ELA​ ​PACING​ ​GUIDES 2015​ ​SALEM​ ​SCHOOL​ ​DISTRICT

GRADE​ ​8
Unit​ ​Nine:​ ​Argument​ ​and​ ​Persuasion

days

Through​ ​textual​ ​analysis,​ ​students​ ​compare​ ​arguments​ ​in​ ​persuasive​ ​texts,​ ​identify​ ​and​ ​analyze​ ​persuasive​ ​techniques,​ ​analyze
reasoning​ ​for​ ​soundness,​ ​and​ ​determine​ ​an​ ​author’s​ ​purpose.​ ​ ​Students​ ​analyze​ ​comparisons,​ ​contrasts,​ ​and​ ​rhetoric,​ ​evaluate​ ​the
argument​ ​in​ ​a​ ​text,​ ​and​ ​evaluate​ ​evidence​ ​for​ ​relevance​ ​and​ ​sufficiency.​ ​ ​Students​ ​write​ ​a​ ​persuasive​ ​essay​ ​to​ ​present​ ​orally,
demonstrating​ ​use​ ​of​ ​ ​parallelism​ ​to​ ​link​ ​related​ ​ideas,​ ​and​ ​use​ ​punctuation​ ​correctly.​ ​ ​Greek​ ​and​ ​Latin​ ​roots​ ​words​ ​and​ ​antonyms​ ​are
used​ ​to​ ​determine​ ​word​ ​meaning.​ ​Finally,​ ​students​ ​analyze​ ​and​ ​evaluate​ ​an​ ​ad​ ​campaign​ ​and​ ​recognize​ ​persuasive​ ​techniques​ ​in
media​ ​message.

