LANGUAGE ARTS GRADE 8

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1 CONNECTICUT STATE CONTENT STANDARD 1: Reading and Responding: Student read, comprehend, and respond in individual, literal, critical, and evaluative ways to literary, informational, and persuasive texts in both print and multimedia formats. Enduring Understanding: We understand what we read by using a variety of strategies and skills. Essential Question: How do students develop as readers? A. Performance Expectation: Students use appropriate strategies before, during and after reading in order to construct meaning. 1. Generate literal, inferential, interpretive and evaluative questions before, during, and after reading fiction, nonfiction, plays, and poetry selections. 2. Activate prior knowledge. 3. Adjust reading strategies and reading rate according to the complexity of the material and the purpose for reading (e.g., rereads, consults another source). 4. Monitor own reading comprehension and self-correct (e.g., notes, charts, outlines). 5. Predict outcomes and actions in fiction and nonfiction selections, based on context clues and personal experiences, and evaluate the accuracy of those predictions. (CAPT) 6. Recognize elements of exposition in fiction selections (e.g., description, comparison and contrast, example). (CAPT) 7. Analyze the purpose and effect of organizational structures in nonfiction selections (e.g., cause and effect, comparison and contrast, sequence, problem and solution). (CAPT) 8. Draw logical conclusions from fiction, nonfiction, and poetry selections and support them with evidence from the text and from personal experiences and research. (CAPT) 9. Make generalizations, based on information in nonfiction selections and on personal experiences. (CAPT) 10. Infer information not stated directly in fiction, nonfiction, drama and poetry selections and give evidence from the text to support personal inferences. (CAPT) 11. Summarize and paraphrase the text of fiction, nonfiction, plays and poetry selections. (CAPT) 12. Determine whether purpose for reading has been met. 13. Use study strategies to learn and recall important information from texts (e.g., preview, question, reread, record). 1. Create illustrations and graphic aids (e.g., graphic organizers, charts, maps, graphs, story maps) to interpret information in fiction, nonfiction, and poetry selections. 2. Use text organizers (e.g., headings, graphic features) to locate information within a text. 3. Skim and scan large pieces of text to identify sections to be read in depth. 4. Identify techniques that provide cohesiveness in a given nonfiction selection (e.g., organizational structure, transition words and phrases). 5. Identify the rhyme scheme in a poem. Revised: July

2 B. Performance Expectation: Students interpret, analyze, and evaluate text in order to extend understanding and appreciation. 1. Read fiction, nonfiction, poetry, and plays appropriate to own independent reading level. 2. Read and respond to a variety of nonfiction selections (e.g., textbooks, magazine and newspaper articles, technical writing, persuasive writing, personal narratives, procedures, directions, biographies). (CAPT) 3. Characterize the growth of a character from the beginning to the end of a fiction selection or narrative poem. (CAPT) 4. Analyze the changing and unchanging relationships among several major and/or minor characters in fiction selections and narrative poems. (CAPT) 5. Evaluate the credibility of the character development and the plot development in fiction selections. 6. Distinguish between fact and opinion in nonfiction selections. (CAPT) 7. Restate the stated or implied main idea in nonfiction selections. (CAPT) 8. Explain the themes of lyric and narrative poems and plays. 9. Analyze the author s purpose (e.g., to entertain, to express, to inform) and describe how the author s perspective affects that purpose in fiction, nonfiction, poetry selections. (CAPT) 10. Evaluate the effectiveness of the point of view (i.e., first person, second person, third person limited, or third person omniscient) in which given fiction, poetry or nonfiction selections are written. (CAPT) 11. Judge the overall quality and aesthetic attributes of several nonfiction selections, based on standards developed by him or her (e.g., based on the effectiveness of the organization, point of view, author s writing style). (CAPT) C. Performance Expectation: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text. 1. Use phonetic, contextual, syntactic, and structural analysis strategies to decode and to understand the meaning of unfamiliar words. 2. Identify and interpret vocabulary words and phrases in context, including technical vocabulary and jargon, that are critical to the meaning of fiction, nonfiction and poetry selections. (CAPT) 3. Distinguish between commonly confused grade-level pairs of words: lay lie, raise rise, can may, and moral morale. 4. Use grade-level homonyms in sentences and spell them correctly (e.g., bail bale, bazaar bizarre, cereal serial, cite sight site, core corps, flew flu flue, gilt guilt). 1. Identify subtle differences in the meaning of synonyms (e.g., hobo bum, crowd mob, patriot chauvinist) and points out how those differences are sometimes attributable to the connotations of the words. 2. Discuss the effects of changes in the English language in the 20th century (e.g., unacceptable usage becoming acceptable, new words being added, spellings of words changing) and debates whether such changes are healthy for the language. Revised: July

