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Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. Grade 8 Program Consultants: Kylene Beers Martha Hougen Carol Jago William L. McBride Erik Palmer Lydia Stack About Our Program Consultants Kylene Beers Nationally known lecturer and author on reading and literacy; 2011 recipient of the Conference on English Leadership Exemplary Leader Award; coauthor of Notice and Note: Strategies for Close Reading; former president of the National Council of Teachers of English. Dr. Beers is the nationally known author of When Kids Can’t Read: What Teachers Can Do and coeditor of Adolescent Literacy: Turning Promise into Practice, as well as articles in the Journal of Adolescent and Adult Literacy. Former editor of Voices from the Middle, she is the 2001 recipient of NCTE’s Richard W. Halley Award, given for outstanding contributions to middle school literacy. She recently served as Senior Reading Researcher at the Comer School Development Program at Yale University as well as Senior Reading Advisor to Secondary Schools for the Reading and Writing Project at Teachers College. Martha Hougen National consultant, presenter, researcher, and author. Areas of expertise include differentiating instruction for students with learning difficulties, including those with learning disabilities and dyslexia; and teacher and leader preparation improvement. Dr. Hougen has taught at the middle school through graduate levels. Recently her focus has been on working with teacher educators to enhance teacher and leader preparation to better meet the needs of all students. Currently she is working with the University of Florida at the Collaboration for Effective Educator Development, Accountability, and Reform Center (CEEDAR Center) to improve the achievement of students with disabilities by reforming teacher and leader licensure, evaluation, and preparation. She has led similar efforts in Texas with the Higher Education Collaborative and the College & Career Readiness Initiative Faculty Collaboratives. In addition to peer-reviewed articles, curricular documents, and presentations, Dr. Hougen has published two college textbooks: The Fundamentals of Literacy Assessment and Instruction Pre-K–6 (2012) and The Fundamentals of Literacy Assessment and Instruction 6–12 (2014). Carol Jago Teacher of English with 32 years of experience at Santa Monica High School in California; author and nationally known lecturer; and former president of the National Council of Teachers of English. Currently serves as Associate Director of the California Reading and Literature Project at UCLA. With expertise in standards assessment and secondary education, Ms. Jago is the author of numerous books on education, including With Rigor for All and Papers, Papers, Papers, and is active with the California Association of Teachers of English, editing its scholarly journal California English since 1996. Ms. Jago also served on the planning committee for the 2009 NAEP Framework and the 2011 NAEP Writing Framework. iv Grade 8 William L. McBride Curriculum specialist. Dr. McBride is a nationally known speaker, educator, and author who now trains teachers in instructional methodologies. He is coauthor of What’s Happening?, an innovative, highinterest text for middle-grade readers, and author of If They Can Argue Well, They Can Write Well. A former reading specialist, English teacher, and social studies teacher, he holds a master's degree in reading and a doctorate in curriculum and instruction from the University of North Carolina at Chapel Hill. Dr. McBride has contributed to the development of textbook series in language arts, social studies, science, and vocabulary. He is also known for his novel Entertaining an Elephant, which tells the story of a veteran teacher who becomes reinspired with both his profession and his life. Erik Palmer Veteran teacher and education consultant based in Denver, Colorado. Author of Well Spoken: Teaching Speaking to All Students and Digitally Speaking: How to Improve Student Presentations. His areas of focus include improving oral communication, promoting technology in classroom presentations, and updating instruction through the use of digital tools. He holds a bachelor’s degree from Oberlin College and a master’s degree in curriculum and instruction from the University of Colorado. Lydia Stack Internationally known teacher educator and author. She is involved in a Stanford University project to support English Language Learners, Understanding Language. The goal of this project is to enrich academic content and language instruction for English Language Learners (ELLs) in grades K-12 by making explicit the language and literacy skills necessary to meet the Common Core State Standards (CCSS) and Next Generation Science Standards. Her teaching experience includes twenty-five years as an elementary and high school ESL teacher, and she is a past president of Teachers of English to Speakers of Other Languages (TESOL). Her awards include the TESOL James E. Alatis Award and the San Francisco STAR Teacher Award. Her publications include On Our Way to English, Visions: Language, Literature, Content, and American Themes, a literature anthology for high school students in the ACCESS program of the U.S. State Department's Office of English Language Programs. Additional thanks to the following Program Reviewers Rosemary Asquino Sylvia B. Bennett Yvonne Bradley Leslie Brown Haley Carroll Caitlin Chalmers Emily Colley-King Stacy Collins Denise DeBonis Courtney Dickerson Sarah Easley Phyllis J. Everette Peter J. Foy Sr. Carol M. Gibby Angie Gill Mary K. Goff Saira Haas Lisa M. Janeway