1

Literary1

• Cite the textual evidence that most strongly supports an analysis of what the text explicitly says, as well as inferences drawn from the text. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to characters, setting, and plot. Provide an objective summary of the text.

• Slide Forty-One to Forty-Nine• Slide Fifty-Eight to Slide Eighty-Eight

2

Literary2Determine a theme or central idea of a text and

analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

• Slides Forty to Forty-Nine • Slides Fifty-Eight to Eighty-Eight• Slide 360

3

Literary3

• Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Tell how something provokes a decision. Slide Forty to Forty-Six, and Slide Fifty-Eight to Eighty, and Slides 328-332Slide Fifty

4

Literary4

• Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Need to add figurative and connotative meanings, impact of specific word choices (we call that “diction”). Slide 274-292, Slide 322-332

5

Literary5

• Compare and contrast the structure of two texts and analyze how the differing structure of each text contributes to its meaning and style. Slide 333-336

6

Literary6

• Analyze how differences in the points of view of the characters and the audience or reader (e.g., those created by the use of dramatic irony) create such effects as suspense or humor. Dramatic irony results when the audience or reader is made aware of some factual information before the members of the cast in the play or movie become aware of it, thus the reader or audience is a step ahead of the characters, at least some of them.

• Slides Nineteen to Twenty-Two

7

Literary7

Analyze the extent to which a filmed or live production of a story or drama stays faithful to, or departs from, the script or text and then evaluate the choices made by the director or actors.

Slide 360, Slides Fifty-Six and Fifty-sevenSlide Fifty

8

Literary9

• Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. Themes, myths, character types, and how borrowed elements from these works appear as they are redone in a modern work of fiction.

• Slides Fifty to Fifty-Seven • Slide Eighty-Seven to Eighty-Eight• Slide 421

9

Literary10

• By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

• Slide 362 • Slide 451-454 for literary titles with Lexile

designations • Slide Fifty

10

Informational1

• Cite the textual evidence that most strongly supports an analysis of what the text explicitly says, as well as inferences drawn from the text.

• Slide Fifty-Eight to Slide Sixty-Two

11

Informational2

• Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas: provide an objective summary of the text.

• Slide Sixty-One and Slide Sixty-Two• Slide Eighty-Seven to Slide Eighty-Eight• Slide 441-450

12

Informational3

Analyze how a text makes connections among, and distinctions between, individuals, ideas, or events (e.g., through comparisons, analogies, or categories).Slide Fifty-Eight to Slide Sixty-One, Conclusions and Inferences Slide 433-439, Comparisons: Similarities and Differences

13

Informational4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Slide 322 -333

14

Informational5

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. Slide 324-333

15

Informational6 Determine an author’s point of view or purpose in a text and

analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Slide thirteen, Slide fifteenSlide 101 to Slide 107Slide 337, Slide 339-344 Slide 353-356 Slide 358Slide 370Slide 394

16

Informational7

Evaluate the advantages and disadvantages of using different media (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Slides 363-366

17

Informational8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.Slide 358

18

Informational9

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Slide thirteen to fifteenSlide 101-Slide 107Slide 339-344 Slide 353-356 Slide 358Slide 370Slide 394

19

Informational10

By the end of the year, read and comprehend literary non-fiction written at the high end of grades 6-8’s challenging texts.

Slide 451-454 for literary titles with Lexile designations.

20

Research1

Conduct short research projects to answer a question, including a self-generated question, by drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Slide ninety-eightSlide 101Slide 455

21

Research2

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.Slide 101-107, Slide 369

22

Research3

Draw evidence from literary or informational texts to support analysis, reflection, and research.Slide 370

23

Research4

• Write routinely over extended time frames allowing time for research, reflection, and revision, as well as writing in shorter time frames, such as a single day or two, for a range of discipline-specific tasks, purposes, and audiences.

