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School City of Hobart |
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School City of Hobart Language Arts |
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Language Arts - 8th Grade |
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8.4.4
The learner will be able to
plan and conduct multiple-step information searches by using computer networks.
| Strand |
Source |
| Technology: Information Processing |
IDOE |
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Word Recognition, Fluency, Vocabulary
The learner will be able to
use their knowledge of word parts and word relationships, as well as context clues (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.
| Strand |
Source |
| Word Relationships |
IDOE |
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8.1.1
The learner will be able to
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.
· Similes: comparisons that use like or as, such as The stars were like a million diamonds in the sky.
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| Strand |
Source |
| Analogy |
IDOE |
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Instructional Resources |
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Assessment Resources |
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8.1.2
The learner will be able to
understand the influence of historical events on English word meaning and vocabulary expansion.
Example: Recognize how the early influences of Spanish explorers in North America expanded American English vocabulary, adding words such as tornado, tomato, and patio.
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| Strand |
Source |
| Word Origin |
IDOE |
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Instructional Resources |
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Assessment Resources |
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8.1.3
The learner will be able to
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.
Example: 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. h
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| Strand |
Source |
| Context |
IDOE |
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Reading Comprehension
The learner will be able to
read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose.
The selections in the Indiana Reading List (available online at 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 narrative (story) and expository (informational and technical) texts, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.
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| Strand |
Source |
| Reading Responses: Critical |
IDOE |
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8.2.1
The learner will be able to
compare and contrast the features and elements of consumer materials to gain meaning from documents.
Example: Compare examples of a variety of instructional or technical manuals, such as those for a computer, hair appliance, camera, or electronic game, brought to class by different students. Describe what features make certain instructions easier than others to understand and follow.
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| Strand |
Source |
| Structure |
IDOE |
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8.2.2
The learner will be able to
analyze text that uses proposition (statement of argument) and support patterns.
Example: Read and analyze the organization of the "pro" and the "con" editorials on a topic 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.
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| Strand |
Source |
| Structure |
IDOE |
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8.2.3
The learner will be able to
find similarities and differences between texts in the treatment, amount of coverage, or organization of ideas.
Example: Read articles on the same current topic in magazines, such as Time and Newsweek, and editorials in national or local newspapers. Compare and contrast the texts in how they present the issue.
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| Strand |
Source |
| Analyzing |
IDOE |
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8.2.4
The learner will be able to
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.
Example: After writing summaries or creating graphic organizers on an informational text read for class, exchange the summary or organizer with another student. Evaluate this classmate's summary, based on how well the student describes the most important elements of the text.
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| Strand |
Source |
| Summary |
IDOE |
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8.2.5
The learner will be able to
use information from a variety of consumer and public documents to explain a situation or decision and to solve a problem.
Example: 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.
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| Strand |
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| Reading Purposes: Collect Information |
IDOE |
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8.2.6
The learner will be able to
evaluate the logic, internal consistency, and structural patterns of text.
Example: Read The Brooklyn Bridge: They Said It Couldn't Be Built by Judith St. George and evaluate the techniques and the effectiveness of the development of the main idea of the book.
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| Strand |
Source |
| Reading Responses: Critical |
IDOE |
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Literary Response and Analysis
The learner will be able to
read and respond to grade-level-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science. They clarify the ideas and connect them to other literary works. The selections in the Indiana Reading List (available online at www.doe.state.in.us/ standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students.
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| Strand |
Source |
| Reading Responses: Critical |
IDOE |
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8.3.1
The learner will be able to
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 rhyme
· 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
Example: Describe the different forms of poetry. Compare poems such as John Ciardi's "Elegy for Jog," Pablo Neruda's "Odes to Common Things," and Edgar Allan Poe's sonnet "To Science."
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| Strand |
Source |
| Structure |
IDOE |
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Instructional Resources |
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Assessment Resources |
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8.3.2
The learner will be able to
evaluate the structural elements of the plot, such as subplots, parallel episodes, and climax; the plot's development; and the way in which conflicts are (or are not) addressed and resolved.
Example: Read a book, such as Holes by Louis Sachar, and discuss how the plot is developed, including the climax and its resolution and how different subplots are incorporated into the story.
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| Strand |
Source |
| Plot: Analyze |
IDOE |
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8.3.3
The learner will be able to
compare and contrast the motivations and reactions of literary characters from different historical eras confronting either similar situations and conflicts or similar hypothetical situations.
