| A | B | C | D | E | F | G | H | I | J | |
|---|---|---|---|---|---|---|---|---|---|---|
1 | Grade | Strand | Substrand | Standard | Code | Benchmark | Power S/B? | I can... statement (know, understand, do) | Course/ Grade | Unit # |
2 | 8 | Reading | 4. Literature | 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. | 8.4.1.1 | Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. | Yes | I can cite text evidence I can determine the strength of evidence I can analyze a text I can draw inferences based on text evidence (cite, text evidence, analyze, inference) | 1-4 | |
3 | 8 | Reading | 4. Literature | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 8.4.2.2 | Determine a theme or central idea of a text, including those by and about Minnesota American Indians, 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. | Yes | I can summarize a text I can determine the theme and/or central idea of a text I can analyze the development of theme I can determine how theme is impacted by story elements (summarize, theme, central idea, story elements) | 4 | |
4 | 8 | Reading | 4. Literature | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 8.4.3.3 | 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. | No | I can use dialogue to make character inferences. I can analyze how a conflict or incident can affect the plot elements of a story or character's decision. | Ulysses | |
5 | 8 | Reading | 4. Literature | 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. | 8.4.4.4 | 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. | Yes | I can determine the meaning of words and phrases in a text using context clues. I can determine figurative and connotative meanings of words and phrases. I can analyze the connotations of word choice to identify and author's tone including analogies and allusions to other texts. | short stories | |
6 | 8 | Reading | 4. Literature | 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. | 8.4.5.5 | 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. | No | |||
7 | 8 | Reading | 4. Literature | 6. Assess how point of view or purpose shapes the content and style of a text. | 8.4.6.6 | 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. | Yes | |||
8 | 8 | Reading | 4. Literature | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 8.4.7.7 | 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. | No | |||
9 | 8 | Reading | 4. Literature | 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. | 8.4.9.9 | Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, including stories, poems, and historical novels of Minnesota American Indians, or religious works such as the Bible, including describing how the material is rendered new. | No | |||
10 | 8 | Reading | 4. Literature | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 8.4.10.10 | By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range: (a) Self-select texts for personal enjoyment, interest and academic tasks. (b) Read widely to understand multiple perspectives and pluralistic viewpoints. | No | |||
11 | 8 | Reading | 5. Informational Text | 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. | 8.5.1.1 | Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. | Yes | I can cite textual evidence to support inferences. I can analyze the effectiveness of textual evidence.I can use textual evidence to make inferences. | Debate | |
12 | 8 | Reading | 5. Informational Text | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 8.5.2.2 | 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. | Yes | I can identify a topic. I can determine the central idea or theme of a text. I can write a summary explaining how that central idea or theme was developed through the text using supporting ideas from the text. I can write a summary of a text. | Debate | |
13 | 8 | Reading | 5. Informational Text | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 8.5.3.3 | Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). | No | |||
14 | 8 | Reading | 5. Informational Text | 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. | 8.5.4.4 | 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. | Yes | I can determine figurative, connotative, and technical meanings of words and phrases. I can analyze the connotations of word choice to identify an author's tone including analogies and allusions to other texts. I can analyze the word choice and tone of a text to determine meaning. | Debate | |
15 | 8 | Reading | 5. Informational Text | 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. | 8.5.5.5 | 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. | No | |||
16 | 8 | Reading | 5. Informational Text | 6. Assess how point of view or purpose shapes the content and style of a text. | 8.5.6.6 | 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. | Yes | I can identify the author's purpose for writing a text. I can identify counterarguments or opposing viewpoints in the text. I can analyze how the author responds to opposing viewpoints in a text. | Debate | |
17 | 8 | Reading | 5. Informational Text | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 8.5.7.7 | Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. | No | |||
18 | 8 | Reading | 5. Informational Text | 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. | 8.5.8.8 | 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. | Yes | I can identify a claim in a text. I can evaluate whether or not evidence in a text is relevant and sufficient. I can recognize when irrelevant evidence is introduced. | Debate | |
19 | 8 | Reading | 5. Informational Text | 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. | 8.5.9.9 | Analyze a case in which two or more texts, including one text by or about Minnesota American Indians or other diverse cultures, provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. | No | |||
20 | 8 | Reading | 5. Informational Text | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 8.5.10.10 | 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: (a) Self-select texts for personal enjoyment, interest, and academic tasks. | No | |||
21 | 8 | Writing | 7. Writing | 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | 8.7.1.1 | Write arguments to support claims with clear reasons and relevant evidence: (a) Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. (b) Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. (c) Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. (d) Establish and maintain a formal style. (e) Provide a concluding statement or section that follows from and supports the argument presented. | Yes | I can write a claim. I can distinguish a claim from others. I can organize reasons and evidence logically. I can support a claim with relelvant evidence. I can use credible sources. I can write cohesively using words, phrases, and clauses. I can use a formal style of writing. I can write a conclusion. | Debate | |
22 | 8 | Writing | 7. Writing | 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. | 8.7.2.2 | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content: (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 on aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. (c) Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. (d) Use precise language and domain-specific vocabulary to inform about or explain the topic. (e) Establish and maintain a formal style. (f) Provide a concluding statement or section that follows from and supports the information or explanation presented. | Yes | |||
23 | 8 | Writing | 7. Writing | 3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | 8.7.3.3 | Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences: (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. (b) Use literary and narrative techniques, such as dialogue, pacing, description, rhythm, repetition, rhyme, and reflection, to develop experiences, 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. (d) Use precise words and phrases, relevant descriptive details, figurative and sensory language to capture the action and convey experiences and events. (e) Provide a conclusion (when appropriate to the genre) that follows from and reflects on the narrated experiences or events. | Yes | I can write a narrative and other creative texts.. I can develop real and/or imagined experiences using relevant descriptive details. I can write a narrative that uses a well-structured sequence of events. I can engage a reader in my narrative by establishing a point of view and introducing characters in a way that unfolds naturally and logically. I can use dialogue, description, transitions, and pacing to unfold the story.I can use precise words and figurative language to develop experiences, events, and/or characters.I can provide a conclusion that reflects on the events of the narrative. | Short story and Poetry | |
