuss, list, and graphically organize writing ideas. They write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, |
|and revise writing. |
Organization and focus
| |SKILLS |SUGGESTED ACTIVITIES |ASSESSMENT |
|8.4.1 |Discuss ideas for writing, keep a list or notebook of|-Provided with creative writing ideas, students will write with|-Rubric |
| |ideas, and use graphic organizers to plan writing. |a definite purpose, i.e. description, persuasion, etc. |-Oral presentation |
| | |-Use a Web to plan a short autobiography. |-Compare autobiography to the Web |
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|8.4.2 |Create compositions that have a clear message, a | -Using MICROSOFT WORD and the Internet, create a composition |-Observation |
| |coherent thesis (a statement of position on the |on a given topic, such as internal/external conflict in |-Essay |
| |topic), and end with a clear and well-supported |The Diary of Anne Frank. |-Peer Evaluation |
| |conclusion. |-Write a five-paragraph composition. | |
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|8.4.3 |Support theses or conclusions with analogies |-Given six criteria for evaluation (facts, quotations, |-Checklist/rubric |
| |(comparisons), paraphrases, quotations, opinions |examples, incident, sensory details, analogy), students will |-Students make a list of related statements |
| |from experts, and similar devices. |apply these to a study of short stories to illustrate the |-Observation |
| | |criteria. |-Speech presentation |
| | |-Students use library to search for references for their chosen| |
| | |topics. | |
| | |-Students will add credibility support to class speeches by | |
| | |using quotations/opinions from experts. | |
|8.4.10 |Create an organizational structure that balances all |-Using prior-generated student writing. |-Observation |
| |aspects of the composition and uses effective |Students will unify the composition by using transitions from a|-Student writing |
| |transitions between sentences to unify important |teacher-provided source. | |
| |ideas. | | |
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Research and Technology
|8.4.4 |Plan and conduct multiple-step information searches |-Use DESTINY to locate books of interest in the library. |-Observation |
| |using computer networks. |-Use GOOGLE to locate topics of interest for research. |-Oral presentation |
| | |-Use to locate career information. |-Multimedia presentation |
| | |-Use POWERPOINT for presentations. |-Four to five minute speech |
| | |-Students select a speech subject then use Internet as a | |
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|8.4.5 |Achieve an effective balance between researched |-Given a choice of topics, students will write a composition |-Individual/group presentations. |
| |information and original ideas. |about what is known | |
| | |(original ideas), then they will be sent to the library to | |
| | |acquire researched information to enhance their compositions | |
| | |and add credence. | |
| | |-Use MLA format for documentation. | |
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|8.4.6 |Use a computer to create documents by using |-Using MICROSOFT PUBLISHER, create a newspaper from the Civil |-Observation |
| |word-processing skills and publishing programs; |War era (based upon knowledge re: Across Five Aprils), from the|-Student newspaper |
| |develop simple databases and spreadsheets to manage |future (based upon |-Spreadsheet/database |
| |information and prepare reports. |The Giver), from WWII (based upon |-Rubric |
| | |The Diary of Anne Frank), or from Medieval Times (based upon | |
| | |Catherine, Called Birdy). | |
| | |-Using MICROSOFT EXCEL, create a spreadsheet/database of a | |
| | |bibliography on a given topic, such as survival, tolerance, | |
| | |prejudice, etc. (include title, book, main character, etc.) | |
| | |-Use MLA format for documentation. | |
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Evaluation and Revision
|8.4.7 |Review, evaluate, and revise writing for meaning and | | |
| |clarity. | | |
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|8.4.11 |Identify topics; ask and evaluate questions; and |-Brainstorm/outline topics related to The Diary of Anne Frank. |-Observation |
| |develop ideas leading to inquiry, investigation, and |-Based upon brainstorming, select topic and prewrite a |-Peer evaluation |
| |research. |composition. |-Student writing |
| | |-Share composition with peers for added input based upon |-Rubric |
| | |inquiry and investigation. | |
| | |-Research items in question from prior writing and compose a | |
| | |final product. | |
|8.4.8 |Edit and proofread one’s own writing, as well as that|-After student sharing and proofreading, students will revise |-Rubric |
| |of others, using an editing checklist or set of |their writing for evaluation. |-Portfolio |
| |rules, with specific examples of corrections of |-Students write and edit a five-paragraph autobiography for |-Checklist |
| |frequent errors. |improvement. | |
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|8.4.9 |Revise writing for word choice; appropriate |-Use MICROSOFT WORD to assist with |-Essay |
