CROSSWalk. for the Co on Core State Standards

Transcription

1 English Language Arts Grade 8 CROSSWalk for the Co on Core State Standards

2 Table of Contents Common Core State Standards Correlation Chart... 6 Chapter 1 Reading Literature Chapter 1: Diagnostic Assessment for Lessons Lesson 1 Literary Structure Lesson 2 Plot and Setting Lesson 3 Character Lesson 4 Theme Lesson 5 Patterns in Literature Lesson 6 Figurative Language Lesson 7 Supporting Generalizations Chapter 1: Cumulative Assessment for Lessons Common Core State Standards RL.8.5, RL.8.10, W.8.9.a b RL.8.2, RL.8.3, RL.8.10, W.8.9.a b RL.8.2, RL.8.3, RL.8.6, RL.8.10, W.8.9.a b RL.8.2, RL.8.10, W.8.9.a b RL.8.5, RL.8.7, RL.8.9, RL.8.10, W.8.9.a b RL.8.4, RL.8.6, RL.8.10, RI.8.4, L.8.5.a RL.8.1, RL.8.10, RI.8.1, RH.8.1, W.8.9.a b Chapter 2 Reading Informational Text Chapter 2: Diagnostic Assessment for Lessons Lesson 8 Main Idea and Supporting Details Lesson 9 Summarize Lesson 10 Arguments and Author s Point of View Lesson 11 Compare and Contrast Lesson 12 Text Structures Lesson 13 Graphics Lesson 14 Fact and Opinion Chapter 2: Cumulative Assessment for Lessons RI.8.2, RI.8.5, RI.8.10, RH.8.2, RH.8.10, RST.8.1, RST.8.2, RST.8.5, RST.8.10, W.8.9.a b, WHST.8.9 RI.8.2, RH.8.2, RST.8.2, W.8.9.a b, WHST.8.9 RI.8.2, RI.8.5, RI.8.6, RI.8.8, RI.8.9, RI.8.10, RH.8.6, RH.8.10, RST.8.5, RST.8.10, W.8.9.a b, WHST.8.9 RI.8.3, RI.8.5, RI.8.6, RI.8.9, RI.8.10, RH.8.5, RH.8.9, RH.8.10, RST.8.9, RST.8.10, W.8.9.a b, WHST.8.9 RI.8.5, RI.8.10, RH.8.3, RH.8.5, RH.8.10, RST.8.3, RST.8.6, RST.8.10, W.8.9.a b, WHST.8.9 RI.8.7, RI.8.10, RH.8.7, RH.8.10, RST.8.7, RST.8.10, WHST.8.9 RI.8.10, RH.8.8, RH.8.10, RST.8.8, RST.8.10, WHST.8.9 4

3 Chapter 3 Writing Chapter 3: Diagnostic Assessment for Lessons Lesson 15 Write an Argument Common Core State Standards W.8.1.a e, W.8.5, W.8.10, WHST.8.1.a e, WHST.8.4, WHST.8.5, WHST.8.10 Lesson 16 Write an Informative Text W.8.2.a e, W.8.5, W.8.10, WHST.8.1.a e, WHST.8.4, WHST.8.5, WHST.8.10 Lesson 17 Write a Narrative W.8.3.a e, W.8.5, W.8.10, WHST.8.4, WHST.8.5, WHST.8.10 Lesson 18 Considering Purpose and Audience W.8.4, WHST.8.4, WHST.8.5, WHST.8.10 Lesson 19 Revising, Editing, and Publishing Lesson 20 Using Resources Chapter 3: Cumulative Assessment for Lessons W.8.5, W.8.6, WHST.8.5, WHST.8.6, WHST.8.10 RH.8.1, RST.8.9, W.8.7, W.8.8, W.8.9.a b, WHST.8.7, WHST.8.8, WHST.8.10 Chapter 4 Language Chapter 4: Diagnostic Assessment for Lessons Lesson 21 Verbals Lesson 22 Verb Voices and Moods Lesson 23 Capitalization, Punctuation, and Spelling Lesson 24 Finding Word Meanings Lesson 25 Roots and Affixes Lesson 26 Denotation and Connotation Chapter 4: Cumulative Assessment for Lessons L.8.1.a L.8.1.b d, L.8.3.a L.8.2.a c L.8.4.a, L.8.4.c, L.8.4.d, L.8.6, RH.8.4, RST.8.4 L.8.4.b RL.8.4, L.8.5.b c Summative Assessment for Chapters Glossary Mechanics Toolbox