Robert V. Kidd Jr. Kim Lilley John C. Lowe Taryn Curtis MacGee Meredith S. Maddox Cynthia Martin Kelli M. McDonough Megan Pankiewicz Linda Beck Pieplow Molly Pieplow Mary-Sarah Proctor Jessica A. Stith Peter Swartley Pamela Thomas Linda A. Tobias Rachel Ukleja Lauren Vint Heather Lynn York Leigh Ann Zerr About Our Program Consultants v COLLEC TION 1 Culture and Belonging ANCHOR TEXT SHORT STORY My Favorite Chaperone Jean Davies Okimoto 3 PERSONAL ESSAY Bonne Année Jean-Pierre Benoît 31 RESEARCH STUDY Scott Bittle and Jonathan Rochkind 41 Kao Kalia Yang 53 Lisa Gossels 71 Sherman Alexie 75 A Place to Call Home ANCHOR TEXT MEDIA ANALYSIS MEMOIR from The Latehomecomer DOCUMENTARY New Immigrants Share Their Stories POEM The Powwow at the End of the World COLLECTION PERFORMANCE TASKS Write an Informative Essay Write a Personal Narrative Key Learning Objectives vi Grade 8 Make inferences. Analyze plot. Analyze characterization. Analyze allusion. Analyze imagery. Analyze central idea and details. 79 83 Identify and analyze elements of a memoir. Analyze elements of a personal essay. Analyze use of text features and graphic aids. Determine use of figurative language. Analyze and evaluate elements of a documentary. Close Reader SHORT STORY Golden Glass Alma Luz Villanueva ESSAY What to Bring Naisha Jackson MEMOIR Image credits: ©John Lund/Blend Images/Getty Images Museum Indians Susan Power eBook Explore It! Video Links hmhfyi.com Visit hmhfyi.com for current articles and informational texts. Contents vii COLLEC TION 2 The Thrill of Horror ANCHOR TEXT SHORT STORY The Tell-Tale Heart Edgar Allan Poe 89 Jackie Torrence 99 ESSAY Scary Tales SHORT STORY The Monkey’s Paw MEDIA ANALYSIS ANCHOR TEXT W. W. Jacobs 105 Ricky Lewis Jr. 121 Sharon A. Russell 125 FILM CLIP from The Monkey’s Paw LITERARY CRITICISM What Is the Horror Genre? COLLECTION PERFORMANCE TASKS Present an Argument Write a Literary Analysis Key Learning Objectives viii Grade 8 Determine theme. Identify use of suspense. Identify and analyze foreshadowing. Determine point of view. Evaluate narrator. Compare a written story to film. 133 137 Analyze elements of literary criticism. Identify elements of author’s style. Analyze author’s viewpoint. Determine author’s purpose. Identify counterarguments. Analyze filmmaker’s choices. Close Reader SHORT STORY The Outsider H. P. Lovecraft POEM Frankenstein Edward Field ESSAY Image credits: ©Andreas Gradin/Shutterstock Man-Made Monsters Daniel Cohen eBook Explore It! Video Links hmhfyi.com Visit hmhfyi.com for current articles and informational texts. Contents ix COLLEC TION 3 The Move Toward Freedom ANCHOR TEXT AUTOBIOGRAPHY from Narrative of the Life of Frederick Douglass, an American Slave Frederick Douglass 143 Ann Petry 151 Ray Bradbury 167 James L. Swanson 177 Walt Whitman 199 BIOGRAPHY from Harriet Tubman: Conductor on the Underground Railroad ANCHOR TEXT HISTORICAL FICTION The Drummer Boy of Shiloh HISTORY WRITING from Bloody Times: The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis POEM O Captain! My Captain! COLLECTION PERFORMANCE TASKS Participate in a Collaborative Discussion Write a Literary Analysis Key Learning Objectives x Grade 8 Identify elements of historical fiction. Identify elements of elegy. Identify and analyze extended metaphors. Analyze mood. Analyze elements of autobiography. Identify methods of characterization in biography. 203 207 Analyze word choice and connotation. Analyze author’s craft. Analyze compare-and-contrast organization. Determine author’s purpose. Engage in collaborative discussion. Close Reader BIOGRAPHY My Friend Douglass Russell Freedman SHORT STORY A Mystery of Heroism Stephen Crane JOURNAL ENTRIES Image credits: ©Corbis; (bg) ©Antonio Abrignani/Shutterstock Civil War Journal Louisa May Alcott eBook Explore It! Video Links hmhfyi.com Visit hmhfyi.com for current articles and informational texts. Contents xi COLLEC TION 4 Approaching Adulthood ANCHOR TEXT SHORT STORY Marigolds Eugenia Collier 213 Hanging Fire Teenagers Audre Lorde Pat Mora 229 231 ARGUMENT Laurence Steinberg, Jenny Diamond Cheng, Jamie Lincoln Kitman, Barbara Hofer, Michael Thompson 235 Is 16 Too Young to Drive a Car? Robert Davis 247 Fatal Car Crashes Drop for 16-Year-Olds, Rise for Older Teens Allison Aubrey 256 POEMs ANCHOR TEXT When Do Kids Become Adults? ARTICLEs COMPARE TEXTs Persuading Viewers Through Ads COMPARE MEDIA 263 PUBLIC SERVICE ANNOUNCEMENT FILM Your Phone Can Wait Stephanie Ramirez 263 PUBLIC SERVICE ANNOUNCEMENT POSTER Driving Distracted 266 COLLECTION PERFORMANCE TASKS Write a Literary Analysis Produce a Multimedia Campaign Key Learning Objectives xii Grade 8 Make inferences. Determine theme. Analyze character motivation. Identify speaker in poetry. Determine central idea and details. 269 273 Evaluate reasoning. Trace and evaluate an argument. Analyze facts and interpretations in two texts. Evaluate different mediums. Close Reader SHORT STORY The Whistle Anne Estevis POEM Identity Julio Noboa Polanco POEM Hard on the Gas Janet S. Wong HISTORY ARTICLE Image credits: ©jumpingsack/Shutterstock Much Too Young to Work So Hard Naoki Tanaka eBook Explore It! Video Links hmhfyi.com Visit hmhfyi.com for current articles and informational texts. Contents xiii COLLEC TION 5 Anne Frank’s Legacy ANCHOR TEXT DRAMA The Diary of Anne Frank Frances Goodrich and Albert Hackett 279 Anne Frank 355 Francine Prose 369 Elie Wiesel 379 WisÅ‚awa Szymborska 385 DIARY from The Diary of a Young Girl LITERARY CRITICISM from Anne Frank: The Book, the Life, the Afterlife SPEECH After Auschwitz POEM There But for the Grace COLLECTION PERFORMANCE TASK Research and Write an Informative Essay Key Learning Objectives xiv Grade 8 Identify and analyze elements of drama. Analyze flashback. Analyze sound devices in poetry. Make inferences. Identify and analyze elements of a diary. Analyze impact of word choice on tone. Analyze persuasive techniques. Determine use of rhetorical devices. Determine author’s viewpoint. 