8 th Grade -Word Analysis and Vocabulary 8 th Grade -Word Analysis and Vocabulary

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1 8 th Grade -Word Analysis and Vocabulary 8 th Grade -Word Analysis and Vocabulary R 1.1 Analyze figurative and literal language *2 CST Items EL Modification: [I] When reading I can find and understand idioms, analogies, metaphors and similes. Idioms Analogies Metaphors Similes Literal meanings Figurative meanings Which of these literary devices is not used? What do we mean when we say that someone is? (idiom) When a writer says, he is using the literary device of. Underline the analogy. How are like? What two things does the author compare in this sentence? Which of the following literary devices is the author using in the sentence? The writer uses to indicate these items are. How is related to? What impression is created by the in the sentence above? Analogy Infer Identify Literal Figurative R 1.2 Understand word origins * 2 CST Items I can use word origins to determine the meaning of words. Common word origins History of the English language Historical influences on English word meanings The word contains a Latin root that means. By breaking down syllables of the word, find the definition that most closely defines. Which of the following words in the passage is based on the Latin root meaning? Which word is derived from the Latin root word meaning? Which of these words has a different root from that of the underlined word? see Origin Determine Influence Derived

2 8 th Grade -Word Analysis and Vocabulary R 1.3 Use context clues * 5 CST Items I can use context clues to figure out meanings of words I do not know. Context clues for meaning Definition Restatement Example Comparison Contrast Look at the underlined word in the sentence. A is. Read the sentence. Which context clue best helps you figure out the meaning of. Read the sentences. Which of the following is a synonym of the word. What is the meaning of? Read the sentences. In which sentence does the word have the same meaning as sentence #? Context Verify Compare Contrast Restate Define Example

3 8 th Grade Reading Comprehension 8 th Grade Reading Comprehension R 2.1 Compare and contrast the features and elements of consumer documents * 2 CST Items I can find and understand similarities and differences in consumer documents. (warranties, contracts, instruction manuals, employment applications) Consumer materials/documents o Warranties o Contracts o Product information Instruction manuals While document A is intended to the consumer, document B is intended to. Which of the following is NOT a purpose of this document? According to this, which statement is NOT true? Both documents tell the consumer. How is the information in this presented? Compare Contrast Elements Documents Contract Product Headings Graphics Influence Inform Entertain Italics Illustrate Symbol Icon Consumer Purpose Persuade Functional Imply R 2.2 Analyze text that uses propositions and support patterns * 3 CST Items I can identify a proposal and the arguments that do or do not support it. Proposition Support Facts Statistics Examples Details Reasons Expert opinions Anecdotes Strong evidence Weak evidence Which statement does not support the reason to? What is the best statement of the main reason gives to support? Which of the following does not use to develop the argument that? Which of the following would probably NOT support the conclusions? Which of these sentences reflects a point of view that is not consistent with the rest of the report? In this proposition, avoids the question of. see supporting ELD Vocabulary Arguments Analyze Evidence Propose Statistics Proposition Data Point of view

4 8 th Grade Reading Comprehension R 2.3 Understand treatment, scope, and organization * 2 CST Items I can find similarities and differences between the way different authors present, organize, and cover information in their writings. Sequence Cause Effect Organization Time order Effect Chronological Biographical Factual Sophisticated Dramatic Topic Theme/thesis/organized thematically Treatment Scope Organizational patterns Cause/effect Sequence/organized chronologically Present/past/future tense Objective tone Subjective tone Order of importance Author s purpose Unlike a biographical article in an encyclopedia, this article is organized. Which of the following best describes how the author of presents his/her ideas? How would you organize to show? What is the main difference of between the two articles? (treatment, scope, organization) The author uses a manner when writing about. (objective, subjective) Why do you think the author includes from? What are the similarities/differences in the way the author organizes the information in these passages? How are the themes similar or different in these passages? Similarities Differences Scope

