APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
TIMELINE: Quarter 1
Colorado SS: W.3a-e
1. Establish and maintain a controlling idea appropriate to audience and purpose.
2. Integrate the use of organizing techniques that break up sequential presentation of chronology in a story (use of foreshadowing; starting in the middle of
the action, then filling in background information using flashbacks).
3. Write using poetic techniques (alliteration, onomatopoeia); figurative language (simile, metaphor, personification, hyperbole); and graphic elements
(capital letters, line length, word position) for intended effect.
4. Express voice and tone and influence readers’ perceptions by varying vocabulary, sentence structure, and descriptive details.
5. Use mentor text/authors to help craft appropriate technique.
6/23/15
1
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.4, W.5, W.6
6/23/15
2
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.10
6/23/15
3
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: L.1a-d, L.2a-c
1. Use comparative and superlative adjectives and adverbs correctly in sentences.
2. Combine sentences with subordinate conjunctions.
3. Use subject-verb agreement with intervening phrases and clauses.
4. Identify main and subordinate clauses and use that knowledge to write varied, strong, correct, complete sentences.
5. Format and punctuate dialogue correctly.
6/23/15
4
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: L.4a-d, L.5a-c, L.6
1.
2.
3.
Select and employ strategies to persist when encountering unknown or ambiguous words or difficult passages .
Explain how authors use language to influence audience perceptions of events, people, and ideas.
Explain how word choice and sentence structure are used to achieve specific effects (such as tone, voice, and mood).
i-Ready lessons (4a and 4d): Determining Word Meaning from Context Clues; Using Greek and Latin Roots and Affixes
i-Ready lesson (4b): Using Greek and Latin Roots and Affixes
i-Ready lesson (4c): Determining Word Meaning from Context Clues
i-Ready lesson (5a): Figurative Language and Allusions
i-Ready lesson (5b): Understanding Relationships Between Words
i-Ready lesson (5c): Understanding Connotative Meanings
i-Ready lessons (6): Determining Word Meaning from Context Clues; Understanding Connotative Meanings; Understanding Relationships Between Words
6/23/15
5
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
RESOURCES AND NOTES FOR QUARTER 1:
6/23/15
6
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
TIMELINE: Quarter 2
Colorado SS: W.3a-e
1. Establish and maintain a controlling idea appropriate to audience and purpose.
2. Integrate the use of organizing techniques that break up sequential presentation of chronology in a story (use of foreshadowing; starting in the middle of
the action, then filling in background information using flashbacks).
3. Write using poetic techniques (alliteration, onomatopoeia); figurative language (simile, metaphor, personification, hyperbole); and graphic elements
(capital letters, line length, word position) for intended effect.
4. Express voice and tone and influence readers’ perceptions by varying vocabulary, sentence structure, and descriptive details.
5. Use mentor text/authors to help craft appropriate technique.
6/23/15
7
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.4, W.5, W.6
6/23/15
8
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.7
1. Differentiate between paraphrasing and using direct quotes in a report.
2. Organize and present research appropriately for audience and purpose.
3. Present findings.
Colorado SS: W.10
6/23/15
9
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: L.1a-d, L.2a-c
1. Use comparative and superlative adjectives and adverbs correctly in sentences.
2. Combine sentences with subordinate conjunctions.
3. Use subject-verb agreement with intervening phrases and clauses.
4. Identify main and subordinate clauses and use that knowledge to write varied, strong, correct, complete sentences.
5. Format and punctuate dialogue correctly.
6/23/15
10
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: L.3a
6/23/15
11
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
6/23/15
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
12
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: L.4a-d, L.5a-c, L.6
1.
2.
3.
Select and employ strategies to persist when encountering unknown or ambiguous words or difficult passages .
Explain how authors use language to influence audience perceptions of events, people, and ideas.
Explain how word choice and sentence structure are used to achieve specific effects (such as tone, voice, and mood).
i-Ready lessons (4a and 4d): Determining Word Meaning from Context Clues; Using Greek and Latin Roots and Affixes
i-Ready lesson (4b): Using Greek and Latin Roots and Affixes
i-Ready lesson (4c): Determining Word Meaning from Context Clues
i-Ready lesson (5a): Figurative Language and Allusions
i-Ready lesson (5b): Understanding Relationships Between Words
i-Ready lesson (5c): Understanding Connotative Meanings
i-Ready lessons (6): Determining Word Meaning from Context Clues; Understanding Connotative Meanings; Understanding Relationships Between Words
RESOURCES AND NOTES FOR QUARTER 2:
6/23/15
13
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
TIMELINE: Quarter 3
Colorado SS: Elaborate to give detail, add depth, and continue the flow of an idea
W.2a-f
6/23/15
14
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.4, W.5, W.6
6/23/15
15
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.7, W.8, W.9a-b
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
6/23/15
Differentiate between paraphrasing and using direct quotes in a report.
Organize and present research appropriately for audience and purpose.
Present findings.
Differentiate between primary and secondary source materials .
Document information and quotations; use a consistent format for footnotes or endnotes; and use standard bibliographic format to document sources.
Write reports based on research that include quotations, footnotes or endnotes, and a bibliography or works cited page.
