Researching, Decision-Making, and Forming Opinions
Grade Level: 8th
Subject: ELA
Time Frame: Quarter 4- 8 weeks
Essential Questions
Speaking and Listening:
- What does good listening look like?
- How do individuals contribute to the success of a team?
- Do all teams need leaders?
- How is asking questions a useful strategy in learning?
- How do delivery techniques change in relation to audience purpose or content?
- How does language help or hurt the message being communicated?
- How do presenters determine what information is relevant when preparing a report or presentation?
- How do speakers know if an audience is actively engaged in a presentation?
- What are the structural elements of a speech and what strategies can be used to enhance each part?
Reading
- How do authors develop theme?
- How do authors convey mood?
- How do different authors approach story elements?
- How do we evaluate an author's credibility?
- How do visuals convey information?
- How can bias influence a reader?
- What elements make a text more attractive to some readers than others?
- How does the history of language affect our understanding of a text?
- How does slang, dialect, or colloquial language affect a listener?
- How do we learn new words?
Writing
- What techniques do authors use to persuade readers?
- How can authors use diction to convince or persuade others?
- How do writers select evidence to best support their claim(s)?
- What techniques do writers use to "hook" their readers?
- What tools do writers use to summarize ideas?
- What kind of organization is most effective in informational writing?
- How do writers know when they have given enough information?
- Are all styles of informational writing equally appropriate?
- What are the elements of a well-developed character?
- How do authors use imagery to create tone?
- What makes text elements engaging to a reader?
- How does foreshadowing create connections for a reader?
- How do we know what resources meet our needs?
- What do we do when our immediate resources are not adequate?
- How do we know our information is reliable?
- What organizational strategy best suits this research?
- How do we determine the most appropriate format for presenting our research?
- How do we cite our research?
Language Usage
- How does the use of correct grammar, usage, and mechanics add clarity to writing?
- How can various tools help a writer edit work?
- What are some common punctuation errors? How can writers avoid these challenges in the future?
- When is it beneficial to use the thesaurus?
By the end of the unit, students will know/be able to:
Speaking and Listening
• I can analyze the purpose of information presented in different media and formats.
• I can evaluate the motives behind a presentation.
- I can use their experience and their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively
• I can determine a speaker’s argument and specific claims.
• I can evaluate the reasoning and evidence presented for soundness and relevance.
• I can identify when irrelevant evidence is introduced.
• I can present claims and findings in a focused, coherent manner (use relevant evidence, sound reasoning and well-chosen details).
• I can use effective speaking techniques (appropriate eye contact, adequate volume and clear pronunciation).
• I can integrate multimedia components and visual displays in a presentation to clarify information, strengthen claims and to add emphasis.
• I can adapt my speech for a variety of contexts and tasks, using formal English when indicated or appropriate.
Reading
• 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.
• 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).
• I can determine an author’s point of view or purpose in informational text.
• I can analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
• I can identify the argument and specific claims in a text.
• I can evaluate the argument and specific claims in a text (assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims).
• I can identify when irrelevant evidence is used
• I can read, annotate, and analyze informational texts on topics related to diverse and non-traditional cultures and viewpoints
Writing
• I can write arguments to support claims with clear reasons and relevant evidence.
- I can introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
- I can support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic
or text.
- I can use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
- I can establish and maintain a formal style.
- I can provide a concluding statement or section that follows from and supports the argument presented
• I can produce clear and coherent writing that is appropriate to task, purpose and audience.
• With support from peers and adults, I can use the writing process to ensure that purpose and audience have been addressed.
• I can conduct short research projects to answer a question (including a self-generated question).
• I can use several sources in my research.
• I can generate additional research questions for further exploration.
• I can gather relevant information from a variety of sources.
• I can use search terms effectively.
• I can evaluate the credibility and accuracy of each source.
• I can quote and paraphrase others’ work while avoiding plagiarism.
• I can use a standard format for citation.
• I can use evidence from informational texts to support analysis, reflection and research.
Language Usage
• I can use a variety of strategies to determine the meaning of unknown words or phrases.
• I can accurately use 8th grade academic vocabulary to express my ideas.
• I can use resources to build my vocabulary.
Assessments
• Analyzing Author’s Purpose in Speech and Text
• Evaluating Claims and Advocating Persuasively
• Position Speech
• Position Paper and Reflection on Writing the Position Paper
Topics
• Analyze for author’s purpose and for how the author responds to conflicting viewpoints and evidence
• Evaluate author’s claims for sound reasoning and relevant and sufficient evidence.
• Practice advocating persuasively and speaking and listening skills.
• Practice speaking and listening skills in preparation for a presentation.
• Analyzing a model position paper to determine criteria.
• Building a draft position paper, piece by piece, in which a claim is made
• Revise and edit draft position paper ready to publish.
Standards
RI.8.2, RI.8.4, RI.8.6, RI.8.8, RI.8.9a
W.8.1, W.8.4, W.8.5, W.8.7, W.8.8, W.8.9
SL.8.2, SL.8.3, SL.8.4, SL.8.5, SL.8.6
L.8.4, L.8.6