READING
Eighth Grade
Standard 1---Word Recognition, Fluency and Vocabulary Development
Students use their knowledge of word parts and word relationships, as well as context (the meaning of the text around a word), to
determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.
Vocabulary and Concept Development
SKILLS
8.1.1 Analyze idioms and
comparisons—such as analogies,
metaphors, and similes—to infer
the literal and figurative meanings
of phrases.
 Idioms: expressions that
cannot be understood just
by knowing the meanings
of the words in the
expression, such as to be
an old hand at something
or to get one’s feet wet
 Analogies: comparisons of
the similar aspects of two
different things
 Metaphors: implied
comparisons, such as The
stars were brilliant
diamonds in the night sky.
SUGGESTED ACTIVITIES
-Review literary terms re: poetry.
-Analyze Longfellow’s “Paul Revere’s
Ride”
-Demonstrate the relevance of poetry
in lyrics, songs, interpret skills and
themes.
-Find and explain metaphors in poems
“O Captain! My Captain” and
“I Like to See It Lap the Miles”
-Describe studying using a particular
sports language.
-Find and explain simile in “New World”
and “Paul Revere’s Ride”
ASSESSMENT
-Test over terms by examples
and analysis.
-Oral presentations
-Observation
-Essay
-Poem

8.1.2
8.1.3
Similes: comparisons that
use “like” or “as,” such as
The stars were like a
million diamonds in the
sky.
Understand the influence of
historical events on English word
meaning and vocabulary
expansion.
Verify the meaning of a word in its
context, even when its meaning is
not directly stated, through the use
of definition, restatement,
example, comparison, or contrast.
-Recognize how the early influences
expanded American English vocabulary,
adding words such as tornado, tomato,
and patio.
-Understand the meaning of pickle in a
sentence, such as The pickle was an
important part of metal working. Use a
dictionary to help clarify the use of the
word pickle in this context.
-Identify the meaning of given words
through examination of their usage in
a passage/story.
-Use Plato to identify meanings
of words in context.
-Read passage orally to class: ask
meanings of words from context.
-Discuss words appearing in literature.
-Multiple choice test
-Observation
-Short answer
-Computer-generated quiz
-Student response
-Students share the meaning according
to context.
Standard 2---Comprehension and Analysis of Nonfiction and Informational Text
Students read and understand grade-level-appropriate material. The selections in the Indiana Reading list
(www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade
8, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, autobiographies, books in many
different subject areas, magazines newspapers, reference and technical materials, and online information.
Structural Features of Informational and Technical Materials
SKILLS
SUGGESTED ACTIVITIES
8.2.1 Compare and contrast the features -Compare examples of a variety of
and elements of consumer
instructional or technical manuals, such
materials to gain meaning from
as those for a computer, hair appliance,
documents.
camera, or electronic game, brought to
class by different students. Describe what
features make certain instructions easier
than others to understand and follow.
-Make a brochure/manual based upon a
study of subject of interest.
-Write a newspaper report re:
findings from Consumer Report
information.
-Compare manuals provided by teacher.
8.2.2 Analyze text that uses proposition -Read and analyze the organization of the
(statement of argument) and
“pro” and the “con” editorials on a topic
support patterns.
of interest in USA Today. In each, decide
if the argument is simply and clearly
stated. Decide if there are at least three
major points in support of the argument,
with the strongest argument given first.
ASSESSMENT
-Student products that meet teacher
criteria
-Composition
-Log/journal
-Poster and display
8.2.7
Analyze the structure, format, and
purpose of informational materials
(such as textbooks, newspapers,
instructional or technical manuals,
and public documents).
-Review structure of literature text as an
example for applied learning with other
textbooks.
-Conduct dictionary searches for items,
such as word origin, pronunciation,
synonyms, etc.
Analysis of Grade-Level-Appropriate Nonfiction and Informational Text
8.2.3 Find similarities and differences
-Read articles on the same current topic in
between texts in the treatment,
magazines, such as Time and Newsweek,
amount of coverage, or
and editorials in national or local
organization of ideas.
newspapers. Compare and contrast the
texts in how they present the issue.