• Slide 371-379• Slides 108-130

24

Comprehension&Collaboration1Engage effectively in a range of collaborative

discussions with diverse partners on Grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Slide 380

25

Comprehension&Collaboration1a

Come prepared to discuss assignments, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Slide 381

26

Comprehension&Collaboration1b

Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. Slide 382-383

27

Comprehension&Collaboration1c

Pose questions that connect the ideas of several speakers, and respond to others’ questions and comments with relevant evidence, observations, and ideas. Slide 383

28

Comprehension&Collaboration1d

Acknowledge new information expressed by others, and when warranted, qualify or justify their own views in light of the evidence presented. Slide 384

29

Comprehension&Collaboration2

Analyze the purpose of information presented in diverse media and formats, and evaluate the motives behind its presentation.

Slide 385Slide 455

30

Comprehension&Collaboration3

Delineate a speaker’s argument and specific claims, evaluating the soundness of the evidence and identifying when irrelevant evidence is introduced. Slide 358

31

Comprehension&Collaboration4

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence , sound, reasoning that is valid and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Slides 352-357. Whether students are working on oralor written reports, ideas and information for preparingthe reports are essentially the same.

32

Comprehension&Collaboration5

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Slide 351

33

Comprehension&Collaboration6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Slide 350

34

Conventions Of Standard English1

Demonstrate command of standard Englishgrammar and usage when writing or speaking.{See the following slides’ breakdown of various

facets of this goal with their respective references.}

35

Conventions Of Standard English1a

Explain the function of verbals: gerunds, present participles, past participles, and infinitives, both in general and their functions in particular sentences.

Slides 155-157Slides 198-199 Slides 266-273

36

Conventions Of Standard English1bActive and Passive Voice

Use verbs in both active voice and passive voice.Slide 178-192, Slide 202-209 Irregular Verb List = 210-219 Sine qua non forpassive voice mastery.Analyze the morphosis of pronouns from subjectin active voice to object of a preposition inpassive voice, as in: SHE wrote the e-mails. Thee-mails were written by HER.

37

Conventions Of Standard English1c

Use verbs in five modes, or moods: Indicative (declarative)Imperative (command)Interrogative (question)Conditional (If. . . then. . .; would. . .would. . . ) Subjunctive (Never going to happen. . .)Slide 221, 219, 220, 457, 458

38

Conventions Of Standard English1d

Recognize and correct inappropriate shifts in voice, time, mood, person, and number. Slide 345-349

39

Conventions Of Standard English2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Slide 158-164, Capital Letters Slide 165-177, Punctuation Slide 252-265, Spelling

Slide Eighty-Nine to 130

40

Conventions Of Standard English2a

Use punctuation to indicate a pause or break: comma{,} ellipsis{. . .} dash{--}.

Slide 166-169, comma Slide 167, ellipsis Slide 175, dash

41

Conventions Of Standard English2b

Use an ellipsis to indicate an omission. Slide 167

42

Conventions Of Standard English2c

Spell correctly. Slide 252-265.

43

KnowledgeOfLanguage3

Use verbs in the active and passive voice as well as in the conditional and subjunctive moods to achieve particular effects.

Use verbs in both active voice and passive voice.Slide 178-192, Slide 202-209, Passive VoiceSlide 210-218, Irregular Verb ListConditional: Slide 221, 457 Subjunctive: Slide 221, 458

44

VocabularyAcquisition&Use4

Determine or clarify the meaning of unknown and multiple-meaning words or phrases based upon grade level reading and content, choosing flexibly from a range of strategies. Slide 292-308 Slide 338

45

VocabularyAcquisition&Use4a

Use context as a clue to the meaning of a word or phrase. You can often figure it out.

Determine the overall meaning of a sentence or paragraph, or a word’s position or function in a sentence, as a clue to the unfamiliar word or phrase.

If you think a word is important to understanding the text, ask someone what it means or look it up so you can understand the text. Slide 338, Slide 292-308

46

VocabularyAcquisition&Use4b

Use common Greek or Latin prefixes, suffixes, and roots as clues to the meaning of a word or phrase.

Bilingual dictionaries, English-only dictionaries, Glossaries

Slide 292-308

47

VocabularyAcquisition&Use4c

Consult general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Bilingual dictionaries, English-only dictionaries , Glossaries

Slide 292-308

48

VocabularyAcquisition&Use4d

Verify the preliminary determination of the meaning of a word or phrase.

