Unit 1- Possible Dates: August 7- August 25
Grade/Subject 8th Grade Writing
Unit Overview Writing- Where do I begin?
Essential Questions
How can evidence and elaboration convey ideas in a piece of writing?
How can sentence variety and appropriate structure produce a stronger
piece of writing?
How does the audience influence the author's purpose for writing?
How does and author write on a topic objectively?
Learning Intentions
I can write a response to a prompt using textual evidence and
elaboration to support my answer. (P.E.E.L.)
I can demonstrate the differences between formal and informal
writing.
I can write an objective summary related to a given text.
I can paraphrase and provide textual evidence while avoiding
plagiarism.
I can produce and revise writing that demonstrates correct
grammar, capitalization, punctuation, sentence structure, and
paragraphing
Focus Standards These are the standards that are especially important
for this unit. Other standards are taught in each unit as well, but the
focus standards are the ones the unit has been designed to address
specifically.
8.L.CSE.1 Demonstrate command of the conventions of standard
English, grammar, and usage when speaking and writing.
8.L.CSE.2 Demonstrate command of the conventions of standard
English, capitalization, punctuation, and spelling when writing.
8.L.CSE.1 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.W.PDW.4 Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and
audience.
8.W.RBPK.8 Integrate relevant and credible information from multiple
print and digital sources while avoiding plagiarism.
8.W.RBPK.9 Draw evidence from literary or information texts to
support analysis, reflection, and research.
Instructional Texts The literature, literary non-fiction, and
informational texts that will be used as part of this unit.
TBD
Sample Activities and Assessments - Vocabulary-

Assessment- Diagnostic testing (Week 1) Academic: TBA

Rules and Routines (Week 1) Content:

Paraphrasing, Summarizing, and Quoting Paraphrasing Formal
Objective Summaries Objective Informal
P.E.E.L. Subjective Annotation
Elaboration in writing Elaborate Central Idea
Annotating Plagiarism
Plagiarism
Formal vs. Informal Writing Art, Music, Media
Academic and Content Vocabulary F.O.V.s TBA
Phrases and Clauses
Sentence Types (Complex, Compound, Compound-Complex)
Conventions and Mechanics
Vocabulary- Connotation and Denotation, Word Relationships
Journaling

Possible Grammar Mini-Lessons for the Year

Mondays- Mechanics, Punctuation, Capitalization
Tuesdays- Agreement
Wednesdays- Modifiers
Thursdays- Sentence Structure
Fridays- Paragraph Structure
 Unit 2- Possible Dates: August 28- September 15
Grade/Subject 8th Grade Writing
Unit Overview Culture and Identity- Who am I?
Essential Questions
How does an authors choices regarding elements of narratives enhance
the story?
How does the writer produce a narrative that engages the audience and
reflects the significance of a problem or situation that must be resolved?
How does the writing establish a theme that emotionally connects to
the audience?
How can evidence and elaboration convey ideas in a piece of writing?
How can sentence variety and appropriate structure produce a stronger
piece of writing?
Learning Intentions
I can write narratives to develop experiences or events
effectively.
I can create narratives for the appropriate audience.
I can produce clear and organized writing with a purpose.
With guidance, I can become a stronger writing as I plan, revise,
edit, rewrite, and approach my topic in innovative ways.
I can write a response to a prompt using textual evidence and
elaboration to support my answer. (P.E.E.L.)
Focus Standards These are the standards that are especially important
for this unit. Other standards are taught in each unit as well, but the
focus standards are the ones the unit has been designed to address
specifically.
8.W.TTP.3 Write narratives to develop real or imagined experiences or
events using effective techniques, well-chosen details, and well-
structured event sequences.
8.L.CSE.1 Demonstrate command of the conventions of standard
English, grammar, and usage when speaking and writing.
8.L.CSE.2 Demonstrate command of the conventions of standard
English, capitalization, punctuation, and spelling when writing.
8.L.CSE.1 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.W.PDW.4 Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and
audience.
8.W.RBPK.8 Integrate relevant and credible information from multiple
print and digital sources while avoiding plagiarism.
8.W.RBPK.9 Draw evidence from literary or information texts to
support analysis, reflection, and research.
Instructional Texts The literature, literary non-fiction, and
informational texts that will be used as part of this unit.
TBD
 I can produce and revise writing that demonstrates correct
grammar, capitalization, punctuation, sentence structure, and
paragraphing