Learning​ ​Targets:
I​ ​can​ ​refer​ ​to​ ​the​ ​text​ ​and​ ​find​ ​specific​ ​examples​ ​that​ ​strongly​ ​support​ ​my​ ​thoughts​ ​and​ ​inferences​ ​about​ ​a​ ​story.​ ​(RL.1)
I​ ​can​ ​find​ ​more​ ​than​ ​one​ ​central​ ​idea​ ​in​ ​a​ ​text​ ​and​ ​explain​ ​how​ ​the​ ​ideas​ ​develop​ ​throughout​ ​the​ ​text.​ ​(RI.2)
I​ ​can​ ​give​ ​an​ ​unbiased​ ​summary​ ​of​ ​a​ ​piece​ ​of​ ​informational​ ​text.​ ​(RI.2)
I​ ​can​ ​explain​ ​how​ ​supporting​ ​ideas​ ​develop​ ​and​ ​relate​ ​to​ ​the​ ​central​ ​idea​ ​of​ ​a​ ​text.​ ​(RI.2)
I​ ​can​ ​compare​ ​and​ ​contrast​ ​individuals,​ ​ideas​ ​and​ ​events​ ​in​ ​a​ ​test.​ ​(RI.3)
I​ ​can​ ​figure​ ​out​ ​the​ ​meanings​ ​of​ ​words​ ​and​ ​phrases​ ​in​ ​a​ ​piece​ ​of​ ​informational​ ​text​ ​by​ ​thinking​ ​about​ ​how​ ​they​ ​are​ ​used.​ ​(RI.4)
I​ ​can​ ​analyze​ ​the​ ​impact​ ​of​ ​an​ ​author’s​ ​word​ ​choice​ ​on​ ​the​ ​meaning​ ​and​ ​tone​ ​of​ ​a​ ​piece​ ​of​ ​informational​ ​texts.​ ​ ​(RI.4)
I​ ​can​ ​identify​ ​and​ ​explain​ ​how​ ​word​ ​choice​ ​in​ ​analogies​ ​and​ ​allusions​ ​to​ ​other​ ​texts​ ​affects​ ​the​ ​meaning​ ​and​ ​tone​ ​of​ ​an​ ​informational
text.​ ​(RI.4)
I​ ​can​ ​break​ ​a​ ​paragraph​ ​into​ ​sentences​ ​to​ ​identify​ ​and​ ​analyze​ ​their​ ​functions​ ​within​ ​the​ ​paragraph.​ ​(RI.5)
I​ ​can​ ​explain​ ​how​ ​sentences​ ​support​ ​the​ ​main​ ​idea​ ​of​ ​a​ ​paragraph.​ ​(RI.5)
I​ ​can​ ​determine​ ​an​ ​author’s​ ​point​ ​of​ ​view​ ​in​ ​a​ ​piece​ ​of​ ​informational​ ​text​ ​and​ ​explain​ ​how​ ​the​ ​author​ ​acknowledges​ ​and
responds​ ​to​ ​other’s​ ​opinions.​ ​(RI.6)
I​ ​can​ ​identify​ ​several​ ​ways​ ​to​ ​present​ ​on​ ​a​ ​topic.​ ​(ex:​ ​print​ ​or​ ​digital​ ​text,​ ​video​ ​or​ ​multimedia).​ ​(RI.7)
I​ ​can​ ​evaluate​ ​the​ ​advantages​ ​and​ ​disadvantages​ ​of​ ​presenting​ ​information​ ​in​ ​various​ ​formats.​ ​(RI.7)
I​ ​can​ ​outline​ ​and​ ​explain​ ​specific​ ​claims​ ​and​ ​supportive​ ​evidence​ ​in​ ​a​ ​written​ ​argument.​ ​(RI.8)
I​ ​can​ ​locate​ ​and​ ​judge​ ​arguments​ ​or​ ​claims​ ​in​ ​a​ ​text​ ​and​ ​then​ ​determine​ ​whether​ ​or​ ​not​ ​there​ ​is​ ​enough​ ​relevant​ ​evidence​ ​to​ ​support
the​ ​argument.​ ​(RI.8)
I​ ​can​ ​analyze​ ​two​ ​or​ ​more​ ​texts​ ​on​ ​the​ ​same​ ​topic​ ​to​ ​identify​ ​examples​ ​of​ ​conflicting​ ​facts​ ​or​ ​interpretation.​ ​(RI.9)
I​ ​can​ ​write​ ​a​ ​claim​ ​and​ ​distinguish​ ​it​ ​from​ ​opposing​ ​views.​ ​(W.1a)
I​ ​can​ ​logically​ ​organize​ ​reasons​ ​and​ ​evidence​ ​to​ ​support​ ​a​ ​claim.​ ​(W.1a)
I​ ​can​ ​support​ ​my​ ​claims​ ​with​ ​logical​ ​reasoning​ ​and​ ​relevant​ ​evidence​ ​to​ ​show​ ​that​ ​I​ ​understand​ ​the​ ​topic.​ ​(W.1b)
I​ ​can​ ​support​ ​my​ ​claims​ ​using​ ​appropriate​ ​sources​ ​that​ ​show​ ​that​ ​I​ ​understand​ ​the​ ​topic.​ ​(W.1b)
I​ ​can​ ​use​ ​words,​ ​phrases​ ​and​ ​clauses​ ​to​ ​clearly​ ​show​ ​how​ ​claims,​ ​opposing​ ​claims,​ ​reasons​ ​and​ ​evidence​ ​fit​ ​together.​ ​(W.1c)
I​ ​can​ ​establish​ ​and​ ​maintain​ ​a​ ​formal​ ​style​ ​in​ ​presenting​ ​my​ ​written​ ​arguments.​ ​(W.1d)
I​ ​can​ ​write​ ​a​ ​conclusion​ ​that​ ​follows​ ​from​ ​and​ ​supports​ ​the​ ​arguments​ ​I​ ​presented.​ ​(W.1e)
I​ ​can​ ​write​ ​organized​ ​and​ ​informative​ ​pieces,​ ​with​ ​relevant​ ​content,​ ​to​ ​explore​ ​a​ ​topic​ ​and​ ​express​ ​ideas,​ ​concepts​ ​and
information.​ ​(W.2)
I​ ​can​ ​develop​ ​a​ ​topic​ ​using​ ​appropriate​ ​facts,​ ​definitions,​ ​details,​ ​quotations​ ​and​ ​other​ ​information​ ​and​ ​examples.​ ​(W.2b)
I​ ​can​ ​write​ ​a​ ​conclusion​ ​that​ ​follows​ ​from​ ​and​ ​supports​ ​the​ ​information​ ​and​ ​explanations​ ​I​ ​presented.​ ​(W.2f)
I​ ​can​ ​produce​ ​clear​ ​writing​ ​with​ ​appropriate​ ​development,​ ​organization​ ​and​ ​style​ ​to​ ​suit​ ​my​ ​task,​ ​purpose​ ​and​ ​audience.​ ​(W.4)
I​ ​can​ ​plan​ ​revise,​ ​edit,​ ​rewrite​ ​or​ ​try​ ​a​ ​new​ ​approach​ ​in​ ​my​ ​writing​ ​with​ ​some​ ​help​ ​from​ ​peers​ ​and​ ​adults.​ ​(W.5)
I​ ​can​ ​apply​ ​all​ ​that​ ​I​ ​have​ ​learned​ ​in​ ​8th​ ​grade​ ​reading​ ​to​ ​writing​ ​literature.​ ​(W.9b)
I​ ​can​ ​write​ ​with​ ​stamina​ ​for​ ​short​ ​time​ ​frames​ ​or​ ​over​ ​a​ ​longer​ ​period​ ​of​ ​time​ ​depending​ ​on​ ​my​ ​purpose,​ ​audience​ ​and​ ​topic.
(W.10)
I​ ​can​ ​outline​ ​specific​ ​claims​ ​and​ ​link​ ​them​ ​to​ ​a​ ​speaker’s​ ​argument.​ ​(SL.3)
I​ ​can​ ​determine​ ​whether​ ​or​ ​not​ ​there​ ​is​ ​enough​ ​relevant​ ​evidence​ ​to​ ​support​ ​an​ ​argument.​ ​(SL.3)
I​ ​can​ ​recognize​ ​evidence​ ​that​ ​does​ ​not​ ​relate​ ​to​ ​an​ ​argument.​ ​(SL.3)
I​ ​can​ ​give​ ​a​ ​presentation​ ​that​ ​makes​ ​claims​ ​using​ ​relevant​ ​evidence,​ ​details​ ​and​ ​reasons.​ ​(SL.4)
I​ ​can​ ​use​ ​appropriate​ ​eye​ ​contact​ ​and​ ​volume,​ ​as​ ​well​ ​as​ ​speak​ ​clearly,​ ​when​ ​I​ ​present​ ​ideas​ ​to​ ​others.​ ​(SL.4)
I​ ​can​ ​change​ ​my​ ​way​ ​of​ ​speaking​ ​for​ ​a​ ​variety​ ​of​ ​situations​ ​and​ ​tasks​ ​and​ ​show​ ​that​ ​I​ ​can​ ​use​ ​formal​ ​English​ ​when​ ​necessary
and​ ​appropriate.​ ​(SL.6)