8.2.4
Compare the original text to a
summary to determine whether the
summary accurately describes the
main ideas, includes important
details, and conveys the underlying
meaning.
-After writing summaries or creating
graphic organizers on an informational
text read for class, exchange the summary
or organizer with another student.
-Write books reviews to be used for
DESTINY (library program).
-Evaluate this classmate’s summary,
based on how well the student describes
the most important elementary of the text.
-Observation
-Class drill work
-Oral questioning
-Think aloud
-Cooperative groups
-Venn diagram
-Read aloud and share interests
-Bulletin board display
8.2.5
Use information from a variety of
consumer and public documents to
explain a situation or decision and
to solve a problem.
-Decide which is the most practical and
economical wireless telephone to
purchase by reading articles, brochures,
Web pages, and other consumer sources,
such as Consumer Reports.
-Student product that meets teacher rubric
8.2.8
Understand and explain the use of
simple equipment by following
directions in a technical manual.
-Coordinate with technology teacher for
student reading and understanding of text
and usage.
-Observation
-Student presentation
8.2.9
Make reasonable statements and
draw conclusions about a text,
supporting them with accurate
examples.
-Read Science, History, or other subject
area text chapter heading and predict
content in a chart displaying predictions
and conclusions.
-Observation
-Chart
Expository (Informational) Critique
8.2.6 Evaluate the logic (inductive or
deductive argument), internal
consistency, and structural patterns
of text.
-Read Keyes’s “Flowers for Algernon”
and evaluate the techniques and the
effectiveness of the development of the
main idea.
-Read historical novel: Karen Cushman’s
Catherine, Called Birdy or Across Five
Aprils and evaluate the techniques and the
effectiveness of the development of the
main idea of the book.
-Use a novel for an evaluation of
structure/form.
-Chart progress
-Log/journal
-Map the battles
-Create a timeline
Standard 3—Comprehension and Analysis of Literary Text
Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in
the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) which illustrate the quality and complexity of the
materials to be read by students. At Grade 8, students read a wide variety of fiction, such as classic and contemporary literature,
historical fiction, fantasy, science fiction, mysteries, adventures, folklore, mythology, poetry, short stories, dramas, and other genres.
Structural Features of Literature
SKILLS
8.3.1 Determine and articulate the
relationship between the purposes
and characteristics of different
forms of poetry (including ballads,
lyrics, couplets epics, elegies,
odes, and sonnets.
 Ballad: a poem that tells a
story
 Lyric: words set to music
 Couplet: two successive
lines of verse that thyme
 Epic: a long poem that
describes heroic deeds or
adventures
 Elegy: a mournful poem
for the dead
 Ode: a poem of praise
 Sonnet: a rhymed poem of
14 lines
SUGGESTED ACTIVITIES
-Describe the different forms of poetry.
Compare poems from such noted poets as
Longfellow, Frost, Poe, Dickinson,
Whitman, and Shakespeare.
-Demonstrate how poetry influences song
by sharing odes, ballads, and sonnets in
lyrical form.
-Demonstrate an understanding of poetic
form by creating an anthology of student
writings.
-Compare “Paul Revere’s Ride” to
“Barbara Frietchie”
ASSESSMENT
-Dramatic readings
-“Musical recital”
-Student anthology
Analysis of Grade-Level-Appropriate Literary Text
8.3.2 Evaluate the structural elements of -Read a collection of Twain novels and
the plot, such as subplots parallel
discuss how the plot is developed,
episodes, and climax; the plot’s
including the climax and its resolution and
development; and the way in
how different subplots are incorporated
which conflicts are (or are not)
into the story (Lit/Comp)
addressed and resolved.
-Read short stories for comparison and
discuss how the plot is developed,
including the climax and its resolution and
how different subplots are incorporated
into the story.
-Read Across Five Aprils or Witness.
8.3.3
Compare and contrast the
motivations and reactions of
literary characters from different
historical eras confronting either
similar situations and conflicts or
similar hypothetical situations.
-Flow chart
-Cooperative learning programs
-Multiple choice/essay
-Write story
-Compare books/short stories that deal
-Matrix Venn Diagram to illustrate
with the theme of the impact of war, both comparison/contrast.
on those who fight in the battles and those
who remain at home. Books on this
theme include books on the Civil War
period, such as Hunt’s Across Five Aprils.
