ALEX | Alabama Learning Exchange

Reception

English Language Arts (2021)
Grade(s): 8
All Resources:	15
Learning Activities:	2
Lesson Plans:	1
Classroom Resources:	12

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

Unpacked Content

Teacher Vocabulary:

R1.

Active listening
Discussion
Conversation
Rules
Participation

Knowledge:

R1. Students know:

Active listening skills.
How to engage in discussions and conversations in a variety of settings.
Agreed-upon rules for participation.

Skills:

R1. Students are able to:

Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
Converse in pairs, small groups, and large groups.
Practice the agreed-upon rules for participation.

Understanding:

R1. Students understand that:

Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.

English Language Arts (2021)
Grade(s): 8
All Resources:	2
Lesson Plans:	1
Classroom Resources:	1

R2. Use context clues to determine meanings of unfamiliar spoken or written words.

Unpacked Content

Teacher Vocabulary:

R2.

Context clues
Determine
Unfamiliar spoken words
Unfamiliar written words

Knowledge:

R2. Students know:

Context clues in speech or text can provide the meaning of unfamiliar words.
There are different types of context clues, including inference/general clues, definition/explanation clues, restatement/synonym clues, and contrast/antonym clues.
Context clues in text are often indicated by punctuation marks.

Skills:

R2. Students are able to:

Use context clues to determine the meanings of unfamiliar words in speech.
Use context clues to determine the meanings of unfamiliar words in text.

Understanding:

R2. Students understand that:

An author or a speaker use context clues to explain the meaning of unusual words or academic, domain-specific vocabulary.

Expression

English Language Arts (2021)
Grade(s): 8
All Resources:	7
Learning Activities:	2
Classroom Resources:	5

R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.

Unpacked Content

Teacher Vocabulary:

R3.

Digital tools
Electronic tools
Appropriately
Safely
Ethically
Research
Individually
Collaboratively

Knowledge:

R3. Students know:

Digital and electronic tools must be used appropriately, safely, and ethically.
Digital and electronic tools can be used for research or for writing tasks.
Digital and electronic tools can be independently or with others.

Skills:

R3. Students are able to:

Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively.

Understanding:

R3. Students understand that:

Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.

English Language Arts (2021)
Grade(s): 8
All Resources:	14
Learning Activities:	3
Classroom Resources:	11

R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Unpacked Content

Teacher Vocabulary:

R4.

Writing process
Plan
Draft
Revise
Edit
Publish
Genres

Knowledge:

R4. Students know:

The writing process steps are to plan, draft, revise, edit, and publish.
Various genres of writing.

Skills:

R4. Students are able to:

Plan writings in various genres.
Draft writings in various genres.
Revise writings in various genres.
Edit writings in various genres.
Publish writings in various genres.

Understanding:

R4. Students understand that:

The writing process is a set of steps that make writing easier.
There are different categories, or genres, of writing that can be used for different purposes.

English Language Arts (2021)
Grade(s): 8
All Resources:	3
Learning Activities:	2
Classroom Resources:	1

R5. Assess the formality of occasions in order to speak or write using appropriate language and tone.

Unpacked Content

Teacher Vocabulary:

R5.

Assess
Formality
Occasions
Appropriate language
Appropriate tone

Knowledge:

R5. Students know:

Some occasions (times and places) call for formal language and tone, while other occasions permit a casual communication.

Skills:

R5. Students are able to:

Assess the formality of occasions.
In formal occasions, speak and write with a formal language and tone.
In informal occasions, speak and write with a casual language and tone.

Understanding:

R5. Students understand that:

Different situations require different types of languages and tones.

English Language Arts (2021)
Grade(s): 8
All Resources:	3
Classroom Resources:	3

R6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Unpacked Content

Teacher Vocabulary:

R6.

Adapt
Speech
Contexts
Tasks
Command
Formal English

Knowledge:

R6. Students know:

Some contexts and tasks require formal English speech, while others permit more casual speech.