389 Close Reader DRAMA Image credits: ©Tim De Waele/Corbis from The Diary of Anne Frank: Act I, Scenes 1 and 2 Frances Goodrich and Albert Hackett eBook Explore It! Video Links hmhfyi.com Visit hmhfyi.com for current articles and informational texts. Contents xv COLLEC TION 6 The Value of Work ANCHOR TEXT NOVEL from The Adventures of Tom Sawyer Mark Twain 395 Gary Soto 405 Anne Michaud 419 422 Carl Sandburg 427 431 433 MEMOIR One Last Time ARGUMENTS Teens Need Jobs, Not Just Cash Teens at Work POEMs COMPARE ANCHOR TEXTs Chicago Find Work My Mother Enters the Work Force Rhina P. Espaillat Rita Dove COLLECTION PERFORMANCE TASKS Present a Narrative Write an Argument Key Learning Objectives xvi Grade 8 Analyze point of view and narrator. Determine and analyze style. Determine use of figurative language. Analyze rhyme scheme and meter. Compare and contrast poetic structure. 437 441 Draw conclusions. Analyze imagery. Delineate and evaluate an argument. Plan and present a narrative. Close Reader SHORT STORY The Flying Machine Ray Bradbury GRAPHIC STORY Ray Bradbury illustrated by Bernard Krigstein The Flying Machine BIOGRAPHY The Real McCoy Jim Haskins POEM Image credits: ©Debra Hughes/Shutterstock To Be of Use Marge Piercy POEM A Story of How a Wall Stands Simon J. Ortiz eBook Explore It! Video Links hmhfyi.com Visit hmhfyi.com for current articles and informational texts. Contents xvii Student Resources Performance Task Reference Guide Writing an Argument Writing an Informative Essay Writing a Narrative Conducting Research MLA Citation Guidelines Participating in a Collaborative Discussion Debating an Issue Reading Informational Texts: Patterns of Organization 1 Main Idea and Supporting Details 2 Chronological Order 3 Cause-Effect Organization 4 Compare-and-Contrast Organization 5 Problem-Solution Organization Reading Arguments 1 Analyzing an Argument 2 Recognizing Proposition and Support Patterns 3 Recognizing Persuasive Techniques 4 Analyzing Logic and Reasoning 5 Evaluating Persuasive Texts Grammar R2 R2 R4 R6 R8 R10 The Sentence and Its Parts Punctuation Capitalization R12 R14 R16 R16 R17 R18 R19 R21 R22 R22 R23 R23 R24 R27 R29 R29 R31 R32 R35 Grammar Handbook: 1 Nouns 2 Pronouns 3 Verbs xviii Grade 8 5 The Sentence and Its Parts 6 Phrases 7 Verbals and Verbal Phrases 8 Clauses 9 The Structure of Sentences 10 Writing Complete Sentences Quick Reference: Parts of Speech 4 Modifiers R36 R36 R39 11 Subject-Verb Agreement Vocabulary and Spelling 1 Using Context Clues 2 Analyzing Word Structure 3 Understanding Word Origins 4 Synonyms and Antonyms 5 Denotation and Connotation 6 Analogies 7 Homonyms, Homographs, and Homophones 8 Words with Multiple Meanings 9 Specialized Vocabulary 10 Using Reference Sources 11 Spelling Rules 12 Commonly Confused Words R41 R43 R44 R45 R46 R47 R48 R49 R53 R53 R54 R55 R57 R57 R57 R57 R58 R58 R58 R59 R62 Glossary of Literary and Informational Terms R64 Using the Glossary R79 Pronunciation Key R79 Glossary of Academic Vocabulary R80 Glossary of Critical Vocabulary R81 Index of Skills R85 Index of Titles and Authors R95 Acknowledgments R96 California English Language Development Standards R99 d i g i ta l O v e r v i e w Connecting to Your World Every time you read something, view something, write to someone, or react to what you’ve read or seen, you’re participating in a world of ideas. You do this every day, inside the classroom and out. These skills will serve you not only at home and at school but eventually in your career. The digital tools in this program will tap into the skills you already use and help you sharpen those skills for the future. T ag nam e 139 Start your exploration at my.hrw.com hmhfyi.com Produce Collaborate eBook Research Explore Read Annotate Text in FOCUS 139 139 Cite Organize View Extend Tag name Tag name Write Communicate Digital Overview xix interactive lessons Writing and Speaking & Listening Communication in today’s world requires quite a variety of skills. To express yourself and win people over, you have to be able to write for print, for online media, and for spoken presentations. To collaborate, you have to work with people who might be sitting right next to you or at the other end of an Internet connection. Available Only in Your eBook These interactive lessons will help you master the skills needed to become an expert communicator. xx Grade 8 W 1, W 10 Writing Arguments Learn how to build a strong argument. Interactive Lessons 1. 2. 3. 4. Introduction What Is a Claim? Support: Reasons and Evidence Building Effective Support 5. 6. 7. 8. Creating a Coherent Argument Persuasive Techniques Formal Style Concluding Your Argument W 2, W 10 Writing Informative Texts Image Credits: (t) ©Orla/Shutterstock; (c)©Mishchenko Mikhall/Shutterstock; (b)©Dougal Waters/Getty Images Shed light on complex ideas and topics. Interactive Lessons 1. 2. 3. 4. Introduction Developing a Topic Organizing Ideas Introductions and Conclusions Writing Narratives 5. 6. 7. 8. 