Bilingual dictionaries, English-only dictionaries , Glossaries

Slide 274-308

49

VocabularyAcquisition&UseFigurative&ConnotativeLanguage5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Slide 323-325

50

VocabularyAcquisition&UseFigurative&ConnotativeLanguage5a

Interpret figures of speech in context, such as verbal irony or puns. Slide 323-333

51

VocabularyAcquisition&Use Figurative&ConnotativeLanguage5b

Use the relationship between particular words to better understand each of the words; this is the same as using context clues.

Slide 326Slide 338Slide 387-391

52

VocabularyAcquisition&UseFigurative&ConnotativeLanguage5c

Distinguish among the connotations of words with similar denotations; for example, “bullheaded” or “stubborn” implies a negative association, whereas “resolute” implies a desirable, positive trait. Slide 323-325

53

VocabularyAcquisition&UseHighFrequencyContentWords6

Acquire and use high frequency, grade-appropriate, general academic words and phrases; gather vocabulary knowledge when considering a word or phrase that is important to comprehension or expression.

Slide 386-391

54

WritingStandard1

Write arguments to support claims with clear reasons and relevant evidence.

{See references next card.}

55

WritingStandard1aArgumentative or Persuasive

Introduce claims, acknowledge and distinguish the claims from alternative or opposing claims, and organize the reasons and evidence logically. Slide Eighty-Nine to 130

Slide 339-344Slide 372Slide 376 -377Slide 393-394

56

WritingStandard1bSupport claims with logical reasoning and relevant evidence,

using accurate, credible sources and demonstrating an understanding of the topic or text.

Slide thirteen to Slide fifteen Slide Eighty-Nine to 130 Slide 353-356 Slide 358Slide 370Slide 394

57

WritingStandard1c

Use words, phrases, and clauses to create cohesion andclarify the relationships among claims, counterclaims,reasons, and evidence.Slide Eighty-Nine to 130Slide 309-310

58

WritingStandard1d

Establish and maintain a formal style.Slide Eighty-Nine to 130Slide 395-400

59

WritingStandard1e

Provide a concluding statement or section that follows from and supports the argument presented.

Slide Eighty-Nine to 130

Slide 401 Slide 101

60

WritingStandard2

Write informative/exploratory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

{See following breakdown of facets.}Slide Eighty-Nine to 130

61

WritingStandard2a

Introduce a topic clearly, previewing what is to follow: organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Slide Eighty-Nine to 130 Slide 404

62

WritingStandard2b

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Slide Eighty-Nine to 130Slide 311-321 Slide 405

63

WritingStandard2c

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.Slide Eighty-Nine to 130Slide 406

64

WritingStandard2d

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Slide Eighty-Nine to 130Slide 407

65

WritingStandard2e

Establish and maintain a formal style.Slide Eighty-Nine to 130 Slide 395-400

66

WritingStandard2f

Provide a concluding statement or section that follows from and supports the information or explanation presented. Slide Eighty-Nine to 130

67

WritingStandard3

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Slide 409 Slide 424-430Slide 156-157

68

WritingStandard3a

Engage and orient the reader by establishing a context and point of view and introducing a narrator and characters; organize an event sequence that unfolds naturally and logically.

Slide 410Slide 424-430

69

WritingStandard3b

Use narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and characters.

Slide 411Slide 424-430

70

WritingStandard3c

Use a variety of transition words, phrases, and clauses to convey sequence, to signal shifts from one time frame to another, and to show the relationships among experiences and events.

Slide 412 Slide 424-430Slide 156-157

71

WritingStandard3d

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Slide 413Slide 424-430Slide 156-157

72

WritingStandard3e

Provide a conclusion that follows from the narrated events or experiences and reflects upon them.

Slide 414Slide 424-430

73

WritingStandard4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Slide Eighty-Nine to 130Slide 415Slide 431Slide 156-157

74

WritingStandard5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well the purpose and audience have been addressed.

Slide Eighty-Nine to 130Slide 415

75

WritingStandard6

Use technology to produce and publish writing and present ideas efficiently as well as to interact and collaborate with others via the Internet or other means.

