Oregon City School District
Step-Up-to-Writing Lessons (Adopted Curriculum) – Grade 8
Connecting Reading and Writing
Free Responses – Lesson S1-1 p. 6
Reading Notation Responses – Lesson S1-3 p. 9
Quotation Response – Lesson S1-7 p. 14
Two-Column Guided Responses – Lesson S1-9 p. 17
Text Connections – Lesson S1-12 p. 22
Highlighting and Underlining – Lesson S1-13 p. 24
Easy Two-Column Notes – Lesson S1-17 p. 31
Four Step Summary Paragraphs – Lesson S1-24 p. 44
Plot Line Summaries – Lesson S1-25 p. 47
Analyzing Text
Using Graphic Organizers to Analyze Text Structure – Lesson S1-33a-i p. 64
Foundational Writing Skills
The Writing Process – Lesson S2-3 p. 93
Recognizing Fragments, Run-Ons, and Complete Sentences – Lesson S2-12 p. 118
Sentences Telling Who, What, Where, When, Action and How – Lesson S2-13 p. 120
Sentence Structures – Lesson S2-16 p. 126
Planning Paragraphs with Informal Outlines – Lesson S2-21 p. 141
Topic Sentences – Lesson S2-22 p. 143
Accordion Paragraphs – Lesson S2-23 p. 145
Using Transitions Effectively – Lesson S2-25 p. 150
Conventions
Using Punctuation within Sentences – Lesson S2-20 p. 137
Recognizing Parts of Speech – Lesson S2-30 p. 164
Avoiding Misplaced and Dangling Modifiers – Lesson S2-36 p. 179
Using Verbals – Lesson S2-37 p. 181
Avoiding Shifts in Verb Mood and Voice – Lesson S2-39 p. 188
Punctuating Quotation – Lesson S2-40 p. 191
Using Spelling Strategies – Lesson S2-41 p. 194
Vocabulary
Reading Dictionary and Glossary Entries – Lesson S3-1 p. 209
Breaking Down Definitions – Lesson S3-2 p. 212
Using a Thesaurus – Lesson S3-4 p. 216
Recognizing and Using Multiple-Meaning Words – Lesson S3-11 p. 231
Using Context to Determine Meaning – Lesson S3-12 p.234
Using Word Roots to Determine Meaning – Lesson S3-14 p.137
Using Affixes to Determine Meaning – Lesson S3-15 p. 239
Understanding and Using Allusion – Lesson S3-16 p.241
Using Verbal Irony and Puns – Lesson S3-17 p. 243
Figurative Language – Lesson S3-18 p. 247
Bold = Priority Lesson to be introduced and practiced at this grade.
Non-Bold = Lesson introduced and practiced at previous grade. Continue teaching for mastery.
Argument Standards:
W.1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, use 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), 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.
Planning
Establishing a Claim – Lesson S5-1 p. 415
Color-Coding the Elements of Argument Writing – Lesson S5-2 p. 417
Planning an Argument with an Informal Outline – Lesson S5-4 p. 422
Accordion Paragraphs for Argument Writing – Lesson S5-5 p. 425
Writing Argument Essays and Reports Step-by-Step – Lesson S5-7 p. 431
Informal Outlines for Argument Essays and Reports – Lesson S5-8 p. 434
Introductions
Stating a Claim in a Topic Sentence or Thesis Statement – Lesson S5-9 p. 438
Introducing the Claim and Reasons in a Two-Sentence Introduction – Lesson S5-11 p. 442
Adding a Lead – The Blues – to an Argument Paragraph S5-12 p. 444
Introducing a Claim and Leading with the Blues – Lesson S5-13 p. 446
Developing the Topic
Paragraph Elaboration in Argument Writing – Lesson S5-15 p. 452
Increasing Elaboration in Argument Essays and a Reports – Lesson S5-16 p. 454
Adding Quotations – Lesson S5-17 p. 456
The Opposing claim – Lesson S5-19 p. 461
Gathering Information for Sources – Lesson S5-20 p. 463
Transitions
Transitions in Argument Writing – Lesson S5-21 p. 466
Using Transitions to Connect Claims, Reasons, and Evidence – Lesson S5-22 p. 468
Conclusions
Supporting the Claim in a Conclusion – Lesson S5-24 p. 473
Writing Successful Conclusions for Arguments – Lesson S5-25 p. 475
Practicing Argument Conclusions – Lesson S5-26 p. 477
Revising and Editing
Copy Editor Symbols (Not a SUTW strategy)
Decoder (Not a SUTW lesson)
Choosing Precise and Concise Language – Lesson S2-19 p. 134
Getting Caught in the Things Trap – Lesson S5-28 p. 482
Revising Verbs in Argument Writing – Lesson S5-29 p. 484
Editing Argument Writing – Lesson S5-30 p. 486
First, Second, and Third Person in Argument Writing – Lesson S5-32 p. 491
Using a Formal Style in an Argument – Lesson S5-33 p. 493
Bold = Priority Lesson to be introduced and practiced at this grade.
