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English is an integrated curriculum. The purpose of the Focus Standards is not to limit integration but to focus on certain skills for mastery. By
*Focus focusing on a limited number of standards for mastery each quarter, the Utah State Core can be covered by the end of the year. Focusing on
Standards specific standards will ensure that students moving from one school to the next will be mastering the same content/standard during the same
quarter. The Focus Standards are expected to be followed by all teachers in the district.
*Content These are the essential concepts/skills for the English Language Arts. All schools are expected to work with the same I Can statements. This
Objectives (I will guarantee that students are mastering the same skills as they move from school to school and teachers will know what to expect from
Can) incoming students. The I Can statements will restate the core standard since the standard is the content.
Marked with a key in the I Can column.
Definition: In an effort to assist teachers in the process of differentiation in Tier I teaching, Key Concepts have been identified in the
*Key curriculum maps as those specific objectives a teacher would focus on during small group instruction with struggling students.
Concepts for These concepts cover minimum, basic skills and knowledge every student must master. However, Key Concepts for Differentiation are not an
Differentiation alternative to the Utah Core Standards; rather they emphasize which concepts to prioritize for differentiation.
Notes:
Additional Resources: It is recognized that there are many great resources that can enhance teaching. Examples: Safari Montage, USOE Digital Textbooks,
State Core Appendices, State Writing Rubrics, State Close Reading Rubrics, UEN performance tasks and lesson plans, the Teaching Channel, other
Exercise extreme caution when using sources not on the official Approved Materials list. It is the responsibility of the teacher to ensure that anything used in class
or required of students is appropriate for the purpose, students, and community. Always read the material thoroughly before using them with students.
Teachers must also keep in mind that any lengthy piece of work from any source must first be on the novels list before being used in class or in small group.
Department and Network Alignment: Departments and networks are advised to align materials, such as novels, both at grade level and vertically, to avoid
duplication and to keep communication open with departments and with feeder schools. It is also advisable for schools to create a reference guide for teachers that
identify books, ideas, and resources available at the school.
Granite School District
8th Grade ELA Utah State Core Standards Curriculum Map
FOCUS STANDARDS OVERVIEW - Refer to the Utah State Core Standards for complete standard and grade level expectation .
Qtr Reading Literature Reading Informational Text Writing Speaking/Listening Language
1 RL.8.1 Cite textual Evidence. RI.8.1 Cite textual Evidence. Review of the Writing Process SL.8.1 Collaborative discussions L.8.2 Capitalization, punctuation,
W.8.4 Produce organized writing. and preparation of reading required spelling
RL.8.2 Determine central Idea. RI.8.2 Determine central Idea.
materials
Summarize. Summarize. W.8.5 Revise and edit. L.8.4 Clarification of unknown and
SL.8.2 Analyze main ideas and multiple-meaning words or phrases
RL.8.3 Analyze story elements. RI.8.3 Analyze interaction of individuals, W.8.6 Use technology to publish.
details in diverse media
events, and ideas. L.8.6 Use academic and domain-
RL.8.4 Determine contextual W.8.9 Draw evidence from literary or
specific vocabulary
meaning of words and phrases. RI.8.4 Determine contextual meaning of informational texts to support analysis,
words and phrases. reflection, and research.
2 RL.8.5 Compare and contrast the RI.8.6 Determine authors point of view Argument Writing SL.8.3 Delineate a speakers L.8.1 Demonstrate command of the
structure of two or more texts and or purpose. W.8.1 Write arguments to support claims argument and specific claims. conventions of standard English
analyze how structures. with clear reasons and relevant evidence. grammar and usage when writing
RI.8.8 Delineate and evaluate the SL.8.4 Present claims and findings,
or speaking.
argument and specific claims in text emphasizing salient points in a
focused, coherent manner with L.8.3 Use knowledge of language
RI.8.9 Analyze a case in which two or
relevant evidence, sound valid and its conventions when writing,
more texts provide conflicting
reasoning, and well-chosen details speaking, reading, or listening.
information on the same topic
L.8.5 Demonstrate understanding
of figurative language, word
relationships, and nuances in word
meanings.
3 RL.8.6 Analyze how differences in RI.8.5 Analyze the structure of a specific Informational Writing Review language standards as
the points of view of the characters paragraph in a text. W.8.2 Write informative/explanatory needed.
and the audience or reader create texts. SL.8.5 Integrate multimedia and
RI.8.7 Evaluate the advantages and
such effects as suspense or humor. visual displays into presentations
disadvantages of using different mediums W.8.7 Conduct short research projects to
RL.8.7 Analyze the extent to which a to present a particular topic or idea. answer a question. SL.8.6 Adapt speech to a variety of
filmed or live production stays contexts and tasks, demonstrating
W.8.8 Gather relevant information from
faithful to or departs from the text or command of formal English.
multiple print and digital sources Avoid
script
plagiarism.