9. Elaboration Using Graphics and Multimedia Precise Language and Vocabulary Formal Style Writing Business Documents W 3, W 10 A good storyteller can always capture an audience. Interactive Lessons 1. Introduction 2. Narrative Context 3. Point of View and Characters 4. Narrative Structure 5. Narrative Techniques 6. The Language of Narrative Digital Contents xxi W 4, W 5, W 10 Writing as a Process Get from the first twinkle of an idea to a sparkling final draft. Interactive Lessons 1. Introduction 2. Task, Purpose, and Audience 3. Planning and Drafting 4. Revising and Editing 5. Trying a New Approach W6 Producing and Publishing with Technology Interactive Lessons 1. Introduction 2. Writing for the Internet 3. Interacting with Your Online Audience 4. Using Technology to Collaborate W 6, W 7, W 8 Conducting Research There’s a world of information out there. How do you find it? Interactive Lessons xxii Grade 8 1. 2. 3. 4. Introduction Starting Your Research Types of Sources Using the Library for Research 5. 6. 7. 8. Conducting Field Research Using the Internet for Research Taking Notes Refocusing Your Inquiry Image Credits: (t) ©JupiterImages/Bananastock/Alamy; (c) ©Tan Kian Khoon/Shutterstock; (b) ©ollyy/Shutterstock Learn how to write for an online audience. W8 Evaluating Sources Don’t believe everything you read! Interactive Lessons 3. Evaluating Sources for Reliability 1. Introduction 2. Evaluating Sources for Usefulness W 7, W 8, W 9 Using Textual Evidence Put your research into writing. Image Credits: (t) ©Bo Valentino/Shutterstock, (c) © Getty Images RF, (b) ©Corbis Interactive Lessons 1. Introduction 2. Synthesizing Information 3. Writing an Outline 4. Summarizing, Paraphrasing, and Quoting 5. Attribution SL 1 Participating in Collaborative Discussions There’s power in putting your heads together. Interactive Lessons 1. Introduction 2. Preparing for Discussion 3. Establishing and Following Procedure 4. Speaking Constructively 5. Listening and Responding 6. Wrapping Up Your Discussion Digital Contents xxiii SL 2, SL 3, SL 6 Analyzing and Evaluating Presentations Media-makers all want your attention. What are they trying to tell you? Interactive Lessons 1. Introduction 2. Analyzing a Presentation 3. Evaluating a Speaker’s Reliability 4. Tracing a Speaker’s Argument 5. Rhetoric and Delivery 6. Synthesizing Media Sources SL 4, SL 6 Giving a Presentation Interactive Lessons 1. Introduction 2. Knowing Your Audience 3. The Content of Your Presentation: Argument 4. The Content of Your Presentation: Narrative 5. Style in Presentation 6. Delivering Your Presentation Using Media in a Presentation SL 5 If a picture is worth a thousand words, just think what you can do with a video. Interactive Lessons xxiv Grade 8 1. Introduction 2. Types of Media: Audio, Video, and Images 3. Using Presentation Software 4. Practicing Your Presentation Image Credits: (t) ©Florian ISPAS/Shutterstock, (c) ©Alna Jameela/Shutterstock, (b) Jupiterimages/Getty Images Learn how to talk to a roomful of people. d i g i ta l s p ot l i g h t eBook hmhfyi.com Supporting 21st Century Skills The amount of information people encounter each day keeps increasing. Whether you’re working alone or collaborating with others, it takes effort to analyze the complex texts and competing ideas that bombard us in this fast-paced world. What can allow you succeed? Staying engaged and organized will. The digital tools in this program will help you to think critically and take charge of your learning. Ignite your Investigation You learn best when you’re engaged. The Stream to Start video at the beginning of each collection is designed to inspire interest in the topics being explored. Watch it and then let your curiosity lead your investigations. Digital Spotlight xxv Learn How to Do a Close Read An effective close read is all about the details; you have to examine the language and ideas a writer includes. See how it’s done by accessing the Close Read Screencasts in your eBook. Hear modeled conversations about anchor texts. Text in FOCUS xxvi Grade 8 Increase Your Understanding TEXT IN FOCUS helps you dig deeper into complex texts by offering visual explanations of potential stumbling blocks. Look for TEXT IN FOCUS videos in anchor texts. 139 Annotate the Texts Tag name Practice close reading by utilizing the powerful annotation tools in your eBook. Mark up key ideas and observations using highlighters and sticky notes. Tag unfamiliar words to create a personal word list in myNotebook. 139 Tag name Find More Text Evidence on the Web hmhfyi.com Tap into the fyi website for links to high-interest informational texts about collection topics. Synthesize information and connect notes and text evidence from any Web source by including it in myNotebook. Digital Spotlight xxvii Save and Organize Your Notes Save your annotations to myNotebook, where you can organize them to use as text evidence in performance tasks and other writing assignments. You can also organize the unfamiliar words you tagged by creating word lists, which will help you grow your vocabulary. xxviii Grade 8 Create, Communicate, and Collaborate Use the technology provided by the myWriteSmart tool to keep track of your writing assignments, create drafts, and collaborate and communicate with peers and your teacher. Use the evidence you’ve gathered in myNotebook to support your ideas. Digital Spotlight xxix Making Meaning in the 21st Century . . . or Don't Let Complex Texts Get You Down By Carol Jago Do you sometimes think that what your teacher asks you to read is too hard? Let me tell you a secret. Those poems and passages can be tough for your teacher as well. Just because a text isn’t easy doesn’t mean there is something wrong with it or something wrong with the reader. It means you need to do more than skim across the words on the page or screen. You will need to think critically at every turn. Problem solving isn’t only needed for math. Complex texts demand the same kind of effort and focused attention. Do you sometimes wish writers would just say what