Non-Bold = Lesson introduced and practiced at previous grade. Continue teaching for mastery.
Types of Argument Writing
Persuasive Writing – Lesson S4-34 p. 497
Bold = Priority Lesson to be introduced and practiced at this grade.
Non-Bold = Lesson introduced and practiced at previous grade. Continue teaching for mastery.
Informative/Explanatory Standards:
W.2.Writeinformative/explanatorytextstoexamineatopicandconveyideas,concepts,and
informationthroughtheselection,organization,andanalysisofrelevantcontent.
a.Introduceatopicclearly,previewingwhatistofollow;organizeideas,concepts,and
informationintobroadercategories;includeformatting(e.g.,headings),graphics,(e.g.,charts,
tables),andmultimediawhenusefultoaidingcomprehension.
b.Developthetopicwithrelevant,well-chosenfacts,definitions,concretedetails,quotations,or
otherinformationandexamples.
c.Useappropriateandvariedtransitionstocreatecohesionandclarifytherelationshipsamong
ideasandconcepts.
d.Usepreciselanguageanddomain-specificvocabularytoinformaboutorexplainthetopic.
e.Establishandmaintainaformalstyle.
f.Provideaconcludingstatementorsectionthatfollowsfromtheinformationor
explanationpresented.
Planning
Color-coding the Elements of Informative/Explanatory Writing – Lesson S4-1, p. 268
Accordion Paragraphs – Lesson S4-5, p. 277
Elements of Accordion Essays and Reports – Lesson S4-7, p. 281
Writing Essays and Reports Step – Lesson S4-8, p. 284
Informal Outlines for Essays and Reports – Lesson S4-9, p. 286
Introductions
Topic Sentence Variety – Lesson S4-12 p. 294
(List; Occasion/Position; However; A Few Good Prepositions; Infinitives; Action Verb; And, But, Or,
and So; Power Number)
Creating Two-Sentence Introductions – Lesson S4-14, p. 301
Leading with the Blues – Lesson S4-15 p. 303
(Quotation; An Example from…; Facts and Background; Bold or Startling Statement; Short
Narrative)
Paragraph Elaboration
Increasing Elaboration in Essays and Reports – S4-19, p.312
Gathering Information from Sources – S4-23, p. 321
Transitions
Transition Sets – S4-25, p. 325
Transitions for Different Purposes – Lesson S4-26, p. 327
Using Obvious and Subtle Transitions – Lesson S4-30, p.333
Conclusions
Connecting a Conclusion to a Topic Sentence – Lesson S4-33, p. 339
Writing Successful Conclusions – Lesson S4-35, p. 343, p. 358
Revising and Editing
Copy Editor Symbols (Not a SUTW strategy)
Decoder (Not a SUTW lesson)
Getting Caught in the Things Trap: Using Precise Words – Lesson S4-41
Revising Verbs in Informative/Explanatory Text – Lesson S4-42, p. 359
Bold = Priority Lesson to be introduced and practiced at this grade.
Non-Bold = Lesson introduced and practiced at previous grade. Continue teaching for mastery.
Research Reports
Overview
Elements of Research Reports – Lesson S7-2, p. 623
Steps for Writing a Research Report – Lesson S7-3, p. 626
Finding and Evaluating Sources
Types of Sources – Lesson S7-7, p.636
Using Key Words to Find Online Sources – Lesson S7-8, p. 638
Assessing the Usefulness of Sources – Lesson S7-9, p. 640
Assessing Digital Sources – Lesson S7-10, p.643
Gathering Information
Research Note Cards – Lesson S7-11, p. 645
Writing a Research Paper
Using Quotations – Lesson S7-15, p. 656
Avoiding Plagiarism – Lesson S7-17, p. 639
Using a Standard Format for Citation and Bibliography – Lesson S7-18, p. 662
Bold = Priority Lesson to be introduced and practiced at this grade.
Non-Bold = Lesson introduced and practiced at previous grade. Continue teaching for mastery.
Narrative Standards:
W.3. Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
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, and description, and reflection, to develop
experiences and 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.
Prewriting, Planning, Drafting
Types of Narratives – Lesson S6-1, p. 527
Quick Sketch and Quick Note Planning – Lesson S6-11, p. 546
Narrator and Voice – Lesson S6-13, p. 530
Ways to Begin a Narrative – Lesson S6-14, p. 532
Narrative Techniques
Eight Tips for Writing a First Draft – Lesson S6-22, p. 571
Qualities of a Good Narrative – Lesson S6-23, p. 573
Transitions
Function and Variety of Narrative Transitions – Lesson S6-24, p. 575
Endings
Options for Writing the Ending of a Narrative – Lesson S6-26, p. 579
Personal Narrative
Recognizing the Personal Narrative Pattern – Lesson S6-34, p. 598
Revising and Editing
Copy Editor Symbols (Not a SUTW strategy)
Decoder (Not a SUTW lesson)
Bold = Priority Lesson to be introduced and practiced at this grade.
Non-Bold = Lesson introduced and practiced at previous grade. Continue teaching for mastery.