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English Language Arts (2021) Grade(s): 8

ELA21.8.5

Compare and contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints.

Unpacked Content

Knowledge

Students know:
  • Strategies to identify the perspective of fiction, nonfiction, informational, digital, and multimodal texts.
  • Strategies to identify the historical, cultural, and global viewpoints of a variety of texts.
  • Methods to compare and contrast texts.

Skills

Students are able to:
  • Compare and contrast perspectives in fiction, nonfiction, informational, digital, and multimodal texts.
  • Compare and contrast diverse historical, cultural, and global viewpoints demonstrated in a variety of texts.

Understanding

Students understand that:
  • The texts they read will have a variety of historical, cultural, and global viewpoints, which offer a multitude of perspectives on different topics.

Vocabulary

  • Fiction texts
  • Nonfiction texts
  • Perspectives
  • Informational texts
  • Digital texts
  • Multimodal texts
  • Historical viewpoints
  • Cultural viewpoints
  • Global viewpoints

Aligned Learning Resources

Comparing Portrayals of Slavery in Nineteenth-Century Photography and Literature
Using Picture Books to Explore Identity, Stereotyping, and Discrimination
Multiplying and Dividing with Negatives
English Language Arts (2021) Grade(s): 8

ELA21.8.6

Evaluate the development of central and supporting ideas in recorded or live presentations by examining the speaker’s rhetorical strategies and choices regarding point of view, purpose, comparisons, analogies, categories, allusions, and figurative, connotative, and technical word meanings.

Unpacked Content

Knowledge

Students know:
  • Speakers utilize specific rhetorical strategies in their presentations to convey the central and supporting ideas.
  • Rhetorical strategies that can develop central and supporting ideas include point of view, purpose, comparisons, analogies, categories, allusions, and word choice.
  • Speakers develop the central idea of their presentation by including supporting details to further elaborate on the presentation's central meaning.

Skills

Students are able to:
  • Identify a speaker's rhetorical strategies related to point of view, purpose, comparisons, analogies, categories, allusions, and word choice.
  • Evaluate an author's rhetorical choices related to point of view, purpose, comparisons, analogies, categories, allusions, and figurative, connotative, and technical word meanings.
  • Evaluate how a speaker's rhetorical choices developed the central and supporting ideas of the presentation.

Understanding

Students understand that:
  • When creating and presenting a presentation, speakers make specific decisions about structure, format, and vocabulary to accurately convey their central and supporting ideas.

Vocabulary

  • Central idea
  • Supporting ideas
  • Recorded presentations
  • Live presentations
  • Rhetorical strategies
  • Rhetorical choices
  • Point of view
  • Purpose
  • Comparisons
  • Analogies
  • Categories
  • Allusions
  • Figurative word meanings
  • Connotative word meanings
  • Technical word meanings

Aligned Learning Resources

Power of a Quotient | Algebra 1: Module 2: Topic 5
English Language Arts (2021) Grade(s): 8

ELA21.8.7

Critique the speaker’s use of hyperbole, tone, symbolism, imagery, mood, irony, and onomatopoeia in a live or recorded presentation.

Unpacked Content

Knowledge

Students know:
  • Speakers often include literary techniques and figurative language to create a particular tone and mood.
  • Critiquing literary devices that are used in a presentation can support understanding of the presentation.

Skills

Students are able to:
  • Identify hyperbole, tone, symbolism, imagery, mood, irony, and onomatopoeia in presentations.
  • Evaluate and critique a speaker's use of literary techniques in a presentation.

Understanding

Students understand that:
  • Speakers often use figurative language and literary techniques to develop tone and mood in their presentations.
  • Critiquing a speaker's use of literary techniques in a presentation can help them interpret and comprehend the meaning of the presentation.

Vocabulary

  • Hyperbole
  • Tone
  • Symbolism
  • Imagery
  • Mood
  • Irony
  • Onomatopoeia
  • Recorded presentations
  • Live presentations
English Language Arts (2021) Grade(s): 8

ELA21.8.8

Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

Unpacked Content

Knowledge

Students know:
  • A narrative is a piece of writing that tells a story.
  • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
  • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
  • The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
  • Formal academic writing should demonstrate an appropriate command of language.

    Skills

    Students are able to:
    • Produce clear, coherent narrative, argument, and informative/explanatory writings.
    • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
    • Demonstrate command of the written language.

