Language Arts Florida Standards Middle School (8 th )

Transcription

1 Language Arts Florida Standards Middle School (8 th ) Reading Standards: Literature Cluster 1: Key Ideas and Details LAFS.8.RL.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RL.1.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Learning Targets I will draw inferences from literary text to make and support an analysis. I will support my conclusions with explicit and implicit textual evidence. I will determine the textual evidence that best supports my conclusions. I will explain how the textual evidence that I selected supports my conclusions. I will infer the theme or central idea of a text, based on the text's setting, plot, and characters. I will analyze the development of a theme over the course of a text, determining when it first appears and when it is reinforced by events or characters in the text. I will explain how the characters, setting, and/or plot support the development of a theme. I will determine the main ideas in a text and use them in an objective summary. LAFS.8.RL.1.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Cluster 2: Craft and Structure LAFS.8.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. I recognize when the pace of the story or drama changes. I will determine what causes the pace of the story or drama to change. I will explain how an event or dialogue changes the pace of the story or drama. I will explain how a conversation or incident can uncover new information about a character. I will determine why a character makes a particular decision. I will determine how the author's use of words and phrases controls the meaning/tone of the text. I will explain how the author's use of figurative language further illustrates/expands the tone and meaning of the text. I will explain how the author's use of connotative meanings conveys the author's stance/tone within a text. I will explain how analogies further expand an author's ideas and attitude about the topic. I will explain allusions within a text, and how allusions add background knowledge and depth to a text. LAFS.8.RL.2.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. I will describe the structure of two or more texts. I will describe the style of two or more texts. I will identify the meanings of two or more texts. I will explain how the structure of a text contributes to its meaning and style. I will identify similarities and differences in structure and style between two or more texts. I will evaluate the effect of one structure over another with regard to a work's meaning and style.

2 LAFS.8.RL.2.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Cluster 3: Integration of Knowledge and Ideas LAFS.8.RL.3.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. LAFS.8.RL.3.8 (Not applicable to literature) LAFS.8.RL.3.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. I will determine the points of view represented in the text. I will identify information that is withheld or unknown to a character or group of characters in a text. I will explain how a character's knowledge or lack of knowledge influences his or her perspective on situations and events in a text. I will contrast the different points of view between the audience and a character. I will contrast the different points of view among characters. I will recognize irony in a text and explain how it renders the text humorous or suspenseful. I will recognize dramatic irony in a text and explain how it renders the text humorous or suspenseful. I will explain how the author used point of view to create humor and/or suspense in the text. I will explain how the author used point of view to create humor and/or suspense in the text. I will compare the film/live production of a story or drama with the text or script version. I will contrast the film/live production of a story or drama with the text or script version. I will evaluate the decisions made by the director or actors in the interpretation of the story or drama. I will analyze how a film/live production of a story or drama stays faithful to or departs from a text/script. I will identify themes in modern works of fiction. I will evaluate the importance of the traditional source in rendering a modern work of fiction. I will identify patterns of events in modern works of fiction. I will distinguish character types in modern works of fiction. I will compare modern works of fiction to myths, traditional stories, or religious works such as the Bible. I will compare patterns of events of modern works of fiction to those aspects of myths, traditional stories, or religious works such as the Bible. I will compare character types in modern works of fiction to similar character types in myths, traditional stories, or religious works such as the Bible. I will analyze how the material in the modern work of fiction is rendered new from the traditional source (myths, traditional stories, or religious works such as the Bible). I will evaluate the importance of the traditional source in rendering a modern work of fiction. Cluster 4: Range of Reading and Level of Text Complexity This is the expectation for 8th grade students by the end of the school year. LAFS.8.RL.4.10 By the end of grade 8, read and comprehend literature, including stories, dramas, and poems at the high end of grades 6-8 text complexity band independently and proficiently

3 Reading Standards: Informational Text Cluster 1: Key Ideas and Details LAFS.8.RI.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.8.RI.1.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. LAFS.8.RI.1.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). Cluster 2: Craft and Structure LAFS.8.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. LAFS.8.RI.2.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. LAFS.8.RI.2.6 Determine an author's point of view or purpose in a text Learning Targets I will draw conclusions about what an informational text is saying, explicitly or implicitly. I will draw inferences from informational text to make and support an analysis. I will support my analysis/inference/conclusion with explicit and implicit textual evidence. I will determine which textual evidence best supports my analysis. I will explain the relationship between my analysis/inference/conclusion and my textual evidence. I will determine the central idea of a text. I will analyze how the central idea develops over the course of a text, determining when it first appears and when it gets reinforced by details in the text. I will explain which supporting ideas in the text support the central idea. I will determine the main ideas in a text and use them in an objective summary. I will identify the relationships among people, events, and ideas in a text. I will explain in detail the similarities and differences between people, events, and ideas in a text. I will explain in detail how using comparisons, analogies, or categories help to clarify relationships among people, ideas, and events in a text. I will analyze how the relationships among individuals, ideas, or events create the overall message of the text. I will determine the meaning of words and phrases from the text. I will determine how the author's use of words and phrases controls the meaning/tone of the text. I will explain how the author's use of figurative language further illustrates/expands the meaning or tone of text. I will explain how the author's use of connotative meanings conveys the author's stance/tone within text. I will explain how analogies expand an author's ideas and attitude about the topic. I will explain allusions within the text, and how allusions add background knowledge and depth to a text I will identify and describe key concepts in an informational text. I will identify words/sentences that indicate a particular structure used to develop ideas. I will describe the role of particular sentences in developing and refining key concepts. I will determine the author's position on any argument in the text. I will determine the author's point of view and purpose for writing a text. I will identify any conflicting evidence or viewpoints presented in the text.