Sample Activities and Assessments - Vocabulary-

Assessments- Academic: TBA

P.E.E.L. and Objective Summaries
Phrases/ Clauses, Sentence Types Content:
Timed Assessment- Narrative Essay Narratives Characterization
Personal Narratives Plot
The Writing Process Anecdotes Conflict
Breaking down the Prompt Dialogue The Writing Process
Where Im From Poem Theme
Autobiography/ Biography
Anecdotes Art, Music, Media
Dialogue TBA
Writing about Theme
Interviewing and writing an article response
Narratives- Narrative Graphic Organizers and Checklist
Strong Introductions and Conclusions
Narrative presentations

Continued practice:
Paraphrasing, Summarizing, and Quoting; Objective Summaries; P.E.E.L.
Elaboration in writing; Annotating; Avoiding Plagiarism

Grammar and Vocabulary continued from Unit 1-

Academic and Content Vocabulary F.O.V.s
Phrases and Clauses
Sentence Types (Complex, Compound, Compound-Complex)
Conventions and Mechanics
Vocabulary- Connotation and Denotation, Word Relationships
 Unit 3- Possible Dates: September 18- October 20
Note: Fall Break October 2- October 6
Grade/Subject 8th Grade Writing
Unit Overview Informational/ Explanatory
Essential Questions
How do authors write informative/explanatory texts to examine a topic
and convey ideas and concepts clearly?
How do I use appropriate transitions to clarify relationships among ideas
and concepts?
How can evidence and elaboration convey ideas in a piece of writing?
How can sentence variety and appropriate structure produce a stronger
piece of writing?
Focus Standards These are the standards that are especially important
for this unit. Other standards are taught in each unit as well, but the
focus standards are the ones the unit has been designed to address
specifically.
8.W.TTP.2 Write informational/ explanatory texts to examine and
convey complex ideas and information clearly and accurately through
the effective selection, organization and analysis of content.
8.L.CSE.1 Demonstrate command of the conventions of standard
English, grammar, and usage when speaking and writing.
8.L.CSE.2 Demonstrate command of the conventions of standard
English, capitalization, punctuation, and spelling when writing.
8.L.CSE.1 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.L.KL.3 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.L.VAU.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.L.VAU.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 post-secondary and workforce level;
demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or
expression.
8.W.PDW.4 Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and
audience.
 8.W.RBPK.8 Integrate relevant and credible information from multiple
print and digital sources while avoiding plagiarism.
8.W.RBPK.9 Draw evidence from literary or information texts to
support analysis, reflection, and research.
Learning Intentions Instructional Texts The literature, literary non-fiction, and
informational texts that will be used as part of this unit.
I can develop an informative essay using facts, definitions, and
evidence effectively. TBD
I can produce clear and organized writing with a purpose.
With guidance, I can become a stronger writing as I plan, revise,
edit, rewrite, and approach my topic in innovative ways.
I can write a response to a prompt using textual evidence and
elaboration to support my answer. (P.E.E.L.)
I can produce and revise writing that demonstrates correct
grammar, capitalization, punctuation, sentence structure, and
paragraphing

Sample Activities and Assessments - Vocabulary-

Assessments- Academic: TBA

Modifiers and Agreement
P.E.E.L. using Text Structures (Compare and Contrast, Cause and Effect) Content:
Timed Assessment- Explanatory/ Informational Prompt Informative Relevant Irrelevant
Explanatory Cause and Effect Primary Source
The Writing Process Transition Words Compare and Credible Source
Breaking down the Prompt Contrast
Developing a clear thesis statement Citation The Writing Process Verbals
Relevant and Irrelevant Details Bibliography Thesis Statement Modifiers
Credible Sources
Informational Graphic Organizers and Checklist Art, Music, Media
Central Idea TBA
Transition Words
Annotation
Compare and Contrast
Cause and Effect
Problem and Solution
Grammar- Verbs, Verbals, and Modifiers
Vocabulary- Context Clues and Multiple Meaning Words

Continued practice:
Paraphrasing, Summarizing, and Quoting; Objective Summaries; P.E.E.L.
Elaboration in writing; Annotating; Avoiding Plagiarism; Strong
Introductions and Conclusions

