Category: Grade 8 ELA

Informative and Expository Texts and Research

Unit description: Students will craft a self-generated research project that includes information from multiple reliable sources. Throughout their project, students apply their knowledge of identifying and evaluating an author’s argument in informational texts, as well as their ability to determine relevant, sufficient evidence. Students will take part in ample group discussion throughout the entire research process, and will present their findings to their peers.

These learning progressions were developed using Next Generation Learning Standards and were crosswalked with the Common Core Standards.

Essential Outcomes

Reading

• 8R1: Cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical inferences.
• 8R2: Determine one or more themes or central ideas of a text and analyze their development over the course of the text; summarize a text.
• 8R3: In literary texts, analyze how particular lines of dialogue or events propel the action, reveal aspects of a character, or provoke a decision. In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed.
• 8R5: In literary texts, and informational texts, compare and contrast the structures of two or more texts in order to analyze how the differing structure of each text contributes to overall meaning, style, theme or central idea.
• 8R8: Trace and evaluate an argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient and recognizing when irrelevant evidence is introduced.

Language

• n/a

Writing

• 8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
• 8W5: Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 8 Reading Standards to both literary and informational text, where applicable.
• 8W6: Conduct research to answer questions, including self-generated questions, drawing on multiple sources and refocusing the inquiry when appropriate. Generate additional related questions that allow for multiple avenues of exploration.
• 8W7: Gather relevant information from multiple sources; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others; avoid plagiarism and follow a standard format for citation.

Speaking and Listening

• 8SL2: Analyze the purpose of information presented in diverse formats (e.g., including visual, quantitative, and oral) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
• 8SL3: Delineate a speaker’s argument and specific claims, evaluating for sound reasoning, and the relevance and sufficiency of the evidence; identify when irrelevant evidence is introduced.

All Standards Addressed in this Unit

• R1, R2, R3, R5, R7, R8, R9
• L3, L4, L5, L6
• W2, W5, W6, W7
• SL1, SL2, SL3, SL4, SL5, SL6

Essential Questions and Big Ideas

Why is nonfiction important?

• • Nonfiction is an important genre because it provides necessary information to its readers.
  • Informative and expository texts are two types of nonfiction that can provide us with necessary information on a topic.
  • Authors make arguments in nonfiction texts to convey their information to the reader. Good readers can identify and track authors’ arguments.
  • It’s important to evaluate the legitimacy of nonfiction so that we as readers can make informed decisions based on factual data.

How do we ensure reliable research, and make research relevant?

• • Some authors have hidden agendas and utilize untruths written as facts to persuade readers. It’s our duty to determine relaitble v. unreliable sources to create a factual project.
  • We must be informed researchers so we are pulling data and facts from appropriate sources.
  • Choosing topics that are important to ourselves and our communities can have a positive impact and spark change.
  • Good researchers have a plan or guide.

How do researchers develop and refine critical research questions and use outside sources to build and present an informed understanding?

• • Good researchers consider multiple sources and outcomes of research questions to refine and build on a topic.
  • Good researchers present their findings in informed and effective ways that convey facts while captivating an audience.

Comparative Literature

Unit description: Students will compare and contrast the same text in various formats (audio, filmed, staged, etc.) to determine the impact and effectiveness of each. Students will look deeply within one text as well as across texts to identify elements of plot, and analyze how they interact with one another. Students will also work on the diction level to analyze the impact that specific words have on the development of the plot, mood, tone, and theme of each story. Students will respond in multiple formats (verbally, written, project, etc.) to convey their learning of the unit.

Note: Each unit plan is generally taught over the course of one quarter of the school year. Lessons will vary in length, depending on the amount of time you have with students, the resources that you choose to accompany the unit, the level of rigor within each learning target, and any other factors that may contribute to the pacing of your learning progressions. It is recommended that you adjust the pace and length of each learning progression(s) accordingly in response to these factors.

These learning progressions were developed using Next Generation Learning Standards and were crosswalked with the Common Core Standards.

Essential Outcomes

Reading

• 8R1: Cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical inferences.
• 8R2: Determine one or more themes or central ideas of a text and analyze their development over the course of the text; summarize a text.
• 8R5: In literary texts, and informational texts, compare and contrast the structures of two or more texts in order to analyze how the differing structure of each text contributes to overall meaning, style, theme or central idea.
• 8R6: In literary texts, analyze how the differences between the point of view, perspectives of the characters, the audience, or reader create effects such as mood and tone. In informational texts, analyze how the author addresses conflicting evidence or viewpoints.
• 8R7: Evaluate the advantages and disadvantages of using different media—text, audio, video, stage, or digital—to present a particular subject or idea and analyze the extent to which a production remains faithful to or departs from the written text.

Language

• 8L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
• 8L6: Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Writing

• 8W4: Create a poem, story, play, artwork, or other response to a text, author, theme or personal experience; explain divergences from the original text when appropriate.
• 8W5: Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 8 Reading Standards to both literary and informational text, where applicable.

Speaking and Listening

• n/a

All Standards Addressed in this Unit

• R1, R2, R3, R4, R5, R6, R7
• L3, L4, L5, L6
• W4, W5
• SL1, SL4, SL6

Essential Questions and Big Ideas

• How do elements that are unique to a medium or genre impact a story’s meaning?
  • Authors make deliberate choices about the medium and literary devices that they use in their writing, including mood, tone, and diction.
  • These choices affect the meaning that is conveyed in a story.
• Why do we compare and evaluate literature within and across mediums?
  • Good readers look for trends across genres and mediums to determine which is most effective at conveying a message or purpose.
  • Good readers create or use an established criteria to evaluate a text or text set.
• How can I effectively convey new learning?
  • There are multiple formats to show new learning, including written and verbal.
  • Socratic Seminar is one way to effectively convey your synthesis of knowledge from a unit of study.

