CCSS.ELA-Literacy.W.8.1.a - Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. |
Aug 12, 2020 - Explore Brandi Green's board 'School: ELA - Writing', followed by 203 people on Pinterest. See more ideas about Teaching writing, Writing, Ela writing. English Language Arts Standards » Writing » Grade 8 » 4 Print this page. 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.).
CCSS.ELA-Literacy.W.8.1.b - Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. |
CCSS.ELA-Literacy.W.8.1.c - Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. |
CCSS.ELA-Literacy.W.8.1.d - Establish and maintain a formal style. |
CCSS.ELA-Literacy.W.8.1.e - Provide a concluding statement or section that follows from and supports the argument presented. |
Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers
Title: CCSS.ELA-Literacy.W.8.1 Write Arguments To Support Claims With Clear Reasons... Writing - 8th Grade English Language Arts Common Core State Standards
Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C.
Copyright Date: 2010
(Page last edited 10/08/2017)
- Personal Business Block Style Letter With Open Punctuation Example - Different examples of formatting styles
- Purposes in Writing - Explanation of various purposes from writers' point of view
- Understanding different purposes - Communicate successfully to your audience
March 16-27
Besides the assignments posted below, please access Read Theory through the link below. Remember your user name is in caps and is your initials and my initials: for example John Doe would have a user name as JDML (one 7th grader has a 7 after the initials). Your passwords are:
6th Grade Floyd#66
7th Grade: Floyd#77
8th Grade: Floyd#88
6th, 7th & 8th Grade
Digital Learning: Coronavirus Chronicle
The link below is a two-week assignment with several parts to it, along with a pacing guide for students to follow as they complete the tasks. This assignment is for all grade levels.
Digital Learning: Assignments for Week of 3/16
Attached below is the digital learning plans for all grade levels. Please complete each of the assignments and return them to me as an attachment to my email at school: mchael.lazazzara@cobbk12.org
March 9-13
6th, 7th & 8th Grade
Informational and Argumentative Writing
We will continue with informational and argumentative writing on all grade levels this week.
March 2-6
6th, 7th & 8th Grade
Informational and Argumentative Writing
We will use the reading assignments from last week to continue with informational and argumentative writing. Using the articles, you will develop a prompt to write an essay
February 24-28
6th, 7th & 8th Grade
Informational and Argumentative Writing
All students will begin argumentative and informational writing this week. In addition, we will continue to use Read Theory this week to improve reading skills.
February 10-14
6th Grade
We will begin working on what it takes to make an effective argument as we work towards completing an argumentative essay and a targeted letter about a cause you choose.
We will also continue with our reading and writing initiative with two days of reading and writing in the Business Lab later this week.
7th Grade
We will complete reading Gary Paulsen’s Hatchet this week with a final test on Friday.
8th Grade
This week you will complete and present your PowerPoint and essay on a civil rights leader of your choice. We will be in the lab from Monday thru Thursday with presentations of your work in class on Friday. Here is the assignment outline that includes approved sites for you to use to complete your research for this project:
February 3-7
6th Grade
This week we will practice and review reading and writing strategies as we begin to use Read Theory more frequently to improve reading and writing skills.
7th Grade
This week we will pick up where we left off before last week on the reading of Gary Paulsen’s Hatchet. We are beginning with chapter 10 on Monday, so all chapter summaries need to be up to date as we begin the second half of the novel.
8th Grade
We will resume our reading and writing about civil rights leaders, beginning the week with a look at the efforts of Malcom X in the movement for equality.
January 27-31
6th Grade
Students will continue to work on their chosen topics for the writing fair early in the week. Afterwards we will begin working on argumentative writing and choosing a topic to write about.
7th Grade
Students will continue to work on their chosen topics for the writing fair early in the week. Afterwards we will return to reading Hatchet.
8th Grade
Students will continue to work on their chosen topics for the writing fair early in the week. Afterwards we will return to our study of civil rights leaders who made a difference in the world.
6th Grade
We will continue learning how to read closely and paraphrase texts early this week, and then we will move onto beginning to complete a writing piece for the Cobb County Writing Fair.
7th Grade
Continuing with “Hatchet”
We will focus on identifying and explaining the types of conflict in “Hatchet” this week as we get through chapters seven and eight. We will begin working on writing projects for the Cobb County Writing Fair towards the end of this week.