Skills:

R6. Students are able to:

Adapt speech to a variety of contexts and tasks.
Demonstrate command of formal spoken English when appropriate.

Understanding:

R6. Students understand that:

Certain contexts and tasks will require them to speak in formal English.
They can change their speech, such as the vocabulary and sentence structure used, depending on the occasion.

Process and employ information for a variety of academic, occupational, and personal purposes.

Reception

Reading

English Language Arts (2021)
Grade(s): 8
All Resources:	1
Classroom Resources:	1

1. Analyze how informational and graphic text elements, including allusions, point of view, purpose, comparisons, categories, and figurative, connotative, and technical word meanings, develop central and supporting ideas.

Unpacked Content

Teacher Vocabulary:

Informational text elements
Graphic text elements
Allusions
Point of view
Purpose
Comparisons
Categories
Figurative word meanings
Connotative word meanings
Technical word meanings
Central idea
Supporting ideas

Knowledge:

1. Students know:

Informational and graphic text elements develop central and supporting ideas.
Allusions, point of view, purpose, comparisons, categories, and figurative, connotative, and technical word meanings are types of informational text elements that develop central and supporting ideas.

Skills:

1. Students are able to:

Identify informational and graphic text elements, including allusions, point of view, purpose, comparisons, categories, and figurative, connotative, and technical word meanings.
Analyze how specific informational and graphic text elements develop the central and supporting ideas in a text.

Understanding:

1. Students understand that:

Authors choose to use particular informational and graphic text elements to support the development of the central and supporting ideas of a text.

English Language Arts (2021)
Grade(s): 8
All Resources:	2
Lesson Plans:	1
Classroom Resources:	1

2. Make complex inferences from the structure and content of a text, including comparison and contrast, problem and solution, cause and effect, and substantiated and unsubstantiated claims and evidence, to draw logical conclusions about the author's perspective.

Unpacked Content

Teacher Vocabulary:

Complex inferences
Text structure
Text content
Comparison and contrast
Problem and solution
Cause and effect
Substantiated claim
Unsubstantiated claim
Evidence
Logical conclusions
Author's perspective

Knowledge:

2. Students know:

Authors use particular text structures to indicate their perspective.
A text that follows a comparison and contrast structure will describe how two or more things are alike or different.
Problem and solution text structure describes a problem and how the problem was solved or could be solved.
Cause and effect text structure describes an event (the cause) and the consequence or result of the event (the effect).
Claim and evidence structure proposes a particular claim, then provides evidence to support the claim.
Substantiated claims will have relevant, credible supporting evidence, while unsubstantiated claims will not.
Inferences and conclusions can be drawn by analyzing and synthesizing information in text.

Skills:

2. Students are able to:

Identify the structure and content of text.
Utilize text structure and content to make complex inferences and draw logical conclusions about an author's perspective.

Understanding:

2. Students understand that:

Authors choose to use specific content and format their text in a particular structure to demonstrate their perspective on a topic.

English Language Arts (2021)
Grade(s): 8
All Resources:	18
Learning Activities:	5
Lesson Plans:	1
Classroom Resources:	12

3. Analyze how authors use key literary elements, including setting, plot, theme, characters, internal and external conflict, dialogue, and point of view, to contribute to the meaning and purpose of a text, using text evidence as support.

Unpacked Content

Teacher Vocabulary:

Literary elements
Setting
Plot
Theme
Characters
Internal conflict
External conflict
Dialogue
Points of view
Text evidence

Knowledge:

3. Students know:

Authors of prose and poetry use literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view, throughout a text to develop and/or enhance the meaning of the text.
An author's use of literary elements can indicate the author's purpose for writing the text.
Analysis of a text should be supported with text evidence from the writing.