| |organization; consistent point of view; and |word choice; run a grammar check to revise work on topics, such|-Portfolio |
| |transitions among paragraphs, passages, and ideas. |as school restrictions, peer pressure, and other relevant teen |-Rubric |
| | |topics. |-Observation |
| | |-Write an original mystery and revise using MICROSOFT WORD’S |-Student demonstrations |
| | |thesaurus and grammar check. | |
| | |-Use “Show Not Tell” activity which demonstrates visual | |
| | |descriptions to prompt better word choice (use of adverbs, | |
| | |etc.) | |
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|Standard 5—WRITING: Applications (Different Types of Writing and Their Characteristics) |
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|At Grade 8, students continue to write narrative (story), expository (informational), persuasive, and descriptive essays (research reports of 700 to 1,000 words or more). Students are introduced|
|to writing technical documents. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4—Writing Processes and |
|Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. |
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|In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade 8 students use the writing strategies outlined in Standard 4--- Writing Processes and |
|Features to: |
| |SKILLS |SUGGESTED ACTIVITIES |ASSESSMENT |
|8.5.1 |Write biographical or autobiographical narratives |-Write an autobiographical account of one of your most |-Oral presentation |
| |(stories) that: |memorable first days of school. Describe the day and its |-Essay |
| |tell about an incident event, or situation, using |importance clearly enough so the reader can see and feel the |-Small group interaction/observation |
| |well-chosen details. |day from your perspective. |-Peer edition |
| |reveal the significance of, or the writer’s attitude |-Compare and contrast the lives of Kino, Juana, the pearl |-Teacher observation |
| |about, the subject. |buyers, and the doctor (to name a few choices) in Steinbeck’s |-Student resolution |
| |use narrative and descriptive strategies, including |The Pearl, include quotes to support your opinion. (Lit/Com) |-Student project |
| |relevant dialogue, specific action physical |-Students write compositions about self, others, and various | |
| |description, background description, and comparison |topics throughout year. | |
| |or contrast of characters. |-Create conflict journals and conflict resolutions. | |
| | |-Read a selected biography to create a “biography page” using | |
| | |MICROSOFT PUBLISHER, the Internet, and other printed sources. | |
|8.5.2 |Write responses to literature that: |-After reading The Giver or Catherine, Called Birdy, write a |-Oral presentation |
| |demonstrate careful reading and insight into |final chapter to the book, describing what happens to the main |-POWERPOINT presentation |
| |interpretations. |character after the point where Lowry ends the book. They, |-Rubric |
| |connect response to the writer’s techniques and to |plan a class presentation explaining the new ending and how it | |
| |specific textual references. |is supported by the rest of the book. Use POWERPOINT for your | |
| |make supported inferences about the effects of a |presentation. | |
| |literary work on its audience. | | |
| |support statements with evidence from the text. | | |
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|8.5.4 |Write persuasive compositions that: |-Using the research completed on school uniforms, school |-Checklist |
| |include a well-defined thesis that makes a clear and |lunches, nutrition, or the effects of bullying, write a |-Survey of those persuaded (in class) |
| |knowledgeable appeal. |persuasive letter to the Principal on why the school should be | |
| |present detailed evidence, examples, and reasoning to|concerned about such issues. | |
| |support effective arguments and emotional appeals. | | |
| |provide details, reasons, and examples, arranging | | |
| |them effectively by anticipating and answering reader| | |
| |concerns and counterarguments. | | |
|8.5.5 |Write technical documents that: |-Write a report of a science experiment that was conducted in |-POWERPOINT presentation |
| |identify the sequence of activities needed to design |class, describing both the process and the scientific |-Graph/table |
| |a system, operate a tool, or explain he bylaws of an |conclusions. Describe the steps clearly, using precise |-Process description |
| |organization’s constitution or guidelines. |scientific vocabulary, so that another reader could follow |-Product will be reviewed by the teacher of the subject-specific |
| |include all the factors and variables that need to be|exactly what the experiment involved and could understand the |class in coordination with the language arts teacher. |
| |considered. |reasoning behind the conclusion. Add graphics and text design | |
| |use formatting techniques including headings and |to make the content clearer and easier to follow. | |
| |changing the fonts (typeface) to aid comprehension. | | |