8th Grade
Civil Rights Leaders Who Changed the World
We will continue reading, annotating, paraphrasing and writing essays from articles of Civil Rights leaders whose actions changed the world. This week we focus on Rosa Parks. Towards the end of the week we will begin working on writing projects for the Cobb County Writing Fair.
January 13-17
6th Grade
Reading and Writing Strategies
As we learn to paraphrase in anticipation of writing an argumentative essay, we will read, annotate and summarize various articles on specific topics. This will help to better understand what we read, help to organize information to use in writing, and generally entertain you during 6th period.
7th Grade
Continuing with “Hatchet”
We will continue reading Gary Paulsen’s “Hatchet,” with a quiz in several chapters later on this week. In addition to reading the novel, you will complete summary sheets each day and respond to writing prompts related to the book.
IMPORTANT NOTE: IF YOU ARE ABSENT, PLEASE FOLLOW ALONG WITH THE NOVELON YOU TUBE SO THAT YOU ARE, LITERALLY, ON THE SAME PAGE WITH US WHEN YOU RETURN. YOU ARE RESPONSIBLE FOR KEEPING UP WITH THE READING AS WE WILL TYPICALLY READ ONE TO TWO CHAPTERS A DAY.
8th Grade
Making a Difference in the World
We will continue our look at the history of the civil rights movement and the people involved in it from both sides. This subject and the materials we use can be sensitive, but its importance cannot be understated. This week you will complete readings, summaries and written responses to prompts about this topic.
January 6-10
6th Grade
Argument is All About Perspective
We will look at what makes a good argument and how your perspective (point of view) affects the position you argue. Within this unit, you will learn how to research a topic, present a strong argument about an issue that is important to you and how to cite your sources to support your claims. The two major writing projects for this unit are a argumentative essay and a formal letter stating an opinion and trying to convince others to agree wit your opinion.
7th Grade
Choices and Consequences
We will use a novel study of Gary Paulsen’s “Hatchet” to look at how the choices we make have consequences. You will create a literary analysis of the novel, looking at narrative elements and how they are developed as the novel moves along, tying in the them of choice and consequence. Later in this unit, you will create a multi-media presentation of someone who faced challenges and made choices that changed the world in some way.
8th Grade
The Challenge to Make a Difference
We will use the civil rights movement as a backdrop for the theme of how people are challenged in life by their circumstances to stand up and make a difference in the world by their actions. Within the unit we will use historical videos and texts to examine who the leaders of the civil rights movement were from the early days of Jim Crow through the Civil Rights Act of 1964 and into the present. You will create and present a multi-media presentation on a historical figure from the civil rights movement for a project grade. You will also choose and research a cause that you feel strongly about and develop campaign to get others to join you in your cause.
December 16-20
Reading Inventory and Grade-Level Priority Assessments
This week all grade levels will take a Reading Inventory assessment on Monday, an ELA Priority Assessment on Tuesday and a general reading assessment on Wednesday. We will coast through Thursday and Friday, after which, you can then take the next two weeks off.
December 9-13
Poetry for All This Week
All grades will review, annotate, summarize and write poetry this week. Here are some websites to help inspire you:
December 2-6
6th Grade
Time for Poetry
Continuing on with our theme of change, we will review the elements of poetry and read several poems about change.
7th Grade
Argumentative Writing
We will be in the 8th grade computer lab through Wednesday this week as you complete your essays. Following that, we will move onto a unit in poetry relating to the theme of what makes a hero.
8th Grade
Argumentative Writing
Once your essays are completed, we move onto a unit on poetry relating to the theme of utopia and dystopia.
November 18-22
6th Grade
Finishing “Freak the Mighty”
Students will complete setting/character posters in groups and then independently write a character essay using an outline provided on each of the novel’s main characters.
7th Grade
Argumentative Writing
Students should have chosen their topic as they begin researching and gathering information to begin their essay. 7th grade classes will be in the media center on Tuesday and Thursday and a computer lab on Friday to work on this assignment.
8th Grade
Argumentative Writing
Research and writing continues this week, with 2nd period expected to complete the assignment before break next week and 4th period with an outside chance of finishing as well.