Skills:

3. Students are able to:

Identify the setting, plot, characters, theme, internal and external conflict, dialogue, and point of view in literary text.
Analyze how literary elements contribute to the meaning and purpose of literary text.
Support their analysis of literary elements with textual evidence.

Understanding:

3. Students understand that:

Prose and poetry contain common literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view.
Literary elements contribute to the meaning and purpose of literary text.
When they analyze a text, they should include text evidence to support their claims.

English Language Arts (2021)
Grade(s): 8
All Resources:	3
Learning Activities:	1
Classroom Resources:	2

4. Analyze the use of literary devices, including simile, metaphor, personification, onomatopoeia, hyperbole, imagery, tone, symbolism, irony, mood, and allusion, to support interpretations of literary texts, using textual evidence to support the analysis.

Unpacked Content

Teacher Vocabulary:

Literary devices
Simile
Metaphor
Personification
Onomatopoeia
Hyperbole
Imagery
Tone
Symbolism
Irony
Mood
Allusion
Literary text
Textual evidence

Knowledge:

4. Students know:

Authors of literary texts, such as prose and poetry, often include literary devices and figurative language to create a particular tone and mood.
Analyzing literary devices that are used in a text can support an interpretation of the text.
Analysis of a text should be supported with text evidence from the writing.

Skills:

4. Students are able to:

Identify literary devices in literary texts, including simile, metaphor, personification, onomatopoeia, hyperbole, imagery, tone, symbolism, irony, mood, and allusion.
Analyze how an author's use of literary devices supports an interpretation of the text.
Cite evidence from the text to support their analysis.

Understanding:

4. Students understand that:

Authors use figurative language and literary devices to develop tone and mood in their writing.
Literary devices contribute to the literal and/or figurative interpretation of a text.

English Language Arts (2021)
Grade(s): 8
All Resources:	3
Classroom Resources:	3

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

Teacher Vocabulary:

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

Knowledge:

5. 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:

5. 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:

5. 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.

Listening

English Language Arts (2021)
Grade(s): 8
All Resources:	1
Classroom Resources:	1

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

Teacher 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

Knowledge:

6. 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:

6. 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:

6. 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.

English Language Arts (2021)
Grade(s): 8
All Resources:	0

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

Unpacked Content

Teacher Vocabulary:

Hyperbole
Tone
Symbolism
Imagery
Mood
Irony
Onomatopoeia
Recorded presentations
Live presentations

Knowledge:

7. 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:

7. 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:

7. 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.

Expression

Writing

English Language Arts (2021)
Grade(s): 8
All Resources:	26
Learning Activities:	8
Lesson Plans:	1
Classroom Resources:	17

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.

a. 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

b. 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.

c. 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

Teacher Vocabulary:

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

8a.

Narratives
Clear purpose
Narrative techniques
Sequence

8b.

Informative text
Explanatory text
Credible sources
Transitions
Precise vocabulary

8c.

Argument
Defend a position
Claim
Opposing claim
Counterclaims
Relevant evidence
Accurate sources
Credible sources

Knowledge:

8. 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.

8a.

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.

8b.

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.

8c.

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:

8. 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.

8a.

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.

8b.

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.

8c.

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:

8. 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.

8a.

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.

8b.

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.

8c.

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.

Speaking

English Language Arts (2021)
Grade(s): 8
All Resources:	1
Learning Activities:	1

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

Unpacked Content

Teacher Vocabulary:

Collaborative discussion
Arguments
Claims
Findings
Reasoning
Relevance
Evidence

Knowledge:

9. 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:

9. 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:

9. 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.

English Language Arts (2021)
Grade(s): 8
All Resources:	9
Lesson Plans:	1
Classroom Resources:	8

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

Unpacked Content

Teacher Vocabulary:

10.

Coherent discussion
Collaborative discussion
Prose
Poetry
Literary devices
Literary elements

Knowledge:

10. 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:

10. 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:

10. 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.

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.

