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Home > INSTRUCTION > State Standards and Frameworks > English Language Arts > standards

 Gr. 8 Unit: Does Speech Matter


Essential Question:

How can taking a stand help to develop a person's belief system?


Lesson Calendar

DAY 1–2 - SEED 1

DAY 3 - SEED 2

DAY 4–6 - PLAN 1

DAY 7 - SEED 3

DAY 8 - SEED 4

DAY 9–11 - PLAN 2

DAY 12–13 - SEED 5

DAY 14–18 - PLAN 3

DAY 19–20 - PLAN 4

CCSS Standards for this Unit

Monitoring Templates

Download Seeds, Plans, and Resources (zip)

Unit Overview Unit

Send Feedback to MSDE’s Reading Team

CCSS STANDARDS FOR THIS UNIT

Language

L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Addressed in: Seed 2, Plan 1, Seed 3, Seed 4, Plan 2, Seed 5, Plan 3, Plan 4
L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Addressed in: Seed 4, Seed 5, Plan 3, Plan 4
L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Addressed in: Seed 4, Seed 5, Plan 3
L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
Addressed in: Plan 3
L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Addressed in: Plan 3
L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Addressed in: Plan 3

Reading: Informational Text

RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Addressed in: Seed 1, Plan 1, Seed 3, Plan 2, Seed 5, Plan 3, Plan 4
RI.8.2 Determine a 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.
Addressed in: Plan 1, Seed 3, Plan 3, Plan 4
RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Addressed in: Plan 3
RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Addressed in: Plan 1, Plan 3
RI.8.6 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.
Addressed in: Plan 3, Plan 4
RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Addressed in: Plan 2
RI.8.8 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.
Addressed in: Seed 1, Plan 3
RI.8.9 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.
Addressed in: Seed 5
RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
Addressed in: Seed 1, Plan 1, Seed 3, Plan 2, Seed 5, Plan 3, Plan 4

Reading: Literature

RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Addressed in: Seed 2, Seed 3, Seed 4
RL.8.2 Determine 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.
Addressed in: Seed 3
RL.8.3 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.
Addressed in: Seed 4
RL.8.4 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.
Addressed in: Seed 2, Seed 3
RL.8.10 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.
Addressed in: Seed 2, Seed 3, Seed 4

Speaking & Listening

SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Addressed in: Seed 1, Seed 2, Plan 1, Seed 4, Plan 2, Seed 5, Plan 3, Plan 4
SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
Addressed in: Plan 1, Plan 2
SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
Addressed in: Seed 1
SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
Addressed in: Seed 4, Seed 5
SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Addressed in: Seed 4, Seed 5, Plan 3, Plan 4
SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Addressed in: Seed 5, Plan 3, Plan 4
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Addressed in: Seed 5
SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)
Addressed in: Seed 5, Plan 3

Writing

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Addressed in: Seed 2
W.8.1 Write arguments to support claims with clear reasons and relevant evidence
Addressed in: Seed 4, Plan 3, Plan 4
W.8.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Addressed in: Plan 4
W.8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Addressed in: Plan 4
W.8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
Addressed in: Plan 4
W.8.1d Establish and maintain a formal style.
Addressed in: Plan 4
W.8.1e Provide a concluding statement or section that follows from and supports the argument presented.
Addressed in: Plan 4
W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Addressed in: Plan 1
W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Addressed in: Plan 1
W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Addressed in: Seed 5
W.8.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Addressed in: Seed 5
W.8.3b Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
Addressed in: Seed 5
W.8.3c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
Addressed in: Seed 5
W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Addressed in: Seed 5
W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Addressed in: Plan 1, Seed 3, Plan 3, Plan 4
W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Addressed in: Plan 3
W.8.8 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.
Addressed in: Plan 2, Plan 3
W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Addressed in: Seed 4, Plan 3
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  Last Updated 3/17/2020 1:12 PM