5 8 th Grade Reading Comprehension 8 th Grade Reading Comprehension R 2.4 Evaluate a summary * 2 CST Items I can compare a summary of a piece of writing with the original to see if it accurately covers the main idea, supporting details and basic meaning. Summary Paraphrase Main idea Supporting details Unimportant details Basic meaning Which of the following is the best summary for the paragraph? Which sentence best states its main idea? Which title summarizes the main idea in both articles? Which would be the best title for this selection? Which statement in the paragraph expresses the main idea? Which sentence best paraphrases the main idea of? Which detail does not support the main idea? Text Summary Main idea Paraphrase R 2.5 Understand technical directions * 3 CST Items I can understand and explain the use of a complex mechanical device by following technical directions. Complex mechanical device Technical directions What steps should be completed before? How would you with this? According to the, what will happen if the consumer fails to? What is the purpose of? Reread section, what will happen if is put into action? What is the function of? see Complex Mechanical Technical Diagram Directions Function Device

6 8 th Grade Reading Comprehension R 2.6 Use documents to explain a situation or decision and solve a problem * 3 CST Items I can use information from consumer, workplace and public documents to explain a situation, a decision, or to solve a problem. Documents Consumer Workplace Public One solution to the problem that is suggested in the article is for the to. Based on this document, you can tell that. According to the article, why is it important to? What is the purpose of section? What two purposes does this application serve? Who might benefit most from this article? What is the purpose of this document? Which of the following can you NOT find out from this document? Application Solution Resume Warranty Contract Document Memo Policy

7 8 th Grade Reading Comprehension R 2.7 Evaluate text for unity, coherence, logic, consistency, and structure * 3 CST Items Logic Coherence Consistency Structural patterns Clarity I can review and assess the unity, clarity (clearness), logic, consistency and organization of a piece of writing. Assess/Evaluate Unity Clarity Logic Consistency Coherence o Connection of ideas o Transitional words o Structure o Logical order Organizational/structural pattern o Point by point o Chronological o Cause/effect o Compare/contrast Comparison block Contrast block The title of this article suggests the information is ordered. The purpose of including the in document A is to illustrate. is organized to show. In paragraph, the writer focuses on. Which sentence does not belong in this paragraph? Which would be the best topic sentence for this paragraph? Which sentence best ties the two paragraphs together? Which word creates a smooth transition from the first paragraph to the second? Does this sentence explain a cause or an effect? What happened as a result of? Unity

8 8 th Grade Literary Response and Analysis 8 th Grade Literary Response and Analysis R 3.1 Analyze the characteristics of different forms of poetry * 2 CST Items I can recognize and explain the purposes and characteristics of different types of poetry, (including ballad, lyric, couplet, epic, elegy, ode, sonnet etc.) Types of poetry o Ballad o Lyric o Couplet o Epic o Elegy o Ode o Sonnet o Narrative o Free verse Stanza Rhyme scheme/pattern Rhythm Form Repetition Figurative Language/Literary Devices o Alliteration o Personification o Metaphor/simile o Simile Onomatopoeia The structure of (poem) is similar to (poem) in that both poems. The first stanza in has which rhyming pattern? Which of these literary devices is NOT used? What do you think represents? This poem is a (type of poem) for. Articulate Relationships Characteristics Structure R 3.2 Analyze plot * 3 CST Items I can identify the elements of the plot (subplot, parallel episodes, exposition, rising action, climax, resolving conflict) the plot s development, and the way in which conflicts are or are not resolved. Elements of the Plot Plot, Plot line External conflict Internal conflict Exposition Rising action Climax Resolution Subplot Parallel episodes Chronological order Foreshadowing Flashback This paragraph represents.(plot element) Which excerpt reveals? In paragraph, why does the author? The climax of this story occurs when? Which of the following is part of the story s exposition? How was the problem in the story resolved? see Excerpt Chronological order Conflict Resolved Recall

9 8 th Grade Literary Response and Analysis 8 th Grade Literary Response and Analysis R 3.3 Analyze characters from different eras * 2 CST Items I can compare and contrast the motivations and reactions of characters from stories of different time periods. Compare/Contrast motivations Compare/Contrast reactions Literary Characters Main character/protagonist Minor character Antagonist Motivation Reaction Dialogue Direct/indirect characterization Both main characters are motivated by. We learn about the character mostly through direct or indirect characterization. Which statement shows how the two main characters are alike? When comparing the characters in with those of, which statement applies to both characters? Which detail in would you NOT expect to find in a story set in the present? What about the story shows main character? Which character in is most like the character in? Character History Era Confront Resemble R 3.4 Analyze setting * 2 CST Items I can understand the importance of setting as it relates to mood, tone and the meaning of the story (place time, customs). Setting Place Time Customs Historical context Mood Sensory details Tone Attitude of writer The story is set during. Which detail from the story lets you know it was not set in the present? Which sentence from the story indicates the historical setting? The author s description of the setting of includes/does not include. What changes about the setting in this paragraph? What mood do the details describing create? As a result of the setting, the characters do? Based on the setting of this story, do you think is justified? The author s tone can best be described as. The setting is important to the story s main theme because. Which of the following words best describes the author s tone. see Mood Tone Historical context