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I​ ​can​ ​use​ ​an​ ​ellipsis​ ​to​ ​show​ ​words​ ​or​ ​phrases​ ​have​ ​been​ ​left​ ​out​ ​(omitted).​ ​(L.2b)
I​ ​can​ ​use​ ​what​ ​I​ ​know​ ​about​ ​the​ ​English​ ​language​ ​to​ ​write,​ ​speak,​ ​read​ ​and​ ​listen.​ ​(L.3)
I​ ​can​ ​determine​ ​the​ ​meanings​ ​of​ ​unknown​ ​words​ ​by​ ​using​ ​what​ ​I​ ​know​ ​about​ ​common​ ​Greek​ ​and​ ​Latin​ ​prefixes,​ ​suffixes​ ​and
roots.​ ​(L.4b)
I​ ​can​ ​use​ ​print​ ​and​ ​digital​ ​reference​ ​sources​ ​to​ ​help​ ​me​ ​find​ ​the​ ​pronunciations​ ​of​ ​words​ ​and​ ​to​ ​clarify​ ​the​ ​meanings​ ​and​ ​parts
of​ ​speech​ ​for​ ​new​ ​words​ ​or​ ​phrases.​ ​(L.4c)
I​ ​can​ ​make​ ​a​ ​guess​ ​about​ ​a​ ​word​ ​or​ ​phrase’s​ ​meaning​ ​and​ ​then​ ​check​ ​my​ ​understanding​ ​using​ ​reference​ ​materials.​ ​(L.4d)