Reception

Reading

English Language Arts (2021)
Grade(s): 8
All Resources:	1
Classroom Resources:	1

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

Unpacked Content

Teacher Vocabulary:

11.

Digital text
Credibility
Subject
Occasion
Audience
Purpose
Tone

Knowledge:

11. 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:

11. Students are able to:

Identify and analyze the subject, occasion, audience, purpose, tone, and credibility of digital texts.

Understanding:

11. 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.

Listening

English Language Arts (2021)
Grade(s): 8
All Resources:	2
Classroom Resources:	2

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

Unpacked Content

Teacher Vocabulary:

12.

Active listening
Credibility
Subject
Occasion
Audience
Purpose
Tone
Digital sources

Knowledge:

12. 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:

12. 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:

12. 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.

Expression

Writing

English Language Arts (2021)
Grade(s): 8
All Resources:	8
Learning Activities:	3
Classroom Resources:	5

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

Unpacked Content

Teacher Vocabulary:

13.

Digital product
Subject
Occasion
Audience
Point of view
Purpose
Tone

Knowledge:

13. 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:

13. 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:

13. 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.

English Language Arts (2021)
Grade(s): 8
All Resources:	3
Classroom Resources:	3

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

Teacher Vocabulary:

14.

Digital tools
Digital products

Knowledge:

14. Students know:

Necessary skills to utilize digital tools.

Skills:

14. 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:

14. Students understand that:

Digital tools and products can be used to enhance the overall meaning of a text.

Speaking

English Language Arts (2021)
Grade(s): 8
All Resources:	2
Classroom Resources:	2

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

Teacher Vocabulary:

15.

Digital formats
Subject
Occasion
Audience
Purpose
Tone

Knowledge:

15. 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:

15. 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:

15. 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.

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

Reception

Reading

English Language Arts (2021)
Grade(s): 8
All Resources:	4
Classroom Resources:	4

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

a. Identify gerunds, participles, infinitives, and clauses.

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

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

Unpacked Content

Teacher Vocabulary:

16.

Conventions
Standard English grammar
Standard English usage

16a.

Gerund
Participles
Infinitives
Clauses

16b.

Active voice
Passive voice
Verb tense

16c.

Simple statements and questions
Compound statements and questions
Complex statements and questions
Compound-complex statements and questions

Knowledge:

16. Students know:

The conventions of standard English grammar and usage.

16a.

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.

16b.

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.

16c.

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

Skills:

16. Students are able to:

Examine the conventions of standard English grammar and usage in written text.

16a.

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

16b.

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

16c.

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:

16. Students understand that:

Written text should demonstrate the appropriate use of the conventions of standard English grammar and usage.

16a.

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

16b.

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.

16c.

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

English Language Arts (2021)
Grade(s): 8
All Resources:	2
Classroom Resources:	2

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

a. Correct improper usage of commas, apostrophes, quotation marks, colons, semicolons, hyphens, and dashes through peer editing.

Unpacked Content

Teacher Vocabulary:

17.

Conventions
Standard English capitalization
Standard English punctuation
Standard English spelling

17a.

Commas
Apostrophes
Quotation marks
Colons
Semicolon
Hyphen
Dash
Peer editing

Knowledge:

17. Students know:

The conventions of standard English capitalization, punctuation, and spelling.

17a.

The proper usage of commas, apostrophes, quotation marks, colons, semicolons, hyphens, and dashes.
Strategies to correct punctuation mistakes during the peer editing process.

Skills:

17. Students are able to:

Examine the conventions of standard English capitalization, punctuation, and spelling in written texts.

17a.

Identify and correct punctuation errors through peer editing.

Understanding:

17. Students understand that:

A variety of texts can provide examples of the appropriate use of the conventions of standard English capitalization, punctuation, and spelling.

17a.

Specific rules for proper usage exist with various forms of punctuation.
Peer editing can help revise and correct errors with punctuation in writing.