November 11-15
6th Grade
“Freak the Mighty” Novel Project Continues
Students will continue to work in their groups to complete the “Freak the Mighty” setting poster and a character essay, which will be done individually.
7th Grade
Argumentative Writing
Students will select their argumentative writing topic and begin researching and writing their essay.
8th Grade
Argumentative Writing
2nd period will continue to research and write their essays.
4th Period will begin the argumentative writing unit.
November 4-8
6th Grade
“Freak the Mighty” Novel Project
Students will work in groups to complete a setting and character map of “Freak the Mighty” and then they will individually write a character review essay of their favorite character from the book.
7th Grade
This week begins the informational writing part of the unit on how advertising affects youth. We will discuss this issue, the research and writing process and our plan for completing the essay, and then we will put the plan into action.
8th Grade
2nd Period
Students will continue to gather research and begin to write their informational essays. We will also spend some time in the media center this week organizing and citing sources, as well as doing additional research and writing.
4th Period
Our goal this week is to complete reading “Fahrenheit 451” this week.
October 28-November 1
All classes will read a Halloween-themed story, with a comprehension test and other related classroom activities beginning Wednesday and finishing on Friday.
6th Grade
More “Freak the Mighty”
We will continue reading “Freak the Mighty” this week, and students will work in groups to create a character and setting poster of the novel.
7th Grade
Ethos, Pathos, Logos Wrap Up
Students will wrap up their ethos, pathos, logos projects this week, including completing their essay. Afterwards, we will continue to research how advertising affects youth purchasing decisions as students prepare to write an argumentative essay on how advertisers target youth.
8th Grade
2nd Period
We will start the week in the computer lab as students continue to research their informational writing topics.
4th Period
We will move on to part II of “Fahrenheit 451” this week.
October 21-25
6th grade
Test Alert: There will be a test on chapters 1-5 of “Freak the Mighty”
We will continue to work through the “Freak the Mighty” study guide as we move along with our reading of the novel. Here is a completed study guide to help you prepare for Wednesday’s test:
7th Grade
Students will complete their ethos, pathos and logos project this week, creating an advertisement for a particular product using each of these rhetorical devices. There is also an essay due by the end of class Thursday as a part of the project, with student presentations set for Friday. Here are the outlines for the project and the essay:
8th Grade
2nd Period: We will move along with a historical reading/review of “Fahrenheit 451” this week. THERE WILL BE A TEST ON THIS MATERIAL ON FRIDAY
8th Grade State Exam Ela
4th Period: We will continue reading “Fahrenheit 451” this week. THERE WILL BE A COMPREHENSION TEST ON WEDNESDAY covering the first 75 pages of the novel.
October 14-18
6th grade
We continue reading and completing exercises for Rodman Philbrick’s “Freak the Mighty” this week.
7th Grade
This week students will complete an advertising project using the rhetorical appeals of ethos, logos and pathos.
8th Grade
We continue reading of Ray Bradbury’s “Fahrenheit 451.”
October 7-11
6th grade
We begin reading and completing a study guide for Rodman Philbrick’s “Freak the Mighty” this week.
7th Grade
We continue our unit on the rhetorical devices and how they are used to influence what “Tweens” buy. We will be gathering information to be used later in the unit on an advertisement project and in a argumentative piece of writing.
8th Grade
We begin reading of Ray Bradbury’s “Fahrenheit 451.”
September 30-October 4
Welcome Back
Welcome back. I hope you are re-energized and ready to get back to work. Here’s what’s happening in each class:
6th grade
We will review types of conflict and story elements and do some background reading as we prepare to read Rodman Philbrick’s “Freak the Mighty.”
7th Grade
We will begin our unit on the rhetorical devices and how they are used to influence what “Tweens” buy.
8th Grade
We begin looking at what utopia and dystopia look like as we start acquiring background knowledge in anticipation of our upcoming reading of Ray Bradbury’s “Fahrenheit 451.”
September 16-20
Back to Class
8th Grade Ela Books
All grade levels return to the classroom this week. Here’s what to expect…
6th grade
We will review point of view and go over types of conflict in literature.
