READINGEighth 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 DevelopmentSKILLS SUGGESTED ACTIVITIES ASSESSMENT

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.

-Review literary terms re: poetry.

-Analyze Longfellow’s “Paul Revere’s Ride”

-Demonstrate the relevance of poetryin 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 particularsports language.-Find and explain simile in “New World”and “Paul Revere’s Ride”

-Test over terms by examplesand analysis.-Oral presentations-Observation-Essay-Poem

Similes: comparisons that use “like” or “as,” such as The stars were like a million diamonds in the sky.

8.1.2 Understand the influence of historical events on English word meaning and vocabulary expansion.

-Recognize how the early influences expanded American English vocabulary, adding words such as tornado, tomato, and patio.

-Multiple choice test-Observation

8.1.3 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.

-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 wordsthrough examination of their usage ina passage/story.-Use Plato to identify meaningsof words in context.-Read passage orally to class: ask meanings of words from context.-Discuss words appearing in literature.

-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 MaterialsSKILLS SUGGESTED ACTIVITIES ASSESSMENT

8.2.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents.

-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.-Make a brochure/manual based upon a study of subject of interest.-Write a newspaper report re:findings from Consumer Reportinformation.-Compare manuals provided by teacher.

-Student products that meet teachercriteria-Composition

8.2.2 Analyze text that uses proposition (statement of argument) and support patterns.

-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.

-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.

-Observation-Class drill work

Analysis of Grade-Level-Appropriate Nonfiction and Informational Text8.2.3 Find similarities and differences

between texts in the treatment, amount of coverage, or organization of ideas.

-Read articles on the same current topic in magazines, such as Time and Newsweek, and editorials in national or local newspapers. Compare and contrast thetexts in how they present the issue.

-Oral questioning-Think aloud-Cooperative groups-Venn diagram

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 forDESTINY (library program).-Evaluate this classmate’s summary, based on how well the student describes the most important elementary of the text.

-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) Critique8.2.6 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 LiteratureSKILLS SUGGESTED ACTIVITIES ASSESSMENT

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

-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 inlyrical form.-Demonstrate an understanding of poeticform by creating an anthology of student writings.-Compare “Paul Revere’s Ride” to “Barbara Frietchie”

-Dramatic readings

-“Musical recital”

-Student anthology

Analysis of Grade-Level-Appropriate Literary Text

8.3.2 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.

-Read a collection of Twain novels and discuss how the plot is developed, including the climax and its resolution and how different subplots are incorporated into the story (Lit/Comp)-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.

-Flow chart-Cooperative learning programs-Multiple choice/essay-Write story

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.

-Compare books/short stories 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 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)

-Matrix Venn Diagram to illustrate comparison/contrast.

8.3.4 Analyze the importance of the -Discuss the importance of the setting, -Poster with setting, etc. illustrated

setting to the mood, toe and meaning of the text

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) andSteinbeck’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)

-Library display of student posters-Teacher observation

8.3.5 Identify and analyze recurring themes (such as good versus evil) that appear frequently across traditional and contemporary works

-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.

-Oral presentation-Debate-Essay

8.3.6 Identify significant literary devices -Read several short stories by Mark Twain -Multiple choice

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.

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 Pearland 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 discussThe imagery and symbolism employed.-Read “Flowers for Algernon” and cite the ironic situations.

-Matching-Display of student creations-Teacher observation

8.3.8 Contrast points of view—such as first person, third person, third

-Give “The Legend of Sleepy Hollow,”Rewrite a section from a selected

-Observation-Student writings

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.

character’s first-person point-of-view.-Give excerpts from various tests. Students will identify/determine the point-of-view.

8.3.9 Analyze the relevance of setting (places, times, customs) to mood, tone, and meaning of text.

-See 8.3.4

Literary Criticism8.3.7 Analyze a work of literature,

showing how it reflects the heritage, traditions, attitudes, and beliefs of its author.

-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 focusSKILLS SUGGESTED ACTIVITIES ASSESSMENT

8.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.

-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.

-Rubric-Oral presentation-Compare autobiography to the Web

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 well-supported conclusion.

-Using MICROSOFT WORD and the Internet, create a composition on a given topic, such as internal/external conflict inThe Diary of Anne Frank.-Write a five-paragraph composition.

-Observation-Essay-Peer Evaluation

8.4.3 Support theses or conclusions with -Given six criteria for evaluation (facts, -Checklist/rubric

analogies (comparisons), paraphrases, quotations, opinions from experts, and similar devices.

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.

-Students make a list of related statements-Observation-Speech presentation

8.4.10 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas.

-Using prior-generated student writing.Students will unify the composition by using transitions from a teacher-provided source.

-Observation-Student writing

Research and Technology8.4.4 Plan and conduct multiple-step

information searches using computer networks.