Grammar and Vocabulary continued from Unit 1 and Unit 2-

Academic and Content Vocabulary F.O.V.s
Conventions and Mechanics
Vocabulary- Word Relationships
 Unit 4- Possible Dates: October 23- November 10
Grade/Subject 8th Grade Writing
Unit Overview Informational/ Explanatory Continued
Essential Questions
How do authors write informative/explanatory texts to examine a topic
and convey ideas and concepts clearly?
How do I use appropriate transitions to clarify relationships among ideas
and concepts?
How can evidence and elaboration convey ideas in a piece of writing?
How can sentence variety and appropriate structure produce a stronger
piece of writing?
Focus Standards These are the standards that are especially important
for this unit. Other standards are taught in each unit as well, but the
focus standards are the ones the unit has been designed to address
specifically.
8.W.TTP.2 Write informational/ explanatory texts to examine and
convey complex ideas and information clearly and accurately through
the effective selection, organization and analysis of content.
8.L.CSE.1 Demonstrate command of the conventions of standard
English, grammar, and usage when speaking and writing.
8.L.CSE.2 Demonstrate command of the conventions of standard
English, capitalization, punctuation, and spelling when writing.
8.L.CSE.1 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.L.KL.3 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.L.VAU.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.L.VAU.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 post-secondary and workforce level;
demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or
expression.
8.W.PDW.4 Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and
audience.
 8.W.RBPK.8 Integrate relevant and credible information from multiple
print and digital sources while avoiding plagiarism.
8.W.RBPK.9 Draw evidence from literary or information texts to
support analysis, reflection, and research.
Learning Intentions Instructional Texts The literature, literary non-fiction, and
informational texts that will be used as part of this unit.
I can develop an informative essay using facts, definitions, and
evidence effectively. TBD
I can produce clear and organized writing with a purpose.
With guidance, I can become a stronger writing as I plan, revise,
edit, rewrite, and approach my topic in innovative ways.
I can write a response to a prompt using textual evidence and
elaboration to support my answer. (P.E.E.L.)
I can produce and revise writing that demonstrates correct
grammar, capitalization, punctuation, sentence structure, and
paragraphing

Sample Activities and Assessments - Vocabulary-

Assessments- Academic: TBA

P.E.E.L. using Graphic (Analyzing data)
Timed Assessment- Explanatory/ Informational Prompt Content:
Informative Relevant Irrelevant
The Writing Process Explanatory Cause and Effect Primary Source
Breaking down the Prompt Transition Words Compare and Credible Source
Developing a clear thesis statement Contrast
Using and Analyzing Data (Charts, Graphs, Statistics) Citation The Writing Process Verbals
Relevant and Irrelevant Details Bibliography Thesis Statement Modifiers
Credible Sources
Research Art, Music, Media
Central Idea TBA
Informational Graphic Organizers and Checklist
Transition Words
Annotation
Compare and Contrast
Cause and Effect
Problem and Solution
Grammar- Verbs, Verbals, and Modifiers
Vocabulary- Context Clues and Multiple Meaning Words

Continued practice:
Paraphrasing, Summarizing, and Quoting; Objective Summaries; P.E.E.L.
Elaboration in writing; Annotating; Avoiding Plagiarism; Strong
Introductions and Conclusions

Grammar and Vocabulary continued from Unit 1 and Unit 2-

Academic and Content Vocabulary F.O.V.s
Conventions and Mechanics
Vocabulary- Word Relationships
 Unit 5- Possible Dates: November 13- December 8
Note: Thanksgiving Break November 22- November 24
Grade/Subject 8th Grade Writing
Unit Overview Argumentative Writing- State Your Claim
Essential Questions
How do authors write argumentative texts to support a claim and prove
their perspectives effectively?
How do I use appropriate transitions to clarify relationships among ideas
and concepts?
How can evidence and elaboration convey ideas in a piece of writing?
How can sentence variety and appropriate structure produce a stronger
piece of writing?
Focus Standards These are the standards that are especially important
for this unit. Other standards are taught in each unit as well, but the
focus standards are the ones the unit has been designed to address
specifically.
8.W.TTP.2 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
8.L.CSE.1 Demonstrate command of the conventions of standard
English, grammar, and usage when speaking and writing.
8.L.CSE.2 Demonstrate command of the conventions of standard
English, capitalization, punctuation, and spelling when writing.
8.L.CSE.1 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.L.KL.3 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.L.VAU.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.L.VAU.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 post-secondary and workforce level;
demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or
expression.
8.W.PDW.4 Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and
audience.
 8.W.RBPK.8 Integrate relevant and credible information from multiple
print and digital sources while avoiding plagiarism.
8.W.RBPK.9 Draw evidence from literary or information texts to
support analysis, reflection, and research.
Learning Intentions Instructional Texts The literature, literary non-fiction, and
informational texts that will be used as part of this unit.
I can develop an argumentative essay with a strong claim
supported by effective and relevant evidence. TBD
I can produce clear and organized writing with a purpose.
With guidance, I can become a stronger writing as I plan, revise,
edit, rewrite, and approach my topic in innovative ways.
I can write a response to a prompt using textual evidence and
elaboration to support my answer. (P.E.E.L.)
I can produce and revise writing that demonstrates correct
grammar, capitalization, punctuation, sentence structure, and
paragraphing