Example: Compare books that deal with the theme of the impact of war, both 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 Bull Run by Paul Fleischman, books on World War I, such as After the Dancing Days by Margaret Rostkowski, or about the Vietnam War, such as Park's Quest by Katherine Patterson.
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| Strand |
Source |
| Character: Compare/Contrast |
IDOE |
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8.3.4
The learner will be able to
analyze the importance of the setting to the mood, tone, and meaning of the text.
Example: Discuss the importance of the setting, including the place, the time period, and the customs, to books, such as Friendly Persuasion by Jessamyn West or Stranded by Ben Mikaelsen.
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| Strand |
Source |
| Setting: Analyze |
IDOE |
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8.3.5
The learner will be able to
identify and analyze recurring themes (such as good versus evil) that appear frequently across traditional and contemporary works.
Example: Explore the theme that heroism demands unusual courage and risk-taking. Read fiction and biographies, such as Rod Serling's television play Requiem for a Heavyweight and David Remnick's King of the World: Muhammed Ali and the Rise of an American Hero, to identify what both real and imaginary heroes have done.
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| Strand |
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| Themes: Analyze |
IDOE |
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8.3.6
The learner will be able to
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 Example: 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.
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| Literary Device |
IDOE |
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Instructional Resources |
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Assessment Resources |
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8.3.7
The learner will be able to
analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author.
Example: Read a short biography of 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.
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| Strand |
Source |
| Analyzing |
IDOE |
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Instructional Resources |
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Assessment Resources |
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Writing Process
The learner will be able to
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.
| Strand |
Source |
| Essay/Composition |
IDOE |
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8.4.1
The learner will be able to
discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.
| Strand |
Source |
| Collaborative Writing |
IDOE |
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8.4.2
The learner will be able to
create compositions that have a clear message, a coherent thesis (a statement of position on the topic), and end with a clear and well-supported conclusion.
| Strand |
Source |
| Essay/Composition |
IDOE |
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8.4.3
The learner will be able to
support theses or conclusions with analogies (comparisons), paraphrases, quotations, opinions from experts, and similar devices.
| Strand |
Source |
| Support |
IDOE |
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8.4.5
The learner will be able to
achieve an effective balance between researched information and original ideas.
| Strand |
Source |
| Research Paper |
IDOE |
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8.4.6
The learner will be able to
use a computer to create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.
| Strand |
Source |
| Writing Technologies: Word Processing |
IDOE |
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8.4.7
The learner will be able to
review, evaluate, and revise writing for meaning and clarity.
| Strand |
Source |
| Revising: Content/Clarity |
IDOE |
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8.4.8
The learner will be able to
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.
| Strand |
Source |
| Editing |
IDOE |
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8.4.9
The learner will be able to
revise writing for word choice; appropriate organization; consistent point of view; and transitions among paragraphs, passages, and ideas.
| Strand |
Source |
| Revising: Word Choice |
IDOE |
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Writing Applications
The learner will be able to
continue to write narrative (story), expository (informational), persuasive, and descriptive essays of at least 750 to 1,000 words. 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 Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.
| Strand |
Source |
| Essay/Composition |
IDOE |
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8.5.1
The learner will be able to
write biographies, autobiographies, and short stories that:
· tell about an incident, event, or situation by using well-chosen 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.
Example: 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.
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| Strand |
Source |
| Narrative |
IDOE |
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8.5.2
The learner will be able to
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 judgments through references to the text, other works, other authors, or to personal knowledge.
Example: After reading The Giver by Lois Lowry, write a final chapter to the book, describing what happens to the main character after the point where Lowry ends the book. Then, plan a class presentation explaining the new ending, and how it is supported by the rest of the book.
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| Strand |
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| Writing Responses: Literature |
IDOE |
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Instructional Resources |
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Assessment Resources |
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8.5.3
The learner will be able to
write research reports that:
· define a thesis (a statement of position on the topic).
· include important ideas, concepts, and direct quotations from significant information sources, including print reference materials and the Internet, and paraphrase and summarize all perspectives on the topic, as appropriate.
· use a variety of primary and secondary sources and distinguish the nature and value of each.
· organize and display information on charts, tables, maps, and graphs.
· document sources with reference notes and a bibliography.
Example: Research the topic of the benefits and drawbacks of public transportation. Conduct research to learn why some experts argue that we should use more public transportation. Survey parents and friends to find out how often they use public transportation for school, business, or pleasure travel. Summarize the findings and write a report on the pros and cons of public transportation, including charts and graphs to support your findings.
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| Strand |
Source |
| Research Paper |
IDOE |
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8.5.4
The learner will be able to
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 counter-arguments.