Narrative Texts

Unit description: Students will interpret, analyze, and evaluate narrative structures and techniques and their impact on a text(s). Students will analyze and interpret themes and motifs across and within texts to determine their effectiveness within the narrative form. Students will utilize this analysis to write a narrative that includes a clear structure and appropriate use of various narrative techniques.

Essential Outcomes

Reading

• 8R1: Cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical inferences.
• 8R2: Determine one or more themes or central ideas of a text and analyze their development over the course of the text; summarize a text.
• 8R3: In literary texts, analyze how particular lines of dialogue or events propel the action, reveal aspects of a character, or provoke a decision. In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed.
• 8R6: In literary texts, analyze how the differences between the point of view, perspectives of the characters, the audience, or reader create effects such as mood and tone. In informational texts, analyze how the author addresses conflicting evidence or viewpoints.

Language

• 8L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
• 8L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• 8L6: Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Writing

• 8W3: Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details and clear sequencing.

Speaking and Listening

• n/a

All Standards Addressed in this Unit

• R1, R2, R3, R4, R5, R6, 8R7
• L3, L4, L5, L6,
• W3,
• SL1, SL4, SL6

Essential Questions and Big Ideas

• How do authors use narrative strategies and techniques to explore universal questions and/or convey a message?
  • Authors use narrative techniques to enhance their writing
  • Characterization impacts a narrative in terms of plot arch, theme, events, and experiences.
  • Good readers look at the impact of narrative techniques and story elements to determine how they explore topics and issues
• How do readers evaluate the effectiveness of a story or text?
  • Good readers use a created or established criteria for evaluating the effectiveness of a story or text
  • There are multiple ways to evaluate a text, and multiple purposes for doing so
• How do I create my own narrative?
  • Good writers appropriate techniques and styles to craft their own writing
  • Playing with techniques allows good writers to craft their own style
  • Utilizing literary techniques and developing a clear theme through a sequence of events can produce a quality narrative

Prerequisite Skills

• Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
• Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences.
• Determine a theme or central idea of a text and analyze its development over the course of the text; summarize a text.
• Draw evidence from literary or informational texts to respond and support analysis, reflection, and research
• Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details and clear sequencing.

Download the complete Grade 8 ELA Unit 2 framework to customize for your own planning.

Argumentation

In this introductory unit, students will identify, trace, and evaluate arguments within and across various informational texts. Students will study argumentation techniques, looking closely at relevant v. irrelevant evidence. Students will use multiple formats (verbal, written, etc.) to create their own arguments, using clear reasoning and relevant evidence.

Note: Each unit plan is generally taught over the course of one quarter of the school year. Lessons will vary in length, depending on the amount of time you have with students, the resources that you choose to accompany the unit, the level of rigor within each learning target, and any other factors that may contribute to the pacing of your learning progressions. It is recommended that you adjust the pace and length of each learning progression(s) accordingly in response to these factors.

These learning progressions were developed using Next Generation Learning Standards and were cross-walked with the Common Core Standards.

Download the complete Grade 8 ELA Unit 1 framework to customize for your own planning.

Essential Outcomes

Reading

• 8R2: Determine one or more themes or central ideas of a text and analyze their development over the course of the text; summarize a text.
• 8R5: In literary texts, and informational texts, compare and contrast the structures of two or more texts in order to analyze how the differing structure of each text contributes to overall meaning, style, theme or central idea.
• 8R6: In informational texts, analyze how the author addresses conflicting evidence or viewpoints.
• 8R8: Trace and evaluate an argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient and recognizing when irrelevant evidence is introduced.
  

  Language

• None

Writing

• 8W1: Write arguments to support claims with clear reasons and relevant evidence.

Speaking and Listening

• 8SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
• 8SL2: Analyze the purpose of information presented in diverse formats (e.g., including visual, quantitative, and oral) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
• 8SL3: Delineate a speaker’s argument and specific claims, evaluating for sound reasoning, and the relevance and sufficiency of the evidence; identify when irrelevant evidence is introduced.
• 8SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear enunciation

All Standards Addressed in This Unit

• R1, R2, R4, R5, R6, R7, R8
• L3, L4, L5, L6,
• W1, W5.
• SL1, SL2, SL3, SL4, SL5, SL6

Essential Questions and Big Ideas

• How do authors develop their arguments?
  • Authors use a variety of techniques to develop an argument over the course of a text
  • Authors must leverage sufficient, supporting evidence to make a relevant claim
  • Authors leverage counter arguments and rebuttals to strengthen their own arguments
• How can we determine the effectiveness of an argument?
  • Readers must be well-versed in argumentation techniques, including use of relevant v. irrelevant evidence, to determine the effectiveness of an argument
  • Good readers look for how arguments develop over the course of a text
  • As readers, we must look within and across texts to analyze multiple perspectives on the same topic
• Why is it important to determine the effectiveness of an argument?
  • To protect ourselves, we need to be aware that not all arguments are sound or based on reliable evidence and sources
  • We as members of our society are constantly hearing, reading, and creating arguments- it’s our duty as a responsible citizen to evaluate the effectiveness of each

Download the complete Grade 8 ELA Unit 1 framework to customize for your own planning.