Academic​ ​Vocab:​ ​accurate,​ ​bias,​ ​contrast,​ ​convince,​ ​logic

Content​ ​Vocab:​ ​argument,​ ​parallel​ ​structure,​ ​persuasive​ ​text,​ ​reasoning,​ ​rhetoric

Informational​ ​Text

Common​ ​Core​ ​State​ ​Standard Assessment Resources

● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Text​ ​Analysis​ ​Workshop:

Key​ ​Ideas​ ​and​ ​Details: McDougal Elements​ ​of​ ​Persuasive
CCSS.ELA-Literacy.RI.8.1 Text​ ​-​ ​Holt​ ​McDougal
Cite​ ​the​ ​textual​ ​evidence​ ​that​ ​most ● Zoos:​ ​Myth​ ​and​ ​Reality/
strongly​ ​supports​ ​an​ ​analysis​ ​of​ ​what Zoos​ ​Connect​ ​Us​ ​to​ ​the
the​ ​text​ ​says​ ​explicitly​ ​as​ ​well​ ​as Natural​ ​World​ ​-​ ​Holt
inferences​ ​drawn​ ​from​ ​the​ ​text. McDougal

CCSS.ELA-Literacy.RI.8.3 ● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Position​ ​on​ ​Dodgeball​ ​in
Analyze​ ​how​ ​a​ ​text​ ​makes​ ​connections McDougal Physical​ ​Education/​ ​The
among​ ​and​ ​distinctions​ ​between Weak​ ​Shall​ ​Inherit​ ​the
individuals,​ ​ideas,​ ​or​ ​events​ ​(e.g., Gym​ ​-​ ​Holt​ ​McDougal
through​ ​comparisons,​ ​analogies,​ ​or
categories).

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 ● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Position​ ​on​ ​Dodgeball​ ​in
Craft​ ​and​ ​Structure: McDougal Physical​ ​Education/​ ​The
CCSS.ELA-Literacy.RI.8.4 Weak​ ​Shall​ ​Inherit​ ​the
Determine​ ​the​ ​meaning​ ​of​ ​words​ ​and Gym​ ​-​ ​Holt​ ​McDougal
phrases​ ​as​ ​they​ ​are​ ​used​ ​in​ ​a​ ​text, ● What​ ​to​ ​the​ ​Slave​ ​is​ ​the
including​ ​figurative,​ ​connotative,​ ​and Fourth​ ​of​ ​July?​ ​-​ ​Holt
technical​ ​meanings;​ ​analyze​ ​the​ ​impact McDougal
of​ ​specific​ ​word​ ​choices​ ​on​ ​meaning​ ​and
tone,​ ​including​ ​analogies​ ​or​ ​allusions​ ​to
other​ ​texts.

CCSS.ELA-Literacy.RI.8.5 ● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● What​ ​to​ ​the​ ​Slave​ ​is​ ​the
Analyze​ ​in​ ​detail​ ​the​ ​structure​ ​of​ ​a McDougal Fourth​ ​of​ ​July?​ ​-​ ​Holt
specific​ ​paragraph​ ​in​ ​a​ ​text,​ ​including McDougal
the​ ​role​ ​of​ ​particular​ ​sentences​ ​in
developing​ ​and​ ​refining​ ​a​ ​key​ ​concept.

CCSS.ELA-Literacy.RI.8.6 ● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Text​ ​Analysis​ ​Workshop:

Determine​ ​an​ ​author's​ ​point​ ​of​ ​view​ ​or McDougal Elements​ ​of​ ​Persuasive
purpose​ ​in​ ​a​ ​text​ ​and​ ​analyze​ ​how​ ​the Text​ ​-​ ​Holt​ ​McDougal
author​ ​acknowledges​ ​and​ ​responds​ ​to ● Zoos:​ ​Myth​ ​and​ ​Reality/
conflicting​ ​evidence​ ​or​ ​viewpoints. Zoos​ ​Connect​ ​Us​ ​to​ ​the
Natural​ ​World​ ​-​ ​Holt
McDougal

● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Media​ ​Study:​ ​Star​ ​Wars​​ ​Ad
Integration​ ​of​ ​Knowledge​ ​and​ ​Ideas: McDougal Campaign​ ​-​ ​Holt​ ​McDougal
CCSS.ELA-Literacy.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.