4 1 Literary Structure RL.8.5, RL.8.10, W.8.9.a b Getting the Idea Fiction, poetry, and drama are three different genres, or types, of literature. Certain literary structures, or ways works are organized, help define each genre. Fiction, poetry, and drama all have specific features that make up their structures. Fiction Fiction has a certain structure. A work of fiction may have characters and dialogue, like drama. However, in fiction, text is broken up into paragraphs. Also, you may learn far more about a character s thoughts in fiction than in drama. Large sections of paragraphs together, organized around a common idea or plot event, make up chapters. A chapter is a section of a book. In some books, the chapters have numbers or names. When you open a book, look at the first few pages to find its table of contents. This is the list of chapters and the page numbers where each chapter begins. Poetry The structure of poetry can be very different from poem to poem. However, every poem has lines. Many poems are broken up into stanzas, or groups of lines, set apart by spaces. Usually, each stanza in a poem builds upon the last. Poets may use more than one stanza to help develop their ideas in a poem. There are two stanzas in the poem below. Plowboy by Carl Sandburg After the last red sunset glimmer, Black on the line of a low hill rise, Formed into moving shadows, I saw A plowboy and two horses lined against the gray, 5 Plowing in the dusk the last furrow. The turf had a gleam of brown, And smell of soil was in the air, And, cool and moist, a haze of April. 20 Chapter 1: Reading Literature

5 Lesson 1: Literary Structure I shall remember you long, 10 Plowboy and horses against the sky in shadow. I shall remember you and the picture You made for me, Turning the turf in the dusk And haze of an April gloaming. Meter is the pattern of stressed and unstressed syllables in a line of poetry. Read the following lines from Edgar Allan Poe s poem The Raven aloud. Notice that the syllables in bold are stressed. While I nodded, nearly napping, Suddenly there came a tapping, As of some one gently rapping, Rapping at my chamber door. Notice how the stressed syllables occur at regular intervals. We also call this rhythm. Drama Drama also has specific elements that make up its structure. Unlike poetry, drama does not have to be broken up into separate lines. It also does not have to rhyme. Most dramas are divided into acts and scenes. A scene takes place in one location. A collection of scenes is called an act. Here are some scenes from one act of a drama: Act I Scene 1 Heidi and Nathan are sitting at the dinner table. HEIDI: We ve come here for dinner way too often. Four times in one month? NATHAN: I know, but the pasta dishes are delicious. Scene 2 Heidi and Nathan are walking home after their meal. It is snowing. NATHAN: (groaning) Why did we go there again? HEIDI: I can t believe you re asking me that question. In a drama, the characters names are often all in capital letters and followed by a colon. The words after the colon show the dialogue, or what the characters are saying. The words in italics are the stage directions. Sometimes, stage directions show what characters are doing or thinking. They can also show how a character s line should be spoken. 21

6 Thinking It Through Read the following passage, and then answer the questions that follow. from Sad to Go Chapter 2 At the airport, Diana watched silently as her little brother, Adam, climbed onto the red suitcase at her feet and made himself comfortable. On any other occasion, she would have scolded him and made him get off. Today, all she wanted to do was give him a big hug. She wouldn t have thought it was possible, but she was really going to miss him. You re going to have a great time don t worry, her dad said. He was sitting in the blue plastic seat next to her. Diana sighed. At first, she had been excited about spending a month at her aunt s farm during the summer. However, as the date of her departure had neared, she had realized how much she loved being with her parents and her brother. She was also going to miss her friends, her bedroom, the creaky swing in the backyard, even her goldfish. Diana stared at the large airplane sitting on the runway. Maybe it wasn t too late to change her mind. What kind of literature is this passage? What is its structure? HINT Poems have verses and stanzas, dramas have acts and scenes, and fiction has paragraphs and chapters. 22 Chapter 1: Reading Literature