Example: Using the research completed on public transportation, write a persuasive letter to the mayor on why the community should or should not invest more resources into public transportation.
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| Strand |
Source |
| Persuasive |
IDOE |
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8.5.5
The learner will be able to
write technical documents that:
· identify the sequence of activities needed to design a system, operate a tool, or explain the 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.
Example: 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.
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| Strand |
Source |
| Technical |
IDOE |
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8.5.6
The learner will be able to
write using precise word choices to make writing interesting and exact.
Example: 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.)
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8.5.7
The learner will be able to
write for different purposes and to a specific audience or person, adjusting tone and style as necessary.
Example: Write a letter to the editor in response to an opinion column in your school or community newspaper.
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| Strand |
Source |
| Writing Purposes |
IDOE |
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Written English Language Conventions
The learner will be able to
write using Standard English conventions appropriate to this grade level.
| Strand |
Source |
| Emergent Writing: Conventions |
IDOE |
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8.6.1
The learner will be able to
use correct and varied sentence types (simple, compound, complex, and compound-complex) and sentence openings to present a lively and effective personal style.
| Strand |
Source |
| Emergent Writing: Sentence |
IDOE |
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8.6.4
The learner will be able to
edit written manuscripts to ensure that correct grammar is used.
| Strand |
Source |
| Editing: Language Conventions |
IDOE |
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8.6.2
The learner will be able to
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.e
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| Strand |
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| Sentence Structure: Parallel |
IDOE |
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8.6.3
The learner will be able to
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.
| Strand |
Source |
| Sentence Structure |
IDOE |
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8.6.5
The learner will be able to
use correct punctuation.
| Strand |
Source |
| Punctuation |
IDOE |
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8.6.6
The learner will be able to
use correct capitalization.
| Strand |
Source |
| Capitalization: Applications |
IDOE |
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8.6.7
The learner will be able to
use correct spelling conventions.
| Strand |
Source |
| Spelling Applications |
IDOE |
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Listening and Speaking Skills
The learner will be able to
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
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| Strand |
Source |
| Speech |
IDOE |
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8.7.2
The learner will be able to
match the message, vocabulary, voice modulation (changes in tone), expression, and tone to the audience and purpose.
| Strand |
Source |
| Organization |
IDOE |
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8.7.3
The learner will be able to
outline the organization of a speech, including an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.
| Strand |
Source |
| Speech |
IDOE |
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8.7.4
The learner will be able to
use precise language, action verbs, sensory details, appropriate and colorful modifiers (describing words, such as adverbs and adjectives), and the active (I recommend that you write drafts.) rather than the passive voice (The writing of drafts is recommended.) in ways that enliven oral presentations.
| Strand |
Source |
| Speaking Strategies |
IDOE |
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8.7.5
The learner will be able to
use appropriate grammar, word choice, enunciation (clear speech), and pace (timing) during formal presentations.
| Strand |
Source |
| Speaking Strategies |
IDOE |
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8.7.6
The learner will be able to
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.
| Strand |
Source |
| Presentation: Audience |
IDOE |
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8.7.10
The learner will be able to
deliver narrative (story) presentations, such as biographical or autobiographical information that:
· relate a clear incident, event, or situation by 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 characters.
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| Strand |
Source |
| Presentation: Narrative |
IDOE |
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8.7.11
The learner will be able to
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.
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| Strand |
Source |
| Speaking Responses |
IDOE |
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8.7.12
The learner will be able to
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.
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| Strand |
Source |
| Presentation: Research |
IDOE |
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8.7.13
The learner will be able to
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 counter-arguments through the inclusion and arrangement of details, reasons, examples, and other elements.
· maintain a reasonable tone.
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| Strand |
Source |
| Persuasion |
IDOE |
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8.7.14
The learner will be able to
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.
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| Strand |
Source |
| Poetry |
IDOE |
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8.7.1
The learner will be able to
paraphrase (restate) a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude toward the subject.
| Strand |
Source |
| Speech |
IDOE |
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8.7.7
The learner will be able to
analyze oral interpretations of literature, including language choice and delivery, and the effect of the interpretations on the listener.
| Strand |
Source |
| Critical Listening |
IDOE |
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8.7.8
The learner will be able to
evaluate the credibility of a speaker, including whether the speaker has hidden agendas, or presents slanted or biased material.
| Strand |
Source |
| Evaluating |
IDOE |
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8.7.9
The learner will be able to
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.
| Strand |
Source |
| Media: Analyze |
IDOE |
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