Listening

English Language Arts (2021)
Grade(s): 8
All Resources:	0

18. Analyze a speaker's formality of language in order to comprehend, interpret, and respond appropriately.

Examples: active/passive voice, diction, syntax

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Teacher Vocabulary:

18.

Formal language
Comprehend
Interpret
Respond

Knowledge:

18. Students know:

Strategies to interpret the formality of a speaker's language.
Methods to comprehend, interpret, and respond to oral language.

Skills:

18. Students are able to:

Listen to a speaker to determine the formality of language.
Listen to a speaker to comprehend for meaning.
Listen to a speaker to interpret meaning.
Listen to a speaker to respond to the message.

Understanding:

18. Students understand that:

Listening is critical in determining the formality of a speaker's language.
They must actively listen to comprehend, interpret, and respond to a speaker's message.

English Language Arts (2021)
Grade(s): 8
All Resources:	1
Classroom Resources:	1

19. Evaluate a speaker's rhetorical and organizational choices in order to determine point of view, purpose, and effectiveness.

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Teacher Vocabulary:

19.

Evaluate
Rhetorical choices
Organizational choices
Point of view
Purpose
Effectiveness

Knowledge:

19. Students know:

Speakers organize their speech to indicate the point of view and purpose of the presentation.
Listeners can assess a speaker's rhetorical and organizational choices to determine the effectiveness of the presentation.

Skills:

19. Students are able to:

Identify and describe a speaker's rhetorical and organizational choices, such as point of view and purpose.
Evaluate a speaker's rhetorical and organizational choices to determine the effectiveness of the presentation.

Understanding:

19. Students understand that:

Speakers make rhetorical and organizational choices that affect the overall effectiveness of their presentations.
Active listening is critical to evaluating the organizational choices of a speaker's presentation.

Expression

Writing

English Language Arts (2021)
Grade(s): 8
All Resources:	1
Classroom Resources:	1

20. Produce writing that shows a command of standard English grammar, usage, and mechanics.

a. Construct verbals (gerunds, participles, and infinitives) in pieces of writing, including isolated sentences, paragraphs, and essays.

b. Compose writing using verbs in active and passive voice to establish mood.

c. Revise their own writing for correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semicolons.

d. Construct simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

e. Form and use verbs in context in the indicative, imperative, interrogative, conditional, and subjunctive moods.

f. Recognize and correct inappropriate shifts in verb tense.

Unpacked Content

Teacher Vocabulary:

20.

Standard English grammar
Standard English usage
Standard English mechanics

20a.

Verbals
Gerund
Participle
Infinitive
Isolated sentences
Paragraphs
Essays

20b.

Active voice
Passive voice
Mood

20c.

Revise
Mechanics
Commas
Apostrophes
Quotation marks
Colons
Semicolons

20d.

Simple sentences
Compound sentences
Complex sentences
Compound-complex sentences

20e.

Indicative mood
Imperative mood
Interrogative mood
Conditional mood
Subjunctive mood

20f.

Verb tense
Verb tense shift

Knowledge:

20. Students know:

The conventions of written standard English grammar, usage, and mechanics.

20a.

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.
Verbals can be used in isolated sentences, paragraphs, or essays.

20b.

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 can create different moods.

20c.

The proper usage of commas, apostrophes, quotation marks, colons, and semicolons.
Strategies to correct punctuation mistakes during the revision process.

20d.

Strategies to write simple sentences, compound sentences, complex sentences, and compound-complex sentences to express relationships between ideas in writing.

20e.

Verb mood is used to refer to a verb form that indicates the meaning of the verb.
Verbs that express a fact are in the indicative mood.
Verbs that express a command are in the imperative mood.
Verbs that express a question are in the interrogative mood.
Verbs that express a condition are in the conditional mood.
Verbs that express a wish or possibility are in the subjunctive mood.

20f.

The tense of a verb tells you when a person did something or when something existed or happened.
Verb tense should be consistent in writing.