3 3. Use new vocabulary words in his or her speaking and writing (e.g., from the books he or she is reading, from other subject fields). 4. Complete analogies when words have the relationship of agent to activity (e.g., orator is to speaking as scientist is to experimenting). 5. Complete analogies when words have the relationship of symbol to what it represents (e.g., heart is to love as flag is to patriotism). 6. Complete analogies when words have the relationship of object to opposite effect/trait (e.g., sun is to darkness as refrigerator is to heat). 7. Identify synonyms for grade-level words in context (e.g., apologetic and contrite, compensation and payment). 8. Identify antonyms for grade-level words in context (e.g., naive and sophisticated, knowledgeable and ignorant). 9. Determine the meaning of words with the prefixes a, ambi/ amphi, bene, circum, hetero, homo, hyper, hypo, mal, and para and spells the words correctly. 10. Determine the meaning of words with the suffixes cy, ee, esque, some, tude and ure and spells the words correctly. D. Performance Expectation: Students communicate with others to create interpretations of written, oral, and visual text. 1. Analyze persuasive techniques used by a speaker and judge the credibility of the speaker. 2. Determine a speaker s perspective on a topic after listening to an oral presentation. 3. Compare and contrast own perception of a speaker s message with the perceptions of peers. 4. Develop and use criteria for judging both the content and the delivery of the oral presentations of peers. 1. Analyze oral interpretations of lyric poems, narrative poems, and scenes from plays for the effect on the listener, including selections from classic and contemporary works. Revised: July

4 CONNECTICUT STATE CONTENT STANDARD 2: Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods. Enduring Understanding: Literature enriches our lives. Essential Question: How does literature make our lives more meaningful? A. Performance Expectation: Students recognize how literary devices and conventions engage the reader. 1. Distinguish among the various types of external and internal conflicts found in novels and short stories: person vs. person, person vs. self, person vs. society, person vs. nature, and person vs. the supernatural (CMT, CAPT) 2. Analyze the plot elements (i.e., problem, conflict, rising action, climax, falling action, and resolution) and the subplots in fiction selections and narrative poems. (CAPT) 3. Describe the setting (time and place) of fiction and poetry selections and explains how the setting contributes to the plot or theme. (CAPT) 4. Identify ways in which the author informs the reader about a character (e.g., through the character s physical description, the character s own words, the words of the author about the character, the reactions of other characters) in fiction selections. 5. Identify mood, the ways in which the author establishes the mood and explain how the mood contributes to the overall effect of fiction and poetry selections (e.g., through events, the author s descriptive language, the characters words or actions, the setting). 6. Evaluate the effectiveness of foreshadowing in fiction selections and narrative poems. (CAPT) 7. Evaluate the effectiveness of flashback as a literary device in fiction selections read or in television programs or films seen. (CAPT) 8. Identify, interpret and analyze figurative language in fiction, nonfiction, and poetry selections, including alliteration, onomatopoeia, simile, metaphor, personification, and hyperbole. (CAPT) 9. Define irony and identify the use of verbal irony, dramatic irony, and situational irony in fiction selections and narrative poems. (CAPT) 10. Identify the effective use of symbolism as a literary device in fiction and poetry selections. (CAPT) 11. Analyze cause-and-effect relationships in nonfiction selections. (CAPT) 12. Describe the writing styles used by authors of nonfiction selections and recognize what the style contributes to the overall effect of the selections. (CAPT) 13. Articulate reasons behind various interpretations of nonfiction, fiction, poetry and drama selections. (CAPT) 1. Evaluate the effectiveness of propaganda techniques and other persuasive techniques in nonfiction selections. (CAPT) 2. Analyze inferential techniques used by authors in nonfiction selections. 3. Analyze significant elements of classic and contemporary plays, including viewing live, filmed, or videotaped performances. 4. Interpret the stage directions given in plays. 5. Explain how costumes, sets, props, and lighting contribute to the effectiveness of plays. Revised: July

5 6. Judge the effectiveness of the rhythm (stressed and unstressed syllables) in the lines of a poem, based on standards developed by self. (*1.4, 4.3) B. Performance Expectation: Students explore multiple responses to literature. 1. Analyze the significance of supporting details in nonfiction selections. (CAPT) 2. Write critical analyses of fiction and nonfiction texts. (CAPT) 3. Write thoughtful judgments about the literary quality of a text and support those judgments with evidence from the text and from personal experience. (CAPT) 4. Judge the overall quality and aesthetic attributes of fiction and poetry selections, based on specific standards developed by self and/or class (e.g., the effectiveness of the plot, characterization, theme, author s writing style). (CAPT) C. Performance Expectation: Students recognize and appreciate that contemporary and classical literature has shaped human thought. 1. Identify and analyze the feelings, traits, and motives of characters and their relationships with other characters in specific plays and narrative poems, including the conflicts among characters and the impact of culture on characters words, actions, and motives. 2. Analyze the themes and identify details that support the themes of fiction and poetry selections. (CAPT) 3. Discuss conflicts between cultures and between generations in fiction selections. (CAPT) 1. Analyze significant elements of classic and contemporary short stories representing a variety of cultures. (CAPT) D. Performance Expectation: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts. 1. Connect the themes of fiction and poetry selections to personal life. (CAPT) 2. Analyze the impact of the historical period, culture, and personal experiences of various authors on the fiction, nonfiction, poetry, and/or plays they wrote. (CAPT) 3. Offer an alternative perspective to the author s own perspective in nonfiction selections. (CAPT) Revised: July