Slide Eighty-Nine to 130 Slide 417

76

WritingStandard7

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.{Also see references listed on Research slides through Menu-Bar-Top-Right>Editing>Find>Find What, then typing in <<Research>>.}

Slide Eighty-Nine to 130

77

WritingStandard8

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Slide 419

78

WritingStandard9

Draw evidence from literary or informationaltexts to support analysis, reflection, andresearch.Slide 420

79

WritingStandard9a

• Apply grade level reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

• Slide 459 • Slide Eighty-Seven to Slide Eighty-Eight

80

WritingStandard9b

Apply grade 8 reading standards to literary non-fiction (e.g., “Delineate and evaluate the arguments and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”). Slide 422

81

WritingStandard10

Write routinely over extended time frames (time for research, reflection, and revision), and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

{Also see references listed on Research slides through Menu-Bar-Top-Right>Editing> Find> Find What, then typing in <<Research>>.}

82

Parody, Parodies

• Describe and give an example of a parody.• List the three characteristics of a

parody.Common Core, implied general literary

knowledge, ELA {Slide One through Slide Eight}

83

Stretch Your KnowledgeShort Stories

Identify and describe short stories,distinguishing them from poetry, drama, andNovels.Slide Nine to Slide FifteenSlide FiftySlides Eighty-One to Eighty-Four

84

Stretch Your KnowledgeExpository and Argumentative Writing

Identify and describe various types of expository writing, and compare and contrast expository writing and argumentative writing.

Slide Seventeen

85

Stretch Your Knowledge Irony and Satire

• Identify and describe the characteristics of satire.

• Identify and describe the characteristics of irony.

• Slide Eighteen to Slide Twenty-Two

86

Stretch Your KnowledgePoetry, Meter, Rhyme Scheme

Correctly describe a poem using the number of beats or syllables per line, as well as the rhyme scheme, and then compose a short poem according to a prescribed meter and rhyme scheme.

Slide Thirty-Six to Slide FortySlides Eighty-One to Eighty-Four

87

Stretch Your KnowledgeLiterary Analysis

Analyze a piece of literature and describe it in terms of setting, local color, characters, plot, effect of setting on the plot, archetypal theme (if applicable), symbols, including relationship to myths or religious themes.

Slide Forty-Seven to Forty-NineSlide Seventy-ThreeSlide Eighty-Five to Slide Eighty-Eight

88

Stretch Your KnowledgeStart Writing Right! Do Pre-Writing!

A reader can always tell if a writer did not do a pre-writing activity before beginning to compose text. Without pre-writing, it is easy to wander off the path and lose focus of your main point. Unwanted sentences and thoughts will creep in, with a result of loss of focus, confusion about what the main idea is, and no clear purpose will be obvious.

Slide Eighty-Nine to Slide Ninety-FiveSlide 433 to 434

89

Stretch Your Knowledge: Use The Right Pronouns!

Knowing pronouns and when to use I vs. me, she vs. her, and other similar pairs is absolutely necessary to write and edit skillfully.

To practice manipulating pronouns in various roles, see these slides.

Slides 131-144Slides 150-152

90

Stretch Your Knowledge:

PrepositionsSlide 145-149

91

Stretch Your Knowledge:Sentence Control

• Slide 193-199

92

Stretch Your Knowledge:Writing Letters

Some letter formats to master:Friendly Letter FormatBusiness Letter FormatOthersSlide 108 Slide 200-201

93

Stretch Your Knowledge:Find the verb, Find the subject.

Subject + Verb = Sentence.Be able to find the verb in the sentence.Be able to find the subject in the sentence.Slides 222-233

94

Stretch Your Knowledge:

Find Direct ObjectsSlide 234-241

95

Stretch Your Knowledge:Two Word Verbs

• Recognize and use two-word verbs, both together and separated.

• Slides 242-245

96

Stretch Your Knowledge:

• Recognize and use modals, also called auxiliary verbs.

• Slide 246-251

97

Stretch Your Knowledge: Multiple Meaning Words

Find and use correct diction whenconfronted with multiple-meaning words.Slides 292-308

98

Stretch Your Knowledge:

99

Stretch Your Knowledge:

100

Stretch Your Knowledge: