8th Grade English Language Arts Pacing Guide Window 1
Learning Goals
Writing Goal
Write arguments to support claims with clear reasoning and relevant evidence acknowledging and distinguishing them from counterclaims with sufficient evidence. Writing emphasizes use of evidence from sources to make an argument. Knowledge Utilization
Reading Goal
Explore multiple Key Ideas and Details in grade 8 level texts citing evidence of what the text says to determine themes and central ideas. Analyze the development of ideas including the relationships of particular literary and nonliterary elements.
Analysis / Unit Student Practices: Argumentation and Key Ideas and Details
·  Comprehend and evaluate complex texts and construct effective arguments.
·  Cite specific evidence when offering interpretations of a text.
·  Work to understand precisely what an author or speaker is saying.
·  Adapt communication in relation to audience, task, and purpose.
·  Use technology and digital media strategically and capably
·  Understand and appreciate other cultures through reading, writing, speaking, and listening.
·  Establish a base of knowledge across wide ranges of subject matter. / Resources
District Assessment
Argument Common Assessment
Argument Rubric
Class Assessment
Templates for writing Templates for reading
Writing Exemplars
Appendix C
Achieve the Core
KCK Exemplars
Texts
KCK Text Sequence
Text Exemplars
Online Texts
KCK Databases
Unit Questions
What makes a story good?
What does it mean to hear but not listen?
What is worth arguing?
Instruction
KCK ELA Website
Standards
Scope and Sequence of Standards K-12
Standards for Writing Goal
KCK12R08W1 Write arguments to support claims with clear reasons and relevant evidence. Knowledge Utilization
a)  Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b)  Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c)  Use words, phrases and clauses to create cohesion and clarify the relationships among claim(s) counterclaims, reasons, and evidence.
d)  Establish and maintain a formal style.
e)  Provide a concluding statement or section that follows from and supports the argument presented. (CC.W.8.1, ACT)
KCK12R08L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Analysis
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
b. Form and use verbs in the active and passive voice, Indicative, imperative, interrogative, conditional, and subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice and mood. (CC.L.8.1, ACT)
Writing Ongoing
KCK12R08W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CC.W.8.4, ACT) Analysis
KCK12R08W5 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 purpose and audience have been addressed. (CC.W.8.5 ACT) Analysis
KCK12R08W6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. (CC.W.8.6) Analysis / Standards for Reading Goal
KCK12R08RL1/KCK12R08RI1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (CC.RL.8.1) Analysis
KCK12R08RL2/KCK12R08RI2 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; or its relationship to supporting ideas; provide an objective summary of the text. (CC.RL.8.2 ACT) Analysis
KCK12R08RL3 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. (CC.RL.8.3, ACT) Analysis
KCK12R08RI3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g. through comparisons, analogies, or categories). (CC.RI.8.3, ACT) Analysis
Vocabulary Ongoing
KCK12R08L4 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. Comprehension
a)  Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b)  Use common grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g. precede, recede, secede).
c)  Consult general and specialized reference materials (e.g. dictionaries, glossaries, and thesauruses, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d)  Verify the preliminary determination of the meaning of a word or phrase (e.g. by checking the inferred meaning in context or in a dictionary). (CC.L.8.4, ACT)
Standards for Reading, Writing, Speaking and Listening
KCK13R08SL1 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. (Analysis)
a)  Come to discussions prepared, 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.
b)  Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
c)  Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
d)  Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. (CC.SL.1)
8th Grade English Language Arts Pacing Guide Window 2
Learning Goals
Writing Goal:
Write narratives to develop experiences using a variety of techniques, details and event sequences. Students show the relationship between experiences and events using their knowledge of craft and structure. Students come to understand other experiences, beliefs, and cultures through reading, writing, speaking, and listening. Knowledge Utilization
Reading Goal:
Explore the Craft and Structure of 8th grade level texts to compare and contrast the design of multiple texts and medias, analyzing how these differing structures, styles and word usages contribute to overall meaning. / Unit Student Practices: Narrative and Craft and Structure
·  Comprehend and evaluate complex texts and create engaging narratives.
·  Cite specific evidence when offering interpretations of a text.
·  Work to understand precisely what an author or speaker is saying.
·  Adapt communication in relation to audience, task, and purpose.
·  Use technology and digital media strategically and capably.
·  Understand and appreciate other cultures through reading, writing, speaking, and listening.