    Understanding

    Students understand that:
    • There are different genres of writing that serve various purposes.
    • The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
    • Formal academic writing should display their command of the English language.

    Vocabulary

    • Narrative writing
    • Argument writing
    • Informative/explanatory writing
    • Writing development
    • Writing organization
    • Style
    • Tone
    • Task
    • Purpose
    • Audience
    • Command of language

    Aligned Learning Resources

    Guilty or Innocent?: A Case for Close Reading
    Color of Silence: Sensory Imagery in Pat Mora's Poem
    ABC Bookmaking Builds Vocabulary in the Content Areas
    A Portrait of Our World: Making Connections and Developing Comprehension
    Songs of Our Lives: Using Lyrics to Write Stories
    Comparing Portrayals of Slavery in Nineteenth-Century Photography and Literature
    The Mysteries of Harris Burdick: Using Illustrations to Guide Writing
    Slipping, Sliding, Tumbling: Reinforcing Cause and Effect Through Diamante Poems
    Twenty-First Century Informational Literacy: Integrating Research Techniques and Technology
    Picture This: Combining Infographics and Argumentative Writing
    Where They're From: A Media Arts Project
    Limbo, Limbo, Limbo! | Rise and Shine: Math Time
    Listening in the Workplace | Workforce Readiness
    Modal Auxiliary Verbs | No Nonsense Grammar
    Number and Operations: Fractions
    Odd Squad: Pienado! Digital Game
    Proper Case of Pronouns | No Nonsense Grammar
    Artifact Analysis: Observe, Reflect, Question
    Synthetic Medicines vs. Natural Remedies in the Media
    My Hero's Journey Narrative
    Novel Postcards-Using Textual Evidence to Explore Character and Setting
    Compare and Contrast Essay: Writing Prompt & Rubric
    Compare and Contrast Essay: Writing Lab
    Expository Writing: Expand Vocabulary
    English Language Arts (2021) Grade(s): 8

    ELA21.8.8a

    Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently.

    Examples: narratives - memoir, short story, personal narrative;

    techniques - dialogue, pacing, description, reflection;

    sequencing - chronological, reverse chronological, flashback

    Unpacked Content

    Knowledge

    • A narrative is a piece of writing that tells a story, such as a memoir, a short story, or a personal narrative.
    • Narrative writing includes techniques, like dialogue, pacing, description, and reflection.
    • Events in narrative writing should be sequenced in a coherent manner, such as chronological, reverse chronological, or the inclusion of flashbacks.

    Skills

    • Write a narrative with a coherent sequence of plot events and a clear purpose.
    • Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection.

    Understanding

    • Narrative writing can take many forms, but there should be a coherent sequence of events.
    • Literary techniques are tools that can be used to create a piece of narrative writing.
    • Literary techniques in narrative writing contribute to the overall meaning and purpose of the text.

    Vocabulary

    • Narratives
    • Clear purpose
    • Narrative techniques
    • Sequence
    English Language Arts (2021) Grade(s): 8

    ELA21.8.8b

    Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary.

    Unpacked Content

    Knowledge

    • Informative or explanatory text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources.
    • Informative or explanatory text has an organized structure, and usually begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion.
    • Informative or explanatory writing should include academic, content-specific technical word meanings.
    • Words that indicate transitions.

    Skills

    • Gather credible information and data from multiple sources.
    • Write an informative or explanatory text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words.

    Understanding

    • Informative or explanatory writing follows a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary.
    • They must gather their information and data about the topic from multiple credible research sources.
    • Using credible information/data can support a writer's ideas and claims.
    • Writers elaborate on details included in the text by using formal academic, content-specific technical words.

    Vocabulary

    • Informative text
    • Explanatory text
    • Credible sources
    • Transitions
    • Precise vocabulary
    English Language Arts (2021) Grade(s): 8

    ELA21.8.8c

    Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources.

    Unpacked Content

    Knowledge

    • The purpose of argumentative writing is to defend an opinion.
    • Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, distinguishing the claim from opposing claims, acknowledging counterclaims, and a concluding statement.
    • Evidence to support the argument must be collected from various accurate and credible sources.

    Skills

    • Write an argument to defend a position.
    • Gather evidence from accurate and credible sources to support the claim.
    • Include a claim and relevant evidence in argumentative writing.
    • Acknowledge alternate or opposing claims in argumentative writing.
    • Present counterclaims and supporting reasons in argumentative writing.

