UNIT 1English Language Arts8th Grade Study Guide–The Road Not Taken

Learning Target / Article/Activity / Notes/Examples
RL.8.1 (literary text)
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Breakdown of target:
I can cite strongest evidence from a passage (“word for word”).
I can make inferences based on the strongest evidence in a passage (“based on what I’ve read, it’s most likely true that…”).
I can analyze an author’s words and determine textual the evidence that most strongly supports both explicit and inferential questions. /
RI.8.1 (informational text)
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Breakdown of target:
I can cite strongest evidence from a passage (“word for word”).
I can make inferences based on the strongest evidence in a passage (“based on what I’ve read, it’s most likely true that…”).
I can analyze an author’s words and determine textual the evidence that most strongly supports both explicit and inferential questions. /
RL.8.2 (literary text)
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.
Breakdown of target:
I can identify the theme or central idea of a text.
I can identify details in the text that support the theme or central idea.
I can determine how key events, characters’ actions and interactions, and setting develop over the course of the text to contribute to the theme.
I can distinguish between textual facts and opinions.
I can summarize a literary text based on facts, free from personal opinions and judgments.
**Central Idea=Main Idea /
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.
Breakdown of target:
I can identify the central idea of a text.
I can identify details in the text that support the central idea.
I can determine how an author’s use of details conveys (makes known) two or more central ideas over the course of a text.
I can analyze how supporting ideas contribute to the development of central ideas over the course of the text.
I can distinguish between textual facts and opinions.
I can summarize an informational text based on facts, free from personal opinions and judgments.
•**Central Idea=Main Idea /
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.
Breakdown of target:
The learner will examine an informational text to determine the meaning of words or phrases, including figurative, connotative, and technical meanings.
The learner will analyze the impact of a specific word choice on meaning and tone, including analogies or allusions to other texts.
**Technical Meaning-specific to a certain field (i.e. scientific) /
W.8.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Breakdown of target:
I can write narratives to develop real or imagined experiences or events that:
•Engages the reader and establishes a context.
•Uses techniques such as dialogue and description to develop experiences, events, characters.
•Uses a variety of transitions to convey sequence and signal shifts.
•Uses appropriate precise, descriptive sensory language.
•Leads to a conclusion /
L.8.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives)
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice and mood
Breakdown of target:
I can demonstrate command of the conventions of standard English grammar when writing or speaking.
I can demonstrate command of the conventions of standard English usage when writing.
I can demonstrate command of the conventions of standard English usage when speaking.
1a
I can explain the function of verbals in general.
I can explain the function of verbals in particular sentences. /
L.8.2
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.
c. Spell correctly.
Breakdown of target:
I can demonstrate command of capitalization.
I can demonstrate command of punctuation.
I can demonstrate command of spelling when writing.
2a
I can determine when to use a comma to indicate a pause or break (e.g. introductory words, direct address, parenthetical elements).
I can determine when to use an ellipsis to indicate a pause or break (e.g. a pause in the flow of the sentence; I’m wondering...” Ali said, bemused.”).
I can determine when to use a dash to indicate a pause or break (e.g. to show a sudden break or change in thought or speech; Our friend, Cesar – an expert in paint – told us to always use primer.).
2b
I can determine when to use an ellipse to indicate an omission (e.g. President Mahony said, “Teachers are important...to educate our future generations.”).
2c
I can identify misspelled words and use resources to assist me in spelling correctly. /