(Video: Civil War Diary)
-Short stories include Paulsen’s “Stop the
Sun”, Abernethy’s “The Home Front:
1941-45” and Petry’s “Harriet Tubman:
Conductor on the Underground Railroad”
Compare books dealing with survival,
such as The Giver, Lord of the Flies, Alas,
and Babylon. (Lit/Comp)
8.3.4
Analyze the importance of the
setting to the mood, toe and
meaning of the text
8.3.5
Identify and analyze recurring
themes (such as good versus evil)
that appear frequently across
traditional and contemporary
works
-Discuss the importance of the setting,
including the place, the time period, and
the customs, to books, such as Hunt’s
Across Five Aprils or Catherine, called
Birdy.
-Discuss the importance of setting,
including the place, the time period, and
the customs, to books such as Lee’s To
Kill a Mockingbird (Lit/Comp) and
Steinbeck’s The Pearl. (Lit/Comp)
-Study short stories “The Tell-Tale Heart”
by Poe and “The Legend of Sleepy
Hollow” by Irving.
-Students identify elements in “The House
of Dies Drear” by Virginia Hamilton.
(Video)
-Explore the theme that heroism demands
unusual courage and risk-taking. Read
fiction and biographies such as Diary of
Anne Frank and Lowry’s The Giver to
identify what both real and imaginary
heroes have done.
-Connect good versus evil in short stories
such as the “The Legend of Sleepy
Hollow” or “The Wise Old Woman” by
Yoshiko Uchida.
-Poster with setting, etc. illustrated
-Library display of student posters
-Teacher observation
-Oral presentation
-Debate
-Essay
8.3.6
Identify significant literary devices
such as metaphor, symbolism,
dialect or quotations, and irony,
which define a writer’s style and
use those elements to interpret the
work.
 Metaphor: an implied
comparison in which a
word or phrase is used in
place of another, such as
He was drowning in
money.
 Symbolism: the use of an
object to represent
something else; for
example, a dove might
symbolize peace.
 Dialect: the vocabulary,
grammar, and
pronunciation used by
people in different regions.
 Irony: the use of words to
express the opposite of the
literal meaning of the
words, often to be
humorous.
-Read several short stories by Mark Twain
and discuss his use of dialect in his stories
Watch. Alan Jay Lerner and Frederick
Loewe’s musical My Fair Lady, an
adaptation of Bernard Shaw’s Pygmalion,
and discuss how the musical presents
dialect and how this dialect is important to
the conflict in the story. (Lit/Comp)
-Read Steinbeck’s The Pearl and discuss
the symbolism as well as use of metaphor
and irony. (Lit/Comp)
-Listen to the audiocassette of The Pearl
and discuss symbolism, metaphor, and
irony.
-Draw a creation of significant scene from
The Pearl that illustrates an ironic
situation.
-Use collaborative group work to answer
questions about each facet of literary
devices.
-Read stories such as Hughes’s “Thank
You M’am” and discuss the importance of
dialect.
-Read R.A. Sasaki’s “A Dictionary of
Japanese-American Terms” and discuss
The imagery and symbolism employed.
-Read “Flowers for Algernon” and cite the
ironic situations.
-Multiple choice
-Matching
-Display of student creations
-Teacher observation
8.3.8
Contrast points of view—such as
first person, third person, third
person limited and third person
omniscient, and subjective and
objective—in narrative text and
explain how they affect the overall
theme of the work.
 First person: the narrator
tells the story from the “I”
perspective.
 Third person: the narrator
tells the story from an
outside perspective.
 Limited narration: the
narrator does not know all
thoughts of all characters.
 Omniscient narration: the
narrator knows all thought
of all characters.
 Subjective: the point of
view involves a personal
perspective.
 Objective: the point of
view is from a distanced,
informational perspective,
as in a news report.
-Give “The Legend of Sleepy Hollow,”
Rewrite a section from a selected
character’s first-person point-of-view.
-Give excerpts from various tests.
Students will identify/determine the
point-of-view.
-Observation
-Student writings
8.3.9
Analyze the relevance of setting
(places, times, customs) to mood,
tone, and meaning of text.