-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

8.4.5 Achieve an effective balance -Given a choice of topics, students will -Individual/group presentations.

between researched information and original ideas.

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.

8.4.6 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.

-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.

-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

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.

-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; -Use MICROSOFT WORD to assist with -Essay

appropriate organization; consistent point of view; and transitions among paragraphs, passages, and ideas.

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.)

-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:

SKILLS SUGGESTED ACTIVITIES ASSESSMENT8.5.1 Write biographical or

autobiographical narratives (stories) that:

tell about an incident event, or situation, 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.

-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.

-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 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 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.

8.5.6 Write using precise word choices to make writing interesting and exact.

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 -Write a letter to the editor in response to -Published letter

a specific audience or person, adjusting tone and style as necessary.

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 Seagullby Richard Back as an example).

-Comparison of two field trip lettersre: tone/style in oral presentation-Student evaluation

Research Application8.5.3 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.

demonstrates that

-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

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 StructureSKILLS SUGGESTED ACTIVITIES ASSESSMENT

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.

-Using Indianapolis Star, locate & log varied sentence types in a given article.-In small groups locate 1) simple, 2) compound, 3) complex, 4) compound-complex, and 5) varied sentence openings to be shared with the entire class.-PLATO/EDUTEST will further challenge student understanding.

-Log

-Oral presentation-Observation

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.

-Using a given text (newspaper short story or paragraph), students will identify 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.

-Oral questioning-Observation

8.6.3 Use subordination, coordination, -Show film from Standard Deviants -Observation

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.

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.

-Short answer

-Label

Grammar8.6.4 Edit written manuscripts to ensure

that correct grammar is used.-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

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.

-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

Punctuation

8.6.5 Use correct punctuation. -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

Capitalization8.6.6 Use correct capitalization. -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

Spelling8.6.7 Use correct spelling conventions. -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.

ComprehensionSKILLS SUGGESTED ACTIVITIES ASSESSMENT

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.

-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

-Essay-Checklist

-Rubric

Organization and Delivery of Oral Communication8.7.2 Match the message vocabulary,

voice modulation (changes in tone), expression, and tone to the audience and purpose.

-Given a topic (often related to the Optimist Speech Contest), the students will create a speech of 3-5 minutes to meet the criteria.-Students prepare a speech on “How to do Something”.-Students deliver the same ideas for lower elementary students and adults.

-Optimist Speech Contest Rubric-Three to four minute speech

8.7.3 Outline the organization of a -Using Dr. Martin Luther King, Jr.’s -Chart

speech, including an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.

speech, “I Have a Dream”, the students will complete a chart of the speech outline (introduction, transitions, previews, et.)

-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.

-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

8.7.5 Use appropriate grammar, word choice enunciation (clear speech), and pace (timing) during formal presentations.

-Using a prior-generated, revised speech, students will present a 3-5 minute speech.

-Optimist Speech Contest Rubric\-Oral presentation

8.7.6 Use audience feedback, including -Partners will share speeches for -Peer evaluation

both verbal and nonverbal cues, to reconsider and modify the organizational structure and/or to rearrange words and sentences for clarification of meaning.

modification.-Students will evaluate peer speeches based upon a 5-point rubric.

-Rubric-Observation

Analysis and Evaluation of Oral and Media Communications8.7.7 Analyze oral interpretations of

literature, including language choice and delivery, and the effect of the interpretations on the listener.

-Students will take turns reading paragraphs.-Given the same topic to cover, students will share interpretations and compare use of language.

-Dramatic readings-Observation

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.

-Observation-Think aloud

8.7.9 Interpret and evaluate the various -Photocopy a variety of visual aids from -Chart of purpose of visual aids

ways in which visual image makers (such as graphic artists, illustrators, and news photographers) communicate information and affect impressions and opinions.

printed publications for student evaluation (bar graph, pie chart, etc.)

Speaking Applications8.7.10 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.

-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:

-Given a subject such as school uniforms, school lunches/nutrition of the effects of

-Observation-Student presentation

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.

bullying, the students will give presentations that reveal their vested interest.

-Rubric

8.7.11 Deliver oral responses to literature that:

-Choose one of the Newbery award-winning books and read it, then present a

-Oral presentation-Book jacket

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.

personal account of its impact upon you.-Create a book jacket of your Newbery choice for a visual aid to your presentation.

-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 viaanswers.com or Noodletools.com

-POWERPOINT presentation-Observation-Bibiography graded according to rubric

8.7.13 Deliver persuasive presentations that: include a well-defined thesis

-Create your own product or service with a partner and present it to the class as a marketable item.

-Oral presentation-Graph/table-Display of products

(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.

-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.

-Peer response

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, andgestures expressively to enhancethe meaning.