8th Grade English Language Arts
Bundle 10
Reading
Focus: Non Fiction Text Structure
(9) Comprehension of Informational Text/Culture and History.
Students analyze, make inferences and draw conclusions about the
author's purpose in cultural, historical, and contemporary contexts
and provide evidence from the text to support their understanding.
Students are expected to:
SUPPORTING
8.9 (A) analyze works written on the same topic and compare how the
authors achieved similar or different purposes.
(10) Comprehension of Informational Text/Expository Text.
Students analyze, make inferences and draw conclusions about
expository text and provide evidence from text to support their
understanding. Students are expected to:
READINESS
8.10 (A) summarize the main ideas, supporting details, and
relationships among ideas in text succinctly in ways that maintain
meaning and logical order
Best summary of Expository Passages
 2-4 sentences
 A/The main idea of the passage
 Multiple, accurate details that support that main idea
 Supporting details come from the beginning, middle, and end
of the passage
SUPPORTING
8.10 (B) distinguish factual claims from commonplace assertions and
opinions and evaluate inferences from their logic in text
Fact statements do not contain value language (e.g., George
Washington was the first President of the United States.)
Opinion statements contain value language (e.g., George
Washington was a good President.)
READINESS
8.10 (C) make subtle inferences and draw complex conclusions about
the ideas in text and their organizational patterns
Stephenville ISD
Writing
Focus: Research
(24) Research/Synthesizing Information. Students clarify research
questions and evaluate and synthesize collected information.
Students are expected to:
(A) narrow or broaden the major research question, if necessary, based
on further research and investigation; and
(B) utilize elements that demonstrate the reliability and validity of the
sources used (e.g., publication date, coverage, language, point of view)
and explain why one source is more useful and relevant than another.
(25) Research/Organizing and Presenting Ideas. Students organize and
present their ideas and information according to the purpose of the
research and their audience. Students are expected to synthesize the
research into a written or an oral presentation that:
(A) draws conclusions and summarizes or paraphrases the findings in a
systematic way;
(B) marshals evidence to explain the topic and gives relevant reasons
for conclusions;
(C) presents the findings in a meaningful format; and
(D) follows accepted formats for integrating quotations and citations
into the written text to maintain a flow of ideas.
(17) Writing/Expository and Procedural Texts. Students write
expository and procedural or work-related texts to communicate
ideas and information to specific audiences for specific purposes.
Students are expected to:
(D) produce a multimedia presentation involving text, graphics, images,
and sound using available technology.
Edited July 2013
8th Grade English Language Arts
Bundle 10
READINESS
8.10 (D) synthesize and make logical connections between ideas
within a text and across two or three texts representing similar or
different genres and support those findings with textual evidence.
11) Comprehension of Informational Text/Persuasive Text. Students
analyze, make inferences and draw conclusions about persuasive
text and provide evidence from text to support their analysis.
Students are expected to:
SUPPORTING
8.11 (A) compare and contrast persuasive texts that reached different
conclusions about the same issue and explain how the authors
reached their conclusions through analyzing the evidence each
presents
SUPPORTING
8.11 (B) analyze the use of such rhetorical and logical fallacies as
loaded terms, caricatures, leading questions, false assumptions, and
incorrect premises in persuasive texts.
(12) Comprehension of Informational Text/Procedural Texts.
Students understand how to glean and use information in
procedural texts and documents. Students are expected to:
8.12 (A) analyze text for missing or extraneous information in multistep directions or legends for diagrams
SUPPORTING
8.12 (B) evaluate graphics for their clarity in communicating meaning
or achieving a specific purpose.
Grammar
Spelling
(21) Oral and Written Conventions/Spelling. Students spell correctly.
Students are expected to:
8.21 (A) spell correctly, including using various resources to determine
and check correct spellings.
On-Going Process Skills
Stephenville ISD
Edited July 2013
8th Grade English Language Arts
Bundle 10
Figure 19
(1) Reading/Fluency
(2) Vocabulary Development
(8) Comprehension of Literary Text/ Sensory Language
(26) Listening and Speaking: Listening
(27) Listening and Speaking: Speaking
(28) Listening and Speaking: Teamwork
Suggested:
SCOPE Magazine
I-Station
Nonfiction Picture Books
Webster’s Intermediate Dictionary
(19) Oral and Written Conventions/Conventions
(20) Writing/Conventions of Language/ Handwriting
(21) Oral and Written Conventions/Spelling
(26) Listening and Speaking: Listening
(27) Listening and Speaking: Speaking
(28) Listening and Speaking: Teamwork
Resources
Instructional Resources / Textbook Correlations
Suggested:
Bell Ringers
The Hunger Games (book and movie)
Everyday Spelling (Scott Foresman)
Texas Writing Coach (Scott Foresman)
Web Links / Other Resources
Academic Language / Language of Instruction
Assessments
Formative
Summative
Formative
Summative
Other Curricular Connection (ELA, Math, SS)
Technology Applications:
(3) Research and information fluency. The student acquires, analyzes,
and manages content from digital resources. The student is expected
to:
(A) create a research plan to guide inquiry;
(B) plan, use, and evaluate various search strategies, including
keyword(s) and Boolean operators;
(C) select and evaluate various types of digital resources for accuracy
and validity; and
Stephenville ISD
Edited July 2013
8th Grade English Language Arts
Bundle 10
(D) process data and communicate results.
(5) Digital citizenship. The student practices safe, responsible, legal,
and ethical behavior while using technology tools and resources. The
student is expected to:
(A) understand, explain, and practice copyright principles, including
current laws, fair use guidelines, creative commons, open source, and
public domain;
(B) practice and explain ethical acquisition of information and standard
methods for citing sources
Exemplar Lessons
Stephenville ISD
Edited July 2013