they have to say simply? I assure you that writers don’t use long sentences and unfamiliar words to annoy their readers or make readers feel dumb. They employ complex syntax and rich language in order to express complex ideas. Excellent literature and nonfiction—the kind you will be reading over the course of the year—challenges readers in various ways. Sometimes the background of a story or the content of an essay is so unfamiliar that it is difficult to understand why characters are behaving as they do or to follow the argument a writer is making. By persevering, reading like a detective, and following clues in the text, you will find that your store of background knowledge grows. As a result, the next time you read about global issues, financial matters, political events, environmental news (like the California drought!) or health research, the text won’t seem nearly as hard. The more you read, the better a reader you will become. Good readers aren’t put off by challenging text. When the going gets rough, they know what to do. Let’s take vocabulary, a common measure of text complexity, as an example. Learning new words is the business of a lifetime. Rather than shutting down when you meet a word you don’t know, xxx Grade 8 take a moment to think about the word. Is any part of the word familiar to you? Is there something in the context of the sentence or paragraph that can help you figure out its meaning? Is there someone or something that can provide you with a definition? When reading literature or nonfiction from a time period other than our own, the text is often full of words we don’t know. Each time you meet those words in succeeding readings you will be adding to your understanding of the word and its use. Your brain is a natural word-learning machine. The more you feed it complex text, the larger a vocabulary you’ll have. Have you ever been reading a long, complicated sentence and discovered that by the time you reached the end you had forgotten the beginning? Unlike the sentences we speak or dash off in a note to a friend, complex text is often full of sentences that are not only lengthy but also constructed in intricate ways. Such sentences require readers to slow down and figure out how phrases relate to one another as well as who is doing what to whom. Remember, rereading isn’t cheating. It is exactly what experienced readers know to do when they meet dense text on the page. On the pages that follow you will find stories and articles that challenge you at the sentence level. Don’t be intimidated. With careful attention to how those sentences are constructed, their meaning will unfold right before your eyes. “Your brain is a natural word-learning machine. The more you feed it complex text, the larger a vocabulary you’ll have.” That same kind of attention is required for reading the media. Every day you are bombarded with messages— online, offline, everywhere you look. These, too, are complex texts that you want to be able to see through, that is, to be able to recognize the message’s source, purpose, context, intended audience, and appeals. This is what it takes to be a 21st century reader. Another way text can be complex involves the density of the ideas in a passage. Sometimes a writer piles on so much information that you think your head might explode if you read one more detail or one more qualification. At times like this talking with a friend can really help. Sharing questions and ideas, exploring a difficult passage together, can help you tease out the meaning of even the most difficult text. Poetry is often particularly dense, and for that reason it poses particular challenges. A seemingly simple poem in terms of vocabulary and length may express extremely complex feelings and insights. Poets also love to use mythological and Biblical allusions which contemporary readers are not always familiar with. The only way to read text this complex is to read it again and again. You are going to notice a range of complexity within each collection of readings. This spectrum reflects the range of texts that surround us: some easy, some hard, some seemingly easy but in fact hard, some seemingly hard but actually easy. Whatever their complexity, I think you will enjoy these readings tremendously. Remember, read for your life! Complex Text xxxi Understanding the Common Core State Standards What are the English Language Arts Common Core State Standards? The Common Core State Standards for English Language Arts indicate what you should know and be able to do by the end of your grade level. These understandings and skills will help you be better prepared for future classes, college courses, and a career. For this reason, the standards for each strand in English Language Arts (such as Reading Informational Text or Writing) directly relate to the College and Career Readiness Anchor Standards for each strand. The Anchor Standards broadly outline the understandings and skills you should master by the end of high school so that you are well-prepared for college or for a career. How do I learn the English Language Arts Common Core State Standards? Your textbook is closely aligned to the English Language Arts Common Core State Standards. Every time you learn a concept or practice a skill, you are working on mastering one of the standards. Each collection, each selection, and each performance task in your textbook connects to one or more of the standards for English Language Arts listed on the following pages. ©Jose Luis Pelaez Inc/Getty Images The English Language Arts Common Core State Standards are divided into five strands: Reading Literature, Reading Informational Text, Writing, Speaking