Skills:

20. Students are able to:

Demonstrate written command of standard English, grammar, usage, and mechanics.

20a.

Correctly construct verbals in various forms of writing.

20b.

Use correct verb forms for active voice and passive voice in writing.
Establish an appropriate mood for writing by selecting to write in either active or passive voice.

20c.

Revise their own writing with particular emphasis on the proper use of various punctuation marks.

20d.

Construct various types of sentences to represent the relationships among ideas, including simple sentences, compound sentences, complex sentences, and compound-complex sentences.

20e.

Form verbs to express various moods.
Correctly use verbs in various moods in the context of writing.

20f.

Identify inappropriate shifts in verb tense in writing.
Correct inappropriate shifts in verb tense in writing.

Understanding:

20. Students understand that:

To clearly communicate in writing, they must use standard English grammar, usage, and mechanics.

20a.

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

20b.

Verbs in active and passive tense create particular moods in writing.

20c.

Specific rules for proper usage exist with various forms of punctuation.
Revision is an important component of the writing process to ensure accurate use of punctuation.

20d.

Using different sentence types in their writing can show relationships among ideas.
Different sentence types have different impacts on the overall meaning and organization of writing.

20e.

Different verb forms can be used to create a mood in writing.

20f.

To clearly communicate in writing and utilize standard English grammar conventions, they should avoid inappropriate shifts in verb tense.

Speaking

English Language Arts (2021)
Grade(s): 8
All Resources:	0

21. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Unpacked Content

Teacher Vocabulary:

21.

Precise ideas
Clear ideas
Wordiness
Redundancy

Knowledge:

21. Students know:

Language that can expresses ideas precisely and concisely.
Strategies to avoid wordiness and redundancy in speech.

Skills:

21. Students are able to:

Select language to express ideas precisely and concisely when speaking.
Avoid wordiness and redundancy when speaking.

Understanding:

21. Students understand that:

Proper language choice is important when speaking to convey ideas clearly and effectively.
Being wordy or redundant when speaking can convolute the intended message.

Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.

Reception

Reading

English Language Arts (2021)
Grade(s): 8
All Resources:	0

22. Apply ethical guidelines while finding and recording information from a variety of primary, secondary, and digital sources.

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Teacher Vocabulary:

22.

Ethical guidelines
Primary source
Secondary source
Digital source

Knowledge:

22. Students know:

Ethical guidelines for using primary, secondary, and digital sources in research.
Strategies for finding and recording information from primary, secondary, and digital sources.
Primary sources are firsthand accounts of events and provide raw information.
Secondary sources explain, analyze, or summarize primary sources.

Skills:

22. Students are able to:

Apply ethical guidelines to a variety of sources during the research process.

Understanding:

22. Students understand that:

Ethical guidelines exist to protect original ideas and these guidelines should be followed when using information that was created by someone else.

English Language Arts (2021)
Grade(s): 8
All Resources:	1
Classroom Resources:	1

23. Determine the relevance, reliability, and validity of information from nonfiction and fictional printed and/or digital texts.

Unpacked Content

Teacher Vocabulary:

23.

Relevance
Reliability
Validity
Nonfiction text
Fiction text
Digital text
Printed text

Knowledge:

23. Students know:

Relevant information is connected closely to the topic and purpose of the text.
Reliable information is information that appears consistently in a variety of texts.
Valid information is considered to be accurate information.
Research information can be sourced from nonfiction and fictional printed and/or digital text.

Skills:

23. Students are able to:

Read a variety of texts to determine their relevance to a particular occasion.
Read a variety of texts to determine the reliability of the presented information.
Read a variety of texts and determine the validity of the information.

Understanding:

23. Students understand that:

It is important to determine the relevance, reliability, and validity of a text before utilizing its ideas in discussion, writing, or research.