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 CCSS.ELA-Literacy.RI.8.8 ● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Text​ ​Analysis​ ​Workshop:
Delineate​ ​and​ ​evaluate​ ​the​ ​argument McDougal Elements​ ​of​ ​Persuasive
and​ ​specific​ ​claims​ ​in​ ​a​ ​text,​ ​assessing Text​ ​-​ ​Holt​ ​McDougal
whether​ ​the​ ​reasoning​ ​is​ ​sound​ ​and​ ​the ● Zoos:​ ​Myth​ ​and​ ​Reality/
evidence​ ​is​ ​relevant​ ​and​ ​sufficient; Zoos​ ​Connect​ ​Us​ ​to​ ​the
recognize​ ​when​ ​irrelevant​ ​evidence​ ​is Natural​ ​World​ ​-​ ​Holt
introduced. McDougal
● Position​ ​on​ ​Dodgeball​ ​in
Physical​ ​Education/​ ​The
Weak​ ​Shall​ ​Inherit​ ​the
Gym​ ​-​ ​Holt​ ​McDougal
● What​ ​to​ ​the​ ​Slave​ ​is​ ​the
Fourth​ ​of​ ​July?​ ​-​ ​Holt
McDougal

CCSS.ELA-Literacy.RI.8.9 ● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Zoos:​ ​Myth​ ​and​ ​Reality/
Analyze​ ​a​ ​case​ ​in​ ​which​ ​two​ ​or​ ​more McDougal Zoos​ ​Connect​ ​Us​ ​to​ ​the
texts​ ​provide​ ​conflicting​ ​information​ ​on Natural​ ​World​ ​-​ ​Holt
the​ ​same​ ​topic​ ​and​ ​identify​ ​where​ ​the McDougal
texts​ ​disagree​ ​on​ ​matters​ ​of​ ​fact​ ​or
interpretation.

Writing

Common​ ​Core​ ​State​ ​Standard Assessment Resources

CCSS.ELA-Literacy.W.8.1.a ● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Writing​ ​Workshop:

Introduce​ ​claim(s),​ ​acknowledge​ ​and McDougal Persuasive​ ​Essay​ ​-​ ​Holt

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 distinguish​ ​the​ ​claim(s)​ ​from​ ​alternate (can​ ​be​ ​assessed​ ​separately) McDougal
or​ ​opposing​ ​claims,​ ​and​ ​organize​ ​the
reasons​ ​and​ ​evidence​ ​logically.

CCSS.ELA-Literacy.W.8.1.b ● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Writing​ ​Workshop:

Support​ ​claim(s)​ ​with​ ​logical​ ​reasoning McDougal Persuasive​ ​Essay​ ​-​ ​Holt
and​ ​relevant​ ​evidence,​ ​using​ ​accurate, (can​ ​be​ ​assessed​ ​separately) McDougal
credible​ ​sources​ ​and​ ​demonstrating​ ​an
understanding​ ​of​ ​the​ ​topic​ ​or​ ​text.

CCSS.ELA-Literacy.W.8.1.c ● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Writing​ ​Workshop:

Use​ ​words,​ ​phrases,​ ​and​ ​clauses​ ​to McDougal Persuasive​ ​Essay​ ​-​ ​Holt
create​ ​cohesion​ ​and​ ​clarify​ ​the (can​ ​be​ ​assessed​ ​separately) McDougal
relationships​ ​among​ ​claim(s),
counterclaims,​ ​reasons,​ ​and​ ​evidence

● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Writing​ ​Workshop:

CCSS.ELA-Literacy.W.8.1.d McDougal Persuasive​ ​Essay​ ​-​ ​Holt
Establish​ ​and​ ​maintain​ ​a​ ​formal​ ​style. (can​ ​be​ ​assessed​ ​separately) McDougal

CCSS.ELA-Literacy.W.8.1.e ● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Writing​ ​Workshop:

Provide​ ​a​ ​concluding​ ​statement​ ​or McDougal Persuasive​ ​Essay​ ​-​ ​Holt
section​ ​that​ ​follows​ ​from​ ​and​ ​supports (can​ ​be​ ​assessed​ ​separately) McDougal
the​ ​argument​ ​presented.