Analyze the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions, and concepts inherent in thinking .
Determine strengths and weaknesses of their thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision.
Identify common reasoning fallacies in print and non-printed sources.
Differentiate between valid and faulty generalizations.
Take a position on an issue and support it using quality reasoning.
Analyze own or others’ appeal for purpose, question at issue, information, points of view, implications and consequences, assumptions, and concepts.
Evaluate own or others’ appeal for relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision.
Use appropriate media to demonstrate reasoning and explain decisions in the creative process.
16
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.10
6/23/15
17
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: L.1a-d, L.2a-c
1. Use comparative and superlative adjectives and adverbs correctly in sentences.
2. Combine sentences with subordinate conjunctions.
3. Use subject-verb agreement with intervening phrases and clauses.
4. Identify main and subordinate clauses and use that knowledge to write varied, strong, correct, complete sentences.
5. Format and punctuate dialogue correctly.
6/23/15
18
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: L.3a
6/23/15
19
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: L.4a-d, L.5a-c, L.6
1. Select and employ strategies to persist when encountering unknown or ambiguous words or difficult passages .
2. Explain how authors use language to influence audience perceptions of events, people, and ideas.
3. Explain how word choice and sentence structure are used to achieve specific effects (such as tone, voice, and mood).
i-Ready lessons (4a and 4d): Determining Word Meaning from Context Clues; Using Greek and Latin Roots and Affixes
i-Ready lesson (4b): Using Greek and Latin Roots and Affixes
i-Ready lesson (4c): Determining Word Meaning from Context Clues
i-Ready lesson (5a): Figurative Language and Allusions
i-Ready lesson (5b): Understanding Relationships Between Words
i-Ready lesson (5c): Understanding Connotative Meanings
i-Ready lessons (6): Determining Word Meaning from Context Clues; Understanding Connotative Meanings; Understanding Relationships Between Words
6/23/15
20
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
RESOURCES AND NOTES FOR QUARTER 3:
6/23/15
21
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
TIMELINE: Quarter 4
Colorado SS: W.1a-e
1. Develop texts that offer a comparison, show cause and effect, or support a point.
2. Write and justify a personal interpretation of literary or informational text that includes a thesis, supporting details from the literature, and a conclusion.
3. Select and use appropriate rhetorical techniques (such as asking questions, using humor, etc.) for a variety of purpose.
4. Use specific details and references to text or relevant.
6/23/15
22
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.4, W.5, W.6
6/23/15
23
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.7, W.8, W.9a-b
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
6/23/15
Differentiate between paraphrasing and using direct quotes in a report.
Organize and present research appropriately for audience and purpose.
Present findings.
Differentiate between primary and secondary source materials .
Document information and quotations; use a consistent format for footnotes or endnotes; and use standard bibliographic format to document sources.
Write reports based on research that include quotations, footnotes or endnotes, and a bibliography or works cited page.
Analyze the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions, and concepts inherent in thinking .
Determine strengths and weaknesses of their thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision.
Identify common reasoning fallacies in print and non-printed sources.
Differentiate between valid and faulty generalizations.
Take a position on an issue and support it using quality reasoning.
Analyze own or others’ appeal for purpose, question at issue, information, points of view, implications and consequences, assumptions, and concepts.
Evaluate own or others’ appeal for relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision.
Use appropriate media to demonstrate reasoning and explain decisions in the creative process.
24
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: W.10
6/23/15
25
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: L.1a-d, L.2a-c
1. Use comparative and superlative adjectives and adverbs correctly in sentences.
2. Combine sentences with subordinate conjunctions.
3. Use subject-verb agreement with intervening phrases and clauses.
4. Identify main and subordinate clauses and use that knowledge to write varied, strong, correct, complete sentences.
5. Format and punctuate dialogue correctly.
6/23/15
26
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: L.3a
6/23/15
27
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
6/23/15
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
28
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
Colorado SS: L.4a-d, L.5a-c, L.6
1. Select and employ strategies to persist when encountering unknown or ambiguous words or difficult passages .
2. Explain how authors use language to influence audience perceptions of events, people, and ideas.
3. Explain how word choice and sentence structure are used to achieve specific effects (such as tone, voice, and mood).
i-Ready lessons (4a and 4d): Determining Word Meaning from Context Clues; Using Greek and Latin Roots and Affixes
i-Ready lesson (4b): Using Greek and Latin Roots and Affixes
i-Ready lesson (4c): Determining Word Meaning from Context Clues
i-Ready lesson (5a): Figurative Language and Allusions
i-Ready lesson (5b): Understanding Relationships Between Words
i-Ready lesson (5c): Understanding Connotative Meanings
i-Ready lessons (6): Determining Word Meaning from Context Clues; Understanding Connotative Meanings; Understanding Relationships Between Words
6/23/15
29
APPROVED FACILITY SCHOOLS CURRICULUM GUIDE
SUBJECT: Writing
Strand/Concept
Student Expectation
GRADE: 8
Student Friendly
Learning Objective
Level of
Thinking
Academic
Vocabulary
RESOURCES AND NOTES FOR QUARTER 4:
6/23/15
30