10 8 th Grade Literary Response and Analysis 8 th Grade Literary Response and Analysis R 3.5 Analyze recurring themes * 1 CST Item I can find and examine repeating themes (good versus evil, respect, loneliness, friendship) in classical (old and famous) and contemporary (modern) writings. Universal Themes Common human tendencies Morals Values Ethics Both of these deal with the theme of. The title is important to the story s main theme because. What universal theme does line suggest? A story with a similar theme might be about. Classical Contemporary Cultures Universal Tradition R 3.6 Analyze style and interpret text * 3 CST Items I can identify and understand the meaning of a writer s literary devices such as metaphor, symbolism, dialect, and irony. Literary Devices Metaphor/Simile Symbolism Dialect Irony Personification Pun Hyperbole/Exaggeration Alliteration Sensory imagery Foreshadowing Author s style The author s style in can best be described as (formal, contemporary etc.) In, the writer uses personification to portray. All of the following describe the author s style in the first paragraph of except... is a phrase foreshadowing or predicting. The author personifies the to make them. Which line from the contains an example of. The imagery the author uses appeals primarily to the sense of. What irony does the author point out in the story? see Device Interpret

11 8 th Grade Literary Response and Analysis R 3.7 Use biographical approach to analyze literature * 2 CST Items I can show how an author s family, culture, traditions, attitudes, and beliefs are reflected in his/her writing. Cultural background Heritage Traditions Attitudes Beliefs Experience Biographical approach Main purpose What is the main purpose of as it relates to the author s heritage? Read these lines from. These lines suggest the speaker s. Evidence Demonstrate Heritage Culture Traditions Values Beliefs

12 8 th Grade Writing Strategies 8 th Grade Writing Strategies W 1.1 Establish a controlling impression by creating a coherent and well-supported thesis and conclusion. * 4 CST Items I can write an essay with a clear, organized and wellsupported thesis and conclusion. Coherent Thesis Controlling impression Author s intention Which of these would make the best concluding sentence? What is the viewpoint of this essay? Which sentence would be the best thesis statement for this passage? The writer creates a clear and well-supported conclusion by? The best way to improve this report would be to? Which sentence from paragraph might be deleted in order to give the paragraph more coherence? Composition Coherent/coherence Thesis Conclusion Viewpoint W 1.2 Establish coherence within and among paragraphs * 4 CST Items I can effectively use transitions, parallel structures, and other writing techniques to link ideas and make sure they flow together logically. Transitions Parallel Structure First/third person narrative Subject-verb agreement Verb tense In this sentence the word does not correctly link ideas. Which word should be used instead? Which is the best way to combine these sentences without changing the meaning? Which transition does the writer use? Which of the following sentences would make the most effective transition between paragraphs and? see Transition Logically Parallel Techniques

13 8 th Grade Writing Strategies 8 th Grade Writing Strategies W 1.3 Support theses or conclusions with various devices. * 3 CST Items I can support my thesis and conclusion by using analogies, paraphrases, quotations, opinions, comparisons and similar strategies. Analogies Paraphrases Quotations Opinions from authorities Comparisons Anecdote Thesis Conclusion What method of support does the writer use in the paragraph? Which of the following sentences should be added to support the author s claim and link ideas in the paragraph? Which of these sentences could best be added at the end of the paragraph? Read the quote. Which of the following is the best paraphrase of these lines? In this paragraph, which device does the author use to make the point? Analogy Paraphrase Quotation Opinion Compare W 1.4 Use technology to conduct research EL Modification: [I] I can use computer technology to plan and conduct multiple-step in formation searches. Search engines Multiple-step search What are the steps do I need to find this information? What type of source is this? Explain why you would trust this source? What different types of sources did the writer include? What is the source of this information? see Source Proof Valid Reliable Cite Site

