8th Grade Writing/Language! 2nd Quarter Pacing Guide SPRINGBOARD STRATEGIES: Graphic Organizer Word Wall.

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1 Strand: Language CCR 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Standard: CC.8.L.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. a. 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. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). c. 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. d. 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). Targets: KNOWLEDGE: (1) understand that many words have more than one meaning (2) understand use of context as a clue to meaning of a word/phrase (3) identify common, grade appropriate Greek and Latin affixes and roots (4) consult general and specific reference material in both print and digital to find pronunciations; determine or clarify precise meanings. REASONING: (1) Verify the initial determination of the meaning of a word (2) Clarify the intended meaning of multiple-meaning words and phrases (3) Determine the meaning of a word or phrase by: using context clues using common Greek and Latin affixes and roots (4) Choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown word or phrase context clues, affixes, roots Graphic Organizer Word Wall Dictionary and Thesaurus skills, 1! Intellectual Property of McCracken County Public Schools

2 Strand: Writing CCR 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Standard: CC.8.W.1: Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. 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. KNOWLEDGE: Identify and explain: accurate, credible sources phrases and clauses that create cohesion and clarify relationships claims; alternate, counter- or opposing claims relevance and evidence argument, concluding statements, formal style. REASONING: (1) Determine how to introduce claims, acknowledge or distinguish alternate or opposing claims (2) Organize reasons and evidence logically (3) Build support for claims with logical reasoning and relevant evidence; distinguish between relevant and irrelevant evidence (4) Evaluate sources for credibility and accuracy (5) Demonstrate understanding of topic or text (6)Create cohesion and clarify relationships among claims(s), counterclaims, reasons, and evidence using words, phrases, or clauses (7)Establish and maintain a formal style (8) Plan a concluding statement or section that follows from and supports the argument presented PRODUCT: Write an argument which: (1)support claims with clear, logical reasons and relevant evidence (2) introduces claims, acknowledges and distinguishes claim(s) from alternate or opposing claims (3) demonstrates logical organization of reasons and evidence (4) cites credible and accurate sources of information (5) demonstrates an understanding of the topic or text (6) uses words, phrases, and clauses to create cohesion and clarify relationships among claim(s), counterclaims, reasons and evidence (7)establishes and maintains a formal style (8)provides a concluding statement that follows from and supports the argument presented Writing Workshop 8 2.2, 2.14, 4.2 Word Wall SOAPSTone SPAT/SPAM, Upfront Magazine 2! Intellectual Property of McCracken County Public Schools

3 Strand: Writing (ON-GOING STANDARD) CCR 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Standard: CC.8.W.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. KNOWLEDGE: (1) Identify publishing and collaborative options that use technology (2)Know how to collaborate effectively for an intended purpose (3)Select technology to present information and ideas REASONING: (1)Determine the best technology tools for producing and publishing writing, including on-line tools (2)Determine the best technology options for communicating and collaborating with others, including on-line tools (3)Evaluate the relationship between information presented and ideas expressed PERFORMANCE:Use technology: (1)including the Internet, to produce, revise, edit, and publish writing (2)to interact and collaborate with others for an intended purpose (3)to present information and ideas produce, publish 2.3 (Look for additional resources) Upfront Magazine (Online), New York Times (Online), Blogspot/Blogger, Edmodo 3! Intellectual Property of McCracken County Public Schools

4 Strand: Language CCR 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Standard: CC.8.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. 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). Targets: KNOWLEDGE: (1) Recognize the conventions of language for: writing, speaking, reading, listening (2) Recognize when: verbs are active or passive voice (3) verbs are conditional and subjunctive mood REASONING: (1) Apply knowledge of language when: writing, reading, listening (2) Apply knowledge of language conventions when: writing, reading, listening (3) Determine when to use: verbs in active or passive voice verbs in the conditional and subjunctive mood to achieve particular effects when writing PERFORMANCE: (1) Use knowledge of language when speaking (2) Use knowledge of language conventions when speaking (3) Determine when to use: verbs in active or passive voice verbs in the conditional and subjunctive mood to achieve particular effects when speaking active/passive voice, conditional, subjunctive mood Grammar Handbook Part 12, 13, 14 Study Island Handouts 4! Intellectual Property of McCracken County Public Schools

5 Strand: Writing (ON-GOING STANDARD) CCR: 4.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Standard: CC.8.W.4.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) ACT NON-NEGOTIABLE Targets: KNOWLEDGE: (1) understand organization in writing (2) recognize different writing styles REASONING: (1) determine appropriate style for the task, purpose and audience (2)Determine suitable: idea development strategies organization style appropriate to task purpose and audience PRODUCT: (1) Produce a writing piece that is clear and coherent with: idea development organization style appropriate to task, purpose and audience coherent, purpose, audience, style, development, organization Writing Workshop 1 & 6 (Look for additional resources) Graphic Organizer SPAT, Graphic Organizer (Abell & Atherton), 3.8/2.6 Paragraph (Abell & Atherton) 5! Intellectual Property of McCracken County Public Schools