Sample Activities and Assessments - Vocabulary-

Assessments- Academic: TBA

Identifying Parts of an Argument
Verbals and Modifiers Content:
Argumentative Relevant Counterclaim
The Writing Process Evidence Cause and Effect Thesis
Breaking down the Prompt Transition Words Compare and Claim
Precise Claims Contrast
Claim versus Thesis Statement Citation Warrant Logical Reasoning
Argumentative versus Persuasive Bibliography Rebuttal Illogical Reasoning
Logical and Illogical Reasoning
Counterclaims and Rebuttals Art, Music, Media
Relevant and Irrelevant Details TBA
Credible Sources
C.E.R.C.A.
Argumentative Graphic Organizers and Checklist
Transition Words
Annotation
Grammar- Verbs, Verbals, and Modifiers
Vocabulary- Context Clues and Multiple Meaning Words

Continued practice:
Paraphrasing, Summarizing, and Quoting; Objective Summaries; P.E.E.L.
Elaboration in writing; Annotating; Avoiding Plagiarism; Strong
Introductions and Conclusions

Grammar and Vocabulary continued from Unit 1 and Unit 2-

Academic and Content Vocabulary F.O.V.s
Conventions and Mechanics
Vocabulary- Word Relationships
 Unit 6- Possible Dates: December 11- December 22
Grade/Subject 8th Grade Writing
Unit Overview Argumentative Writing- State Your Claim Continued
Essential Questions
How do authors write argumentative texts to support a claim and prove
their perspectives effectively?
How do I use appropriate transitions to clarify relationships among ideas
and concepts?
How can evidence and elaboration convey ideas in a piece of writing?
How can sentence variety and appropriate structure produce a stronger
piece of writing?
Focus Standards These are the standards that are especially important
for this unit. Other standards are taught in each unit as well, but the
focus standards are the ones the unit has been designed to address
specifically.
8.W.TTP.2 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
8.L.CSE.1 Demonstrate command of the conventions of standard
English, grammar, and usage when speaking and writing.
8.L.CSE.2 Demonstrate command of the conventions of standard
English, capitalization, punctuation, and spelling when writing.
8.L.CSE.1 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.L.KL.3 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.L.VAU.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.L.VAU.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 post-secondary and workforce level;
demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or
expression.
8.W.PDW.4 Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and
audience.
 8.W.RBPK.8 Integrate relevant and credible information from multiple
print and digital sources while avoiding plagiarism.
8.W.RBPK.9 Draw evidence from literary or information texts to
support analysis, reflection, and research.
Learning Intentions Instructional Texts The literature, literary non-fiction, and
informational texts that will be used as part of this unit.
I can develop an argumentative essay with a strong claim
supported by effective and relevant evidence. TBD
I can produce clear and organized writing with a purpose.
With guidance, I can become a stronger writing as I plan, revise,
edit, rewrite, and approach my topic in innovative ways.
I can write a response to a prompt using textual evidence and
elaboration to support my answer. (P.E.E.L.)
I can produce and revise writing that demonstrates correct
grammar, capitalization, punctuation, sentence structure, and
paragraphing

Sample Activities and Assessments - Vocabulary-

Assessments- Academic: TBA

C.E.R.C.A. Comparing and contrasting Arguments
Semester Benchmark (Possible) Content:
Argumentative Relevant Counterclaim
The Writing Process Evidence Cause and Effect Thesis
Breaking down the Prompt Transition Words Compare and Claim
Precise Claims Contrast
Claim versus Thesis Statement Citation Warrant Logical Reasoning
Argumentative versus Persuasive Bibliography Rebuttal Illogical Reasoning
Logical and Illogical Reasoning
Counterclaims and Rebuttals Art, Music, Media
Relevant and Irrelevant Details TBA
Using and Analyzing Data (Charts, Graphs, Statistics)
Credible Sources
C.E.R.C.A.
Argumentative Graphic Organizers and Checklist
Transition Words
Annotation
Grammar- Semester Review
Vocabulary- Context Clues and Multiple Meaning Words

Continued practice:
Paraphrasing, Summarizing, and Quoting; Objective Summaries; P.E.E.L.
Elaboration in writing; Annotating; Avoiding Plagiarism; Strong
Introductions and Conclusions

