Addison Community Schools



English Language Arts Pacing Guide

Time Frame: 4 weeks – September/October Eighth Grade

Unit 1: Launching Writer’s Notebook: In order to establish a community of learners who engage in personal inquiry and self-examination of the world and their own lives, students will develop habits and routines for a reader's/writer's notebook such as:  collecting entries, reading to survey and analyze a range of poetry, and writing to experiment with the elements of poetry.  As a member of a community, they will share their writing participating in writer response groups and producing a narrative poem that expresses a powerful emotion, a meaningful experience or a strong belief.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

English Language Arts Pacing Guide

Time Frame: 4 weeks – October/November Eighth Grade

Unit 2: Independent Reading Students will participate in a reading workshop that hones independent reading skills through brief, specific lessons, teacher and student models, and thinking activities. Using important aspects of narrative, and reading strategies, the students will learn the academic and social importance of independent reading employing the selected tools and instruction.   The unit emphasizes interaction between readers and text; readers learn to connect with characters, identify their point of view, notice how word choice affects tone, and determine theme.  The unit encourages students to recognize when reading comprehension occurs.  One of the goals of this unit is to include a combination of teacher and peer conversations, helping to develop reader independence and an identity as a reader.  Finally, the strength of this unit is to use the reading strategy tools so that even those who are reluctant find themselves being successful readers.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

English Language Arts Pacing Guide

Time Frame: 3 weeks – November/December Eighth Grade

Unit 3: Argument Paragraph: Complex Commentary In this unit, students will develop an argument paragraph.  After learning about the foundational elements of argument-- debatable claim, evidence, and commentary—and analyzing model argument paragraphs, students will dissect the constructed prompt and examine evidence to develop a debatable claim.  They will research and locate multiple evidence types to support their argument, including two pieces of evidence from a secondary source.  They will draft a claim, evidence, and commentary, as well as experiment to find the most effective structure for their paragraph and craft transitions within and between sentences to improve logic and flow.  After completing a draft, students will revise their paragraphs. The final editing step asks students to fix incorrect uses of commas and dashes.  To wrap up this unit, students will reflect on their writing choices, publish their work, and celebrate the writing process.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Reading: Informational Text |How do you construct a persuasive|Before: |alternating organization | |

|RI.8.1. Cite the textual evidence that most strongly |argument? |Prewriting |argument |Common Core Standards Appendix A |

|supports an analysis of what the text says explicitly as | | |audience | |

|well as inferences drawn from the text. |What constitutes effective |During: |block organization |

|RI.8.2. Determine a central idea of a text and analyze its|evidence? |Instruct students to revisit the |claim |ng-Research/dp/1571100725/ref=lh_ni_t |

|development over the course of the text, including its | |commentary they wrote during the |commentary |Nonfiction Matters: Reading, Writing, and Research in |

|relationship to supporting ideas; provide an objective |How do you write complex |pre-writing phrase and to highlight or |credible source |Grades 3-8 by Stephanie Harvey |

|summary of the text. |commentary? |underline any sentences they think |debatable claim | |

|RI.8.5. Analyze in detail the structure of a specific | |could be useful for this draft of the |evidence – factual and |Lunsford, Andrea and John Ruszkiewicz. Everything’s an|

|paragraph in a text, including the role of particular |How do you transition between |paragraph to prove the debatable claim |anecdotal |Argument. Bedford/St. Martin's, 5th ed, 2010. Print. |

|sentences in developing and refining a key concept. |ideas? |and explain evidence. |persuasion |ISBN: 0312538618 |

|RI.8.8. Delineate and evaluate the argument and specific | | |reflection | |

|claims in a text, assessing whether the reasoning is sound|How do you revise? |Instruct students to free write answers|revision |Graff, Gerald and Cathy Birkenstein. They Say, I Say: |

|and the evidence is relevant and sufficient; recognize | |for each piece of evidence they have |topic sentence |The Moves That Matter in Academic Writing. W. W. |

|when irrelevant evidence is introduced. | |selected to support their argument. |transition |Norton & Company, 2nd ed, 2009. Print. |

|RI.8.10. By the end of the year, read and comprehend | | | |ISBN: 039393361X |

|literary nonfiction at the high end of the grades 6–8 text| |Circulate to assist students who have | | |

|complexity band independently and proficiently. | |questions, to push individual student | |Hillocks, George. Teaching Argument Writing, Grades |