Listening

English Language Arts (2021)
Grade(s): 8
All Resources:	0

24. Assess the relevance and credibility of orally-presented information to answer a question, solve a problem, or defend a position.

Unpacked Content

Teacher Vocabulary:

24.

Relevance
Credibility
Orally-presented information

Knowledge:

24. Students know:

Active listening skills.
Relevant information is connected closely to the topic and purpose of the presentation.
Credible information is accurate and reliable.
Information learned through listening can be used to answer a question, solve a problem, or defend a position.

Skills:

24. Students are able to:

Assess the relevance and credibility of orally-presented information.
Respond to information obtained through listening by answering a question, solving a problem, or defending a position.

Understanding:

24. Students understand that:

Listening actively can help them determine if the speaker's ideas are relevant and credible to the given occasion.
They can use the information they learn from listening to others speak for a variety of purposes.

Expression

Writing

English Language Arts (2021)
Grade(s): 8
All Resources:	8
Learning Activities:	3
Classroom Resources:	5

25. Produce research writings independently over extended periods of time which encompass research, reflection, and revision and over shorter time frames.

Examples: a day or two, a single sitting

Unpacked Content

Teacher Vocabulary:

25.

Research writing
Research
Reflection
Revision

Knowledge:

25. Students know:

Research strategies.
Independent writing skills for all steps of the writing process.

Skills:

25. Students are able to:

Produce writing that contains information obtained through research.
Reflect on and revise their research given the occasion and time constraints.

Understanding:

25. Students understand that:

Research can happen in short and extended time frames.
It is important to reflect upon information obtained through research before incorporating it into one's own writing.
It is important to revise work that contains research to ensure proper use for the given occasion.

English Language Arts (2021)
Grade(s): 8
All Resources:	1
Classroom Resources:	1

26. Quote, paraphrase, summarize, and present findings, following a recognized citation style and avoiding plagiarism to demonstrate responsible and ethical research practices.

Examples: MLA, APA

Unpacked Content

Teacher Vocabulary:

26.

Quote
Paraphrase
Summarize
Citation styles
Plagiarism
Ethical research

Knowledge:

26. Students know:

Strategies to quote, paraphrase, and summarize information from research sources.
Writing skills to present research findings and avoid plagiarism.
Recognized citation styles, such as MLA and APA.
Responsible and ethical research practices.

Skills:

26. Students are able to:

Quote, paraphrase, and summarize information from research sources.
Present research findings through writing while avoiding plagiarism.
Appropriately use citation styles.
Demonstrate responsible and ethical research practices.

Understanding:

26. Students understand that:

Particular citation styles exist to support the integration of outside information into one's writing.
There are different ways to use outside information, from quoting directly, to summarizing and paraphrasing ideas.
Plagiarism is a serious offense and can be avoided by utilizing responsible and ethical research practices.

Speaking

English Language Arts (2021)
Grade(s): 8
All Resources:	2
Learning Activities:	1
Classroom Resources:	1

27. Synthesize and present information during the research process to answer follow-up questions and participate in both informal and formal discussions about research findings with grade-appropriate command of language.

Unpacked Content

Teacher Vocabulary:

27.

Synthesize
Research process
Follow-up questions
Informal discussion
Formal discussion
Research findings
Command of language

Knowledge:

27. Students know:

Research strategies.
Strategies to synthesize research findings and incorporate findings into oral presentations.
Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
Generally accepted rules for discussions.

Skills:

27. Students are able to:

Synthesize research information from a variety of sources.
Incorporate research findings into oral presentations.
Engage in research with the purpose of answering questions about the information.
Participate in discussions about research findings.
Demonstrate grade-appropriate command of language in speech.

Understanding:

27. Students understand that:

Effective oral presentations of research findings require the synthesization of information from multiple sources.
When speaking, they should demonstrate their command of standard English grammar and usage.
Information obtained through research can be used to answer audience questions about the findings.