·  Establish a base of knowledge across wide ranges of subject matter. / Resources
District Assessment
Narrative Common Assessment
Narrative Rubric
Class Assessment
Templates for writing Templates for reading
Writing Exemplars
Appendix C
Achieve the Core
KCK Exemplars
Texts
KCK Text Sequence
Text Exemplars
Online Texts
KCK Databases
Unit Questions
How does perspective affect meaning?
How do texts within and outside genre differ?
How does language change interpretation and meaning?
How do speakers convey their ideas to others effectively?
Instruction
KCK ELA Website
Standards
Scope and Sequence of Standards K-12
Standards for Writing Goal
KCK12R08W3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Knowledge Utilization
a)  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.
b)  Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
c)  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.
d)  Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e)  Provide a conclusion that follows from and reflects on the narrated experiences or events. (CC.W.8.)
Writing Ongoing
KCK12R08W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CC.W.8.4, ACT) Analysis
KCK12R08W5 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 purpose and audience have been addressed. (CC.W.8.5 ACT) Analysis
KCK12R08W6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. (CC.W.8.6) Analysis
KCK12R08L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact (CC.L.8.3, ACT) Analysis / Standards for Reading Goal
KCK12R08RL4/KCK12R08RI4 Students are able to 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. (CC.RL-RI.8.4, ACT) Analysis
KCK12R08RL5/KCK12R08RI5 Students are able to compare and contrast the structure of two or more texts and analyze how the differing structure of each text (paragraphs and sentences) contributes to its meaning and style. (CC.RL-RI.8.5) Analysis
KCK12R08RL5 Students are able to analyze how differences in the points of view of the characters and the audience or reader (e.g. created through the use of dramatic irony) create such effects as suspense or humor. (CC.RL.8.6) Analysis
KCK12R08RI5 Students are able to 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. (CC.RI.8.6, ACT) Analysis
Vocabulary Ongoing
KCK12R08L4 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. Comprehension
a.  Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b.  Use common grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g. precede, recede, secede).
c.  Consult general and specialized reference materials (e.g. dictionaries, glossaries, and thesauruses, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d.  Verify the preliminary determination of the meaning of a word or phrase (e.g. by checking the inferred meaning in context or in a dictionary). (CC.L.8.4, ACT)
Standards for Reading, Writing, Speaking, and Listening
KCK12R08L5 Demonstrate understanding of figurative language, word relationship, and nuances in word meanings.
a. Interpret figures of speech (e.g. verbal irony, puns) in context. Analysis
b. Use the relationship between particular words to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm persistent, resolute). (CC.L.8.5, ACT) Analysis
8th Grade English Language Arts Pacing Guide Window 3
Learning Goals
Writing Goal:
Write informative/ explanatory texts to examine topics and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content using well-chosen facts and ideas. Knowledge Utilization
Reading Goal:
Utilize Key Ideas and Details as well as Craft and Structure in 8th grade level texts (literary and non literary) to analyze and evaluate the choices made by authors, artists, and directors to alter and or depart from original texts or scripts and the advantages and disadvantages of how they present particular topics or ideas. Analysis / Unit Student Practices: Informative and Integration of Knowledge and Ideas
·  Comprehend and evaluate complex texts and create informed stances.
·  Cite specific evidence when offering interpretations of a text.
·  Work to understand precisely what an author or speaker is saying.
·  Adapt communication in relation to audience, task, and purpose.
·  Use technology and digital media strategically and capably.
·  Understand and appreciate other cultures through reading, writing, speaking, and listening.
·  Establish a base of knowledge across wide ranges of subject matter. / Resources
District Assessment
Informative Common Assessment
Informative Rubric
Class Assessment
Templates for writing Templates for reading
Writing Exemplars
Appendix C
Achieve the Core
KCK Exemplars
Texts
KCK Text Sequence
Text Exemplars
Online Texts
KCK Databases
Unit Question
Is my use of technology relevant to my message?
Is a work of literature enlarged or diminished by interpretation? What makes something a good or bad interpretation?
Instruction
KCK ELA Website
Standards
Scope and Sequence of Standards K-12
Standards for Writing Goal
KCK12R08W2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Knowledge Utilization
a .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.
b. Develop the topic with relevant, well- chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented. (CC.W.8.2, ACT)
KCK12R08L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
b. Use an ellipsis to indicate an omission. (CC.L.8.2, ACT) Analysis