|Writing | |thinking further, and to read what | |6-12: Supporting Claims with Relevant Evidence and |

|W.8.1. Write arguments to support claims with clear | |students are writing. | |Clear Reasoning. Heinemann, 2011. Print. |

|reasons and relevant evidence. | | | |ISBN: 0325013969 |

|W.8.4. Produce clear and coherent writing in which the | |After: | | |

|development, organization, and style are appropriate to | |Conference with students about writing | |

|task, purpose, and audience. (Grade-specific expectations | | | |m |

|for writing types are defined in standards 1–3 above.) | | | |Essays and Arguments website by Prof. Ian Johnston of |

|W.8.5. With some guidance and support from peers and | | | |Vancouver Island University |

|adults, develop and strengthen writing as needed by | | | |

|planning, revising, editing, rewriting, or trying a new | | | |.asp?topic=Persuasive Scholastic website on persuasive|

|approach, focusing on how well purpose and audience have | | | |writing – online exercises for selecting the evidence |

|been addressed. | | | |that fits the claim and using the correct transition |

|W.8.8. Gather relevant information from multiple print and| | | |

|digital sources, using search terms effectively; assess | | | |oject/resources/booklists/nonfiction%20sets/High_inter|

|the credibility and accuracy of each source; and quote or | | | |est_nonfiction_sets_-_edit.pdf |

|paraphrase the data and conclusions of others while | | | |Bibliography of non-fiction books, articles, and |

|avoiding plagiarism and following a standard format for | | | |videos on high interest topics from the Columbia |

|citation. | | | |Teacher’s College Reading and Writing Project |

|W.8.9. Draw evidence from literary or informational texts | | | | |

|to support analysis, reflection, and research. | | | | |

|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) | | | | |

|Speaking & Listening | | | | |

|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. | | | | |

|a. 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. | | | | |

|b. Follow rules for collegial discussions and | | | | |

|decision-making, track progress toward specific goals and | | | | |

|deadlines, and define individual roles as needed. | | | | |

|c. Pose questions that connect the ideas of several | | | | |

|speakers and respond to others’ questions and comments | | | | |

|with relevant evidence, observations, and ideas. | | | | |

|d. 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. | | | | |

| | | | | |

|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. | | | | |

| | | | | |

|Language | | | | |

|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. | | | | |

| | | | | |

|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). | | | | |

English Language Arts Pacing Guide

Time Frame: 6 weeks – December/January Eighth Grade

Unit 4: Narrative Reading: In this unit, students will continue to develop their skills as readers. Students will shift into becoming analyzers of literature, able to compare and contrast the various literary elements. The focus in on historical fiction. The use of slave stories, novels and movies will be utilized in this unit, but the Holocaust would also be an appropriate historical era to employ as well. It is imperative that teachers conduct the appropriate research in the historical era to better serve their students. A list of resources will be given, but it is by no means exhaustive and teachers must find resources that will work for their school culture. Students will learn to organize their thinking through the use of reading strategy tools kept in reading folders. In addition, students will use turn their Writer’s Notebooks into Reader’s Notebooks to capture their thinking and connections to the text they are interacting with. Teachers begin each session with a brief mini-lesson that targets a specific reading skill or strategy. At the closure of each session, students share in partnerships or whole group discussions to identify strategies and new learning that has occurred.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Reading: Literature |How do I become a researcher of |Before: |analyze | |

|RL.8.1. Cite the textual evidence that most strongly |historical fiction? |The journal prompt “What does |central idea |Common Core Standards Appendix A |

|supports an analysis of what the text says explicitly as | |historical fiction mean to me?” and/or |character | |

|well as inferences drawn from the text. |Why do we read historical |the ABC Organizer on what students know|drama | |

| |fiction? |about the time period of |fiction |A Curricular Plan for the Writing Workshop – Grade 6 |

|RL.8.3. Analyze how particular lines of dialogue or | |_________________ may be used to assess|inference |by Lucy Calkins Unit 4 – personal and persuasive |

|incidents in a story or drama propel the action, reveal |Why is point of view and |students’ prior knowledge and set a |motivation |essays |

|aspects of a character, or provoke a decision. |perspective key in understanding |base for the unit. |multimedia |8th Grade Narrative Reading Resources.docx |

|RL.8.5. Compare and contrast the structure of two or more |historical fiction? |  |narrator | |