CCSS.ELA-Literacy.W.8.2 ● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Zoos:​ ​Myth​ ​and​ ​Reality/
Write​ ​informative/explanatory​ ​texts​ ​to McDougal Zoos​ ​Connect​ ​Us​ ​to​ ​the
examine​ ​a​ ​topic​ ​and​ ​convey​ ​ideas, Natural​ ​World​ ​-​ ​Holt
concepts,​ ​and​ ​information​ ​through​ ​the McDougal
selection,​ ​organization,​ ​and​ ​analysis​ ​of
relevant​ ​content.

● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Zoos:​ ​Myth​ ​and​ ​Reality/

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 CCSS.ELA-Literacy.W.8.2.b McDougal Zoos​ ​Connect​ ​Us​ ​to​ ​the
Develop​ ​the​ ​topic​ ​with​ ​relevant, Natural​ ​World​ ​-​ ​Holt
well-chosen​ ​facts,​ ​definitions,​ ​concrete McDougal
details,​ ​quotations,​ ​or​ ​other
information​ ​and​ ​examples.

CCSS.ELA-Literacy.W.8.2.f ● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Zoos:​ ​Myth​ ​and​ ​Reality/
Provide​ ​a​ ​concluding​ ​statement​ ​or McDougal Zoos​ ​Connect​ ​Us​ ​to​ ​the
section​ ​that​ ​follows​ ​from​ ​and​ ​supports Natural​ ​World​ ​-​ ​Holt
the​ ​information​ ​or​ ​explanation McDougal
presented.

● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Writing​ ​Workshop:

Production​ ​and​ ​Distribution​ ​of​ ​Writing: McDougal Persuasive​ ​Essay​ ​-​ ​Holt
CCSS.ELA-Literacy.W.8.4 (can​ ​be​ ​assessed​ ​separately) McDougal
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​ ​1-3​ ​above.)

● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Writing​ ​Workshop:

CCSS.ELA-Literacy.W.8.5 McDougal Persuasive​ ​Essay​ ​-​ ​Holt
With​ ​some​ ​guidance​ ​and​ ​support​ ​from (can​ ​be​ ​assessed​ ​separately) McDougal
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.​ ​(Editing​ ​for​ ​conventions
should​ ​demonstrate​ ​command​ ​of
Language​ ​standards​ ​1-3​ ​up​ ​to​ ​and

7
 including​ ​grade​ ​8​ ​here​.)

CCSS.ELA-Literacy.W.8.9.b ● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Writing​ ​Workshop:

Apply​ ​grade​ ​8​ ​Reading​ ​standards​​ ​to McDougal Persuasive​ ​Essay​ ​-​ ​Holt
literary​ ​nonfiction​ ​(e.g.,​ ​"Delineate​ ​and (can​ ​be​ ​assessed​ ​separately) McDougal
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").

● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Writing​ ​Workshop:

Range​ ​of​ ​Writing: McDougal Persuasive​ ​Essay​ ​-​ ​Holt
CCSS.ELA-Literacy.W.8.10 (can​ ​be​ ​assessed​ ​separately) McDougal
Write​ ​routinely​ ​over​ ​extended​ ​time
frames​ ​(time​ ​for​ ​research,​ ​reflection,
and​ ​revision)​ ​and​ ​shorter​ ​time​ ​frames​ ​(a
single​ ​sitting​ ​or​ ​a​ ​day​ ​or​ ​two)​ ​for​ ​a​ ​range
of​ ​discipline-specific​ ​tasks,​ ​purposes,
and​ ​audiences.

Speaking​ ​and​ ​Listening

Common​ ​Core​ ​State​ ​Standard Assessment Resources

CCSS.ELA-Literacy.SL.8.3 ● Speech ● Speaking​ ​and​ ​Listening

8
 Delineate​ ​a​ ​speaker's​ ​argument​ ​and Workshop:​ ​Presenting​ ​a
specific​ ​claims,​ ​evaluating​ ​the Persuasive​ ​Speech​ ​-​ ​Holt
soundness​ ​of​ ​the​ ​reasoning​ ​and McDougal
relevance​ ​and​ ​sufficiency​ ​of​ ​the
evidence​ ​and​ ​identifying​ ​when
irrelevant​ ​evidence​ ​is​ ​introduced.