    Understanding

    • To effectively defend a position, they must present relevant, well-organized evidence from accurate and credible sources.
    • An argument can be more effective if a writer acknowledges opposing viewpoints and counterclaims.

    Vocabulary

    • Argument
    • Defend a position
    • Claim
    • Opposing claim
    • Counterclaims
    • Relevant evidence
    • Accurate sources
    • Credible sources
    English Language Arts (2021) Grade(s): 8

    ELA21.8.9

    Participate in collaborative discussions about arguments by evaluating claims, findings, reasoning, relevance, and evidence from multiple sources.

    Unpacked Content

    Knowledge

    Students know:
    • The purpose of collaborative discussions using information from multiple argumentative information sources.
    • Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
    • Generally accepted rules for discussions.
    • The components of argumentative writing, such as claims, findings, reasoning, relevance, and evidence.

    Skills

    Students are able to:
    • Engage in a collaborative discussion about arguments.
    • Evaluate claims, findings, reasoning, relevance, and evidence to support their discussion.
    • Synthesize information from multiple sources to support collaborative discussions.

    Understanding

    Students understand that:
    • Discussing the components of an argument with others can help determine the argument's overall merit.
    • Active participation in discussions requires students to listen and respond to other thoughts and ideas.

    Vocabulary

    • Collaborative discussion
    • Arguments
    • Claims
    • Findings
    • Reasoning
    • Relevance
    • Evidence

    Aligned Learning Resources

    Synthetic vs. Natural: What's the Best Choice?
    English Language Arts (2021) Grade(s): 8

    ELA21.8.10

    Engage in coherent and collaborative discussions about prose and poetry by evaluating the use of literary devices and elements.

    Unpacked Content

    Knowledge

    Students know:
    • The purpose of collaborative discussions related to prose and poetry.
    • Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
    • Generally accepted rules for discussions.
    • Literary text often includes literary devices such as personification, imagery, alliteration, onomatopoeia, symbolism, metaphor, and simile.
    • Literary elements within a story include the theme, plot, and point of view.
    • Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language.

    Skills

    Students are able to:
    • Participate in coherent and collaborative discussions about prose and poetry.
    • Identify and discuss literary devices and elements in poetry and prose.
    • Evaluate how prose and poetry use literary devices and elements for an intended purpose.

    Understanding

    Students understand that:
    • Comprehension of poetry and prose can be demonstrated by engaging in a collaborative discussion about a text.
    • They can discuss the use of literary elements and devices in prose and poetry to better understand the literal and figurative meaning of the text.
    • Active participation in discussions requires students to listen and respond to others' thoughts and ideas.

    Vocabulary

    • Coherent discussion
    • Collaborative discussion
    • Prose
    • Poetry
    • Literary devices
    • Literary elements

    Aligned Learning Resources

    Guilty or Innocent?: A Case for Close Reading
    A Directed Listening-Thinking Activity for The Tell-Tale Heart
    Color of Silence: Sensory Imagery in Pat Mora's Poem
    Leading to Great Places in the Middle School Classroom
    Cover to Cover: Comparing Books to Movies
    Finding the Science Behind Science Fiction Through Paired Readings
    What is Poetry? Contrasting Poetry and Prose
    Doodle Splash: Using Graphics to Discuss Literature
    English Language Arts (2021) Grade(s): 8

    ELA21.8.DL.A

    Use technology, including the Internet, to research, analyze, produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information, people, and resources and to display information flexibly and dynamically.

    English Language Arts (2021) Grade(s): 8

    ELA21.8.11

    Analyze digital texts to determine subject, occasion, audience, purpose, tone, and credibility.

    Unpacked Content

    Knowledge

    Students know:
    • Digital texts, such as online academic journals, social media, and blogs, have various subjects, appropriate occasions, intended audiences, purposes, and tones.
    • A credible source is free from bias and supported with relevant evidence.

    Skills

    Students are able to:
    • Identify and analyze the subject, occasion, audience, purpose, tone, and credibility of digital texts.

    Understanding

    Students understand that:
    • It is important to evaluate the credibility of digital text.
    • Digital texts will focus on different subjects, be used on different occasions, are created with different intended audiences, have different purposes, and a variety of tones.