|texts and analyze how the differing structure of each text| |During: |plot | |

|contributes to its meaning and style. |How do the details aid in |Spot check all notebook entries and |point of view | |

|RL.8.6.Analyze how differences in the points of view of |understanding historical fiction?|hold conversations with groups of |repetition | |

|the characters and the audience or reader (e.g., created | |students to ensure comprehension of |scenes | |

|through the use of dramatic irony) create such effects as |How do scenes help to connect to |assignment tasks.  As teacher you |setting | |

|suspense or humor. |the characters? |should notice shifts in student |textual evidence | |

|RL.8.7. Analyze the extent to which a filmed or live | |thinking, as well as, shifts in |           | |

|production of a story or drama stays faithful to or |What is the value in looking at |the questioning and exploration of the | | |

|departs from the text or script, evaluating the choices |other genres of historical |time period. Encourage connections to | | |

|made by the director or actors. |fiction? |themselves and the value of reading | | |

|RL.8.9. Analyze how a modern work of fiction draws on | |historical fiction.  The goal is for | | |

|themes, patterns of events, or character types from myths,|Why is it important to analyze |all readers to continue on a thoughtful| | |

|traditional stories, or religious works such as the Bible,|events through the characters’ |path noticing explicit details about | | |

|including describing how the material is rendered new. |perspective? |text and how history is woven into | | |

|RL.8.10. By the end of the year, read and comprehend | |pieces of literature. | | |

|literature, including stories, dramas, and poems, at the | | | | |

|high end of grades 6–8 text complexity band independently | |After: | | |

|and proficiently. | |Students will embody a character from a| | |

|Writing | |novel, and create an historical | | |

|W.8.10. Write routinely over extended time frames (time | |journal.   Students will need to | | |

|for research, reflection, and revision) and shorter time | |include characterization, details and | | |

|frames (a single sitting or a day or two). | |scenes to make the entries believable | | |

| | |and realistic for the time period.  The| | |

|Speaking & Listening | |entries will demonstrate a student’s | | |

|SL.8.1. Engage effectively in a range of collaborative | |understanding of the complexities | | |

|discussions (one-on-one, in groups, and teacher-led) with | |involved in historical fiction and the | | |

|diverse partners on grade 8 topics, texts, and issues, | |juggling of storytelling, entertaining | | |

|building on others’ ideas and expressing their own | |and historical accuracy. | | |

|clearly. | |  | | |

English Language Arts Pacing Guide

Time Frame: 5 weeks – January/February Eighth Grade

Unit 5: Literary Essay: Literary essayists read a text for meaning.  They track ideas, notice author’s decisions and gather details as they read.  They create theories about the author’s decisions and the text’s meaning. They reread for a deeper meaning, to test their theories, and to create a claim. They present their claim in an essay with examples from the text that serve as evidence. They understand that there are multiple theories and claims that may be presented.  They make decisions about which types of evidence and organization best support their claim.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

English Language Arts Pacing Guide

Time Frame: 5 weeks – February/March Eighth Grade

Unit 6: Nonfiction Reading: Through interaction with the text, self-monitoring and community discussion, students will establish ways of reading informational text with agency. The unit is intended to sharpen students’ critical thinking by having them interact with the texts they analyze.  They will look at all forms of informational text through the exploration of a single topic.  Students will develop strong skills in evidence gathering and determining the relevance of said evidence.  Students develop strong and meaningful reading skills through the use of specific mini-lessons, shared reading and conferencing focused on the analysis of intentional use of informational structures. 

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Reading: Informational Text |What is perspective? |Before: |analysis |

|RI.8.1. Cite the textual evidence that most strongly | |Written Response |argument |tructures/ |

|supports an analysis of what the text says explicitly as |How does analyzing the author’s |Journal Entry |claim |Nonfiction text structures |

|well as inferences drawn from the text. |purpose help the learning |Oral Questions |counterargument | |

| |process? |Written questions as text is read |credibility | |

|RI.8.2. Determine a central idea of a text and analyze its| |Group Collaboration |critical thinking | |

|development over the course of the text, including its |How do you know what information |Think-Pair-Share |nonfiction | |

|relationship to supporting ideas; provide an objective |to select for summarizing? |Rubrics |paraphrase | |

|summary of the text. | |Brainstorming |perspective | |

| | |Portfolios |plagiarism | |

|RI.8.3. Analyze how a text makes connections among and | |Discussion |quote | |

|distinctions between individuals, ideas, or events (e.g., | |Drawing |relevant details | |