6 1. Compare and contrast the representations of other cultures in fiction, poetry, and drama selections (e.g., customs, themes, characters experiences). (CAPT) Revised: July

7 Revised: July LANGUAGE ARTS CONNECTICUT STATE CONTENT STANDARD 3: Communicating with Others: Students produce written, oral, and visual texts to express, develop, and substantiate ideas and experiences. Enduring Understanding: Effective communication requires a variety of strategies and skills. Essential Question: How do we write, speak and present our ideas and experiences effectively? A. Performance Expectation: Students use descriptive, narrative, expository, persuasive and poetic modes. 1. Write a composition that compares and contrasts one significant element of two literary works (e.g., the setting of two short stories, the theme of a poem and a novel, the main character of a short story and a novel). (CAPT) 2. Write persuasive pieces to sway the reader to the writer s viewpoint, explaining ideas clearly and convincingly, using a coherent organization, and maintaining a sustained persuasive tone. (CAPT) 3. Deliver a planned oral presentation and respond appropriately to questions from peers. 4. Write expository pieces to inform, using a style appropriate to the purpose, a coherent organization, and details or examples or description as a means of elaboration. 5. Participate constructively in discussions and analyses of own writing and that of others at various stages in the writing process. 6. Clarify personal understanding of an oral presentation by asking thoughtful and appropriate questions and summarizing major ideas and supporting evidence. 7. Write a rhymed or unrhymed poem, using figurative language. 8. Read aloud all selections fluently and distinctly, using natural speech rhythms and demonstrating an understanding of vocabulary, punctuation, and sentence structure. 1. Write business letters of complaint, using proper form, capitalization, and punctuation. 2. Write reviews of books, plays, television programs or films. 3. Write narrative pieces to tell stories, exhibiting an identifiable voice and using rich details, varied word choice, and a logical order. (CAPT) 4. Write descriptive pieces to portray features and qualities of persons, places, or things. 5. Write explanatory ( how to ) pieces that explain a process or solve a problem, using a logical order. 6. Deliver a short extemporaneous talk. 7. Choose block style or alternating style for comparison/contrast pieces. (CAPT) B. Performance Expectation: Students prepare, publish and/or present work appropriate to audience, purpose and task. 1. Determine the purpose of own writing and select a form, point of view, and style (formal vs. informal) that are appropriate for the purpose and audience. (CAPT) 2. Use a variety of prewriting techniques to generate and record ideas (e.g., brainstorming, outlining, constructing graphic organizers, keeping notes on ideas).

8 3. Remain focused on the main purpose that is stated or implied in each piece of writing. (CAPT) 4. Select and use the most appropriate organizational strategy for writing, including a clearly defined beginning and ending and the use of effective transitions. (CAPT) 5. Use the most effective sequencing of sentences in a paragraph and of paragraphs in an essay (e.g., chronological order, order of importance, spatial order). (CAPT) 6. Evaluate and improve the opening sentences (e.g., using a quotation, an anecdote) and concluding sentences (e.g., using a hook back to the introduction, a provocative thought). (CAPT) 7. Use details, examples, reasons, references to the text, and description to elaborate and support the central ideas in writing. (CAPT) 8. Use figurative language effectively. 9. Incorporate voice in writing. 10. Add, delete, and rearrange information (details) in first drafts and subsequent drafts to address the purpose more directly, the topic more fully, and the audience more effectively. (CAPT) 11. Synthesize information from several sources to develop and support a main idea or persuasive stance. (CAPT) 12. Revise sentences and/or clauses in need of combining or separating. 13. Revise drafts to ensure originality and variation in sentence structure and complexity. (CAPT) 14. Edit drafts to make vocabulary more vivid and precise, including the use and most effective placement of modifiers. (CAPT) 15. Clarify meaning by eliminating unnecessary words and phrases. (CAPT) 16. Publish selected pieces of own writing for various purposes and audiences. 17. Evaluate own writing periodically (including published pieces) to set goals for improvement (e.g., how well the writing achieves its purpose, how identifiable the voice is, how suitable the form is for the audience). 1. Take notes in class and on resources used in research and uses them to study the material covered. 2. Choose the best graphic aid for a given purpose when interpreting fiction, nonfiction, and poetry selections. Revised: July