24 | 8 | Writing | 7. Writing | 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | 8.7.4.4 | 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 8.7.1.1, 8.7.2.2, and 8.7.3.3.) | Yes | I can create clear and coherent writing. I can create writing that is appropriate to the task, purpose, and audience. I can create writing that is organized and has a specific style. | Short story unit and debate unit | |
25 | 8 | Writing | 7. Writing | 5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. | 8.7.5.5 | With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8.) | No | |||
26 | 8 | Writing | 7. Writing | 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. | 8.7.6.6 | 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. | No | |||
27 | 8 | Writing | 7. Writing | 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | 8.7.7.7 | 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. | No | |||
28 | 8 | Writing | 7. Writing | 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. | 8.7.8.8 | 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. | Yes | I can gather relevant information from multiple print and digital sources. I can search specific phrases effectively. I can assess if a source is credibile and accurate. I can quote and paraphrase my research. I can use internal citation to avoid plagiarism. I can create a work cited page. | Debate | |
29 | 8 | Writing | 7. Writing | 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. | 8.7.9.9 | Draw evidence from literary or informational texts to support 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, including stories, poems, and historical novels of Minnesota American Indians, 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”). | Yes | I can gather relevant information from multiple print and digital sources. I can search specific phrases effectively. I can assess if a source is credibile and accurate. I can quote and paraphrase my research. I can use internal citation to avoid plagiarism. I can create a work cited page. | Debate and Ulysses | |
30 | 8 | Writing | 7. 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. | 8.7.10.10 | 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 discipline-specific tasks, purposes, and audiences: (a) Independently select writing topics and formats for personal enjoyment, interest, and academic tasks. | No | |||
31 | 8 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 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. | 8.9.1.1 | 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: (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. (b) Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. (c) Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. (d) Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. (e) Cooperate, mediate, and problem solve to make decisions or build consensus as appropriate for productive group discussion. | No | |||
32 | 8 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. | 8.9.2.2 | 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. | No | |||
33 | 8 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 8.9.3.3 | Delineate and respond to a speaker's argument, specific claim, and intended audience, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. | Yes | I can respond to a speaker's argument, specific claim and intended audience. I can evaluate the soundness of the reasoning and the relevance and sufficiency of the evidence. I can also identify when irrelevant evidence is introduced. | Debate | |
34 | 8 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 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. | 8.9.4.4 | Present claims and findings, respect intellectual properties emphasize 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. | Yes | I can present the claims I find. I can support the claim with relevant and sound evidence. I can demonstrate frequent eye contact, fluent speaking, and adequate volume when presenting. | Debate | |
35 | 8 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. | 8.9.5.5 | Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. | No | |||
36 | 8 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. | 8.9.6.6 | Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate. (Refer to grade 8 Language standards 1 and 3 for specific expectations.) | No | |||
37 | 8 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources. | 8.9.7.7 | Understand, analyze, and use different types of print, digital, and multimodal media: (a) Evaluate mass media with regard to quality of production, accuracy of information, bias, stereotype, purpose, message and target audience (e.g., film, television, radio, video games, advertisements). (b) Critically analyze the messages and points of view employed in different media (e.g., advertising, news programs, websites, video games, blogs, documentaries). (c) Analyze design elements of various kinds of media productions to observe that media messages are constructed for a specific purpose. | No | |||
38 | 8 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose. | 8.9.8.8 | As an individual or in collaboration, create a persuasive multimedia work or a piece of digital communication or contribute to an online collaboration for a specific purpose: (a) Demonstrate a developmentally appropriate understanding of copyright, attribution, principles of Fair Use, Creative Commons licenses and the effect of genre on conventions of attribution and citation. (b) Publish the work and share with an audience. | No | |||
39 | 8 | Language Benchmarks | 11. Language Benchmarks | 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | 8.11.1.1 | 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. | Yes | |||
40 | 8 | Language Benchmarks | 11. Language Benchmarks | 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | 8.11.2.2 | 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. (c) Spell correctly. | Yes | I can use English conventions correctly when writing. I can use capitalization, spelling and punctuation correctly. Regarding punctuation, I can use a comma, dash, and/or ellipsis to indicate a break or pause in my writing. I can also use an ellipsis to indicate an omission. | Short story and Debate Paper | |
41 | 8 | Language Benchmarks | 11. Language Benchmarks | 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 8.11.3.3 | 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). | No | |||
42 | 8 | Language Benchmarks | 11. Language Benchmarks | 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. | 8.11.4.4 | 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 clarify 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). | Yes | I can determine the meaning of unknown and multiple meaning words or phrases using context clues. I can determine the meaning of unknown words using greek or latin prefixes, roots, and suffixes. I can use both print and digital reference materials to find pronunciation of a word, determine its meaning or its part of speech. | ||
43 | 8 | Language Benchmarks | 11. Language Benchmarks | 5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. | 8.11.5.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to extend word consciousness: (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 denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). | Yes | I can interpret figurative language by distinguishing between word connotations and word denotations. | Poetry and short stories | |
44 | 8 | Language Benchmarks | 11. Language Benchmarks | 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 encountering an unknown term important to comprehension or expression | 8.11.6.6 | 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. | No |