Grammar and Vocabulary continued from Unit 1 and Unit 2-

Academic and Content Vocabulary F.O.V.s
Conventions and Mechanics
Vocabulary- Word Relationships
 Unit 7- Possible Dates: January 8- January 26
Grade/Subject 8th Grade Writing
Unit Overview Argumentative Writing- State Your Claim Continued
Essential Questions
How do authors write argumentative texts to support a claim and prove
their perspectives effectively?
How do I use appropriate transitions to clarify relationships among ideas
and concepts?
How can evidence and elaboration convey ideas in a piece of writing?
How can sentence variety and appropriate structure produce a stronger
piece of writing?
Focus Standards These are the standards that are especially important
for this unit. Other standards are taught in each unit as well, but the
focus standards are the ones the unit has been designed to address
specifically.
8.W.TTP.1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
8.L.CSE.1 Demonstrate command of the conventions of standard
English, grammar, and usage when speaking and writing.
8.L.CSE.2 Demonstrate command of the conventions of standard
English, capitalization, punctuation, and spelling when writing.
8.L.CSE.1 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.L.KL.3 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.L.VAU.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.L.VAU.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 post-secondary and workforce level;
demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or
expression.
8.W.PDW.4 Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and
audience.
 8.W.RBPK.8 Integrate relevant and credible information from multiple
print and digital sources while avoiding plagiarism.
8.W.RBPK.9 Draw evidence from literary or information texts to
support analysis, reflection, and research.
Learning Intentions Instructional Texts The literature, literary non-fiction, and
informational texts that will be used as part of this unit.
I can develop an argumentative essay with a strong claim
supported by effective and relevant evidence. TBD
I can produce clear and organized writing with a purpose.
With guidance, I can become a stronger writing as I plan, revise,
edit, rewrite, and approach my topic in innovative ways.
I can write a response to a prompt using textual evidence and
elaboration to support my answer. (P.E.E.L.)
I can produce and revise writing that demonstrates correct
grammar, capitalization, punctuation, sentence structure, and
paragraphing

Sample Activities and Assessments - Vocabulary-

Assessments- Academic: TBA

Timed Writing- Argument
Content:
The Writing Process Argumentative Relevant Counterclaim
Breaking down the Prompt Evidence Cause and Effect Thesis
Precise Claims Transition Words Compare and Claim
Claim versus Thesis Statement Contrast
Argumentative versus Persuasive Citation Warrant Logical Reasoning
Logical and Illogical Reasoning Bibliography Rebuttal Illogical Reasoning
Counterclaims and Rebuttals
Relevant and Irrelevant Details Art, Music, Media
Using and Analyzing Data (Charts, Graphs, Statistics) TBA
Credible Sources
C.E.R.C.A.
Argumentative Graphic Organizers and Checklist
Transition Words
Annotation
Grammar- Semester Review
Vocabulary- Figurative Meanings (Idioms, Allusions, Analogies, etc.)

Continued practice:
Paraphrasing, Summarizing, and Quoting; Objective Summaries; P.E.E.L.
Elaboration in writing; Annotating; Avoiding Plagiarism; Strong
Introductions and Conclusions

Grammar and Vocabulary continued from Unit 1 and Unit 2-

Academic and Content Vocabulary F.O.V.s
Conventions and Mechanics
Vocabulary- Word Relationships
 Unit 8- Possible Dates: January 29- February 16
Grade/Subject 8th Grade Writing
Unit Overview Writing for a Purpose
Essential Questions
How do authors write argumentative texts to support a claim and prove
their perspectives effectively?
How does the writer produce a narrative that engages the audience and
reflects the significance of a problem or situation that must be resolved?
How do authors write informative/explanatory texts to examine a topic
and convey ideas and concepts clearly?
How can evidence and elaboration convey ideas in a piece of writing?
How can sentence variety and appropriate structure produce a stronger
piece of writing?
Focus Standards These are the standards that are especially important
for this unit. Other standards are taught in each unit as well, but the
focus standards are the ones the unit has been designed to address
specifically.
8.W.TTP.1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
8.W.TTP.2 Write informational/ explanatory texts to examine and
convey complex ideas and information clearly and accurately through
the effective selection, organization and analysis of content.
8.W.TTP.3 Write narratives to develop real or imagined experiences or
events using effective techniques, well-chosen details, and well-
structured event sequences.
8.L.CSE.1 Demonstrate command of the conventions of standard
English, grammar, and usage when speaking and writing.
8.L.CSE.2 Demonstrate command of the conventions of standard
English, capitalization, punctuation, and spelling when writing.
8.L.CSE.1 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.L.KL.3 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.L.VAU.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.L.VAU.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 post-secondary and workforce level;
demonstrate independence in gathering vocabulary knowledge when
 considering a word or phrase important to comprehension or
expression.
8.W.PDW.4 Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and
audience.
8.W.RBPK.8 Integrate relevant and credible information from multiple
print and digital sources while avoiding plagiarism.
8.W.RBPK.9 Draw evidence from literary or information texts to
support analysis, reflection, and research.
Learning Intentions Instructional Texts The literature, literary non-fiction, and
informational texts that will be used as part of this unit.
I can develop an argumentative essay with a strong claim
supported by effective and relevant evidence. TBD
I can produce clear and organized writing with a purpose.
With guidance, I can become a stronger writing as I plan, revise,
edit, rewrite, and approach my topic in innovative ways.
I can write a response to a prompt using textual evidence and
elaboration to support my answer. (P.E.E.L.)
I can produce and revise writing that demonstrates correct
grammar, capitalization, punctuation, sentence structure, and
paragraphing