9 CONNECTICUT STATE CONTENT STANDARD 4: English Language Conventions: Students apply the conventions of Standard English in oral and written communication. Enduring Understanding: The conventions of Standard English allow us to speak and write appropriately. Essential Question: How do we use the English Language appropriately to speak and write? A. Performance Expectation: Students use knowledge of their language and culture to improve competency in English by applying conventions of English to their writing and speaking. 1. Use vocabulary to indicate shades of meaning (connotation vs. denotation). (CMT) 1. Judge the effectiveness of the use of dialect in fiction selections and narrative poems. 2. Identify words and expressions in fiction selections (e.g., classic fiction written long ago) and poetry that are not currently used in everyday language. B. Performance Expectation: Students speak and write using standard language structures and diction appropriate to audience and task. 1. Speak persuasively in group activities or in oral presentations, supporting ideas with evidence, elaboration, and examples. 2. Use correct grammar when speaking and writing in formal situations (e.g., discussions in class). 3. Choose vocabulary carefully, adapting it to the audience, purpose, and occasion. 4. Vary vocal pitch, tone, volume, emphasis, and pace as appropriate in group discussions and oral presentations. 5. Use criteria for judging both content and the delivery of oral presentations and participation in a group discussion. C. Performance Expectation: Students use Standard English for composing and revising written text. 1. Proofreads final drafts for effective use of language; conventional usage and syntax; appropriate transitions; conventional punctuation, capitalization, and spelling; and legible handwriting. (CAPT) 1. Use resources whenever needed during revisions of writing (e.g., available technology, dictionary, thesaurus, style manual). 2. Maintain noun pronoun and subject verb agreement (including when there is a phrase between the subject and verb) in writing. (CMT) Revised: July

10 3. Maintain consistent verb tense in writing. 4. Use capitalization appropriately (e.g., Magna Carta, Sherman Antitrust Act). 5. Use possessives appropriately (e.g., Jeff and Rachel s car). 6. Use commas to set off nonessential clauses and phrases (e.g., The new art museum, which is located downtown, is a valuable educational resource). 7. Use appropriate punctuation within dialogue and quotations (e.g., Dean shouted, Call the fire department! Did Dean say, Call the fire department?). 8. Analyze a sentence to identify the function of each word and segment (e.g., with the red shoes as being a prepositional phrase modifying the subject of the sentence The girl with the red shoes was the first in line.). 9. Apply the conventions of English learned at previous grade levels to writing and speaking. 10. Spell a wide range of grade-level words, including commonly misspelled words. 11. Spell words related to concepts being learned in other subject fields. 1. Use grade-level homographs in sentences (e.g., compress, consort, draft, cultivate, inflate). 2. Use prefixes and suffixes to coin words for own use (e.g., makes a reasonable noun form for big). 3. Use, but do not rely upon, available technology in creating, revising, and editing writing (e.g., word processing, spell checking, printing). 4. Use the future perfect tense of verbs appropriately in sentences (e.g., Peggy will have finished the project before Christina ever arrives). 5. Identify and use infinitives in sentences (e.g., I love to listen to the early songs by the Drifters). 6. Identify the function of an infinitive in any sentence: noun, adjective, or adverb. 7. Use intensive pronouns appropriately in sentences; myself, yourself, himself, herself, itself, ourselves, yourselves, and themselves. 8. Identify and use gerunds in sentences (e.g., Playing music is a joy for me). 9. Identify and use participles in sentences (e.g., The setting sun and the rising moon shone brightly). 10. Distinguish among the uses of who, which, and that in sentences. 11. Use correlative conjunctions in parallel structure (each correlative conjunction being followed by the same part of speech) and with correct subject verb agreement in sentences: either...or, neither...nor, both...and, not only...but also, whether...or, and just as...so. 12. Use a colon between a title and subtitle of a work of fiction or nonfiction. 13. Use a hyphen appropriately (e.g., full-time job, red-painted wagon, up-to-date calendar, two-, three-, and four-person teams, She kept her calendar up to date). 14. Use dashes or pair of dashes appropriately (e.g., I suppose we could go to the no, we couldn t. Marjorie worked hard on her science project a project that she hoped would win first prize at the science fair). 15. Use parentheses to set off explanatory or supplementary words within sentences or sentences within paragraphs (e.g., Einstein s theory (see p. 123) greatly changed scientific history). 16. Use an unabridged dictionary to find out information not contained in a egular dictionary, including more complete word origins. Revised: July

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