14 8 th Grade Writing Strategies W 1.5 Create a balance between researched information and original ideas EL Modification: [I] I can balance original ideas and research information. Original ideas Researched information Technical/non-technical topic How can you tell if the information is researched or original? Why does the writer use this researched information here? The writer achieves a balance between researched information and original ideas in this composition by. What is the original idea in sentence? The researched information in paragraph is from. Balance Synthesize Original

15 8 th Grade Writing Strategies W 1.6 Revise writing for word choice, organization, and point of view * 6 CST Items I can revise (correct) my writing for word choice, clear organization, point of view, and effective transitions between paragraphs, passages, and ideas. Word choice/diction Appropriate organization Matches purpose Ideas flow logically Rearrange ideas to flow smoothly Ideas on topic Consistent point of view Transitions What changes in organization would improve this essay? How should sentence be changed to maintain a consistent point of view? What vague words could the writer replace with more specific words? How should the author change the underlined words to make the sentence most dramatic? The underlined part of sentence needs to be revised for. Which sentence is not relevant to the topic? Given the content of paragraph, what is the most precise way to rewrite this sentence? What is the problem with the order of sentences in the conclusion? How is the organization of the best described? (compare/contrast, main idea etc.) How can you improve the organization of the paragraph? see Precise Vague Specific

16 8 th Grade Writing Applications W 2.1 Write biographies, autobiographies, short stories, and narratives Pacing *Not Assessed on CST I can write an autobiography, biography, short story, or narrative using a clear incident, event, or situation with well-chosen details. I can also show the importance of my attitude about the subject with the use of narrative and descriptive strategies. Narrative/Descriptive Strategies Necessary dialogue Specific action Physical description Background description Comparison/contrast of characters Biography Autobiography Short story Narrative Chronological order Flashback Foreshadowing Interesting details Description of setting Sensory language Vary pacing to match action Describe thoughts and feelings of character Which narrative strategies did you use in your writing? What sensory details did you use in your writing? What point of view did you use? Underline the vivid descriptions you used. What is the significance of this narrative to you? How do the details of this paragraph add to the details of the narrative? What important information does the writer reveal about his/her attitude? Is the sequence of events clear? Is the significance of this event clear? Dialogue Description

17 8 th Grade Writing Applications W 2.2 Write a response to literature *Not Assessed on CST EL Modification: [EI, I] I can write a response to literature that shows I understand the piece of writing, what it means to me, and can make connections to the writer s techniques. I can make educated guesses about how the writing affects the reader and support my guesses with evidence from the piece, other texts, or personal knowledge. Dialogue Character description Use of setting or background information Inferences Interpretation Support judgments Textual references Stylistic devices Insight What is the thesis statement of this essay? What textual references have you used? Which stylistic/literary devices that you mentioned help support the thesis statement? What particular insight is supported in this essay? Underline the sentences that give the brief summary of the piece? see Interpretation Insight

18 8 th Grade Writing Applications W 2.3 Write research reports *Not Assessed on CST EL Modification: [I] I can write a research paper with a defined thesis, and direct quotes that support it. I can use trustworthy primary and secondary sources and organize information into understandable formats by using charts, maps and graphs. Thesis Research Resources Primary Secondary Graphic organizers Charts Maps Graphs Direct quotations Is a primary or secondary source of information? Which graphic organizer would best show? Which direct quotation would best support the thesis? Primary source document Secondary source document Ideas Concepts

19 8 th Grade Writing Applications W 2.4 Write a persuasive composition *Not Assessed on CST I can write a persuasive essay that makes a clear judgment (thesis), with detailed evidence, examples, and logic to support my argument. I can tell the difference between facts and opinions, and respond to other people s concerns by offering well-supported counterarguments Persuasive composition Strong thesis statement (position/assertion) Logical, emotional, or ethical appeals to persuade Loaded words (positive/negative connotations) Appeal to reader s ethical concerns Address audience s concerns (counterarguments) Fact Opinion Does sentence state a fact or opinion? What kinds of appeals are made to persuade the reader? Which reason does not support your argument? Did you address the reader s biases or objections? see Bias Fact Opinion Testimonial Propaganda