and Listening, and Language. xxxii Grade 8 Strand What It Means to You Reading Literature (RL) This strand concerns the literary texts you will read at this grade level: stories, drama, and poetry. The Common Core State Standards stress that you should read a range of texts of increasing complexity as you progress through high school. Reading Informational Text (RI) Informational text encompasses a broad range of literary nonfiction, including exposition, argument, and functional text, in such genres as personal essays, speeches, opinion pieces, memoirs, and historical and technical accounts. The Common Core State Standards stress that you will read a range of informational texts of increasing complexity as you progress from grade to grade. Writing (W) For the Writing strand you will focus on generating three types of texts— arguments, informative or explanatory texts, and narratives—while using the writing process and technology to develop and share your writing. The Common Core State Standards also emphasize research and specify that you should write routinely for both short and extended time frames. Speaking and Listening (SL) The Common Core State Standards focus on comprehending information presented in a variety of media and formats, on participating in collaborative discussions, and on presenting knowledge and ideas clearly. Language (L) The standards in the Language strand address the conventions of standard English grammar, usage, and mechanics; knowledge of language; and vocabulary acquisition and use. Common Core Code Decoder The codes you find on the pages of your textbook identify the specific knowledge or skill for the standard addressed in the text. W 1a Indicates that this standard is from the Writing strand. Identifies the standard number and standard subpart for the knowledge or skill. Common Core State Standards xxxiii English Language Arts Common Core State Standards Listed below are the English Language Arts Common Core State Standards that you are required to master by the end of grade 8. To help you understand what is required of you, we have provided a summary of the concepts you will learn on your way to mastering each standard. College and Career Readiness Anchor Standards for Reading Common Core State Standards KEY IDEAS AND DETAILS 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. CRAFT AND STRUCTURE 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. INTEGRATION OF KNOWLEDGE AND IDEAS 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RANGE OF READING AND LEVEL OF TEXT COMPLEXITY 10. Read and comprehend complex literary and informational texts independently and proficiently. xxxiv Grade 8 Reading Standards for Literature, Grade 8 Students The College and Career Readiness Anchor Standards for Reading apply to both literature and informational text. Common Core State Standards What It Means to You KEY IDEAS AND DETAILS 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. You will use information from the text to support its main ideas—both those that are stated directly and those that are suggested. 2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. You will define a text’s theme or main idea by analyzing its relationship to the characters, setting, and plot, as well as how it unfolds throughout the text. You will also summarize the main idea of the text without adding your own ideas or opinions. 3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. You will analyze how specific events or lines of dialogue in a story or drama move the action forward or show you things about the characters. CRAFT AND STRUCTURE 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. You will analyze specific words, phrases, and patterns of sound in the text to determine what they mean and how they contribute to the text’s larger meaning. 5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. You will compare and contrast the forms of two or more texts and analyze how those forms contribute to meaning and style. 6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. You will analyze how differences between the points of view of characters and readers create effects like suspense or humor. Common Core State Standards xxxv Reading Standards for Literature, Grade 8 Students, continued Common Core State Standards What It Means to You INTEGRATION OF KNOWLEDGE AND IDEAS 7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. You will compare and contrast how events and information are presented in a text and a filmed or live production of the text. 8. (Not applicable to literature) 9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. You will recognize and analyze how an author draws from and uses historical source material. RANGE OF READING AND LEVEL OF TEXT COMPLEXITY 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently. You will read and understand grade-level appropriate literary texts by the end of grade 8. Reading Standards for Informational Text, Grade 8 Students Common Core State Standards What It Means to You KEY IDEAS AND DETAILS 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. You will cite information from the text to support its main ideas—both those that are stated directly and those that are suggested. 2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. You will determine a text’s main idea by analyzing its relationship to supporting details as well as how it progresses throughout the text. You will also summarize the text as a whole without adding your own ideas or opinions. xxxvi Grade 8 Common Core State Standards 3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). What It Means to You You will analyze the ways in which a text groups together or separates individuals, events, and ideas. CRAFT AND STRUCTURE 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. You will analyze specific words and phrases in the text to determine both what they mean and how they affect the text’s tone and meaning as a whole. 