8th Grade ELA - Guaranteed and Viable Curriculum Template.xlsx

	A	C	D	E	F	K	L	M	N
1	8th Grade ELA Guaranteed and Viable Curriculum
2	Unit (link to lesson)	Quarter	Power Standard	Teacher Proficiency Levels Document	Student Proficiency Levels Document	Rubrics	Formative Assessment	Summative Assessment

3	Every Unit	ALL YEAR	L.8.6 Demonstrate contextually appropriate use of the conventions of standardized English capitalization, punctuation, and spelling when writing. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose in conventions with: a. Punctuation to recognize a pause or break b. Ellipsis to indicate an omission c. Correct spelling	L8.6	L.8.6
4	Unit 1: Basics of Writing	1	W.8.2 a. Write arguments to introduce and supports claim(s) using logical reasoning, relevant evidence, and literary theory. Use accurate, credible sources and demonstrate an understanding of the topic or text, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.	W8.2.a	W.8.2.a	Rubric: W.8.2a
5	Unit 1: Basics of Writing	1	W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
6	Narrative Unit	start in 1, end in 2	W.8.2 c. Write narratives that develop real or imagined experiences or events using relevant descriptive details, and well-structured event sequences that organize an event sequence logically. Engage and orient the reader by establishing a context and point of view and introduces a narrator or characters; using techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and characters.	W8.2.c	W.8.2c			Spooky/Suspensful Story Memoir
7	Narrative Unit	start in 1, end in 2	W.8.3 Create writing that utilizes: a. Organization: provide an introduction that creates suspense and anticipation for the reader. Structure of the text supports and clarifies the purpose and topic throughout the entire text. Conclusion statement provides closure and ties up all loose ends. b. Transitions: varied transitions to create cohesion and clarity among ideas and concepts. c. Word Choice (including domain specific): use genre specific vocabulary. Use vocabulary that enhances the meaning and engages the reader.	W8.3	W.8.3
8	Multi-Cultural Voices	end of 2	W.8.2 a. Write arguments to introduce and supports claim(s) using logical reasoning, relevant evidence, and literary theory. Use accurate, credible sources and demonstrate an understanding of the topic or text, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.	W8.2.a	W.8.2.a		Critical lens writing asst
9	Argumentative Unit	3	W.8.2 a. Write arguments to introduce and supports claim(s) using logical reasoning, relevant evidence, and literary theory. Use accurate, credible sources and demonstrate an understanding of the topic or text, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.	W8.2.a	W.8.2.a			Research Paper
10	Argumentative Unit	3	W.8.3 Create writing that utilizes: a. Organization: provide an introduction that creates suspense and anticipation for the reader. Structure of the text supports and clarifies the purpose and topic throughout the entire text. Conclusion statement provides closure and ties up all loose ends. b. Transitions: varied transitions to create cohesion and clarity among ideas and concepts. c. Word Choice (including domain specific): use genre specific vocabulary. Use vocabulary that enhances the meaning and engages the reader.	W8.3	W.8.3
11	Speech: Speak & Inform	4	W.8.2 b. Write informative/explanatory, examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content by introducing and developing a topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples, organizing ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.	W8.2b	W.8.2b		Infographic
12	Speech: Speak & Inform	4	SL.8.4 Present claims and findings, emphasizing significant points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details. Communicate clearly and in an engaging manner, considering the audience, purpose, and situation. Explain purpose of language choices.	SL8.4	SL.8.4
13			Supplemental Teaching Standards
14			W.8.1 Compose reflective, formal, and creative writing, which may happen simultaneously or independently, for a variety of high-stakes and low-stakes purposes.
15			W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
16			W.8.6 Use technology (including paper and pencil, internet, audio, visual, multilingual, multimodal, mobile, and/or other interactive formats), to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
17			W.8.7 Conduct short inquiry projects to answer a question (including self-generated questions), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
18			W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
19			W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and inquiry. (Apply grade 8 Reading standards)
20			SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others' ideas and expressing one’s thinking clearly. a. Come to discussions prepared, and explicitly draw on that preparation by referring to evidence on the topic, text, or issue. Support analysis by making connections, paraphrasing, clarifying, or explaining the evidence. b. Set and track specific norms and goals for collegial discussions (e.g., gaining attention in respectful ways, actively listening, speaking one at a time about the topics and texts under discussion), and monitor progress toward goals. c. Pose questions that connect the ideas of several speakers, and respond to others' questions and comments with relevant evidence, observations, and ideas. Promote multiple perspectives. d. Evaluate new information expressed by others, and, when warranted, qualify or justify one’s own views in light of the evidence presented.
21			SL.8.2 Analyze the purpose of information presented in diverse media and formats and evaluate the motives (e.g., social, commercial, political) behind its presentation.
22			SL.8.3 Understand and evaluate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
23			SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
24	Multi-Cultural Voices		L.8.1 Demonstrate an understanding of how language functions in different cultures, contexts, and disciplines; apply this knowledge to comprehend more fully when reading and listening, and make effective choices when composing, creating, and speaking. a. Recognize that standardized English is only one dialect of many and has a specific history that is implicated in power relationships. b. Determine the language demands of a writing/speaking situation; respond in appropriate ways (e.g., precise and concise language; extended and descriptive language; incorporation of code-meshing, etc.). c. 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). d. Begin to develop metacognitive awareness as writers and speakers by explaining the reasons for language choices.
25			L.8.2 Determine or clarify the meaning of unknown and multiple-meaning words or phrases in grade-level reading and content; use context clues, analyze meaningful word parts, consult general and specialized reference materials, and apply word solving strategies (for meaning) as appropriate a. 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). b. Use grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
26			L.8.3 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Determine the denotative, connotative, and figurative meanings of words and phrases used in texts; when words have similar denotations, be able to describe differences in connotation and their impact on meaning and tone. b. Analyze the impact of specific word choice on meaning and tone, including analogies or allusions to other texts.
27			L.8.4 Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general academic, and discipline-specific terms and phrases; make intentional vocabulary choices appropriate to the context and situation.
28	Multi-Culutral Voices		L.8.5 Demonstrate contextually appropriate use of the conventions of standardized English grammar and usage when writing or speaking. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose of language choice with: a. Active and passive voice verbs b. Indicative, imperative, interrogative, conditional, and subjunctive mood verbs c. Recognizing and correcting shifts in verb voice and mood
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31	Previously used assignments								Website: Google Site on whatever topic (no people)
32	Mini Essay Infographic
33	Spin The Wheel Writing, Infographic, Brochure Wellman Infographic
34	Spin The Wheel Writing, Infographic, Mini Essay, Brochure Wellman Formative - Infographic
35	Dream Vacation Presentation
36	Mini Essay, Brochure,
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