Sample Activities and Assessments - Vocabulary-

Assessments- Academic: TBA

Timed Writing- Narrative, Informative, Argumentative
Grammar Review Content:
Argumentative Relevant Counterclaim
The Writing Process Evidence Cause and Effect Thesis
Breaking down the Prompt Transition Words Compare and Claim
Writing Critiques and Reviews Contrast
Writing Objective Summaries (Review) Critique Warrant Logical Reasoning
Writing Editorials Editorial Rebuttal Illogical Reasoning
Debates
Brochures (Informational, Testimonials (narrative), Claims- Propaganda) Art, Music, Media TBA
Journaling
Grammar- Semester Review
Vocabulary- Figurative Meanings (Idioms, Allusions, Analogies, etc.)

Continued practice:
Paraphrasing, Summarizing, and Quoting; Objective Summaries; P.E.E.L.
Elaboration in writing; Annotating; Avoiding Plagiarism; Strong
Introductions and Conclusions, logical and illogical reasoning, relevant
and irrelevant details, credible sources, transition words

Grammar and Vocabulary continued from Unit 1 and Unit 2-

Academic and Content Vocabulary F.O.V.s
Conventions and Mechanics
Vocabulary- Word Relationships
 Unit 9- Possible Dates: February 19- March 9
Grade/Subject 8th Grade Writing
Unit Overview Writing for a Purpose Continued
Essential Questions
How do authors write argumentative texts to support a claim and prove
their perspectives effectively?
How does the writer produce a narrative that engages the audience and
reflects the significance of a problem or situation that must be resolved?
How do authors write informative/explanatory texts to examine a topic
and convey ideas and concepts clearly?
How can evidence and elaboration convey ideas in a piece of writing?
How can sentence variety and appropriate structure produce a stronger
piece of writing?
Focus Standards These are the standards that are especially important
for this unit. Other standards are taught in each unit as well, but the
focus standards are the ones the unit has been designed to address
specifically.
8.W.TTP.1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
8.W.TTP.2 Write informational/ explanatory texts to examine and
convey complex ideas and information clearly and accurately through
the effective selection, organization and analysis of content.
8.W.TTP.3 Write narratives to develop real or imagined experiences or
events using effective techniques, well-chosen details, and well-
structured event sequences.
8.L.CSE.1 Demonstrate command of the conventions of standard
English, grammar, and usage when speaking and writing.
8.L.CSE.2 Demonstrate command of the conventions of standard
English, capitalization, punctuation, and spelling when writing.
8.L.CSE.1 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.L.KL.3 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.L.VAU.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.L.VAU.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 post-secondary and workforce level;
demonstrate independence in gathering vocabulary knowledge when
 considering a word or phrase important to comprehension or
expression.
8.W.PDW.4 Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and
audience.
8.W.RBPK.8 Integrate relevant and credible information from multiple
print and digital sources while avoiding plagiarism.
8.W.RBPK.9 Draw evidence from literary or information texts to
support analysis, reflection, and research.
Learning Intentions Instructional Texts The literature, literary non-fiction, and
informational texts that will be used as part of this unit.
I can develop an argumentative essay with a strong claim
supported by effective and relevant evidence. TBD
I can produce clear and organized writing with a purpose.
With guidance, I can become a stronger writing as I plan, revise,
edit, rewrite, and approach my topic in innovative ways.
I can write a response to a prompt using textual evidence and
elaboration to support my answer. (P.E.E.L.)
I can produce and revise writing that demonstrates correct
grammar, capitalization, punctuation, sentence structure, and
paragraphing