Literary Criticism
8.3.7 Analyze a work of literature,
showing how it reflects the
heritage, traditions, attitudes, and
beliefs of its author.
-See 8.3.4
-Read a short biology of Gary Paulsen,
Edgar Allan Poe, Jack London, Shirley
Jackson, Helen Keller or Maya Angelou.
Analyze how the author’s experiences can
be used to interpret his or her writings.
-Prior to reading an anthology selection,
read the author information and predict
how the author’s experience will influence
his/her writing.
-Students write an essay covering the
items of heritage, traditions, attitudes, and
beliefs of the author.
-Chart author information
-Log/journal
-Essay graded according to rubric
-Short answer
Standard 4—WRITING: Processes and Features
Students discuss, list, and graphically organize writing ideas. They write clear, coherent, and focused essays. Students progress
through the stages of the writing process and proofread, edit, and revise writing.
Organization and focus
SKILLS
8.4.1 Discuss ideas for writing, keep a
list or notebook of ideas, and use
graphic organizers to plan writing.
8.4.2
Create compositions that have a
clear message, a coherent thesis (a
statement of position on the topic),
and end with a clear and wellsupported conclusion.
SUGGESTED ACTIVITIES
-Provided with creative writing ideas,
students will write with a definite purpose,
i.e. description, persuasion, etc.
-Use a Web to plan a short autobiography.
ASSESSMENT
-Rubric
-Oral presentation
-Compare autobiography to the Web
-Using MICROSOFT WORD and the
Internet, create a composition on a given
topic, such as internal/external conflict in
The Diary of Anne Frank.
-Write a five-paragraph composition.
-Observation
-Essay
-Peer Evaluation
8.4.3
Support theses or conclusions with
analogies (comparisons),
paraphrases, quotations, opinions
from experts, and similar devices.
8.4.10 Create an organizational structure
that balances all aspects of the
composition and uses effective
transitions between sentences to
unify important ideas.
Research and Technology
8.4.4 Plan and conduct multiple-step
information searches using
computer networks.
-Given six criteria for evaluation (facts,
quotations, examples, incident, sensory
details, analogy), students will apply these
to a study of short stories to illustrate the
criteria.
-Students use library to search for
references for their chosen topics.
-Students will add credibility support to
class speeches by using
quotations/opinions from experts.
-Using prior-generated student writing.
Students will unify the composition by
using transitions from a teacher-provided
source.
-Checklist/rubric
-Students make a list of related statements
-Observation
-Speech presentation
-Use DESTINY to locate books of interest
in the library.
-Use GOOGLE to locate topics of interest
for research.
-Use drireofyourlife.org to locate career
information.
-Use POWERPOINT for presentations.
-Students select a speech subject then use
Internet as a resource.
-Observation
-Oral presentation
-Multimedia presentation
-Four to five minute speech
-Observation
-Student writing
8.4.5
Achieve an effective balance
between researched information
and original ideas.
-Given a choice of topics, students will
write a composition about what is known
(original ideas), then they will be sent to
the library to acquire researched
information to enhance their compositions
and add credence.
-Use MLA format for documentation.
-Individual/group presentations.
8.4.6
Use a computer to create
documents by using wordprocessing skills and publishing
programs; develop simple
databases and spreadsheets to
manage information and prepare
reports.
-Using MICROSOFT PUBLISHER,
create a newspaper from the Civil War era
(based upon knowledge re: Across Five
Aprils), from the future (based upon
The Giver), from WWII (based upon
The Diary of Anne Frank), or from
Medieval Times (based upon Catherine,
Called Birdy).
-Using MICROSOFT EXCEL, create a
spreadsheet/database of a bibliography on
a given topic, such as survival, tolerance,
prejudice, etc. (include title, book, main
character, etc.)
-Use MLA format for documentation.
-Observation
-Student newspaper
-Spreadsheet/database
-Rubric
Evaluation and Revision
8.4.7 Review, evaluate, and revise
writing for meaning and clarity.
8.4.11 Identify topics; ask and evaluate
questions; and develop ideas
leading to inquiry, investigation,
and research.