5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. You will examine individual paragraphs in a text and analyze how particular sentences contribute to the whole. 6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. You will understand the author’s point of view and analyze how the author sets his or her position apart from others. INTEGRATION OF KNOWLEDGE AND IDEAS 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. You will evaluate the benefits and drawbacks of using visual and non-visual mediums to present information. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. You will evaluate the strength of the author’s claims and reasoning and identify any faults or weaknesses in them. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. You will compare and contrast at least two different authors’ treatments of the same subject and show where they disagree on matters of fact or opinion. Common Core State Standards xxxvii Reading Standards for Informational Text, Grade 8 Students, continued Common Core State Standards What It Means to You RANGE OF READING AND LEVEL OF TEXT COMPLEXITY 10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently. You will demonstrate the ability to read and understand grade-level appropriate literary nonfiction texts by the end of grade 8. College and Career Readiness Anchor Standards for Writing Common Core State Standards TEXT TYPES AND PURPOSES 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured event sequences. PRODUCTION AND DISTRIBUTION OF WRITING 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. RESEARCH TO BUILD AND PRESENT KNOWLEDGE 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. RANGE OF WRITING 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. xxxviii Grade 8 Writing Standards, Grade 8 Students Common Core State Standards What It Means to You TEXT TYPES AND PURPOSES 1. Write arguments to support claims with clear reasons and relevant evidence. You will write and develop arguments with clear reasons and strong evidence that include a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. a clear organization of claims and counterclaims b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. strong, accurate support for claims c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. use of cohesive words, phrases, and clauses to link information d. Establish and maintain a formal style. a formal style e. Provide a concluding statement or section that follows from and supports the argument presented. a strong concluding statement that summarizes the argument 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. You will write clear, wellorganized, and thoughtful informative and explanatory texts with a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. a clear introduction and organization, including headings and graphic organizers (when appropriate) b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. sufficient supporting details and background information c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. cohesive transitions to link ideas d. Use precise language and domain-specific vocabulary to inform about or explain the topic. precise language and relevant vocabulary Common Core State Standards xxxix Writing Standards, Grade 8 Students, continued Common Core State Standards What It Means to You e. Establish and maintain a formal style. a formal style f. a strong conclusion that restates the importance or relevance of the topic Provide a concluding statement or section that follows from and supports the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. You will write clear, wellstructured, detailed narrative texts that 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. draw your readers in with a clear topic that unfolds logically b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. use narrative techniques to develop and expand on 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. use a variety of transition words to clearly signal shifts between time frames or settings d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. use precise words and sensory details that keep readers interested e. Provide a conclusion that follows from and reflects on the narrated experiences or events. have a strong conclusion that reflects on the topic PRODUCTION AND DISTRIBUTION OF WRITING 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) You will produce writing that is appropriate to the task, purpose, and audience for whom you are writing. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. With help from peers and adults, you will revise and refine your writing to address what is most important for your purpose and audience. xl Grade 8 Common Core State Standards What It Means to You 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. You will use technology to share your writing and to provide links to other relevant information. RESEARCH TO BUILD AND PRESENT KNOWLEDGE 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. You will conduct short research projects to answer a question using multiple sources and generating topics for further research. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. You will effectively conduct searches to gather information from different sources and assess the strength of each source, following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. You will paraphrase, summarize, quote, and cite primary and secondary sources to support your analysis, reflection, and research. a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”). b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”). RANGE OF WRITING 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. You will write for many different purposes and audiences both over short and extended periods of time. Common Core State Standards xli College and Career Readiness Anchor Standards for Speaking and Listening Common Core State Standards COMPREHENSION AND COLLABORATION 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. PRESENTATION OF KNOWLEDGE AND IDEAS 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening Standards, Grade 8 Students Common Core State Standards What It Means to You COMPREHENSION AND COLLABORATION 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. xlii You will actively participate in a variety of discussions in which you a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. have read any relevant material beforehand and have come to the discussion prepared b. Follow rules for collegial discussions and decisionmaking, track progress toward specific goals and deadlines, and define individual roles as needed. work with others to establish goals and processes within the group c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. ask questions that connect the ideas of several speakers and give relevant responses to the questions of others Grade 8 Common Core State Standards What It Means to You d. Acknowledge new information expressed by others and, when warranted, qualify or justify their own views in light of the evidence presented. recognize different perspectives and adjust your own views if necessary 2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. You will analyze the purposes of and reasons for presenting information in different media and formats. 3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. You will evaluate a speaker’s argument and identify any false reasoning or evidence. PRESENTATION OF KNOWLEDGE AND IDEAS 4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. You will organize and present information to your listeners in a logical sequence and engaging style that is appropriate to your task and audience. 5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. You will use digital media to enhance and add interest to presentations. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. You will adapt the formality of your speech appropriately. College and Career Readiness Anchor Standards for Language Common Core State Standards CONVENTIONS OF STANDARD ENGLISH 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. KNOWLEDGE OF LANGUAGE 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Common Core State Standards xliii College and Career Readiness Anchor Standards for Language, continued Common Core State Standards VOCABULARY ACQUISITION AND USE 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of word relationships and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Language Standards, Grade 8 Students Common Core State Standards What It Means to You CONVENTIONS OF STANDARD ENGLISH 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. explaining the function of verbals b. Form and use verbs in the active and passive voice. using verbs in both active and passive voice c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. using verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood d. Recognize and correct inappropriate shifts in verb voice and mood. recognizing and correcting shifts in verb voice and mood 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, ellipsis, dash) to indicate a pause or break. xliv You will correctly understand and use the conventions of English grammar and usage, including Grade 8 You will correctly use the conventions of English capitalization, punctuation, and spelling, including using different punctuation to indicate a pause or break Common Core State Standards What It Means to You b. Use an ellipsis to indicate an omission. using ellipsis to indicate when text has been left out c. Spell correctly. spelling correctly KNOWLEDGE OF LANGUAGE 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). You will apply your knowledge of language in different contexts by choosing appropriate verb voice and mood to create different effects VOCABULARY ACQUISITION AND USE 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. You will understand the meaning of grade-level appropriate words and phrases by a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. using context clues b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). using Greek or Latin roots c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. using reference materials d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). inferring and verifying the meanings of words in context Common Core State Standards xlv Language Standards, Grade 8 Students, continued Common Core State Standards 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. You will understand figurative language, word relationships, and slight differences in word meanings by a. Interpret figures of speech (e.g., verbal irony, puns) in context. interpreting figures of speech in context b. Use the relationship between particular words to better understand each of the words. analyzing relationships between words c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). distinguishing among words with similar definitions 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. xlvi What It Means to You Grade 8 You will learn and use gradeappropriate vocabulary.