20 8 th Grade Writing Applications 8 th Grade Writing Applications W 2.5 Write documents related to career development I can purposefully write a career document such as a simple business letter or job application designed for a specific audience. Relevant information Education Skills Job history In proper order Address audience appropriately Carefully proofread document Conventional Format Business letter Memo Job application Resume Which type of career document do you need to write for this prompt? What is the purpose of the first paragraph for document? Were you specific about what you wanted your audience to do/know? Succinct Audience Document Relevant information Pertinent Memorandum Inquiry Margin W 2.6 Write technical documents I can write complete technical documents using appropriate formatting techniques (headings, different fonts etc.) so readers will understand the sequence of activities to complete a task or understand information. Technical document Statement of purpose Steps in proper sequence Writing appropriate for audience Visual aids as necessary Formatting techniques Headings Different fonts Spacing Bold print Underlining Numbering Italics What is the purpose of this document? Could you follow the sequence to complete the task described? Why do you list all the equipment at the beginning of the document? see Task Variables Factors Instructions Technical Ingredients Visual aids Sequencing

21 8 th Grade Language Conventions 8 th Grade Language Conventions LC 1.1 Use correct and varied sentence types * 2 CST Items I can correctly use different types of sentences and vary them to make my writing more interesting. Use correct and varied sentence types o Declarative o Exclamatory o Interrogatory o Imperative Use correct and varied sentence openers Sentence structure o Simple o Compound o Complex o Compound/complex Personal style In which of the following sentences is s personal style most apparent? How is best written? What is the best way to rewrite this sentence so that is not overused? Which of the following might be added to the beginning of the report as an effective opening sentence? What is the correct way to write the underlined phrase? Which sentence below is an example of? Opening lines are effective because they? In this sentence the word does not correctly link the ideas. Which of these words should be used in its place? LC 1.2 Use parallelism to present items for emphasis * 2 CST Items I can use parallel and proper sentence structure in my writing to compare and contrast my ideas. Subordinate clause Coordination (coordinating, correlating conjunction, semicolon, conjunctive adverb) Apposition/appositive Parallel words, phrases, clauses Which of the following sentences uses parallel words, phrases or clauses? How should the underlined part of sentence be reworded to create a parallel structure? Why does the writer use a semicolon here? see Vary Varied Coordinate Emphasis Parallel Apparent Compound Complex

22 8 th Grade Language Conventions 8 th Grade Language Conventions LC 1.3 Use subordination, coordination, and apposition * 3 CST Items I can organize my ideas using subordinate and independent clauses, conjunctions, and appositives to clearly show the relationship between ideas. Subordinate clause Independent clause o Coordinating conjunction o Correlative conjunction o Semicolon o Conjunctive adverb Apposition/appositive How could the phrase best be placed in the sentence? Choose the answer that is the most effective substitute. What is the best way to write this sentence? How are sentences and best combined? Where would a semicolon be placed in the sentence? Why is this sentence better than the original? What problem did the writer correct? Why does the writer use a semicolon? How does this change make the sentence better LC 1.4 Edit for usage, punctuation, capitalization, and spelling * 3 CST Items I can use correct grammar to fix (edit) my writing. Grammar/Usage Easily confused words Adverbs Conjunctions Subject-verb agreement Revision How should the underlined word in sentence be written? How should sentence be rewritten to reflect the use of correct grammar? Choose the answer that is the most effective substitute for each sentence or part of the sentence? see Manuscript Revise Correlate Coordinate Clause Phrase Effective substitute Substitution

23 8 th Grade Language Conventions 8 th Grade Language Conventions LC 1.5 Use correct, punctuation, and capitalization * 3 CST Items I can recognize and use correct punctuation and capitalization. Punctuation Period Question mark Comma Semicolon Colon Apostrophe Capitalization First word Titles Title before name Geographical regions Historical events, era, document Names of languages Nationalities Proper nouns Proper adjectives How should sentence be used to reflect the correct use of?(capitalization/punctuation) Which sentence does not contain a error? (capitalization/punctuation) How is sentence best written? What is the correct capitalization in item? Which sentence uses a correctly? (semicolon, colon etc.) LC 1.6 Use correct spelling * 3 CST Items I can recognize and use correctly spelled words. Spelling conventions Prefixes Suffixes Silent letters Non-phonetic spellings/tricky words Changes in base word What is the correct way to write the underlined word in the sentence? Which phrase from the contains an underlined word that is spelled incorrectly? Select the misspelled word in each set. see Recognize Error Rewrite