8.4.8
Edit and proofread one’s own
writing, as well as that of others,
using an editing checklist or set of
rules, with specific examples of
corrections of frequent errors.
-Brainstorm/outline topics related to The
Diary of Anne Frank.
-Based upon brainstorming, select topic
and prewrite a composition.
-Share composition with peers for added
input based upon inquiry and
investigation.
-Research items in question from prior
writing and compose a final product.
-Observation
-Peer evaluation
-Student writing
-Rubric
-After student sharing and proofreading,
students will revise their writing for
evaluation.
-Students write and edit a five-paragraph
autobiography for improvement.
-Rubric
-Portfolio
-Checklist
8.4.9
Revise writing for word choice;
appropriate organization;
consistent point of view; and
transitions among paragraphs,
passages, and ideas.
-Use MICROSOFT WORD to assist with
word choice; run a grammar check to
revise work on topics, such as school
restrictions, peer pressure, and other
relevant teen topics.
-Write an original mystery and revise
using MICROSOFT WORD’S thesaurus
and grammar check.
-Use “Show Not Tell” activity which
demonstrates visual descriptions to
prompt better word choice (use of
adverbs, etc.)
-Essay
-Portfolio
-Rubric
-Observation
-Student demonstrations
Standard 5—WRITING: Applications (Different Types of Writing and Their Characteristics)
At Grade 8, students continue to write narrative (story), expository (informational), persuasive, and descriptive essays (research
reports of 700 to 1,000 words or more). Students are introduced to writing technical documents. Student writing demonstrates a
command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4—Writing Processes and
Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.
In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade 8 students use the writing
strategies outlined in Standard 4--- Writing Processes and Features to:
8.5.1
SKILLS
Write biographical or
autobiographical narratives
(stories) that:
 tell about an incident event,
or situation, using wellchosen details.
 reveal the significance of,
or the writer’s attitude
about, the subject.
 use narrative and
descriptive strategies,
including relevant
dialogue, specific action
physical description,
background description,
and comparison or contrast
of characters.
SUGGESTED ACTIVITIES
-Write an autobiographical account of one
of your most memorable first days of
school. Describe the day and its
importance clearly enough so the reader
can see and feel the day from your
perspective.
-Compare and contrast the lives of Kino,
Juana, the pearl buyers, and the doctor (to
name a few choices) in Steinbeck’s The
Pearl, include quotes to support your
opinion. (Lit/Com)
-Students write compositions about self,
others, and various topics throughout year.
-Create conflict journals and conflict
resolutions.
-Read a selected biography to create a
“biography page” using MICROSOFT
PUBLISHER, the Internet, and other
printed sources.
ASSESSMENT
-Oral presentation
-Essay
-Small group interaction/observation
-Peer edition
-Teacher observation
-Student resolution
-Student project
8.5.2
Write responses to literature that:
 demonstrate careful
reading and insight into
interpretations.
 connect response to the
writer’s techniques and to
specific textual references.
 make supported inferences
about the effects of a
literary work on its
audience.
 support statements with
evidence from the text.
-After reading The Giver or Catherine,
Called Birdy, write a final chapter to the
book, describing what happens to the
main character after the point where
Lowry ends the book. They, plan a class
presentation explaining the new ending
and how it is supported by the rest of the
book. Use POWERPOINT for your
presentation.
-Oral presentation
-POWERPOINT presentation
-Rubric
8.5.4
Write persuasive compositions
that:
 include a well-defined
thesis that makes a clear
and knowledgeable appeal.
 present detailed evidence,
examples, and reasoning to
support effective
arguments and emotional
appeals.
 provide details, reasons,
and examples, arranging
them effectively by
anticipating and answering
reader concerns and
counterarguments.
-Using the research completed on school
uniforms, school lunches, nutrition, or the
effects of bullying, write a persuasive
letter to the Principal on why the school
should be concerned about such issues.
-Checklist
-Survey of those persuaded (in class)
8.5.5
8.5.6
Write technical documents that:
 identify the sequence of
activities needed to design
a system, operate a tool, or
explain he bylaws of an
organization’s constitution
or guidelines.
 include all the factors and
variables that need to be
considered.
 use formatting techniques
including headings and
changing the fonts
(typeface) to aid
comprehension.