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|8.5.6 |Write using precise word choices to make writing |Write stories, reports, articles, and letters using a variety |-Journal of words and word substitutes (personal thesaurus) |
| |interesting and exact. |of word choices. (Use adequately instead of enough. Use |-Teacher evaluation |
| | |encyclopedia or mystery novel instead of book.) | |
| | |-Use MICROSOFT’S Thesaurus to add more precise vocabulary. | |
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|8.5.7 |Write for different purposes and to a specific |-Write a letter to the editor in response to an opinion column |-Published letter |
| |audience or person, adjusting tone and style as |in your school or community newspaper. |-Comparison of two field trip letters |
| |necessary. |-Write a letter to parents re: an upcoming field trip.-Write a|re: tone/style in oral presentation |
| | |letter to a friend re; an upcoming field trip. |-Student evaluation |
| | |-Write a story to appeal to a preschooler, and then write the | |
| | |same story to appeal to an adult. (Use Jonathan Livingston | |
| | |Seagull | |
| | |by Richard Back as an example). | |
| | | | |
Research Application
|8.5.3 |Write or deliver a research report that has been |-Research relevant topics, such as school uniforms, school |-Oral presentation |
| |developed using a systematic research process |lunches/nutrition, or the effects of bullying. Use Internet to|-Spreadsheet of survey results |
| |(defines the topic, gathers information, determines |gain insight. Survey parents and friends and then chart |-Rubric |
| |credibility, reports findings) and that: |findings, summarize the findings and write a report on the pros| |
| |uses information from a variety of sources (books, |and cons of selected topic. | |
| |technology, multimedia) and documents sources |-Present findings to class. | |
| |independently by using a consistent format for | | |
| |citations. | | |
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| | | | |
| |demonstrates that information that has been gathered | | |
| |has been summarized and that the topic has been | | |
| |refined through this process. | | |
| |demonstrates that sources have been evaluated for | | |
| |accuracy, bias, and credibility. | | |
| |organizes information by categorizing and sequencing,| | |
| |and demonstrates the distinction between one’s own | | |
| |ideas from the ideas of others, and includes a | | |
| |bibliography (Works Cited). | | |
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|Standard 6-WRITING: English Language Conventions |
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|Students write using Standard English conventions appropriate to the grade level. |
Sentence Structure
| |SKILLS |SUGGESTED ACTIVITIES |ASSESSMENT |
|8.6.1 |Use correct and varied sentence types (simple, |-Using Indianapolis Star, locate & log varied sentence types in|-Log |
| |compound complex, and compound-complex) and sentence |a given article. | |
| |openings to present a lively and effective personal |-In small groups locate 1) simple, 2) compound, 3) complex, 4) |-Oral presentation |
| |style. |compound-complex, and 5) varied sentence openings to be shared |-Observation |
| | |with the entire class. | |
| | |-PLATO/EDUTEST will further challenge student understanding. | |
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|8.6.2 |Identify and use parallelism (use consistent elements|-Using a given text (newspaper short story or paragraph), |-Oral questioning |
| |of grammar when compiling a list) in all writing to |students will identify examples of parallel construction. |-Observation |
| |present items in a series |-A further check of parallel construction can be conducted with| |
| |and items juxtaposed for emphasis. |MICROSOFT WORD and the grammar check. | |
| |Correct: Students having difficulty and needing help |-PLATO/EDUTEST will further challenge student understanding. | |
| |should stay after class. | | |
| |Incorrect: Students having difficulty and who need | | |
| |help should stay after class. | | |
|8.6.3 |Use subordination, coordination, noun phrases that |-Show film from Standard Deviants explaining subordination, |-Observation |
| |function as adjectives (These gestures—acts of |coordination and noun phrases; students will note differences. | |
| |friendship—were noticed but not appreciated.), and |-Based upon prior exposure, students will generate examples of | |
| |other devices to indicate clearly the relationship |each device. | |
| |between ideas. |-Grammar book and workbook activities will reinforce study. |-Short answer |
| | | | |
| | | |-Label |
Grammar
|8.6.4 |Edit written manuscripts to ensure that correct |-Using the student-generated final chapter of The Giver or |-Oral questioning |
| |grammar is used. |Catherine, The Birdy, proofread for accuracy. |-Checklist |
| | |-Use MICROSOFT grammar check for further input. |-Mechanics grade |
| | |-All writings, other than journal writing, will be re-written | |
| | |before submitted for grading. | |
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|8.6.8 |Identify and use infinitives (the word to followed by|-Students will be given examples of the concepts. |-Observation |
