Standards in this strand:
Text Types and Purposes:
Write arguments to support claims with clear reasons and relevant evidence
Substitute custodial; substitute food service; superintendent; supervisor; teacher 1st grade; teacher 2nd grade; teacher 3rd grade; teacher 4th grade; teacher 5th grade; teacher 6th grade ela; teacher 6th grade math; teacher 6th grade science; teacher 6th grade soc studies; teacher 6th pe and wellness; teacher 7th grade ela; teacher 7th grade. CONTENT AREA: ELA GRADE: 8 UNIT #: 3 UNIT NAME: Reading Information/Writing Argument # STUDENT LEARNING OBJECTIVES CORRESPONDING CCSS 1. Cite the textual evidence. That most strongly supports. An analysis of what the text says explicitly in.
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument presented.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the information or explanation presented.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Provide a conclusion that follows from and reflects on the narrated experiences or events.
Production and Distribution of Writing:
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.)
With some guidance and support from 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 including grade 8 here.)
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
Research to Build and Present Knowledge:
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 8 Reading standards to literature (e.g., 'Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new').
Apply grade 8 Reading standards to literary nonfiction (e.g., 'Delineate and 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').
Range of Writing:
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.
We have recently updated this post while writing emergency sub plans for all grades, pre-k through 6. You will find our new 2nd grade plans here: UPDATED 2nd Grade Emergency Sub Plans
8th Grade Ela Worksheets Pdf
It has happened to all of us. We’re getting ready for school when our child wakes up and we discover he or she is sick. It’s always a rush to get sub plans together quickly. We know the feeling so we have created these activities for you to you use in an emergency. We have included the Common Core standard each lesson meets. We hope they help!
Reading
2.RL.1 Ask and Answer questions to demonstrate understanding of key details in text.
Neighbors 2014 dual audio robocop 1987 movie. Story Map Any book can be used for this activity but we like using Miss Nelson is Missing! Book & CD (Read Along Book & CD)' target='_blank'>Miss Nelson is Missing! (Click on the blue, underlined-title to purchase the book from Amazon.) because it’s about a teacher being away. Have the substitute read aloud the book and then students can complete the story map to show understanding. This story map might also be used for an independent reading activity. We suggest leaving a completed story map to guide your substitute. We have provided blank boxes so you may choose to have your students use words, pictures or both.
2.RFS.3 Know and apply grade-level phonics and word analysis skills in decoding words
Fry Word Boggle 3rd Hundred Focus4th Hundred Focus Students search for words by using only connecting letters. While other words will be found, we used the Fry words as a focus.
Short & Long Vowel Hunt Students read the short passage to find long and short vowel sounds. They record five of each in the correct column. They also identify what vowel sound the word makes.
2.W.1 Write opinion pieces by stating an opinion and giving reasons for their opinionWe Know What to Do! Encourage great behavior writing! Have students write a paragraph explaining why it is important to follow classroom procedures when the teacher is absent. This will be a chance for students to meet a standard and think about displaying positive behavior.
Math
2.NBT.1 Place valueBuild the Biggest Number Game Allow students to work in pairs or have your guest teacher roll a die. After each roll of the die, the number is announced. Students have to record the number in a box. The dice will be rolled twice for the 2-digit numbers and three times for the 3-digit numbers. The goal is to make the biggest number possible from the rolls. This is also an indirect lesson in probabilty as students quickly learn what is the smartest place to record each number.
2.OA.3 Odd & even numbersOdd & Even Maze Students complete the maze to help the owl get from the start to the tree. Children color in the even numbers as they follow the path. Amv converter softonic free download programs.
Science Living/ Non-Living Objects (Here you will find 12 colorful pictures for sorting into living and non-living categories.) We have created an Anchor Chart to be used with the beginning mini-lesson. Then, students cut apart and sort these objects. You can have students work on the sort as a class and talk about why each item fits into the living or non-living category or you might have students work in small groups. As a follow up, you might have students practice writing a paragraph explaining why they know one of their objects is living or non-living. We have created a guide for this here: Why I Know.
What else should we include? Please share your suggestions below! We are trying to think of some great science and social studies lessons that are more than just a worksheet. Do you have an idea we could create? Also, is there a way we can make this post more teacher friendly? Tell us what would make this idea more beneficial to you!
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Substitute Info8th Grade Ela Pages
You will find a substitute planning sheet in our teacher planning binder in the lesson planning section: http://www.thecurriculumcorner.com/2012/07/12/teacher-planning-binder/