|through comparisons, analogies, or categories). | |Debates |support claims | |

| | | | | |

|RI.8.4. Determine the meaning of words and phrases as they| |During: | | |

|are used in a text, including figurative, connotative, and| |Written Response | | |

|technical meanings; analyze the impact of specific word | |Journal Entry | | |

|choices on meaning and tone, including analogies or | |Oral Questions | | |

|allusions to other texts. | |Written questions as text is read | | |

| | |Group Collaboration | | |

|RI.8.6. Determine an author’s point of view or purpose in | |Quizzes | | |

|a text and analyze how the author acknowledges and | |Drawings | | |

|responds to conflicting evidence or viewpoints. | |Rubrics | | |

| | |Portfolios | | |

|RI.8.7. Evaluate the advantages and disadvantages of using| |Debates | | |

|different mediums (e.g., print or digital text, video, | | | | |

|multimedia) to present a particular topic or idea. | |After: | | |

| | |Written Essay | | |

|RI.8.8. Delineate and evaluate the argument and specific | |Written questions as text is read | | |

|claims in a text, assessing whether the reasoning is sound| |Group Collaboration | | |

|and the evidence is relevant and sufficient; recognize | |Rubrics | | |

|when irrelevant evidence is introduced. | |Quizzes/Test | | |

| | |Standardized Tests | | |

|RI.8.9. Analyze a case in which two or more texts provide | |Portfolios | | |

|conflicting information on the same topic and identify | | | | |

|where the texts disagree on matters of fact or | | | | |

|interpretation. | | | | |

| | | | | |

|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. | | | | |

| | | | | |

|Speaking & Listening | | | | |

|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. | | | | |

English Language Arts Pacing Guide

Time Frame: 5 weeks – March/April Eighth Grade

Unit 7: Information Essay: Comparing/Contrasting: In this writing unit, students will compare and contrast two different perspectives on a critical issue by conveying ideas, concepts, and information through the selection, organization, and analysis of relevant content. After learning about the concepts of comparison and contrast, students will brainstorm critical issues that are characterized by contrasting perspectives and are of significant interest to them. They will record prior knowledge about these critical issues, perform directed exploration through research and make a final decision about their essay topic. They will develop inquiry questions about their critical issue and research to help them develop a controlling idea, which they will use to group relevant details, quotations, examples, and other information into categories. Students will then write a first draft using one of two comparison/contrast organizational structures, analyze information to explain the differences between the chosen perspectives, and transition between paragraphs. They will conclude with a paragraph that summarizes their findings and explains to the reader why this is important information and what the future of the debate might involve. Students will generate multiple revisions to strengthen the clarity of ideas, organization of the essay, and completeness of analysis. They will engage in peer critique to give and receive constructive feedback that will assist with revision. At two points during the writing process, students will reflect on their choices to help them become more autonomous as writers.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Reading: Informational Text |What is an informational essay? |Before: |analysis |Calkins, Lucy. A Curricular Plan for the Writing |

|RI.8.2. Determine a central idea of a text and analyze its| |Is there an issue you are interested in|audience |Workshop |

|development over the course of the text, including its |How are ideas compared and |and would like to know more about? Are|compare | |

|relationship to supporting ideas; provide an objective |contrasted? |there two contrasting sides to this |concluding paragraph |

|summary of the text. | |issue? You might want to learn more |contrast |or_cards_internet_version.pdf |

| | |about the death penalty, year-round |controlling idea |Metaphor cards activity |

|RI.8.3. Analyze how a text makes connections among and | |school, or nuclear power debates. |inquiry question | |

|distinctions between individuals, ideas, or events (e.g., | | |metacognition |

|through comparisons, analogies, or categories). | |During: |organization of information |.htm |

| | |Now is your chance to show what you |perspective |Research topics |

|RI.8.9. Analyze a case in which two or more texts provide | |know about a topic like this and deepen|reflection | |

|conflicting information on the same topic and identify | |your understanding of it. For this |stance | |

|where the texts disagree on matters of fact or | |informational essay, you will compare |transitions between ideas and| |

|interpretation. | |and contrast two perspectives on a |paragraphs | |

|RI.8.10. By the end of the year, read and comprehend | |critical issue to gain a complete | | |

|literary nonfiction at the high end of the grades 6–8 text| |understanding of the topic. | | |

