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8th Grade

 

 

Informative

OKLAHOMA

http://ok.gov/sde/oklahoma-academic-standards#OC3ELA  (Adopted 2014)

 

Grade 8

Informative Essays

 

Standard 1: Writing Process - The student will use the writing process to write coherently.

 

1. Use a writing process to develop and refine composition skills. Students are expected to use a variety of prewriting strategies such as brainstorming, outlining, free writing, discussing, clustering, webbing, using graphic organizers, notes, logs, and reading to generate ideas and gather information.

2. Develop a main idea/thesis through use of details, examples, reasons, anecdotes, and use patterns as appropriate to purpose such as spatial, chronological, and climactic.

3. Blend paragraphs, with effective transitions, into larger text.

4. Use precise word choices, including figurative language, that convey specific meaning and tone.

5. Use a variety of sentence structures, types, and lengths to contribute to fluency and interest

6. Revise multiple drafts individually and with peers.

7. Edit for errors in Standard English usage, sentence structure, word choice, mechanics, and spelling.

 

Standard 2: Modes and Forms of Writing - The student will write for a variety of purposes and audiences using creative, narrative, descriptive, expository, argumentative, persuasive, and reflective modes.

 

At Grade 8, write creative, narrative, expository, argumentative, persuasive, reflective, and descriptive papers of at least 500 to 750 words and introduce technical documents. Demonstrate a command of Standard English and the research, organization, and drafting strategies outlined (intended reader) and purpose for writing.

 

2. Compose expository texts including research reports, technical documents, and other informational texts that:

a. define a research thesis (a statement of position on the topic).

b. integrate important ideas, concepts, or direct quotations from significant information sources.

e. document sources as appropriate to style.

 

4. Compose reflective papers to:

a. express the individual's insight into conditions or situations.

b. compare a scene from a work of fiction with a lesson learned from experience.

c. complete a self-evaluation on a class performance. Example: Write a reflective paper that analyzes reasons for selections used in a portfolio of works that demonstrate skills in different subjects.

 

5. Compose responses to literature, including poetry, that:

a. demonstrate careful reading and insight into interpretations.

b. connect responses to the writer's techniques and to specific textual references.

c. make supported inferences about the effects of a literary work on its audience.

d. support judgments with references to the text, other works, other authors, or to personal knowledge. Example: After reading a novel, compose an essay describing the different ways the characters speak (slang words or regional dialect) and analyze how this enhances or detracts from the narrative.

 

6. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting.

 

Example: Write stories, poetry, and reports, showing a variety of word choices, or review a favorite book or film.

 

8. Use appropriate essay test-taking and time-writing strategies that:

a. budget time for prewriting, drafting, revising, and editing.

b. prioritize the question/prompt.

c. identify the common directives from the prompt (Identify command verbs: explain, compare, evaluate, define, and develop, etc.).

d. analyze the question or prompt and determine the appropriate mode of writing.

e. apply appropriate organizational methods to thoroughly address the prompt.

f. utilize an editing checklist or assessment rubric, if provided.

 

 

Narrative

OKLAHOMA

http://ok.gov/sde/oklahoma-academic-standards#OC3ELA  (Adopted 2014)

 

Grade 8

 

Narrative Essays

 

Standard 1: Writing Process - The student will use the writing process to write coherently.

 

1. Use a writing process to develop and refine composition skills. Students are expected to use a variety of prewriting strategies such as brainstorming, outlining, free writing, discussing, clustering, webbing, using graphic organizers, notes, logs, and reading to generate ideas and gather information.

2. Develop a main idea/thesis through use of details, examples, reasons, anecdotes, and use patterns as appropriate to purpose such as spatial, chronological, and climactic.

3. Blend paragraphs, with effective transitions, into larger text.

4. Use precise word choices, including figurative language, that convey specific meaning and tone.

5. Use a variety of sentence structures, types, and lengths to contribute to fluency and interest

6. Revise multiple drafts individually and with peers.

7. Edit for errors in Standard English usage, sentence structure, word choice, mechanics, and spelling.

 

Standard 2: Modes and Forms of Writing - The student will write for a variety of

purposes and audiences using creative, narrative, descriptive, expository, argumentative, persuasive, and reflective modes.

