English Language Arts — Grade 8

All questions and comments about this curriculum should be directed to the North Carolina Department of Public Instruction.

Goal 1

The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.

Objective 1.01

Narrate a personal account which:

• creates a coherent, organizing structure appropriate to purpose, audience, and context.
• establishes a point of view and sharpens focus.
• uses remembered feelings.
• selects details that best illuminate the topic.
• connects events to self/society.

Objective 1.02

Analyze expressive materials that are read, heard, and viewed by:

• monitoring comprehension for understanding of what is read, heard, and/or viewed.
• reviewing the characteristics of expressive works.
• determining the importance of literary effects on the reader/viewer/listener.
• making connections between works, self and related topics.
• drawing inferences.
• generating a learning log or journal.
• maintaining an annotated list of works that are read or viewed, including personal reactions.
• taking an active role in and/or leading formal/informal book/media talks.

Objective 1.03

Interact in group activities and/or seminars in which the student:

• shares personal reactions to questions raised.
• gives reasons and cites examples from text in support of expressed opinions.
• clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion.

Objective 1.04

Reflect on learning experiences by:

• evaluating how personal perspectives are influenced by society, cultural differences, and historical issues.
• appraising changes in self throughout the learning process.
• evaluating personal circumstances and background that shape interaction with text.

Goal 2

The learner will use and evaluate information from a variety of sources.

Objective 2.01

Analyze and evaluate informational materials that are read, heard, and/or viewed by:

• monitoring comprehension for understanding of what is read, heard and/or viewed.
• recognizing the characteristics of informational materials.
• summarizing information.
• determining the importance of information.
• making connections to related topics/information.
• drawing inferences.
• generating questions.
• extending ideas.

Objective 2.02

Use multiple sources of print and non-print information to explore and create research products in both written and presentational forms by:

• determining purpose, audience, and context.
• understnaing the focus.
• recognizing and/or choosing a relevant topic.
• recognizing and/or selecting presentational format (e.g., video, essay, interactive technology) appropriate to audience.
• evaluating information for extraneous detail, inconsistencies, relevant facts, and organization.
• researching and organizing information to achieve purpose.
• using notes and/or memory aids to structure information.
• supporting ideas with examples, definitions, analogies, and direct references to primary and secondary sources.
• noting and/or citing sources used.
• recognizing the use of and/or employing graphics such as charts, diagrams,and graphs to enhance the communication of information.

Goal 3

The learner will continue to refine the understanding and use of argument.

Objective 3.01

Explore and evaluate argumentative works that are read, heard and/or viewed by:

• monitoring comprehension for understanding of what is read, heard and/or viewed.
• analyzing the work by identifying the arguments and positions stated or implied and the evidence used to support them.
• identifying the social context of the argument.
• recognizing the effects of bias, emotional factors, and/or semantic slanting.
• comparing the argument and counter-argument presented.
• identifying/evaluating the effectiveness of tone, style, and use of language.
• evaluating the author's purpose and stance
• making connections between works, self and related topics.
• responding to public documents (such as but not limited to editorials, reviews, local, state, and national policies/issues including those with a historical context).

Objective 3.02

Continue to explore and analyze the use of the problem-solution process by:

• evaluating problems and solutions within various texts and situations.
• utilizing the problem-solution process within various contexts/situations.
• constructing essays/presentations that respond to a given problem by proposing a solution that includes relevant details.
• recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.

Objective 3.03

Evaluate and create arguments that persuade by:

• understanding the importance of the engagement of audience by establishing a context, creating a persona, and otherwise developing interest.
• noting and/or developing a controlling idea that makes a clear and knowledgeable judgment.
• arranging details, reasons, and examples effectively and persuasively.
• anticipating and addressing reader/listener concerns and counterarguments.
• recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.

Goal 4

The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials.

Objective 4.01

Analyze the purpose of the author or creator and the impact of that purpose by:

• monitoring comprehension for understanding of what is read, heard, and/or viewed.
• evaluating any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.
• evaluating the underlying assumptions of the author/creator.
• evaluate the effects of the author's craft on the reader/viewer/listener.

Objective 4.02

Analyze and develop (with limited assistance) and apply appropriate criteria to evaluate the quality of the communication by:

• using knowledge of language structure and literary or media techniques.
• drawing conclusions based on evidence, reasons, or relevant information.
• considering the implications, consequences, or impact of those conclusions.

Objective 4.03

Use the stance of a critic to:

• consider alternative points of view or reasons.
• remain fair-minded and open to other interpretations.
• construct a critical response/review of a work/topic.

Goal 5

The learner will respond to various literary genres using interpretive and evaluative processes.

Objective 5.01

Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:

• using effective reading strategies to match type of text.
• reading self-selected literature and other materials of interest to the individual.
• reading literature and other materials selected by the teacher.
• assuming a leadership role in student-teacher reading conferences.
• leading small group discussions.
• taking an active role in whole class seminars.
• analyzing the effects of elements such as plot, theme, charaterization, style, mood, and tone.
• discussing the effects of such literary devices as figurative language, dialogue, flashback, allusion, irony, and symbolism.
• analyzing and evaluating themes and central ideas in literature and other texts in relation to personal and societal issues.
• extending understanding by creating products for different purposes, different audiences, and within various contexts.
• analyzing and evaluating the relationships between and among characters, ideas, concepts, and/or experiences.

Objective 5.02

Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:

• reading a variety of literature and other text (e.g., young adult novels, short stories, biographies, plays, free verse, narrative poems).
• evaluating what impact genre-specific characteristics have on the meaning of the text.
• evaluating how the author's choice and use of a genre shapes the meaning of the literary work.
• evaluating what impact literary elements have on the meaning of the text.

Goal 6

The learner will apply conventions of grammar and language usage.

Objective 6.01

Model an understanding of conventional written and spoken expression by:

• using a variety of sentence types, punctuating properly, and avoiding fragments and run-ons.
• using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
• applying the parts of speech to clarify language usage.
• using pronouns correctly, including clear antecedents and case.
• using phrases and clauses correctly, including proper punctuation (e.g. prepositional phrases, appositives, dependent and independent clauses.)
• determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
• extending vocabulary knowledge by learning and using new words.
• evaluating the use and power of dialects in standard/nonstandard English usage.
• applying correct language conventions and usage during formal oral presentations.

Objective 6.02

Continue to identify and edit errors in spoken and written English by:

• using correct spelling of words appropriate in difficulty for eighth graders and refining mastery of an individualized list of commonly misspelled words.
• producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and format.
• self correcting errors in everyday speech.
• independently practicing formal oral presentations.