|complexity band independently and proficiently. | | | | |

|Writing | |After deciding on a topic, you will | | |

|W.8.2. Write informative/explanatory texts to examine a | |clarify the two contrasting | | |

|topic and convey ideas, concepts, and information through | |perspectives (also known as stances). | | |

|the selection, organization, and analysis of relevant | |After recording all your prior | | |

|content. | |knowledge, you’ll develop an inquiry | | |

|Introduce a topic clearly, previewing what is to follow; | |question to guide your research and | | |

|organize ideas, concepts, and information into broader | |writing. Next, you’ll determine what | | |

|categories; include formatting (e.g., headings), graphics | |else you need to know to answer your | | |

|(e.g., charts, tables), and multimedia when useful to | |question and set to work researching. | | |

|aiding comprehension. | |Through research, you will develop a | | |

|Develop the topic with relevant, well-chosen facts, | |controlling idea about this issue, | | |

|definitions, concrete details, quotations, or other | |which will help you select and organize| | |

|information and examples. | |the most relevant details, quotations, | | |

|Use appropriate and varied transitions to create cohesion | |examples, and other information about | | |

|and clarify the relationships among ideas and concepts. | |your topic in your first draft. You | | |

|Use precise language and domain-specific vocabulary to | |will then analyze your information to | | |

|inform about or explain the topic. | |explain the similarities and | | |

|Establish and maintain a formal style. | |differences in the two perspectives on | | |

|Provide a concluding statement or section that follows | |your topic. In your concluding | | |

|from and supports the information or explanation | |paragraph, be sure to summarize your | | |

|presented. | |findings and tell the reader why this | | |

|W.8.4. Produce clear and coherent writing in which the | |is important information to have. | | |

|development, organization, and style are appropriate to | | | | |

|task, purpose, and audience. (Grade-specific expectations | |After: | | |

|for writing types are defined in standards 1–3 above.) | |Peer editing | | |

|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.8.7. 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. | | | | |

|W.8.9. Draw evidence from literary or informational texts | | | | |

|to support analysis, reflection, and research. | | | | |

|b. 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”). | | | | |

|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) | | | | |

|Speaking & Listening | | | | |

|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. | | | | |

|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.8.6. Adapt speech to a variety of contexts and tasks, | | | | |

|demonstrating command of formal English when indicated or | | | | |

|appropriate. | | | | |

|Language | | | | |

|L.8.1. Demonstrate command of the conventions of standard | | | | |

|English grammar and usage when writing or speaking. | | | | |

| | | | | |

|L.8.2 Demonstrate command of the conventions of standard | | | | |

|English capitalization, punctuation, and spelling when | | | | |

|writing. | | | | |

| | | | | |

|L.8.3 Use knowledge of language and its conventions when | | | | |

|writing, speaking, reading, or listening. | | | | |

|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. | | | | |

|Speaking & Listening | | | | |

|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. | | | | |

|a. 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. | | | | |

|b. Follow rules for collegial discussions and | | | | |

|decision-making, track progress toward specific goals and | | | | |

|deadlines, and define individual roles as needed. | | | | |

|c. Pose questions that connect the ideas of several | | | | |

|speakers and respond to others’ questions and comments | | | | |

|with relevant evidence, observations, and ideas. | | | | |

|d. Acknowledge new information expressed by others, and, | | | | |

|when warranted, qualify or justify their own views in | | | | |

|light of the evidence presented. | | | | |

English Language Arts Pacing Guide

Time Frame: 4 weeks – May/June Eighth Grade

Unit 8: Writing the Argument: Op-ed

This issue-based unit asks students to think abstractly about societal issues and the concrete problems these issues generate. After brainstorming about issues and their associated problems, students will select the most viable topic that interests them and perform Web research to become experts on their issue to develop a strong stance. They will collect evidence that supports their stance in order to craft a newspaper op-ed piece that targets a specific audience and attempts to persuade them to understand the issue from a particular perspective and take action. Students will draft and rewrite to find the best structure for their op-ed after studying mentor texts to understand the conventions of editorial/op-ed writing. They will contemplate the concept of counter argument and include one in their piece and refute it to strengthen their argument. 

