8th Grade Core Writing Standards Guide- Unit 1A
Instructional Period 1
Rationale: To organize their writing in to understand exactly what is bring asked for them in order to plan and format the writing process form beginning to end.
Big Idea: Writers will identity the purpose and topic of their writing. Writers will increase word choice, voice and fluency within in their writing.
Unit Outcome:. The writers analyze writing prompt by using rafts in order to plan their writing.
The writers will compose a variety of sentences that focus on fluency, word choice and voice in order to enhance their writing.
Learner Evidence: TSW use RAFTS to analyze a prompt by using RAFTS to figure out their
Role, Audience, Format, Topic and Strong verbs. 2. TSW select a graphic organizer to use when planning their writing. 3. TSW write a variety of sentences focusing on fluency, word choice, and voice to enhance their writing. 4. TSW incorporate the sentence structures into more descriptive chunks in short stories
Performance Based Assessment: Analyze a variety of prompts for the essential elements (Role,
Audience, Format, Topic, Strong Verbs) in order to write a variety of genres.
Approximate Length of Unit: Introduction 15-20 days Simultaneous with Sentence Structure
Continue to spiral for mastery through-out year.
Year-Long Components:
Dissect writing prompts/6 traits/Text Structure
Unit Specific Components:
-Prompt Analysis-RAFTS (Role, Audience, Format, Topic, Strong Verb)
--Write paragraphs and essays that correctly address the writing prompt
See Appendix B page 77 for recommended and exemplar text
Academic Vocabulary: role, audience, topic, format, strong verbs/actions, prompts
Integrated Text Usage Component: Analyze a variety prompts in order to plan and write a variety of genres within all subject areas
GES Common Core Guide Page 1 of 3 August 2012

8th Grade Core Writing Standards Guide- Unit 1A
Instructional Period 1
Common Core Standards:
8.L.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. 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. b.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). 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 claify its precise meaning or its part of speech. 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).
8.L.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.
8.L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a.
Interpret figures of speech (e.g., verbal irony, puns) in context. b.
Use the relationship between particular words to better understand each of the words. c.
Distinguish among the connotations (associations) of words with similar denotation
(definitions)(e.g., bullheaded, willful, firm, persistent, resolute).
8.L.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).
8.L.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. b.
Form and use verbs in the active and passive voice. c.
Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d.
Recognize and correct inappropriate shifts in verb voice and mood.
8.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a.
Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b.
Use an ellipsis to indicate an omission.
GES Common Core Guide Page 2 of 3 August 2012

8th Grade Core Writing Standards Guide- Unit 1A
Instructional Period 1 c.
Spell correctly.
Arizona State Standards:
S1C1PO2 Determine the purpose of an intended writing piece
S1C1PO3 Determine the intended audience of a writing piece
S1C1PO4 Establish a central idea appropriate to the type of writing.
S2C3PO1 Show awareness of the audience through word choice, style and appropriate connection with or distance from the audience.
S2C3PO3 Use language appropriate to the topic and purpose.
GES Common Core Guide Page 3 of 3 August 2012