Sample Activities and Assessments - Vocabulary-

Assessments- Academic: TBA

Timed Writing- Narrative, Informative, Argumentative
Grammar Review Content:
Argumentative Relevant Counterclaim
The Writing Process Evidence Cause and Effect Thesis
Breaking down the Prompt Transition Words Compare and Claim
Comparing and Contrasting 2 or more texts- Informational Contrast
Comparing and Contrasting 2 or more perspectives/ claims- Critique Warrant Logical Reasoning
Argumentative Editorial Rebuttal Illogical Reasoning
Writing to solve a problem (Problem and Solution)
Narrative and Personal Narrative Practice Art, Music, Media TBA
Continue with:
Writing Critiques and Reviews
Writing Objective Summaries (Review)
Writing Editorials
Debates
Brochures (Informational, Testimonials (narrative), Claims- Propaganda)
Journaling

Grammar- Semester Review

Vocabulary- Figurative Meanings (Idioms, Allusions, Analogies, etc.)

Continued practice:
Paraphrasing, Summarizing, and Quoting; Objective Summaries; P.E.E.L.
Elaboration in writing; Annotating; Avoiding Plagiarism; Strong
Introductions and Conclusions, logical and illogical reasoning, relevant
and irrelevant details, credible sources, transition words

Grammar and Vocabulary continued from Unit 1 and Unit 2-

Academic and Content Vocabulary F.O.V.s
Conventions and Mechanics
Vocabulary- Word Relationships
 Unit 10- Possible Dates: March 12- April 6
Note- Spring Break Dates
Grade/Subject 8th Grade Writing
Unit Overview Writing Review for TN Ready
Essential Questions
How do authors write argumentative texts to support a claim and prove
their perspectives effectively?
How does the writer produce a narrative that engages the audience and
reflects the significance of a problem or situation that must be resolved?
How do authors write informative/explanatory texts to examine a topic
and convey ideas and concepts clearly?
How can evidence and elaboration convey ideas in a piece of writing?
How can sentence variety and appropriate structure produce a stronger
piece of writing?
Focus Standards These are the standards that are especially important
for this unit. Other standards are taught in each unit as well, but the
focus standards are the ones the unit has been designed to address
specifically.
8.W.TTP.1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
8.W.TTP.2 Write informational/ explanatory texts to examine and
convey complex ideas and information clearly and accurately through
the effective selection, organization and analysis of content.
8.W.TTP.3 Write narratives to develop real or imagined experiences or
events using effective techniques, well-chosen details, and well-
structured event sequences.
8.L.CSE.1 Demonstrate command of the conventions of standard
English, grammar, and usage when speaking and writing.
8.L.CSE.2 Demonstrate command of the conventions of standard
English, capitalization, punctuation, and spelling when writing.
8.L.CSE.1 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.L.KL.3 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.L.VAU.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.L.VAU.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 post-secondary and workforce level;
 demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or
expression.
8.W.PDW.4 Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and
audience.
8.W.RBPK.8 Integrate relevant and credible information from multiple
print and digital sources while avoiding plagiarism.
8.W.RBPK.9 Draw evidence from literary or information texts to
support analysis, reflection, and research.
Learning Intentions Instructional Texts The literature, literary non-fiction, and
informational texts that will be used as part of this unit.
I can develop an argumentative essay with a strong claim
supported by effective and relevant evidence. TBD
I can produce clear and organized writing with a purpose.
With guidance, I can become a stronger writing as I plan, revise,
edit, rewrite, and approach my topic in innovative ways.
I can write a response to a prompt using textual evidence and
elaboration to support my answer. (P.E.E.L.)
I can produce and revise writing that demonstrates correct
grammar, capitalization, punctuation, sentence structure, and
paragraphing

Sample Activities and Assessments - Vocabulary-

Paraphrasing, Summarizing, and Quoting Academic: TBA

Objective Summaries
P.E.E.L. Content:
Elaboration in writing Argumentative Relevant Counterclaim
Annotating Evidence Cause and Effect Thesis
Plagiarism Transition Words Compare and Claim
Formal vs. Informal Writing Contrast
The Writing Process Critique Warrant Logical Reasoning
Breaking down the Prompt Editorial Rebuttal Illogical Reasoning
Cover Letters- Claim w/ evidence
Resumes- Narrative Checklist
Personal Narrative Art, Music, Media TBA
Informational- Future Job

Continue with:
Writing Critiques and Reviews
Writing Objective Summaries (Review)
Writing Editorials
Debates
Brochures (Informational, Testimonials (narrative), Claims- Propaganda)
Journaling

Grammar- Semester Review

Vocabulary- Figurative Meanings (Idioms, Allusions, Analogies, etc.)