| |the base form of a verb, such as to understand or to |-Students will generate their own examples of infinitive and |-Student participation |
| |learn) and participles (made by adding -ing, -d, |participles. | |
| |-ed, -n, -en or –t to the base form of the verb, such|-Students will be able to distinguish between infinitives and | |
| |as dreaming, chosen, built, and grown. |prepositioned phrases using “to”. | |
| | |-Grammar book and workbook activities will enhance study. | |
Punctuation
|8.6.5 |Use correct punctuation. |-Using PLATO, the students will drill and become proficient in |-Checklist |
| | |using correct punctuation. |-Observation |
| | |-Grammar book and workbook activities will enhance study. |-Computer-generated evaluation |
| | |-Review punctuation rules. |-Correct punctuation on all written material |
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Capitalization
|8.6.6 |Use correct capitalization. |-Using PLATO, the students will drill and become proficient at |-Checklist |
| | |using correct capitalization. |-Observation |
| | |-Provided with capitalization rules, students will record them |-Journal |
| | |in their journals with examples from the computer experience. |-Computer-generated evaluation |
| | |-Grammar book and workbook activities will give added practice.|-Related textbook lessons |
| | |-Review capitalization rules. | |
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Spelling
|8.6.7 |Use correct spelling conventions. |-Students will be exposed to correct spelling examples and |-Spelling test |
| | |rules for drill and repetition. |-Observation |
| | |-Students will use transference of these new words in their | |
| | |writings. | |
| | |-Review spelling conventions. | |
| | |-Study spelling words. | |
| | |-Use “spell check” on word-processing program. | |
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|Standard 7—LISTENING AND SPEAKING: Skills, Strategies, and Applications |
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|Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Students |
|deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions |
|for oral speech that they use in their writing. |
Comprehension
| |SKILLS |SUGGESTED ACTIVITIES |ASSESSMENT |
|8.7.1 |Paraphrase (restate) a speaker’s purpose and point of|-Using a guest speaker with an appropriate topic, i.e. careers,|-Essay |
| |view and ask questions concerning the speaker’s |cultural differences, Civil War Reenactment, etc. students will|-Checklist |
| |content, delivery, and attitude toward he subject. |evaluate the presentation. | |
| | |-Evaluate peer speeches | |
| | | |-Rubric |
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Organization and Delivery of Oral Communication
|8.7.2 |Match the message vocabulary, voice modulation |-Given a topic (often related to the Optimist Speech Contest), |-Optimist Speech Contest Rubric |
| |(changes in tone), expression, and tone to the |the students will create a speech of 3-5 minutes to meet the |-Three to four minute speech |
| |audience and purpose. |criteria. | |
| | |-Students prepare a speech on “How to do Something”. | |
| | |-Students deliver the same ideas for lower elementary students | |
| | |and adults. | |
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|8.7.3 |Outline the organization of a speech, including an |-Using Dr. Martin Luther King, Jr.’s speech, “I Have a Dream”, |-Chart |
| |introduction; transitions, previews, and summaries; a|the students will complete a chart of the speech outline |-Checklist |
| |logically developed body; and an effective |(introduction, transitions, previews, et.) | |
| |conclusion. | | |
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|8.7.4 |Use precise language, action verbs, sensory details, |-Using MICROSOFT, the students will type a speech on a relevant|-Oral presentation |
| |appropriate and colorful modifiers (describing words |topic, such as “My Future Expectations.” The grammar check |-Rubric |
| |such as adverbs and adjectives), and the active (I |will be used to eliminate the use of passive voice, and the | |
| |recommend hat you write drafts.) rather than the |thesaurus will be used for sensory details. | |
| |passive voice (The writing of drafts is recommended.)| | |
| |in ways that enliven oral presentations. | | |
|8.7.5 |Use appropriate grammar, word choice enunciation |-Using a prior-generated, revised speech, students will present|-Optimist Speech Contest Rubric\ |
| |(clear speech), and pace (timing) during formal |a 3-5 minute speech. |-Oral presentation |
| |presentations. | | |
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|8.7.6 |Use audience feedback, including both verbal and |-Partners will share speeches for modification. |-Peer evaluation |
| |nonverbal cues, to reconsider and modify the |-Students will evaluate peer speeches based upon a 5-point |-Rubric |
| |organizational structure and/or to rearrange words |rubric. |-Observation |
| |and sentences for clarification of meaning. | | |
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Analysis and Evaluation of Oral and Media Communications
|8.7.7 |Analyze oral interpretations of literature, including|-Students will take turns reading paragraphs. |-Dramatic readings |