● Speech ● Speaking​ ​and​ ​Listening

Presentation​ ​of​ ​Knowledge​ ​and​ ​Ideas: Workshop:​ ​Presenting​ ​a
Persuasive​ ​Speech​ ​-​ ​Holt
CCSS.ELA-Literacy.SL.8.4 McDougal
Present​ ​claims​ ​and​ ​findings,
emphasizing​ ​salient​ ​points​ ​in​ ​a​ ​focused,
coherent​ ​manner​ ​with​ ​relevant
evidence,​ ​sound​ ​valid​ ​reasoning,​ ​and
well-chosen​ ​details;​ ​use​ ​appropriate​ ​eye
contact,​ ​adequate​ ​volume,​ ​and​ ​clear
pronunciation

CCSS.ELA-Literacy.SL.8.6 ● Speech ● Speaking​ ​and​ ​Listening

Adapt​ ​speech​ ​to​ ​a​ ​variety​ ​of​ ​contexts Workshop:​ ​Presenting​ ​a
and​ ​tasks,​ ​demonstrating​ ​command​ ​of Persuasive​ ​Speech​ ​-​ ​Holt
formal​ ​English​ ​when​ ​indicated​ ​or McDougal
appropriate.​ ​(See​ ​grade​ ​8​ ​Language
standards​ ​1​ ​and​ ​3​ ​here​​ ​for​ ​specific
expectations.)

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 Language

Common​ ​Core​ ​State​ ​Standard Assessment Resources

CCSS.ELA-Literacy.L.8.2.b ● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Position​ ​on​ ​Dodgeball​ ​in
Use​ ​an​ ​ellipsis​ ​to​ ​indicate​ ​an​ ​omission. McDougal Physical​ ​Education/​ ​The
Weak​ ​Shall​ ​Inherit​ ​the
Gym​ ​-​ ​Holt​ ​McDougal

● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● What​ ​to​ ​the​ ​Slave​ ​is​ ​the
Knowledge​ ​of​ ​Language: McDougal Fourth​ ​of​ ​July?​ ​-​ ​Holt
CCSS.ELA-Literacy.L.8.3 McDougal
Use​ ​knowledge​ ​of​ ​language​ ​and​ ​its
conventions​ ​when​ ​writing,​ ​speaking,
reading,​ ​or​ ​listening.

● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● Zoos:​ ​Myth​ ​and​ ​Reality/

CCSS.ELA-Literacy.L.8.4.b McDougal Zoos​ ​Connect​ ​Us​ ​to​ ​the
Use​ ​common,​ ​grade-appropriate​ ​Greek Natural​ ​World​ ​-​ ​Holt
or​ ​Latin​ ​affixes​ ​and​ ​roots​ ​as​ ​clues​ ​to​ ​the McDougal
meaning​ ​of​ ​a​ ​word​ ​(e.g.,​ ​precede,​ ​recede, ● Position​ ​on​ ​Dodgeball​ ​in
secede​). Physical​ ​Education/​ ​The
Weak​ ​Shall​ ​Inherit​ ​the
Gym​ ​-​ ​Holt​ ​McDougal

● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● What​ ​to​ ​the​ ​Slave​ ​is​ ​the
CCSS.ELA-Literacy.L.8.4.c McDougal Fourth​ ​of​ ​July?​ ​-​ ​Holt
Consult​ ​general​ ​and​ ​specialized McDougal

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 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.

CCSS.ELA-Literacy.L.8.4.d ● Unit​ ​9​ ​Assessment​ ​-​ ​Holt ● What​ ​to​ ​the​ ​Slave​ ​is​ ​the
Verify​ ​the​ ​preliminary​ ​determination​ ​of McDougal Fourth​ ​of​ ​July?​ ​-​ ​Holt
the​ ​meaning​ ​of​ ​a​ ​word​ ​or​ ​phrase​ ​(e.g., McDougal
by​ ​checking​ ​the​ ​inferred​ ​meaning​ ​in
context​ ​or​ ​in​ ​a​ ​dictionary).

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