Continued practice:
Paraphrasing, Summarizing, and Quoting; Objective Summaries; P.E.E.L.
Elaboration in writing; Annotating; Avoiding Plagiarism; Strong
Introductions and Conclusions, logical and illogical reasoning, relevant
and irrelevant details, credible sources, transition words

Grammar and Vocabulary continued from Unit 1 and Unit 2-

Academic and Content Vocabulary F.O.V.s
Conventions and Mechanics
Vocabulary- Word Relationships
 Unit 11- Possible Dates: April 9- May 14
Note- TN Ready Testing Dates
Grade/Subject 8th Grade Writing
Unit Overview Writing Review for TN Ready; End of Year Research
Project TBA
Essential Questions
How do authors write argumentative texts to support a claim and prove
their perspectives effectively?
How does the writer produce a narrative that engages the audience and
reflects the significance of a problem or situation that must be resolved?
How do authors write informative/explanatory texts to examine a topic
and convey ideas and concepts clearly?
How can evidence and elaboration convey ideas in a piece of writing?
How can sentence variety and appropriate structure produce a stronger
piece of writing?
Focus Standards These are the standards that are especially important
for this unit. Other standards are taught in each unit as well, but the
focus standards are the ones the unit has been designed to address
specifically.
8.W.TTP.1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
8.W.TTP.2 Write informational/ explanatory texts to examine and
convey complex ideas and information clearly and accurately through
the effective selection, organization and analysis of content.
8.W.TTP.3 Write narratives to develop real or imagined experiences or
events using effective techniques, well-chosen details, and well-
structured event sequences.
8.L.CSE.1 Demonstrate command of the conventions of standard
English, grammar, and usage when speaking and writing.
8.L.CSE.2 Demonstrate command of the conventions of standard
English, capitalization, punctuation, and spelling when writing.
8.L.CSE.1 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.L.KL.3 Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
8.L.VAU.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.L.VAU.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 post-secondary and workforce level;
 demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or
expression.
8.W.PDW.4 Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and
audience.
8.W.RBPK.8 Integrate relevant and credible information from multiple
print and digital sources while avoiding plagiarism.
8.W.RBPK.9 Draw evidence from literary or information texts to
support analysis, reflection, and research.
Learning Intentions Instructional Texts The literature, literary non-fiction, and
informational texts that will be used as part of this unit.
I can develop an argumentative essay with a strong claim
supported by effective and relevant evidence. TBD
I can produce clear and organized writing with a purpose.
With guidance, I can become a stronger writing as I plan, revise,
edit, rewrite, and approach my topic in innovative ways.
I can write a response to a prompt using textual evidence and
elaboration to support my answer. (P.E.E.L.)
I can produce and revise writing that demonstrates correct
grammar, capitalization, punctuation, sentence structure, and
paragraphing

Sample Activities and Assessments - Vocabulary-

Topic: Argument Prompt or Article, Research and Informational Article Academic: TBA
Precise Claims
Claim versus Thesis Statement Content:
Argumentative versus Persuasive Argumentative Relevant Counterclaim
Logical and Illogical Reasoning Evidence Cause and Effect Thesis
Counterclaims and Rebuttals Transition Words Compare and Claim
Relevant and Irrelevant Details Contrast
Credible Sources Critique Warrant Logical Reasoning
C.E.R.C.A. Editorial Rebuttal Illogical Reasoning

Developing a clear thesis statement

Using and Analyzing Data (Charts, Graphs, Statistics) Art, Music, Media TBA
Relevant and Irrelevant Details
Credible Sources
Research
Central Idea
Informational Graphic Organizers and Checklist
Transition Words
Annotation

Grammar- Semester Review

Vocabulary- Figurative Meanings (Idioms, Allusions, Analogies, etc.)

Continued practice:
Paraphrasing, Summarizing, and Quoting; Objective Summaries; P.E.E.L.
Elaboration in writing; Annotating; Avoiding Plagiarism; Strong
Introductions and Conclusions, logical and illogical reasoning, relevant
and irrelevant details, credible sources, transition words

Grammar and Vocabulary continued from Unit 1 and Unit 2-

Academic and Content Vocabulary F.O.V.s
Conventions and Mechanics
Vocabulary- Word Relationships