Write using precise word choices
to make writing interesting and
exact.
-Write a report of a science experiment
that was conducted in class, describing
both the process and the scientific
conclusions. Describe the steps clearly,
using precise scientific vocabulary, so that
another reader could follow exactly what
the experiment involved and could
understand the reasoning behind the
conclusion. Add graphics and text design
to make the content clearer and easier to
follow.
-POWERPOINT presentation
-Graph/table
-Process description
-Product will be reviewed by the teacher of
the subject-specific class in coordination
with the language arts teacher.
Write stories, reports, articles, and letters
using a variety of word choices. (Use
adequately instead of enough. Use
encyclopedia or mystery novel instead of
book.)
-Use MICROSOFT’S Thesaurus to add
more precise vocabulary.
-Journal of words and word substitutes
(personal thesaurus)
-Teacher evaluation
8.5.7
Write for different purposes and to
a specific audience or person,
adjusting tone and style as
necessary.
Research Application
8.5.3 Write or deliver a research report
that has been developed using a
systematic research process
(defines the topic, gathers
information, determines
credibility, reports findings) and
that:
 uses information from a
variety of sources (books,
technology, multimedia)
and documents sources
independently by using a
consistent format for
citations.
-Write a letter to the editor in response to
an opinion column in your school or
community newspaper.
-Write a letter to parents re: an upcoming
field trip.-Write a letter to a friend re; an
upcoming field trip.
-Write a story to appeal to a preschooler,
and then write the same story to appeal to
an adult. (Use Jonathan Livingston
Seagull
by Richard Back as an example).
-Published letter
-Comparison of two field trip letters
re: tone/style in oral presentation
-Student evaluation
-Research relevant topics, such as school
uniforms, school lunches/nutrition, or the
effects of bullying. Use Internet to gain
insight. Survey parents and friends and
then chart findings, summarize the
findings and write a report on the pros and
cons of selected topic.
-Present findings to class.
-Oral presentation
-Spreadsheet of survey results
-Rubric



demonstrates that
information that has been
gathered has been
summarized and that the
topic has been refined
through this process.
demonstrates that sources
have been evaluated for
accuracy, bias, and
credibility.
organizes information by
categorizing and
sequencing, and
demonstrates the
distinction between one’s
own ideas from the ideas of
others, and includes a
bibliography (Works
Cited).
Standard 6-WRITING: English Language Conventions
Students write using Standard English conventions appropriate to the grade level.
Sentence Structure
SKILLS
8.6.1 Use correct and varied sentence
types (simple, compound complex,
and compound-complex) and
sentence openings to present a
lively and effective personal style.
8.6.2
Identify and use parallelism (use
consistent elements of grammar
when compiling a list) in all
writing to present items in a series
and items juxtaposed for emphasis.
 Correct: Students having
difficulty and needing help
should stay after class.
 Incorrect: Students having
difficulty and who need
help should stay after class.
SUGGESTED ACTIVITIES
-Using Indianapolis Star, locate & log
varied sentence types in a given article.
-In small groups locate 1) simple, 2)
compound, 3) complex, 4) compoundcomplex, and 5) varied sentence openings
to be shared with the entire class.
-PLATO/EDUTEST will further
challenge student understanding.
ASSESSMENT
-Log
-Oral presentation
-Observation
-Using a given text (newspaper short story -Oral questioning
or paragraph), students will identify
-Observation
examples of parallel construction.
-A further check of parallel construction
can be conducted with MICROSOFT
WORD and the grammar check.
-PLATO/EDUTEST will further
challenge student understanding.
8.6.3
Use subordination, coordination,
noun phrases that function as
adjectives (These gestures—acts of
friendship—were noticed but not
appreciated.), and other devices to
indicate clearly the relationship
between ideas.
Grammar
8.6.4 Edit written manuscripts to ensure
that correct grammar is used.
8.6.8

Identify and use infinitives (the
word to followed by the base
form of a verb, such as to
understand or to learn) and
participles (made by adding
-ing, -d, -ed, -n, -en or –t to the
base form of the verb, such as
dreaming, chosen, built, and
grown.