Increase academic, domain-specific, and grade-level-appropriate vocabularies through reading, word study, and class discussion.

Reception

Reading

English Language Arts (2021)
Grade(s): 8
All Resources:	1
Classroom Resources:	1

28. Analyze word meanings through the use of word parts, context clues, connotation and denotation, and print or digital reference tools.

Examples: affixes, stems, Greek and Latin roots

Unpacked Content

Teacher Vocabulary:

28.

Word meanings
Word parts
Context clues
Connotation
Denotation
Print reference tools
Digital reference tools

Knowledge:

28. Students know:

The meaning of words can be identified by examining the word's morphological structure or its connotation or denotation.
Word meaning can be determined by using context clues within the text.
Strategies for using print and digital reference tools.

Skills:

28. Students are able to:

Use word parts, context clues, connotation, and denotation to analyze word meanings.
Use print and digital reference tools to analyze word meanings.

Understanding:

28. Students understand that:

If they encounter an unfamiliar or unknown word in text, they should use a strategy to discover the word meaning or consult a reference tool to find the word meaning.

English Language Arts (2021)
Grade(s): 8
All Resources:	2
Classroom Resources:	2

29. Read, analyze, and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.

Unpacked Content

Teacher Vocabulary:

29.

Academic disciplines
Domain-specific vocabulary
Content organization

Knowledge:

29. Students know:

Strategies to read, analyze, and evaluate texts from various academic disciplines.
Content-specific text will often include a particular structure and domain-specific vocabulary.

Skills:

29. Students are able to:

Read, analyze, and evaluate texts from subjects other than English language arts to determine the use of domain-specific vocabulary.
Read, analyze, and evaluate texts from subjects other than English language arts to determine how the academic discipline organizes content.

Understanding:

29. Students understand that:

Different academic disciplines may utilize different vocabulary.
Different academic disciplines may arrange content in particular organizational styles.

Listening

English Language Arts (2021)
Grade(s): 8
All Resources:	1
Classroom Resources:	1

30. Analyze and connect word meanings through active listening in various contexts for purposeful, effective communication.

Examples: classroom discussion, oral presentations, digital formats

Unpacked Content

Teacher Vocabulary:

30.

Active listening
Various contexts
Purposeful communication
Effective communication

Knowledge:

30. Students know:

Strategies to analyze and connect word meanings in spoken language.
Active listening skills.

Skills:

30. Students are able to:

Actively listen to analyze and connect word meanings.
Engage in purposeful, effective communication.

Understanding:

30. Students understand that:

Listening is vital in understanding the full meaning of a speaker's message and when communicating effectively with others.

Expression

Writing

English Language Arts (2021)
Grade(s): 8
All Resources:	1
Classroom Resources:	1

31. Integrate effective vocabulary into writing to create specific effects and communicate purposefully.

Unpacked Content

Teacher Vocabulary:

31.

Effective vocabulary

Knowledge:

31. Students know:

Purposeful word choice can create specific effects written communication.

Skills:

31. Students are able to:

Strategically use vocabulary to create specific effects in writing.
Strategically use vocabulary to communicate purposefully.

Understanding:

31. Students understand that:

Vocabulary plays an important role in clearly communicating and creating effects in writing.

Speaking

English Language Arts (2021)
Grade(s): 8
All Resources:	2
Classroom Resources:	2

32. Utilize appropriate vocabulary in various classroom, digital, and real-world situations to facilitate effective communication.

Unpacked Content

Teacher Vocabulary:

32.

Appropriate vocabulary
Classroom situations
Digital situations
Real-world situations
Effective communication

Knowledge:

32. Students know:

Strategies to adapt spoken language suitable for a particular situation.

Skills:

32. Students are able to:

Use appropriate vocabulary for effective communication for multiple situations.

Understanding:

32. Students understand that:

The vocabulary they use in speech should change depending on the situation of their presentation.

Courses of Study : English Language Arts (Grade 8)