4 and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Cluster 3: Integration of Knowledge and Ideas LAFS.8.RI.3.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. LAFS.8.RI.3.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. LAFS.8.RI.3.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. I will consider the language/tone the author uses when presenting counterarguments and conflicting evidence in a text. I will evaluate the author's response to conflicting evidence or viewpoints. I will compare different mediums. I will contrast different mediums. I will explain the advantages of using different mediums to present a particular topic or idea. I will explain the disadvantages of using different mediums to present a particular topic or idea. I will evaluate the different mediums in order to select the most effective medium to present a particular topic or idea. I will delineate an argument. I will identify specific claims in a text. I will assess if claims are supported by sound reasoning. I will assess if claims are supported by relevant evidence. I will assess if claims are supported by sufficient evidence. I will evaluate whether all evidence is relevant to the argument. I will evaluate whether the argument is valid based on evidence and reasoning presented. I will identify facts in informational text. I will identify interpretation of facts in informational text. I will recognize the points of disagreement between the two texts. I will explain why two texts provide conflicting information. I will analyze how the authors used facts and interpretations in presenting information on a topic. Cluster 4: Range of Reading and Level of Text Complexity This is the expectation for 8 th grade students by the end of the school year. LAFS.8.RI.4.10 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. Writing Standards Cluster 1: Text Types and Purposes LAFS.8.W.1.1 a-e 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 and demonstrating an understanding of the topic or text. Learning Targets I will determine the purpose of an argument to select the relevant evidence needed to support a claim. I will determine how to introduce a claim in argument writing and analyze a claim for credibility. I will determine the difference between my claim and opposing or alternate claims and address counter arguments. I will determine which reasons logically support a claim and if evidence weakens a claim or opposing claim to effectively use the evidence within a written piece.

5 (c) Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), 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. I will demonstrate relationships between evidence and claims/ counterclaims using transitions. I will use formal style to compose arguments. I will creatively present similar information in a conclusion to reinforce ideas presented in the introduction. LAFS.8.W.1.2 a-f 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. LAFS.8.W.1.3 a-e 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, description, and reflection, to develop experiences, events, and/or characters. (c) Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. (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. I will demonstrate the proper organization for a process analysis essay. I will determine which strategies to incorporate into my writing to preview a topic (e.g., definitions, classification, comparison/contrast, cause/effect). I will determine when facts, quotes, details, and examples are best suited to support a topic. I will determine what material to paraphrase and what material to quote within a paper. I will determine which transitions are appropriate to create cohesion and clarify relationships among ideas and concepts. I will determine when to define domain-specific words for my audience. I will connect vocabulary and precise language to support a topic. I will determine the formal style of writing that is best suited for task and purpose. I will include a conclusion that summarizes or reflects on the information presented. I will compose a narrative with real or imagined experiences that utilizes effective techniques, descriptive details, and a clear event sequence. I will determine how to establish the context for the narrative. I will determine the point-of-view for the story (e.g., first person, third person). I will compose details that depict specific actions (e.g., movements, gestures, postures and expressions). I will develop dialogue that provides insight into the narrator's and characters' personalities and motives. I will determine which type of transition is appropriate for circumstance (e.g. sequence, time shift, setting shift, showing relationship). I will determine which type of sensory language is appropriate for the given context. I will determine if the sensory language used provides enough detail to "capture the action" and enables the reader to visualize the event or experience. I will develop an appropriate conclusion to a story.

6 Cluster 2: Production and Distribution of Writing LAFS.8.W.2.4 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 W ) LAFS.8.W.2.5 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 L ) I will determine an appropriate writing type for a specific task, purpose, and audience. I will support details in a written piece appropriately to task, purpose, and audience. I will develop ideas and a writing style to convey tone and meaning to the audience. I will develop written pieces that show change based on changes in approach, audience, purpose, and speaker. I will analyze my writing to determine what changes would strengthen the written piece. I will compose, edit, and write written pieces that demonstrate intentional changes in audience, purpose, style, or speaker in order to strengthen my writing. LAFS.8.W.2.6 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. Cluster 3: Research to Build and Present Knowledge LAFS.8.W.3.7 Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. LAFS.8.W.3.8 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. LAFS.8.W.3.9 a-b Draw evidence from literary or informational texts to support analysis, reflection, and research. I will develop relationships between ideas and information gathered from sources. I will demonstrate why the relationship between ideas and sources are important through their writing. I will effectively cite the sources used producing and publishing writing using technology using MLA format. I will demonstrate different purposes for research through my writing. I will validate my sources during research for credibility and accuracy. I will demonstrate academic honesty in my writing and research. I will compose a research project that demonstrates a clear purpose and information drawn from several sources. I will adapt searches to limit the results, narrow a focus, specify specific source types, or use different search engines to find different results. I will integrate information from academic sources I will eliminate sources that do not fit the rigor of academic expectations in a research project. I will compile a bibliography following the standard format of citation (e.g., MLA or APA). I will determine when more evidence is needed that what can be found in a literary or informational text. I will cite sources for evidence drawn from literary and informational texts.

7 (a) Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new"). (b) pply 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"). I will determine how modern works draw on themes from myths, traditional stories, or religious works. I will analyze how material in a modern work is rendered new. I will analyze how themes, patterns of events, or character types influence modern works. I will determine what portions of text are required to complete the tasks. I will determine if information is credible and accurate in the nonfiction text. I will determine if additional information, resources, or text are required I will interpret information in a text. I will evaluate the argument in a text for relevant and irrelevant material. I will determine whether information is sufficient to support an argument and claims within a text. Cluster 4: Range of Writing This is expected to be infused throughout the school year LAFS.8.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.