 

At Grade 8, write creative, narrative, expository, argumentative, persuasive, reflective, and descriptive papers of at least 500 to 750 words and introduce technical documents. Demonstrate a command of Standard English and the research, organization, and drafting strategies outlined (intended reader) and purpose for writing.

 

1. Compose narrative text to include short stories, fictional, biographical or autobiographical narratives that:

a. create and develop a plot or sequence of events using well-chosen details that reveal the significance of each event.

b. create and develop a character (s), including comparisons, that show the character’s (s’) beliefs and qualities.

c. create and develop an appropriate point of view (e.g., third person limited or first person point of view).

d. create and maintain a setting that enhances the narration.

e. adjust tone and style to make writing more interesting and engaging to the audience.

f. use a range of narrative devices including dialogue, internal monologue, suspense, specific action, physical and background descriptions, and foreshadowing.

g. reveal the writer’s attitude about the subject.

h. use sensory details and precise word choice. Example: Write an autobiographical account of one of your most memorable first days of school. Describe the day and its importance clearly enough so the reader can see and feel the day from your perspective.

 

6. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting.

 

Example: Write stories, poetry, and reports, showing a variety of word choices, or review a favorite book or film.

 

8. Use appropriate essay test-taking and time-writing strategies that:

a. budget time for prewriting, drafting, revising, and editing.

b. prioritize the question/prompt.

c. identify the common directives from the prompt (Identify command verbs: explain, compare, evaluate, define, and develop, etc.).

d. analyze the question or prompt and determine the appropriate mode of writing.

e. apply appropriate organizational methods to thoroughly address the prompt.

f. utilize an editing checklist or assessment rubric, if provided.

 

 

Persuasive

OKLAHOMA

http://ok.gov/sde/oklahoma-academic-standards#OC3ELA  (Adopted 2014)

 

Grade 8    

 

Persuasive Essays

 

Standard 1: Writing Process - The student will use the writing process to write coherently.

 

1. Use a writing process to develop and refine composition skills. Students are expected to use a variety of prewriting strategies such as brainstorming, outlining, free writing, discussing, clustering, webbing, using graphic organizers, notes, logs, and reading to generate ideas and gather information.

 

2. Develop a main idea/thesis through use of details, examples, reasons, anecdotes, and use patterns as appropriate to purpose such as spatial, chronological, and climactic.

 

3. Blend paragraphs, with effective transitions, into larger text.

4. Use precise word choices, including figurative language, that convey specific meaning and tone.

5. Use a variety of sentence structures, types, and lengths to contribute to fluency and interest

6. Revise multiple drafts individually and with peers.

7. Edit for errors in Standard English usage, sentence structure, word choice, mechanics, and spelling.

 

Standard 2: Modes and Forms of Writing - The student will write for a variety of purposes and audiences using creative, narrative, descriptive, expository, argumentative, persuasive, and reflective modes.

 

At Grade 8, write creative, narrative, expository, argumentative, persuasive, reflective, and descriptive papers of at least 500 to 750 words and introduce technical documents. Demonstrate a command of Standard English and the research, organization, and drafting strategies outlined (intended reader) and purpose for writing.

 

3. Compose persuasive/argumentative compositions that:

a. include a well-defined thesis that makes a clear and knowledgeable appeal.

b. present detailed evidence, examples, and reasoning to support effective arguments and emotional appeal.

c. provide details, reasons, and examples, arranging them effectively by predicting, identifying, and addressing reader concerns and counter-arguments. Example: Using the research completed on public transportation, compose a persuasive letter to the mayor on why the community should or should not invest more resources into public transportation.

 

6. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting.

 

Example: Write stories, poetry, and reports, showing a variety of word choices, or review a favorite book or film.

 

8. Use appropriate essay test-taking and time-writing strategies that:

a. budget time for prewriting, drafting, revising, and editing.

b. prioritize the question/prompt.

c. identify the common directives from the prompt (Identify command verbs: explain, compare, evaluate, define, and develop, etc.).

d. analyze the question or prompt and determine the appropriate mode of writing.

e. apply appropriate organizational methods to thoroughly address the prompt.

f. utilize an editing checklist or assessment rubric, if provided.


 


 


 

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Last modified
20:53, 28 Dec 2015

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