7th Grade
We will discuss the writing process and why we need to revise and edit our writing on an almost constant basis. We will also preview and build background knowledge for our next unit on the influences of advertising on middle school students.
8th grade
In a perfect world, 8th grade would just be able to chill this week after working so hard writing these past couple of weeks. In reality, we are going to discuss what a perfect world would look like as we prepare to take on our next unit on what is a perfect or utopian society and how that can lead to a dystopian society. All of this is in anticipation of our reading of the novel Fahrenheit 451, by Ray Bradbury.
September 9-13
Animation of Narratives
This week 6th and 8th grades will animate their narratives. We will meet in the media center to work with Ms. Chaney. Due to testing, 7th grade will not have the opportunity to work in the media center on the animation.
6th Grade
We will meet in the media center this week and learn to use a program to animate the personal narratives we just completed.
7th Grade
We will meet on alternate days this week because of testing. We will complete our narratives and animate them in class next week.
8th Grade
We will meet in the media center this week and learn to use a program to animate the hero’s journey narratives we just completed.
September 3-6
Writing Assignments
6th Grade
Students will complete their graphic organizers and write their personal narratives this week. Teacher/student conferences will take place throughout the week as you write.
7th Grade
Students will complete their graphic organizers and write their illustrated myths this week. Teacher/student conferences will take place throughout the week as you write.
8th Grade
Students will complete their graphic organizers and write their hero’s journey stories this week. Teacher/student conferences will take place throughout the week as you write.
August 26-30
Test Alert For All Grades: Story Elements Test on Friday
6th Grade:
It’s time to start writing your personal narrative about a change in your life. As we review the parts of a story together, you should plot out and use these tools to write your essay. You will be writing in class each day this week, as well as conferencing with me throughout the process.
7th Grade:
As we review the parts of a story together, you should plot out and use these tools as you continue to create an illustrated myth. You will be writing in class each day this week, as well as conferencing with me throughout the process.
8th Grade
We’ll review the parts of a story. As you continue to create a hero narrative, use these tools to guide you in your writing. You will work on your story in class each day this week, and we will conference throughout the process.
August 19-23
6th Grade:
LOCATION ALERT: 6TH GRADE WILL COMPLETE MEDIA CENTER ORIENTATION IN THE MEDIA CENTER ON MONDAY DURING 6TH PERIOD
This week we will continue to develop better reading and writing strategies as we move into the first embedded assessment (those are big words for “writing project”) of the year: a narrative story about change in your life.
7th Grade:
We will continue our look at the elements of mythology and illustrated myths as we move towards this year’s first embedded assessment. One of the things we will focus on is the writing process and how professional author’s use it–and why you should too!!!
8th Grade:
We continue our discussion of what makes a hero: their qualities, actions, sacrifices and achievements. We will discuss and create QHT charts to define these characteristics and begin to develop outlines for a narrative about heroes–either real or imagined.
August 12-16
Grades 6-8
Assessment Alert:
All grade levels will take the Reading Inventory assessment on Wednesday
This week all three grade levels will learn to use reading strategies and text codes to use in this and other classes. These strategies will be useful in understanding what you read and notating the text to easily locate the information you need to answer questions about what you read.
August 1-9
Grades 6-8:
Welcome to Floyd Middle School’s Reading and Writing Lab, where students develop and enhance individual and collaborative skills, gain and share knowledge and learn to think critically to solve real world problems through expression in reading, writing and oral presentation. Floyd’s Reading and Writing Lab is a dem1ocratic classroom involving students, on a regular basis and in developmentally appropriate ways, in shared decision-making that increases their responsibility for helping to make the classroom a good place to be. This allows students to engage in learning and to build and enhance their skills at their own pace. Outside of a few non-negotiable behavior expectations set by me, students in this class will collectively develop a classroom set of behavior standards and write a classroom constitution for everyone to follow.
We will use Springboard as an interactive text, along with Zinc Learning Labs, Office 365, Read Theory, NewsELA, Edmodo and interactive notebooks as resources for this class, as well as several texts, including poems, short stories and novels. More information about Springboard, Office 365 and Zinc Learning Labs can be found by clicking on the link at the top of this page.
I am excited to work with each of you throughout the year to facilitate your growth as a reader and writer, so that you can engage with and change the world.