Learning Standards and Long Term Learning Targets for Working with Evidence Unit

CCS Standards: ReadingLiterature Long-Term Learning Targets

RL.8.1. Cite the textual evidence that most strongly
supports an analysis of what the text says explicitly as
well as inferences drawn from the text.
I can cite text-based evidence that provides the strongest support
for my analysis of literary text.
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, and
plot; provide an objective summary of the text.
I can determine a theme or the central ideas of literary text.
I can analyze the development of a theme or central idea
throughout the text (including its relationship to the characters,
setting, and plot).
I can objectively summarize literary text.
RL.8.3. Analyze how particular lines of dialogue or
incidents in a story or drama propel the action, reveal
aspects of a character, or provoke a decision.
I can analyze how specific dialogue or incidents in a plot propel
the action, reveal aspects of a character, or provoke a decision.
RL.8.4. Determine the meaning of words and phrases as
they are used in a text, including figurative and
connotative meanings; analyze the impact of specific
word choices on meaning and tone, including analogies or
allusions to other texts.
I can determine the meaning of words and phrases in literary text
(figurative, connotative, and technical meanings)
I can analyze the impact of word choice on meaning and tone
(analogies or allusions).
RL.8.5. Compare and contrast the structure of two or
more texts and analyze how the differing structure of each
text contributes to its meaning and style.
I can compare and contrast the structure of multiple texts.
I can analyze how different structures impact meaning and style
of a text.
RL.8.6. Analyze how differences in the points of view of
the characters and the audience or reader (e.g., created
through the use of dramatic irony) create such effects as
suspense or humor.
I can analyze how difference in points of view between characters
and audience create effects in writing.
RL.8.7. Analyze the extent to which a filmed or live
production of a story or drama stays faithful to or departs
from the text or script, evaluating the choices made by the
director or actors.
I can analyze the extent to which a filmed or live production
follows the text or script of the same literary text.
I can evaluate the choices made by a director or actors in
presenting an interpretation of a script.
RL.8.9. Analyze how a modern work of fiction draws on
themes, patterns of events, or character types from
myths, traditional stories, or religious works such as the
Bible, including describing how the material is rendered
new.
I can analyze the connections between modern fiction and myths,
traditional stories, or religious works (themes, patterns of events,
character types).
RL.8.11. Interpret, analyze, and evaluate narratives,
poetry, and drama, artistically and ethically by making
connections to: other texts, ideas, cultural perspectives,
eras, personal events, and situations.
a. Self-select text to develop personal preferences.
b. Establish and use criteria to classify, select, and evaluate
texts to make informed judgments about the quality of
the pieces.
I can interpret, analyze, and evaluate narratives, poetry, and
drama artistically by making connections to other texts, ideas,
cultural perspectives, time periods, personal events, and
situations.
I can select texts to read to develop personal choices in reading.
I can evaluate and make informed judgments about the quality of
texts based on a set of criteria.
CCS Standards: ReadingInformational Text Long-Term Learning Targets
RI.8.1. Cite the textual evidence that most strongly
supports an analysis of what the text says explicitly as
well as inferences drawn from the text.
I can cite text-based evidence that provides the strongest support
for an analysis of literary text.
RI.8.2. Determine a central idea of a text and analyze its
development over the course of the text, including its
relationship to supporting ideas; provide an objective
summary of the text.
I can determine a theme or the central ideas of an informational
text.
I can analyze the development of a theme or central idea
throughout the text (including its relationship to supporting
ideas).
I can objectively summarize informational text.
RI.8.4. Determine the meaning of words and phrases as
they are used in a text, including figurative, connotative,
and technical meanings; analyze the impact of specific
word choices on meaning and tone, including analogies or
allusions to other texts.
I can determine the meaning of words and phrases in text
(figurative, connotative, and technical meanings).
I can analyze the impact of word choice on meaning and tone
(analogies or allusions).
RI.8.5. Analyze in detail the structure of a specific
paragraph in a text, including the role of particular
sentences in developing and refining a key concept.
I can analyze the structure of a specific paragraph in a text
(including the role of particular sentences in developing and
refining a key concept).
RI.8.6. Determine an authors point of view or purpose in
a text and analyze how the author acknowledges and
responds to conflicting evidence or viewpoints.
I can determine an authors point of view or purpose in an
informational text.
I can analyze how the author acknowledges and responds to
conflicting evidence or viewpoints.
RI.8.7. Evaluate the advantages and disadvantages of
using different mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or idea.
I can evaluate the advantages and disadvantages of using
different mediums to present an idea.