-Show film from Standard Deviants
explaining subordination, coordination
and noun phrases; students will note
differences.
-Based upon prior exposure, students will
generate examples of each device.
-Grammar book and workbook activities
will reinforce study.
-Observation
-Using the student-generated final chapter
of The Giver or Catherine, The Birdy,
proofread for accuracy.
-Use MICROSOFT grammar check for
further input.
-All writings, other than journal writing,
will be re-written before submitted for
grading.
-Oral questioning
-Checklist
-Mechanics grade
-Students will be given examples of the
concepts.
-Students will generate their own
examples of infinitive and participles.
-Students will be able to distinguish
between infinitives and prepositioned
phrases using “to”.
-Grammar book and workbook activities
will enhance study.
-Observation
-Student participation
-Short answer
-Label
Punctuation
8.6.5 Use correct punctuation.
Capitalization
8.6.6 Use correct capitalization.
Spelling
8.6.7 Use correct spelling conventions.
-Using PLATO, the students will drill and
become proficient in using correct
punctuation.
-Grammar book and workbook activities
will enhance study.
-Review punctuation rules.
-Checklist
-Observation
-Computer-generated evaluation
-Correct punctuation on all written
material
-Using PLATO, the students will drill and
become proficient at using correct
capitalization.
-Provided with capitalization rules,
students will record them in their journals
with examples from the computer
experience.
-Grammar book and workbook activities
will give added practice.
-Review capitalization rules.
-Checklist
-Observation
-Journal
-Computer-generated evaluation
-Related textbook lessons
-Students will be exposed to correct
spelling examples and rules for drill and
repetition.
-Students will use transference of these
new words in their writings.
-Review spelling conventions.
-Study spelling words.
-Use “spell check” on word-processing
program.
-Spelling test
-Observation
Standard 7—LISTENING AND SPEAKING: Skills, Strategies, and Applications
Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience.
They evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech
strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral
speech that they use in their writing.
Comprehension
SKILLS
8.7.1 Paraphrase (restate) a speaker’s
purpose and point of view and ask
questions concerning the speaker’s
content, delivery, and attitude
toward he subject.
SUGGESTED ACTIVITIES
-Using a guest speaker with an
appropriate topic, i.e. careers, cultural
differences, Civil War Reenactment, etc.
students will evaluate the presentation.
-Evaluate peer speeches
Organization and Delivery of Oral Communication
8.7.2 Match the message vocabulary,
-Given a topic (often related to the
voice modulation (changes in
Optimist Speech Contest), the students
tone), expression, and tone to the
will create a speech of 3-5 minutes to
audience and purpose.
meet the criteria.
-Students prepare a speech on “How to do
Something”.
-Students deliver the same ideas for lower
elementary students and adults.
ASSESSMENT
-Essay
-Checklist
-Rubric
-Optimist Speech Contest Rubric
-Three to four minute speech
8.7.3
Outline the organization of a
speech, including an introduction;
transitions, previews, and
summaries; a logically developed
body; and an effective conclusion.
-Using Dr. Martin Luther King, Jr.’s
speech, “I Have a Dream”, the students
will complete a chart of the speech outline
(introduction, transitions, previews, et.)
-Chart
-Checklist
8.7.4
Use precise language, action verbs,
sensory details, appropriate and
colorful modifiers (describing
words such as adverbs and
adjectives), and the active (I
recommend hat you write drafts.)
rather than the passive voice (The
writing of drafts is recommended.)
in ways that enliven oral
presentations.
Use appropriate grammar, word
choice enunciation (clear speech),
and pace (timing) during formal
presentations.
-Using MICROSOFT, the students will
type a speech on a relevant topic, such as
“My Future Expectations.” The grammar
check will be used to eliminate the use of
passive voice, and the thesaurus will be
used for sensory details.
-Oral presentation
-Rubric
-Using a prior-generated, revised speech,
students will present a 3-5 minute speech.
-Optimist Speech Contest Rubric\
-Oral presentation
8.7.5
8.7.6
Use audience feedback, including
both verbal and nonverbal cues, to
reconsider and modify the
organizational structure and/or to
rearrange words and sentences for
clarification of meaning.
-Partners will share speeches for
modification.
