| LANGUAGE ARTS TESTED OBJECTIVES | ||||
| Eighth Grade | ||||
| Internet Resource Alignment | ||||
| SPI | Assessed Objectives | Internet Resources | ||
| Powerpoint | United Streaming | Websites | ||
| READING | ||||
| The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation and appreciation of print and nonprint texts. | ||||
| Comprehension | ||||
| 8.1.1 | Formulate appropriate questions during the reading of the text. | Types of Text | ||
| 8.1.8 | Recognize a reasonable prediction of future events of a passage. | |||
| Determine cause and effect relationships in context. | ||||
| Identify individual written selections as technical, narrative, persuasive, and/or descriptive in mode. | ||||
| Recognize and identify the techniques of propaganda (i.e., bandwagon, loaded words, and testimonials). | ||||
| 8.1.11 | Determine an author’s purpose for writing or a student’s purpose for reading. | Reading for a Purpose | ||
| Reading for a Purpose | ||||
| 8.1.10 | Recognize and use grade appropriate and/or content specific vocabulary. | Vocabulary | ||
| 8.1.12 | Identify an implied theme from a selection or related selections. | Inferring | ||
| 8.1.19 | Determine how a story changes if the point of view is changed. | |||
| 8.1.14 | Distinguish among different genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies, and essays) and their distinguishing characteristics. | Holes WebQuest | ||
| 8.1.7 | Determine inferences from selected passages. | Teaching Students to Make Inferences | ||
| Inference Questions | ||||
| 8.1.13 | Use text features (e.g., sidebars, footnotes, and endnotes) to determine meaning. | |||
| 8.1.9 | Select information using keywords and headings. | |||
| 8.1.15 | Identify examples within context of similes, metaphors, alliteration, onomatopoeia, personification, and hyperbole. | Literary Terms | ||
| What is an Onomatopoeia? | ||||
| 8.1.24 | Identify how the author reveals character (e.g., physical characteristics, dialog, what others say about him, and what he does). | Writing Dialogue Form | ||
| 8.1.6 | Determine cause and effect relationships in context. | Cause-and-Effect Writing Challenges Students | ||
| Distinguish among different genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies, and essays) and their distinguishing characteristics. | ||||
| 8.1.3 | Locate information using available text features (e.g., maps, charts, graphics, indexes, glossaries, table of contents, and appendices). | |||
| 8.1.18 | Recognize the author’s point of view (i.e., first person, third person, limited, or omniscient). | Definition of Point of View | ||
| Identify individual written selections as technical, narrative, persuasive, and/or descriptive in mode. | ||||
| 8.1.5 | Identify an appropriate title to reinforce the main idea of a passage or paragraph. | |||
| Determine an author’s purpose for writing or a student’s purpose for reading. | ||||
| 8.1.25 | Recognize literacy elements that shape meaning within context (e.g., symbolism, foreshadowing, flashback, irony, mood, and tone). | Verbal Irony | ||
| 8.1.16 | Choose a logical word or phrase to complete an analogy, using scrambled words and homophones in addition to previously learned analogies. | Analogies | ||
| Distinguish among different genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies, and essays) and their distinguishing characteristics. | ||||
| 8.1.26 | Identify instances of bias and stereotyping in print and nonprint contexts. | |||
| Identify individual written selections as technical, narrative, persuasive, and/or descriptive in mode. | ||||
| 8.1.2 | Choose the correct meaning/usage of a multi-meaning word by replacing the word in context with an appropriate synonym or antonym. | Context is the Key | ||
| Recognize a reasonable prediction of future events of a passage. | ||||
| Distinguish among different genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies, and essays) and their distinguishing characteristics. | ||||
| Select an appropriate thesis statement for a writing selection. | ||||
| Distinguish among different genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies, and essays) and their distinguishing characteristics. | ||||
| 8.1.20 | Recognize commonly used foreign phrases (e.g., e pluribus unum, c’est la vie, bon jour, hasta la vista, bon voyage, mi casa es su casa). | Foreign Words and Phrases1 | ||
| Identify examples within context of similes, metaphors, alliteration, onomatopoeia, personification, and hyperbole. | Guide to Writing a Basic Essay | |||
| 8.1.22 | Recognize and identify words within context that reveal particular time periods and cultures. | |||
| Distinguish among different genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies, and essays) and their distinguishing characteristics. | ||||
| 8.1.27 | Recognize the effect of stressed and unstressed syllables to aid in identifying the meaning of multiple meaning words. | |||
| WRITING | ||||
| The student will develop the structural and creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences. | ||||
| Process | ||||
| 8.2.8 | Write well-organized and coherently developed paragraphs. | |||
| 8.2.10 | Integrate all steps of the writing process: prewriting, drafting, revising, editing, and publishing. | |||
| 8.2.3 | Identify the purpose for writing (e.g., to inform, describe, explain, and persuade). | |||
| Identify individual written selections as technical, narrative, persuasive, and/or descriptive in mode. | ||||
| 8.2.21 | Compose clear and correctly punctuated complex sentences to vary sentence structure. | |||
| 8.2.2 | Select appropriate transitional devices or time order words to enhance the flow of the writing. | |||