    Vocabulary

    • Digital text
    • Credibility
    • Subject
    • Occasion
    • Audience
    • Purpose
    • Tone

    Aligned Learning Resources

    Making Bar Graphs | The Electric Company Math Activities
    English Language Arts (2021) Grade(s): 8

    ELA21.8.12

    Interpret and evaluate language through active listening to determine subject, occasion, audience, purpose, tone, and credibility of digital sources.

    Unpacked Content

    Knowledge

    Students know:
    • Active listening skills.
    • Digital sources have various subjects, appropriate occasions, intended audiences, purposes, and tones.
    • A credible source is free from bias and supported with relevant evidence.

    Skills

    Students are able to:
    • Listen and interpret various attributes of a digital source, including its subject, occasion, audience, purpose, tone, and overall credibility.
    • Evaluate language through active listening.

    Understanding

    Students understand that:
    • Actively listening can help interpret and evaluate important aspects of a digital source, including its credibility, intended audience, and overall subject, occasion, purpose, and tone.

    Vocabulary

    • Active listening
    • Credibility
    • Subject
    • Occasion
    • Audience
    • Purpose
    • Tone
    • Digital sources

    Aligned Learning Resources

    Perspectives and Point of View
    English Language Arts (2021) Grade(s): 8

    ELA21.8.13

    Create and edit digital products that are appropriate in subject, occasion, audience, point of view, purpose, and tone.

    Unpacked Content

    Knowledge

    Students know:
    • Necessary skills to create and edit digital products.
    • The intended audience and occasion should be identified before selecting a subject and purpose of a digital product.

    Skills

    Students are able to:
    • Create and revise a digital text to ensure a clear subject.
    • Create and revise a digital text for an intended audience and occasion.
    • Create and revise a digital text to achieve a particular tone and purpose.

    Understanding

    Students understand that:
    • Digital products can be used to communicate with a variety of audiences and occasions.
    • They should modify the subject and purpose of their digital products depending on the audience and occasion.
    • Revision is important in establishing a clear purpose and tone in writing a digital text.
    • Revision is important in appealing to a particular audience with a digital text.
    • Revision is important to articulate a clear subject and occasion for writing a digital text.

    Vocabulary

    • Digital product
    • Subject
    • Occasion
    • Audience
    • Point of view
    • Purpose
    • Tone

    Aligned Learning Resources

    A Directed Listening-Thinking Activity for The Tell-Tale Heart
    I've Got It Covered! Creating Magazine Covers to Summarize Texts
    Twenty-First Century Informational Literacy: Integrating Research Techniques and Technology
    Measurement: Square Feet
    Measurement: What's Your Angle?
    Publishing a Page in a Poetry E-Book
    E-Cigarettes Public Service Announcement
    English Language Arts (2021) Grade(s): 8

    ELA21.8.14

    Utilize digital tools and/or products to enhance meaning.

    Examples: hashtags, videos, slide presentations, audio clips, GIFS, memes, clips from social media

    Unpacked Content

    Knowledge

    Students know:
    • Necessary skills to utilize digital tools.

    Skills

    Students are able to:
    • Use digital tools or products, such as hashtags, videos, slide presentations, audio clips, GIFS, memes, and clips from social media, to strategically enhance the meaning of digital texts.

    Understanding

    Students understand that:
    • Digital tools and products can be used to enhance the overall meaning of a text.

    Vocabulary

    • Digital tools
    • Digital products

    Aligned Learning Resources

    Alphabiography Project: Totally You
    On a Musical Note: Exploring Reading Strategies by Creating a Soundtrack
    Picture This: Combining Infographics and Argumentative Writing
    English Language Arts (2021) Grade(s): 8

    ELA21.8.15

    Deliver ideas in an appropriate digital format with specific attention to subject, occasion, audience, purpose, and tone.

    Examples: speaking to defend or explain a digital poster, multimedia presentation, or video on an area of interest

    Unpacked Content

    Knowledge

    Students know:
    • Methods to deliver ideas in a digital format, such as speaking to defend or explain a digital poster, multimedia presentation, or video on an area of interest.
    • Strategies to determine the subject, occasion, audience, and purpose.

    Skills

    Students are able to:
    • Deliver a particular idea in a digital format.
    • Ensure that a clear subject and occasion are evident in digital writing.
    • Appeal to a particular digital audience.
    • Achieve an intended purpose and tone in a digital text.