24 8 th Grade Listening/Speaking 8 th Grade Listening/Speaking LS 1.1 Analyze oral interpretations of literature I can understand and critique oral interpretations of literature. Listen Analyze delivery Oral interpretation What was effective about this oral presentation? How did this presentation affect you? What is your opinion of the presentation? What specific language did the presenter use? Analyze Interpret Delivery LS 1.2 Paraphrase and question a speaker s purpose and point of view I can restate a speaker s purpose and ask appropriate questions about the content, delivery and purpose. Paraphrase speaker s purpose Point of view Relevant questions What was the speaker s purpose? What was the speaker s point of view? What relevant questions would you ask the speaker? Could you paraphrase the speaker s presentation? see Relevant Paraphrase Purpose

25 8 th Grade Listening/Speaking 8 th Grade Listening/Speaking LS 1.3 Organize information to the purpose and audience. I can organize information and use appropriate vocabulary to make oral presentations to a particular audience. I can use the volume, expression, and tone of my voice to fit the purpose of my presentation. Use appropriate vocabulary Organize information for a particular purpose Use appropriate voice, expression, and tone in delivery How did you organize the information for this presentation? How did you use your voice to get your point across? List specific vocabulary used in your presentation. Modulation LS 1.4 Prepare a speech outline EL Modification: [EI, I] I can prepare a speech outline with a specific pattern of organization, which includes an introduction, transitions, points of interest, and summaries with a logically developed body and a strong conclusion. Speech outline Patterns of organization Introduction Transitions Previews Summaries Logically developed body Effective conclusion What specific pattern of organization did you use for this speech? Did I begin with a purposeful introduction? Did I end with an effective conclusion? What transitions did you use? see Outline Preview Purposeful Specific Transition Logical Effective

26 8 th Grade Listening/Speaking 8 th Grade Listening/Speaking LS 1.5 Use precise language I can enliven oral presentations by using precise language, action verbs, sensory details, appropriate and colorful describing words, and the use of an active, exciting voice. Precise language Action verbs Sensory details Appropriate and colorful modifiers Active rather than passive voice Lively oral presentations List the you used in your presentation. (action verbs, sensory details, modifiers) What did you do to enliven your presentation? Active Passive Precise Modify LS 1.6 Use appropriate grammar, word, enunciation and pace during presentations. I can speak clearly at an appropriate speed, using correct grammar and word choice. Formal presentation Appropriate grammar Logical word choice Enunciation Pace Did I use appropriate grammar throughout my entire presentation? Did I avoid nonspecific words? (like thing, stuff) Did I vary my speed during my presentation? Did I speak too quickly or pause too often? Did I intentionally pace my presentation to match the content? see Pace Vary Appropriate

27 8 th Grade Listening/Speaking 8 th Grade Listening/Speaking LS 1.7 Use audience feedback Not Assessed on CST By using verbal and nonverbal audience feedback, I can change the organizational structure and rearrange words and sentences to make my presentation more clear. Audience feedback Verbal cues Nonverbal cues Modify organizational structure Rearrange words and sentences for clarification What kinds of audience feedback did I use to modify my presentation? How can you rearrange your presentation to make it more clear? Did I make eye contact with the audience in order to receive feedback? Spontaneity Modify Clarify Rearrange LS 1.8 Evaluate the credibility of a speaker I can judge the reliability of a speaker and recognize if a speaker has hidden agendas or uses biased material. Evaluate the credibility of a speaker Hidden agendas Slanted material Biased material Propaganda Emotional appeal Nonverbal suggestions Visual impression What the speaker a reliable source of information? What was an example of biased material in the presentation? Did the speaker present the information as fact or opinion? Do you think the speaker had any hidden agendas? What was the speaker trying to persuade you to do? see Credibility Reliability Bias Propaganda Hidden agenda Slanted Impression