| 8.2.1 | Complete a graphic organizer (clustering, listing, mapping, and webbing) with information from notes for writing a writing selection. | |||
| 8.2.19 | Revise and edit writing for elements of language. | |||
| 8.2.14 | Select the most appropriate title for a passage. | |||
| Write engaging introductory paragraphs and strong and clinching concluding paragraphs. | ||||
| Identify individual written selections as technical, narrative, persuasive, and/or descriptive in mode. | ||||
| 8.2.6 | Identify sentences irrelevant to a paragraph’s theme or flow. | |||
| 8.2.4 | Identify the targeted audience for a selected passage. | |||
| Write engaging introductory paragraphs and strong and clinching concluding paragraphs. | ||||
| 8.1.17 | Recognize and identify the techniques of propaganda (i.e., bandwagon, loaded words, and testimonials). | |||
| 8.2.22 | Select vivid words to strengthen a description (adjective or adverb) within a writing sample or passage. | Figurative Language | ||
| 8.2.20 | Use precise language including active verbs, vivid words, colorful modifiers, figurative language, imagery, and experiment with incorporating allusion. | Figurative Language | ||
| 8.2.17 | Write well-developed, organized, and coherent essays in response to expository prompts. | |||
| 8.2.13 | Select an appropriate thesis statement for a writing selection. | Guide to Writing a Basic Essay | ||
| 8.2.16 | Choose the supporting sentence that best fits the context and flow of ideas in a paragraph. | |||
| Support thesis with elaboration, using supporting details, supporting examples, and/or anecdotes. | ||||
| Identify the purpose for writing (e.g., to inform, describe, explain, and persuade). | ||||
| 8.2.18 | Support and/or illustrate key ideas clearly using illustrations, anecdotes, descriptions, and facts. | |||
| 8.2.15 | Select illustrations, explanations, anecdotes, descriptions, and/or facts to support key ideas. | |||
| 8.2.11 | Identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, and internet source). | |||
| 8.2.5 | Rearrange multi-paragraphed work in a logical and coherent order. | |||
| 8.2.12 | Identify individual written selections as technical, narrative, persuasive, and/or descriptive in mode. | |||
| 8.2.7 | Select, limit, and refine a topic. | |||
| 8.2.9 | Reorganize paragraphs into well-organized and coherently developed essays. | Section B: Phrases and Objects (09:36) | Figurative Language | |
| Section C: Compound and Complex Sentences (06:20) | ||||
| ELEMENTS OF LANGUAGE | ||||
| The student will use standard English conventions and proper spelling as appropriate to speaking and writing. | ||||
| 8.3.5d | Identify the correct use of conjunctions (e.g., coordinating, correlative, subordinating to combine sentences and elements); | Part Two: Conjunctions (04:19) | ||
| Section C: Conjunctions (02:19) | ||||
| 8.3.5a | Identify the correct use of nouns (e.g., common/proper, singular/plural, possessives, direct/indirect objects, and predicate nouns); | Noun Madness | Segment 2: Common and Proper Nouns (01:05) | PowerProofreading |
| Possessive Nouns | Segment 3: Plural Formations (02:43) | |||
| Segment 4: Noun Cases (06:38) | ||||
| Part Two: Objects, Predicate Nominatives, and Predicate Adjectives (03:55) | ||||
| 8.3.5c | Identify the correct use of verbs (e.g., subject-verb agreement, transitive/intransitive, linking/action, tense consistency, perfect tenses, regular/irregular, voice, and verb phrases); | Verb World | Segment 1: Verb Functions and Verb Tenses (07:29) | PowerProofreading |
| Irregular and Helping Verbs | Segment 2: Mood (03:24) | |||
| Section B: Verb Tenses (18:39) | ||||
| Segment 3: Voice and Transitive and Intransitive Verbs (03:54) | ||||
| 8.3.2a | Recognize usage errors occurring within context: subject/verb agreement; | Subject Verb Agreement | Section A: Subject/Verb Agreement (13:15) | Subject/Verb Agreement |
| 8.3.5d | Identify the correct use of adjectives (e.g., comparative/superlative, phrases and clauses, predicate adjectives, and common/proper); | Section C: Adjectives (04:20) | ||
| Part One: Adjectives (04:03) | ||||
| Part Two: Adjective Degrees of Comparison (04:08) | ||||
| 8.3.2d | Recognize usage errors occurring within context: comparative/superlative forms; | Part Two: Adjective Degrees of Comparison (04:08) | ||
| Part Four: Adverbial Degrees of Comparison (04:23) | ||||
| 8.3.2c | Recognize usage errors occurring within context: double negatives; | Double Negatives | Double Negatives | |
| Identify the correct use of adverbs (e.g., comparative/superlative, phrases and clauses, and conjunctive adverbs); | Adverb Phrases | Section A: Adverbs (03:45) | PowerProofreading | |
| Part Three: Adverbs (01:48) | ||||
| Part Four: Adverbial Degrees of Comparison (04:23) | ||||
| 8.3.5b | Identify the correct use of interjections. | Section D: Interjections (01:37) | ||
| 8.3.5e | Identify the correct use of pronouns (e.g., pronoun-antecedent agreement, reflexive, interrogative, demonstrative, pronoun case, and conjunctive adverbs); | Pronouns | Segment 3: Pronoun Cases (04:01) | Pronoun-Antecedent Agreement |
| Segment 4: Relative and Interrogative Pronouns (06:38) | English Grammar-Pronouns | |||
| Section B: Pronouns (08:50) | ||||
| 8.3.11 | Select the correct pronoun/antecedent agreement for personal pronouns within context. | PowerProofreading | ||
| 8.3.2b | Recognize usage errors occurring within context: pronoun case; | Segment 3: Pronoun Cases (04:01) | ||
| 8.3.3 | Identify the correct placement of prepositions and prepositional phrases within context. | Prepositions | Part Three: Prepositions (05:52) | PowerProofreading |
| Section B: Prepositions (03:22) | ||||
| 8.3.10 | Recognize the appropriate use of gerund and participial phrases. | Part Four: Gerunds (03:22) | PowerProofreading | |