6 Strand: Writing (ON-GOING STANDARD) CCR 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Standard: CC.8.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 8 on page 52.) Targets: KNOWLEDGE: (1) With some guidance and support from peers and adults, students recognize how to: plan, revise, edit, rewrite, try a new approach (2) Recognize how well to focus on: audience and purpose (3) Know how to edit for conventions of Writing demonstrating and audience REASONING: (1) With some guidance and support from peers and adults, student develop and strengthen writing by: planning, revising, editing, rewriting, trying a new approach (2) Determine how well the focus of : audience and purpose have been addressed planning, revising, editing, rewriting, purpose, audience, conventions, demonstrate command Writing Workshop 1 & Marking the Draft TWIST Writer s Checklist 6! Intellectual Property of McCracken County Public Schools

7 Strand: Language (ON-GOING STANDARD) CCR1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Standard: CC.8.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verb voice and mood.* Targets: KNOWLEDGE: (1) Define verbals: gerunds, participles, infinitives (2) Recognize verbs: active voice and passive voice (3) Identify the following verb moods correctly: indicative, imperative, interrogative, conditional, subjunctive in writing and speaking (4) Recognize inappropriate verb voice and mood REASONING: (1) Demonstrate command of the conventions of standard English grammar and usage when writing: (2) Explain the function of verbals in general and in sentences (3) Form and use verbs in active and passive voice (4) Use the following verb moods correctly: indicative, imperative, interrogative, conditional, subjunctive in writing and speaking (5) Correct inappropriate shifts in verb voice and mood PERFORMANCE: (1) Demonstrate command of the conventions of standard English grammar and usage speaking: (2) Form and use verbs in active and passive voice correctly (3) Use verb moods: indicative, Imperative, Interrogative, conditional subjunctive in writing and speaking (4) Correct inappropriate shifts in verb voice and mood conventions, verbals, active/passive voice, indicative, imperative, interrogative, conditional mood, subjunctive mood, inappropriate shifts Grammar Handbook- Part 1, Study Island Handout, Foldables 7! Intellectual Property of McCracken County Public Schools

8 Strand: Language (ON-GOING STANDARD) CCR 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Standard: CC.8.L.6: Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Targets: KNOWLEDGE: (1) Identify general academic and domain specific words and phrases that are grade appropriate (2) Gather vocabulary knowledge when considering words and phrases important to comprehension or expression REASONING: (1) Make meaning and use accurately words and phrases important to the comprehension of academic and domain-specific words (2) Apply and use knowledge of vocabulary when considering words and phrases important to comprehension or expression (3) Select appropriate references and resources to aid in gathering vocabulary knowledge acquire, academic and domain specific Word Wall and Word Sort Circle Map/Thinking Map 8! Intellectual Property of McCracken County Public Schools

9 Strand: Writing (ON-GOING STANDARD) CCR 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 tasks, purposes, and audiences. Standard: CC.8.W.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. Targets: KNOWLEDGE: (1) identify task, audience, purpose for various types of writing (2) Identify the organizational structures for various types of writing REASONING: (1) determine task, audience, purpose for various types of writing over extended and or shorter time frames (2) Determine appropriate organization structure to use for various types of writing based upon: task, purpose, audience PERFORMANCE: (1) Write for various: purposes and audiences for a shortened time frame (a single sitting or a day or two) (2) Write for various: purposes and audiences with an extended time frame (time for research, reflection, and revision) discipline specific tasks, purposes, audience Writing Workshop 1, 6, 7 Graphic Organizer Brainstorming Drafting Mapping 9! Intellectual Property of McCracken County Public Schools

10 Strand: Language (ON-GOING STANDARD) CCR 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Standard: CC.8.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly. ACT Non Negotiable Standard (1, 3, 5) Targets: KNOWLEDGE: (1) know and apply standard English usage rules for capitalization, punctuation, and spelling when writing (2) use punctuation (comma, ellipsis, dash) to indicate a pause or break (3).Use commas to set off words or phrases that make a distinct break in the flow of thought, including interrupting elements (nonrestrictive/parenthetical) (4) Know that the interrupting element can be a phrase, an adverb like however, a transitional phrase like in fact, a name in direct address, word or words that identifies or restates an immediately preceding noun or pronoun, or an inserted question or exclamation (5) Use an ellipsis to slow a reader down and/or indicate a long stretch of omitted time (6) Know that an ellipsis is three or four dots within the sentence (7) Use a dash to set off material that is parenthetic or summary in nature (8) Know that a dash is two hyphens without a space between them or on either side (9) Recall and apply spelling rules (10) Identify and correct misspelled words ellipsis, conventions, omission, dash Grammar Handbook- Part 15 (Look for additional resources) 4.17 Study Island, Grammar Bites Website 10! Intellectual Property of McCracken County Public Schools

11 Strand: Writing CCR 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Standard: CC.8.W.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. Targets: KNOWLEDGE: (1) Apply: reliable sources of information, appropriate inquiry methods to conduct a research project, multiple avenues of exploration (technology, library skills, etc.) REASONING: (1) Determine which facts/examples best answer a question (2) Draw conclusions about the validity and reliability of sources (3) Formulate questions, either verbally or written, that would allow for other avenues of exploration (4) Conduct short research projects that: answers questions (including self-generated questions): draw on several sources generates additional related focused questions that allow for multiple avenues of exploration conduct, self-generated, sources, focused questions, multiple avenues of exploration Embedded Assessment 2 (p. 295) 2.14 All of Unit 4 (emphasis on 4.2, 4.14, 4.17, 4.18, 4.21) KWHL KY Virtual Library, Upfront Magazine (Online), Perdue OWL, Study Island 11! Intellectual Property of McCracken County Public Schools