    Understanding

    Students understand that:
    • To effectively deliver ideas in a digital format, they should ensure that the subject and occasion are clear; that a particular audience is targeted; that a clear purpose and tone are achieved.

    Vocabulary

    • Digital formats
    • Subject
    • Occasion
    • Audience
    • Purpose
    • Tone

    Aligned Learning Resources

    Where They're From: A Media Arts Project
    Literary Elements and Techniques | Conflict
    English Language Arts (2021) Grade(s): 8

    ELA21.8.LL.A

    Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.

    English Language Arts (2021) Grade(s): 8

    ELA21.8.16

    Examine the use of conventions of standard English grammar and usage in writing.

    Unpacked Content

    Knowledge

    Students know:
    • The conventions of standard English grammar and usage.

    Skills

    Students are able to:
    • Examine the conventions of standard English grammar and usage in written text.

    Understanding

    Students understand that:
    • Written text should demonstrate the appropriate use of the conventions of standard English grammar and usage.

    Vocabulary

    • Conventions
    • Standard English grammar
    • Standard English usage

    Aligned Learning Resources

    KutaSoftware: Algebra 1 - Multiplying Polynomials Part 2
    Manipulating Graphs
    Peg + Cat: The Perfect Ten Problem
    Peg + Cat: The Teens
    English Language Arts (2021) Grade(s): 8

    ELA21.8.16a

    Identify gerunds, participles, infinitives, and clauses.

    Unpacked Content

    Knowledge

    • Gerunds, participles, and infinitives are types of verbals.
    • A verbal is a word derived from a verb that functions in a sentence as a noun or modifier rather than as a verb.
    • A clause is a group of words that includes a subject and a verb and clauses are used to form sentences or parts of sentences.

    Skills

    • Identify the correct and incorrect usage of gerunds, participles, infinitives, and clauses.

    Understanding

    • The correct use of gerunds, participles, infinitives, and clauses is important to clearly communicate in writing.

    Vocabulary

    • Gerund
    • Participles
    • Infinitives
    • Clauses
    English Language Arts (2021) Grade(s): 8

    ELA21.8.16b

    Analyze the effects of active and passive voice and shifts in verb tense.

    Unpacked Content

    Knowledge

    • In the active voice, the sentence's subject performs the action.
    • In the passive voice, the subject is acted upon by the verb.
    • Different verb forms are used in active and passive voice.
    • Using active and passive voice in writing achieves different purposes.

    Skills

    • Analyze the effect of active and passive voice in written text.
    • Recognize shifts in verb tense related to active and passive voice.

    Understanding

    • Active voice and passive voice are used for different purposes in writing.
    • Different verb forms are used when writing in the active voice or the passive voice.

    Vocabulary

    • Active voice
    • Passive voice
    • Verb tense
    English Language Arts (2021) Grade(s): 8

    ELA21.8.16c

    Explain how using simple, compound, complex, or compound-complex statements and questions signals differing relationships among ideas in a text.

    Unpacked Content

    Knowledge

    • Methods to identify the usage of simple, compound, complex, and compound-complex statements and questions in text.

    Skills

    • Identify various types of statements and questions to determine the relationship of ideas in a text.
    • Explain how using various types of statements of questions can indicate differing relationships among ideas in text.

    Understanding

    • Different types of statements and questions are used in writing to describe relationships among ideas.

    Vocabulary

    • Simple statements and questions
    • Compound statements and questions
    • Complex statements and questions
    • Compound-complex statements and questions
    English Language Arts (2021) Grade(s): 8

    ELA21.8.17

    Examine the use of conventions of standard English capitalization, punctuation, and spelling in a variety of texts.

    Unpacked Content

    Knowledge

    Students know:
    • The conventions of standard English capitalization, punctuation, and spelling.

    Skills

    Students are able to:
    • Examine the conventions of standard English capitalization, punctuation, and spelling in written texts.

    Understanding

    Students understand that:
    • A variety of texts can provide examples of the appropriate use of the conventions of standard English capitalization, punctuation, and spelling.

    Vocabulary

    • Conventions
    • Standard English capitalization
    • Standard English punctuation
    • Standard English spelling

    Aligned Learning Resources

    Knowing Your Audience | Workplace Essential Skills
    Peg + Cat: The Teens

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