-Students will evaluate peer speeches
based upon a 5-point rubric.
Analysis and Evaluation of Oral and Media Communications
8.7.7 Analyze oral interpretations of
-Students will take turns reading
literature, including language
paragraphs.
choice and delivery, and the effect -Given the same topic to cover, students
of the interpretations on the
will share interpretations and compare use
listener.
of language.
8.7.8
Evaluate the credibility of a
speaker, including whether the
speaker has hidden agendas or
presents slanted or biased material.
-Videotape two infomercials from
television for class
presentation/discussion.
-Students will evaluate newspaper articles
to detect bias.
-Peer evaluation
-Rubric
-Observation
-Dramatic readings
-Observation
-Observation
-Think aloud
8.7.9
Interpret and evaluate the various
ways in which visual image
makers (such as graphic artists,
illustrators, and news
photographers) communicate
information and affect impressions
and opinions.
Speaking Applications
8.7.10 Deliver narrative presentations,
such as biographical or
autobiographical information that:
 relate a clear incident event, or
situation, using well-chosen
details.
 reveal the significance of the
incident, event, or situation.
 use narrative and descriptive
strategies to support the
presentation, including relevant
dialogue, specific action,
physical description,
background description, and
comparison or contrast of
character.
-Photocopy a variety of visual aids from
printed publications for student evaluation
(bar graph, pie chart, etc.)
-Chart of purpose of visual aids
-Recount a funny, serious, life-changing,
etc. time in your life.
-“Show and tell a story”. Students bring
in an object and relate its significance.
-Deliver an impromptu speech on a
selected subject.
-Oral presentation
-Observation
-Rubric
8.7.15 Deliver descriptive presentations
that:
 establish a clear point of view
on the subject of the
presentation.
 establish the presenter’s
relationship with the subject of
the presentation (whether the
presentation is made as an
uninvolved observer or by
someone who is personally
involved).
 contain effective, factual
descriptions of appearance,
concrete images, shifting
perspective, and sensory
details.
-Given a subject such as school uniforms,
school lunches/nutrition of the effects of
bullying, the students will give
presentations that reveal their vested
interest.
-Observation
-Student presentation
-Rubric
8.7.11 Deliver oral responses to literature
that:
 interpret a reading and provide
insight.
 connect personal responses to
the writer’s techniques and to
specific textual references.
 make supported inferences
about the effects of a literary
work on its audience.
 support judgments through
references to the text, other
works, other authors, or
personal knowledge.
-Choose one of the Newbery awardwinning books and read it, then present a
personal account of its impact upon you.
-Create a book jacket of your Newbery
choice for a visual aid to your
presentation.
-Oral presentation
-Book jacket
-Display of student book jackets
8.7.12 Deliver research presentations that:
 define a thesis (a position on
the topic).
 research important ideas,
concepts, and direct quotations
from significant information
sources and paraphrase and
summarize important
perspectives on the topic.
 use a variety of research
sources and distinguish the
nature and value of each.
 present information on charts,
maps, and graphs.
-Using the Internet, research a topic of
your choice with approval from the
teacher, and then compile your
information into a POWERPOINT
presentation.
-Prepare annotated bibliography via
answers.com or Noodletools.com
-POWERPOINT presentation
-Observation
-Bibiography graded according to rubric
8.7.13 Deliver persuasive presentations
that:
 include a well-defined thesis
(position on the topic).
 differentiate fact from opinion
and support arguments with
detailed evidence, examples,
reasoning, and persuasive
language.
 anticipate and effectively
answer listener concerns and
counterarguments through the
inclusion and arrangement of
details, reasons, examples, and
other elements.
 maintain a reasonable tone.
8.7.l4 Recite poems (of four to six
stanzas), sections of speeches, or
dramatic soliloquies (sections of
plays in which characters speak
out loud to themselves) using
voice modulation, tone, and
gestures expressively to enhance
the meaning.
-Create your own product or service with
a partner and present it to the class as a
marketable item.
-Create a blurb to accompany your
product for display purposes.
-Student delivers a speech about a
controversial subject. Other students may
question and ask the student for
clarification and defense.
-Oral presentation
-Graph/table
-Display of products
-Peer response