W.8.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
4 RL.8.9 Analyze how a modern work RI.8.10 By the end of the year, read and Narrative Writing Review speaking and listening Review language standards as
of fiction draws on themes, patterns comprehend literary nonfiction at the high W.8.3 Write narratives to develop real or standards as needed. needed.
of events, or character types from end of the grades 6-8 text complexity imagined experiences or events.
myths, traditional stories, or religious band independently and proficiently.
W.8.10 Write routinely over extended and
works.
short time frames.
RL.8.10 By the end of the year, read
and comprehend literature at the high
end of grades 6 8 text complexity
band independently and proficiently.
Granite School District
8th Grade ELA Utah State Core Standards Curriculum Map
QUARTER 1
Quarter 1 - Focus Standards (Essential Concepts): Content Objectives Language Objectives Academic Vocabulary
Reading Literature I can statements: I will statements: allusion
RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the analogy
Note: Use teacher and
text says explicitly as well as inferences drawn from the text. I can cite textual evidence departmental analysis
RL.8.2 Determine a theme or central idea of a text and analyze its development
over the course of the text, including its relationship to the characters, setting,
to support analysis of collaboration to audience
and plot; provide an objective summary of the text. literary text. (RL1) determine specific I central idea
RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel will statements for character
the action, reveal aspects of a character, or provoke a decision. I can state the theme or cite
your class and school.
RL.8.4 Determine the meaning of words and phrases as they are used in a text, including central idea in a literary collaboration
figurative and connotative meanings; analyze the impact of specific word choices on text. (RL2) Example: I will find the
meaning and tone, including analogies or allusions to other texts. comma
central idea in a variety
of texts. comparison
Reading Informational Text I can provide a summary of connotation
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text a literary text. (RL2) Example: I will write a
says explicitly as well as inferences drawn from the text
context clue
properly organized conventions
RI.8.2 Determine a central idea of a text and analyze its development over the course of
I can analyze how elements paper using the writing
the text, including its relationship to supporting ideas; provide an objective summary of dash
of a story interact. (RL3) process.
the text. editing
RI.8.3 Analyze how a text makes connections among and distinctions between
ellipsis
individuals, ideas, or events (e.g., through comparisons, analogies, or categories I can determine the
RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative language
meaning of words and
figurative, connotative, and technical meanings; analyze the impact of specific word phrases including figurative inference
choices on meaning and tone, including analogies or allusions to other texts.
and connotative meanings objective
Writing Review of writing process and the impact of rhymes plot
W.8.4 Produce clear and coherent writing in which the development, organization, and and alliteration. (RL4, RI4) prefix
style are appropriate to task, purpose, and audience. (Grade-specific expectations for purpose
writing types are defined in standards W13).
I can cite textual evidence revision
W.8.5 With some guidance and support from peers and adults, develop and strengthen root
writing as needed by planning, revising, editing, rewriting, or trying a new approach,
to support analysis of
focusing on how well purpose and audience have been addressed. (Editing for informational text. (RI1) setting
conventions should demonstrate command of Language standards 13 up to and style
including grade 8 on page 59.) I can provide a summary of suffix
W.8.6 Use technology, including the Internet, to produce and publish writing and an informational text. (RI2) summary
present the relationships between information and ideas efficiently as well as to interact
supporting idea
and collaborate with others.
W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, I can analyze the technical meaning
and research. connections and ideas in an textual evidence
a. Apply grade 8 Reading standards to literature (e.g., Analyze how a modern work of fiction informational text. (RI3) theme
draws on themes, patterns of events, or character types from myths, traditional stories, or tone
religious works such as the Bible, including describing how the material is rendered new). I can produce coherent word choice
b. Apply grade 8 Reading standards to literary nonfiction (i.e., Delineate and evaluate the
writing at grade level
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). expectations appropriate to
task, purpose, and
audience. (W4)
Granite School District
8th Grade ELA Utah State Core Standards Curriculum Map
Speaking/Listening I can use the writing
SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, process to organize and
and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on revise my writing. (W5)
others ideas and expressing their own clearly.
a. Come to discussions prepared, having read or re- searched material under study; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe and I can use technology to
reflect on ideas under discussion. publish my writing. (W6)
B. Follow rules for collegial discussions and decision- making, track progress toward specific
goals and deadlines, and define individual roles as needed. I can draw evidence from
c. Pose questions that connect the ideas of several speakers and respond to others questions
the text. (W9)
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. I can prepare for and
SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., participate in collaborative
visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, discussions. (SL1)
political) behind its presentation