Eighth grade students use oral language, written language, and other media
and technology for expressive, informational, argumentative, critical, and
literary purposes. They continue to refine their study of language and grammar
in order to speak and write effectively. Although emphasis in eighth grade
is placed on using information for a specific task, students also:
| Competency Goal 1 |
The learner will use language to express
individual perspectives through analysis of personal, social, cultural,
and historical issues. |
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1.01 Narrate a personal account which:
- creates a coherent, organizing structure appropriate to purpose,
audience, and context.
- establishes a point of view and sharpens focus.
- uses remembered feelings.
- selects details that best illuminate the topic.
- connects events to self/society.
1.02 Explore expressive materials that are read, heard,
and viewed by:
- generating a learning log or journal.
- maintaining an annotated list of works that are read or viewed,
including personal reactions.
- taking an active role in and/or leading formal/informal book/media
talks.
1.03 Interact in group activities and/or seminars
in which the student:
- shares personal reactions to questions raised.
- gives reasons and cites examples from text in support of expressed
opinions.
- clarifies, illustrates, or expands on a response when asked to do
so, and asks classmates for similar expansion.
1.04 Reflect on learning experiences by:
- evaluating how personal perspectives are influenced by society,
cultural differences, and historical issues.
- appraising changes in self throughout the learning process.
- evaluating personal circumstances and background that shape interaction
with text.
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| Competency Goal 2 |
The learner will use and evaluate information
from a variety of sources. |
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2.01 Analyze and evaluate informational materials
that are read, heard, and/or viewed by:
- summarizing information.
- determining the importance of information.
- making connections to related topics/information.
- monitoring comprehension.
- drawing inferences.
- generating questions.
- extending ideas.
2.02 Create a research product in both written and
presentational form by:
- determining purpose, audience, and context.
- choosing a relevant topic.
- selecting presentational format (e.g., video, essay, interactive
technology) appropriate to audience.
- evaluating information for extraneous detail, inconsistencies, relevant
facts, and organization.
- researching and organizing information to achieve purpose.
- using notes and/or memory aids to structure information.
- supporting ideas with examples, definitions, analogies, and direct
references to primary and secondary sources.
- citing sources used.
- employing graphics such as charts, diagrams, and graphs to enhance
the communication of information.
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| Competency Goal 3 |
The learner will continue to refine
the understanding and use of argument. |
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3.01 Evaluate a variety of public documents by:
- identifying the social context of the argument.
- comparing the argument and counter-argument presented.
- judging the effectiveness of tone, style, and use of language.
3.02 Refine the use of the problem-solution process
by:
- evaluating problems and solutions within various texts and situations.
- utilizing the problem-solution process within various contexts/situations.
- constructing essays/presentations that respond to a given problem
by proposing a solution that includes relevant details.
3.03 Create arguments that persuade by:
- engaging the audience by establishing a context, creating a persona,
and otherwise developing interest.
- developing a controlling idea that makes a clear and knowledgeable
judgment.
- arranging details, reasons, and examples effectively and persuasively.
- anticipating and addressing reader/listener concerns and counter-arguments.
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| Competency Goal 4 |
The learner will continue to refine
critical thinking skills and apply criteria to evaluate text and multimedia. |
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4.01 Analyze the purpose of the author or creator
and the impact of that purpose by:
- evaluating any bias, apparent or hidden messages, emotional factors,
or propaganda techniques.
- evaluating the underlying assumptions of the author/creator.
4.02 Develop (with limited assistance) and apply appropriate
criteria to evaluate the quality of the communication by:
- using knowledge of language structure and literary or media techniques.
- drawing conclusions based on evidence, reasons, or relevant information.
- considering the implications, consequences, or impact of those conclusions.
4.03 Use the stance of a critic to:
- consider alternative points of view or reasons.
- remain fair-minded and open to other interpretations.
- construct or review.
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| Competency Goal 5 |
The learner will respond to various
literary genres using interpretive and evaluative processes. |
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5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive reading program by:
- using effective reading strategies to match type of text.
- reading self-selected literature and other materials of interest
to the individual.
- reading literature and other materials selected by the teacher.
- assuming a leadership role in student-teacher reading conferences.
- leading small group discussions.
- taking an active role in whole class seminars.
- analyzing the effects of elements such as plot, theme, charaterization,
style, mood, and tone.
- discussing the effects of such literary devices as figurative language,
dialogue, flashback, allusion, irony, and symbolism.
- analyzing and evaluating themes and central ideas in literature
and other texts in relation to personal and societal issues.
5.02 Study the characteristics of literary genres
(fiction, nonfiction, drama, and poetry) through:
- reading a variety of literature and other text (e.g., young adult
novels, short stories, biographies, plays, free verse, narrative poems).
- evaluating what impact genre-specific characteristics have on the
meaning of the text.
- evaluating how the author's choice and use of a genre shapes
the meaning of the literary work.
- evaluating what impact literary elements have on the meaning of
the text.
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| Competency Goal 6 |
The learner will apply conventions of grammar and language usage.
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6.01 Model an understanding of conventional written
and spoken expression by:
- using a variety of sentence types, punctuating properly, and avoiding
fragments and run-ons.
- using subject-verb agreement and verb tense that are appropriate
for the meaning of the sentence.
- applying the parts of speech to clarify language usage.
- using pronouns correctly, including clear antecedents and case.
- using phrases and clauses correctly, including proper punctuation
(e.g. prepositional phrases, appositives, dependent and independent
clauses.)
- determining the meaning of unfamiliar vocabulary words using context
clues, a dictionary, a glossary, a thesaurus, and/or structural analysis
(roots, prefixes, suffixes) of words.
- extending vocabulary knowledge by learning and using new words.
- evaluating the use and power of dialects in standard/nonstandard
English usage.
- applying correct language conventions and usage during formal oral
presentations.
6.02 Continue to identify and edit errors in spoken
and written English by:
- using correct spelling of words appropriate in difficulty for eighth
graders and refining mastery of an individualized list of commonly
misspelled words.
- producing final drafts/presentations that demonstrate accurate spelling
and the correct use of punctuation, capitalization, and format.
- self correcting errors in everyday speech.
- independently practicing formal oral presentations.
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