28 8 th Grade Listening/Speaking LS 1.9 Interpret and evaluate visual communication of information I can understand and make judgments about ways that visual image makers (such as graphic artists, illustrators, and news photographers) communicate information and attempt to persuade an audience. Communication of information Perfecting impressions Media communications Image makers o Graphic artists o Illustrators o News photographers Advertisers What effective strategies did the visual image makers use in the presentation? What made the visual presentation effective or ineffective? Media Advertisement Interpret Evaluate Visual imagery Illustrator Impression Opinion

29 8 th Grade Listening/Speaking 8 th Grade Listening/Speaking LS 2.1 Deliver narrative presentations EL Modification: [EI, I] I can give a narrative presentation (biographical, autobiographical) and relate a clear event with necessary details that show the importance of the event using narrative and descriptive strategies which include relevant dialogue, specific action, physical description, background description and comparison or contrast of characters. Narrative presentation o Biographical o Autobiographical Details supporting event o Relevant dialogue o Specific action o Physical description o Background description o Comparison or contrast What narrative or descriptive strategies did I use? What was the significant event I described? Is it clear why this event is important to me? Can the audience visualize the person or event? Was enough background information given to the listener? Employ Significant Coherent Incident Anecdote Relevant LS 2.2 Deliver oral responses to literature EL Modification: [EI, I] I can present an oral response to literature that shows my interpretation and insight, connects my ideas to specific references in the text, supports inferences about the author s effect on the reader, and supports my judgments with evidence from other texts or personal knowledge. Oral Response to literature Interpretation Insight Writer s techniques Specific textual references Supported inferences about effect on audience Support judgments References to the text References to other text/authors Personal knowledge What specific insight did you have about this text? Did you connect to other texts, authors or personal knowledge? Did you support your judgments? Which writer s techniques did I use in my own response? Did I give good examples of deep insight? see Oral Interpretation Insight References Text Support Inferences Effect Judgments Evidence Respond

30 8 th Grade Listening/Speaking LS 2.3Deliver research presentations EL Modification: [EI, I] I can deliver a research presentation with a defined thesis that includes important ideas, concepts, and direct quotations from reliable sources. Within the presentation, I can paraphrase and summarize all relevant viewpoints on the topic and use primary and secondary sources of value, as well as charts, maps and graphs, Research presentation o Define a thesis and organize the presentation o Use direct quotations o Paraphrase o Summarize relevant perspectives o Use primary and secondary resources Varied Valuable to presentation Record information on charts, maps and graphs What is your thesis? Is your presentation clearly organized? What information came from primary or secondary sources? What is a primary source of information? What is a secondary source of information? Did you use charts, maps or graphs appropriately? Relevant Primary sources Secondary sources Paraphrase Summarize Perspective Thesis Value Distinguish Research

31 8 th Grade Listening/Speaking LS 2.4Deliver persuasive presentations EL Modification: [EI, I] Elements Commercial Defend Opinion I can give a persuasive presentation that has a clear thesis expressing my judgment, separates fact from opinion, supports arguments with solid evidence, addresses listener s concerns and counterarguments with wellarranged reasons and details using an appropriate tone of voice. Persuasive presentation Well defined thesis expressing judgment/position Differentiated fact and opinion Supportive arguments Detailed evidence Examples Reasoning Addresses listener s concerns/counterarguments o Details o Reasons o Examples Reasonable tone Did my thesis include a clear and knowledgeable judgment? Did I anticipate and address the listener s concerns? Did I differentiate fact from opinion? Did I maintain a reasonable and appropriate tone? Did I support arguments with detailed evidence, examples or reasoning? Persuade Thesis Argument Anticipate Counterarguments Evidence Tone Reasoning Inclusion Differentiate

32 8 th Grade Listening/Speaking LS 2.5 Recite Poems EL Modification: [EI, I] I can recite poems (of four to six stanzas), speeches, or soliloquies using appropriate voice, tone, and expressive gestures to help communicate the meaning. Recite Poems of four to six stanzas Speeches or parts of speeches Dramatic soliloquies Voice modulation Expressive gestures What gestures were most effective to communicate meaning? How did you change your voice while reciting to enhance your presentation? Enhance Dramatic Modulation

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