| |language choice and delivery, and the effect of the |-Given the same topic to cover, students will share |-Observation |
| |interpretations on the listener. |interpretations and compare use of language. | |
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|8.7.8 |Evaluate the credibility of a speaker, including |-Videotape two infomercials from television for class |-Observation |
| |whether the speaker has hidden agendas or presents |presentation/discussion. |-Think aloud |
| |slanted or biased material. |-Students will evaluate newspaper articles to detect bias. | |
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|8.7.9 |Interpret and evaluate the various ways in which |-Photocopy a variety of visual aids from printed publications |-Chart of purpose of visual aids |
| |visual image makers (such as graphic artists, |for student evaluation (bar graph, pie chart, etc.) | |
| |illustrators, and news photographers) communicate | | |
| |information and affect impressions and opinions. | | |
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Speaking Applications
|8.7.10 |Deliver narrative presentations, such as biographical|-Recount a funny, serious, life-changing, etc. time in your |-Oral presentation |
| |or autobiographical information that: |life. |-Observation |
| |relate a clear incident event, or situation, using |-“Show and tell a story”. Students bring in an object and |-Rubric |
| |well-chosen details. |relate its significance. | |
| |reveal the significance of the incident, event, or |-Deliver an impromptu speech on a selected subject. | |
| |situation. | | |
| |use narrative and descriptive strategies to support | | |
| |the presentation, including relevant dialogue, | | |
| |specific action, physical description, background | | |
| |description, and comparison or contrast of character.| | |
|8.7.15 |Deliver descriptive presentations that: |-Given a subject such as school uniforms, school |-Observation |
| |establish a clear point of view on the subject of the|lunches/nutrition of the effects of bullying, the students will|-Student presentation |
| |presentation. |give presentations that reveal their vested interest. |-Rubric |
| |establish the presenter’s relationship with the | | |
| |subject of the presentation (whether the presentation| | |
| |is made as an uninvolved observer or by someone who | | |
| |is personally involved). | | |
| |contain effective, factual descriptions of | | |
| |appearance, concrete images, shifting perspective, | | |
| |and sensory details. | | |
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|8.7.11 |Deliver oral responses to literature that: |-Choose one of the Newbery award-winning books and read it, |-Oral presentation |
| |interpret a reading and provide insight. |then present a personal account of its impact upon you. |-Book jacket |
| |connect personal responses to the writer’s techniques|-Create a book jacket of your Newbery choice for a visual aid |-Display of student book jackets |
| |and to specific textual references. |to your presentation. | |
| |make supported inferences about the effects of a | | |
| |literary work on its audience. | | |
| |support judgments through references to the text, | | |
| |other works, other authors, or personal knowledge. | | |
|8.7.12 |Deliver research presentations that: |-Using the Internet, research a topic of your choice with |-POWERPOINT presentation |
| |define a thesis (a position on the topic). |approval from the teacher, and then compile your information |-Observation |
| |research important ideas, concepts, and direct |into a POWERPOINT presentation. |-Bibiography graded according to rubric |
| |quotations from significant information sources and |-Prepare annotated bibliography via | |
| |paraphrase and summarize important perspectives on | or | |
| |the topic. | | |
| |use a variety of research sources and distinguish the| | |
| |nature and value of each. | | |
| |present information on charts, maps, and graphs. | | |
|8.7.13 |Deliver persuasive presentations that: |-Create your own product or service with a partner and present |-Oral presentation |
| |include a well-defined thesis (position on the |it to the class as a marketable item. |-Graph/table |
| |topic). |-Create a blurb to accompany your product for display purposes.|-Display of products |
| |differentiate fact from opinion and support arguments|-Student delivers a speech about a controversial subject. |-Peer response |
| |with detailed evidence, examples, reasoning, and |Other students may question and ask the student for | |
| |persuasive language. |clarification and defense. | |
| |anticipate and effectively answer listener concerns | | |
| |and counterarguments through the inclusion and | | |
| |arrangement of details, reasons, examples, and other | | |
| |elements. | | |
| |maintain a reasonable tone. | | |
|8.7.l4 |Recite poems (of four to six stanzas), sections of | | |
| |speeches, or dramatic soliloquies (sections of plays | | |
| |in which characters speak out loud to themselves) | | |
| |using voice modulation, tone, and | | |
| |gestures expressively to enhance | | |
| |the meaning. | | |
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