7 Lesson 1: Literary Structure Coached Example Read the passages and answer the questions. from The Westwood Stables Act II, Scene 1 Walter and Bharati are standing by the old stables. WALTER: What do you think? BHARATI: (sighing loudly) I don t know, Walter. This horse sure has taken a bad fall. WALTER: But she ll be okay, right? BHARATI: I think she ll be okay. Her leg is beginning to heal already, see? But she s not as young and strong as she once was. WALTER: She s definitely getting older. You know, I can still remember the first time I rode Starlight. The sun was so bright, I had to squint and hold my head sideways just to see her. BHARATI: And was she friendly? WALTER: (smiling) She seemed to be calling my name as I walked up to her. BHARATI: I think she ll be okay. from The Westwood Stables Chapter 2 Walter and Bharati stood by the old family stables. It was around sundown, and a slight chill was in the air. Bharati knew Walter would ask how Starlight was doing, and when he asked, Bharati let out a long sigh. I don t know, said Bharati. This horse sure has taken a bad fall. He had a hunch the injuries weren t so bad, but he didn t want to give Walter false hope. I think she ll be okay. You can see where she s started to heal. But Walter, she s not as young and strong as she once was. You know that. Walter said wistfully, I know. I still remember the first time I rode her. The sun was so bright, I had to squint to see her. Was she friendly then? Bharati asked. She s not always so obliging. He could tell that Walter had a deep bond with the horse. That alone might be enough to keep Starlight going. Walter grinned. I could have sworn she was calling my name when I went up to her. Chances were good, Bharati thought, that Starlight would be okay. 23

8 1. In the first passage, the words sighing loudly are italicized because they are A. meters. B. dialogue. C. stage directions. D. table of contents. 2. Which of the following would come before the second passage? A. Act I B. Chapter 1 C. Stanza 1 D. Line 1 HINT What do the italicized words seem to be telling the reader? HINT Look under the title of this passage to help answer this question. 3. What information does the second passage tell you that the first passage doesn t? 24 Chapter 1: Reading Literature

9 Lesson 1: Literary Structure Lesson Practice Use the Reading Guides to help you understand the passages. Reading Guide What do you notice about way the lines of this passage are grouped? What is the subject of this passage? How does the writer feel about this subject? Song of a Second April by Edna St. Vincent Millay April this year, not otherwise Than April of a year ago, Is full of whispers, full of sighs, Of dazzling mud and dingy snow; 5 Hepaticas that pleased you so Are here again, and butterflies. There rings a hammering all day, And shingles lie about the doors; In orchards near and far away 10 The grey wood-pecker taps and bores; The men are merry at their chores, And children earnest at their play. The larger streams run still and deep, Noisy and swift the small brooks run 15 Among the mullein stalks the sheep Go up the hillside in the sun, Pensively,--only you are gone, You that alone I cared to keep. hepaticas: an herb with delicate flowers mullein: an herb with distinctive yellow flowers 25

10 Reading Guide What details about spring do you notice in this passage? In what way is the structure of this passage different from the structure of the first passage? excerpted and adapted from The Wind in the Willows by Kenneth Grahame The Mole had been working very hard all the morning, spring cleaning his little home. First with brooms, then with dusters; then on ladders and steps and chairs, with a brush and a pail of whitewash; till he had dust in his throat and eyes, and splashes of whitewash all over his black fur, and an aching back and weary arms. Spring was moving in the air above and in the earth below and around him, penetrating even his dark little house with its spirit of discontent and longing. It was small wonder, then, that he suddenly flung down his brush on the floor, said Bother! and ran out of the house without even waiting to put on his coat. Something up above was calling him imperiously, and he made for the steep little tunnel which answered in his case to the gravelly carriage-drive owned by animals whose residences are nearer to the sun and air. So he scraped and scratched and scrabbled and then he scrabbled and scratched and scraped, working busily with his little paws and muttering to himself, Up we go! Up we go, till at last, pop! his snout came out into the sunlight, and he found himself rolling in the warm grass of a great meadow. This is fine! he said to himself. This is better than whitewashing! The sunshine struck hot on his fur, soft breezes caressed his heated brow, and after the seclusion of the cellarage he had lived in so long, the carol of happy birds fell on his dulled hearing almost like a shout. Jumping off all his four legs at once, in the joy of living and the delight of spring without its cleaning, he pursued his way across the meadow till he reached the hedge on the further side. 26 Chapter 1: Reading Literature

11 Lesson 1: Literary Structure Answer the following questions. 1. What kind of literature is the first passage? A. poem B. drama C. fiction D. act 3. What is the structure of the second passage? A. two acts of a play B. two chapters of a novel C. two scenes from a play D. two paragraphs from a longer work 2. Read this line from the first passage. The larger streams run still and deep Which of the following correctly shows the stressed syllables of this line? A. The larger streams run still and deep B. The larger streams run still and deep C. The larger streams run still and deep D. The larger streams run still and deep 4. What change would make the second passage look more like the first? A. More dialogue would have to be added. B. The character names would have to appear in capital letters. C. The lines would have to be broken. D. More paragraphs would have to be added. 5. How does the structure of the second passage help teach you about its characters? Use examples from the passage in your response. 27