To assist with the specificity of lessons, teachers may want to narrow the topic field from which students choose.  This can help focus the research lessons and sources students select from.  For example, you may decide to have all students write on one issue, though they can select which side of the issue to write on or a particular problem associated with the issue.  This could be especially interesting if there’s currently a hot issue in the community.  Consider bringing in a guest speaker on the issue in addition to having students perform their own research.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Reading: Informational Text |How do we make our voices heard |Before: |appropriate tone |Everything’s an Argument by Lunsford and Ruszkiewicz |

|RI.8.1. Cite the textual evidence that most strongly |in a democratic society to create|What community, state, national or |audience | |

|supports an analysis of what the text says explicitly as |change? |international problems would you like |counterargument |They Say, I Say: The Moves That Matter in Academic |

|well as inferences drawn from the text. | |to raise newspaper readers' awareness |creating a debatable claim |Writing by Gerald Graff and Cathy Birkenstein |

|RI.8.2. Determine a central idea of a text and analyze its |How does an effective op-ed |of? Write a newspaper or magazine op-ed|credibility | |

|development over the course of the text, including its |balance logos, ethos, pathos and |piece in which you persuade readers to |determining key search terms |Teaching Argument Writing, Grades 6-12: Supporting |

|relationship to supporting ideas; provide an objective |kairos? |see an issue from your perspective. |diction |Claims with Relevant Evidence and Clear Reasoning by |

|summary of the text. | | |ethos |George Hillocks, Jr. |

|RI.8.4. Determine the meaning of words and phrases as they |How can research and |During: |evidence | |

|are used in a text, including figurative, connotative, and |counterargument strengthen the |Define the broader issue and explain |kairos |Active Literacy Across the Curriculum by Heidi Hayes |

|technical meanings; analyze the impact of specific word |claims of an op-ed? |how it manifests concretely in society.|logos |Jacobs |

|choices on meaning and tone, including analogies or | |Identify facts, details, and |pathos | |

|allusions to other texts. | |implications to persuade your reader to|purpose |Internet Literacy Grades 6-8 by Heather Wolpert-Gawron|

|RI.8.5. Analyze in detail the structure of a specific | |agree with your point of view and use |research | |

|paragraph in a text, including the role of particular | |both logical and emotional appeals. |research questions | |

|sentences in developing and refining a key concept. | | |revision |The Op-Ed Project |

|RI.8.8. Delineate and evaluate the argument and specific | |After: |viability of a topic | |

|claims in a text, assessing whether the reasoning is sound | |To strengthen your argument, provide a | |

|and the evidence is relevant and sufficient; recognize when | |counter argument in which you present | |on-plans/convince-developing-persuasive-writing-56.htm|

|irrelevant evidence is introduced. | |the other side of the problem and then | |l |

|RI.8.9. Analyze a case in which two or more texts provide | |refute it. End with a call to action, | |Read-Write-Think Persuasive Strategies PowerPoint |

|conflicting information on the same topic and identify where| |explaining to readers what they can do | | |

|the texts disagree on matters of fact or interpretation. | |about this problem if they have been | |

|RI.8.10. By the end of the year, read and comprehend | |persuaded by your argument. | |pfront/ |

|literary nonfiction at the high end of the grades 6–8 text | | | |The New York Times’ Upfront Magazine for teens |

|complexity band independently and proficiently. | | | | |

|Writing | | | | |

|W.8.1. Write arguments to support claims with clear reasons | | | |Room for Debate – New York Times opinion pages |

|and relevant evidence. | | | | |

| | | | | |

|W.8.4. Produce clear and coherent writing in which the | | | | |

|development, organization, and style are appropriate to | | | | |

|task, purpose, and audience. | | | | |

|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. | | | | |

|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. | | | | |

|W.8.9. Draw evidence from literary or informational texts to| | | | |

|support analysis, reflection, and research. | | | | |

|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) | | | | |

|Speaking & Listening | | | | |

|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. | | | | |

|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. | | | | |

|SL.8.6. Adapt speech to a variety of contexts and tasks, | | | | |

|demonstrating command of formal English when indicated or | | | | |

|appropriate. | | | | |

|Language | | | | |

|L.8.1. Demonstrate command of the conventions of standard | | | | |

|English grammar and usage when writing or speaking. | | | | |

|L.8.2. Demonstrate command of the conventions of standard | | | | |

|English capitalization, punctuation, and spelling when | | | | |

|writing. | | | | |

|L.8.3. Use knowledge of language and its conventions when | | | | |

|writing, speaking, reading, or listening. | | | | |

|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.8.6. 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. | | | | |

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