CCS Standards: Writing Long-Term Learning Targets
W.8.1. Write arguments to support claims with clear
reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize
the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows
from and supports the argument presented.
I can write arguments to support claims with clear reasons and
relevant evidence.
W.8.3. Write narratives to develop real or imagined I can write narrative texts about real or imagined experiences
experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context
and point of view and introducing a narrator and/or
characters; organize an event sequence that unfolds
naturally and logically.
b. Use narrative techniques, such as dialogue, pacing,
description, and reflection, to develop experiences, events,
and/or characters.
c. Use a variety of transition words, phrases, and clauses to
convey sequence, signal shifts from one time frame or
setting to another, and show the relationships among
experiences and events.
d. Use precise words and phrases, relevant descriptive
details, and sensory language to capture the action and
convey experiences and events.
e.Provide a conclusion that follows from and reflects on the
narrated experiences or events.
using relevant details and event sequences that make sense.
W.8.4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 13 above.)
I can produce clear and coherent writing that is appropriate to
task, purpose and audience.
W.8.5. With some guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience
have been addressed.
With support from peers and adults, I can use the writing process
to ensure that purpose and audience have been addressed.
W.8.9. Draw evidence from literary or informational texts
to support analysis, reflection, and research.
A. Apply grade 8 Reading standards to literature (e.g.,
Analyze how a modern work of fiction draws on themes,
patterns of events, or character types from myths,
traditional stories, or religious works such as the Bible,
including describing how the material is rendered new).
b. Apply grade 8 Reading standards to literary nonfiction
(e.g., Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is sound
and the evidence is relevant and sufficient; recognize
when irrelevant evidence is introduced).
I can use evidence from literary or informational texts to support
analysis, reflection, and research.

W.8.11. Create a presentation, artwork, or text in
response to a literary work with a commentary that
identifies connects and explains divergences from the
original.
a. Make well-supported personal, cultural, textual, and
thematic connections across genres.
b. Create poetry, stories, plays, and other literary forms
(e.g., videos, artwork).
I can create a presentation, piece of artwork, or a text in response
to a piece of literature.
I can comment on how my work connects to and diverges from
the original literature.

CCS Standards: Speaking & Listening Long-Term Learning Targets
SL.8.1. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on eighth-grade topics, texts, and issues,
building on others ideas and expressing their own clearly.
a. Come to discussions prepared, having read or
researched material under study; explicitly draw on
that preparation by referring to evidence on the topic,
text, or issue to probe and reflect on ideas under
discussion.
b. Follow rules for collegial discussions and decision-
making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several
speakers, and respond to others questions and
comments with relevant evidence, observations, and
ideas.
d. Acknowledge new information expressed by others,
and, when warranted, qualify or justify their own views
in light of the evidence presented.
I can effectively engage in discussions with diverse partners about
eighth-grade topics, texts, and issues.
I can express my own ideas clearly during discussions.
I can build on others ideas during discussions.


CCS Standards: Language Long-Term Learning Targets
L.8.2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling
when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate
a pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.
I can use correct capitalization, punctuation and spelling to send a
clear message to my reader.
L.8.4. Determine or clarify the meaning of unknown and
multiple-meaning words or phrases based on grade 8
reading and content, choosing flexibly from a range of
strategies.
a. Use context (e.g., the overall meaning of a sentence or
paragraph; a words position or function in a sentence) as
a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes
and roots as clues to the meaning of a word (e.g., precede,
recede, secede).
c. Consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word, or determine
or clarify its precise meaning, or its part of speech.
d. Verify the preliminary determination of the meaning of a
word or phrase (e.g., by checking the inferred meaning in
I can use a variety of strategies to determine the meaning of
unknown words or phrases.
context or in a dictionary).
L.8.5. Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. verbal irony, puns) in
context.
b. Use the relationship between particular words to better
understand each of the words.
c. Distinguish among the connotations (associations) of
words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute).
I can analyze figurative language, word relationships and
nuances in word meanings.